1. Understanding the importance of Critical Reading
2. Identify the relationship between Critical Reading and Critical Thinking.
3. Recognize strategies for effective critical reading (speed reading, note-taking, charting text, marking text).

1. To state the definition of critical reading and critical thinking
2. To know the importance of critical reading
3. To state the reading strategies needed for critical reading
4. Ability to recognize how critical reading supports argumentative writing.

1. Applying the flexibility of reading speed according to the reading text and purpose
2. Analyze text structures through comprehension and text analysis tasks.
3. Understand the purpose and structure of argumentative essays.
4. Identify the components of a strong thesis statement.

1. To explain how speed reading helps to become a better reader
2. To measure their reading speed
3. To examine their reading progress
4. To write a summary of the reading.

1. Demonstrate comprehension of academic texts using speed reading strategies.
2. Apply academic vocabulary (AWL levels 5–8) in reading and discussion.
3. Generate ideas using a pro-con chart.
4. Develop a clear and arguable thesis statement.

1. Ability to demonstrate speed reading comprehension through exercises.
2. Ability to select a relevant and arguable essay topic.
3. Ability to create a pro-con chart to organize ideas.
4. Ability to formulate a clear and arguable thesis statement.

1. Organizing reading notes using Cornell note-taking strategy
2. Organize an argumentative essay into coherent body paragraphs.
3. Introduce counterarguments effectively within an essay.
4. Apply strategies to refute counterarguments persuasively.

1. To find specific information related to Cornell notes in the passage
2. To make notes using Cornell form
3. Ability to organize body paragraphs with logical supporting points.
4. Ability to introduce and explain counterarguments in writing.
5. Ability to construct effective refutations for counterarguments.

1. Paraphrasing using reporting verbs
2. Refine arguments in academic writing by recognizing and addressing weaknesses.
3. Apply transition signals to improve cohesion in argumentative essays.
4. Revise and improve draft sections of an argumentative essay.

1. To classify reporting verbs based on their purposes
2. To identify the reporting verbs used in a sentence
3. To decide the proper reporting verbs used when paraphrasing sentence
4. To make use the target vocabulary from the reading passage
5. To use transition signals effectively in academic writing.
6. To refine draft sections of an argumentative essay (Writing Project 1).

1. Analyzing the assumptions made by the author in an academic text
2. Understand the concept of claims in academic reading and writing.
3. Apply paraphrasing skills to avoid plagiarism.
4. Demonstrate the ability to cite sources in-text and compile a reference list using APA 7th edition.
5. Revise draft sections of Writing Project 1 (WP1) with proper source integration.

1. To find specific information related to the author’s assumption in the passage
2. To identify the assumptions made by the author in an academic text
3. To know the types of assumption made by the author in an academic text
4. To analyze the assumptions based on their type
5. To revise WP1 draft with proper source integration.

1. Revise argumentative essay drafts based on peer and lecturer feedback.
2. Identify weaknesses in arguments and improve clarity and coherence.
3. Apply correct organization, evidence integration, and APA citation in final essay draft.
4. Demonstrate critical editing and proofreading skills before submission.

1. to revise drafts based on constructive feedback.
2. to improve essay organization, clarity, and argument strength.
3. to demonstrate correct APA in-text citation and references.
4. to submit a polished final draft of WP1.

MID TERM TEST

Indikator meet 1-7

1. Evaluating the claims made by the author in an academic text
2. Identify common logical fallacies in argumentative writing.
3. Analyze faulty reasoning in academic texts and rewrite them with sound logic.
4. Strengthen students’ own arguments by avoiding fallacies.
5. Reflect on the importance of logical consistency in building credibility in essays.

1. To find specific information related to the author’s claims in the passage
2. To analyze the claim made by the author
3. To classify claims based on the type
4. To justify the claims made by the author
5. To express agreement/disagreement towards a claim

1. Understand the role of modals and adverbs of degree in strengthening arguments.
2. Apply modals (e.g., must, should, might, could) appropriately to express stance and obligation.
3. Use adverbs of degree (e.g., strongly, significantly, somewhat, slightly) to modify arguments with precision.
4. Develop stronger opinions and nuanced arguments in essay writing
5. Practice incorporating modals and adverbs of degree into essay drafts for clarity and persuasiveness.

1. To find specific information related to the author’s arguments in the passage
2. To breakdown the argument based on its components
3. To differentiate an argument and an explanation using indicator words
4. To express agreement/disagreement towards an argument

1. Understand the CER (Claim–Evidence–Reasoning) framework in argumentative writing.
2. Identify claims in academic texts and argumentative essays.
3. Gather and evaluate credible evidence to support claims.
4. Construct reasoning that connects evidence to claims logically and coherently.
5. Apply the CER framework to outline Writing Project 2 (WP2).

1. To describe the valid and sound argument
2. To justify validity and soundness of an argument
3. To make use the target vocabulary from the reading passage
4. To take part in a discussion session related to assumptions

1. Apply the Claim–Evidence–Reasoning (CER) framework in drafting an argumentative essay.
2. Demonstrate the ability to structure an essay introduction, body paragraphs, and conclusion.
3. Develop coherence and cohesion across essay sections using transitions.
4. Produce a complete first draft of Writing Project 2 (WP2).

1. to structure essay sections (introduction, body, conclusion) using CER.
2. to integrate AWL vocabulary accurately and appropriately.
3. to use transitions to create cohesion across paragraphs.
4. to produce a complete and coherent first draft of WP2.

1. Understand the concept of rhetorical summary and its role in academic reading and writing.
2. Apply reading strategies to identify main ideas and rhetorical purposes in academic texts.
3. Revise Writing Project 2 (WP2) draft by strengthening arguments and improving cohesion.
4. Demonstrate progress from WP2 first draft to a more polished second draft.

1. to create rhetorical summaries of academic texts.
2. to identify and explain the rhetorical purpose of a text.
3. to strengthen claims and refine reasoning in essay drafts.
4. to improve cohesion with transition signals and logical flow.
5. to produce a revised 2nd draft of WP2.

1. Review and refine rhetorical summary skills by applying them to academic texts.
2. Demonstrate the ability to critically evaluate peers’ essays using peer review guidelines.
3. Apply editing techniques to improve clarity, grammar, and style in academic writing.
4. Revise Writing Project 2 (WP2) for greater accuracy, cohesion, and persuasiveness.

1. To find specific information related to CER framework in the passage
2. To use the precis template in composing summary
3. To analyze and evaluate the major claim
4. To analyze how the author develops and supports the major claim
5. To identify the author's purpose
6. To analyze and evaluate of the intended audience and/or the relationship the author establishes with the audience

1. Review key concepts and strategies from Units 1–6 (critical reading and argumentative writing).
2. Reflect on personal progress and challenges in reading and writing throughout the course.
3. Demonstrate readiness for final submission of WP2 by ensuring cohesion, clarity, and accuracy

1. To make use the target vocabulary from the reading passage
2. To take part in a discussion session related to five-part precise
3. To compose a short summary using precise template

FINAL TERM TEST

Indikator meet 9-15