Difference between revisions of "IFLS306"

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* Mailbox: 국제관 208A
 
* Mailbox: 국제관 208A
 
* Office & office hours: 국제관 720, by appointment
 
* Office & office hours: 국제관 720, by appointment
 +
  
 
==Course description==
 
==Course description==
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=== Readings and materials ===
 
=== Readings and materials ===
* There is no textbook for this course, but there is a course packet available from the 공문화사 print shop
+
* There is no textbook for this course, but there is a course packet available from the 공문화사 print shop (the ''Academic English Writing Manual'') [AEWM].  
(the ''Academic English Writing Manual'') [AEWM].  
 
 
* You will need to bring academic / scholarly articles (research papers / essays) by researchers / scholars in your field of study, for some of our class activities and assignments.  
 
* You will need to bring academic / scholarly articles (research papers / essays) by researchers / scholars in your field of study, for some of our class activities and assignments.  
 
* Other handouts and materials will be provided on this website, or by email.  
 
* Other handouts and materials will be provided on this website, or by email.  
 
<br>
 
<br>
  
   <!---
+
    
=== Pending assignments & announcements ===
 
You will need to fill out a couple of online forms during the first two weeks. These include survey type questions, and in the first form, I need two working email addresses from each of you, which I can regularly use for sending you feedback on assignments. 
 
# Google Form #1: Fill out this form  of basic information about yourself, and submit it. This counts as a minor grade. (The form works, though it won't send you a confirmation.) The link was sent to you by email from the Blackboard system. 
 
# Google Form #2: [https://docs.google.com/forms/d/1GABhoLnYyi6fOkvfqAXCt69l-3n6pnFoXBDTn3Bwt6c/viewform?c=0&w=1 Fill out this form] to assess your writing strategies. Your results will be tallied and emailed back to you afterwards. The link was sent to you by email from the Blackboard system.
 
  
 +
== Weekly materials & assignments ==
 +
 +
=== Weeks 1-2: Writing process ===
 +
 +
* Read AEWM ch. 1 (Intro); read ch. 2 (writing process)
  
# '''Counter-argument assignment #2.''' You will provide a rebuttal to your previous counter-argument, defending your original position. The best approach is to take the original paragraph or section from your midterm, and revise it with a concise statement of your previous counter-argument(s), followed by your rebuttal, all concisely integrated into 1-2 paragraphs. Due date: 26 Nov. [http://www.kentlee7.com/writ/counter.arg.example.pdf Look here for examples of counter-arguments and rebuttals.]
+
* Google Form #1: [https://docs.google.com/forms/d/e/1FAIpQLSe5-VqDKNuDWxsLqBMadBSFqmP0RFaG4omgT01__oOcAyyFyw/viewform?usp=send_form  Fill out this form  of basic information about yourself], and submit it. This counts as a minor grade. (The form works, though it won't send you a confirmation.) The link will have been sent to you by email from the Blackboard system.
# '''Final paper proposal'''. Submit a one-paragraph description of your final paper, including: main points; types of sources, data or info to be used; and possible conclusions, implications, or relevance of the project. This paper can consist of: [1] a paper from another course that you currently writing; [2] a revision of a paper from a course, say, last semester; [3] a revised and extended version of your mid-term essay, with argumentation from sources added; or [4] a revised and extended version of your genre analysis essay. Proposal due: ??
 
# There will also be a couple of ten-point assignments in the coming weeks, mostly simple survey-type tasks that we will probably do in class.
 
# New handouts: [http://www.kentlee7.com/writ/style.problems.overview.pdf Overview of style problems] (transitionals or connectors, etc.), [http://www.kentlee7.com/writ/verb.problems.overview.pdf Overview of problematic verbs & predicates]
 
  
-->
+
* Google Form #2: [https://docs.google.com/forms/d/e/1FAIpQLSdqxwf8pug47S7YoGb3XJWoq5K4iiQtTYV1CQsOmVTFTxh1GQ/viewform?usp=send_form Fill out this form] to assess your writing strategies. Your results will be tallied and emailed back to you afterwards. The link will have been sent to you by email from the Blackboard system.
  
 
== Weekly materials & assignments ==
 
  
 
===Weeks 1-2: Evaluating sources===
 
===Weeks 1-2: Evaluating sources===
 +
====News sources====
 
Look at the following websites. Discuss: how reliable and trustworthy are these sites? What criteria can help you distinguish good sites and sources from bad ones?  
 
Look at the following websites. Discuss: how reliable and trustworthy are these sites? What criteria can help you distinguish good sites and sources from bad ones?  
 
# [https://zapatopi.net/treeoctopus/ Pacific tree octopus]
 
# [https://zapatopi.net/treeoctopus/ Pacific tree octopus]
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3.3.  News outlets  
+
====News outlets ====
 
Look at the following news outlets, and discuss the following.  
 
Look at the following news outlets, and discuss the following.  
 
* Which ones seem reliable?  
 
* Which ones seem reliable?  
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 +
====Science news sources====
 
Now look at the following science news websites; which ones seem reliable or worth citing?  
 
Now look at the following science news websites; which ones seem reliable or worth citing?  
 
