HO CHI MINH CITY OPEN UNIVERSITY

GRADUATE SCHOOL

COURSE OUTLINE
I. General information
1. Course title: Academic Writing
2. Course Code: TESO74020
3. Knowledge / Skills:
☐ Foundation ☐ Professional knowledge ☒ Basic knowledge
4. Credits
Total Theory Practice Self – study
4 60 periods 0 135 periods (max)
5. Trimester: ☒1 ☐2 ☐3
6. Academic year: 2025 - 2026
7. Mode of delivery: The course will be delivered in lectures/groupwork/class discussions/peer reviews.
8. Language of instruction: English
9. Lecturer
Name: Le Nguyen Hoang Giang, PhD
Office: Room 113, 97 Vo Văn Tan Street, District 3, Ho Chi Minh City
II. Course specifications
1. Course overview
This course enables graduate students to develop the skills they need to become successful writers in their
academic and post-academic careers. Course topics include writing a summary, critique, literature review,
explanation for a theoretical or conceptual framework, method section, data commentaries, and research
paper. Also discussed is plagiarism and citation of sources. Strategies for organizing and developing
thoughts, writing concisely in an academic style, and proofreading are also covered, as is following a citation
style. The course also covers graphical representation and commentaries of popular types of data in TESOL.
Whenever possible, students work on assignments they have for discipline-related courses, and
individualized attention is given.
2. Requirement course
Prerequisites: None
Prior-course: None
Co-requisites: None
3. Course objectives
Course
Description Program learning outcomes
objectives
Learners will be able to use a PLO5.2- Synthesize and evaluate research
writing method and style which is results to provide expert suggestions.
CO1
appropriate for post graduate PLO7.1 - Practice critical thinking; work
scientific texts. independently and creatively;
CO2 Learners will be able to account for PLO5.2 - Synthesize and evaluate research
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 Course
Description Program learning outcomes
objectives
how a text is structured with respect results to provide expert suggestions.
to academic language use, style, and PLO7.1 - Practice critical thinking; work
argumentation. independently and creatively;
PLO7.3 - Develop professional competence,
Learners will be able to use their
leadership, and lifelong learning.
skills in text structuring, critiques,
CO3 PLO5.2 - Synthesize and evaluate research
data presentation and commentary,
results to provide expert suggestions.
proofreading and editing.

4. Course learning outcomes

Course
Course learning outcomes (CLO)
objectives
Learners will be able to write appropriately for an academic audience
CO1 CLO1
in terms of style and writing method.
Learners will be able to develop critical thinking and independent
CO2 CLO2
thinking
CLO3 Learners will be able to develop their editing and proofreading skills.
Learners will be able to organize, assess, and adapt texts appropriately
for different genres (language use for different types of writing),
CLO4 including summaries, critiques, literature review, explanation for a
CO3
theoretical/conceptual framework, method section, data representation
and commentary, and research/final papers) and argumentation
Learners will be able to locate, evaluate, and use academic sources for
CLO5
acdemic writing

The matrix integrates the learning outcomes of the course (CLO) and the learning outcomes of the
curriculum (ELO).
PLO5.2 PLO7.1 PLO7.3
CLO1 X X
CLO2 X
CLO3 X
CLO4 X X
CLO5 X

5. Materials and textbooks

5.1. Required textbooks
5.1.1. Paltridge, B., & Starfield, S. (2019). Thesis and dissertation writing in a second language: A
handbook for students and their supervisors. Routledge.
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 5.1.2. American Psychological Association. (2020). Publication manual of the American
Psychological Association (7th ed.). American Psychological Association.
https://doi.org/10.1037/0000165-000
5.2. References
5.2.1. Bailey, S. (2018). Academic writing: A handbook for international students (5th ed.). Routledge.
https://doi.org/10.4324/9781315169996
5.3. Websites/ Softwares
5.3.1. http://www.sagepub.com/bjohnsonstudy/howtoarticle.htm
5.3.2. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/i
ndex.html

