ENGLISH FOR ACADEMIC PURPOSES_LEVEL 5

Unit Guide
 ENGLISH FOR ACADEMIC PURPOSES_LEVEL 5

About English for Academic Purposes_Level 5

CONTACTS
Below is a list of contacts for this unit. Please liaise directly with your head teacher regarding appropriate
consultation times. It is usually best to make contact with the staff via email.

EAP 4-5 Ms. Ngọc Anh

Head Teacher Email: ngocanh@[Link]
Student Advisors Ms. Trâm Bùi & Ms. Khanh Huỳnh
2A Nguyen Thi Dieu, Vo Thi Sau Ward, District 3, HCMC
Phone: (028) 3920 9999 - Ext: 204 or 223 Email: englishprogram@[Link]

UNIT OVERVIEW
This level aims to further develop the academic reading, writing, listening, speaking, and study skills of
Advanced English-level students, as well as builds on the skills developed in EAP4. Successful completion
of EAP5 can fully prepare students for their English-speaking university environment.
PRE-REQUISITES
None.

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Assessment Information
UNIT LEARNING OUTCOMES
The table below outlines the unit learning outcomes (ULOs) for this unit. Upon completion of this unit,
students will be able to:

Academic Study Skills 1. Experiment with different learning styles

2. Complete assessment tasks on time

3. Work in groups

4. Acknowledge alternative viewpoints

5. Speculate about ideas

6. Draw conclusions based on evidence

7. Reference sources in prescribed style

8. Access relevant research

Academic Speaking Skills 9. Use complex sentence patterns

10. Ask for complex information and opinions

11. Deliver information and opinions clearly and fluently

12. Use stress and repetition for emphasis

13. Organize ideas and opinions coherently

14. Use persuasive language to argue

15. Present a sustained line of argument

16. Paraphrase to clarify

17. Use technical vocabulary

Academic Listening Skills 18. Identify and take notes on main and supporting ideas

19. Identify specific information – including numerical information

20. Use organizational cues

21. Follow a line of argument

22. Recognize speaker attitude and intent

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23. Complete complex diagrams from spoken text

24. Identify repetition, digression and irrelevancies

25. Interpret unfamiliar words from context

26. Make inferences

Academic Reading Skills 27. Identify and take notes on main and supporting ideas

28. Recognize logical links

29. Recognize the use and function of modal verbs

30. Follow a logical argument

31. Distinguish between facts and opinions

32. Identify pronoun reference

33. Unpack complex nominal groups and nominalization

34. Infer meaning

35. Distinguish the writer's point of view

36. Recognize conflicting viewpoints in quoted sources

37. Critically evaluate the writer's attitude and intent

Academic Writing Skills 38. Use appropriate generic organization and language features

39. Use the language functions of comparison/contrast and

cause/effect

40. Use signpost words and referents for cohesion

41. Use extended nominal groups and nominalization

42. Paraphrase

43. Summarize and critique

44. Synthesize viewpoints

45. Acknowledge and reference sources

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ASSESSMENT SUMMARY

Assessment Items Due date Value Learning

(/100) Outcomes

1 Research Report 7:00 AM, Friday Week 15 LO 1-7,

4 LO 35-43

2 Seminar Individual dates, 20 LO 1-15

Weeks 4-8

3 Mid-term Exam Week 5, Date: TBA 15 LO 16-43

4 Critical Literature Review 7:00 AM, Monday 10 LO 1-7,

Week 7 LO 35-43

5 Research Essay 7:00 AM, Monday 20 LO 1-7,

Week 9 LO 35-43

6 Final Exam Week 9/10, 20 LO 16-43

Date: TBA

Final marks and grades are subject to confirmation by the Program Assessment Committees which may
scale, modify or otherwise amend the marks and grades for the unit, as may be required by the
Program’s policies.

Note: To successfully complete this unit, students must:

● Achieve at least 17.5/35 marks in test total (Midterm + Final)
● Achieve at least 50% in every class assessment, including Research Report, Seminar, and
Research Essay
● Achieve at least 15/30 marks in the total Critical Literature Review and Research Essay
● Achieve an overall course total mark of at least 55% on the scale of 100%.
● Complete 80% of class time

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✓ Assessment 1: Research Report (15%)

Overview:
The purpose of this assessment is to boost research skills and teamwork skills of students. It can
give a stronger sense of authentic report.
Due: Friday Week 4
Details:
• Developed from Survey Report (EAP4)
• Length: 1,200 words
• Includes several sections: Abstract, Introduction, Methodology, Results, Discussion, References
List, Appendix
• Weight: 15%
• Topic: to be advised via email every cohort.
• Students work in groups for some research tasks (Research question, designing questionnaire,
collecting data), but they submit their papers individually.
Marking criteria and standards:
● Research Report Marking Guide

