Introduction To ES1531/GEK1549 Critical Thinking and Writing

ES1531/GEK 1549 Critical Thinking and Writing
Week 2 Tutorial 1: Course Information
AY2014-15 Semester 2
Introduction to ES1531/GEK1549 Critical Thinking and Writing

As the title implies, the main purpose of this course is to develop your critical thinking and
communication skills both in terms of your mental capacity for analyzing ideas, information
and arguments, and in terms of your ability to express those thoughts in writing. With the aim of
fostering independent thought and critical enquiry, this course will inevitably prove challenging.
You will be required to do research and assess the sources that you read critically. Your tutor
will be there to guide you, but he or she will not be spoon-feeding you information. What you
get out of the course depends very much on what you put in. Tutorials only work well when
students have properly prepared for them.
In other words, by the end of the module, you have learned to:
apply critical thinking skills such as asking relevant and critical questions, evaluating
and constructing arguments, identifying problems, analysing causes and finding
solutions, thinking about your own reasoning;
present arguments and opinions in writing, give oral feedback and participate in class
discussions by using logic and sound reasoning;
read texts critically;
write clearly, concisely and critically;
give constructive criticism and feedback to peers;
work effectively in a team; and
reflect and self-correct.

These skills acquired can be further honed in your next few years at NUS, and in your working
life.
The educational approach used in this course is seminar/tutorial rather than a lecture style.
Because most of our discussions and other activities will be done in small groups, your active
participation is essential. In this student-centred teaching/learning environment, you will have
the opportunity to:
share your ideas with others, ask questions, provide peer feedback, debate issues and
orally present and defend during class;
practice critical thinking and problem-solving strategies, reflective learning and academic
writing as you consider the content topics and conduct research; and
collaborate actively with your classmates on classroom activities and course assignments,
via the IVLE and other internet-based platforms, meetings and oral peer reviews.
IVLE and Internet-based communication
The IVLE contains all the information and tutorial notes on your course. The course materials
are organized according to tutorials. All assignments are to be uploaded into the IVLE workbins.
Google Drive will be used for Assignment 2 discussion, writing and editing. Discussion forums,
IVLE chats or any other internet-based communication channels chosen by your tutor will be
used to discuss ES1531/GEK1549 matters with you.
@ES1531/GEK1549 CELC, NUS
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Tutorial Notes and Readings

You are expected to download all the tutorial notes from the IVLE. You may bring hard copies
or soft copies in your laptop/tablet though not on your smartphones. This is because the tutorial
notes are not formatted for mobile viewing. You should make a point to annotate your readings,
write your answers before class or take notes during class.
There are no textbooks, but you are to review the suggested list of sources (which includes
videoclips) found in the tutorial notes, and complete the tasks before class as suggested in the
activities section of the handouts.
Statements and E-Resources on Plagiarism

It is important to note that plagiarism is an academic offence that is taken very seriously by the
University, as stated in the NUS Code of Student Conduct (Clause 4) and the notice on
plagiarism on the NUS website:
NUS Code of Student Conduct (Clause 4)
The University takes a strict view of cheating in any form, deceptive fabrication,
plagiarism and violation of intellectual property and copyright laws. Any student who is
found to have engaged in such misconduct will be subject to disciplinary action by the
University.
Source: NUS Office of Student Affairs website (www.nus.edu.sg/osa/coc)
NUS Notice on the NUS Code of Conduct

NUS students are expected to maintain and uphold the highest standards of integrity and
honesty at all times, as well as embrace community standards, diversity and mutual respect
for one another, both within the University and the wider Singapore community.
The Code of Student Conduct (published by the Office of Student Affairs) is intended to
guide students' conduct in both the academic and non-academic aspects of their University
life by providing an overview of the behavior generally expected of them as a member of
the University community.
One of the fundamental principles on which this Code is based is that of "Academic,
Professional, and Personal Integrity".
In this respect, it is important to note that all students share the responsibility for upholding
the academic standards and reputation of the University. Academic honesty is a
prerequisite condition in the pursuit and acquisition of knowledge.
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Academic dishonesty is any misrepresentation with the intent to deceive or failure to

acknowledge the source or falsification of information or inaccuracy of statements or
cheating at examinations/tests or inappropriate use of resources. There are many forms of
academic dishonesty and plagiarism is one of them. Plagiarism is generally defined as the
practice of taking someone else's work or ideas and passing them off as one's own' (The
New Oxford Dictionary of English). The University does not condone plagiarism.
Students should adopt this rule - You have the obligation to make clear to the assessor
which is your own work, and which is the work of others. Otherwise, your assessor is
entitled to assume that everything being presented for assessment is being presented as
entirely your own work. This is a minimum standard. In addition, the following guidelines
will provide some assistance.
When using the ideas, phrases, paragraphs and data of others in work presented for
assessment, such materials should be appropriately credited and acknowledged, so that
it is clear that the materials being presented is that of another person and not the
student's own.
The amount of detail required when referencing and acknowledging a source will vary
according to the type of work and norms of the discipline. For instance,
Supervised examinations will require less detail in referencing and
acknowledgement.
Papers written other than under examination conditions will require a full
citation of all the sources utilised. While a particular style of citation is not
prescribed, the citation should provide enough information for the reader to
locate the sources cited.
Research materials (including texts, graphics and data) obtained from the internet or
other electronic resources should be treated in the same way as research materials
obtained from traditional sources.
Any student found to have committed or aided and abetted the offence of plagiarism may
be subject to disciplinary action. In addition, the student may receive no grade for the
relevant academic assignment, project, or thesis; and he/she may fail or be denied a grade
for the relevant subject or module. Such a student caught plagiarizing would have to take
that module for grade and not be allowed to exercise the S/U option for that module.
A student may not knowingly intend to plagiarise, but that should not be used as an excuse
for plagiarism. Students should seek clarification from their instructors or supervisors if
they are unsure whether or not they are plagiarising the work of another person.
Source: NUS Registrars Office website
(http://www.nus.edu.sg/registrar/adminpolicy/acceptance.html)
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You are required to view the e-module entitled NUS Academic Culture module and read the
articles listed below. You will then have to take a quiz on plagiarism by the end of Week 3.
Academic Culture Module
Click on the following link and view at least the two sections on Plagiarism and Penalties:
http://emodule.nus.edu.sg/ac/launch.htm
Go to Academic Ethics > Plagiarism

This section answers the questions:
1. What is plagiarism?
2. How can plagiarism be avoided?
Go to Academic Ethics > Penalties