6. Assessment
Schedule Learning
Components Assessment forms Percentage %
outcomes
6.1. Assignment on Week 3 CLO1, 4 10 %
writing summaries
6.2. Assignment on Week 6
statement of research
CLO 1, 3, 4 10 %
topic, problems &
purposes
Assignments and
6.3. Test on paraphrasing, Week 12
Mid-term test(s)
summarizing, styles, data CLO 1, 2, 3,
20 %
commentary, developing 4, 5
arguments
6.4. Assignment on Week 13
journal article critique CLO 1, 4, 5 10%
(group work)
Submission
6.5. Writing a Research
two weeks CLO 1, 2, 3,
Final test proposal (focusing on 50%
after the 4, 5
writing literature review)
course ends
Total 100%

7. Course contents

Session Date Contents Teaching and Course Materials and references

learning learning
modes/activities outcome
s
1 Course Introduction Lecture, CLO 1, 4 Richardson, L. (2001).
Review of paragraph, discussion Getting personal: Writing-
essay seminar, stories. International
3
 demonstrations journal of qualitative
The purpose of writing studies in education, 14(1),
33-38.
Chap 2. Becoming a
researcher in a global world

2 Paraphrasing, Problem solving, CLO 1, 4 Critical response 1

scanning, skimming & games, inquiry
critical reading Akın, F., Koray, Ö., &
Tavukçu, K. (2015). How
Reading comes before effective is critical reading
writing in the understanding of
scientific texts. Procedia-
The so-called Good social and behavioral
writing sciences, 174(1), 2444-
2451.

Wallace, C. (2003). Critical

reading in the classroom.
In Critical reading in
language education (pp. 92-
124). London: Palgrave
Macmillan UK.

Leggo, C. (2002). What is

good writing? Grammar and
my grandmother.

3 Higher level of Brainstorming, CLO 1, 4 Critical response 2

graduate writing: discussions,
summary to synthesis debates, Kellogg, R. T., &
and critiquing reflection Raulerson, B. A. (2007).
Improving the writing skills
of college
students. Psychonomic
bulletin & review, 14(2),
237-242.

Çavdar, G., & Doe, S.

(2012). Learning through
writing: Teaching critical
thinking skills in writing
assignments. PS: Political
Science & Politics, 45(2),
298-306.

Lavelle, E., & Bushrow, K.

(2007). Writing approaches
of graduate
students. Educational
Psychology, 27(6), 807-822.
4 The writing lab 1: Brainstorming, CLO 1, 3, Critical response 3
4
 writing an article discussions, 4 Submit your description of
critique, Draft 1 debates, research topic, problems &
reflection, peer purposes
In groups, you work to learning
critique an article in Collaborative writing
terms of its choice of activity
topic,
theoretical/conceptual Prain, V., & Hand, B.
lens, choice of (2016). Coming to know
methods, originality & more through and from
novelty, contribution, writing. Educational
strengths & areas of Researcher, 45(7), 430-434.
improvement
Park, G. (2013). ‘Writing is
a way of knowing’: writing
and identity. ELT
journal, 67(3), 336-345.

5 The writing lab 2: Brainstorming, CLO 1, Critical response 4

edit and review the discussions, 3, 4
article critique, Draft 2 debates, Critique Draft 2
reflection, peer
Switch the group and learning Chap 3. Issues in thesis and
in your group, you dissertation writing in
review and offer English as a second
advice to revise your language
peer writing into draft
2. Huisman, J., & Smits, J.
(2017). Duration and quality
of the peer review process:
the author’s
perspective. Scientometrics,
113(1), 633-650.

