LESSON PLAN

Bachelor of English
Faculty of Humanities, Udayana University

1. Course / Name Code Credit Semester Prerequisite

Academic Year
Guided Writing SAG2016 3 I NONE
Odd Semester
2. 1. Dr. Ni Wayan Sukarini, M.Hum. (Coordinator)
Lecturers
2. Novita Mulyana, SS., M.Hum.

Office: Bachelor of English Building /Room:

Web: sasing.unud.ac.id Faculty of Humanities,
Email: [email protected] Udayana University
Phone: +62-361-257415

COURSE DESCRIPTION
(Deskripsi Mata Kuliah)
Guided Writing is designed to enable the first semester students of English Department Faculty of
Humanities to use English language effectively in writing by providing additional supported steps
towards independent writing. To achieve the expected learning outcomes of the course, the students will
learn about English word formation, present and past principles as adjectives, parallel sentences,
transition and structural words, as well as paragraph features. The course is arranged in lectures, group
discussion and individual works. The assessment will include individual and group assignments, middle
test and final test.

EXPECTED LEARNING OUTCOME (ELO)

(Capaian Pembelajaran/CPL)

ELO No This course is designed to encourage the students:

2 to internalize academic values and demonstrate academic honesty, integrity and
professional ethics with the spirit of independence, hard work, and entrepreneurship.
3 to explain basic concepts, methods, and theories of linguistics, literature, translation, and
language teaching.
4 to demonstrate proficiency in four English skills: listening, speaking, reading, and writing
characterized by an achievement equivalent to CEFR level B2 and to communicate in
English in a cross-cultural context.

COURSE LEARNING OUTCOMES

(Capaian Pembelajaran Mata Kuliah/CPMK)

Course Learning Outcomes ELO

After completing this course, the students are expected to be able

1
 1. to internalize academic values and demonstrate academic honesty with 2
themselves, integrity and professional ethics with the spirit of independence and hard
work of speaking individually, or collaboratively
2. to describe basic concepts and methods in guided writing. 3
3. to demonstrate proficiency in the writing skills, characterized by the ability to 4
build English vocabulary through word formation, distinguish and apply present and past
participle as adjectives, recognize and write parallel sentence as well as make use of
transition and structural words
4. to demonstrate the ability to explain common paragraph features, identify topics 4
and main ideas as well as develop paragraph with descriptive details.
5. to formulate a text in English for a given topic with clear and logical 3&4
organization; minimum grammatical error; proper grammatical constructions; and wide-
ranging vocabularies.

LEARNING TOPICS
(Topik Pembelajaran)

1. Introduction to Guided Writing course

2. Building English Vocabulary through Word Formation
3. Present Participle as Adjectives
4. Past Participle as Adjectives
5. Parallel Sentences
6. Transition Words
7. Structural Words
8. Middle Test
9. Common Paragraph Features
10 & 11 Identifying the topic of a paragraph
12 Identifying topics and main ideas
13 Writing topic sentences
14 Developing paragraph with descriptive details
15. From Guided to Free Composition
16. Final Test

WEEKLY LESSON PLAN

(Pertemuan Mata Kuliah)

WEEK 1 & 2: INTRODUCTION TO GUIDED WRITING COURSE AND BUILDING

ENGLISH VOCABULARY THROUGH WORD FORMATION

A. Lesson learning outcomes (students’ achievement every lesson)

1. The students will be able to internalize academic values and demonstrate academic honesty,
integrity and professional ethics with the spirit of independence, hard work, and entrepreneurship
2. The students will be able to understand the class procedures, ways of marking and the soft skills
the students are expected to perform
3. The students will be able to build English vocabulary through word formation

B. Lesson Indicator (Achievement indicator)

Students are able to:
1. internalize academic values and demonstrate academic honesty, integrity and professional ethics
with the spirit of independence, hard work, and entrepreneurship

2
2. explain the semester course design of Prose Analysis including the learning outcomes and how
to achieve them for one semester.
3. build English vocabulary through word formation

