University of Languages and International Studies, VNU

Faculty of English Language Teacher Education

Fast Track Division

1. INSTRUCTOR’S INFORMATION

1. Vũ Thị Thanh Vân, M.A.

Phone: 0912422483 4. Phạm Thanh Thủy, M.Ed.
Email: thanhvan125@gmail.com Phone: 01653994450
Email: thuythanhpham_18@yahoo.com
2. Đỗ Hạnh Chi, B.A.
Phone: 0912795904
5. Phạm Thị Hạnh, M.A.
Email: dhchi25@gmail.com
3. Hoàng Linh Chi, B.A. Email: hanhtpham@gmail.com
Phone:01239840323
Email: hoanglinhchi128@gmail.com

2. GENERAL INFORMATION OF THE SUBJECT

Course title: English 4B* (Advanced Listening and Speaking skills)

Course code: ENG4029*
Number of Credits: 4
Type of course: Compulsory  Optional 
Prerequisite: 3A*, 3B* (ENG5003&ENG5004)
Co-requisite: English 4A* &4C*
Department in charge: BA Honours Division–FELTE

3. COURSE OVERVIEW

The 4B* Advanced English program is designed for students whose proficiency level is around low
C1according to the Common European Framework of Reference (CEFR). The course focuses on the
development of listening and speaking skills as well as linguistic components such as grammar, vocabulary
and pronunciation of second-year fast track students in accordance with the specified objectives of C1CEFR
in both focused and integrated manners.
This program covers a wide range of topics which will allow students to use English in various social and
academic encounters. Students attending this course will have the opportunities to improve their accuracy
and fluency of comprehension and production of spoken English in public speeches, group discussions,
debates and situational role-plays.

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This program is skill-integrated and adopts the learning-by-doing approach. Students attending this course
will also have the chance to develop essential learning strategies and learning attitudes through engaging
in-and out-of-class activities (e.g. debates, discussions, role-plays, etc.)
The proficiency goal of this course is for students to achieve C1CEFR.

4. COURSE OBJECTIVES

By the end of the semester, students should be able to develop the following competences:

LISTENING
Overall
- Can understand enough to follow extended
speech on abstract and complex topics
beyond his/her own field, though he/she may
need to confirm occasional details, especially
if the accent is unfamiliar.
- Can recognize a wide range of idiomatic
expressions and colloquialisms, appreciating
register shifts.
Understanding interaction between native
speakers: Can easily follow complex
interactions between third parties in debate,
even on abstract, complex unfamiliar topics
Listening as a member of a live audience: Can
follow most lectures and debates with relative
ease.
Listening to announcements and instructions:
- Can understand complex technical
information, such as operating instructions,
specifications for familiar products and services.
Listening to radio audio & recordings: Can
understand a wide range of recorded and
broadcast audio material, including some non-
standard usage, and identify finer points of
detail including implicit attitudes and
relationships between speakers.
SPEAKING
Speaking production >Sustained monologue > Putting a case
(in a debate): No descriptor available (cf. B2+: Can develop an
argument systematically with appropriate highlighting of
significant points, and relevant supporting detail.
- Can construct a chain of reasoned argument:
- Can explain a viewpoint on a topical issue giving the
advantages and disadvantages of various options.)
- Can handle interjections well, responding spontaneously and
almost effortlessly.
Speaking interaction (Overall):
- Can use the language fluently, accurately and effectively on a
wide range of general, academic, vocational or
leisure topics, marking clearly the relationships between ideas.
- Can highlight the personal significance
of events and experiences, account for and sustain views
clearly by providing relevant explanations and arguments
Speaking interaction >Understanding a native speaker
interlocutor:
- Can understand in detail speech on abstract and complex
topics of a specialist nature beyond his/her own field, though
he/she may need to confirm occasional details, especially if the
accent is unfamiliar.
Speaking interaction >Conversation: Can use language flexibly
and effectively for social purposes, including emotional, allusive
and joking usage.
Speaking interaction > formal discussion (meetings):
-Can easily keep up with the debate, even on abstract, complex
unfamiliar topics.
-Can argue a formal position convincingly, responding to
questions and comments and answering complex lines of
counter argument fluently, spontaneously and appropriately.