6 APA workshop Work assignment CLO 1, 3, Submit your article critique

4 as a group
Exercises on APA
APA formats & styles

7 Reviewing the Problem solving, CLO 1, 3, Critical response 5

Literature & research projects, 4
Chap 7. Writing the
Developing Research discussions,
background chapters
Questions debates
Pautasso, M. (2013). Ten
simple rules for writing a
literature review. PLoS
computational biology, 9(7),
e1003149.
Denney, A. S., & Tewksbury,
R. (2013). How to write a

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 literature review. Journal of
criminal justice
education, 24(2), 218-234.
8 Literature Review Problem solving, CLO 1, 3, Critical response 6
(cont’d) research projects, 4
discussions, Farooq, R. (2017). A
debates, peer framework for identifying
Identify & define learning research gap in social
research gap sciences: Evidence from the
past. IUP Journal of
Management
Research, 16(4), 66-75.

Miles, D. A. (2017).
Research methods and
strategies workshop: A
taxonomy of research gaps:
Identifying and defining the
seven research gaps. Journal
of Research Methods and
Strategies, 1(1), 1-15.

9 Developing a Brainstorming, CLO 2, 4 Critical response 7

conceptual/theoretical discussions,
framework debates, peer Chap 1. Introduction to
learning conceptual frameworks, in
Reason & Rigor (the whole
book uploaded on LMS)

Lederman, N. G., &

Lederman, J. S. (2015).
What is a theoretical
framework? A practical
answer. Journal of Science
Teacher Education, 26(7),
593-597.

10 Visualize the Debates, peer CLO 2, 4 Critical response 8

framework learning, (you submit your group work
reflection, of the graphic organization of
The writing lab 3: projects the frameworks)
organize your
framework
In groups, you work to
graphically organize
your frameworks

11 Writing the Discussions, CLO 2, Critical response 9

methodology chapter debates, peer 4, 5
learning, Chap 5. The overall shape of
Methodology v.s projects theses and dissertation
6
 methods Chap 8. Writing the
methodology chapter

12 The writing lab 4: Work CLO 2, 4 Critical response 10

Present your methods assignment
in text Hoang Le, G. N., Nguyen,
T. T., & Pham, T. X.
2 activities: (2025). A collaborative
1. In groups, you autoethnography on
present your Vietnamese English
methods to language educators’
other folks and professional development
receive and learning in language
feedback teacher
2. In class, each associations. Innovation in
will have max Language Learning and
5 minutes to Teaching, 1-19.
share their
methods; Le, G. N. H., Dong, H. B.,
feedback from Tran, V., & Vu, L. H.
peers and the (2023). “She Is Not a
instructor Normal Teacher of
English”: Photovoice as a
Decolonial Method to Study
Queer Teacher Identity in
Vietnam’s English
Language Teaching.
In English as an
International Language
Education: Critical
Intercultural Literacy
Perspectives (pp. 443-462).
Cham: Springer
International Publishing.

13 Discuss the findings Didactic CLO 1, Mid-term test—a

questions, 2, 3, 4, 5 PechaKucha (five first
Present your research problem solving, groups)
outcomes and tie back research
to theories and projects, Each will have max 5
literature. discussions, minutes to verbally present
debates, peer their research proposal. PPT
Research significance learning slides are optional but
statement highly recommended with a
restricted number of slides.

14 Frame a research Didactic CLO 1, Mid-term test—a

proposal for questions, 2, 3, 4, 5 PechaKucha (the last five
conference problem solving, groups)
research
7
 Writing the abstract projects, Chap 11. Writing the abstract
discussions, and acknowledgements
debates, peer
learning, case Chap 12. Publishing from a
studies thesis or dissertation
15 Review of lessons and Didactic CLO 1, The Final Paper will be
(online further instruction on questions, 2, 3, 4, 5 submitted ONE week after
via the final paper games, problem the end of the course.
Zoom) solving
Review and discuss MA Thesis & PhD
https://t some sample Dissertation:
ru- theses/dissertation https://www.researchgate.ne
ca.zoo t/publication/385822230_Ex
m.us/j/ periences_of_Integrating_E
854458 nglish-
9718?p Speaking_Cultures_into_M
wd=1C ovie-
8r9yeP Based_English_Language_
DAGa2 Lessons_An_Analytical_Au
9wnIK toethnography
RFL3s
nP2k8e https://brocku.scholaris.ca/s
B.1 erver/api/core/bitstreams/55
040262-c625-40c8-a8ae-
537d2b333c53/content