C. Materials and Media

On-line learning resources/ Face to face learning resources
Materials:
Required Reading:
(i) Improving writing with a focus on guided writing
https://dera.ioe.ac.uk/6649/8/Guided_writing_materials_Redacted.pdf
(ii) Maharani, Isnu SA. 2019. Guide Writing. English Department Faculty of Arts.
(iii) McCarthy, M. and Felicity O’Dell. 2009. Academic Vocabulary in Use. Cambridge University
Press.
(iv) Peterson, Patricia Wilcox. 2003. Developing Writing. United States Department of State.
Office of English language Program.
(v) Spencer, D.H. 1967. Guided Composition Exercises. Longman.

Optional Reading:
(i) Kelly, C. and Arlen Gargagliano. 2004. Writing from Within. 5th ed. Cambridge University
Press.
(ii) Langan, John. 2005. College Writing Skills with Readings. 6th ed. Mc Graw Hill Companies
(iii) Palmer, G. 2010. Real Writing 1. 3rd ed. Cambridge University Press
(iv) Zemach, D.E. and Carlos Islam. Paragraph Writing: from Sentence to Paragraph. Macmillan
(v) Arnaudet, Martin L and Marry Ellen Barret. 2nd ed. Paragraph Development

Online via OASE & WEBEX meeting for face-to-face interaction.

D. Learning Experiences and Methods

1. Interactive learning
2. Individual-directed learning
3. Small group discussion
These are conducted through Online Webex meeting and Face to Face learning.

E. Time Allotment
2 x 3 x 60’ = 360’ (self study)
2 x 3 x 60’ = 360’ (structured assignment)
2 x 3 x 50’ = 300’ (Classroom activities)

F. Assessment

Method and Instrument CLO (Course Learning

Outcome)
Observation: Holistic Rubric CLO 1 / ELO 2
Question and Answer: Holistic Rubric CLO 2 and 3/ ELO 3
and 4
Quiz: Multiple Choice and Short Answer CLO 3 / ELO 4
Proportion Score
5%

3
WEEK 3, 4, & 5: PRESENT AND PAST PARTICIPLES AS ADJECTIVES, PARALLEL
SENTENCES

A. Lesson learning outcomes (students’ achievement every lesson)

1. The students will be able to internalize academic values and demonstrate academic honesty,
integrity and professional ethics with the spirit of independence, hard work, and entrepreneurship
2. The students will be able to explain basic concepts of present and past participle as adjectives
3. The students will be able to recognize and write parallel sentences
4. The students will be able to demonstrate the use of present and past participle in sentences in
Guided Writing.

B. Lesson Indicator (Achievement indicator)

Students are able to
1. internalize academic values and demonstrate academic honesty, integrity and professional ethics
with the spirit of independence, hard work, and entrepreneurship
2. explain the basic concept of present and past participle as adjectives
3. recognize and write parallel sentence
4. demonstrate the use of present and past participle in sentences in Guided Writing

C. Materials and Media

On-line learning resources/ Face to face learning resources
Materials:
Required Reading:
(i) Improving writing with a focus on guided writing
https://dera.ioe.ac.uk/6649/8/Guided_writing_materials_Redacted.pdf
(ii) Maharani, Isnu SA. 2019. Guide Writing. English Department Faculty of Arts.
(iii) McCarthy, M. and Felicity O’Dell. 2009. Academic Vocabulary in Use. Cambridge University
Press.
(iv) Peterson, Patricia Wilcox. 2003. Developing Writing. United States Department of State.
Office of English language Program.
(v) Spencer, D.H. 1967. Guided Composition Exercises. Longman.

Optional Reading:
(i) Kelly, C. and Arlen Gargagliano. 2004. Writing from Within. 5th ed. Cambridge University
Press
(ii) Langan, John. 2005. College Writing Skills with Readings. 6th ed. Mc Graw Hill Companies
(iii) Palmer, G. 2010. Real Writing 1. 3rd ed. Cambridge University Press
(iv) Zemach, D.E. and Carlos Islam. Paragraph Writing: from Sentence to Paragraph. Macmillan
(v) Arnaudet, Martin L and Marry Ellen Barret. 2nd ed. Paragraph Development

Online via OASE & WEBEX meeting for face-to-face interaction.