# National Geographic http://www.nationalgeographic.com
 
# National Geographic http://www.nationalgeographic.com
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# [https://www.psychologytoday.com/intl/blog/darwins-subterranean-world/201410/malefemale-differences-in-variability-itself ''Psychology Today'': Male - female differences in variability  
 
# [https://www.psychologytoday.com/intl/blog/darwins-subterranean-world/201410/malefemale-differences-in-variability-itself ''Psychology Today'': Male - female differences in variability  
  
 
 
 
=== Weeks 1-2: Writing process ===
 
 
* Read AEWM ch. 1 (Intro), ch. 2 (writing process)
 
 
* Google Form #1: Fill out this form  of basic information about yourself, and submit it. This counts as a minor grade. (The form works, though it won't send you a confirmation.) The link was sent to you by email from the Blackboard system.
 
 
* Google Form #2: [https://docs.google.com/forms/d/1GABhoLnYyi6fOkvfqAXCt69l-3n6pnFoXBDTn3Bwt6c/viewform?c=0&w=1 Fill out this form] to assess your writing strategies. Your results will be tallied and emailed back to you afterwards. The link was sent to you by email from the Blackboard system.
 
  
  
 
==== Writing process & strategies ====
 
==== Writing process & strategies ====
 
 
For this paper, you are to introspect on your your own writing process and strategies when you do writing assignments. Reflect on and evaluate your writing process, strategies, motivation, and difficulties. This is about what you actually do, not what you think you should do. Your paper should address some of the following questions.  
 
For this paper, you are to introspect on your your own writing process and strategies when you do writing assignments. Reflect on and evaluate your writing process, strategies, motivation, and difficulties. This is about what you actually do, not what you think you should do. Your paper should address some of the following questions.  
  
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Your write-up should be at least 2-3 pages (1.5 or double spaced; you can print double-sided pages to save trees), in hard copy format. See p. 194 for standard college paper format.   
 
Your write-up should be at least 2-3 pages (1.5 or double spaced; you can print double-sided pages to save trees), in hard copy format. See p. 194 for standard college paper format.   
  
Due date: 21 March
+
Due date:  
 +
 
 +
 
 +
===Arguments / counter-arguments===
 +
 
 +
 
  
 
===Style analysis===
 
===Style analysis===
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* [[Paragraph styles]]
 
* [[Paragraph styles]]
  
 +
 +
===Week 8: Midterm ===
 +
* Revise and submit the argument / counter-argument essay. A cover page or title page will be needed, along with page numbers (see the example in the coursebook Appendix). You will submit it by uploading it on the assignment page on Blackboard.
 +
  
 
===Genre analysis ===
 
===Genre analysis ===
 
* [https://docs.google.com/document/d/1X3085LUg66s-a2WYmnUJvjRtWCzxQdRGMia4k3DDGQw/edit?usp=sharing In-class writing task] (2014.03.23) for you to do in my absence. What you write here may be helpful for the genre analysis assignment.
 
 
* Bring sample papers from your field to class. These should be published scholarly works, preferable from academic journals. Hard copies are recommended, so you can easily pass them around, discuss them, and write on them.   
 
* Bring sample papers from your field to class. These should be published scholarly works, preferable from academic journals. Hard copies are recommended, so you can easily pass them around, discuss them, and write on them.   
 
* Read the section in the book on genre analysis
 
* Read the section in the book on genre analysis
 
* [https://drive.google.com/open?id=0B7sLmWb7sz_gSlFjWVZ3X3U2MTlERWVNcXRBUVhMdUg4bXE0 Genre analysis worksheet] (2013.04.04) Fill this out and hand this in by Thursday (2014.04.04). This will help you prepare for your genre analysis essay. If you want to, you can type it up in your own file, and then print and turn in a hard copy.  
 
* [https://drive.google.com/open?id=0B7sLmWb7sz_gSlFjWVZ3X3U2MTlERWVNcXRBUVhMdUg4bXE0 Genre analysis worksheet] (2013.04.04) Fill this out and hand this in by Thursday (2014.04.04). This will help you prepare for your genre analysis essay. If you want to, you can type it up in your own file, and then print and turn in a hard copy.  
  
* Read [[Theories | Handout on theories, laws, models]] after our discussion of academic theories
+
* Read the wiki page on [Theories] after our discussion of academic theories<ref>There is also an older hard copy handout: [[Theories | Handout on theories, laws, models]]</ref>.
  
<!---
 
* Google Form  #3: About your academic field. [https://docs.google.com/forms/d/1dHLwU82wwytVTzFftKvxH8LJ-c2ub_clJ3qYtrJDm_E/viewform?c=0&w=1 Fill out this form] about your field of study by midnight, ??  <br>
 
Note: It should let you go back to the form later to edit your responses. If you need to go back to add more, and it does not allow you to do so (due to browser cookie issues, or maybe Google Forms are just getting buggier), then just do a new form, enter blank spaces for question responses that you don't want to revise, and enter your additions. Don't worry, as my Google spreadsheet will have your original responses.
 
 
* Google Form  #4: About writing in your academic field.  [https://docs.google.com/forms/d/1Lq1C6WoNJVgrVUtBPefJKCT4WtwCIKVUKHs5LWHEyn4/viewform?usp=send_form Fill out this form about writing in your field by ??]
 
