每周課程進度與作業要求 Course Schedule & Requirements

請詳述每週課程內容／授課方式與學生預習內容／學習活動／課後作業 (Please provide details of the course content

weekly / teaching methods and students to preview the contents / learning activities / Homework)

The specific course schedule is To Be Announced.  See wakingdreams.org/nccu for updates as well as the class facebook pages and other resources.  See below for additional information on course requirements.  This is a very preliminary schedule which will change after student assessments and initial feedback at which time, the students will help build their calendar based upon interest as well as course guidelines for achievement goals.

Specific texts to be discussed may decided later, dependent upon the research and reading interests of the students.  The general approach to the material will be chronological and topical. Please be aware that the course is very participatory in nature and that a number of videos, television programs, and films will be shown in class.     Periodically, student assignments will be created as content for the student media magazine Sparkshow.  Material produced for Sparkshow will be permanently archived and available to the public

Preliminary Schedule (Subject to Change – this schedule absolutely will change).  Depending upon student feedback, we may be substituting some projects with the COMMUNICATION GAME DESIGN PROJECT as well as making other adjustments based upon student experience and interests as they correlate with program guidelines and educational goals.

Periodically, we may play any of a number of language games, card activities, or ILS patterns.

學生學習投入時間  Student Time Investment

每週課堂教學時數：  3 小時 Class Hours per week

每週預習/複習時數：  3-4 小時 Pre/Study per week (typical, actual time requirements vary)

Assignments Per Week

The specific course schedule is To Be Announced. See http://www.wakingdreams.org/nccu/ for updates as well as the class facebook pages and other resources. See below for additional information on course requirements.

Students will also be asked to perform critical evaluations of their own presentations and those of classmates.

Additionally, students will be asked to participate in conversational activities such as

CONVERSATION BLUEPRINTS, STORIES FOR DISCUSSION, IMPROVISATIONAL

LANGUAGE STRUCTURES, INTERACTIVE DRAMA, and the like. These activities will typically be assigned as in-class practice on “off-weeks” between major speaking assignments.

There may be occasional pop-quizzes related to weekly readings, lectures, or other course content.

Obviously, whether we meet in person or online due to pandemic response or other factors will affect some of our course content.

N/A

評量工具與策略、評分標準成效 Evaluation Criteria

Faithful class attendance, Active and worthwhile participation, Oral Reports, Term Paper, projects, quizzes, and exams.  In addition to keeping up with extensive reading assignments, students will be asked to view several films which showcase topics being explored or that are adapted from material under discussion.  Group and individual projects are also commonly used to enhance the learning experience via creative interaction.

1.         Regular attendance

2.         Participation in classroom activities

3.         Completion of assignments

4.         Papers and Essays

5.         Examinations

6.         Review Questions & Pop Quizzes

Oral and Written Examinations.  Participation.  Fluency.  Projects.  Note that students receive participation points for each course session, so absences lower final grades. If a student has three unexcused absences then that student will not be allowed to participate in final projects or take the final examination. Five absences (excused or unexcused) lead to automatic failure in the course. Except in unusual cases late assignments will not be accepted. Plagiarism may result in an automatic failure of the course (over-reliance on AI will count as plagiarism, particularly when not properly credited).

Please note, some assignments are yes/no points in which students receive a set number of points for completing on time and zero points if not.  For essays, papers, and written assignments, the instructor does not edit or proofread submitted work.  This is not a writing class per se so make certain you have edited your work prior to handing in (with credit to any AI used and without over-reliance on AI for any part of the work).  You will receive a score for such work.  Assignments may or may not be returned so students are encouraged to keep track of their work themselves.

Students should familiarize themselves with course policies, including those specifically related to Attendance, Participation, and Extra Credit opportunities (if any).

• ATTENDANCE & PARTICIPATION POLICY:  Attendance and  Participation in this course are required.  Students who are tardy or absent will be penalized through lower possible participation points which leads to grade penalties.  Attendance is taken regularly and penalties are applied.  Typically, students receive on average fifteen to twenty participation points each class period (more or less depending upon activities of the week and actual participation – typically, a maximum of thirty participation points per session but only for very high-performing students; the typical is twenty).  Participation Grade Penalties are as follows:  Tardy, -5 participation points; Second Hour Tardy, -10 participation points; Absence, no participation points possible (this is true even if the absence is excused).  Use of Cellphone, tablet, computer, or mobile device without specific permission or instruction from the instructor, no participation points possible, -10 to -15 participation points and possibility of device being confiscated for the period (yes, just like elementary school students).

