Course

Overview
i.

COURSE OVERVIEW

INTRODUCTION
This course exposes students to the principles of academic writing beginning with sentence, paragraph and essay. In particular, this course covers a thorough exposure to the steps to be followed in
developing their academic writing skills. In addition, students are also guided in developing their
ideas, refining the use of the English language, improving coherence and cohesion in their writing and
writing different types of essays using accurate grammar and referencing systems.

course objectives
UCS 101 is a Unversity Compulsory Subject for all the students. Thus, students should be able to
thoroughly understand the topics covered in this course to enable them to produce academic written
assignments for relevant courses.

study schedule
The students should accumulate 120 hours for this course. Table 1 shows the approximation of study
time that the students should allocate during a semester.
Table 1: Approximate Study Time Allocation

2 2

Activities

Hours

Understanding the course content, initial discussions and completion of exercises.

70

Attending tutorial sessions

10

Online Discussions

Completion of Assignment

25

Revision

10

Total

120

course objectives
At the end of this course, the students should be able to:
1. Produce clear and correctly written academic texts.
2. Write in an academic context with increased confidence.
3. Use a wide selection of academic vocabulary.
4. Detect common grammatical errors in academic writing.
5. Plan and structure different types of academic essays.
6. Use proper grammar rules in writing essays.
7. Use proper citation styles in academic writing.

course synopsis
Writing essays and projects are a major concern of students because most courses are assessed by
written assignments. The teacher works on expanding the students active vocabulary, improving
their understanding of concepts, raising their ability to write about ideas and concept in their own
words, refining their use of grammar and improving textual coherence and cohesion in their written
work. Chapters include: the role of the paragraph, writing different types of essay, using proper Eng

COURSE OVERVIEW

lish grammar, referencing systems and acknowledging sources and recognising text types. Academic
Writing is a supporting English proficiency-cum-writing subject designed to help undergraduates
with writing of academic essays in various subject areas.

text topics
This course will go through 10 Chapters which are as listed below:
Topic 1

Fundamental to Writing

In this topic, students are introduced to the writing process which includes prewriting, drafting and
revising. Students will be exposed to different purposes of writing and the need to consider the
audience when they write.
Topic 2

Introdcution to The Paragraph

This topic shows students the techniques of writing a paragraph and students learn the steps they
need to take in order to produce an effective paragraph.
Topic 3

Types of Paragraphs

This topic exposes students to different types of paragraphs namely narrative, descriptive and expository paragraphs. These are the rhetorical modes students will come across often when writing
their assignments. Finally, this chapter explains to students how to differentiate between narrative,
descriptive and expository types of paragraphs.
Topic 4

The Essay

The skills of writing short essays are introduced in this topic. Students are shown how to identify
parts of an essay, write the introduction of an essay, develop the body of an essay and finally, write
the conclusion of an essay.
Topic 5

Developing and Supporting Ideas for an Essay

This topic will expose the students to steps in collecting information and generating support for
an essay. Students are introduced to strategies to generate ideas that support their thesis statement.
Then students learn to select and arrange your ideas in a plan. Finally, they apply the skills acquired
by expanding a paragraph into an essay.
Topic 6

Types of Essay - I

Firstly, students are exposed to process of thinking logically in writing an argumentative essay.
Secondly, students are also introduced to skills of developing an essay using comparison or contrast development, specifically focusing on orginasation and development. Finally, they learn to
provide adequate proof for their points so that their essays are more convincing.
Topic 7

Types of Essay - II

This topic explains to students in detail the steps that are required in order to write a classification
essay. In addition, students learn to write a process essay. This topic will also introduce students to
the techniques of writing in a logical order to achieve coherence.

i.

3 3

COURSE OVERVIEW

Topic 8

Types of Essay - III

In this topic, students are exposed to the processes involved in writing a cause effect paragraph or
essay. Students learn how to use a narrative style in causal analysis and arrange events in chronological order. Students also learn how to write a problem solving essay.
Topic 9

Grammatical Explanations

The objective of this topic is for students to learn some of the grammatical rules they will need
when they write essays. Students are exposed to the grammatical problems encountered by most
writers like verb problems, parallel structure, sentence structure and combining sentence structures, diction, confusing words, prepositions, phrasal verbs and editing.
Topic 10 Using Sources for Academic Writing
This topic starts by listing the ways to identify and locate library sources by using search strategies
and online catalogues. Students also learn to use sources available in the library and on the internet. In addition, this topic highlights the steps in avoiding plagiarism. Students are exposed to the
importance of crediting others ideas; and citing using the APA format.

PRIOR KNOWLEDGE

4 4

There is no requirement of previous academic writing subjects that the students are required to take
before pursuing this course. However, students would have an advantage if they have learnt basic
writing subjects and acquired some mastery in using the English language in secondary or high school
years.

