Courses

SUSTech English III (SE III) is the third and advanced course of SUSTech English in the Center for Language Education’s core curriculum. Moving beyond the basic and intermediate skills, SUSTech English III pushes into advanced levels. It also aims to prepare students for the academic writing course, English for Academic Purposes. SUSTech English III further enhances learner’s ability to comprehend reading and listening materials through interactions with more complex and culturally diverse materials. Through individual presentations, students are introduced to concepts of researching, paraphrasing and citations. They present findings from literature exploration in an academic manner. Moreover, students engage in thought-provoking discussion on current topics, via which students acquire significant discussion skills and critical thinking capability. Writing assignments include more advanced essays. Informative writing and argumentative writing are incorporated in the course to reinforce students’ skills of writing a thesis statement and expressing one’s own voice in written language. The weighting of process in writing assignments and constructive feedback from both peers and instructors support the cultivation of intellectual character among students, paving their way to enter the academic community of practice. SUSTech English III further enhances learner’s ability to comprehend reading and listening materials through interactions with more complex and culturally diverse materials. Through individual presentations, students are introduced to concepts of researching, paraphrasing and citations. They present findings from literature exploration in an academic manner. Moreover, students engage in thought-provoking discussion on current topics, via which students acquire significant discussion skills and critical thinking capability. Writing assignments include more advanced essays. Narrative writing and argumentative writing are incorporated in the course to reinforce students’ skills of writing a thesis statement and expressing one’s own voice in written language. The weighting of process in writing assignments and constructive feedback from both peers and instructors support the cultivation of intellectual character among students, paving their way to enter the academic community of practice.