PEL academic writing 3 340-AR1-3PWR

-ss understand the importance of critical thinking at all stages of writing
-ss understand and use the pattern of a five-paragraph essay
-ss are able to state a thesis and support it with appropriate arguments
-ss pay attention to the unity and coherence of their texts
-ss pay attention to language accuracy of their texts
-ss know how to use primary and secondary sources in their writing
-ss know how to effectively summarize, paraphrase and quote texts
-ss are critical readers and thinkers

-ss understand the importance of critical thinking at all stages of writing
-ss understand and use the pattern of a five-paragraph essay
-ss are able to state a thesis and support it with appropriate arguments
-ss pay attention to the unity and coherence of their texts
-ss pay attention to language accuracy of their texts
-ss know how to use primary and secondary sources in their writing
-ss know how to effectively summarize, paraphrase and quote texts
-ss are critical readers and thinkers

-ss understand the importance of critical thinking at all stages of writing
-ss understand and use the pattern of a five-paragraph essay
-ss are able to state a thesis and support it with appropriate arguments
-ss pay attention to the unity and coherence of their texts
-ss pay attention to language accuracy of their texts
-ss know how to use primary and secondary sources in their writing
-ss know how to effectively summarize, paraphrase and quote texts
-ss are critical readers and thinkers

-ss understand the importance of critical thinking at all stages of writing
-ss understand and use the pattern of a five-paragraph essay
-ss are able to state a thesis and support it with appropriate arguments
-ss pay attention to the unity and coherence of their texts
-ss pay attention to language accuracy of their texts
-ss know how to use primary and secondary sources in their writing
-ss know how to effectively summarize, paraphrase and quote texts
-ss are critical readers and thinkers

Schenck, M.J. (1988). Read, Write, Revise. A Guide to Academic Writing. New York: St. Martin’s Press.
Swales, J. and Feak, Ch. (1994). Academic Writing for Graduate Students. The University of Michigan Press.
Taylor, G. (1989). The Student’s Writing Guide. Cambridge University Press.

Oshima, A., and Hogue, A. (2006). Writing academic English (4th ed). New York: Pearson/Longman.
Schenck, M.J. (1988). Read, Write, Revise. A Guide to Academic Writing. New York: St. Martin’s Press.
Swales, J. and Feak, Ch. (1994). Academic Writing for Graduate Students. The University of Michigan Press.
Taylor, G. (1989). The Student’s Writing Guide. Cambridge University Press.

Oshima, A., and Hogue, A. (2006). Writing academic English (4th ed). New York: Pearson/Longman.
Schenck, M.J. (1988). Read, Write, Revise. A Guide to Academic Writing. New York: St. Martin’s Press.
Swales, J. and Feak, Ch. (1994). Academic Writing for Graduate Students. The University of Michigan Press.
Taylor, G. (1989). The Student’s Writing Guide. Cambridge University Press.

Oshima, A., and Hogue, A. (2006). Writing academic English (4th ed). New York: Pearson/Longman.
Schenck, M.J. (1988). Read, Write, Revise. A Guide to Academic Writing. New York: St. Martin’s Press.
Swales, J. and Feak, Ch. (1994). Academic Writing for Graduate Students. The University of Michigan Press.
Taylor, G. (1989). The Student’s Writing Guide. Cambridge University Press.

Students are allowed to be absent once (and skip one essay) during a term.
Ss write all their essays in class.
Each essay is assessed.

Students are allowed to be absent once (and skip one essay) per term.
Ss write all their essays in class.
Each essay is assessed.

Students are allowed to be absent once (and skip one essay) per term.
Ss write all their essays in class.
Each essay is assessed.

Students are allowed to be absent once (and skip one essay) per term.
Ss write all their essays in class.
Each essay is assessed.