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İzmir Ekonomi Üniversitesi
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    SCHOOL OF FOREIGN LANGUAGES

    Department of Undergraduate English Program

    ENG 101 | Course Introduction and Application Information

    Course Name
    Academic Skills in English I
    Code
    Semester
    Theory
    (hour/week)
    Application/Lab
    (hour/week)
    Local Credits
    ECTS
    ENG 101
    Fall
    2
    2
    3
    3

    Prerequisites
    None
    Course Language
    English
    Course Type
    Required
    Course Level
    First Cycle
    Mode of Delivery -
    Teaching Methods and Techniques of the Course Discussion
    Group Work
    Q&A
    Critical feedback
    Lecture / Presentation
    National Occupation Classification -
    Course Coordinator
    Course Lecturer(s)
    Assistant(s) -
    Course Objectives This course is designed to develop the academic language skills undergraduate students need to succeed across their degree programmes. The course equips students to read critically, write structured academic arguments, synthesise evidence from multiple sources, and engage with complex ideas in English. By grounding skills development in professionally relevant and intellectually challenging source texts, the course prepares students not only for ENG 102 but for the full range of academic communication demands they will encounter throughout their studies and careers.
    Learning Outcomes

    The students who succeeded in this course;

    • Students who successfully complete the course will be able to; summarise the main argument of an academic source accurately and concisely in their own words,
    • paraphrase ideas from academic sources using genuine language transformation and correct APA in-text citation,
    • synthesise evidence from two or more sources to produce an analytical claim that neither source makes alone,
    • compose a structured academic argument paragraph (claim, evidence, explanation, counterargument, rebuttal) and a full essay introduction,
    • engage in academic discussion using structured moves including building on, hedging disagreement, and asking genuine analytical questions,
    • manage their own writing process through self-revision using a three-level framework (argument, structure, clarity) and portfolio curation,
    • use digital and AI tools responsibly, applying critical evaluation skills to distinguish supported from unsupported claims in any source,
    • reflect on their own learning by identifying specific changes in understanding and setting forward-looking development goals.
    Course Description The course develops the academic skills in English required for undergraduate study at B2 CEFR level. Through a flipped learning model combining pre-class digital modules with face-to-face sessions, students practise summarising, paraphrasing, synthesising, and arguing from a range of authentic academic sources drawn from social science, philosophy, media studies, and science communication. Students produce structured academic paragraphs and an essay, curate a learning portfolio, and develop the critical reading, responsible AI use, and reflective writing skills needed for ENG 102 and beyond.
    Related Sustainable Development Goals

     



    Course Category

    		Core Courses
    X
    Major Area Courses
    Supportive Courses
    Media and Management Skills Courses
    Transferable Skill Courses

     

    WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES

    Week Subjects Related Preparation
    1 Introduction to Course No required reading. Complete Flipped Module 1 before Week 2 Session 1.
    2 The Science of Belonging — Walton and Cohen (2011): What does the research say about belonging at university? Reading, annotating, and summarising an academic source. Walton, G. M., and Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447–1451.
    3 Future of Work and iGen — Twenge (2017): Sceptical reading and paraphrasing. What does the evidence actually show? Twenge, J. M. (2017). Have smartphones destroyed a generation? The Atlantic.
    4 Baloney Detection — Sagan (1996): Tools for evaluating any claim. Credibility, evidence, and the fine art of critical reading. Sagan, C. (1996). The fine art of baloney detection. In The demon-haunted world (pp. 209–217). Ballantine Books.
    5 Academic Integrity — Pecorari (2003): Patchwriting, paraphrase, and the difference between using sources and misrepresenting them. Pecorari, D. (2003). Good and original: Plagiarism and patchwriting in academic second-language writing. Journal of Second Language Writing, 12(4), 317–345. Excerpt provided by instructor.
    6 Grit and Perseverance — Duckworth et al. (2007) and WEF (2023): The CEE paragraph. Claim, evidence, explanation using two sources. Duckworth, A. L., Peterson, C., Matthews, M. D., and Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101.
    7 Statistics and Synthesis — Huff (1954) and IPCC (2023): Reading data critically. Synthesis across two sources from different domains. Huff, D. (1954). How to lie with statistics. Norton. Chapter excerpt provided by instructor. IPCC (2023). Climate Change 2023: Synthesis Report. Summary for Policymakers.
    8 Midterm Week No required materials. Review course sources from Weeks 2–8.
    9 One Story Is Never Enough — Adichie (2009): Counterargument and rebuttal. The danger of a single narrative in academic argument. Adichie, C. N. (2009). The danger of a single story [TED Talk transcript]. TED2009.
    10 Ethics and the Essay — Singer (1972): Thesis statements and essay structure. Philosophical argument and its academic form. Singer, P. (1972). Famine, affluence, and morality. Philosophy and Public Affairs, 1(3), 229–243.
    11 Can a Machine Be Creative? — Robinson (2006) and Sagan (1996) reused: AI in academic writing. Responsible use and baloney detection applied to AI output. Robinson, K. (2006). Do schools kill creativity? [TED Talk transcript]. TED2006.
    12 Revision is Writing: Three-level revision framework. Peer review workshop. Final essay introduction drafted in class. No new source. Students bring their own writing from Weeks 6–11.
    13 Portfolio Week — Moon (1999): Reflective writing. Portfolio curation. Vision statement and final assessment preparation. Moon, J. (1999). Reflection in learning and professional development, Chapter 1 excerpt. Kogan Page.
    14 From Student to Professional: Course synthesis. Student source presentations. Final essay submission guidance. Course close. No required reading. Students bring one chosen course source and their completed e-portfolio.
    15 Semester Review
    16 Final Exams

     

    Course Notes/Textbooks

    SFL Materials
    Suggested Readings/Materials

    Supplementary material to be prepared when necessary by the course instructors

     

     

     

    EVALUATION SYSTEM

    Semester Activities Number Weigthing
    Participation
    1
    10
    Laboratory / Application
    Field Work
    Quizzes / Studio Critiques
    1
    10
    Portfolio
    Homework / Assignments
    1
    25
    Presentation / Jury
    Project
    1
    25
    Seminar / Workshop
    Oral Exams
    Midterm
    1
    30
    Final Exam
    Total

    Weighting of Semester Activities on the Final Grade
    5
    100
    Weighting of End-of-Semester Activities on the Final Grade
    Total

    ECTS / WORKLOAD TABLE

    Semester Activities Number Duration (Hours) Workload
    Theoretical Course Hours
    (Including exam week: 16 x total hours)
    16
    2
    32
    Laboratory / Application Hours
    16
    2
    32
    Study Hours Out of Class
    14
    1
    14
    Field Work
    0
    Quizzes / Studio Critiques
    1
    1
    1
    Portfolio
    1
    12
    12
    Homework / Assignments
    12
    1
    12
    Presentation / Jury
    0
    Project
    0
    Seminar / Workshop
    0
    Oral Exam
    0
    Midterms
    1
    3
    3
    Final Exam
    0
        Total
    106

     

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