D. Learning Experiences and Methods

1. Interactive learning
2. Individual-directed learning
3. Small group discussion
These are conducted through Online Webex meeting and Face to Face learning.

E. Time Allotment
3 x 3 x 60’ = 540’ (self study)
4
3 x 3 x 60’ = 540’ (structured assignment)
3 x 3 x 50’ = 450’ (Classroom activities)

F. Assessment

Method and Instrument CLO (Course Learning

Outcome)
Observation: Holistic Rubric CLO 1 / ELO 2
Question and Answer: Holistic Rubric CLO 2 and 3/ ELO 3
and 4
Quiz: Multiple Choice and Short Answer CLO 3 / ELO 4
Proportion Score
10%

WEEK 6 & 7: TRANSITION AND STRUCTURAL WORDS

A. Lesson learning outcomes (students’ achievement every lesson)

1. The students will be able to internalize academic values and demonstrate academic honesty,
integrity and professional ethics with the spirit of independence, hard work, and entrepreneurship
2. The students will be able to explain basic concepts of transition and structural words
3. The students will be able to demonstrate the use of transition words and structural words in
sentences

B. Lesson Indicator (Achievement indicator)

Students are able to
1. internalize academic values and demonstrate academic honesty, integrity and professional
ethics with the spirit of independence, hard work, and entrepreneurship
2. explain the basic concept of transition words and placing structural words
3. demonstrate the use of transition words and structural words in sentences

C. Materials and Media

On-line learning resources/ Face to face learning resources
Materials:
Required Reading:
(i) Improving writing with a focus on guided writing
https://dera.ioe.ac.uk/6649/8/Guided_writing_materials_Redacted.pdf
(ii) Maharani, Isnu SA. 2019. Guide Writing. English Department Faculty of Arts.
(iii) McCarthy, M. and Felicity O’Dell. 2009. Academic Vocabulary in Use. Cambridge University
Press.
(iv) Peterson, Patricia Wilcox. 2003. Developing Writing. United States Department of State.
Office of English language Program.
(v) Spencer, D.H. 1967. Guided Composition Exercises. Longman.

Optional Reading:
(i) Kelly, C. and Arlen Gargagliano. 2004. Writing from Within. 5th ed. Cambridge University
Press
(ii) Langan, John. 2005. College Writing Skills with Readings. 6th ed. Mc Graw Hill Companies
(iii) Palmer, G. 2010. Real Writing 1. 3rd ed. Cambridge University Press
(iv) Zemach, D.E. and Carlos Islam. Paragraph Writing: from Sentence to Paragraph. Macmillan
(v) Arnaudet, Martin L and Marry Ellen Barret. 2nd ed. Paragraph Development

5
Online via OASE & WEBEX meeting for face-to-face interaction.

D. Learning Experiences and Methods

1. Interactive learning
2. Individual-directed learning
3. Small group discussion
These are conducted through Online Webex meeting and Face to Face learning.

E. Time Allotment
2 x 3 x 60’ = 360’ (self-study)
2 x 3 x 60’ = 360’ (structured assignment)
2 x 3 x 50’ = 300’ (Classroom activities)

F. Assessment
Method and Instrument CLO (Course Learning
Outcome)
Observation: Holistic Rubric CLO 1 / ELO 2
Question and Answer: Holistic Rubric CLO 2 and 3/ ELO 3
and 4
Quiz: Short Answer CLO 2 and 3 / ELO 3
amd 4
Proportion Score
5%

WEEK 8: MIDDLE TEST

A. Lesson learning outcomes (students’ achievement every lesson)

The students will be able to answer the written test about the topic discussed on week 1-7.

B. Lesson Indicator (Achievement indicator)

The students can answer clearly and accurately the questions about building vocabulary, using present
and past participle as adjectives, parallel sentences also transition words and structural words in Guided
Writing.