• Attendance Points and Penalties are as follows:  Absence means no participation points.  Three Unexcused Absences, not allowed to take final exam and zero points for final project; Five Absences, automatically fail course.  Note, students who missed the first few course sessions are still penalized for attendance and participation, even if they had not yet registered for the course.

• Days in which students are scheduled to make presentations or in which interactive drama or similar activities are planned count as DOUBLE ATTENDANCE DAYS and all participation and attendance points or penalties are double.  Days in which the course is scheduled with another class will count as TRIPLE ATTENDANCE DAYS.

• EXTRA CREDIT POLICY:  For the most current Extra Credit policies, please see the class Facebook group files section . . . Students may makeup for points lost due to missed classes or gain additional grade points by completing optional extra credit activities.  Extra credit is always optional.  Regardless of the amount possible for particular extra credit opportunities, students may not earn more than five grade points for extra credit in a semester.  Certain extra credit opportunities are not available to everyone and others are time sensitive.  It is to your advantage to sign up for extra credit earlier rather than later to ensure that you are eligible and that the schedule allows for the activity.  If you wish to pursue extra credit, do so early.  Extra Credit is typically NOT available within the last two weeks of the semester.

• Missed Appointment, if you make an appointment to see Dr. Phillips in his office and are tardy, -1 grade point; if you do not show, -2 grade points; if you do not contact Dr. Phillips and let him know you are missing the appointment by email at least twenty-four hours prior to the appointment or by phone within twenty-four hours, an additional -1 grade point. Failure to contact the instructor within one day before or after is an additional -1 grade point.

• Taking Notes:  University students are expected to have pen/pencil and paper with them during all class sessions.  You should take notes during class of information presented in lecture or discussion as well as of content of media presentations.  Please take notes with pen and paper and later transcribe to your digital note files (lit screens from mobile devices or notebook computers can be distracting to other students during class).

At any time, students are free to ask to see their attendance record or grade scores.  Students receive points for completing assignments, participation, attendance, and other factors toward their final grade.  A raw percentage is then figured based upon the total points possible.  However, the final grade is set via a system that utilizes a curve grade formula after which any penalties from tardies or missed classes or bonuses from extra credit are applied so your final grave is not always the same as points earned within a particular time.

人工智慧政策 Policy on Artificial Intelligence

The English Department at National Chengchi University is embarking on an innovative journey to integrate Artificial Intelligence (AI) into our English Language, Literature, TESOL, and Linguistics studies. This integration aligns with our educational goals, aiming to enhance the depth and breadth of our academic offerings. AI technologies, such as natural language processing tools and machine learning algorithms, will provide unique opportunities for personalized language learning, advanced literary analysis, in-depth linguistic research, and other academic pursuits.

Our vision is to leverage these AI tools to create a more dynamic, interactive, and effective learning environment. For example, AI can offer students tailored language exercises based on their proficiency levels or analyze complex literary texts, offering insights that might not be immediately apparent. In linguistics, AI can process large datasets, revealing patterns and trends that inform linguistic theories.

As per English Department policy, individual course instructors are free to set their own policies regulating the use of generative AI tools in their courses, including allowing or disallowing some or all uses of such tools. Course instructors should set such policies in their course syllabi and clearly communicate such policies to students. Students who are unsure of policies regarding generative AI tools are encouraged to ask their instructors for clarification.  However, if such policies are not set for a course or particular assignment, the standard approach is as follows.

To give sufficient space for instructors to explore uses of generative AI tools in their courses, and to set clear guidelines to students about what uses are and are not consistent with our department’s policy on academic integrity, the following policy statement is adopted regarding generative AI in the context of coursework.

Absent a clear statement from a course instructor, use of or consultation with generative AI shall be treated analogously to assistance from another person. As you would not ask another person to do your assignments or take your tests for you, you should not ask AI to do your work in a similar manner. In particular, using generative AI tools to substantially complete an assignment or exam (e.g. by entering exam or assignment questions) is not permitted. Students should acknowledge the use of generative AI (other than incidental use) and default to disclosing such assistance when in doubt.

In THIS COURSE, some assignments may explicitly call for the use of AI tools.  However, absent such explicit instruction, AI should either not be used or should be used as stated above.  In the final revision of their assignments, students should acknowledge any use of AI and state how the technology was used (MLA, APA, Chicago, and other style books now have guides for such acknowledgment).

