Difference between revisions of "IFLS306"

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<big> IFLS 306: Academic English Writing (Spring 2017) </big>
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<big> IFLS 306: Academic English Writing (Fall 2019) </big>
 
   
 
   
 
Kent Lee, IFLS, Korea University  <br>
 
Kent Lee, IFLS, Korea University  <br>
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Tue./Thu. 12-13.15pm (3 hours/week), Class location: 국제관 307b <br>
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Mon/Wed 10.30 - 11.45am (3 hours/week), Class location: 국제관 112 (International Studies Hall)
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[http://www.kentlee7.com/engl/fls306.2017.1.kl.syl.pdf Course syllabus]<br>
 
 
* Mailbox: 국제관 208A
 
* Mailbox: 국제관 208A
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* Office & office hours: 국제관 720, Tue/Thu 2.30-3pm
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* Office & office hours: 국제관 720, by appointment
 +
* Syllabus (on the LMS/Portal)
 +
 
  
 
==Course description==
 
==Course description==
Line 19: Line 20:
  
 
=== Readings and materials ===
 
=== Readings and materials ===
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There is no textbook for this course, but there is a course packet available from the 공문화사 print shop
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* There is no textbook for this course, but there is a course packet available from the [https://www.google.co.kr/maps/@37.5868009,127.0299093,3a,90y,287.68h,74.23t/data=!3m6!1e1!3m4!1swJba-O2_RlSCTb9L--B23g!2e0!7i13312!8i6656 空문화사 (공문화사)] print shop (the ''Academic English Writing Manual'') [AEWM].  
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(the ''Academic English Writing Manual'') [AEWM].
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* 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.
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Other handouts and materials will be provided on this website, or by email.  
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* Other handouts and materials will be provided on this website, or by email.  
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<br>
 
  
 
   
 
   
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=== Pending assignments & announcements ===
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===Current assignments===
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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.
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Look below for details.
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# Google Form #1: [https://docs.google.com/forms/d/1fzFJKnET6A2Kqm2iPaVfuL_lUinNF0xTa43446NC4Xk/viewform?c=0&w=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.) Due date:
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<div class="graybox">
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# 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. Due date: 
+
# Genre analysis essay: 25 Nov.; see below for details.
 +
# [https://forms.gle/sfusDairRM85n4AWA Final Google form] about the genre analysis unit
 +
# Final paper draft: Bring a draft (hard copy) on 11 Dec., the last day of class, for peer editing
 +
# Final paper: due 20 Dec. via Blackboard
 +
 
 +
</div>
 +
<!--
 +
# Argument paper 1: Write a short paper in response to one of the questions from the English Placement Test in the book. Due 30 Sept. or 02 Oct., at least one source used, and at least one page.
 +
# Argument paper 2: Write a counter-argument to at least one of your points in the first argument paper. It should be an argument of an academic nature, with at least one source used; at least one page. Due 14 Oct.  
 +
# Midterm paper; see below
 +
# Google Form #1: Basic info & language survey (weeks 1-2) [https://docs.google.com/spreadsheets/d/1pV7dJMMVRZ8kwG0-GSLBwm1sLk0dKfE2qIE5XJHbcoA/edit?usp=sharing GF#1]
 +
# Google Form #2: Writing strategies  (week 2) [https://docs.google.com/forms/d/e/1FAIpQLSdqxwf8pug47S7YoGb3XJWoq5K4iiQtTYV1CQsOmVTFTxh1GQ/viewform?usp=send_form]
 +
# Writing process paper (see below)
 +
# See the [https://www.youtube.com/watch?v=n691pLhQBkw Pinker on male/female differences on Youtube]
 +
# Google Form #3: Evaluating sources (23 Sept.) [https://docs.google.com/forms/d/e/1FAIpQLSck3rQAK7RKJ4gKWb4rWd3WxebpQx-3A-Pn-k6oSE3R_gjz7A/viewform?usp=sf_link] regarding the Pinker video
 +
 
 +
# [https://docs.google.com/document/d/1haJAqsE64GJ_6pCeaapwhsEVfINpamwD4ESP-bHO8HI/edit?usp=sharing Questions about your major]: Due 11 Nov.
 +
# [https://docs.google.com/document/d/1XzIuRWwVuWlRPyu7LeJi1G2YWC_jWtUyX7FMg-fVpYo/edit?usp=sharing Questions about papers in your major]: Due '''18''' Nov.
 +
-->
 +
 
