This course develops students’ ability to write expository essays using different methods of development: logical division of ideas, chronological order, comparison and contrast, cause and effect, and classification. It is aimed at facilitating and training the students to write academically by developing their single paragraph to be an essay. Besides, they are also trained to have the strategy of paraphrasing and summarizing of data from Google Scholar, and so are the application of online grammar checker and plagiarism checker. Self and peer assessment are involved in it in terms of online mode of learning through E-Learning. They will also be assigned to create technological-based essay writing or multimodal composition. Students’ attendance, portfolio assignment, mid-term test, and final evaluation are considered in assessing their writing performance. At the end of this course, the students are expected to write a good essay.

The aim of this course is to provide students with a general understanding of computer skills and to improve and broaden their competencies in the use of software needed for university and workplace studies. The course focuses on including the Microsoft Office suite covering Word, Excel, PowerPoint, Outlook, and Internet Explorer. This course also discusses social media platforms, the internet, mobile applications, photo and video creation during the course. The course is not only academic in nature, but also improves the communication, management, and organizational skills of students through the use of ICTs.

Interpretive Reading is the continuation of the previous course. In a more comprehensive and deeper explanation, students are leading to the more complex reading passages in order to develop and deepen students’ understanding of concepts of reading, reading for pleasure, reading comprehension skills, reading faster and thinking skills. This course aims to develop students’ awareness of the reading processes so that they will be able to learn to read in ways that are expected in colleges. Moreover, students are expected to master the lexical and syntactical contents of material to a minimum (at the low-intermediate or intermediate) level. Students are reading not more than about 2,600 vocabulary items in which a sentence does not exceed 18 words in length. Through Interpretive Reading, students are assisted to acquire an accurate understanding of what it means to read in English. Student’s awareness of reading and thinking is further encouraged in order that the students can formulate and articulate their ideas more precisely, and so they also acquire new ways of talking and thinking about a text.