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5. MATERIALS

Course materials:
Listening materials are compiled by lecturers of Fast-track division from different sources.
Sources:
Aish, F. & Tomlinson, J (2013). Lectures – Learn listening and note-taking skills. London: Collins.
Beglar, D. & Murray, N. (2002). Contemporary topics 3: Advanced Listening and Note-taking (3rd edition).
Pearson Longman.
Frazier, L. &Leeming, S. (2007). Lecture Ready 3. Oxford: Oxford University Press.
Numrich, C. (2010). Raise the issue (3rd ed.). New York: Pearson Longman.
Preiss, S. (2009). Northstar 4: Listening and speaking (3rd ed.). New York: Pearson Longman.
Preiss, S. (2009).Northstar 5: Listening and speaking (3rd ed.). New York: Pearson Longman.
Macgillivray, M., Yancey, P., Zeter, J., Malarcher, C. (2009). Mastering skills for the TOEFLiBT second
edition.S.l.: Compass Publisher.
Sharpe, P., & Sharpe, P. (2008). Barron's TOEFLiBT: Internet-based test 2008 (12th ed.). Hauppauge, N.Y.:
Barron's

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6. 4B* ADVANCED ENGLISH SYLLABUS

Week Themes Sub-themes Teaching activities – Lesson A Teaching activities – Lesson B

Ice-breakers
Course introduction
Course guide introduction
Ice-breakers Assignment introduction
Reflection on English 3B* Q&A
1 COURSE INTRO Course introduction Grouping
Introduction to debate
Procedures & Convention
Introduction to individual conference
presentation
Procedures & Convention

Lecture Speaking
Listening to a lecture about learner autonomy - Discussing about child psychology and
Learner
Source: “Learner autonomy”(Lectures, p. 140) learner autonomy
autonomy
2 Extensive listening - Business English: Business etiquettes
Early education
Listening about child psychology - Introduction to debate: Developing an
Source: “Child psychology – The genius within” (CT, p.) argument

EDUCATION Speaking
- Discussing about different forms of
testing and assessment
Testing and Extensive listening
- Business English: Socializing with
Assessment Listening about the use of homework
3 business partners and colleagues
Source: “What’s the use of homework?” (NS4, p. 121 – 140)
- Report on preparation for debate 1
Listening facilitation 1

LANGUAGE AND Information Extensive listening Speaking

4
overload Listening about information overload - Discussing about life in the information

4
 COMMUNICATION Source: “Information overload”(NS4, p. 1 - 20) era
Listening facilitation 2 - Individual conference presentation 1
- Business English: Meetings
- Report on preparation for debate 1

Speaking
Lecture
- Discussing about roles of the media in
Listening to lectures about children’s use of the media and
modern life
Privacy the music industry
5 - Business English: Meetings 2
Forms of media Source: “Trends in children’s media use” (LR, p.24 - 33)
- Individual conference presentation 2
“The changing music industry” (LR, p.34 – 45)
- Debate 1
Listening facilitation 3

Speaking
- Discussing about alternative energy and
Extensive listening sustainable development
Sustainable Listening about alternative energy - Individual conference presentation 3
6
development Source: “Alternative Energy”(RTI,p.184 - 204) - Business English: Meetings 3
Listening facilitation 4

ENVIRONMENT

Speaking
Lecture - Discussing about global warming and
Listening to a lecture about tsunamis natural disasters
Global warming
7 Source: “A brief overview of tsunamis”(Lectures, p.58 - 87) - Individual conference presentation 4
Disasters
LISTENING MINI TEST 1 - Business English: Negotiation skills

8 CONSULTATION DAY

Extensive listening Speaking

ARTS AND Watching a video about Andy Warhol - Discussing about celebrities’ life
9 Celebrity
Source: https://ed.ted.com/featured/Gcg0K3Mv#watch - Individual conference presentation 5
ENTERTAINMENT
Listening facilitation 5 - Debate 2
5
 Extensive listening Speaking
Entertainment Watching a video about how the Playboy enterprise was built - Discussing about entertainment industry
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industry Source: https://www.youtube.com/watch?v=IAglYzW2B1E - Individual conference presentation 6
Listening facilitation 6 - Speaking mini-test

Speaking
- Discussing about multiple intelligences,
Lecture
Multiple kinds of intelligence tests and artificial
Listening to a lecture about multiple intelligences
11 Intelligences intelligence
Source: “Multiple Intelligences” (LR3, p.78 - 89)
- Individual conference presentation 7
Listening facilitation 7
- Debate 3
SCIENCE