---->
 
  
  
 
====Essay assignment: Genre analysis - How to write academic papers in your field ====
 
====Essay assignment: Genre analysis - How to write academic papers in your field ====
 
 
You are to write an essay on how to write academic papers in your field. This may include important questions such as:
 
You are to write an essay on how to write academic papers in your field. This may include important questions such as:
 
 
* What your field is about, e.g., your field (or subfield) as an academic community / culture, with its unique goals, purpose, driving questions, core concepts, the type of research that people do, and why
 
* What your field is about, e.g., your field (or subfield) as an academic community / culture, with its unique goals, purpose, driving questions, core concepts, the type of research that people do, and why
 
* The main type[s] of research methods, and how one writes them up.
 
* The main type[s] of research methods, and how one writes them up.
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* How one develops and supports arguments - including the types of arguments or theses that papers present, the types of evidence presented, how one develops arguments, and such
 
* How one develops and supports arguments - including the types of arguments or theses that papers present, the types of evidence presented, how one develops arguments, and such
 
* See also the course packet section on genre analysis, the GA essay assignment, and an example. Be sure to cite at least 3 examples in your paper - examples from published research articles.
 
* See also the course packet section on genre analysis, the GA essay assignment, and an example. Be sure to cite at least 3 examples in your paper - examples from published research articles.
+
 
  
 
1. '''First version'''  
 
1. '''First version'''  
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2. '''Final version'''  
 
2. '''Final version'''  
* Due date: mid-term week
 
 
* Length: at least 3 full pages, double-spaced (not counting references, graphs, tables, etc.)   
 
* Length: at least 3 full pages, double-spaced (not counting references, graphs, tables, etc.)   
 
* Grading criteria: See the course booklet appendix for grading criteria for major writing assignments  
 
* Grading criteria: See the course booklet appendix for grading criteria for major writing assignments  
 
+
* Due date: 
  
 
* Genre analysis: Feedback on draft. [[IFLS 306 genre analysis feedback|See past genre analysis feedback here.]]
 
* Genre analysis: Feedback on draft. [[IFLS 306 genre analysis feedback|See past genre analysis feedback here.]]
 
 
===Week 8: Midterm ===
 
* Revise and submit the final version of the genre analysis essay ('''due date: 26 April'''). A cover page or title page is optional (see the example in the coursebook Appendix).
 
 
<!--
 
====Make-up for Marathon Day====
 
If you were absent on 18 April, you can do the following make-up assignment. Look at p. 81-83 and chose the correct answer or answers for each one. Write out a short explanation of your answer(s) for each question, and turn this in as a brief write-up by 27 April.
 
-->
 
 
===Logic & argumentation===
 
We will briefly discuss logical fallacies and cognitive biases. You can read the chapter in the book on your own (chapter 7).
 
  
  
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* Read the chapter on argumentation, particularly p. 69 and following on counter-argumentation.  
 
* Read the chapter on argumentation, particularly p. 69 and following on counter-argumentation.  
  
 
+
;Handouts:
Handouts:
 
 
* [[Writing literature reviews]]
 
* [[Writing literature reviews]]
 
* [[Argumentative_phrases_for_essays]]
 
* [[Argumentative_phrases_for_essays]]
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* [[Reporting_verbs]]
 
* [[Reporting_verbs]]
  
<!--
 
* '''Counter-argument assignment #1:''' Refer to your midterm essay. Take one of the points that you made in your paper, and argue against it, or take issue with it somehow. Write this up in the form of a paragraph, and turn it in (printed out) on Tue., 10 Nov. This is a minor ten-point assignment. You can cite a source in this paragraph, but you don't necessarily have to.
 
* '''Counter-argument assignment #2:''' You will provide a rebuttal to your previous counter-argument, defending your original position. Due date: probably 24 Nov., depending on how soon I can grade and return the counter-argument papers.
 
* [http://www.kentlee7.com/writ/counter.arg.example.pdf Counter-argument & rebuttal examples]
 
-->
 
 
<!--
 
====Argumentation & source use ====
 
  <div style="background: #eef;">
 
* Read the article by C.S. Lee, a chemistry professor at Korea University, about EMI policy: [http://pubs.acs.org/doi/abs/10.1021/ed1001152  (J.-S. Lee, 2010)].
 
* ICW: There are several in-class writing (ICW) and homework assignments based on this article and our class discussion.
 
 
'''1. In-class writing (ICW): EMI #1'''
 
What is your opinion about EMI at KU? For example, do you favor keeping it as it is, abolishing it, or modifying it (and what specific modification do you propose)? You can focus on the campus-wide policy at KU; or EMI in your department or major at KU or at Korean universities. You should cite and meaningfully use the EMI article by J.-S. Lee (in APA, MLA, Chicago, or whatever format you prefer), at least as a starting point or for some background information. This is a ten-point minor assignment. (Length: 1-2 paragraphs)
 
 
'''2. EMI #2: Counter-argument'''
 
Now write a counter-argument against your position in EMI #1, or at least against one of the arguments in your previous paper. Bring this and your original argument paper to class on 25 May. This is a ten-point minor assignment. (Length: 1-2 paragraphs)
 
 
'''2. EMI #3: Rebuttal'''
 
Rewrite the first EMI assignment, and this time address and refute the counter-argument from EMI #2; this should be integrated into the overall flow of thought. Due date: 01 May. This is a ten-point minor assignment. (Length: 1-2 paragraphs)
 
  </div>
 
 
-->
 
  
  
 
=== Discourse & style issues ===
 
=== Discourse & style issues ===
* Read the relevant course packet chapters on coherence / transitionals, cohesion, reporting verbs, and word choice (chapters 10-13). We will try to go through this quickly in class, as this is rather dry. Please look at the examples and bring your questions, as you may or may not understand why some examples are given, or are flagged as problematic.  
+
* Read the relevant course packet chapters on coherence / transitionals, cohesion, reporting verbs, and word choice. We may go through some of this quickly in class, as this is rather dry. Please look at the examples and bring your questions, as you may or may not understand why some examples are given, or are flagged as problematic.  
 
