Semester	Spring Semester, 2020
Department	Foreign Language Center
Course Name	Academic English：Writing & Speaking II
Instructor	SHERIDAN CHERYL LYNN
Credit	0.0
Course Type	Elective
Prerequisite

Course Objective

Course Description

Course Schedule

週次 Week	課程主題 Topic	課程內容與指定閱讀 Content and Reading Assignment	教學活動與作業 Teaching Activities and Homework	學習投入時間 Student workload expectation
週次 Week	課程主題 Topic	課程內容與指定閱讀 Content and Reading Assignment	教學活動與作業 Teaching Activities and Homework	課堂講授 In-class Hours	課程前後 Outside-of-class Hours
	Course orientation	In-class writing: My academic language narrative Audience, purpose and strategy, and organization (pp. 1-14) In-class writing “Briefly describe and explain one current controversy in your field”	Analysis and Discussion: Tasks #1.1-1.8 Homework: Task #1.9	3	4.5
	General-specific organization	Student presentation of Task #1.9 GS & SG texts in academic writing Openings with general statements, statistics, and definitions	Analysis and Discussion: Tasks #2.1-2.5	3	4.5
	Specific-general organization	Writing definitions SG organization	Analysis and Discussion: Tasks #2.6-2.23	3	4.5
	Problem-solution texts	Structure of problem-solution texts Participles, active voice	Analysis and Discussion: Tasks #3.1-3.12	3	4.5
	Procedures and processes	Information flow Flow of ideas in process descriptions Introducing the solution	Analysis and Discussion: Tasks #3.13-3.20	3	4.5
	Data commentary	Strength of claim Structure of data commentary Location elements and summaries	Analysis and Discussion: Tasks #4.1-4.4	3	4.5
	Data commentary	Highlighting statements Organization Concluding a commentary	Analysis and Discussion: Tasks #4.5-4.17	3	4.5
	Data commentary	Dealing with graphs Dealing with chronological data	Analysis and Discussion: Tasks #4.18-4.22	3	4.5
	Guidelines for authors	Conference presentation proposals Journal paper submissions	Analysis and Discussion: journal and conference websites	3	4.5
	Writing summaries	Considerations before writing a summary Some notes on plagiarism Paraphrasing	Analysis and Discussion: Tasks #5.1-5.6	3	4.5
	Writing summaries	This and summary phrases Careful use of synonyms Syntheses of more than one source	Analysis and Discussion: Tasks #5.7-5.15	3	4.5
	Writing critiques	Book reviews Evaluating a published article	Analysis and Discussion: Tasks #6.1-6.10	3	4.5
	Writing critiques	Critical reading Reaction papers On manuscript review for a journal	Analysis and Discussion: Tasks #6.11-6.20	3	4.5
	Constructing a research paper I	Type of journal publication Longer Research Papers Positioning ourselves in the chosen field	Tasks #7.1-7.10 Task 7.1 complete before class Tasks 7.2, 4-5: RP 7-T6-10: Methods 7-T10: 3 Assignment options	3	4.5
	Constructing a research paper I	Longer research papers Results sections (Style and cross-cultural differences in academic language)	Tasks #7.11-7.20 7-T12: Corpus 7-T18: Choice of 2 exercises on Results 7-T20: Produce a Results section from your own work	3	4.5
	Constructing a research paper II	Introductions: CARS Creating a research space Review lit Establish Niche Using Google Scholar to identify potentially useful phrases (task 16)	Tasks #8.1-8.20 8-T6 & 8 Corpus 8-T9: Read 8 summaries of research papers on self-citing. Then organize a lit review 8-T10 Corpus: tenses of citations 8-T11 2 choices for citations practice 8-T16: Google Scholar 8-T17 uses corpus	3	4.5
	Constructing a research paper II	Discussion sections Titles Abstracts Acknowledgements Presentation of our work	Tasks #8.21-8.33 8-T23 Corpus: Discussion & Conclusion 8-T27: Write or rewrite Discussion section 8-T29: Using corpus (Titles) 8-T30: S’s own paper titles 8-T32: Draft an abstract for one of your research projects 8-T33: Write acknowledgments section	3	4.5
	Presentations	Final showcase of portfolio Reflection and Forward-looking		3	4.5

Teaching Methods

Teaching Assistant

Course assistant will help prepare materials, operate the Moodle course page, and keep records.

Requirement/Grading

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

Corpus of texts from your field 10%

Writing assignments (drafts, peer review, revision report, final version): 50%

Final presentation of written work (including Q&A): 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

Exercises include analysis, practice, and short writing tasks in the textbook. During the first half of the course, writing assignments include part-genres, or texts that are incorporated into more-lengthy academic works by professional academic writers. These assignments help you, as a novice academic writer, to develop your academic writing awareness and to understand your positioning as a scholar in their field. The genres, chosen based on overall needs of enrolled students, will be selected from among: problem-solution, definition, general-specific/specific-general, problem-solution with process, data commentary, position, or critique. In the second part of the course, you will produce components of a typical research paper in their field. These will include Methods, Results, Introduction, Limitations, and Discussion. Abstracts and Acknowledgements will be covered. For each major assignment, you will turn in 1) a draft, 2) peer review documents and feedback, 3) the revised version incorporating peer feedback comments with a revision report explaining the revision. Much of the assigned work will be based on the collection of research articles that you build throughout the semester.

Textbook & Reference

Required text:

Academic Writing for Graduate Students: Essential Tasks and Skills (3^rd 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

Supporting texts and resources:

Academic Writing Handbook for International Students http://cw.routledge.com/textbooks/bailey/

Strunk, W. Jr. and White, E. B. (2000). The Elements of Style (4^th edition). Longman.

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

American Psychological Association (APA). Publication Manual (6^th ed.) Arlington, VA: APA.

Roe, S. and den Ouden, P. H. (2003). Designs for disciplines: An introduction to academic writing (1^st edition). Toronto: Canada Scholars’ Press.

Feak, C. & Swales, J. (2009). Telling a research story: Writing a literature review. Ann Arbor, MI: University of Michigan Press.

Feak, C. & Swales, J. (2011). Creating contexts: Writing introductions across genres. Ann Arbor, MI: University of Michigan Press.

Swales, J. & Feak, C. (2009). Abstracts and the writing of abstracts. Ann Arbor, MI: University of Michigan Press.

Swales, J. & Feak, C. (2011). Navigating academia: Writing supporting genres. Ann Arbor, MI: University of Michigan Press.

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