Course Syllabus for Undergraduate Studies

at Shantou University

课 程 名（COURSE TITLE）： ELC 4

课程代码（COURSE CODE）： ELC 4

学 分（CREDIT VALUE）： 4

课内课时（CONTACT HOURS）： 64

先修课要求（PREREQUISITES） Placed into ELC4/passed ELC 3

开课单位（DEPARTMENT/UNIT）： English Language Center (ELC)

版本（VERSION）：

课程负责人（COURSE COORDINATOR）： Ada Wang

审 核 人（APPROVER）： Assoc. Prof. Yunier P. Sarduy

审核日期（APPROVE DATE）： 2024/1/20

English Language Center, Shantou University

Spring 2024
 ELC 4
Facilitator Jin (Jinhuang) Zhang
Office Hours: By Appointment
Email: jhzhang6@stu.edu.cn
English Language Center
Office: Second Floor of ELC Building
Shantou University
Class website: http://my.stu.edu.cn (Moodle) Spring, 2024
Class number: 187 Room: D303 Class time: Mon 34 & Thurs 12
Class number: 188 Room: D303 Class time: Mon 67 & Thurs 34
Class number: 189 Room: D303 Class time: Mon 89 & Wed 12

Preamble
In its broad perspective, ELC mission is concerned with the integral education of our students.
Therefore, in its design and implementation, it must take into consideration the core socialist values
of prosperity, democracy, civility, harmony, freedom, equality, justice, the rule of law, patriotism,
dedication, integrity, and friendliness.

This syllabus establishes the general framework of goals, concepts, and rules for the teaching of
English as a foreign language in Level 4, at the English Language Center (ELC) of Shantou
University. According to ELC core objectives, this syllabus’s primary concerns are that students

- acquire the underlying, abstract, and implicit mental representation of the English language,

- attain levels of language proficiency (listening, speaking, reading, and writing skills) that allow
them to communicate fluently and accurately in the foreign language,

- develop autonomous and sustainable life-long habits of listening and reading, as well as abilities
of critical thinking and intercultural communication.

This syllabus is conceived in a holistic articulation of contents with the other levels across ELC.
Such interconnectedness provides for an ascending complexity that offers students the necessary
scaffoldings in the processes of language acquisition and in the development of language skills. The
syllabus’s theoretical framework is grounded on the communicative approach.

Course Objectives
Language Goals

In this course students will work on their reading, listening, speaking, and writing skills to foster their
language proficiency.
The course will place emphasis on the development of the student’s abilities to:
  read, analyze, and critique texts that present arguments;
 state and support positions verbally and in writing;
 present and support cases orally and in written texts;
 listen to recorded lectures, take notes and complete corresponding tasks;
 develop written arguments in depth, providing adequate explanations and sufficient, relevant
evidence;
 select appropriate vocabulary items from the Academic World List (AWL) and Sets K03 and K04
from the IELTS word bank to express ideas orally and in written pieces;
 speak in depth about a given topic.
Content Goals

This course will aim at fostering students’ abilities to:

 understand argumentation as the process of forming reasons, justifying beliefs with relevant evidence,
and drawing conclusions;
 understand formal and informal fallacies as unsound or invalid arguments that result from errors in
reasoning or illogical constructions in the process of argumentation;
 understand the validity of refutation as part of counterarguments in the process of argumentation.
Breakthrough Goals

This course will build on students’ confidence and willingness to:

 better understand and analyze written and spoken materials in English;
 develop the habit of taking advantage of opportunities to speak in English rather than avoiding them
whenever possible;
 develop the habit of listening recorded lectures in English;
 develop the habit of reading extensive texts for pleasure.
Critical Thinking Skill Goals

This course will build on students’ abilities to:

 understand, analyze, and critique arguments.
 express, explain, and defend points in oral discussions and in written texts.
Intended Learning Outcomes

Critical Thinking:
 Students will be able to construct effective logical arguments, as measured by writing assignments
and by writing sections of exams.
 Students will be able effectively to discuss, analyze, and reflect on issues of global and national
importance, as evidenced by graded writing assignments and by writing sections of exams.
Language:
 Reading: students will be able to read argumentative/academic texts, critique arguments and identify
flaws in the writer’s logic.
 Speaking: students will be able to give a prepared speech on a controversial topic and answer a
follow-up question to show critical thinking abilities.
 Listening: students will be able to listen to recorded lectures, take notes, and complete corresponding
tasks for listening sections of exams.
  Writing: Students will be able to write an academic, five-paragraph essay with a precise thesis
statement, well-developed arguments, a refutation paragraph, and a conclusion. Such ability will be
evidenced by their performance in writing assignments and in writing sections of exams.
 Vocabulary: Students will be able to use newly acquired vocabulary within its appropriate context as
well as frequently used academic vocabulary, as evidenced by their writing assignments, their work
on the vocabulary sections and the writing section of exams.