* [http://www.kentlee7.com/eap/eap.wordchoice.pdf ESL/EFL word choice & Konglish errors to avoid]
 
* [http://www.kentlee7.com/eap/eap.wordchoice.pdf ESL/EFL word choice & Konglish errors to avoid]
 
* [http://www.kentlee7.com/writ/style.problems.overview.pdf Overview of style problems] (transitionals or connectors, etc.)
 
* [http://www.kentlee7.com/writ/style.problems.overview.pdf Overview of style problems] (transitionals or connectors, etc.)
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# [http://www.kentlee7.com/writ/ac.coverletter.hanyang.applx.pdf Application letter (non-tenure track academic position)]
 
# [http://www.kentlee7.com/writ/ac.coverletter.hanyang.applx.pdf Application letter (non-tenure track academic position)]
  
 
<!--
 
====Professional writing assignments ====
 
The following will count as  major HW grades. For these assignments, you can project yourself into the future; imagine it is sometime in the future and you have relevant accomplishments, and are ready to apply for graduate school, or for an academic job. You can thus "invent" some future details about yourself, as long as they are reasonable.
 
 
# Academic job application: Turn in a CV and a cover letter (for teaching, research, or academic jobs)
 
# Graduate school application: Turn in an SOP for an initial application to a graduate school program (Masters, Ph.D., or combined Master's + Ph.D. program)
 
# Graduate school application: Turn in a CV and an SOP (for applying to a Ph.D. program, for moving from a master's degree to a Ph.D. elsewhere)
 
 
The grading criteria include: [1] neat, readable and attractive appearance for CVs; [2] good contents; [3] and convincing cover letters or SOPs. These are due at the end of the final exam week.
 
 
Drafts are due on ??; the due date for the final versions will depend on how soon I can grade and return the drafts.
 
These are optional assignments. You can use these as extra major assignment grades, and these may be helpful assignments for seniors who are about to enter the big, bad world.
 
-->
 
  
  
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# [http://www.kentlee7.com/gsp/interview.mistakes.ac.pdf Job interview mistakes to avoid]
 
# [http://www.kentlee7.com/gsp/interview.mistakes.ac.pdf Job interview mistakes to avoid]
 
   
 
   
 +
 +
===Major assignments (summary)===
 +
For essays (midterm, final draft, final essay), a cover / title page is required (and page numbers); see the Appendix in the book for examples. See also the Appendix for general grading criteria.
 +
 +
 +
====Midterm====
 +
  <div style="background: #eef;">
 +
Revise and submit the argument / counter-argument essay. A cover page or title page will be needed, along with page numbers (see the example in the coursebook Appendix). You will submit it by uploading it on the assignment page on Blackboard.
 +
 +
  </div>
 +
  
 
==== Final paper ====
 
==== Final paper ====
 
   <div style="background: #eef;">  
 
   <div style="background: #eef;">  
'''Final paper proposal'''. Submit a one-paragraph description or proposal (at least 1/2 page or one full paragraph) for your final paper or project on 28 May. Your options are as follows.
+
;First paper draft:
# A full-length paper from another course that you are using in this class. Your proposal should summarize the paper's contents and tell me what kind of course it is for.  
+
Bring a hard copy (printed version) to class. Length: 2.5 pages minimum, double-spaced (not counting references, graphs, tables, etc.). If you cannot come to class for some reason, do peer editing with a classmate on your own outside of class, and then put a hard copy (printed copy) in my mailbox in room 208A.
# A revised and expanded version of your genre analysis paper. Your paper proposal should explain how you will improve, revise, and/or add to it.
+
 
# A set of writing samples based on the professional writing unit. You can pretend that it's in the future and that you have some accomplishments worth noting (as long as they are reasonable). Your project proposal should explain the specific scenario for your application (when, where, etc.), the kind of position or entities you might apply to, and which documents you will submit for the assignment.
+
;Final paper proposal: Submit a one-paragraph abstract or proposal (at least 1/2 page or one full paragraph) for your final paper or project. Describe your genre analysis paper, your specific subfield, types of sources, and major points or conclusions. A cover page (and page numbers) is required
   
+
 
 +
;Final version:
 +
This counts as the final essay for the course, probably due at the end of Week 15.
 +
* Length: at least 3 full pages, double-spaced (not counting references, graphs, tables, etc.)  
 +
* Grading criteria: See the course booklet appendix for grading criteria for major writing assignments
 +
 
 +
  </div>
 +
 
 +
 
 +
 
 +
====Professional writing unit====
 +
  <div style="background: #eef;">
 
For the professional writing sample set, pick one of the following scenarios and develop a set of application materials.  
 
For the professional writing sample set, pick one of the following scenarios and develop a set of application materials.  
 
   <ol> <li>  
 
   <ol> <li>  
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   </ol>
 
   </ol>
  
A description of your final project is due (hard copy) in class on 28 May. The final version project is due on ____. Please send it to both email accounts (or put in my mailbox) Be sure to include a title page or cover page in English style, [http://www.kentlee7.com/writ/titlepage.pdf e.g., like this sample], or like the examples in the Appendix of the book.
 
