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FACULTY OF ENGINEERING

Department of Computer Engineering

ENG 101 | Course Introduction and Application Information

Course Name

Academic Skills in English I

Code	Semester	Theory (hour/week)	Application/Lab (hour/week)	Local Credits	ECTS
ENG 101	Fall	2	2	3	3

Prerequisites	None
Course Language	English
Course Type	Required
Course Level	First Cycle
Mode of Delivery	-
Teaching Methods and Techniques of the Course	Discussion Group Work Q&A Critical feedback Lecture / Presentation
National Occupation Classification	-
Course Coordinator	Öğr. Gör. Anıl UÇAK
Course Lecturer(s)	Öğr. Gör. Anita AFACAN Öğr. Gör. Arzu YABACI Öğr. Gör. Çiğdem STEVENS Öğr. Gör. Dr. Eda Esra Bülbül Öğr. Gör. Kelci De Haas Öğr. Gör. Lyndon Redvers MERRETT Öğr. Gör. Menekşe GÖKÇEN BAYLAN Öğr. Gör. Merve Burulday Öğr. Gör. Müge Gençoğlan Öğr. Gör. Nil WILSING Öğr. Gör. Seçil UĞUR Öğr. Gör. Simon MUMFORD Öğr.Gör. DUYGU DOĞAN Öğr.Gör. EBRU DEMİR Öğr.Gör. FUNDA YEŞİLYURT Öğr.Gör. MUHARREM CİVELEK Öğr.Gör. SADETTİN TÜRE Öğr.Gör. Selin TANIŞ
Assistant(s)	-

Course Objectives	This course is designed to develop the academic language skills undergraduate students need to succeed across their degree programmes. The course equips students to read critically, write structured academic arguments, synthesise evidence from multiple sources, and engage with complex ideas in English. By grounding skills development in professionally relevant and intellectually challenging source texts, the course prepares students not only for ENG 102 but for the full range of academic communication demands they will encounter throughout their studies and careers.
Learning Outcomes	The students who succeeded in this course; Students who successfully complete the course will be able to; summarise the main argument of an academic source accurately and concisely in their own words, paraphrase ideas from academic sources using genuine language transformation and correct APA in-text citation, synthesise evidence from two or more sources to produce an analytical claim that neither source makes alone, compose a structured academic argument paragraph (claim, evidence, explanation, counterargument, rebuttal) and a full essay introduction, engage in academic discussion using structured moves including building on, hedging disagreement, and asking genuine analytical questions, manage their own writing process through self-revision using a three-level framework (argument, structure, clarity) and portfolio curation, use digital and AI tools responsibly, applying critical evaluation skills to distinguish supported from unsupported claims in any source, reflect on their own learning by identifying specific changes in understanding and setting forward-looking development goals.
Course Description	The course develops the academic skills in English required for undergraduate study at B2 CEFR level. Through a flipped learning model combining pre-class digital modules with face-to-face sessions, students practise summarising, paraphrasing, synthesising, and arguing from a range of authentic academic sources drawn from social science, philosophy, media studies, and science communication. Students produce structured academic paragraphs and an essay, curate a learning portfolio, and develop the critical reading, responsible AI use, and reflective writing skills needed for ENG 102 and beyond.
Related Sustainable Development Goals

Course Category	Core Courses
	Major Area Courses
	Supportive Courses
	Media and Management Skills Courses
	Transferable Skill Courses	X

WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES

Week	Subjects	Related Preparation
1	Introduction to Course	No required reading. Complete Flipped Module 1 before Week 2 Session 1.
2	The Science of Belonging — Walton and Cohen (2011): What does the research say about belonging at university? Reading, annotating, and summarising an academic source.	Walton, G. M., and Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447–1451.
3	Future of Work and iGen — Twenge (2017): Sceptical reading and paraphrasing. What does the evidence actually show?	Twenge, J. M. (2017). Have smartphones destroyed a generation? The Atlantic.
4	Baloney Detection — Sagan (1996): Tools for evaluating any claim. Credibility, evidence, and the fine art of critical reading.	Sagan, C. (1996). The fine art of baloney detection. In The demon-haunted world (pp. 209–217). Ballantine Books.
5	Academic Integrity — Pecorari (2003): Patchwriting, paraphrase, and the difference between using sources and misrepresenting them.	Pecorari, D. (2003). Good and original: Plagiarism and patchwriting in academic second-language writing. Journal of Second Language Writing, 12(4), 317–345. Excerpt provided by instructor.
6	Grit and Perseverance — Duckworth et al. (2007) and WEF (2023): The CEE paragraph. Claim, evidence, explanation using two sources.	Duckworth, A. L., Peterson, C., Matthews, M. D., and Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101.
7	Statistics and Synthesis — Huff (1954) and IPCC (2023): Reading data critically. Synthesis across two sources from different domains.	Huff, D. (1954). How to lie with statistics. Norton. Chapter excerpt provided by instructor. IPCC (2023). Climate Change 2023: Synthesis Report. Summary for Policymakers.
8	Midterm Week	No required materials. Review course sources from Weeks 2–8.
9	One Story Is Never Enough — Adichie (2009): Counterargument and rebuttal. The danger of a single narrative in academic argument.	Adichie, C. N. (2009). The danger of a single story [TED Talk transcript]. TED2009.
10	Ethics and the Essay — Singer (1972): Thesis statements and essay structure. Philosophical argument and its academic form.	Singer, P. (1972). Famine, affluence, and morality. Philosophy and Public Affairs, 1(3), 229–243.
11	Can a Machine Be Creative? — Robinson (2006) and Sagan (1996) reused: AI in academic writing. Responsible use and baloney detection applied to AI output.	Robinson, K. (2006). Do schools kill creativity? [TED Talk transcript]. TED2006.
12	Revision is Writing: Three-level revision framework. Peer review workshop. Final essay introduction drafted in class.	No new source. Students bring their own writing from Weeks 6–11.
13	Portfolio Week — Moon (1999): Reflective writing. Portfolio curation. Vision statement and final assessment preparation.	Moon, J. (1999). Reflection in learning and professional development, Chapter 1 excerpt. Kogan Page.
14	From Student to Professional: Course synthesis. Student source presentations. Final essay submission guidance. Course close.	No required reading. Students bring one chosen course source and their completed e-portfolio.
15	Semester Review
16	Final Exams