Extensive listening
Speaking
Watching video explaining the science behind why we like what
- Discussing the pros and cons of
The theory of we like.
12 subconscious preference
coolness Source:
- Business English: Negotiation skills 2
https://ed.ted.com/featured/xgmepk0G
- Individual conference presentation 8

Speaking
Extensive listening
- Discussing about monitoring and privacy
13 Workplace Listening about privacy in the workplace
at the workplace
privacy Source: “Workplace privacy” (NS5, p.147 - 170)
- Individual conference presentation 9
Listening facilitation 8 (if the class has more than 7 groups)
- Debate 4
SOCIAL AND GLOBAL
ISSUES Extensive listening Speaking
Listening to a Ted talk about building better world culture - Discussing about building better culture
Source:http://www.ted.com/talks/nate_garvis_change_our_c for our world
14 World culture
ulture_change_our_world - Business English: Body language and
dining etiquettes
LISTENING MINI-TEST 2 - Individual conference presentation 10

15 REVISION

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7. COURSE POLICY

 Regular attendance. Accumulated absences of more than 12 periods will not be allowed to sit for the final test.
 Students are required to come to class on time. Any student who is late for more than 15 minutes is considered as
absent for the whole session.
 No late submission or task completion is accepted, unless otherwise approved by the teacher at least ONE week
before the deadline. Late submission will occur in 10% reduction of the allotted grade for each day late.
 Completion and submission of all assignments is required as the condition to sit for the final test.
 Plagiarism (i.e. the use of others’ words or ideas without proper acknowledgement) is by no means accepted and
will be severely penalized.
 Use of a group email address where class announcements will be posted. Students should access their free email
account and check their emails regularly. Students can send questions or other messages regarding study matters to
the teacher or other classmates via this address.

8. METHODOLOGICAL PRINCIPLES

This course employs the following different but complimentary teaching and learning methods:
 Learner-centered: the course places the learner and learning at the center of all teaching and learning
activities.
 Learner autonomy: learners of the course are expected to be active in class and be able to work well on their
own.
 Learning by doing: during the course students will be required to apply what they have learned in various
ways.
 Collaborative learning: As their cooperation is a pivotal source of learning, learners are expected to cooperate
well with their classmates not only in class and self-study time but also in doing pair/ group assessment tasks.

9. ASSESSMENT

Exemption for
international
TASKS GRADE ALLOTMENT DUE WEEKS
certificate
holders

1. Attendance and participation 10% N/A Not Exempted

2. Listening & speaking mini tests 7, 10 & 14 Exempted

10%

3. Debate 20% 5, 9, 11 & 13 Not Exempted

4. Individual conference presentation 15% From week 4 to 14 Not Exempted

5. Listening facilitation 15% 3, 4, 5, 6, 9, 10, 11, 13 Not Exempted

6. Final listening and speaking test 30% TBA Exempted

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ATTENDANCE & PARTICIPATION (10%)

1. In-class attendance and participation (10%)

This will be assessed by both the teachers AND the students themselves basing on individuals’ efforts to:
- go to class on time and regularly, as well as
- fulfill homework assignment and participate actively in in-class activities

2. CLC Day
At the end of the semester (after Week 15), all students are expected to join hands with other classes in the
Fast-track program to organize and participate in a common event called the CLC Day. This is a half-a-day (or
whole-day) event where people in AND out of the Fast-track group and/or the university are invited to
participate, view the students’ and teachers’ collaborative efforts during the semester, socialize and have fun.
For the second semester, all year 1 students are in charge of hosting this event (with the help of the head
teacher – Ms. Linh Chi). Each class will be in charge of one booth to display their learning products.
For course 4B*, the learning products to be showcased are:
(1) all filmed debates which will be shown on laptops at the booth; and
(2) collection of listening facilitations (compiled in a book) which will be shown at each booth.
***Note: Attendance in this event is compulsory.