 +
<!--
 +
# Writing process paper (week 3-4.; section 2.4 below)  
 +
# In-class writing: Your position on one of the gender/sex issues, in response to one of the articles or video
 +
# Google Form #4: [https://docs.google.com/forms/d/e/1FAIpQLSdxvq-zRqKmQhpkc6DYi56ohNDRO72LqFVg0UxKl54p283q2A/viewform?usp=sf_link
 +
Counter-argument exercise] (on gender issues)
 +
# In-class writing / homework exercise: Position paper--your position on an issue or topic in your field (e.g., one that people in the field disagree about)
 +
# Position paper: A revision of the previous position paper, in which you also consider and address one or more counter-arguments to your position
 +
-->
 +
 
 +
== Weekly materials & assignments ==
 +
Click on the 'Expand' applet on the right to see or collapse past assignments and materials.  
 +
<div class="mw-collapsible mw-collapsed"> 
 +
Weekly materials and assignments are below; you may need to click the 'Expand' link to the right.
 +
 
  
−
<!---
 
  
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# '''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.]
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=== Weeks 1-2: Intro & writing process ===
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# '''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: ??
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<!--
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# 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.
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-------------- weekly key concepts --->
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# 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]
+
 
 +
* Read AEWM ch. 1 (Intro); read ch. 2 (writing process)
  
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-->
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* [https://docs.google.com/forms/d/e/1FAIpQLSedAY_QhoIQa4mphS_KX5u-TH5ZeKIG_Q5DXfEhWYPu3h7UWg/viewform?usp=send_form Google Form #1]: Personal info & survey. Please 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.
  
 +
* [https://docs.google.com/forms/d/e/1FAIpQLSdqxwf8pug47S7YoGb3XJWoq5K4iiQtTYV1CQsOmVTFTxh1GQ/viewform?usp=send_form Google Form #2] Please 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. I will not look at your personal scores; this is to help you to better understand yourself (and I may use the data later for my research, with your consent).
  
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== Weekly materials & assignments ==
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* Writing process paper (see below)
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−
=== Weeks 1-2: Writing process ===
 
−
 
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* Read AEWM ch. 1 (Intro), ch. 2 (writing process)
 
  
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* Google Form #1: [https://docs.google.com/forms/d/1fzFJKnET6A2Kqm2iPaVfuL_lUinNF0xTa43446NC4Xk/viewform?c=0&w=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.) Due date: 
 
  
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* 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. Due date: 
+
;Lecture videos:
 +
* [https://youtu.be/f9uSPiuRnPE The writing process, part 1 (overview)]
 +
* [https://youtu.be/rtfdrDnKUvY Writing difficulties, writing strategies]
 +
* [https://youtu.be/a990bT0uzKY Writing difficulties & motivation issues]
  
  
−
==== Major homework #1: Writing process homework ====
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<div class="graybox">
−
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==== Writing process & strategies: Reflective paper ====
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For this paper, you are to introspect on your your own writing process and strategies. Your paper should address some of the following questions.
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For this paper, you are to introspect on your your own [[writing process]] and [[writing 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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* How effective are your methods and writing process, e.g., brainstorming, drafting, and revision?
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* How effective are your writing methods and [[writing process]]?
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* How much / how often do you revise, and what do you focus on?
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* What [[prewriting techniques]] do you use (e.g., brainstorming, drafting, and revision), and how well do they work for you?
 
* How similar / different your writing process is for different kinds of projects or courses, or for English versus Korean assignments?
 
* How similar / different your writing process is for different kinds of projects or courses, or for English versus Korean assignments?
−
* If you have problems with procrastination or writer's block, explain how you deal with it. What are the causes of these problems for you? (e.g, perfectionism, extrinsic motivation, lack of ideas, too much information to deal with, or negative voices from your past that you've internalized).
+
* What problems do you have with writing, and how do you / can you overcome them? (E.g., motivational problems, writer's block, procrastination...)
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* What motives drive your writing? (Refer to the writing strategies inventory and Google Form #2). How effective are these strategies and motives?
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* What kind of [[motivation]] and strategies influence your writing? (Refer to the writing strategies inventory and Google Form #2). How effective are your [[writing strategies]]?  
 
* How confident do you feel about your writing abilities, English abilities, and/or your ability to improve in these areas?
 
