SemesterFall Semester, 2019
DepartmentForeign Language Center
Course NameAcademic English:Writing & Speaking I
InstructorSHERIDAN CHERYL LYNN
Credit0.0
Course TypeElective
Prerequisite
Course Objective
Course Description
Course Schedule




















































































































































週次



Week



課程主題



Topic



課程內容與指定閱讀



Teaching Activities



Content



 



教學活動與作業



Homework Assignments



(complete before the next class)


 
 


  1.  



9/12



Course Orientation




  • Introduction to the course

  • In-class writing: Writing about your writing experience (Elements of Style Workbook Pp. 44-45, 48-49)

  • Writing formal email (brief)




  • Sign in on Moodle

  • Revise in-class writing and post to Moodle forum (100-150 words)

  • Write a short formal email to Cheryl

  • Complete survey on Survey Monkey

  • Reading: AWIS: 1.1, 1.3 (read and do exercises); AWGS: U1; My Bliss Station

  •  http://www.uefap.com/writing/writframgenre.htm


 


  1.  



9/19



The Writing Process;



Reading



 




  • In-class writing: My Bliss Station

  • 1.1 Background to Writing

  • 1.3 Developing Critical Approaches




  • Reading & Work:

    • AWIS: 1.4, 1.6




 


  1.  



9/26



Avoiding Plagiarism




  • In-class writing:

  • 1.4 Avoiding plagiarism

  • 1.6 Finding Key Points & Note-making




  • Read and Write notes: Mur-Dueñas, P. (2019); Casanave, C. P. (2019)

  • Read and do exercises: AWIS: 1.7


 


  1.  



10/3



Avoiding Plagiarism




  • In-class writing:

  • 1.7 Paraphrases & Summaries

  • Annotated bibliography




  • Read and do exercises: AWIS: 4.2, 1.2

  • Start annotated bibliography with: Mur-Dueñas, P. (2019); Casanave, C. P. (2019)


 


  1.  



10/10



No Class




  • Double Ten ROC National Day



 


 


  1.  



10/17



Literature Review; Reading




  • 4.2 Literature Reviews

  • 1.2 Finding Suitable Sources

  • In-class writing




  • Find & read sources for your lit review; write notes

  • Read and do exercises: AWIS 2.1


 


  1.  



10/24



Argument & Discussion; Lit review




  • In-class peer review of annotated bibliography

  • 2.1: Argument & Discussion

  • In-class writing: Lit review argument




  • Add sources to your annotated bibliography (some provided, some of your own)

  • Read and do exercises: AWIS 1.10, 1.11

  • Rough draft of argument


 


  1.  



10/31



Paragraphs; Lit review



 




  • 1.10 Organizing Paragraphs

  • 1.11 Introductions & Conclusions In-class writing: Lit Review Outline




  • Read and do exercises: AWIS 1.8, 1.9

  • Write lit review outline & Introduction draft


 


  1.  



11/7



Working with sources




  • 1.8 References & Quotations

  • 1.9 Combining sources

  • In-class peer review/conferences




  • Literature review Draft 1


 


  1.  



11/14



Special Guest




  • To be announced




  • Literature review Draft 1

  • Read and do exercises AWIS 2.13


 


  1.  



11/21



Lit Review




  • Lit Review Draft 1 Due

  • 2.13 Style

  • 2.3 Cohesion

  • Peer Review on Lit Review Draft 1

  • In-class conferences




  • Literature review Draft 2 (Use relevant sections of AWIS Parts 2 and 3)


 


  1.  



11/28



 



Presentation skills; Essay




  • Lit Review Draft 2 Due

  • Presentation skills: Confidence

  • 3-minute presentation

  • 4.3 Writing Longer Essays

  • Essay assignment




  • Read and do exercises: AWIS 2.4, 2.7


 


  1.  



12/5



 



Essay




  • 2.4 Comparisons

  • 2.7 Examples

  • Presentation Skills




  • Essay: Outline & intro draft


 


  1.  



12/12



 



Essay




  • Teacher-student conferences

  • Discuss relevant AWIS Part 2 sections




  • Essay: Draft 1


 


  1.  



12/19



 



Essay




  • Essay Draft 1 Due

  • Peer Review on Essay Draft 1

  • In-class conferences

  • Presentation Skills: Body movement and using PPT




  • Essay: Draft 2


 


  1.  



