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Teaching and learning philosophy and methodology

The instructorís role is to guide students as they develop English language skills required for studying in their academic departments. The student has the responsibility to develop appropriate independent study habits and produce work in a timely manner to the required standard.


Teaching methods are oriented towards student-centered learning. Effective instruction includes a combination of methods, including mini-lectures, class or group work, peer review, consultations with the instructor, writing in class or at home. Students should expect to contribute actively. Emphasis is on discovery and task-based learning so that students learn to increasingly take control of their own learning process. An emphasis on formative assessment is reflected in nominal marks being allocated to initial drafts of essays; the intention is for students to focus on improving their writing. The instructor will encourage students to become autonomous learners: to be responsible for improving the quality of their learning.



Course learning activities

The course consists of 45 academic hours of face-to-face contact classes and 105 hours of guided and independent study learning activities. These activities include:


Class lessons

∑ Lesson plans and materials are provided for students, on a weekly basis

∑ Assessment requirements, deadlines, rubrics are provided on L Drive

Reading and note-taking

∑ Students are required to prepare themselves for the next lecture/lesson

∑ Note-taking and critically commenting on written articles.


∑ Writing summaries, paraphrases and responses to assigned readings

∑ Drafting and polishing analytical essays


∑ with peers, by

o active contribution in small group discussions

o academic discussion of issues relating to the drafts of peers

∑ with the instructor, by

o active contribution in class discussion

o use of individual consultation time


∑ through in-class writing

∑ through homework exercises

∑ through the process of revision and editing

Paraphrasing and summarizing

∑ in note-taking, critical reviews, providing support in essays

∑ to increase the range and accuracy of academic vocabulary

Researching and investigating

∑ Gathering data from secondary sources

∑ Using data appropriately to support opinions and claims


Assessment scheme

Coursework 30%

Mid-term in-class test 1 10%

Mid-term in-class test 2 10%

Participation 10%

Final assessment (Essay #2, Ind. study) 40%


Total 100%



Discussion Essay ; Process/coursework/critical reviews 15%


Discussion Essay : Final copy (completed during Midterm 1) 10%


Problem-Solution Essay : Process/coursework/critical reviews 15%


Problem-Solution Essay : In Class Revision (Midterm 2) 10%


Problem/Solution Final (including Independent Study) 40%


Participation (whole course) 10%


Students will be marked on:

  • Contribution to class activities with comments, expressing opinions, asking questions and brainstorming ideas
  • Volunteering to participate in classroom assignments
  • Showing initiative and interest in classroom activities
  • Listening and responding to other group members
  • Timeliness in meeting deadlines
  • Completion of homework


10% Student consistently and positively contributes in class and works well with classmates. Tasks and homework are always completed on time. Overall, displays an active, excellent attitude.
8% Student is often active and positive in class. Almost all tasks and homework are completed on time.
6% Student shows a satisfactory attitude in class, contributing positively much of the time. However, sometimes homework and other tasks are not completed or submitted on time.
4% Student participates passively. Generally does not cooperate in group activities. Tasks and homework are frequently not done on time.
2% Studentís contribution is rarely adequate. Negative or apathetic class conduct. Tasks seldom or never done.
0% Unable to judge properly due to total or almost total lack of participation or attendance.



Grading Scale

Rating criteria and rating scales will be provided for each assessment.


The following is the KIMEP grading scale:

90-100 A+
85-89 A
80-84 A-
77-79 B+
73-76 B
70-72 B-
67-69 C+
63-66 C
60-62 C-
57-59 D+
53-56 D
50-52 D-
0-49 F

Date: 2016-03-03; view: 666

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Intended learning outcomes | By Yulia Vasilishina
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