REFERENCES
1) Bindsei, K.R. & Dickey, I.B. (1978) Effective Writing. Methods and Examples. Houghton Mifflin
Company.
2) Fawcett, S. & Sandberg, A. (2000) Evergreen: A Guide to Writing. Houghton Mifflin.
3) Fawcett, S. & Sandberg, A. (2002) Grassroots with Readings. Houghton Mifflin.
4) Hartmann, P and Blass, L. (1999) Quest 1: Reading and Writing in the Academic World. McGraw
Hill.
5) Hogue, A. and Oshima, A (2006) Introduction to Academic Writing. Pearson Education.
6) Hollowell, I. M., Levernier J.A., & Parks, A.F.(1986) Structuring Paragraphs: A Guide to Effective Writing. 2nd ed. New
7) Holten, C. et.al (1998) Looking Ahead: Mastering Academic Writing. Heinle & Heinle Publishers
York: St. Martins
8) Jordan, R.R. (1999) Academic Writing Course. Longman
9) Rosa, A. & Eschholz, P. (2002). The Writers Brief Handbook. Pearson Education Inc.
10)Siew, N. K. (2005) Getting Ahead with English: Grammar & Writing. Federal.
11)Reid, J.M. (1988) The Process of Composition. Prentice-Hall.

Evaluation
Course evaluation consists of two components that are the ongoing evaluation and the final examination. In order to obtain a good score and grade in this course, students need to take each component
of the course evaluation seriously.

CHAPTER
COURSE OVERVIEW
1 l FUNDAMENTAL OF WRITING

Ongoing Evaluation
i Test (2) : 25%
ii Involvement in ongoing discussion : 05%
iii Assignment (1) : 20%

Final Examination
Marks : 50%
Total Marks : 100%
Note: In order to pass the course (minimum grade C) the students need to obtain 25 marks from the final examination
component (25%) (Requirements of the Malaysian Accreditation Body,MAB)

i.

5 5

CHAPTER 1

l FUNDAMENTAL OF WRITING

CHAPTER

Fundamental of
Writing

LE AR NI NG OUTCOMES
By the end of this chapter, you should be able to:
1.

Differentiate academic writing from other types of writing;

2.

Describe the three stage of writing;

3.

Choose and narrow down a topic;

4.

Brainstorm for ideas;

5.

Draft your paragraph;and

6.

Revise your work.

i.

7 7

FUNDAMENTAL OF WRITING l CHAPTER 1

INTRODUCTION

Source: Adapted from http://www.brainyquote.com/quotes/keywords/sword.html

Have you heard of these sayings? Do you know what they mean? In a nutshell, these refer to the
power of words and how writing can create an impact or become a significant influence, beyond
anything physical or material.
8 8

Now that you are aware of the power of words and writing, this chapter will provide you with
more information on the writing process. The writing process includes pre-writing, writing
and re-writing (Figure 1.1). You will also learn about the different purposes of writing and the
importance of considering your audience when you write.

Figure 1.1: The writing process

CHAPTER 1

1.1

l FUNDAMENTAL OF WRITING

The Writing Process

When you enter a university, you will be required to write on topics assigned to you by your
course instructors. This kind of writing is called academic writing. When you write for academic
purposes, your audience, tone and purpose of writing will be different compared to other types
of writing like journalistic, business and personal writings.

Figure 1.2: How academic writing differs from other types of writing

activity

Have you ever read a novel or personal blogs on the internet?

Observe the style of writing as compared to academic writings.

Let us now look at the three stages of writing.

1.1.1 Stage 1: Pre-writing (Brainstorming)
Before you begin writing, there are techniques that can help you come up with ideas for your
writing assignments.
If the topic has been chosen for you, you need to find out as much as you can about the topic
before you begin writing. If you are given a choice to choose your own topic, find a topic that
you are interested in.
Now that you know what you are going to write about, you need to narrow down your topic. For
example, lets say you want to write about the environment. Figure 1.3 shows how to narrow
down your topic:

i.

9 9

FUNDAMENTAL OF WRITING l CHAPTER 1

Figure 1.3: Narrowing down your topic
Source: Adapted from Introduction to academic writing (2006)

activity

1010

Narrow each of the following topics to one specific aspect that could be
written about in one paragraph.
Hobbies
Music
Animals
Books

CHAPTER 1

l FUNDAMENTAL OF WRITING

Now that you have narrowed down general topics to a specific focus, you need to generate
ideas by brainstorming. Figure 1.4 shows you the techniques that you can use to brainstorm:

i.