 
   </div> <p> <br>
 
   </div> <p> <br>
  
  
=== Pedagogy (for teachers or tutors) ===
+
 
 +
=== Pedagogy (ideas for teachers or tutors) ===
 
* Outlining & paragraph exercise: Religions of Znarf  [http://www.kentlee7.com/writ/znarf.pdf Version 1] |  [http://www.kentlee7.com/writ/znarf2.pdf Version 2]]
 
* Outlining & paragraph exercise: Religions of Znarf  [http://www.kentlee7.com/writ/znarf.pdf Version 1] |  [http://www.kentlee7.com/writ/znarf2.pdf Version 2]]
 
* [http://www.kentlee7.com/ped/white.teaching.writing.pdf Teaching basic writing (younger learners)]
 
* [http://www.kentlee7.com/ped/white.teaching.writing.pdf Teaching basic writing (younger learners)]
 
* [http://www.kentlee7.com/ped/day.teaching.reading.pdf Teaching reading (young learners)]
 
* [http://www.kentlee7.com/ped/day.teaching.reading.pdf Teaching reading (young learners)]
  
    
+
 
 +
 
 +
 
 +
<!---
 +
------------------------------------------------------------------------------------------------------------------------
 +
-->
 +
 
 +
<!--
 +
====Make-up for Marathon Day====
 +
If you were absent on 18 April, you can do the following make-up assignment. Look at p. 81-83 and chose the correct answer or answers for each one. Write out a short explanation of your answer(s) for each question, and turn this in as a brief write-up by 27 April.
 +
-->
 +
 
 +
<!--
 +
* '''Counter-argument assignment #1:''' Refer to your midterm essay. Take one of the points that you made in your paper, and argue against it, or take issue with it somehow. Write this up in the form of a paragraph, and turn it in (printed out) on Tue., 10 Nov. This is a minor ten-point assignment. You can cite a source in this paragraph, but you don't necessarily have to.
 +
* '''Counter-argument assignment #2:''' You will provide a rebuttal to your previous counter-argument, defending your original position. Due date: probably 24 Nov., depending on how soon I can grade and return the counter-argument papers.
 +
* [http://www.kentlee7.com/writ/counter.arg.example.pdf Counter-argument & rebuttal examples]
 +
-->
 +
 
 +
<!---
 +
=== Pending assignments & announcements ===
 +
You will need to fill out a couple of online forms during the first two weeks. These include survey type questions, and in the first form, I need two working email addresses from each of you, which I can regularly use for sending you feedback on assignments. 
 +
 +
 
 +
# '''Counter-argument assignment #2.''' You will provide a rebuttal to your previous counter-argument, defending your original position. The best approach is to take the original paragraph or section from your midterm, and revise it with a concise statement of your previous counter-argument(s), followed by your rebuttal, all concisely integrated into 1-2 paragraphs. Due date: 26 Nov. [http://www.kentlee7.com/writ/counter.arg.example.pdf Look here for examples of counter-arguments and rebuttals.]
 +
# '''Final paper proposal'''. Submit a one-paragraph description of your final paper, including: main points; types of sources, data or info to be used; and possible conclusions, implications, or relevance of the project. This paper can consist of: [1] a paper from another course that you currently writing; [2] a revision of a paper from a course, say, last semester; [3] a revised and extended version of your mid-term essay, with argumentation from sources added; or [4] a revised and extended version of your genre analysis essay. Proposal due: ??
 +
# There will also be a couple of ten-point assignments in the coming weeks, mostly simple survey-type tasks that we will probably do in class.
 +
# New handouts: [http://www.kentlee7.com/writ/style.problems.overview.pdf Overview of style problems] (transitionals or connectors, etc.), [http://www.kentlee7.com/writ/verb.problems.overview.pdf Overview of problematic verbs & predicates]
 +
 
 +
-->
 +
 
 +
<!---
 +
* Google Form  #3: About your academic field. [https://docs.google.com/forms/d/1dHLwU82wwytVTzFftKvxH8LJ-c2ub_clJ3qYtrJDm_E/viewform?c=0&w=1 Fill out this form] about your field of study by midnight, ??  <br>
 +
Note: It should let you go back to the form later to edit your responses. If you need to go back to add more, and it does not allow you to do so (due to browser cookie issues, or maybe Google Forms are just getting buggier), then just do a new form, enter blank spaces for question responses that you don't want to revise, and enter your additions. Don't worry, as my Google spreadsheet will have your original responses.
 +
 +
* Google Form  #4: About writing in your academic field.  [https://docs.google.com/forms/d/1Lq1C6WoNJVgrVUtBPefJKCT4WtwCIKVUKHs5LWHEyn4/viewform?usp=send_form Fill out this form about writing in your field by ??]
 +
---->
 +
 
 +
 
 +
<!---
 +
 
 +
==== Final paper ====
 +
   <div style="background: #eef;">
 +
'''Final paper proposal'''. Submit a one-paragraph description or proposal (at least 1/2 page or one full paragraph) for your final paper or project. Your options are as follows.
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# A full-length paper from another course that you are using in this class. Your proposal should summarize the paper's contents and tell me what kind of course it is for.
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# A revised and expanded version of your genre analysis paper. Your paper proposal should explain how you will improve, revise, and/or add to it.
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# A set of writing samples based on the professional writing unit. You can pretend that it's in the future and that you have some accomplishments worth noting (as long as they are reasonable). Your project proposal should explain the specific scenario for your application (when, where, etc.), the kind of position or entities you might apply to, and which documents you will submit for the assignment.
 +
 