This section answers the questions
1. What happens when someone is caught for plagiarism?
2. Does being found guilty of plagiarism mean expulsion from the University?
Articles on Plagiarism
Click on the links below and read the three articles on plagiarism.
1. Plagiarism: What It Is and How to Recognize and Avoid It
http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
2. Avoiding Plagiarism
http://sja.ucdavis.edu/files/plagiarism.pdf
3. Plagiarism and How to Avoid It
http://www.cdtl.nus.edu.sg/success/sl7.htm
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Assessment
Evaluation in this course is based on continual assessment (70%) and a written final examination
(30%).
You are evaluated on the following:
Assignments
Assignment 1
(30%)
Individual
Deconstructing
argument:
paragraphs
Tasks
Read critically a given text and complete three sections:
Section A
(No marks awarded): Identify the main parts of the writers argument
(main claim, reasons, evidence) through a graphic representation.
Section B (20 marks):
Write a 200-250 word summary of the writer's argument. Your summary
should identify the main claim, key arguments and assumptions. Use
your own words as far as possible.
Section C (80 marks): Based on the graphic representation of the
writers argument, paraphrase and evaluate ONE key argument used by
the writer to support his main claim.
You should identify the form of the argument, state a well-articulated
thesis on the quality of the argument and defend your evaluation with
reasons. Your evaluation should be between 500-550 words.
You should include at least TWO sources to support the reasons for your
evaluation and a Reference List at the end of your paper.
Assignment 2
(30%)
Team
Constructing
argument:
problem-solution
position paper
You are required to upload a soft copy of your paper to the Submissions
Folder on IVLE and to submit a hard copy to your tutor on Tuesday, 17
February 2015 by 5 pm.
Assignment 2 is designed to assess your ability to analyze your chosen
topic/issue based on the theme Sustainable Cities; present a sustained
good argument exploring the importance of the problem you have
identified (in relation to a country you have chosen as the theme is
broad) and the causes and context of the problem; use evidence from
research; and make 2-3 feasible solutions (preferably from an
engineering perspective) bearing in mind the implications and
consequences should these solutions be implemented.
The proposed solutions can be your own original innovative idea, or
adapted/borrowed from another source, but they must be supported by
evidence that is acceptable, relevant, and credible.
Your paper is written for an academic audience in 1,800-2,000 words,
fully supported by relevant sources, and attached with an APA (6th Ed.)
Reference List and Annotated Bibliography (a minimum of 6 sources;
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each member writing the Annotated Bibliography for 2 sources).

The word count excludes the Reference List, Annotated Bibliography
and Appendices. You are required to upload a soft copy of your paper to
the Submissions Folder on IVLE and to submit a hard copy to your tutor
after your teams Oral Defence. Only one member of the team needs to
submit the soft copy in the folder.
Each team comprises a minimum of two and a maximum of three
members. There should be 6 teams per tutorial group. You may wish to
form a team with students who may have diverse perspectives due to
their experience, interests, gender or cultural background.
Assignment 3
(10%)
Individual
Participating as a
critical thinker
A critical thinker is not cynical and does not criticize for the sake of
criticizing. A critical thinker displays some of the following
characteristics:
Alertness to opportunities to use critical thinking
Diligence in seeking relevant information
Clarity in stating the questions or concern
Reasonableness in selecting and applying criteria for
analysis/evaluation
Reflection/Self-regulation
You are encouraged to participate in the discussions on the online
platform chosen by your tutor to practice applying the principles
learned.
Examination
(30%)
Your final examination is a two-hour paper that tests you on what you
have learned and put into practice for Assignments 1, 2 and 3. You will
be asked several questions based on a 1,000-1,200-word text. You need
to ask relevant questions, label, model and deconstruct the writers
argument. In addition, you have to construct an argument in response to
the same text.
Assignment 1 and 2 will be submitted not only in hard copies but also in soft copies to a
plagiarism checking software called Turnitin.com via the IVLE workbin. This will assist your
tutor in determining that your work is indeed your own. Your tutor will explain to you in greater
detail how the software works in Tutorial 8.
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Information Literacy
NUS Librarians will guide you in searching for information from NUS Libraries databases. This
will aid you not only with research skills for GEK1549 Assignments 1 and 2, but also for
research in your other modules.
Week (Date/Time)
Week 2
(19 to 23January)
Library Programs
1. Watch Library Lecture in IVLE (Recorded) for Assignment 1.
Learn how to search for information from NUS Libraries databases
and use EndNote for your reference list.
Week 7
(2 to 6 March)
1. Watch Library WebExin IVLE (Recorded) for Assignment 2.

Learn how to search for information from NUS Libraries
databases, evaluate information sources and use EndNote for your
Annotated Bibliography. Examples used in this WebEx will be
different from Library Lecture (Assignment 1).
2. Attend Library Hands-on Sessions for Assignment 2. Learn with
the librarians guiding you.
Note: Hands-on session will only be conducted if there is a sufficient
number of students who sign up for that particular date/time slot.
To support your learning, you are strongly encouraged to download and go through the library
materials in the IVLE Library Workbin. You are also strongly encouraged to
download/stream/attend one of the above Library Programs. Please watch out for IVLE
announcements to register for the Library Programs.
You are encouraged to take the Pre-Library Session Quiz in Week 3 to see if you know about
information searching and APA Referencing Style or how to select authoritative and credible
information sources for Assignments 1 and 2.
If you want to learn more about information searching, etc. for Assignments 1 and 2, watch the
recorded Library Lecture and Library WebEx in the IVLE and attend Library Hands-on Sessions.
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Overview of Assignments
Assignment 1: Deconstructing argument (Individual 30%)
Objectives of Assignment 1
This assignment provides students with an opportunity to practice the following basic skills for
engineering education (Goldberg, 2009):
1.
2.
3.
4.
Asking questions through reading an opinion piece critically by asking relevant questions;
Labelling through identifying the main parts of a writers argument;
Modelling through establishing links or relationships among arguments;
Decomposition through breaking down of arguments into components/ interpreting and
evaluating a writers argument; identifying subset of a given problem and differentiating
one solution from another;
5. Gathering data through assessing and reviewing arguments based on given information
through data gathering;
6. Visualisation through exemplifying and illustrating critical discussion points to form a
coherent argument; and
7. Communication in the written form (summary and evaluation) through describing and
expressing ideas of others; summarising and paraphrasing information; defending a position
and substantiating assertions.
The basic skills covered for this assignment will be further reinforced for Assignment 2.
Assignment 1 Task
This assignment is designed to assess your ability to read critically by identifying the parts of an
argument, state its structure and provide a basic evaluation of the writers argument.
There are three parts to this Assignment:
Section A
(No marks
awarded)
Identify the main parts of the writers argument (main claim, reasons, evidence)
through a graphic representation.
Section B
(20 marks)
Write a summary of the writers argument between 200 and 250 words.
Section C
(80 marks)
Based on the graphic representation of the writers argument, paraphrase and