✓ Assessment 2: Seminar (20%)

Overview:
The purpose of this assessment is to assess the ability to give a brief academic talk
Due: Individual date, from Week 4 to Week 8
Details:
• Individual talk.
• Length: 15 -20 minutes of talk, followed by 5-10 minutes of discussion
• Weight: 20%
• The topics list is provided.
• Seminars start in Week 4 and ideally end in Week 8. Each student is given/chooses a topic from
the list and is scheduled within the timescale between W4 and W8.
• Students are advised to hand in their outline and/or ppt. to Teacher for feedback before their
presentation date. This is optional only.
Marking criteria and standards:
● Seminar Marking Guide

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✓ Assessment 3: Midterm exam (15%)

Overview:
The assessment is aimed to test the three language skills of students, including Listening,
Reading, and Writing.
Due: TBA
Details:
❖ Writing: Students write an essay in 75 minutes on a given topic.
PERSUASIVE – ANALYTICAL style: Each body paragraph contains 5 elements:
• Topic sentence
• Supporting arguments
• Counter arguments
• Refutation
• Concluding sentence
❖ Reading: Students read an article about 2 pages in length and answer several questions in 60
minutes.
❖ Listening: Students listen TWICE to a lecture, approximately 10 minutes in length and answer
several questions in 20 minutes.
Marking criteria and standards:
● Midterm Writing marking guide

✓ Assessment 4: Critical Literature Review (10%)

Overview:
The major purpose of this assessment is to encourage students to make use of their critical
thinking in order to make evaluations of a material.
Due date: Monday Week 7
Details:
• Referencing: Harvard
• Two articles to read, summarize, and evaluate.
• Topic: to be advised, the same as Research Essay topic
• Weight: 10%
• Length: 600 – 800 words
Marking criteria and standards:
● Critical Literature Review marking guide

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✓ Assessment 5: Research Essay (20%)

Overview:
The major purpose of this assessment is to assess students’ ability to present their perspectives
towards an issue in an essay genre.
Due date: Monday Week 9
Details:
• Referencing: Harvard
• Students are required to do extensive research and MUST use the two CLR articles as sources.
• Topic: to be advised via email every cohort, the same as CLR
• Persuasive – analytical style
• Weight: 20%
• Length: 1,200 words
• Include a fully developed essay (Introduction, Body, Conclusion) and Reference List
Marking criteria and standards:
● Research Essay marking guide

✓ Assessment 6: Final exam (20%)

Overview:
The assessment is aimed to test the three language skills of students, including Listening,
Reading, and Writing.
Due: TBA
Details:
❖ Writing: Students write an essay in 75 minutes on a given topic.
PERSUASIVE – ANALYTICAL style: Each body paragraph contains 5 elements:
• Topic sentence
• Supporting arguments
• Counter arguments
• Refutation
• Concluding sentence
❖ Reading: Students read an article about 2 pages in length and answer several questions in 60
minutes.
❖ Listening: Students listen TWICE to a lecture, approximately 10 minutes in length and answer
several questions in 20 minutes.
Marking criteria and standards:
● Final Writing marking guide

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Teaching Activities

SCHEDULE OF ACTIVITIES

Week Mon Tue Wed Thu Fri

Week 1 Welcome & LM: grammar Informal and LM: Faster LM: Academic
Orientation task – Articles formal Effective Language
language Reading skills Focus
LM: Appendix LM: Grammar Or (p.13-15) (p.30-34)
Vocab List 1 sentence level LM: Grammar:
LM: suffixes revision Rewriting Speed Additional
Sentence Reading: Summerhill
LM: Grammar Listening: The Fragments Faster readings
Diagnostic girls are Effective (17a-f)
Test beating the Reading: Reading
boys Caught in the
LM: Learning Web LM: Speed
Styles in LM: Written Paraphrasing Reading:
Australia assignments LM: Critical (p.35) Money
(p.4-5) reading: Asia’s
once-a-week LM: Reading: In-class
parents Summerhill writing task:
(p.23-29) (p.16-20) (not for
grading, not
LM: Oral Review of feedback
presentation persuasive-an purpose only)
skills & The alytical essay Students write
language of (p.21-22) a persuasive
seminars analytical
(p.89-93) LM: Academic essay on the
Essay topic:
Stages in a structures & “Summerhill
talk Student is an ideal
worksheet school”. Do
you agree?