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--->
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<!--
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====Argumentation & source use ====
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  <div style="background: #eef;">
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* Read the article by C.S. Lee, a chemistry professor at Korea University, about EMI policy: [http://pubs.acs.org/doi/abs/10.1021/ed1001152  (J.-S. Lee, 2010)].
 +
* ICW: There are several in-class writing (ICW) and homework assignments based on this article and our class discussion.
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 +
'''1. In-class writing (ICW): EMI #1'''
 +
What is your opinion about EMI at KU? For example, do you favor keeping it as it is, abolishing it, or modifying it (and what specific modification do you propose)? You can focus on the campus-wide policy at KU; or EMI in your department or major at KU or at Korean universities. You should cite and meaningfully use the EMI article by J.-S. Lee (in APA, MLA, Chicago, or whatever format you prefer), at least as a starting point or for some background information. This is a ten-point minor assignment. (Length: 1-2 paragraphs)
 +
 
 +
'''2. EMI #2: Counter-argument'''
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Now write a counter-argument against your position in EMI #1, or at least against one of the arguments in your previous paper. Bring this and your original argument paper to class on 25 May. This is a ten-point minor assignment. (Length: 1-2 paragraphs)
 +
 
 +
'''2. EMI #3: Rebuttal'''
 +
Rewrite the first EMI assignment, and this time address and refute the counter-argument from EMI #2; this should be integrated into the overall flow of thought. Due date: 01 May. This is a ten-point minor assignment. (Length: 1-2 paragraphs)
 +
  </div>
 +
 
 +
--> 
 +
<!--
 +
====Professional writing assignments ====
 +
The following will count as  major HW grades. For these assignments, you can project yourself into the future; imagine it is sometime in the future and you have relevant accomplishments, and are ready to apply for graduate school, or for an academic job. You can thus "invent" some future details about yourself, as long as they are reasonable.
 +
 
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# Academic job application: Turn in a CV and a cover letter (for teaching, research, or academic jobs)
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# Graduate school application: Turn in an SOP for an initial application to a graduate school program (Masters, Ph.D., or combined Master's + Ph.D. program)
 +
# Graduate school application: Turn in a CV and an SOP (for applying to a Ph.D. program, for moving from a master's degree to a Ph.D. elsewhere)
 +
 
 +
The grading criteria include: [1] neat, readable and attractive appearance for CVs; [2] good contents; [3] and convincing cover letters or SOPs. These are due at the end of the final exam week.
 +
 
 +
Drafts are due on ??; the due date for the final versions will depend on how soon I can grade and return the drafts.
 +
These are optional assignments. You can use these as extra major assignment grades, and these may be helpful assignments for seniors who are about to enter the big, bad world.
 +
-->
 +
 
  
  
 
[[Category:Courses]] [[Category:Writing]]
 
[[Category:Courses]] [[Category:Writing]]

Revision as of 05:01, 10 August 2018

IFLS 306: Academic English Writing (Spring 2018)

Kent Lee, IFLS, Korea University
Mon/Wed 10.30-11.45 (3 hours/week), Class location: 국제관 412 (International Studies Hall)

  • Mailbox: 국제관 208A
  • Office & office hours: 국제관 720, by appointment


1 Course description

This course is designed mainly for juniors and seniors in social science and humanities fields (other majors are welcome, too). It will require you to write critically about your field of study, and thus entails at least a junior level knowledge of your field. The goals of the course are as follows:

  1. Improving your English writing skills; expressing yourselves better in academic English
  2. Learning the expectations, conventions (standards) and style of academic writing

This will include addressing common issues and problems that Korean writers of English have, such as essay structure, style, wording, and genre issues. We will also learn about the writing process, as we take a process and genre based approach to writing.

This course is equivalent in contents to ENGL 434, which I have previously taught.


1.1 Readings and materials

  • There is no textbook for this course, but there is a course packet available from the 공문화사 print shop (the Academic English Writing Manual) [AEWM].
  • You will need to bring academic / scholarly articles (research papers / essays) by researchers / scholars in your field of study, for some of our class activities and assignments.
  • Other handouts and materials will be provided on this website, or by email.



2 Weekly materials & assignments

2.1 Weeks 1-2: Writing process

  • Read AEWM ch. 1 (Intro); read ch. 2 (writing process)
  • Google Form #2: Fill out this form to assess your writing strategies. Your results will be tallied and emailed back to you afterwards. The link will have been sent to you by email from the Blackboard system.


2.2 Weeks 1-2: Evaluating sources

2.2.1 News sources

Look at the following websites. Discuss: how reliable and trustworthy are these sites? What criteria can help you distinguish good sites and sources from bad ones?

  1. Pacific tree octopus
  2. CIA realizes it has been using ...
  3. Dihydrogen monoxoide: The truth

Now look at the following news stories about a border controversy in Hong Kong. Which seem biased, neutral, informative, or reliable, and why?

  1. Global Times [1]
  2. South China Morning Post [2]
  3. CNN [3]
  4. Reuters [4]
  5. New York Times [5]
  6. Business Insider [6]


2.2.2 News outlets

Look at the following news outlets, and discuss the following.