evaluate ONE key argument used by the writer to support his main claim.
You should identify the form of the argument, state a well-articulated thesis on
the quality of the argument and defend your evaluation with reasons. Your
evaluation should be between 500-550 words.
You should include at least TWO sources to support the reasons for your
evaluation and a Reference List at the end of your paper.
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Your tutor will not discuss the assignment article with you or check your draft, but will
provide sufficient practices in tutorials to help prepare you to complete the task.
To complete Assignment 1, you should read articles on sustainable cities and understand the
definition and indicators of such cities.
Submission Requirements
You are required to upload a soft copy of your paper and Assignment 1 Reflection form to the
Submissions Folder on the IVLE and to submit a hard copy to your tutor's letter box.
Style Requirements
Times New Roman 12 pt. font, double spaced

Header with students full name and ID
Citation: APA style
Pages numbered
Due Date for Assignment 1

Tuesday, 17 February 2015 by 5 PM
References
To help you with APA style of referencing and academic writing, refer to:
NUS Libraries. (2014, April 15). Library Guides to APA Style (6th ed.). Retrieved from
http://libguides.nus.edu.sg/APA6th
OWL
Purdue
Writing
Lab.
(2014).
Academic
https://owl.english.purdue.edu/owl/section/1/2/
Writing.
Retrieved
from
Page 9

Assignment 1 Article
Read the following article and complete the task found on page 8.
The Myth of Sustainable Cities
7 July 2013
By Brandon Peele
We have all read the headlines about how we live much more sustainably when we choose to
live in a city. This is false, from a number of perspectives. It is true that the last mile of
carbon/resource consumption is lower on an individual level in cities; however, this does not
hold true from the perspective of the species.
Scale, from the perspective of the species
Cities are not just glamorous places where the educated creative class goes to collaborate, extract
profit and congratulate themselves, but they are places where this creative class depends on a
vast network of imported goods and services from people working in those cities and throughout
the world. For every Bill Clinton in Manhattan, there are dozens of retail, food, waste,
healthcare, government administration, police, fire and assorted service personnel. This is to say
that if Bill, Hillary and Chelsea were subsistence farmers in Indiana, they would have 3 acres of
land that they would use, but in Manhattan, they support another 10-50 service workers and their
families, who each require all the same services in Manhattan or the other four surrounding
boroughs of New York City (NYC), bringing their total footprint into the hundreds of acres.
Well, you can make the argument that this is fine, because the world needs high performing
Clintons.
However, does it need the other 8.2 million people in NYC? It probably does not. Subtract the
individuals, their families and their service class extended families who are working on reform of
systemic Maslovian issues (water, safety, health, shelter, public spaces, civil rights,
communication, the arts, spirituality), and one probably has around 80% of the NYC people who
contribute nothing to the species, outside of the minuscule taxes they pay the city to clean up
after them. The 80% are very excited to live out their NYC dreams of banking, fashion, media
or advertising, and the accompanying luxury/experience lifestyle, which as the case is, implicitly
makes the human condition worse, say "The Story of Stuff", "Surviving Progress" and "Crash
Course".
Thus, urbanization is evil unless proven otherwise. A city can justify its existence insofar as it
can demonstrate that its centers of excellence (pertaining to the arts, research and Maslovian
endeavor) exceed the vast costs involved in being a city. To do this we simply subtract from that
city's combined ecological footprint, the footprint of people and their service class dependents
creating value for the species. If this number of hectares of resources is worth the benefit of the
production in arts, research and Maslovian endeavors, then it can continue to exist. Otherwise,
from the perspective of the species, these people need to leave and go back to the land.
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Optimal Human Experience

As someone who has lived in Chicago, NYC, Los Angeles and San Francisco, I can assure you
that people in cities are not happy. They are caught in a "Fear of missing out (FOMO) and You
only live once" (YOLO) whirlpool consistently striving to get ahead to have more power,
prestige and money and spending their money on increasingly high rents and ridiculous leisure
activities. It is no coincidence that where nature declines psychotherapy thrives. When we
remove ourselves from other living things and hole ourselves up in sterile boxes, we lose touch
with more than nature, but our souls. Why is it that everyone has a plan to leave? There are a
few things that make us healthy physicallyorganic mostly plant-based diet, yoga, clean air and
water. There are a few things that make us happydiscovering our purpose, self-expression,
close ties with family and friends, contact with nature, being in service to others and communing
with art and God. 60-80 hour weeks working for organizations that have no concept of the
aforementioned good things, leave little time for the good things.
This is to say that for the few minutes of luxury and relaxation in an otherwise chaotic, stressful
and unhealthy existence, we are complicit in the wanton theft of our own time, of our own
human potential, as well as detrimentally making things worse for the future generations. We
wake up at 35 and realize our misery, the lack of the good things and the increasingly terrible
odds of meeting an adult with whom to fall in love and create a family. Cities are a bill of goods
propagated only by narrative that says cities are fun, creative, sustainable, full of progress and
new ideas, etc. Well, it is becoming increasingly obvious that we can have all of the benefits of
living in a city without the cost, hassle and sacrifice of living in a city.
Internet, depth and subsistence farming
Masonobu Fukuoka developed a system of "do-nothing" farming where he worked on average
one day a week and provided more than enough food for himself, being able to trade and sell
surpluses. He spent the other 6 days writing haiku and sport fishing. We can do this too. And
we can via skype and facebook and other social media, stay in the global conversation and create
value for the species, planet and cosmos, or choose just to live deeply, read books, create and
spend time with loved ones. We need land, water, an internet connection and a local hub for
acute trauma healthcare and trading surpluses. We can teach each other crafts, permaculture,
yoga and preventative medicine. We can engage in soul exploration work, go on adventures and
savor existence in all its diversity and grandeur.
We do not need cities as much as we think we do. Indeed much of what can be called real
progress for the species depends on gradually moving out of the cities and back into our natural
environment, on our own terms.
Number of words:945
Adapted from:
Peele, B. (2013). The Myth of Sustainable Cities. Retrieved from http://www.evr1.co/.
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About the Author