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DEBATE (20%)
1. Assignment description and objectives

This is a group assignment. Basing on the themes of the weeks, students will take part in two phase: 1) listen to
listening passages related to a desired topic and 2) debate in groups on a the topic.
Generally, the project aims to develop and assess students’ ability to take detailed notes during long lectures of
topics on and beyond students’ fields, and participate fully in a debate, which includes making convincing formal
arguments, responding to questions and comments and answering complex lines of counter argument fluently,
spontaneously and appropriately.
Specifically, the extensive listening phase focuses on the improvement of linguistic competence and strategic
competence, which can be specified as follows:

The extensive listening The debate phase

phase
Linguistic  demonstrate good  select an appropriate formulation from a broad range of
competence command of idiomatic language to express him/herself clearly; show a good
expressions and command of a broad lexical repertoire allowing gaps to be
readily overcome with circumlocutions; little obvious
colloquialisms; searching for expressions or avoidance strategies, occasional
minor slips, but no significant vocabulary errors;
 demonstrate good command of idiomatic expressions
and colloquialisms;
 maintains consistent grammatical control of complex
language, even while attention is otherwise engaged (e.g. in
forward planning, in monitoring others’ reactions); and
 vary intonation and place sentence stress correctly in
order to express finer shades of meaning;
Sociolinguistic  recognize a wide range of  recognize a wide range of idiomatic expressions and
competence idiomatic expressions and colloquialisms, appreciating register shifts; they may,
however, need to confirm occasional details, especially if the
colloquialisms, appreciating
accent is unfamiliar;
register shifts
 use language flexibly and effectively for social purposes,
including emotional, allusive and joking usage.
Pragmatic  show flexibility reformulating ideas in differing linguistic
competence forms to give emphasis, to differentiate according to the
situation, interlocutor, etc. and to eliminate ambiguity;
 select a suitable phrase from a readily available range of
discourse functions to preface his/her remarks appropriately
in order to get the floor, or to gain time and keep the floor
whilst thinking
 give elaborate descriptions and narratives, integrating
sub-themes, developing particular points and rounding off
with an appropriate conclusion;
 create coherent and cohesive text making full and
appropriate use of a variety of organizational patterns and a
wide range of cohesive devices;
 express him/herself at length with a natural, almost

9
 effortless flow. Pauses only to reflect on precisely the right
words to express his/her thoughts or to find an appropriate
example or explanation; and
 qualify opinions and statements precisely in relation to
degrees of, for example, certainty/uncertainty, belief/doubt,
likelihood, etc;
Strategic  take detailed notes  plan what is to be spoken and the means to express it,
competences during a long lecture of considering the effect on the recipient(s), employing
topics on and beyond their multiple sources;
fields, recording the  backtrack when they encounter difficulties and
reformulate what they want to say without interrupting the
information so accurately
flow of speech;
and so close to the original
 use a variety of strategies to check that they understood
that the notes could also be what a speaker intended to say, and get clarification of
useful to other people; and ambiguous points; and
 skillfully use contextual, grammatical and lexical clues to
 summarise long and infer attitude, mood and intentions and anticipate what will
demanding texts. come next;

2. Guidelines on assignment completion

• Debates will be conducted each time between 2 groups, each consists of 3 members.
• For each debate, the two groups select a topic (preferably) under the theme of the week. The topic
should be approved by the teacher 2 weeks prior to the due week.
• The two groups should together select at least 02 long lectures or academic talks (total length of all the
passages should be at least 50 minutes) of the topic, listen thoroughly, take notes accurately and so close to
the original that the notes could also be useful to other people, list at least 10 useful idiomatic expressions
and colloquialisms, and summarize the passages individually.
• The two groups then select sides (proposition vs. opposition) and prepare for the debate. The groups
can use various kinds of visual aids to support their speeches, i.e. handouts, pictures, real objects, PPT
slides, etc.,
• People involved in a debate:
1. 1 chairman, who is in charge of leading the debate
2. 6 debaters, divided into 2 teams
3. 1 time-keeper
4. Audience
• Each debate should last for no more than 50 minutes and follow the procedure below:
1. The chairman introduces the topic and the two teams.
2. Each speaker has 5 minutes to deliver his/her arguments.
3. Q & A session (15 minutes): The audience poses questions for both teams to answer.
• Debates will be conducted in due week (Week 6, 9, 11 & 13)
• Feedback and assessment: 30 – 40 minutes
o Debate groups: self reflection
o The other students group themselves into 2 groups:
 1 group commenting on the proposition team
 1 group commenting on the opposition team
o Teacher’s feedback

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• Each group reflects on their debate and writes a report with two parts. The first part (group report)
includes a reflection on the preparation, implementation and evaluation of the performance in the debate.
The second part (individual reports) includes 1) the notes, 2) list of colloquialisms and idiomatic
expressions, and 3) summaries of the passages. The report is expected to be in printed form and bound
with a cover page (topic, names of group members), and include all necessary appendices.