Week 2 LM: Appendix Report Finalize paper Speed LM: Research

– Vocab list 2 Writing: questionnaire Reading: Report:
Divorce Data group Diamonds Methodology:
Grammar Passive voice
review: Research IELTS Writing practice (p.56)
passive and Reports: structure Administer
active voice Hypothesis questionnaire

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Research LM: Research LM: IELTS LM: Listening: LM: Research

Report Report: Timed Writing The Report –
information Questionnaire Practice: Data importance of Planner (p.52)
Design Analysis questions
LM: Reading: (p.45-46) (p.8-9) (p.48-51) LM: Research
Three Mini Or Report:
Reports Each group Grammar – Listening: The Methodology
(p.36-40) designs Editing making of (p.53-60)
questionnaire practice genius
s for their Speed
research Reading:
Canning Food

Week 3 LM: Appendix: Writing an Paraphrasing Speed Speed

Vocab List 3 introduction Reading Reading:
practice Modality Auction sales
Grammar: Discussion
Prepositional Graphs Maximizing model: Caries Referencing
phrases & Review: and in Launceston
subordinate p.61-64 minimizing Using
clauses language Discussion reporting
LM: Research writing verbs and
Reading: Report: LM: Research practice: nouns
Asking the Results: Report: Robberies in
Age Question p.71-77 Discussion Kings Cross Or
(p.79-83) and Newtown Practice
LM: Research Sequencing Seminars and
Report: (9) Practice Practice peer
Introduction Proportional Seminars and Seminars and evaluation
(p.69-70) Language in peer peer
Results evaluation evaluation

Practice
Seminars and
peer
evaluation
Week 4 LM: Appendix Referencing Disasters Speed *Research
Vocab List 4 revision writing Reading: Report due
Vegetarianism date
Grammar: Referencing
Gerunds & style quiz Grammar: Listening: Speed
Infinitives Corrections Hall’s reading:
Referencing classification Dreams
LM: Research list of cultures
Report: recognition Introduction
Summary & (LM: p.78) to Critical
Which section thinking
(p.84-86)

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Referencing SEMINARS SEMINARS Critical

LM: Research list practice can be can be Thinking
Report: scheduled at scheduled at
Abstract: p. Additional any suitable any suitable SEMINARS
87-88 referencing time time can be
practice scheduled at
any suitable
SEMINARS Referencing time
can be various items
scheduled at
any suitable SEMINARS
time can be
scheduled at
any suitable
time

Week 5
LM: Appendix Review Practice: Listening
Vocab List 5 persuasive – Reading Test: Practice Test:
analytical (11) (LM:
Week 5 essay (7) p.96-98) Marriage
grammar task: MIDTERM
word forms Censorship Sperm you can EXAMS
after verbs topic count on
Writing
sentences (8a)
Reading: Practice Test:
Cartoon Practice Teachers
Violence writing test: choose a topic
“Should of their own
(3a, 3b, 3c, 3d) LM: Grammar: and have
censorship be
It is and There students work
applied to
Health/ Global are (p.94) (6) on it.
TV?” (8b)
warming (4) Alternatively,
Practice they can
listening test: choose from
Media “The the list
Violence (5) Population Listening provided.
problem” (12) Practice Test:

Prepare,
prepare
Week 6 LM: Appendix LM 6.4: Writing a Evaluative Optional:
Vocab list 6 Practice summary – language Model
literature explanation extra focus Critique
review follow and practice (Negative)

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Week 6 up: joint LM 6.9:

grammar task: construction Writing critical Listening: Identifying
Inversion literature Stress CLR language
LM 6.5: A review – features
suggested summary & Critical
Literature structure for critique Literature Critical
Review: An Literature Review Literature
introduction Review LM 6.6: assessment: Review
Writing - Students assessment:
LM 6.4: Models of critiques read and (cont.)
Literature literature discuss - Start on
Review: review LM 6.7: the two critiques
Worksheet articles - Write up
questions for Nominalizatio LM 6.8: - Teachers the
articles n Evaluative review assessme
Language articles nt
SEMINARS with
can be SEMINARS SEMINARS students
scheduled at can be can be
any suitable scheduled at scheduled at SEMINARS SEMINARS
time any suitable any suitable can be can be
time time scheduled at scheduled at
any suitable any suitable
time time