Brandon Peele is the co-founder of EVR1, a social enterprise which makes inspired accessories,
crafted using the most sustainable methods, and containing a tiny chip that holds the sum total of
human knowledge called the Human Story. Peele has an MBA from Columbia Business School,
has been a Graduate Instructor for the course "Creativity and Personal Mastery" at UC Berkeley,
and has contributed to numerous self-awareness journals, including Trans4mind and Self-growth.
On January 16, 2014 EVR1 announced it was proud to join British Petroleum as a Fossil Fuel
Friend, BP's new program designed to move "green" companies into the future.
Evaluation of Assignment 1
You are encouraged to read through and familiarise yourself with the marking criteria on the
next page to ensure that your work meets the quality standards set for this module.
Page 12
AY2014-15 Semester 2 Week 2 Tutorial 1: Course Information
ES1531/GEK1549 Marking Descriptors for Assignment 1 Part 2: Summary of Argument (20 Marks)
Skills
Criteria
Inquiry
Labelling
Modelling
10 marks
Visualization
Communication
10 marks
Unacceptable
0-2
Does not detect or

misinterprets the issue
presented in the writers
argument and purpose.
Misinterprets the writers
main claim and is unable to
identify the writers key
arguments/claims; writes a
summary of the article
instead.
Poor organisation of ideas:
the overall relational pattern
between ideas is not
apparent.
Poor language use: Uses
inappropriate tone.
Writes information in
incomplete sentences or
writes simple sentences.
Makes numerous errors in
grammar which obscure
intended meaning.
Shows very little attempt to
paraphrase.
Needs Improvement
3-4
@ES1531/GEK1549, CELC, NUS
Good
5-7
Recognises the issue

presented in the argument
but misinterprets the
writers purpose.
Recognises the writers
main claim but may not
correctly identify all the key
arguments/claims present.
Some problems with

organization of ideas:
several lapses in coherence,
causing confusion to the
reader. Poor use of
transition markers.
Some problems with
language use: Uses a few
reporting verbs but these
may not be appropriate.
Some confusion between the
writers voice and own
voice.
Uses a variety of sentence
types but makes errors in
compound and complex
sentences when used.
Makes many errors in
grammar and they
occasionally obscure
intended meaning.
Shows attempts to
paraphrase but not
successful.
Outstanding
8 - 10
Recognises the issue

presented in the argument
and the writers purpose.
Distinguishes between the
writers main claim and key
arguments/claims but may
not be able to establish the
relationship between the key
arguments and main claim.
Good organization of
ideas: clear relational
pattern between ideas, albeit
1 or 2 logical gaps;
demonstrates use of
transition markers but some
may be inappropriate.
Good language use in
general: Uses appropriate
reporting verbs.
Uses an appropriate tone.
Distinguishes between the
writers voice and own
voice.
Uses various sentence types
to convey intended meaning
but not accurately at times.
Grammar is mostly accurate.
There may be a few
instances of grammar
inaccuracy but errors do not
hinder intended meaning.
Paraphrases well with
occasional errors.
Understands the issue presented in

the argument and identifies the
writers purpose and assumptions.
Correctly identifies the writers
main claim and key arguments
/claims and is able to establish the
relationship between the main claim
and key arguments.
Excellent organization of ideas: a

clear relational pattern between
ideas with no logical gaps and
demonstrates very effective use of
appropriate transition markers to
link ideas.
Excellent language use: Writes a
well formed paragraph with a
clearly started main claim and key
arguments.
Uses appropriate reporting verbs.
Clear distinction between the
writers voice and own voice.
Effectively uses various sentence
types to convey the meaning of the
writer.
Always-mostly accurate grammar.
Paraphrases well.
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Marking Descriptors for Part 3: Evaluation of Argument (80 Marks)

Skills
Criteria
Inquiry
Labelling
20 marks
Modelling
20 marks
Decomposition
Gathering data
(Assess
credibility of
Evidence)
20 marks
Visualization
Communication
20 marks
Unacceptable
0 9.9
Does not correctly
identify a key
argument, or identifies
a sub claim in a key
argument.
Does not identify the
form of the key
argument.
Needs Improvement
10 11.9
Sub claims or evidence
may be incomplete in
the identification of a
key argument.
Identifies the form of

the key argument but
does not apply it to the
evaluation.
Does not state a

position; or states a
position on the quality
of the key argument,
but presents a
discussion of the issue
(agreeing or
disagreeing with the
author) instead of the
argument.
Does not query the
credibility of claim and
evidence provided in
the key argument.
Poor language use:
writes mainly simple
sentences with
numerous errors in
grammar which obscure
intended meaning;
States a position or
thesis on the quality of

the key argument and
provides reasons for the
evaluation, but the
discussion may not be
fully developed or
supported with relevant
and credible sources.
Queries the credibility

of the claim and
evidence, but does not
develop this point in
the evaluation.
Some problems with
language use: uses a

variety of sentence
types but makes errors
in compound and
complex sentences
Good
12 15.9
Correctly identifies a
key argument with its
sub claims and
evidence.
Outstanding
16 - 20
Correctly identifies and
paraphrases a key argument
with its sub claims and
evidence.
Identifies the form of

the argument and
demonstrates attempts
to apply the criteria for
a strong deductive or
inductive argument to
the discussion.
Presents a clear thesis
on the quality of the
argument, and justifies
the evaluation with a
well-developed
argument, supported by
mostly relevant and
credible sources.
Assesses the credibility
of the claim and
evidence but may not
use sources to fully
develop the evaluation.
Correctly identifies the form of

the argument and effectively
applies the understanding of
the criteria for a strong
deductive or inductive
argument to the discussion.
Presents a well-articulated
thesis on the quality of the key
argument, and effectively
defends the evaluation with a
clear criteria and support from
credible and reliable sources.
Assesses the credibility of the
claim and evidence and fully
develops the discussion of the
evaluation with the use of
other sources.
Good language use in

general: uses various
sentence types to
achieve intended
meaning effectively but
not accurately at times;
Excellent language use: uses

various sentence types to
convey the meaning of the
writer.
Demonstrates accuracy in
grammar.
Page 14
shows very little

attempt to paraphrase
Poor organisation of
ideas: the overall
relational pattern
between ideas is not
apparent.
Many ideas lack
development and
support, causing great
confusion to the reader.
when used; makes

many errors in
grammar but these do
obscure intended
meaning; shows
attempt to paraphrase
but not successful.
Uses a few reporting
verbs but these may not
be appropriate.
Some problems with
organization of ideas:
Several lapses in
coherence: ideas and
arguments are not fully
developed and
supported in several
instances, causing
confusion to the reader.
demonstrates accuracy
in grammar but may
make several mistakes.
Paraphrases well with
occasional errors.
Uses appropriate
reporting verbs.
Uses an appropriate
tone.
Good organization of
ideas: Clear relational
pattern between ideas,
albeit 1 or 2 logical
gaps: ideas and
arguments are
developed and
supported with
effective use of
appropriate transition
markers to show clear
relationships between
ideas.
Paraphrases well.
Uses appropriate reporting
verbs.
Excellent organization of
ideas: ideas are coherent
throughout with a clear
relational pattern and no
logical gaps: ideas and
arguments are fully developed
and well-supported with very
effective use of appropriate
transition markers to show
clear relationships between
ideas.
Page 15