Five Skills Unlikely To Be Disrupted By AI And How You Should Leverage Them As English Department Students

The following pre-supposes that you do everything you can to master the skills and knowledge-sets of your course material.  Certainly, AI can absolutely help you improve your speed and efficiency of gaining proficiency and even mastery but only if you use it well and do not use it as a crutch.  If you ask AI to do the work for you, you will not learn and you will not gain mastery which means you will be much less competitive.  It is very important that you learn to use AI in this new and changing world but that you do so as you build on your traditional skillsets.  For instance, use AI as a Conversation partner or to quiz you on Literature readings or to give corrective advice to improve your writing.  If you ask AI to write the homework, you will not improve and won’t learn from the corrections (always ask AI to give you suggestions for improvement and why it suggests this or that change and then remember the suggestions – actually take the suggestions onboard and LEARN, get better; that’s how you become competitive in the new world we are building).

Here are the five skills unlikely to be disrupted by AI, and how they can be leveraged in a world with increasing AI presence:

• Taste: This isn't about culinary taste, but rather the ability to discern what to build and how to effectively solve problems. In an AI-driven world where countless options can be generated, "taste" is crucial for selecting the right solution, identifying what is truly valuable, and knowing what not to pursue. For example, an AI might generate a thousand marketing slogans, but a human with "taste" will choose the one that resonates most with the target audience and aligns with the brand's identity. Leveraging this involves focusing on critical evaluation and strategic decision-making rather than just generating content.

• Extreme Agency: This refers to the capacity to operate with minimal external direction and to maximize personal ownership. As AI becomes highly efficient at execution, the human role shifts towards setting ambitious goals, defining clear priorities, course-correcting when necessary, and building robust systems. For instance, while an AI might manage project timelines and tasks, a human with extreme agency will initiate a new project, define its scope, and set the overarching vision, guiding the AI's efforts. Leveraging this means embracing leadership, initiative, and proactive problem-solving.

• Learning Velocity: This skill emphasizes the speed at which one can adapt and acquire new knowledge, rather than simply accumulating existing information. Given the rapid obsolescence of technical skills, the ability to learn faster than knowledge itself becomes outdated is paramount. The video notes that current large language models (LLMs) aren't inherently good at learning after their initial release, making this a significant human advantage. Leveraging learning velocity means prioritizing continuous learning, upskilling, and embracing new technologies and methodologies to stay ahead of the curve.

• Intent Horizon: This is the ability to maintain coherent, very long-term goals. While AI can be incredibly helpful for short-term, tactical tasks, it currently struggles with sustained, long-term thinking and continuous memory, often acting "amnesiac" between interactions. Therefore, humans are essential for providing the overarching vision and consistent, long-term direction that AI cannot yet provide. For example, an AI might optimize daily operations, but a human with a strong intent horizon will define the company's five-year strategic plan. Leveraging this involves focusing on strategic planning, vision-setting, and maintaining a clear purpose in the face of short-term distractions.

• Interruptibility: This skill highlights the unique human capacity to be interrupted, seamlessly switch between tasks, and adapt to changing circumstances. In contrast, interrupting most LLM chats is generally considered poor practice and can lead to inconsistent or erroneous results. Humans' inherent flexibility and ability to context-switch are key advantages in dynamic environments. Leveraging this means embracing adaptability, multitasking effectively, and being able to pivot quickly when new information or priorities emerge.

These skills are crucial for navigating what the video terms a "knowledge hyperinflation economy", where knowledge is abundant but good judgment becomes increasingly valuable. The video suggests a shift from a focus on accumulating credentials to developing strong judgment and the ability to discern when AI outputs are incorrect, rigid, or potentially catastrophic.

Remember, learn to use AI well and to help you improve your skillsets and gain real proficiency.  Be competitive and do the work.

As per the English Department guidelines, this course employs realia (authentic materials).  We have no books on reserve in the library for this course.  Most readings will be provided electronically.  Texts and reading will be provided in digital copies.

Reading materials will be authentic and on a variety of subjects, including current events, popular culture, the humanities, and science, to technology, economics, politics, and different cultures. Students should be able to evaluate and critique the reading material as well as use it to develop and expand their vocabularies. In addition, other readings from speech and communication textbooks will be provided.

We may also consider coordinating the reading component to reinforce what has been done in the

Writing and Reading program as listed below: • Skimming • Scanning • Analyzing structure • Distinguishing mains ideas from details • Telling facts from hypotheses • Making inferences • Introducing critical thinking and analysis • Developing and expanding vocabulary.