12/26



 



Essay




  • Essay Draft 2 Due

  • About Final PPT presentations

  • Creating effective visuals

  • Presentation practice




  • Presentation preparation


 


  1.  



1/2



 



Essay;



Final Presentation




  • Essay: Evaluation/feedback

  • Presentations and Q&A




  • Presentation preparation

  • Essay: Optional revision


 


  1.  



1/9



Final Presentation




  • Presentations and Q&A

  • Optional revisions due




  • ENJOY YOUR HOLIDAY!


 


 




Teaching Methods
Teaching Assistant

Kai 105504057@nccu.edu.tw


Requirement/Grading

  • Attendance and participation (discussions, exercises, homework, self-assessment, peer review, meeting deadlines, presentations, etc.): 20%

  • Writing assignments (drafts, peer review, revision report, final version): 60%

  • Poster presentation (the printed poster and the Q&A session performance): 20%



ATTENDANCE, PUNCTUALITY & ASSIGNMENT POLICIES




  • Attendance, punctuality and participation are required for all class sessions.

  • Homework assignments will be discounted on a daily basis when it is overdue.



WRITING EXERCISES & ASSIGNMENTS



The overarching theme of this course is learning and understanding English academic writing through inquiry and practice. Inquiry will be through self-reflection directed by writing prompts (Belcher & Connor, 2001) and reading multilingual academics’ accounts of writing English as a second or other language. Practice will include in-class writing, textbook exercises, and short compositions to learn and practice academic writing, as well as two longer compositions to illustrate the skills and content they have learned. Each longer composition will include 1) an outline and a plan, 2) a complete first draft, 2) peer review and feedback, 3) the revised version incorporating peer feedback comments with a revision report explaining the revision.



Literature Review



Students will write a review of literature on the course theme in order to practice many of the skills presented in the first part of the course including: critical reading, paraphrasing, summarizing, and combining sources while properly citing sources and striving to support an argument. The document will be 1,000 to 1,500 words long and presented in APA format.



Essay



Students will write an essay based on their exploration into their own experiences and perspectives on learning to use English, especially academic writing and speaking, based on the writing prompts (Belcher & Connor, 2001). Their inquiry will be informed by the articles covered in their literature review.



Citations and Referencing



Students will also learn to summarize, paraphrase, and cite academic texts to support their compositions. They will incorporate academic sources to support their theses and create a reference list following appropriate formats in their respective fields. 



Poster or PPT



The end-of-semester presentation can either simulate the poster presentation sessions or paper presentations seen in many academic conferences. It is also a culminating project for students to choose completed writing products and display them. On the day of presentation, students are expected to explain their posters to and answer questions from both peers, the teacher, and perhaps invited guests.


Textbook & Reference

  • Academic Writing: A Handbook for Graduate Students

  • Academic Writing for Graduate Students: Essential Tasks and Skills (3rd edition) ISBN: 978-0-472-03475-8

    • Published by The University of Michigan Press

    • Copies will be available at the campus bookstore (政大書城) Sold by Crane Books



  • Great Writing: Great Essays 4 (FOURTH EDITION) ISBN: 978-1-285-19494-3

    • Published by: National Geographic Learning/Cengage Learning

    • Copies will be available at the campus bookstore (大政?城) Sold by Caves Books



  • Oshima, Alice (2014). Longman Academic Writing Series 4: Paragraphs to Essays , Fifth Edition

  • Strunk, W. Jr. and White, EB (2000). The Elements of Style . Fourth Edition. Longman.

  • The Corpus of Contemporary American English (COCA): https://corpus.byu.edu/coca/

  • How to Email Your Professor https://medium.com/@lportwoodstacer/how-to-email-your-professor-without-being-annoying-af-cf64ae0e4087

  • Purdue University Online Writing Lab (OWL): https://owl.english.purdue.edu/owl/

  • Dictionary/Thesaurus:



Http://www.dictionary.com/



Http://www.freecollocation.com/ 



Http://www.ozdic.com/



Https://www.oxfordlearnersdictionaries.com/definition/english/



Https://www.merriam-webster.com/



Http://www.macmillandictionary.com



Http://www.thefreedictionary.com



Http://www.learnersdictionary.com



Http://www.americancorpus.org



Http://www.visuwords.com



Http://www.visualthesaurus.com



Http://www.thesaurus.com/


Urls about Course
Moodle
Attachment