Assignment 2: Constructing argument Team (30%)

Objectives of Assignment 2
This assignment provides students with an opportunity to practice the following basic skills for
engineering education (Goldberg, 2009):
1. Asking questions through formulating questions on hypothesis, causes and solutions by
asking relevant questions;
2. Labelling through classifying problems, causes and solutions by identifying the main
parts of a writers argument;
3. Modelling through hypothesizing and finding solutions, establishing links from causes to
problems to solutions to criteria for evaluation;
4. Decomposition through breaking down of arguments into components/interpreting and
evaluating a writers argument; identifying subset of a given problem and differentiating
one solution from another;
5. Gathering data through assessing and reviewing arguments on problems and solutions
argument based on given information through data gathering;
6. Visualisation through exemplifying and illustrating critical discussion points to form a
coherent argument in a paper; and
7. Communication in the form of an academic paper through describing and expressing
ideas of others; summarising and paraphrasing information; defending a position and
substantiating assertions.
The basic skills covered for Assignment 1 and this assignment will be tested in the examination.
This assignment is designed to assess your ability to analyze your chosen topic/issue based on
the theme Sustainable Cities; present a sustained good argument exploring the importance of the
problem you have identified (in relation to a country you have chosen as the theme is broad) and
the causes and context of the problem; use evidence from research; and make 2-3 feasible
solutions (preferably from an engineering perspective) bearing in mind the implications and
consequences should these solutions be implemented. The proposed solutions can be your own
original innovative ideas, or adapted/borrowed from another source, but they must be supported
by evidence that is acceptable, relevant, and credible.
Your paper is for an academic audience in 1,800-2,000 words, fully supported by relevant
sources, and attached with an APA (6th Ed.) Reference List and Annotated Bibliography (a
minimum of 6 sources, each member writing the Annotated Bibliography for 2 sources).
The word count excludes the Reference List, Annotated Bibliography and Appendices. You are
required to upload a soft copy of your paper to the Submissions Folder on IVLE and to submit a
hard copy to your tutor after your teams Oral Defence. Only one member of the team needs to
submit the soft copy in the folder.
Page 16

Each team comprises a minimum of two and a maximum of three members. There should be 6
teams per tutorial group. You may wish to form a team with students who may have diverse
perspectives due to their experience, interests, gender or cultural background.
Assignment 2 Task
Sustainable Cities and Sustainable Communities
Cities around the world are growing exponentially, with most of Earths population now living in
cities. The United Nations (2014) projects that by 2050, 7 in 10 people will dwell in cities,
compared with only 2 out of 10 people who lived in an urban setting a century ago. The worlds
cities are expected to balloon from 3.6 billion inhabitants today to more than 6 billion by midcentury. The demographic transition from rural to urban, known as urbanization, is characterised
by the shift from an agricultural-based to an industrial, technology and service based economy;
in essence, the human population will always move to environments where they can secure
sources of food and employment, and the hope for a better future. A summary of some recent
facts and figures about modern cities from the UN is presented below.
Facts and Figures

Half of humanity 3.5 billion people live in cities today.
By 2030, almost 60 per cent of the worlds population will live in urban areas.
95 per cent of urban expansion in the next decades will take place in the developing
world.
828 million people live in slums today and the number keeps rising.
The worlds cities occupy just 2 per cent of the Earths land, but account for 60-80
per cent of energy consumption and 75 per cent of carbon emissions.
Rapid urbanization is exerting pressure on fresh water supplies, sewage, the living
environment, and public health.
However, the high density of cities can bring efficiency gains and technological
innovation while reducing resource and energy consumption.
Sustainable Cities (UN, 2014)
The tremendous change to the conditions of our cities in the 21st century can be perceived as a
dire emergency or a glorious opportunity. Indeed, our cities can be the epitome of the best of
times, the worst of times, to quote the English writer, Charles Dickens. At their best, our
modern cities are hubs of human productivity, creativity, connection and social development.
Yet at the same time, they are plagued by the various problems associated with industrial
urbanization: pollution, crowding, urban slums, crime, poverty, social inequality, and
dehumanization. As fellow citizens of this world, we need to think of solutions to address these
challenges with the ultimate aim of creating sustainable cities. The future of our modern cities
and future generations lies in the way we envision what cities can be and how they can be
exemplars of how humanity can live without straining Earths resources.
Under the broad theme of Sustainable Cities, identify any problem associated with urbanization
in the context of a city in Asia. As part of critical thinking and problem-solving skills, the
Page 17

problem identification will require you to analyze and narrow the problem, to define terms and
concepts if necessary, to establish the causes for the problem, to evaluate current measures, and
to argue for or justify the significance of the problem. The proposed solutions can be your own
original innovative ideas or adapted/borrowed ones from sources, but they have to be supported
by evidence that is credible and reasonable.
The end product, which is the problem-solution paper, should demonstrate your skills in
constructing and presenting an argument.
You can use the following questions from the e-book City 2.0: The Habitat of the Future and
How to Get There (TED, 2013) to help you generate ideas for your paper:
How can we transform cities to be sustainable, efficient, beautiful and invigorating to the
human soul?
How can city design propel us to realize our healthiest bodies, strongest communities,
and most creative minds?
How can we bring together residents of diverse backgrounds, and create a living
environment that will uplift and empower the marginalized?
UN Habitat has also recently produced a series of videos called UN Habitat Global Urban
Lectures, which can be retrieved from the link below:
https://www.youtube.com/user/unhabitatglobal
For innovative and interesting ideas, you can watch the presentations tagged by the keywords
Cities and Urban Planning on TED Talk.
To start you off, read the two articles on Sustainable Cities in the IVLE Workbin for Assignment
2:
Chapter 6 Sustainable Cities
Cohen, S.A (2011). Sustainability Management: lessons from and for New York City,
America, and the Planet. New York: Columbia University Press
Review of Sustainability indices and indicators: towards a new City Sustainability

Index(CSI)
Mori, K and Christodoulou, A. (2012). Review of Sustainability indices and indicators:
Towards a new City Sustainability Index (CSI). Environmental Impact Assessment
Review 32 (2012), 94-106. doi: 10.1016/j.eiar.2011.06.001
References
UN Habitat. (2014, April 22). UN Habitat Global Urban Lectures. Retrieved from
https://www.youtube.com/user/unhabitatglobal
United Nations. (2014). Rio+20 The Future We Want. Sustainable Cities: Facts and Figures.
Retrieved from http://www.un.org/en/sustainablefuture/cities.shtml#overview
Page 18