* How confident do you feel about your writing abilities, English abilities, and/or your ability to improve in these areas?
−
* Also, questions on the bottom of p. 27.
 
−
 
−
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, and reflecting on your process. The focus of this assignment is mainly the contents, so don't worry too much about minor grammatical or mechanical errors (spelling, punctuation, etc.).
 
  
 +
See also the questions in the book. 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 (1.5x or double spaced; you can print double-sided pages to save trees), in hard copy format (printed out). See the Appendix 13.1 for standard college paper format. 
 +
 +
Due date: 18 Sept. (Wednesday) in class
 +
 +
;Grading criteria: See the criteria in Appendix §13.3.2 for minor assignments. I will particularly consider the contents and focus, namely, the depth of your reflection and analysis.
 +
</div>
 +
 +
;See also:
 +
* [[Revision process steps | Steps in the revision process]]
 +
 +
 +
 +
===Weeks 2-3: Evaluating sources===
 +
====Internet 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?
 +
# [https://zapatopi.net/treeoctopus/ Pacific tree octopus]
 +
# [https://politics.theonion.com/cia-realizes-its-been-using-black-highlighters-all-thes-1819568147 CIA realizes it has been using ...]
 +
# [http://www.dhmo.org/truth/Dihydrogen-Monoxide.html Dihydrogen monoxoide: The truth]
 +
 +
 +
====Newspaper article samples====
 +
Now look at the following news stories about a border controversy in Hong Kong. Which seem biased, neutral, informative, or reliable, and why?
 +
# Global Times [http://www.globaltimes.cn/content/1107135.shtml]
 +
# South China Morning Post [http://www.scmp.com/news/hong-kong/politics/article/2150873/hong-kongs-controversial-china-rail-checkpoint-bill-finally]
 +
# CNN [https://edition.cnn.com/2018/06/15/asia/hong-kong-train-station-china-intl/index.html]
 +
# Reuters [https://www.reuters.com/article/us-hongkong-china/chinese-officials-to-enforce-mainland-laws-in-hong-kong-train-station-idUSKBN1AA0U7]
 +
# New York Times [https://www.nytimes.com/2017/07/25/world/asia/hong-kong-mainland-china-rail-terminal.html]
 +
# Business Insider [http://uk.businessinsider.com/r-plan-to-enforce-chinese-laws-in-hong-kong-train-station-clears-legal-hurdle-2018-6]
 +
 +
 +
====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?
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* For Korea (or your own country), which news outlets would be more reliable, and which ones would be less reliable?
 +
 +
<div style="column-count:3;-moz-column-count:3;-webkit-column-count:3">
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# Fox News http://www.foxnews.com
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# Breitbart http://www.breitbart.com
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# New York Times http://www.nytimes.com
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# New York Post http://www.nypost.com
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# Washington Times http://www.washingtontimes.com
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# Washington Post http://www.washingtonpost.com
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# Wall Street Journal http://www.wsj.com
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# Time Magazine http://www.time.com
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# The Guardian http://www.theguardian.com
 +
# The Independent http://www.independent.co.uk
 +
# BBC News http://www.bbc.com/news
 +
# The Sun http://www.thesun.co.uk
 +
</div>
 +
 +
 +
====Science news sources====
 +
Now look at the following science news websites; which ones seem reliable or worth citing?
 +
# National Geographic http://www.nationalgeographic.com 
 +
# New Scientist http://www.newscientist.com
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# Scientific American http://www.scientificamerican.com
 +
# Science News http://www.sciencenews.org
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# IFLScience http://www.iflscience.com
 +
 +
 +
====Science news examples====
 +
Now look at the following sites reporting on an issue in health and biomedical news. Which ones seem more reliable, and why? 
 +
# The Independent [https://www.independent.co.uk/life-style/health-and-families/does-spending-too-much-time-on-smartphones-and-tablets-damage-kids-development-a7067261.html Does spending too much time on smartphones ...]
 +
# Tech Advisor [https://www.techadvisor.co.uk/feature/digital-home/how-much-screen-time-for-kids-3520917/ How much screen time for kids]
 +
# Very Well Family [https://www.verywellfamily.com/negative-effects-of-too-much-cell-phone-use-621152 Negative effects of too much cell phone use]
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# Forbes [https://www.forbes.com/sites/alicegwalton/2017/12/11/phone-addiction-is-real-and-so-are-its-mental-health-risks/#377c3b9a13df Phone addiction is real ... ]
 +
# Psychology Today [https://www.psychologytoday.com/us/blog/mental-wealth/201402/gray-matters-too-much-screen-time-damages-the-brain Too much screen time ... ]
 +
 +
 +
For the above articles, discuss the following.
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# Imagine that you are writing a paper in a college class, for example, a paper on health effects of cell phone use. Which of the articles are good enough to use as sources for writing your paper? Why?
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# Which of these would not be good sources for your paper? Why not?
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# Look at the Psychology Today article. What kinds of sources does the author cite? Why? How does she use this information in her article?
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# Look at the sources used in the Psychology Today article (in the end references section). What kinds of sources are these? Would you use and cite these in your own college paper?
 +
 +