Figure 1.4: Techniques used for brainstorming

1111

FUNDAMENTAL OF WRITING l CHAPTER 1

(a) Listing
Listing is one of the brainstorming techniques many people find useful. It means listing
possible topics and then sub lists of things you could say about each topic. When you
brainstorm by listing, you need to think of any words or phrases that come to your mind
as you think about the topic you are writing. Your purpose is to produce as many ideas as
possible in a short time and your aim is to find a specific focus for your topic.
Figure 1.5 shows an example of the listing technique on the topic of your favourite person.

1212

Figure 1.5: Example of the listing technique

CHAPTER 1

l FUNDAMENTAL OF WRITING

You then limit the focus even more by grouping similar ideas together and crossing out items
that are not relevant or are duplications (if any).
Figure 1.5: Example of the listing technique

You now have three lists. Each list has a central focus. You can choose one list as the basis of
your paragraph.
i.
activity

Brainstorm by listing ideas on one of the following topics.

Air pollution
Road accidents
The benefits of reading
How to stay healthy

(b) Freewriting
The freewriting technique allows you to find a way to loosen up and to let your mind start to
flow around and over the topic. Freewriting is a way of thinking on the paper. Remember that
you need to let your ideas flow, so nothing gets lost. Freewriting will actually help you find
and generate ideas you never knew you had. You may discover new and amazing ideas and
find yourself with lots of material to eventually shape your essay from.

1313

FUNDAMENTAL OF WRITING l CHAPTER 1

Do not think before you start.

Pick up a pen and write... write on the topic if you can, and if you
cannot, just write anything you can think of and try to move towards
the topic.
Do not worry about organisation and correctness (punctuation or
spelling).
Do not worry about grammar.
Do not worry about what anyone else will think; worrying will just
hamper your thoughts.
Do not spend any time rereading or proofreading or correcting when
you are actually brainstorming or freewriting.
Do not judge and change the initial ones.

1414

It is important to write EVERYTHING down and not to censor yourself. What might seem
like a silly idea now may turn out to be your best idea later.
After you have finished your freewriting, reread your paper and circle the main idea(s) you
would like to focus on. Use the main idea(s) to freewrite again. You may freewrite a few times
until you are satisfied with your work.

Brainstorm by freewriting on a topic of your own choice

(c) Clustering
How can you use clustering to sort out your writing?

To begin to cluster, choose a word that is central to your assignment.

Write your topic in the middle of a large piece of paper.
Write whatever ideas that come to your mind.

CHAPTER 1

l FUNDAMENTAL OF WRITING

For example, you want to write about your favourite teacher. Circle
My favourite teacher, then write words all around it - words that
occur to you as you think of My favourite teacher.
Write down all words that you associate with My favourite teacher,
words that at first may seem to be random. Write quickly, circling
each word, grouping words around your the central word.
Connect your new words to previous ones with lines and branches;
when you feel you have exhausted a particular avenue of associations,
go back to your central word and begin again.
Use lines and branches to show how any of the large or linked ideas
interrelate. Do not be afraid to add bubbles or branches. Keep those
ideas growing!
Which of those ideas link to other ideas on your page? What would
be the main idea? What would be supporting ideas?
Once you can see how all of the ideas work together, you are ready to
make a list or plan of which ideas to use in what order in your essay.
Lets take a look at Figure 1.6 which illustrates an example of the clustering technique.

Figure 1.3: Narrowing down your topic

Source: Adapted from Introduction to academic writing (2006)

i.

1515

FUNDAMENTAL OF WRITING l CHAPTER 1

Use the clustering technique to come up with ideas about one of your
favourite persons.

1.1.2 Stage 2: Writing (Drafting)

Now you are ready to write your first draft. Writing is a process where you write the same thing
over and over again until you get it right.
So, what does your first draft look like? Your work might be missing some information, it might
be in a logical order, it might have some grammar or spelling mistakes.
After you have written your first draft, you need to revise your work to improve it. You look at
the content and organisation.
1.1.3 Stage 3: Re-Writing (Revising)

1616

Revising is an ongoing process of rethinking the paper: reconsidering your arguments, reviewing
your evidence, refining your purpose, reorganising your presentation, making your prose more
interesting.
Put your draft aside. Time away from your essay will allow for more
objective self-evaluation.
Get feedback. Since you already know what you are trying to say, you
are not always the best judge of where the draft is clear or unclear.
Let another reader tell you. Then discuss aloud what you were trying
to achieve. In discussing with others what you meant to argue, you
will clarify ideas for yourself.
Consider connections between and among ideas.
Rethink your main idea(s).
Now that you know what you are really arguing, work on the
introduction and conclusion. Make sure to begin your paragraphs
with topic sentences, linking idea(s) in each paragraph to those
proposed in the thesis.
Proofread. Aim for precision and economy in language.

CHAPTER 1

l FUNDAMENTAL OF WRITING

What are some other steps you should consider in later stages of the revision process? Figure
1.7 illustrates the steps to be taken. Mouse over each step to know more.