3. Assessment rubrics

DEBATE ASSESSMENT RUBRICS

No Criteria Maximum score Awarded score

1 Arguments & rebuttals 3

2 Fluency &Pronunciation 1.5

3 Use of language (appropriateness & lexical range) 1

4 Use of facts/statistics 1

5 Non-verbal language (voice control, eye contact,

1
posture and gesture)

6 Visual aids 1

7 Handling questions 1

8 Others (timing, confidence, etc) 0.5

Total 10

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 INDIVIDUAL CONFERENCE PRESENTATION (15%)

1. Assignment description and objectives

This skill-integrated assignment accounts for 15% the score of the course. It is designed to give students
chances to investigate into a specific subject matter of their field of interest and help them get to know
how to conduct a formal conference presentation.
Specifically, the assignment focuses on the improvement of linguistic competence (C.O. 4.1.1, 4.1.2,
4.1.3, 4.1.5), sociolinguistic competence (C.O. 4.2.2, 4.2.3), pragmatic competence (C.O. 4.3.3, 4.3.4, 4.3.5)
and strategic competence (C.O. 4.4.1, 4.4.3, 4.4.4, 4.4.5, 4.4.6), which can be specified as follows:
1.1. Linguistic competence
Students will be able to:
 produce correct pronunciation that serve a formal presentation;

 use common grammar structures correctly and flexibly in their speaking;

 use common lexical resource correctly and flexibly in their speech; and

 deliver a formal conference presentation on topics related to his/her field of interest, with appropriate
highlighting of significant points, and relevant supporting details.

1.2. Sociolinguistic competence

Students will be able to:

 be aware of the formal and politeness conventions during the Q&A sessions; and

 communicate politely with their classmates.

1.3. Pragmatic competence

Students will be able to:

 develop a clear and logical presentation, using relevant supporting details and examples;

 vary responding expressions depending on the situations in sharing and presentation sessions;

 start, maintain and end their talk effectively;

 interrupt their friends politely; and

 use a good range of cohesive devices to structure their presentation.

1.4. Strategic competence

Students will be able to:

 plan what is going to be presented in the sharing session as well as presentation session;

 ask follow-up questions to get clarification for ambiguous points in the presentations;

12
  correct mistakes while speaking; and

 improve their presentation skills.

2. Guidelines on assignment completion

In semester 1, some students worked in groups to carry out a research project. In this semester, each student
works on his/her own to produce an individual conference presentation on one aspect of the research he/she did
or a new topic of his/her choice or interest, following the three steps below:
STEP 1 – Selecting a specific topic he/she wants to present and defining the kind/theme of the conference that
topic may fit in
STEP 2 – Doing research (either primary or secondary research) and preparing for the speech. Visual aids can be
used.
STEP 3 – Delivering the presentation (maximum twenty minutes, followed by a 5 minute Q&A section.

3. Marking rubric

No Criteria Max score

1 Organization and structure (introduction, body, conclusion and follow up

2
discussion)

2 Grammatical and Lexical range and accuracy 2

3 Fluency and coherence 2

4 Pronunciation and voice control 2

5 Presentation skills (nonverbal communication, visuals, handling questions…) 2

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 LISTENING FACILITATION (15%)

1. Assignment description and objectives

This is a listening assignment which accounts for 15% of the total score. It is designed to encourage students
keep updated with the latest news in the fields of their interest so as to be well-prepared to be a global citizen.
Specifically, the assignment focuses on the improvement of linguistic competence (C.O. 4.1.1, 4.1.2, 4.1.3),
sociolinguistic competence (C.O. 4.2.3), pragmatic competence (C.O. 4.3.1, 4.3.3, 4.3.4, 4.3.5, 4.3.6) and
strategic competence (C.O.4.4.3, 4.4.4, 4.4.5), which can be specified as follows:
1.1. Linguistic competence
Students will be able to:
 produce correct pronunciation;

 use common grammar structures correctly and flexibly in their speaking;

 use common lexical resource (i.e. informative presenting, etc.) correctly and flexibly in their speech;

1.2. Sociolinguistic competence

Students will be able to:

 communicate politely with their classmates.