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For the Psychology Today article, discuss the following.
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# 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?
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# What are the references at the end?
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# 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?
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# If you were writing a college paper on the topic, would you cite sources like those that are cited in the Psychology Today article?
 +
 +
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===Sources and article discussion===
 +
Use these links to fill out the following form assignment, [https://docs.google.com/forms/d/e/1FAIpQLSck3rQAK7RKJ4gKWb4rWd3WxebpQx-3A-Pn-k6oSE3R_gjz7A/viewform?usp=sf_link Google Form #3].
 +
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--subtle differences in cognition (not overall qualitative differences between males and females), and the articles present opposing viewpoints.
 +
 +
# [https://hbr.org/2019/11/how-to-recruit-more-women-to-your-company How to recruit more women to your company, ''HBR'']
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# [https://www.theguardian.com/commentisfree/2010/nov/14/women-men-differences-science-stereotypes ''The Guardian'': The truth about sex differences ... ] (also in the course book)
 +
# [https://www.psychologytoday.com/intl/blog/the-athletes-way/201511/the-male-and-female-brain-are-more-similar-once-assumed ''Psychology Today'': The male and female brain are more similar than once assumed]
 +
# [https://www.psychologytoday.com/intl/blog/darwins-subterranean-world/201410/malefemale-differences-in-variability-itself ''Psychology Today'': Male - female differences in variability]
 +
# [http://www.broomcenter.ucsb.edu/sites/www.broomcenter.ucsb.edu/files/publications/pdf/Maria%20Charles%201.pdf A World of Difference: International Trends in Women’s Economic Status]
 +
 +
 +
; Optional extras:
 +
# [https://www.youtube.com/watch?v=n691pLhQBkw Pinker on male/female differences on Youtube]
 +
# [https://hbr.org/2020/01/study-schmoozing-helps-men-hurts-women Study: Schoozing helps men, hurts women, ''HBR'']
 +
# [https://hbr.org/2020/01/5-strategies-for-creating-an-inclusive-workplace Creating an inclusive workplace, ''HBR'']
 +
# [https://hbr.org/cover-story/2019/09/gender-equality-is-within-our-reach Gender equality is within our reach (Melinda Gates), ''HBR'']
 +
 +
Note: 'Sex' refers to biological male / female differences; gender refers to a more complex psycho-social construct.
 +
 +
 +
;Assignments:
 +
# See the [https://www.youtube.com/watch?v=n691pLhQBkw Pinker on male/female differences on Youtube]
 +
# [https://docs.google.com/forms/d/e/1FAIpQLSck3rQAK7RKJ4gKWb4rWd3WxebpQx-3A-Pn-k6oSE3R_gjz7A/viewform?usp=sf_link Google Form #3: Evaluating sources] (due before class, 23 September) regarding the Pinker video
 +
# [https://forms.gle/bt2y4pdaCrYoUPML6 Worksheet: Types of sources] — an online worksheet / Google form about sources  (Google Form #4)
 +
# Sources quiz (forthcoming)<!--
 +
[https://docs.google.com/forms/d/e/1FAIpQLScWyLhV8gKVbWYF9pBBrBxzU0UJKubE8HQalblfghGiSdAVHA/viewform?usp=sf_link Quiz 1: Sources]
 +
-->
 +
 +
===Overview of sources===
 +
Note: See the page on [[Academic versus non-academic sources]] and the EW Youtube video on [https://www.youtube.com/watch?v=fmJlT8lBDwA evaluating sources (#1: intro video)].
 +
 +
 +
===Argumentation===
 +
# Argument paper 1: Write a short paper in response to one of the questions from the English Placement Test in the book. Due 30 Sept. or 02 Oct., at least one source used, and at least one page.
 +
# Argument paper 2: Write a counter-argument to at least one of your points in the first argument paper. It should be an argument of an academic nature, with at least one source used; at least one page. Due 14 Oct.
 +
</div>
 +
 +
===Week 8: Midterm===
 +
<div class="graybox">
 +
You will write a position paper by expanding on and revising the previous set of homework assignments. Delineate, develop and defend your own specific position as you consider and address possible counter-arguments (like those from the second argument paper). Options:
 +
# Gender/sex issues (what we discussed and wrote about in class)
 +
# A specific topic in your field. This must be a specific position or issue on which academic people in the field disagree about. (Email me first to check if your topic is okay.)
 +
 +
You will submit it by uploading it on the assignment page on Blackboard.
 +
* Due date: Saturday, 26 October, 11:59pm
 +
* I will create an assignment space in Blackboard where you can submit it.
 +
* Either a simple, more informal paper format (first example in part 1 of the Appendix) is needed, or a cover page / title page (following examples in Appendix part 1) format. 
 +
* Length: I am not too concerned with the length (though I would recommend at least two pages, if single-spaced), but I am more concerned with good development of ideas. 
 +
* Contents: You should anticipate and address likely objections to your position and engage in counter-argument / rebuttal. Refer to the chapter on argumentation, including §7.3.
 +
* Sources: For this, it would be logical and necessary to cite at least two sources that are used well in the paper, and preferably more, as you are developing and defending your position (referring to at least one source) and likely citing a counter-argument. Use any citation system that you like, such as [[Chicago Manual (parenthetical)]], [[APA (overview)| APA]],  MLA 7, [[MLA guide | MLA 8]], [[Harvard style]], [[IEEE style | IEEE]], Vancouver, CBE, etc. 
 +
* Grading criteria: See evaluation criteria for major writing assignments in the Appendix of the course book.
 +
 +
</div>
 +
 +
 +
===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:
 +
* [[Writing literature reviews]]
 +
* [[Argumentative_phrases_for_essays]]
 +
* [[Reporting_verbs_(introduction)]]
 +
* [[Reporting_verbs]]
  