8. Course regulations
8.1. Regulations on submission of assignments and tests
All papers should be typed, double-spaced, in 13-pt font, and with 1-inch margins. If you plan on turning a
paper in for another course, be sure you receive permission from your other professor/instructor to work on
the paper in this class. All papers must be original for this class—they cannot be ones you have written for
a different course in the past.
Criterion-referenced grading is used in this course.
8.2. Regulations on attendance
Penalties

If you submit work late, your end mark on that piece of work will we lowered by two grades. For example,
an “A-” would drop to a “B”.
Under some circumstances, the course instructor may grant an extension to the assignment due date.
Extensions must be applied for PRIOR to the due date. Requests for extensions should be accompanied with
appropriate evidence such as a medical certificate and be made on the Extension Request Form available
from the relevant Postgraduate Administration Office. An assignment that is submitted with an extension

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form will be graded as normal. Extensions will normally be for five days. However, a course instructor or a
programme director may allow a longer extension if necessary.
If a student receives an extension, but the new date results in the work being handed in after assignments
have been returned to students, the student may be required to write on a different topic so that s/he does
not get the advantage of seeing the feedback given to other students.
8.3. Class rules
Mandatory Course Requirements

Students must be at class, participate in the in-class activities, complete the assigned readings, and complete
the written assignments. If you do these activities effectively, you will learn and you will likely do well in
the course.
Expected Workload

Postgraduate students will be expected to spend about 12 hours per week including contact hours (130 hours
total), for a 45-point, postgraduate level course.
Text, Student Notes and Resources
The textbooks are required reading for the course. It is expected that you will have completed the assigned reading
before class. This will make the lectures more understandable.
➢ A style guide specific to the student’s discipline.
➢ An array of articles from research journals published in the student’s discipline.
➢ An array of sample texts written in the student’s discipline, by classmates, by the student, and/or by the
instructor.
➢ Selected online and/or library reserve readings provided by the instructor

Communication and Additional Information

Additional information or information on changes will be conveyed to students via email to all class members, and/or
during lectures.

Organisation

Submitting assignments

Assignments should include your name on each page.

Deadlines
Assignments must be completed and submitted directly to the instructor of the course on the due date, and for the
final paper, it should be submitted to the Postgraduate Office by 4.00pm on the due date.
Cover Sheet

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A completed cover sheet MUST be attached to the front of each assignment.
Missing assignments
A copy of each assignment submitted must be retained by the student concerned. Regrettably, from time to time
assignments go missing. If the School has no record of an assignment having been received it will be assumed that
the work has not been done unless evidence to the contrary is provided.
Late work and extensions
In reasonable circumstances, an extension to the assignment due date may be granted by the instructor. Extensions
must be applied for PRIOR to the due date. Requests for extensions should be accompanied with appropriate
evidence such as a medical certificate and be made on the Extension Request Form available from the relevant
office. An assignment that is submitted with an extension form will be graded as normal. Extensions will be for up to
five working days. However, the course instructor may allow a longer extension if necessary.
If a student receives an extension, but the new date results in the work being handed in after assignments have been
returned to students, the student may be required to write on a different topic so that s/he does not unfairly benefit
from the feedback given to other students.
It is important to note:

• late work will be accepted for a maximum of five working days from the due date
• assignments that are submitted late without an extension will have a 2-grade penalty deducted from the final
grade
• assignments that are submitted more than five working days late will not be marked.
Reconsideration of marks

Any student queries about the assessment or results of internally assessed work or the results of course requirements
are to be directed to the Course instructor immediately. They will not be considered more than two weeks after the
assessments/results are made available to students (except in documented medical or similar circumstances).

VICE DEAN OF GRADUATE SCHOOL LECTURER

Trần Thanh Danh Lê Nguyễn Hoàng Giang

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