  • Which ones seem reliable?
  • Which ones would be worth citing for information in a college paper?
  • For Korea, which news outlets would be more reliable, and which ones would be less reliable?
  1. Fox News http://www.foxnews.com
  2. Breitbart http://www.breitbart.com
  3. New York Times http://www.nytimes.com
  4. New York Post http://www.nypost.com
  5. Washington Times http://www.washingtontimes.com
  6. Washington Post http://www.washtingtonpost.com
  7. Der Spiegel http://www.spiegel.de
  8. Frankfurter Allgemeine http://www.faz.net/aktuell
  9. Frankfurter Rundschau http://www.fr.de
  10. El País (Spain) http://www.elpais.com
  11. Le Monde (France) http://www.lemonde.fr
  12. Wall Street Journal http://www.wsj.com
  13. Time Magazine http://www.time.com
  14. McClean’s http://www.macleans.ca
  15. The Guardian http://www.theguardian.com
  16. The Independent http://www.independent.co.uk
  17. BBC News http://www.bbc.com/news
  18. The Sun http://www.thesun.co.uk


2.2.3 Science news sources

Now look at the following science news websites; which ones seem reliable or worth citing?

  1. National Geographic http://www.nationalgeographic.com
  2. Wired http://www.wired.com
  3. New Scientist http://www.newscientist.com
  4. Scientific American http://www.scientificamerican.com
  5. Science News http://www.sciencenews.org
  6. IFLScience http://www.iflscience.com


Now look at the following sites reporting on an issue in health and biomedical news. Which ones seem more reliable, and why?

  1. The Independent Does spending too much time on smartphones ...
  2. Tech Advisor How much screen time for kids
  3. Very Well Family Negative effects of too much cell phone use
  4. Forbes Phone addiction is real ...
  5. Psychology Today Too much screen time ...

For the Psychology Today article, discuss the following.

  1. Click on the links in the text, where you see names and years inside parentheses. What are these articles? What kinds of articles are these? How reliable and credible are they? Can you understand them?
  2. What are the references at the end?
  3. From the different sources in the table above about phone / device usage, which ones might you cite if you were writing a college paper on the topic?
  4. If you were writing a college paper on the topic, would you cite sources like those that are cited in the Psychology Today article?


2.3 Weeks 2-3: Sources and article discussion

Now look at the following sites regarding academic discussion of cognitive / mental differences between men and women. IN the Youtube video, Stephen Pinker argue for the reality of sex-based differences, and the articles present opposing viewpoints.

  1. Pinker on male/female differences on Youtube
  2. The Guardian: The truth about sex differences ...
  3. Psychology Today: The male and female brain are more similar than once assumed
  4. [https://www.psychologytoday.com/intl/blog/darwins-subterranean-world/201410/malefemale-differences-in-variability-itself Psychology Today: Male - female differences in variability


2.3.1 Writing process & strategies

For this paper, you are to introspect on your your own writing process and strategies when you do writing assignments. Reflect on and evaluate your writing process, strategies, motivation, and difficulties. This is about what you actually do, not what you think you should do. Your paper should address some of the following questions.

  • How effective are your writing methods and writing process, e.g., brainstorming, drafting, and revision?
  • How similar / different your writing process is for different kinds of projects or courses, or for English versus Korean assignments?
  • What problems do you have with writing, and how do you / can you overcome them? (E.g., motivational problems, writer's block, procrastination...)
  • What motives and strategies influence your writing? (Refer to the writing strategies inventory and Google Form #2). How effective are your writing strategies and motives?
  • How confident do you feel about your writing abilities, English abilities, and/or your ability to improve in these areas?

See also the questions on p. 24. The focus of this assignment is mainly the contents, so don't worry too much about minor grammatical or mechanical errors (spelling, punctuation, etc.). Since this is a reflective / self-evaluative essay, this will be somewhat informal, including use of first-person.

Your write-up should be at least 2-3 pages (1.5 or double spaced; you can print double-sided pages to save trees), in hard copy format. See p. 194 for standard college paper format.

Due date:


2.4 Arguments / counter-arguments

2.5 Style analysis


2.6 Week 8: Midterm

  • Revise and submit the argument / counter-argument essay. A cover page or title page will be needed, along with page numbers (see the example in the coursebook Appendix). You will submit it by uploading it on the assignment page on Blackboard.


2.7 Genre analysis

  • Bring sample papers from your field to class. These should be published scholarly works, preferable from academic journals. Hard copies are recommended, so you can easily pass them around, discuss them, and write on them.
  • Read the section in the book on genre analysis
  • Genre analysis worksheet (2013.04.04) Fill this out and hand this in by Thursday (2014.04.04). This will help you prepare for your genre analysis essay. If you want to, you can type it up in your own file, and then print and turn in a hard copy.
  • Read the wiki page on [Theories] after our discussion of academic theories[1].


2.7.1 Essay assignment: Genre analysis - How to write academic papers in your field

You are to write an essay on how to write academic papers in your field. This may include important questions such as:

  • What your field is about, e.g., your field (or subfield) as an academic community / culture, with its unique goals, purpose, driving questions, core concepts, the type of research that people do, and why
  • The main type[s] of research methods, and how one writes them up.
  • The structure and style of academic papers
  • How one develops and supports arguments - including the types of arguments or theses that papers present, the types of evidence presented, how one develops arguments, and such
  • See also the course packet section on genre analysis, the GA essay assignment, and an example. Be sure to cite at least 3 examples in your paper - examples from published research articles.