C. Materials and Media

On-line learning resources/ Face to face learning resources
Materials:
Required Reading:
(i) Improving writing with a focus on guided writing
https://dera.ioe.ac.uk/6649/8/Guided_writing_materials_Redacted.pdf
(ii) Maharani, Isnu SA. 2019. Guide Writing. English Department Faculty of Arts.
(iii) McCarthy, M. and Felicity O’Dell. 2009. Academic Vocabulary in Use. Cambridge University
Press.
(iv) Peterson, Patricia Wilcox. 2003. Developing Writing. United States Department of State.
Office of English language Program.
(v) Spencer, D.H. 1967. Guided Composition Exercises. Longman.

Optional Reading:
(i) Kelly, C. and Arlen Gargagliano. 2004. Writing from Within. 5th ed. Cambridge University
Press

6
(ii) Langan, John. 2005. College Writing Skills with Readings. 6th ed. Mc Graw Hill Companies
(iii) Palmer, G. 2010. Real Writing 1. 3rd ed. Cambridge University Press
(iv) Zemach, D.E. and Carlos Islam. Paragraph Writing: from Sentence to Paragraph. Macmillan
(v) Arnaudet, Martin L and Marry Ellen Barret. 2nd ed. Paragraph Development

Online via OASE & WEBEX meeting for face-to-face interaction.

D. Learning Experiences and Methods

In-class test or On-line test.
Learning Experiences: Students demonstrate individual ability to understand and answer the exam
questions accurately on the basis of the requirement that has been informed by the lecturer.

E. Time Allotment
1. Individual task 2 x 50’ = 100’
2. Feed back 2 x 35’ = 70’

F. Assessment
Method and Instrument CLO (Course Learning
Outcome)
Middle Test: Essay and Multiple Choices CLO 2 and 3 / ELO 3
and 4
Observation CLO 1 / ELO 2
Proportion Score
20%

WEEK 9, 10, & 11: PARAGRAPH FEATURES AND TOPIC PARAGRAPH

A. Lesson learning outcomes (students’ achievement every lesson)

1. The students will be able to internalize academic values and demonstrate academic honesty,
integrity and professional ethics with the spirit of independence, hard work, and entrepreneurship
2. The students will be able to explain basic concepts of paragraph features and topic paragraph
3. The students will be able to identify paragraph features and topic paragraph

B. Lesson Indicator (Achievement indicator)

Students are able to:
1. internalize academic values and demonstrate academic honesty, integrity and professional ethics
with the spirit of independence, hard work, and entrepreneurship
2. explain basic concepts of paragraph features and topic paragraph
3. identify paragraph features and topic paragraph

C. Materials and Media

On-line learning resources/ Face to face learning resources
Materials:
Required Reading:
(i) Improving writing with a focus on guided writing
https://dera.ioe.ac.uk/6649/8/Guided_writing_materials_Redacted.pdf

7
(ii) Maharani, Isnu SA. 2019. Guide Writing. English Department Faculty of Arts.
(iii) McCarthy, M. and Felicity O’Dell. 2009. Academic Vocabulary in Use. Cambridge University
Press.
(iv) Peterson, Patricia Wilcox. 2003. Developing Writing. United States Department of State.
Office of English language Program.
(v) Spencer, D.H. 1967. Guided Composition Exercises. Longman.

Optional Reading:
(i) Kelly, C. and Arlen Gargagliano. 2004. Writing from Within. 5th ed. Cambridge University
Press
(ii) Langan, John. 2005. College Writing Skills with Readings. 6th ed. Mc Graw Hill Companies
(iii) Palmer, G. 2010. Real Writing 1. 3rd ed. Cambridge University Press
(iv) Zemach, D.E. and Carlos Islam. Paragraph Writing: from Sentence to Paragraph. Macmillan
(v) Arnaudet, Martin L and Marry Ellen Barret. 2nd ed. Paragraph Development

Online via OASE & WEBEX meeting for face-to-face interaction.

D. Learning Experiences and Methods

1. Interactive learning
2. Individual-directed learning
3. Small group discussion
These are conducted through Online Webex meeting and Face to Face learning.