Course Teaching and Learning Activities

The following teaching and learning activities are regularly used in this course:
 Reading and analyzing arguments.
 Listening to and analyzing talks and lectures.
 Argumentation Skill Modules: These modules will be given priority at the beginning of the semester
—though these skills will be reviewed and trained throughout the semester.
 Arguendo Modules: These modules will focus on the development of arguments to strengthen
students’ argumentation skills in dialogues as well as in writing.
 Debating Practice: These exercises build on speaking skills and aim at improving students’ ability of
constructing arguments and refuting others’ arguments.
 Critique Writing: These assignments build on critical writing skills as well as accuracy in written
English.
 Academic English Readings: These passages and the activities based on them allow students to work
with diverse types of writing (mostly academic writing) for reading comprehension.
 Extensive reading (Extra Credit Task): Self-selected books and journal articles allow students to read
for pleasure/information. Extensive reading is fundamental for the acquisition of the English
language, for learning about the culture of the English-speaking cultures, as well as for the creation of
life-long reading habits.

Assessments and Tests

Paper Project:

Students will receive essay prompt(s) to complete three individual writing assignments in class.
The first assignment requires students to write an introduction and conclusion paragraphs, and
the second assignment requires them to write a body paragraph that supports the argument.
Finally, in their third individual writing assignment, students will be required to compose a
body paragraph that presents an opposing point and provides a corresponding rebuttal.

As for group writing, 3-5 students form a group and make writing preparations on a given essay
prompt, then develop a 5-paragraph argumentative essay in or out of class later based on the
prompt.

Quiz:

Throughout the semester, there will be two in-class quizzes focusing on identifying various
types of fallacies taught in the course and two in-class quizzes centered around the application
 of vocabulary within contexts. Course-taught vocabulary used in contexts and frequently used
academic vocabulary in the Academic Vocabulary Module will be assessed by completing
sentences.

Listening and Oral Assignments:

Throughout the semester, students will be expected to complete ten listening assignments as
well as ten oral assignments. The listening assignments follow a lecture format, presenting a
thesis statement accompanied by three supporting points, each supported with some evidence.
Students will listen, jot down the key information and complete a summary of each lecture. For
the oral assignments, students will produce video recordings. They will need to videotape
themselves speaking on each given topic for 1 minute. By the end of the semester, students will
be required to upload all assignments to MYSTU. Teacher will then evaluate the assignments
based on their completion.

Arguendo Assignment:

Students will use the Chatwood Forest Internet platform to complete two argumentation and
critical-thinking assignments in class. The topic for homework will be related to the argumentative
writing prompt.

 Arguendo Assignment #1: To develop and strengthen argumentation skills. The ability to
use at least 3 appropriate answers, explanations, questions, challenges, and queries for a
deep (vertical) argument. The first assignment will consist of a freeform game, single
player. Originality and the depth of the arguments will determine the assignment grade.

 Arguendo Assignment #2: To develop and strengthen dialogical and argumentation

abilities. The second assignment will consist of a freeform game, with an opponent player.

Final Oral Test:

Each student will choose one controversial topic in the topic pool given by teacher and prepare
one week ahead of the testing time. During the one-on-one test, each student will give a speech
on the prepared topic for 1 minute without notes at hand and teacher will ask a follow-up
question on students’ speech. Student will then answer the question for 1 minute. Teacher gives
scores based on students’ performance on giving the prepared speech and answering the
impromptu question.

Final Written Exam:

 Listening: A recorded lecture on which students take notes and summarize the speaker’s
arguments by writing down the thesis statement and completing corresponding tasks.

 Reading: An academic article in which students will be assessed in terms of comprehension

and their ability to identify and explain logical fallacies.

