The Chinese University of Hong Kong

English Language Teaching Unit

Two-credit Year Three Course for the
Four-year Curriculum
(ELTU 3021: English for Architecture Students II)

1. Introduction
In response to the University’s 334 education reform which started in 2012, ELTU was
entrusted with the task of designing new courses for all incoming students to fulfill nine
credits of English language requirements. For Architecture students, two credits out of that
number are accounted for by a Year 3 Course specifically tailored to meet their learning
needs. This course prepares students to engage with architectural professional practices by
targeting architectural writing and speaking genres, and to reflect on architectural practice by
engaging them in multi-modal learning activities. Among the four language modalities,
writing and speaking aspects are emphasized.

2. Aims of the course

Primary aims
 to prepare students for further studies and professional practices in architecture,
particularly for writing and presentation skills
 to provide language support for students writing and speaking about architectural
concepts and ideas

Secondary aim
 to enhance students’ critical thinking and understanding of current issues relevant to
their discipline

3. Principles of course design

In line with the university’s education reform, the course syllabus design is premised upon an
outcomes-based approach (OBA), the starting point of which is the expected outputs or
learning outcomes of the students. Methodological approaches to learning/teaching and
developing content materials are then selected to help achieve the learning outcomes
identified for the target students, who are mainly in Year 2 of the undergraduate Architecture
Program.

3.1 Approach to Course Syllabus Development

The following steps were implemented:

 identify course learning outcomes (CLOs) from the overall ELT programme learning
outcomes (PLOs) based on perceived needs at the target students’ level (see
Appendix 1: Mapping of CLOs to PLOs)

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  develop learning and teaching activities which are conducive to achieving the specific
learning outcomes
 identify suitable source/input materials for materials development
 identify suitable learning resources/links/online learning modules to support self-
directed language learning
 design assessment tasks to test whether students have achieved the desired learning
outcomes
 design corresponding assessment instruments/assessment criteria to measure the
extent to which specific learning outcomes are achieved

3.2 Approach to Learning Activities Development

With the consideration that students taking this course will most likely continue studies for
the next few years until postgraduate level, the learning activities in this course are specially
designed, with the following features:

1. In lieu of the job search preparation, this course encourages students to reflect on
and discuss architectural issues in their community to enable a broader view of the
architectural landscape in Hong Kong and beyond.
2. A wide range of authentic architectural texts (including primary and secondary
sources) are introduced and analyzed in class.
3. Expectations placed on assessed student work are modelled on writing samples
shared and analyzed in class, in order to familiarize students with assessment criteria
and essential features of required tasks.
4. A lot of in-class discussions are designed in order to facilitate interactions between
students and to promote exchange (including small group work, whole class
discussions, and structured seminar presentations), with the teacher playing the role
of a facilitator who draws students’ attention to proper language use.

4. Course overview
 Course Title: English for Architecture Students II
 Description: ELTU3021 aims to further develop the English language skills of third-
year architecture students in the Faculty of Social Science. Students will be engaged
with different genres of language usage related to architecture, including precedent
studies, project statements and studio presentations. Coursework will include
conducting a presentation on an architectural issue, writing a precedent study,
creating a project statement and delivering a studio presentation. Advisory: For Year 3
students of Faculty of Social Science (Architecture major) only.

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5. Learning Topics
The following four learning topics are covered in the course:

 Writing a precedent study

o developing deeper awareness of complementary function of images and
written language
o summarizing and synthesizing architectural texts and images
o expressing interpretation of a precedent in a concise manner
 Writing a project statement
o describing and detailing a project in a concise manner
o articulating an argument for the project
o development awareness of professional tone and diction
 Conducting a studio presentation
o articulating a vision of the project
o employing presentation strategies such as storytelling
o choosing descriptive language and expressing oneself in a concise and precise
manner
 Seminar presentation on architectural topics
o developing confidence and assertiveness in expressing views
o articulating ideas in appropriate language, effectively supplementing graphic
material with verbal explanations
o listening critically and responding to the ideas of others

6. Course Learning Outcomes (CLOs)

By the end of the course, students will be able to:
1. summarize and compare views and ideas presented in academic architectural texts;
2. effectively verbalize their ideas on architectural topics;
3. present their work;
4. discuss and critique the work of others constructively.

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7. Arrangement of class hours
The course is expected to span over a 13-week semester with one double period per week
(i.e. a total of 26 contact hours), each of which has a clear focus.

Topic Learning Topic Double Periods

1 Precedent Study: Form 1 double (2 hours)
Precedent Study: Language 1 double (2 hours)
Precedent Study: Good Practices 1 double (2 hours)
2 Project Statement: Form 1 double (2 hours)
Project Statement: Language 1 double (2 hours)
Project Statement: Good Practices 1 double (2 hours)
3 Studio Presentation: Form 1 double (2 hours)
Studio Presentation: Language 1 double (2 hours)
Studio Presentation: Good Practices 1 double (2 hours)
4 Issues in Architecture 2 double (4 hours)

In order to exemplify the design and delivery of the course, the alignment of the learning
activities, assessment tasks and course learning outcomes is appended for extra information
(see Appendix 2).