−
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. Due date: 
 
  
  
−
=== Weeks 3-5 Paper & genre analysis ===
+
===Genre analysis unit===
 +
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. Refer to the section in the book on genre analysis. The following links may also be helpful.
 +
<!--
 +
* [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 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>.
 +
* [[Research approaches]]
 +
* [[Paradigms]]
 +
* [[Sentence types]]
 +
* [[Paragraph styles]]
  
−
* 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 AEWM ch. 3-4
 
−
* Read [[Theories | Handout on theories, laws, models]]
 
  
−
* 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>
+
;Assignments:
−
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.
+
# [https://docs.google.com/document/d/1haJAqsE64GJ_6pCeaapwhsEVfINpamwD4ESP-bHO8HI/edit?usp=sharing Questions about your major]: Due 11 Nov.
−
+
# [https://docs.google.com/document/d/1XzIuRWwVuWlRPyu7LeJi1G2YWC_jWtUyX7FMg-fVpYo/edit?usp=sharing Questions about papers in your major]: Due '''18''' Nov.
−
* 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 ??]  
+
# Genre analysis essay: 25 Nov.
  
  
−
==== 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:
 
  
 +
====Genre analysis essay: How to write academic papers in your field ====
 +
You are to write an essay on how to write academic papers in your field. It may help to imagine that you are writing for juniors / younger students in your field, and thus you would want to convey one main piece of advice (and related subpoints) about how to write papers in the 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.
 
* The structure and style of academic papers
 
* 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
 
* 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. Use any citation system you like — preferably the one that is used in your field or subfield. See the section below on citation systems.
−
 
−
Length: 4 pages minimum, double-spaced (not counting references, graphs, tables, etc.) <br>
 
−
Draft due date: ?? (at least 2.5 full pages) <br>
 
−
Final version due date: mid-term <br>
 
−
Grading criteria: See the course booklet appendix for grading criteria
 
  
 +
We will do only one version of this assignment (in past semesters, a draft and revision were required).
 +
* Bring a hard copy (printed version) to class
 +
* Length: 2 pages minimum
 +
* At least 2 sources
 +
* Due date:  25 Nov.
  