 Writing: Students will receive an incomplete argumentative essay about a topic discussed in
class. Based on the context, students must complete the essay by writing a thesis statement,
a full body paragraph and a conclusion paragraph.
 Writing in the final exam: In the final exam the writing section will require that
students write a thesis statement with two points either in favor or against a
given position, an opposing point, a body paragraph with a counterargument
providing full support with sufficient evidence for the refutation point, and a
conclusion paragraph.

 Vocabulary: Course-taught vocabulary used in contexts and frequently used academic

vocabulary in the Academic Vocabulary Module will be assessed by completing sentences.

Course Requirements
Grading Criteria

SECTIONS % EXTRA INFORMATION

Includes attendance, participation and performance in and out
Participation 10
of class, etc.
5% for 3 in-class individual writing assignments;
Paper Project 15
10% for 1 5-paragraph argumentative paper written by groups
Quiz 10 2 fallacy quizzes and 2 vocabulary quizzes
Listening and Oral
10 10 listening and 10 oral assignments
Assignments
Arguendo Assignment 10 2 in-class computer-based assignments– each worth 5%
Final Oral Test 15 a prepared speech and Q&A
Final Written Exam 30
Up to 3 points will be given to students for one or both of the
following options:
 Systematically attending ELC co-curricular activities.
Extra Credit Task
3  Presenting a public report (oral/written/poster/video/etc.)
(optional)*
on the learning acquired through the extensive reading of
chosen books, journal articles or other material of various
nature.
*The student must attend a minimum of 5 activities in a semester to be eligible for extra credits. A number of 30 activities are
required for full extra credit. The extensive reading public report needs to be approved by the instructor beforehand and must be
presented in class by the student. A student may get fractions of extra credits for any or both options, but the maximum cannot
exceed 3 points. Extra credits will be added to the cumulative performance score rather than the course final score.

Office Hours
During office hours, scheduled outside class hours, teachers and students meet as a necessary complement to
the teaching learning process. Office hours constitute a proper venue for students to clarify doubts on the
contents covered in class and for the teacher to attend to the requirements of students with special needs and
according to their learning styles. An appointment is required for office hours.

Attendance Policies

Unexcused absence:
 Students who miss more than 4 class sessions in a course will not pass the course.

 Assignments missed due to an unexcused absence may receive a grade of 0.

Excused absence:
 Absences are normally only “excused” if a student is unable to attend class due to serious illness or is
required by the university to be somewhere else.

 An excused absence does not count toward a student’s total number of absences.

 An absence may only be excused if the instructor is provided with a written note from a doctor, a
doctor’s assistant, or a university administrator.

Lateness:
 Lateness of 20 minutes (or more than 20 minutes) will result in ½ of an absence.

 Four instances of lateness (less than 20 minutes) will result in an absence.

 Assignments missed due to lateness may receive a grade of 0.

Important notes:
 Students who miss tests or in-class assignments will normally be given a 0 or must do a make-up test or
an in-class assignment if there was a compelling reason for her/his absence. Students are responsible for
studying all the contents and for doing all the assignments regardless of the reasons of their lateness or
absences.
 If a student misses the final exam, unless approved by the Teaching Affairs Office (TAO), he/she will
receive a failing grade.

Plagiarism [copying from other sources without acknowledging the author(s)] is a serious academic offense.

Plagiarism includes:

⮚ Turning in work written by someone else (including websites) while pretending to be the author.

⮚ Copying a text, parts of a text, or paraphrasing from a source without acknowledgment of the source. To
copy, summarize or paraphrase from any source, the student must, at least, indicate the name of the
author/source within parentheses. For example: “The greatest glory in living lies not in never falling, but
in rising every time we fall (Nelson Mandela).” Or: Sixty-seven representatives from thirty-two world’s
leading geographical societies joined the January 22 nd online discussion in response to climate emergency
(Chinese National Geography).

The student who commits plagiarism will be graded 0 in the assignment/test.

Tentative Weekly Schedule (This schedule serves as an approximate guide, subject to change.)