1.3. Pragmatic competence

Students will be able to:

 develop a clear and logical presentation, using relevant supporting details and examples;

 vary responding expressions depending on the situations in the sharing sessions;

 start, maintain and end their talk effectively;

 interrupt their friends politely; and

 use a good range of cohesive devices to structure their facilitation.

1.4. Strategic competence

Students will be able to:

 plan what is going to be presented in the sharing session;

 ask follow-up questions;

 improve their teamwork skills.

2. Guidelines on assignment completion

STEP 1 – Form a group of three members;

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STEP 2 – Choose an interesting audio/video recording of suitable level (C1) and related to the theme of the
week. It should not exceed 5 minutes. At the same time, decide on focused listening skills for the audience to
practice. These skills should be useful for VSTEP practice.
STEP 3 - Prepare a listening facilitation for the whole class
STEP 3 – Deliver a facilitation of maximum 30 minutes. The session should include:
 Listening tasks to check peers’ understanding and to get their response to the content of the recording;
 Pre-listening and post-listening tasks are recommended to facilitate the audience’s listening and
comprehension. These activities could be, but not limited to:
- A list of new language items and information related to that recording to share with peers
- A brief introduction of the recording’s content
- Some tips for the target listening skills
- A lead-in activity
- A discussion
Be creative to help your friends learn the most effectively!

3. Marking rubric

No Criteria Max score

1 Source 1

2 Level 2

3 Content 2

4 Tasks 3

5 Facilitation skills 1

6 Others (timing, interactions with the audience, creativity, etc.) 1

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 APPENDIX1

PLAGIARISM IN THE FAST-TRACK PROGRAM

1. WHAT IS PLAGIARISM?

According to the Council of Writing Program Administrator (2003), “plagiarism occurs when a writer deliberately
uses someone else’s language, ideas, or other original (not common-knowledge) material without acknowledg-
ing its source.”

According to Stolley, Brizee&Paiz (2013), plagiarism is avoided by acknowledging the use of the following kinds
of materials:

 “Words or ideas presented in a magazine, book, newspaper, song, TV program, movie, Web page,
computer program, letter, advertisement, or any other medium”;
 “Information you gain through interviewing or conversing with another person, face to face, over the
phone, or in writing”;
 “When you copy the exact words or a unique phrase”;
 “When you reprint any diagrams, illustrations, charts, pictures, or other visual materials”; and
 “When you reuse or repost any electronically-available media, including images, audio, video, or
other media”

2. PLAGIARISM vs. COMMON KNOWLEDGE

According to Stolley, Brizee&Paiz (2013), the use of:

 common knowledge [e.g. folklore, common sense observations, myths, urban legends, and historical
events (but NOT historical documents)], or
 generally accepted facts in daily life (e.g. “Water is essential for life”), or
 generally accepted facts in certain areas and principles (e.g. In the field of TESOL, “there are four
language skills” is a generally accepted fact);

does not have to be documented or acknowledged.

3. PLAGIARISM vs. MISUSE OF SOURCES

The Council of Writing Program Administrator (2003) also distinguishes between plagiarism and misuse of
sources. Accordingly:

 Plagiarism is “submitting someone else’s text as one’s own or attempting to blur the line between
one’s own ideas or words and those borrowed from another source”,
 Misuse of sources is “carelessly or inadequately citing ideas and words borrowed from another
source”.

In the Fast-track program, the misuse of sources should be penalized according to the requirements of specific
assignments and courses, not as plagiarism. The misuse of sources should be distinguished from “no source
cited at all” (See Footnote 2 next page).