E. Time Allotment
3 x 3 x 60’ = 540’ (self study)
3 x 3 x 60’ = 540’ (structured assignment)
3 x 3 x 50’ = 450’ (Classroom activities)

F. Assessment

Method and Instrument CLO (Course Learning

Outcome)
Observation: Holistic Rubric CLO 1 / ELO 2
Question and Answer: Holistic Rubric CLO 2 and 4/ ELO 3
and 4
Quiz: Short Answer CLO 2 and 4 / ELO 3
and 4
Proportion Score
15%

WEEK 12 & 13: TOPIC, MAIN IDEAS, AND TOPIC SENTENCES

A. Lesson learning outcomes (students’ achievement every lesson)

1. The students will be able to internalize academic values and demonstrate academic honesty,
integrity and professional ethics with the spirit of independence, hard work, and entrepreneurship
2. The students will be able to explain basic concepts of topics, main ideas, and topic sentences
3. The students will be able to identify topics, main idea, and topic sentences

8
4. The students will be able to operate WEBEX and LMS OASE for the course

B. Lesson Indicator (Achievement indicator)

Students are able to
1. internalize academic values and demonstrate academic honesty, integrity and professional ethics
with the spirit of independence, hard work, and entrepreneurship
2. explain basic concepts of topics, main ideas, and topic sentences
3. identify topics, main idea, and topic sentences
4. operate Webex and LMS OASE for the course.

C. Materials and Media

On-line learning resources/ Face to face learning resources
Materials:
Required Reading:
(i) Improving writing with a focus on guided writing
https://dera.ioe.ac.uk/6649/8/Guided_writing_materials_Redacted.pdf
(ii) Maharani, Isnu SA. 2019. Guide Writing. English Department Faculty of Arts.
(iii) McCarthy, M. and Felicity O’Dell. 2009. Academic Vocabulary in Use. Cambridge University
Press.
(iv) Peterson, Patricia Wilcox. 2003. Developing Writing. United States Department of State.
Office of English language Program.
(v) Spencer, D.H. 1967. Guided Composition Exercises. Longman.

Optional Reading:
(i) Kelly, C. and Arlen Gargagliano. 2004. Writing from Within. 5th ed. Cambridge University
Press
(ii) Langan, John. 2005. College Writing Skills with Readings. 6th ed. Mc Graw Hill Companies
(iii) Palmer, G. 2010. Real Writing 1. 3rd ed. Cambridge University Press
(iv) Zemach, D.E. and Carlos Islam. Paragraph Writing: from Sentence to Paragraph. Macmillan
(v) Arnaudet, Martin L and Marry Ellen Barret. 2nd ed. Paragraph Development

Online via OASE & WEBEX meeting for face-to-face interaction.

D. Learning Experiences and Methods

1. Interactive learning
2. Individual-directed learning
3. Small group discussion
These are conducted through Online Webex meeting and Face to Face learning.

E. Time Allotment
2 x 3 x 60’ = 360’ (self study)
2 x 3 x 60’ = 360’ (structured assignment)
2 x 3 x 50’ = 300’ (Classroom activities)

F. Assessment

Method and Instrument CLO (Course Learning

Outcome)
Observation: Holistic Rubric CLO 1 / ELO 2
Question and Answer: Holistic Rubric CLO 2 and 4/ ELO 3
and 4

9
 Quiz: Short Answer CLO 2 and 4 / ELO 3
and 4
Proportion Score
10%

WEEK 14 & 15: DEVELOPING PARAGRAPH WITH DESCRIPTIVE DETAILS AND

PREPARING FROM GUIDED TO FREE COMPOSITION

A. Lesson learning outcomes (students’ achievement every lesson)

1. The students will be able to internalize academic values and demonstrate academic honesty,
integrity and professional ethics with the spirit of independence, hard work, and entrepreneurship
2. The students will be able to explain basic concepts of developing paragraph with descriptive
details and preparing from guided to free composition
3. The students will be able to develop paragraph with descriptive details and preparing from
guided to free composition in Guided Writing
4. The students will be able to produce free composition in the form of final project for a given
topic with clear and logical organization, minimum grammatical errors, proper grammatical
constructions and wide-ranging vocabularies.