1. First version

  • Bring a hard copy (printed version) to class
  • Length: 2.5 pages minimum, double-spaced (not counting references, graphs, tables, etc.)
  • Due date:


2. Final version

  • Length: at least 3 full pages, double-spaced (not counting references, graphs, tables, etc.)
  • Grading criteria: See the course booklet appendix for grading criteria for major writing assignments
  • Due date:


2.8 Paraphrasing, citation, plagiarism

  • Read the section in the book on plagiarism, source use, and citation systems.
  • Read the chapter on argumentation, particularly p. 69 and following on counter-argumentation.
Handouts


2.9 Discourse & style issues


2.10 Professional writing unit

  1. See the chapter in the course booklet
  2. CV guide and CV sample
  3. Résumé guide and Résumé sample
  4. General guides for CVs and résumés (Purdue OWL website)
  5. Simple checklist for a proper résumés
  6. Rubric / criteria for proper résumés, CV, cover letter, SOP
  7. SOP guide and sample
  8. Cover letters for academic job applications
  9. Academic cover letter (for professorship)
  10. Academic cover letter (language teaching job)
  11. Application letter (non-tenure track academic position)


2.10.1 Research statements

  1. Sample research statement for postdoc application
  2. Sample research & teaching statement for professorship application
  3. Teaching statement for a university teaching position
  4. Budget justification for grant proposal
  5. Project Summary.pdf for grants, or for preliminary exam / pre-dissertation process
  6. Grant proposal #1 (for a university grant, which was successful)
  7. Grant proposal #2 (for a university grant)
  8. Grant proposal #3a and second part, #3b
  9. Grant proposal #4 (National Science Foundation grant; a good but unsuccessful application)
  10. Optional: Biographical sketch for grant proposals (or other purposes)


2.10.2 Teaching statements

This includes more formal teaching philosophy statements (TPS) for university teaching jobs.

  1. TPS manual (with examples)
  2. TPS rubric - guidelines for a good TPS
  3. TSP example: Educational psychology
  4. TPS example: College language teacher Teaching statement
  5. TPS: language education
  6. Sample research & teaching statement for professorship application


2.10.3 Extra handouts: Interviews

  1. Typical job interview questions
  2. Interview questions for teaching or academic jobs
  3. Job interview mistakes to avoid


2.11 Major assignments (summary)

For essays (midterm, final draft, final essay), a cover / title page is required (and page numbers); see the Appendix in the book for examples. See also the Appendix for general grading criteria.


2.11.1 Midterm

Revise and submit the argument / counter-argument essay. A cover page or title page will be needed, along with page numbers (see the example in the coursebook Appendix). You will submit it by uploading it on the assignment page on Blackboard.


2.11.2 Final paper

First paper draft

Bring a hard copy (printed version) to class. Length: 2.5 pages minimum, double-spaced (not counting references, graphs, tables, etc.). If you cannot come to class for some reason, do peer editing with a classmate on your own outside of class, and then put a hard copy (printed copy) in my mailbox in room 208A.

Final paper proposal
Submit a one-paragraph abstract or proposal (at least 1/2 page or one full paragraph) for your final paper or project. Describe your genre analysis paper, your specific subfield, types of sources, and major points or conclusions. A cover page (and page numbers) is required
Final version

This counts as the final essay for the course, probably due at the end of Week 15.

  • Length: at least 3 full pages, double-spaced (not counting references, graphs, tables, etc.)
  • Grading criteria: See the course booklet appendix for grading criteria for major writing assignments


2.11.3 Professional writing unit

For the professional writing sample set, pick one of the following scenarios and develop a set of application materials.

  1. Applying for graduate schools. Imagine you are applying for a Ph.D. program at an English-speaking university; maybe you want to apply for a combined Master's plus Ph.D. program, or you are finishing a Master's and want to transfer to another school for a Ph.D. Requirements:
    • (1) Two versions of a statement of purpose, customized for two applying for different universities [at least 2 pages if single-spaced];
    • (2) One CV [more than one page];
    • (3) Imagine some kind of research that you might carry out as a graduate student, and for that, do one of the following items: (3a) A research grant application for a planned doctoral research project, or (3b) a research proposal for a dissertation topic [at least two pages if single-spaced].
  2. Applying for a professorship or research position (post-doctoral position or full-time researcher):
    • (1) Two cover letters, customized for two different job applications;
    • (2) One CV [more than one page];
    • (3) Either (3a) a research statement, research plan, or research proposal, describing your intended research; or (3b) a teaching statement, describing your teaching beliefs, experience, and teaching philosophy, and how you would teach specific courses at a university to which you are applying [at least two pages if single-spaced]
  3. Applying for other teaching positions (college teaching assistant, secondary school teacher, etc.)
    • (1) Two cover letters, customized for two different job applications [one page each];
    • (2) One CV or résumé;
    • (3) A teaching statement, describing your teaching beliefs, experience, and philosophy, and how you would teach specific courses at a school to which you are applying [at least two pages if single-spaced] .



2.12 Pedagogy (ideas for teachers or tutors)

  • There is also an older hard copy handout: Handout on theories, laws, models