8. Assessment Scheme
Four assessment tasks, closely aligned with the CLOs and course content, were designed for
this two-unit course.

No. Assessment Tasks Percentage

1 Precedent Study 30%
2 Project Statement 30%
3 Studio Presentation 30%
4 Topical Presentation 10%
Total 100%

9. Learning Resources
E-learning resources are available for access on Blackboard, including

 vetted language learning links

 discipline-specific supplementary learning materials (e.g., primary texts that illustrate
selected genres; scholarly articles used as academic style samples; online documents
related to the history of architecture and current issues in the field)

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Selected reference material:

Axelrod, R. B., & Cooper, C. R. (2002). Reading critically, writing well: A reader and guide.
Boston: Bedford/St. Martin’s.
Barnum, C. M., & Carlinger, S. (1993). Techniques for technical communicators. New York:
Macmillan.
Dias, P., Freedman, A. Medway, P. & Paré, A. (1999). Worlds apart: Acting and writing in
academic and workplace contexts. Mahwa, N.J.: Routledge.
Dias, P., & Paré, A. (Eds.). (2000). Transitions: Writing in academic and workplace settings.
Cresskill, N.J.: Hampton.
Duin, A. H., & Hansen, C. J. (1996). Nonacademic writing: Social theory and technology.
Mahwah, N.J.: Lawrence Erlbaum Associates.
Flower, L. S., & Hayes, J. R. (1977). Problem-solving strategies and the writing process. College
English, 39 (4), 449-461.
Hamp-Lyons, L., & Heasley, B. (2006). Study writing. Cambridge: Cambridge University Press.
Kress, G., & Van Leeuwen, T. (2006). Reading images: The grammar of visual design. (2nd ed).
London: Routledge.
Medway, P. (1996). Virtual and material buildings: Construction and constructivism in
architecture and writing. Written Communication, 13 (4), 473-514.
Swales, J., & Feak. M. (2012). Academic writing for graduate students: Essential tasks and
skills. (3rd ed.). Ann Arbor, MI: The University of Michigan Press.

10. Policy on Class Attendance and Course Assessment

• Classroom learning is an integral aspect of a student’s learning experience and is
therefore compulsory. Students may be absent from class due to illness or
extenuating circumstances; however, students should understand the consequences
of missed classes and that frequent absences may result in not meeting the course
objectives.
• Students are required to observe all rules and regulations stipulated in the Student
Handbook 2018/2019 regarding class attendance and procedures for applying for
leave of absence as necessitated by medical and non-medical reasons.
• Students who have been absent for 30% or more of the classes throughout the term,
without the provision of valid support, will be downgraded by two sub-grades for the
overall grade in the course concerned.
• Students who have been absent for 50% or more of the classes throughout the term,
without the provision of valid support, will be given a failure overall grade in the
course concerned.
• Students are expected to be punctual for class. Students who have been late for 30%
or more of the classes throughout the term, without the provision of valid
justification, will be downgraded by one sub-grade for the overall grade in the course
concerned.

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• Students who have been absent from in-class assessments without prior approval
from the teacher and unable to present an appropriate medical certificate in support
of sick leave will be given a zero mark to the assessment concerned and not be
allowed to sit for a make-up test. Students absent from an assessment must send any
medical documents to the teachers within five working days for the teacher’s
consideration. The teacher reserves the right not to grant any make-up assessments
after that.

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Appendix 1: Mapping of CLOs to PLOs

2406 Course
Programme Learning Outcomes Learning
Outcomes
Writing PLO 1: Write accurate, clear and well-structured texts for
modality academic and professional purposes, such as summaries, essays,
letters and reports, highlighting the relevant salient issues,
X
expanding and supporting points of views with supplementary
points, providing reasons and relevant examples, and ending with
a logical conclusion.
PLO 2: Write personal accounts, texts for aesthetic and non-
academic purposes, and expressing thoughts and opinions about
abstract and/or cultural topics, such as music and film, describing X
experiences, feelings and events in sufficient detail.

Speaking PLO 4: Participate in discussions and interviews by expressing

modality himself/herself clearly and fluently and with a good degree of
X
confidence and spontaneity.

PLO 5: Give clear descriptions with appropriate levels of detail

related to a range of subjects in his/her field of interest/study
X
which are either concrete or abstract in nature.

PLO 6: Produce intelligible and comprehensible speech. X

Reading PLO 7: Read independently, adapting style and speed of reading to

modality different texts and purposes, with a broad and active reading X
vocabulary.
PLO 8: Understand in detail a range of texts, identifying finer
points of detail, including attitudes and implied as well as stated X
opinions.
Listening PLO 9: Understand and follow the essential points and features of
modality a range of spoken genres, including lectures, talks and reports, X
and other forms of academic and professional presentations.

PLO 10: Understand a range of spoken discourses, identifying

attitudes and implied as well as stated opinions. X