B. Lesson Indicator (Achievement indicator)

Students are able to:
1. internalize academic values and demonstrate academic honesty, integrity and professional ethics
with the spirit of independence, hard work, and entrepreneurship
2. explain basic concepts of developing paragraph with descriptive details and preparing from
guided to free composition
3. develop paragraph with descriptive details and preparing from guided to free composition in
Guided Writing
4. produce free composition in the form of final project for a given topic with clear and logical
organization, minimum grammatical errors, proper grammatical constructions and wide-ranging
vocabularies.

C. Materials and Media

On-line learning resources/ Face to face learning resources
Materials:
Required Reading:
(i) Improving writing with a focus on guided writing
https://dera.ioe.ac.uk/6649/8/Guided_writing_materials_Redacted.pdf
(ii) Maharani, Isnu SA. 2019. Guide Writing. English Department Faculty of Arts.
(iii) McCarthy, M. and Felicity O’Dell. 2009. Academic Vocabulary in Use. Cambridge University
Press.
(iv) Peterson, Patricia Wilcox. 2003. Developing Writing. United States Department of State.
Office of English language Program.
(v) Spencer, D.H. 1967. Guided Composition Exercises. Longman.

Optional Reading:
● Kelly, C. and Arlen Gargagliano. 2004. Writing from Within. 5th ed. Cambridge University
Press
● Langan, John. 2005. College Writing Skills with Readings. 6th ed. Mc Graw Hill Companies
● Palmer, G. 2010. Real Writing 1. 3rd ed. Cambridge University Press

10
● Zemach, D.E. and Carlos Islam. Paragraph Writing: from Sentence to Paragraph. Macmillan
● Arnaudet, Martin L and Marry Ellen Barret. 2nd ed. Paragraph Development

Online via OASE & WEBEX meeting for face-to-face interaction.

D. Learning Experiences and Methods

1. Interactive learning
2. Individual-directed learning
3. Small group discussion
These are conducted through Online Webex meeting and Face to Face learning.

E. Time Allotment
2 x 3 x 60’ = 360’ (self study)
2 x 3 x 60’ = 360’ (structured assignment)
2 x 3 x 50’ = 300’ (Classroom activities)

F. Assessment

Method and Instrument CLO (Course Learning

Outcome)
Observation: Holistic Rubric CLO 1 / ELO 2
Question and Answer: Holistic Rubric CLO 2 and 4/ ELO 3
and 4
Quiz: Essay CLO 2, 4, 5/ ELO 3 and
4
Proportion Score
15%

WEEK 16: FINAL TEST

A. Lesson learning outcomes (students’ achievement every lesson)

The students will be able to answer the written test about the topic discussed on week 9 - 15

B. Lesson Indicator (Achievement indicator)

The students are able to answer the questions about topic discusses on week 9 - 15

C. Materials and Media

On-line learning resources/ Face to face learning resources
Materials: Written test

D. Learning Experiences and Methods

Students demonstrate individual ability to understand and answer the exam questions accurately on the
basis of the requirement that has been informed by the lecturer.

E. Time Allotment
1. Composition 2 x 50’ = 100’
2. Feed back 2 x 35’ = 70’

11
 F. Assessment

Method and Instrument CLO (Course Learning

Outcome)
Final Test: Essay and Multiple Choices CLO 2 and 4 / ELO 3
and 4
Observation CLO 1 / ELO 2
Proportion Score
20%

REFERENCES

Required Readings

Maharani, Isnu SA. 2019. Guide Writing. English Department Faculty of Arts.
McCarthy, M. and Felicity O’Dell. 2009. Academic Vocabulary in Use. Cambridge University Press.
Peterson, Patricia Wilcox. 2003. Developing Writing. United States Department of State. Office of
English language Program.
Spencer, D.H. 1967. Guided Composition Exercises. Longman.