There are several steps to this Assignment:

Online
discussion
By Week 6, to complete Assignment 1, you will have read several articles on

sustainable cities and the various definitions and indicators.
Tutorials in Week 6 are converted to e-discussion. There are three main
activities:
a) You are to read an article on Sustainable Cities (in the workbin) and answer
the questions on the online platform chosen by your tutor.
b) Each member of the team will post possible areas of focus for Assignment 2
in Google Drive, giving your reasons.
c) Fix a time (about 15 minutes) with your tutor in Week 6 or Week 7 (recess
week) to discuss online your topic from the list of possible topics.
Graphic
Like the graphic representation that you produced when you deconstructed an
representation article, you have to present a graphic representation of your argument for the
Problem-Solution paper by making a clip using Movenote.
This clip should be uploaded at the end of the recess week, before Week 7
Tutorial 11.
In Tutorial 11, each student should bring his/her own laptop, view five clips,
excluding his or her team's clip and write comments.
After getting feedback from your peers and tutor, teams will make changes and
put their revised graphic representation in Google Drive by Tutorial 12.
Draft
The designated e-learning week by NUS is Week 8.

To prepare for this e-learning week, you and your team will write the
introduction draft (establishing the problems and its causes) in Google Drive by
the end of Week 7.
Using Google Hangouts or Skype, your tutor will arrange a 45-minute online
face-to-face conferencing with you and your team on your introduction. You
should ask critical questions. Your tutor will also be asking you questions.
Revise your introduction draft after your conferencing session.
Peer
Feedback
There is peer feedback in Tutorial 16. Your tutor will pair two teams. Exchange
laptops or print a copy of your paper. Read and write critical questions regarding
the main claim and key arguments on the paper. Review the questions and
clarify. Revise and edit your draft.
Submit your draft paper in the IVLE workbin by Friday 20 March, Week 9.
Conferencing
You and your team will have a 45-minute session with your tutor to discuss your
paper. Your tutor will ask questions to help you think about your content,
improve your organization and explain how you can use language effectively.
You should also come prepared with questions to ask your tutor.
Your tutor will not return the draft.
The final copy and Assignment 2 reflection should be submitted a week after the
conferencing. Both hard and soft copies are required.
Page 19

Oral defence
After the submission of the final copy, email the other team your paper. You will
be informed on the paired teams. To prepare for the Oral Defence, you should
read the other teams paper and prepare your critical questions for the other
team. Each team member must ask and answer at least TWO questions. Each
team member should call on a member of the other team to answer his/her
question. Your tutor will also ask you questions.
You may be asked questions on sections not written by you. You should be
prepared to answer any question. This is to ensure all team members are
responsible for the entire paper.
Submission Requirements
You are required to upload a soft copy of your paper and Assignment 2 Reflection Form to the
Submissions Folder on IVLE and to submit a hard copy to your tutor.
Style Requirements
Use the APA format of writing a paper.
Times new Roman 12 pt. font for main text

Double spaced (indent for new paragraphs)
Cover page: title reflecting position and student particulars
Citation: APA style
Pages numbered and word count at the end of the paper
Due Date for Assignment 2

Teams A and B: Week 11, Tutorial 19
Teams C and D: Week 11, Tutorial 20
Teams E and F: Week 12, Tutorial 21
References
To help you with APA style of referencing and academic writing, refer to:
NUS Libraries. (2014, April 15). Library Guides to APA Style (6th ed.). Retrieved from
http://libguides.nus.edu.sg/APA6th
OWL Purdue Writing Lab. (2014). Academic Writing. Retrieved from
https://owl.english.purdue.edu/owl/section/1/2
You are encouraged to read through and familiarise yourself with the marking criteria to ensure
that your work meets the quality standards set for this module.
Page 20

ES1531/GEK1549 Marking Descriptors for Assignment 2: Constructing Argument (30%)

Skills
Criteria
Inquiry
Labelling
Modelling
(20)
Unacceptable
0-9.9
Decomposition
(20)
Needs Improvement
10-11.9
Does not identify and

establish the problem
correctly.
Does not label causes of
the problem correctly.
Does not take into account
current measures.
Fails to show links from
problem to causes to
current measures to
proposed solutions.
Does not demonstrate

understanding of the
relationship between main
claim and key arguments.
Arguments are nonexistent or weak.
Makes many unjustified
assumptions.
Has no criteria for
evaluation of current
measures & proposed
solutions.
The identified problem is

somewhat unclear or
insignificant.
Labels causes but these
may not be the root causes
of the problem.
Does not establish the links
from problem to causes to
current measures to
proposed solutions well.
Demonstrates some
understanding of the
relationship between main
claim and arguments.
Arguments are mainly
weak/not well developed.
Makes a number of
unjustified assumptions.
The criteria for evaluation
of current measures &
proposed solutions is not
stated clearly.
Good
12-15.9
Outstanding
16-20

clear and significant.
Labels several root and
related causes correctly.
Identifies current measures
and establishes relationship
between problem, and
current measures.
Establishes the relationship
between solutions and
problem/causes/current
measures.
Demonstrates ability to
show relationship between
main claim and key
arguments.
Has several strong
arguments.
Makes several unjustified
assumptions.
Has a well-thought out
criteria for evaluation of
current measures &
proposed solutions,
though some may not be
appropriate.

significant and well
defined.
Labels root and related
causes correctly.
Identifies the current
measures and establishes
the relationship between
problem and current
measures.
Establishes the
relationship between
solutions and
problem/causes/current
measures.
Breaks down the problem
and shows the
relationship between
main claim and key
arguments.
Has many strong
arguments.
Assumptions are justified.
Has a well-thought out
criteria for evaluation of
current measures &
proposed solutions.
Page 21