Course Notes/Textbooks

SFL Materials

Suggested Readings/Materials

Supplementary material to be prepared when necessary by the course instructors

EVALUATION SYSTEM

Semester Activities	Number	Weigthing
Participation	1	10
Laboratory / Application
Field Work
Quizzes / Studio Critiques	1	10
Portfolio
Homework / Assignments	1	25
Presentation / Jury
Project	1	25
Seminar / Workshop
Oral Exams
Midterm	1	30
Final Exam
Total

Weighting of Semester Activities on the Final Grade	5	100
Weighting of End-of-Semester Activities on the Final Grade
Total

ECTS / WORKLOAD TABLE

Semester Activities	Number	Duration (Hours)	Workload
Theoretical Course Hours (Including exam week: 16 x total hours)	16	2	32
Laboratory / Application Hours (Including exam week: '.16.' x total hours)	16	2	32
Study Hours Out of Class	14	1	14
Field Work			0
Quizzes / Studio Critiques	1	1	1
Portfolio	1	12	12
Homework / Assignments	12	1	12
Presentation / Jury			0
Project			0
Seminar / Workshop			0
Oral Exam			0
Midterms	1	3	3
Final Exam			0
		Total	106

COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP

#	Program Competencies/Outcomes		* Contribution Level
#	Program Competencies/Outcomes		1	2	3	4	5
1	To have adequate knowledge in Mathematics, Science and Computer Engineering; to be able to use theoretical and applied information in these areas on complex engineering problems.		-	-	-	-	-
2	To be able to identify, define, formulate, and solve complex Computer Engineering problems; to be able to select and apply proper analysis and modeling methods for this purpose.		-	-	-	-	-
3	To be able to design a complex system, process, device or product under realistic constraints and conditions, in such a way as to meet the requirements; to be able to apply modern design methods for this purpose.		-	-	-	-	-
4	To be able to devise, select, and use modern techniques and tools needed for analysis and solution of complex problems in Computer Engineering applications; to be able to use information technologies effectively.		-	-	-	-	-
5	To be able to design and conduct experiments, gather data, analyze and interpret results for investigating complex engineering problems or Computer Engineering research topics.		-	-	-	-	-
6	To be able to work efficiently in Computer Engineering disciplinary and multi-disciplinary teams; to be able to work individually.		-	-	-	-	-
7	To be able to communicate effectively in Turkish, both orally and in writing; to be able to author and comprehend written reports, to be able to prepare design and implementation reports, to present effectively, to be able to give and receive clear and comprehensible instructions.		-	-	-	-	-
8	To have knowledge about global and social impact of Computer Engineering practices on health, environment, and safety; to have knowledge about contemporary issues as they pertain to engineering; to be aware of the legal ramifications of Computer Engineering solutions.		-	-	-	-	-
9	To be aware of ethical behavior, professional and ethical responsibility; to have knowledge about standards utilized in engineering applications.		-	-	-	-	-
10	To have knowledge about industrial practices such as project management, risk management, and change management; to have awareness of entrepreneurship and innovation; to have knowledge about sustainable development.		-	-	-	-	-
11	To be able to collect data in the area of Computer Engineering, and to be able to communicate with colleagues in a foreign language. ("European Language Portfolio Global Scale", Level B1)		-	-	-	-	X
12	To be able to speak a second foreign language at a medium level of fluency efficiently.		-	-	-	-	-
13	To recognize the need for lifelong learning; to be able to access information, to be able to stay current with developments in science and technology; to be able to relate the knowledge accumulated throughout the human history to Computer Engineering.		-	-	-	-	-

*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest

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