English I is a foundational course designed to enhance students’ proficiency in academic reading, critical thinking, and effective writing within cross-cultural, ethical, and professional contexts. The course integrates literary and expository texts to cultivate analytical and reflective abilities while promoting clarity, coherence, and purpose in writing.
By engaging with global and local issues through language and literature, the course aims to develop not only linguistic competence but also ethical awareness and cross-cultural sensitivity.
Course Objectives
By the end of this course, students will be able to:
Develop coherent and well-structured academic essays using appropriate rhetorical patterns.
Demonstrate effective reading comprehension and critical response to academic and professional texts.
Apply the stages of the writing process—prewriting, drafting, revising, and editing.
Enhance vocabulary, cohesion, and grammatical precision for workplace and academic communication.
Foster reflective, analytical, and creative thinking across literary readings.
Critically examine moral and ethical issues and express informed personal viewpoints.
Course Curriculum
Unit 1: Cross-cultural Communication (8 LHs)
Core Readings: * American Values and Assumptions (Gary Althen)
Where Do We Stand? (Lisa David)
Time Talks with an Accent (Robert Levine)
The Teacher Who Changed My Life (Nicholas Gage)
Outcomes: Understand culture and communication styles; analyze implicit cultural assumptions; demonstrate empathy and adaptability in intercultural contexts.
Unit 2: Mass Media, Information, and Technology (8 LHs)
Core Readings: * Computers and the Pursuit of Happiness (David Gelernter)
Propaganda Techniques in Today’s Advertisement (Ann McClintock)
Students Shall Not Download. Yeah, Sure (Kate Zernike)
How the Web Destroys the Quality of Students’ Research Papers (David Rothenberg)
Outcomes: Recognize the role of digital technology in shaping thought; evaluate the impact of digital media on research; exercise media literacy and ethical judgment.
Unit 3: Issues of Ethics (8 LHs)
Core Readings: * A Gas Station Burns in the Forest (David A. Shapiro)
The Trumpet of Conscience (Dr. Martin Luther King, Jr.)
Heart Speaks to Heart Across a Cultural Divide (Gail Saunders)
Born for Each Other (Pamela Withers)
Outcomes: Understand ethical principles and moral reasoning; interpret ethical dilemmas; write analytical essays on social issues.
Unit 4: Tradition, Progress, and Development (8 LHs)
Core Readings: * Modern Society and the Quest for Human Happiness (Dalai Lama)
Development, Democracy, and the Village Telephone (Sam Pitroda)
The Friendship Bond (Mary Brown Parlee)
Courtesy: Key to a Happier World (Dr. Norman Vincent Peale)
Outcomes: Explain the interrelation between tradition and progress; analyze technological vs. moral advancement; exhibit civic awareness.
Unit 5: Self, Reflection, and Experience (8 LHs)
Key Topics: * From Paragraph to Short Essay
A Memorable Day: Writing from Personal Experience
Lessons from Life: Turning Experience into Reflection
Editing for Personal Voice and Clarity
Outcomes: Understand the structure of short essays; develop coherent personal narratives; demonstrate self-awareness and voice.
Unit 6: Observation, Change, and Description (8 LHs)
Key Topics: * Describing People and Places: Sensory Language and Detail
Change over Time: Writing about Growth and Transformation
From Observation to Interpretation: The Art of Detail
Editing and Revising Descriptive Essays
Outcomes: Apply principles of observational writing; use imagery and figurative language; produce descriptive essays with depth and clarity.
Pedagogical Strategies & Delivery
Methods: Interactive lectures, process writing workshops, reading logs, reflection journals, and problem-based learning.
Mode: In-person classroom lectures, blended learning (online resources), and simulations.
Assessment Scheme
Assessment Type
Weightage
Details
Class Participation
10%
Contribution to discussions and engagement
Quizzes / Short Tests
15%
Periodic comprehension checks
Assignments / Projects
20%
Individual/group analysis of management cases
Mid-term Examination
25%
Written test covering early units
Pre-board Examination
30%
Comprehensive test covering all units
Note: A Final/Board Examination will be conducted externally to test all cognitive levels (Remembering through Creating).
Suggested Readings
Gardner, P. (2005). New directions: Reading, writing, and critical thinking. Cambridge University Press.
Oshima, A., & Hogue, A. (2017). Academic writing. Pearson Education.
Savage, A., & Shafifi, M. (2007). Effective academic writing 1: The Paragraph. Oxford University Press.
Savage, A., & Mayer, P. (2005). Effective academic writing 2: The short essay. Oxford University Press.
Smalzer, W. R. (2022). Write to be read: Reading, reflection, and writing. Cambridge University Press.