Gathering data
(20)
Visualization
(20)
Lacks research to support

argument.
Lacks evidence of thinking
about the sources selected
as evident in the
References and Annotated
Bibliography.
Does not incorporate
sources successfully as
there is no differentiation
in the various voices.
Shows very little

understanding of what a
thesis statement and topic
sentences are.
Does not understand how
an academic paper and its
paragraphs are organized.
Uses transition markers
wrongly most of the time.
Shows no understanding of
APA in-text and end-oftext referencing.
Has not taken into account
the format requirements for
Assignment 2.
Has limited research to

support argument.
Incorporates sources
clumsily and abruptly, and
voices are unclear in
several sections.
Shows some thinking in
the selection of sources as
seen in the References and
Annotated Bibliography.
Shows some understanding

of what a thesis statement
and topic sentences are.
of how an academic paper
and its paragraphs are
organized.
Uses only some correct
transition markers to show
clear connections between
ideas.
of APA in-text and end-oftext referencing.
Has taken into account
some format requirements
but is inconsistent.
Demonstrates good use of

research to help support
argument but some sources
may be questionable.
Mostly effective in
incorporating sources in
the writing but may have
lapses and some
indistinguishable voices.
Selects relevant and
reliable sources as evident
in the References but the
information in the
Annotated Bibliography
may be incomplete.
Writes the thesis statement

and the topic sentence for
each paragraph clearly.
Organises paragraphs
coherently with a clear
relational pattern, albeit
some lapses in coherence.
Uses transition markers to
show clear connections
between ideas, although
some may not be
appropriate or are missing.
Accurately acknowledges
and documents the sources
used but may make some
mistakes for the
complicated ones.
Adheres to format
requirements.
Demonstrates excellent
and sufficient use of
sources to support
argument.
Incorporates sources
successfully by
demonstrating ability to
differentiate the various
voices.
Selects relevant and
reliable sources as evident
in the References and
Annotated Bibliography
is complete.
Writes the thesis statement
and the topic sentence for
each paragraph clearly.
Organises paragraphs
coherently throughout with
a clear relational pattern.
Uses appropriate transition
markers to show clear
connection between ideas
Accurately documents the
sources used in the APA
style of referencing.
Adheres to format
requirements for
Assignment 2.
Page 22

Communication
(20)
Uses inappropriate
style/tone.
Uses mainly simple
sentences.
Makes numerous errors in
grammar consistently
throughout the essay that
obscures intended
meaning.
Makes numerous
punctuation and spelling
errors.
Uses very limited
vocabulary and
inappropriate idiomatic
expressions, and meaning
is affected and cannot be
guessed from context.
Uses inappropriate
style/tone in several
instances.
Uses a variety of sentence
types but makes errors in
compound and complex
sentences when used.
Makes many errors in
grammar consistently
throughout the essay but
these do not obscure
intended meaning.
Makes several punctuation
and spelling errors.
Uses limited vocabulary
and idiomatic expressions
accurately.
Adopts a formal, measured

and suitable style/tone for
an academic audience but
may have lapses at times.
Uses mainly objective
expressions, explanatory
and evaluative language.
Uses hedges/concessions
though not effectively at
times.
Uses various sentence
types to achieve intended
meaning effectively most
of the time.
grammar but may still
make several mistakes.
Chooses appropriate
vocabulary to convey
meaning.
Adopts a formal, measured

and highly suitable
style/tone for an academic
audience.
Uses objective expressions,
explanatory and evaluative
language.
Uses hedges/concessions
effectively.
Uses various sentence
types to achieve intended
meaning effectively and
accurately.
grammar.
Chooses appropriate and
sophisticated vocabulary to
convey meaning.
Page 23

Assignment 3: Participating as a critical thinker Individual (10%)

This assignment is based on your consistent participation throughout the course.
You are assessed on:
Preparation before class as evident by contributing answers to tutorial activities, asking

question and giving feedback on peers answers;
Review of peers Assignment 2 and asking questions during their oral presentation on
solutions;
Reflection on Assignments.
The following marking descriptors will be used by you to evaluate yourself (Assignment 3
Reflection form) and by your tutor to grade your work. It will be most useful for you to read
through and to familiarise yourself with the marking criteria to ensure that your work meets the
quality standards set for this module.
This assignment is marked out of 100%.
Page 24

Marking Descriptors for Assignment 3: Participating as a critical thinker (10%)

Criteria based on
dispositions of a
critical thinker
Unacceptable
0-9.9
Needs
Improvement
10-11.9
Good
Outstanding
12-15.9
16-20
Volunteers answers
in every tutorial.
Participates in
online discussions
posted by your
tutor.
Alertness to
opportunities to use
critical thinking
Has to be called
upon.
Volunteers once in
a while.
Volunteers answers
in many tutorials.
Diligence in
seeking relevant
information
Provides answers
that reflect he/she
has hardly read the
tutorial notes.
Provides answers
that reflect
minimum
interaction with
tutorial notes.
Provides answers
Provides answers
that suggest
that reflect
preparedness but
preparedness.
more reading would
have made the
answers better.
Clarity in stating
the questions or
concern
(Week 8 e-learning,
conferencing and
oral defence)
Asks irrelevant
questions.
Asks mainly
comprehension
questions.
Asks critical
questions but may
need help in
phrasing them.
Asks clearly
expressed critical
questions.
Reasonableness in
selecting and
applying criteria for
analysis/evaluation
(Week 8 e-learning,
conferencing and
oral defence)
Demonstrates very
little understanding
of criteria.
Demonstrates
understanding of
only some criteria
and lacks
application.
Demonstrates
understanding of
criteria though
needs some help in
application.
Demonstrates clear
understanding of
criteria through
correct application.
Reflection/Selfregulation
(quality of three
reflections)
Does not show

ability to selfregulate. Hardly
any evidence of
reflection.
Reflects only when

asked to do so and
reflection is
incomplete.
Reflects and shows

willingness to make
changes but steps
for application may
not be fully
developed.
Reflects and shows

willingness and
develops a plan
(based on skills
learned) to make
changes based on
the reflection.
Facione, P.A. (1990). Critical Thinking: A statement of expert consensus for purpose of
educational assessment and instruction: Executive Summary. The Delphi Report.
Millbrae, CA: California Academic Press. Retrieved from
http://assessment.aas.duke.edu/documents/Delphi_Report.pdf
Page 25