Figure 1.7: Steps to consider in the later stages of the revision process.

Self-editing is checking your own work. Peer editing is giving your work to your peers to
check. It is important for you to check your own work before submitting it to your instructor.
You can use the following checklist in Table 1.2 to edit your own and your peers work.
Table 1.2: Checklist for Self and Peer Editing

Source: Adapted from: Quest 1, 1999.

i.

1717

FUNDAMENTAL OF WRITING l CHAPTER 1

1.2 Purpose Of Writing

It is important to know why you are writing. The main purpose of writing is to communicate
to a particular group of people or your audience. For many writing contexts, your purpose may
be to complete an assignment, a project paper, a thesis or get a good grade. In order for you
to communicate effectively to your audience, you first need to understand your purpose for
writing.
There are many purposes of writing. Among the purposes are as shown in Figure 1.8.

1818

Figure 1.8: Types of writing and its purposes

Source: Adapted from http://www.kimskorner4teachertalk.com/
writing/modes/definitions.html

1.3

The Audience

Audience is a term used to refer to the reader(s) of a text.

The audience might be any of the following shown in Table 1.3.

CHAPTER 1

l FUNDAMENTAL OF WRITING

Table 1.3: Types of Audience

Why do you need to know who you are writing for?

When you are aware of the audience, it helps you make your writing more effective.
Efficient writers target their audience as clearly as possible.
Efficiency can be improved by choosing the vocabulary, tone and style which are
appropriate for your audience.
The vocabulary of your writing is chosen very carefully with its readership in mind.
The style of writing needs to fit the audience.
Before you write, ask yourself these questions:
i.

Thinking about how best you can present your argument to your audience can improve the
clarity of your writing. The clearer your points are, the more likely you are to have a strong
essay.

1919

FUNDAMENTAL OF WRITING l CHAPTER 1

SUMMARY
1. The writing process consists of three distinct stages:

(a) Pre-writing

(b) Writing

(c) Re-writing

2. Pre-writing involves researching the topic and planning your approach. The techniques
that can help you come up with ideas for your writing assignments include:

(a) Narrowing down your topic from general to very specific topic

(b) Brainstorming which consists of listing, freewriting and clustering

3. Writing involves completing the first full draft of the essay.

4. Re-writing involves re-drafting, revising and proofreading your work.

2020

5. How long you spend on each stage will vary according to the nature of the writing task and
the amount of time you have been given to complete it. Try, however, to leave yourself
two or three days to correct and edit your draft, and to re-write sections of it if necessary.
Bear in mind your purpose for writing and your target audience.

CHAPTER 1

l FUNDAMENTAL OF WRITING

GLOssary
Terms

Definition

Academic Writing

Writing that students and others perform; emphasis is

on the writing and research process as well as
the written product; usually written to demonstrate
learning.

Prewriting

The thinking and planning the writer does before draft

ing, which includes considering the topic, audience,
and purpose; gathering information; choosing a form;
determining the role of the writer; and making a plan.

Free writing

A prewriting technique; the writer drafts quickly, with

out stopping, without editing, or self-correcting to
discover what he or she knows, thinks, or feels.

Brainstorming

A prewriting technique for generating ideas. An indi

vidual or group records whatever words come
to mind about a topic (and about other words already
accumulated) quickly, consciously trying to come up
with many possibilities and trying to avoid any sort of
second thoughts about removing items already
listed. After the brainstorming list is compiled,
students select the better ideas to be developed in their
writing.

Clustering

A prewriting technique for collecting and organizing ideas.

Clustering involves brainstorming and putting them in related
groups or clusters.

Purpose

The reason the author is writing a particular text. In a univer

sity context, an implicit notion of purpose may be simply to
get a grade, so instructors and writers must actively
pursue the notion of a more authentic purpose--and make deci
sions in teaching and writing which help to refine choices of
purpose, audience, and form for texts before, during, and after
writing.

i.

2121

FUNDAMENTAL OF WRITING l CHAPTER 1

GLOssary
Terms

Definition

Audience

Generally, the audience of a piece of writing is whoever reads

it. From an authors perspective, though, the audience is a
construction: the authors idea of who is likely to read the
piece and what those people are like. A sense of audience
is necessary for writers to make decisions about what they
need to say (or avoid saying), how much (or how little) detail
to include, and even why the audience is the audience for a
given text.

Drafting

The process of developing a draft/ write of a text.

References
2222

1. Hartmann, P. & Blass, L. (1999). Quest 1: Reading and writing in the academic world.
McGraw Hill.
2. Hogue, A. & Oshima, A. (2006) Introduction to academic writing. Pearson Education.
3. http://www.fas.harvard.edu/~wricntr/documents/Revising.html
4. http://www.kimskorner4teachertalk.com/writing/modes/definitions.html