Calendar Week Day 1 Day 2 Assignments

Introduction to the
1 Introduction to ELC4 &
argumentative essay
(Feb. 26) Diagnostic Writing
structure
Assign
2 In-class Writing 1 Listening and
Writing Practice
(Mar. 4) (Peer Review) Oral
Assignments
3 Introduction to
Writing Practice
(Mar. 11) Argumentation I
Fallacy Quiz 1
4
Fallacy Module I
(Mar. 18) In-class Writing 2
(Peer Review)
5 Introduction to Arguendo Introduction to Arguendo
(Mar. 25) (Types of Statements) (Questions)
Writing Practice

6 (*Holiday: Qing Ming –

Arguendo Assignment #1
(Apr. 1) Apr. 7th (Sun.) will be the
make-up day of Apr. 5th
(Fri.))
7 Topic #1: Environment Topic #1: Environment
(Apr. 8) Reading 1 U4 A Reading 2 U4 B
8
Topic #1: Listening U4 Vocabulary Quiz 1
(Apr. 15)
Introduction to
9
Argumentation II Writing Practice
(Apr. 22)
(Refutation)
(*Holiday: Labor Day –
Apr. 28th (Sun.) will be the
10 In-class Writing 3 make-up day of May. 2nd
(Apr. 29) (Peer Review) (Thur.); May. 11th (Sat.) will
be the make-up day of May.
3rd (Fri.))
 11 Introduction to Arguendo
Arguendo Assignment #2
(May. 6) (Challenges)
12 Assign Group
Fallacy Module II Fallacy Quiz 2
(May. 13) Writing
13 Topic #2: Globalization Topic #2: Globalization
(May. 20) Reading 1 U8 A Reading 2 U8 B
14
Topic #2: Listening U8 Final Exam Review
(May. 27)
15 Final Exam Review
Vocabulary Quiz 2
(Jun. 3) Final Oral Test
Final Oral Test
16
(*Holiday: Dragon Boat Final Oral Test
(Jun. 10)
Festival – No make-up)
17
Final Written Exam
(Jun. 17)
HOLIDAYS & MAKE-UPS

HOLIDAY MAKE-UP DAYS

Qing Ming (Tomb-Sweeping Day): Apr. 7th (Sun.) will be the make-up day of Apr.
3 days, off from Apr. 4th (Thur.) to 6th (Sat.) 5th (Fri.)

Apr. 28th (Sun.) will be the make-up day of

Labor Day: May. 2nd (Thur.)
5 days, off from May. 1st (Wed.) to 5th (Sun.) May. 11th (Sat.) will be the make-up day of
May. 3rd (Fri.)
Dragon Boat Festival:
No make-up
3 days, off from Jun. 8th (Sat.) to 10th (Mon.).

Cocurricular Activities
The ELC offers cocurricular activities that are organized to help you improve your English
through putting what you have learned to actual use in a particular situation. Level 4
students are especially encouraged to participate in cocurricular activities that will help
them improve their critical thinking skills.
The weekly schedule of our cocurricular activities will be announced on MYSTU
(http://my.stu.edu.cn).
Center for Independent Language Learning (CILL)
CILL is a place where you can go to learn how to design and carry out independent language
learning projects, and to find resources for independent language study. It also hosts a variety of
services that can help you improve various aspects of your English. Here are the services offered at
CILL:

 HDIIME: How Do I Improve My English? (Independent Language Learning Consultation)

 Voice & Accent Consultation

 Speech & Presentation Studio

 The Writing Studio

 IELTS Help Center

And here are some of the resources CILL offers:

 English movies, TV series and cartoons on the PCs in CILL

 Graded Readers (levels Starter-6), such as the Oxford Bookworms series

 Books in every genre, at every difficulty level, and for every interest (and in a variety of
languages, not just English) – storybooks, nonfiction books, picture books, art books,
children’s books, comics, graphic novels and more

 manga and anime (in Japanese and English), reference materials, magazines, newspapers,
music, TED Talks and more

CILL is located on the ground floor of the STU Library complex (Sangpu Campus)

For more information on CILL, go to: https://elc.stu.edu.cn/Facilities/CILL.htm

Other resources:

ELC has developed its own platform for automatic assessment of writing in English, the online platform
nEWAT (available at www.newatyy.com ). The platform provides resources for practicing writing and it
provides feedback based on the grading rubrics used in this course. ELC4 students have free access to the
platform, previous registration. Individual students may request registration by sending an email to
admin@newatyy.com or via their ELC4 instructor.

STU has also purchased the service of another writing platform (https://www.pigai.org/) for both students and
teachers. This is a writing practice platform used by many universities and organizers of provincial/national
level writing competitions. ELC students and teachers can use the platform for free if they register on the
website with their STU emails. Teachers can assign writing tasks, as well as speaking tasks, on the platform;
students can submit their writings or speaking audios to their teachers there and get instant writing feedback
from the platform, as well as feedback from their teachers or peers afterwards if necessary.