ES1531/GEK1549 Weekly Schedule

Week/Date
Week 1 /
12-16 Jan
Week 2/
19-23 Jan
Week 3/
26-30 Jan
Week 4/
2-6 Feb
Week 5/
9-13 Feb
First Session
Second Session
Tasks/ Assignments
No tutorials. Download materials from IVLE
Read requirements of Assignments 1, 2 and 3 (Theme: Sustainable cities).
Prepare for tutorials by reading the Course Information and learning materials.
Class time is spent on clarifying concepts and discussing tutorial activities.
Tutorial 1
Tutorial 2
Download Quick Guides
Ice-breaking activities
Plagiarism
from IVLE Library Workbin.
What is critical thinking?
What is research?
Watch Library Lecture in
IVLE for Assignment 1
Introduction to course:
APA style of referencing
(information searching and
objectives and assignments
Reporting verbs
EndNote only)
Plagiarism
Integrating sources
Homework: Complete quiz
on plagiarism.
Tutorial 3
Tutorial 4
Homework: Practice
Understanding argument
Critical reading
constructing the graphic
Text A: Peter Singer's Does
Identifying arguments and
representation and summary
helping the planet hurt the
conclusions
for In Defense of Superstition.
poor?
Identifying parts of an
Think about Assignment 1:
Identifying parts of an
argument: a main claim/
find and read articles from
argument
conclusion and reasons
Library resources on
Identifying
assumptions
sustainable cities, their
Identifying assumptions
definitions and indicators.
Distinguishing between
Distinguishing between
deductive and inductive
There are two articles in the
deductive and inductive
reasoning
workbin for your reference.
reasoning
Preparing a graphic
representation
Tutorial 5
Tutorial 6
Prepare graphic
Deconstructing argument
Deconstructing argument
representation for Assignment
Evaluating the reliability of
Steps in evaluating an
1.
evidence/authorities (Text B:
argument
Homework: Assignment 1
Hutson's In defense of
Paragraphs: Interpretation,
Practice: Innovating to Zero!
superstition)
Analysis, Inference,
(Constructing graphic
Identifying flaws in
Evaluation, Explanation and
representation, writing
reasoning
Self-regulation
summary and evaluation of
Gates argument)
The use of logos, pathos and Writing a summary and
ethos in arguments
evaluation (reporting verbs,
tone, tenses)
Tutorial 7
Tutorial 8
Deconstructing argument:
Deconstructing argument:
Group members are
exercising skills of reasoning exercising skills of reasoning assigned for Assignment 2
Text C: Bill Gates'
Text C: Bill Gates'
Write the summary and
Innovating to zero!
Innovating to zero!
evaluation for Assignment 1.
Constructing graphic
Presenting evaluation.
representation and writing
Tutor will show you how to
summary
use the plagiarism check in
Peer reviewing work
your IVLE folder using the
evaluation exercise.
Page 26

Submit Assignment 1 and

Reflection form by 17
February, Tuesday, 5 pm.
Submit a soft copy of
Assignment 1 and the
Reflection Form in the IVLE
workbin and a hard copy in
the tutors letter box. Ensure
both soft and hard copies are
identical.
Recess Week 21 Feb-1 Mar (consolidate, analyse and evaluate your sources for Assignment 2)
Do your research and write your argument framework for your problem-solution paper in Google Drive.
Create your Movenote clip on the graphic representation and upload it on the online platform chosen by your
tutor before Tutorial 11.
All members must give comments to show participation and collaboration in Assignment 2.
Week 7/
Tutorial 11
Tutorial 12
Revise your graphic
2-6 Mar
Assignment 2 presentation:
Writing an Annotated
representation on
graphic representation of
Bibliography
Assignment 2. Show
construction of argument:
collaboration.
Revising their graphic
main claim/premises
Write your introduction:
representation in Google
establishing the problem and
Each student will review 5
Drive
its causes.
graphic representations
Writing the introduction of
Attend Library Hands-on
(excluding his /her own)
the problem-solution paper.
session for Assignment 2
(information searching only)
Watch Library WebEx in
IVLE for Assignment 2
(information searching,
evaluation of information
sources and EndNote)
Week 8/
Tutorials 13 and 14
Write/revise/edit a draft on
9-13 Mar
Conference on the introduction, which establishes the
Assignment 2. Show
E-learning
problem and its causes (argument for the problem with your
collaboration.
week
tutor using Google Hangouts or Skype - face to face
communication with the group).
Week 9/
Tutorial 15
Tutorial 16
Write/revise/edit a draft on
16-20Mar
Constructing argument:
Giving peer feedback on
Assignment 2. Show
solutions to the problem
Assignment 2
collaboration.
Giving feedback on
Revising based on peer
All groups submit a draft
Assignment 1 on integrating
feedback.
copy by Friday 20 March
sources and in-text and end-of
Friday classes submit their
text referencing.
draft copies by Saturday noon
Week 10
Tutorial 17
Tutorial 18
Bring a draft copy
23-27 Mar
Conferencing on
Conferencing on
consisting of all components
Assignment 2 draft (Teams A Assignment 2 draft (Teams C for Tutorials 17, 18 and 19.
and B)
and D)
Ask your tutor questions on
the content.
Your tutors will not be
returning the drafts to you.
Week 6/
16-20 Feb
CNY: 19
(Thu) and
20Feb(Fri)
Tutorials 9 and 10 (E-discussion)

Prepare a document in Google drive identifying a city you
and your team have chosen and possible problems for
discussion.
Discuss with your tutor online a possible topic (city and
problem) for your problem-solution paper on Google Drive.
Page 27

Week 11/
30 Mar 3Apr
Good
Friday 3
Apr
Week 12/
6-10 Apr
Week 13/
13-17 Apr
Tutorial 19
Conferencing on
Assignment 2 draft (Teams E
and F)
Teams A and B submit their
final copy and the Assignment
2 Reflection form in the IVLE
workbin and a hard copy to
the tutor by
6 pm.
Tutorial 21
Oral defence of paper
(Teams C and D)
Teams E and F are to submit
their final copy and the
Assignment 2 Reflection form
in the IVLE workbin and a
hard copy to the tutor by
6 pm.
Tutorial 23
Revision/Exam Preparation
Reviewing concepts
Discussing your answers
with each other.
Tutorial 20
(Teams A and B)
Teams C and D submit their
final copy and the Assignment
2 Reflection form in the IVLE
workbin and a hard copy to
the tutor by
6 pm.
Tutorial 22
(Teams E and F)
Tutorial 24
Revision/ Exam Preparation
Reviewing concepts
Discussing your answers
with each other.
Read Assignment 2 before

class to prepare questions
Ask critical questions
Defend your work by
making good arguments.
Tutors will return
Assignment 1 in Tutorials 2022
Read Assignment 2 before

class to prepare questions.
Ask critical questions
Defend your work by
making good arguments.
Submit soft copies of
Assignment 1 and 3
Reflection Forms in IVLE and
hard copies in your tutor's
letter box by Tutorial 22.
You will receive
Assignments 2 and 3
comments from your tutor.
Reading Week and Final Exam (24 April 2015)

The Universitys guideline on duration of lecture and tutorial classes is that for classes with duration of
two hours or more, students should be released 25 minutes before the end of the hour at the very latest.
Page 28

Introduction To ES1531/GEK1549 Critical Thinking and Writing

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ES1531/GEK 1549 Critical Thinking and Writing

Week 2 Tutorial 1: Course Information