Week 7 *CLR due date LM 7.6: Using LM 7.9: Using Listening: LM 7.11:
LM: Appendix evidence: evidence: The Corporate Referencing:
Vocab List 7 - Substantia Economics of Culture Quotations/Ci
and Week 7 ting your Tobacco Or tation
Grammar task thesis (p.39-47) Lectures and
- Labelling note-taking Review of
LM 7.1: voices in Review of Paragraph
Research an essay internal Students start structure
Essay: referencing to work on
Managing LM 7.7: Using their Research LM 7.12:
Your Time evidence: LM 7.10: Essay. Beginning to
- Synthesizi Research end
LM 7.2: ng Essay Planning development
Research informatio SEMINARS
Essay: n SEMINARS can be LM 7.12:
Direction - Developin can be scheduled at Introductory
words g your scheduled at any suitable & concluding
argument any suitable time paragraphs
LM 7.3: time further
Interpreting LM 7.8: practice
Assignment Research
Topics Essay: Using
evidence:

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LM 7.4: Thesis Language LM 7.13:

vs. Controlling strategies for Research
idea focusing on Essay checklist
ideas not
LM 7.5: authors How to refute
Research an argument
Essay: use of Listening:
evidence Cross Cultural
Communicatio
LM 7.6: Using n SEMINARS
evidence: can be
- Using the SEMINARS scheduled at
opposing can be any suitable
argument scheduled at time
- Selecting any suitable
critically time

SEMINARS
can be
scheduled at
any suitable
time

Week 8 LM: Appendix: Synonyms for Articles Double Reference list

Vocab List 8 cohesion meanings quiz
Listening
Language Language practice: Reading: Truth LM 8.5:
Focus: focus: Dinosaurs of the matter Referencing
Reporting Pronominal list practice
verbs in referencing LM 8.2: LM 8.4:
paraphrasing Plagiarism Listening: Research
and citations Model Or Amnesty Essay
paragraph Reading: The International conferencing
More with Digital Divide time
reporting counter-argu Research
verbs in ment and LM 8.3: Essay
citation and refutation Paraphrasing conferencing
paraphrasing practice time

Listening:
Globalization
Week 9 *Research Reading: The Age & IQ Writing FINAL EXAMS
Essay due Biological practice test
date Clock Reading Review
practice: persuasive
LM 9.1: LM 9.4: Bosses prefer analytical
Reading: In Listening: Aussie culture essay
Sadness Memory structure

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Listening: One hour to

LM 9.2: Slang: Talking write essay
Ellipsis & Cool
substitution Listening:
Perfectionism
LM 9.3: Or
Listening: Listening:
Problems of Today’s
Writing technology

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Learning Resources

ESSENTIAL READINGS

Prescribed EAP5 Learner Manual Weeks 1-5

textbooks EAP5 Learner Manual Weeks 6-10

ONLINE RESOURCES

EFU e-Learning site

E-Platforms
[Link]

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General Information & Policy

Attendance
Class attendance is compulsory and students should provide reasons for the failure to attend the class.
Students are required to attend a minimum of 80% of all classes in order to secure class participation
marks. Please let your teacher(s) know AND submit a request for absence form to the Student Advisor
prior to the session if you are unable to attend any session.
Cases equating to an absence:

▪ Arriving to class late by 15 minutes at the beginning

▪ Arriving late by 5 minutes after the break

▪ Leaving prior to the scheduled end time without the permission of the teacher

IMPORTANT: Students will not be allowed to sit in the final examination if violating the above absence
rule.

Electronic Device Use

▪ Cell phones will be turned off or switched to vibrate mode before class starts.

▪ No phone calls or text messaging are allowed inside the classroom during class time.

▪ Portable listening and/or music devices may not be operated in the classroom.

▪ Headphones and/or earbuds of any type may not be worn while in the classroom whether
operating or not.
▪ Laptop and other electronic devices are not permitted unless specifically authorized by the
teacher exclusively for note taking and doing class work.
IMPORTANT: If you are in violation of these policies, you will be excused from class and an absence will
be assessed.

Email Etiquette
Your teachers receive many emails each day. In order to enable them to respond to your emails
appropriately and in a timely fashion, students are asked to follow basic requirements of professional
communication.
Your emails should:
▪ Have a concise and descriptive title, including the class and name of the unit you are enquiring
about.
▪ Be clear about the intention of their emails.
▪ Use appropriate tone and language, proof-read what is written in the email before sending it.
Students should also allow 3-4 working days for a response before following up. If the matter is
legitimately urgent, you may indicate “URGENT” in the email subject header.

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Make an appointment: If your email request is complex and requires a lengthy response, it may be
probably best to make an appointment with your teacher/instructor to meet in person.

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