Additional Readings

Arnaudet, Martin L and Marry Ellen Barret. 2nd ed. Paragraph Development
Kelly, C. and Arlen Gargagliano. 2004. Writing from Within. 5th ed. Cambridge University Press
Langan, John. 2005. College Writing Skills with Readings. 6th ed. Mc Graw Hill Companies
Palmer, G. 2010. Real Writing 1. 3rd ed. Cambridge University Press
Zemach, D.E. and Carlos Islam. Paragraph Writing: from Sentence to Paragraph. Macmillan

Online Materials
Improving writing with a focus on guided writing
https://dera.ioe.ac.uk/6649/8/Guided_writing_materials_Redacted.pdf

COURSES POLICIES

1. Assessment Weighting
Weighting is based on:
1. the learning process has a weight of 60%
12
2. the learning outcomes have a weight of ≤40%
3. attitude assessment weighs 25-40% of the overall domain (knowledge + skill + attitude)
4. Average midterms exam (20%)
5. Practicums, seminars or other assignments (60%) and
6. Final exam of semester (20%)

Assessment Weight
Formative Assessment Proportion of Score
Process Quiz : 20%
(soft skill Individual Task : 15%
assessment
Presentation : 15%
including
this Peer Assessment : 10%
process)
Summative Assessment
Middle Semester Test : 20%
Final Semester Test : 20%
Total : 100%

2. Grading
Students will be provided with a final letter grade based on the criteria specified in Faculty of
Humanities, Udayana University Grading System Policies and Procedures. The instructor reserves the
right to penalize any additional facets of unprofessional and irresponsible work dispositions or conduct,
if the need arises. Partial evaluations will be made with numbers (exams, tests, papers, presentations
and so on). Letter grades of “A” through “E” (course final grade) will be awarded. Grades are awarded
in courses in which you are officially enrolled after the official record date. The deadline to withdraw
from a course is specified in the Academic Calendar for each semester Students grade will be based on
the following grading system.

Grade Grading Scale Grading Points

A 80-100 4,0
B+ 71-79 3,5
B 65-70 3,0
C+ 60-64 2,5
C 55-59 2
D+ 50-54 1,5
D 40-49 1
E 0-39 0

3. Hurdle Requirement
Hurdle Requirement Hurdle requirement is the basic conditions that students need to
accomplish during the process of teaching and learning:
1. Attendance

13
 Students must attend the class at least 75 % or 12 times per semester.
Less attendance will result in the disapproval for the students to attend
the final exam
2. Submission
All assignments and additional activities must be done or submitted on
the due date decided by both the lecturer and the students. Late
submission will make the students considered unable to fulfill the task,
thus, there will be no mark for those assignments or activities.

3. Lectures
If for any reason a lecture is cancelled, the lecturer must find a
substitution class to fulfill the numbers of class meetings (16 times
including mid and final semester tests)

4. Surveillance Method

5. Appeal Procedures
Appeal Procedures 1. The first appeal stage to the lecturer informally. In case it could not be
resolved, or they do not want to contact the lecturers directly.
2. The second appeal stage to the study program coordinator, they can
complain to the Head of Bachelor of English by submitting an appealing
form in accordance with the standard procedure. The Head of BE will show
the copy of the raw score with grade and explain the result verbally. If the
matter would not satisfy the student, the Head of BE has to ask the
involving lecturers to review the relevant document and discuss with the
students and the relevant parties in order to have the finding.
3. This process has to be handled as soon as the students complain.
When the students get a satisfactory solution, the lecturers have to attend
the Faculty’s academic meeting to declare the correct grade with the reason
to modify. Then the lecturers have to edit the students’ grade on the system
and inform him/ her. Last, the lecturers send corresponding document to
registration office, and the appealing form is filed at the study program’s
office
4. The final stage of appeal stage to the vice dean.

14
Approval Date:

Verified by Course Coordinator

(…………………………………………….) (Dr. Dra. Ni Wayan Sukarini, M.Hum)

NIP. NIP 195901091984032001

Approved by
BOE Coordinator

(Prof. Dr. I Nyoman Sedeng, M.Hum.)

NIP. 195404241983031002

15