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 4. COMMON TYPES OF PLAGIARISM AND PENALTIES

The following table specifies the common cases of plagiarism and the penalties applied to any Fast-track
program student (University of Languages and International Studies, Hanoi) if he/she commits any of them. This
table should be discussed carefully at the beginning of each semester so that both the students and the teachers
will understand the definitions and consequences of different types of plagiarism listed below:

Violations Penalties (a&b vs. c-f)

a. “Buying, stealing, or borrowing a
paper(including, of course, copying an entire paper
or article from the Web)” (Stolley, Brizee&Paiz,
2013)
b. Asking, or “hiring someone to write your
paper for you” (Stolley, Brizee&Paiz, 2013)
c. Copying a section of text (i.e. from 03
content words and above1) from other sources
without quotation marks or providing any
citation2.
d. Attempting to paraphrase a text from
other sources, but not showing any citation.
e. Using unique expressions (e.g. concepts,
personal or creative uses of words etc., but
NOT common knowledge) without any
citation.
f. Mixing your own ideas with someone
else’s ideas without clear signals, transitions
or adequate expressions to introduce whose
they are.
5. PLAGIARISM vs. TASK FULFILMENT
- First-time violation: Receive 0/zero as the score
for that piece of work (e.g. writing portfolio entry) OR the
whole assignment (e.g. writing portfolio) depending on
the seriousness/extent of plagiarism.
- Second-time violation: Receive 0/zero as the
score for that course, and thus disqualified from the Fast-
track program.
- First-time violation3: The final score of that piece
of work/assignment (e.g. that portfolio entry) will be
penalized 10-50% according to the extent of plagiarism.
Students must submit a new draft of their work with the
source(s) properly documented within 7 days of notice4
to get this 10%-50% penalty. Otherwise, he/she will get 0
for that piece of assignment/work (e.g. that portfolio
entry). (cont.)
- (cont.) Second-time violation: The final score of
that assignment will be penalized 10-50% according to
the extent of plagiarism. Students must submit a new
draft of their work with the source(s) properly
documented within 7 days of notice to get this 10%-50%
penalty. Otherwise, he/she will get 0 for the whole
assignment/work (e.g. writing portfolio).
- Third-time violation: Receive 0/zero as the score
for the whole assignment (e.g. writing portfolio).
- Fourth-time violation: Receive 0/zero as the
score for that course, and thus disqualified from the Fast-
track program.

When students are explicitly asked by the teacher not to use external sources for certain types of work but
violate this requirement, it should be taken as the failure to fulfill the requirements of the task and penalized
accordingly. Task fulfillment, which could be named in different ways, should always be an assessment criterion
of any assignment in the Fast-track program.

1
Content words (e.g. nouns, verbs, adjectives, adverbs) are distinguished from functional words (e.g. prepositions, articles).
2
“Providing any citation” herein is understood as citation with at least one of the followings provided: the name of the
author, the name of the work, or the name of the publisher (e.g. URL link, name of the publishing house etc.). Incorrect
citations should be counted as misuse of sources and penalized accordingly (See Section 4), NOT plagiarism.
3
First-time”, “second-time “etc. violations in this section refer to the number of violations throughout the two-year Fast-
track English language program, NOT during a single component course (e.g. 1A*, 2A*) solely. The coordinators, via all Fast-
track teachers, should keep a record of this and inform the respective teacher when plagiarism occurs.
4
“7 days of notice” herein is the maximum amount of time. Under certain circumstances, this could be shortened
considerably but the justification should be clarified to the students.

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If the students do not only violate this requirement but also plagiarise in their work, their work should also be
penalized as specified in Section 4 above.

6. THE “GREY AREAS”

When there is controversy or uncertainty about whether plagiarism occurs or not, the teacher and the students
should follow the following procedure:
1. The teacher should discuss the work with the students to agree on the conclusion and the
penalties (if any) specified in Section 4 above.
2. If the matter is not resolved, the minutes of this discussion should be taken (which includes the
justifications by both the teacher and the students and their signatures), attached to a copy of the
student’s work.
3. Then, the work should be examined independently by at least another teacher (teaching the
same course and appointed by the students). Minutes should also be taken by this teacher and include
his/her conclusions.
4. If the matter is not resolved by then, all the minutes, together with the copy of the student’s
work, should be sent to the Head of the Fast-track division for the final verdict.

7. REFERENCES

Council of Writing Program Administrators. (2003). Defining and avoiding plagiarism: The WPA
statement on best practices. Retrieved from http://wpacouncil.org/positions/WPAplagiarism.pdf

Stolley, K., Brizee, A. &Paiz, J. M. (2013). Is it plagiarism yet?. Retrieved from

https://owl.english.purdue.edu/owl/resource/589/02/

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