−
* Genre analysis: Feedback on draft. [[IFLS 306 genre analysis feedback|See the genre analysis feedback here.]]
+
<!--
 +
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: 
 +
-->
 +
FYI:
 +
* Genre analysis: Feedback on draft. [[IFLS 306 genre analysis feedback|See past genre analysis feedback here.]]
 +
* [[Writing literature reviews]]
  
  
−
===Argumentation===
+
==Discourse & style issues==
−
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)].
+
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.  
  
−
Handounts:
+
{|
−
* [[Argumentative_phrases_for_essays]]
+
|-
 +
| width="30%" style="padding: 8px"| To revise and improve your midterm paper, first look at these more general guides to style and wording.
 +
* [[Korean English errors]]  
 +
* [[Informal expressions]]
 +
* [[L2 writing problems (global issues)]]
 +
* [[Clearer wording guide]]
 +
* [https://docs.google.com/document/d/1CBwupfhHqNpixRz8SCSJxr2Y4KrktWMTN5QaBNCz1nk/edit?usp=sharing Transitional expressions for speaking & writing]
  
−
=== Week 8: Midterm ===
+
| style="padding: 8px"| Then look at these more specific topics.
−
* Revise and submit the final version of the genre analysis essay ('''due date: ??'''). Be sure to include a title page or cover page in English style; see the example in the coursebook Appendix.
+
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2">
 +
* [[Academic versus non-academic writing]]
 +
* [[Adjectives]]
 +
* [[Capitalization]]
 +
* [[Commas]]
 +
* [[Colloquialisms]]
 +
* [[Colons and semi-colons]]
 +
* [[Connectors (transitionals)]]
 +
* [[L2 connector errors (East Asians)]]
 +
* [[Delimiters]] (definite & indefinite articles)
 +
* [[Konglish (vocabulary issues)]]
 +
* [[Modal verb problems]]
 +
* [[Punctuation symbols]]
 +
* [[Reporting verbs (introduction)| Reporting & communication verb problems]]
 +
* [[Reporting verbs]] (comprehensive guide)
 +
* [[Sentence types]]
 +
* [[Subject-verb agreement]]
 +
* [[Unprofessional tone]]
 +
* [[Verb+preposition errors]] (and phrasal verbs)
  
 +
</div>
 +
|}
  
−
=== Weeks 9-11: 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.
 
−
<!--
 
−
* '''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]
 
−
-->
 
  
−
=== Weeks 11-12: Discourse & style issues ===
+
==Professional writing ==
−
  <!--
 
−
We will briefly discuss logical fallacies and cognitive biases. You can read the chapter in the book on your own (chapter 7).
 
−
* 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.
 
−
* [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/verb.problems.overview.pdf Overview of problematic verbs & predicates]
 
  
−
-->
+
See the chapter in the course booklet.
−
* '''Final paper proposal'''. Submit a one-paragraph description of your final paper. This may be a paper from another course that you are using in this class (or other options; see above under the announcements). Proposal due: 19 Nov.
 
  
−
 
+
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2">
−
=== Weeks 13-14?: Professional writing unit ===
+
;General guides:
−
+
# [http://www.kentlee7.com/eap/cv.guide.pdf CV guide] and [http://www.kentlee7.com/eap/cv.kentlee.2018.ex.pdf CV sample]
−
# See the chapter in the course booklet
 
−
# [http://www.kentlee7.com/eap/cv.guide.pdf CV guide] and [http://www.kentlee7.com/eap/cv.kentlee.2015b.pdf CV sample]
 
 
# [http://www.kentlee7.com/eap/resume.guide.pdf Résumé guide] and  [http://www.kentlee7.com/eap/resume.guide.ex.pdf Résumé sample]
 
# [http://www.kentlee7.com/eap/resume.guide.pdf Résumé guide] and  [http://www.kentlee7.com/eap/resume.guide.ex.pdf Résumé sample]
 
# [http://owl.english.purdue.edu/owl/section/6/23/ General guides for CVs and résumés] (Purdue OWL website)
 
# [http://owl.english.purdue.edu/owl/section/6/23/ General guides for CVs and résumés] (Purdue OWL website)
Line 144: Line 345:
 
# [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.
 
−
The grading criteria include: [1] neat, readable and attractive appearance for CVs and résumés; [2] good contents; [3] and convincing cover letters or SOPs.
 
  
−
# Job application option: Turn in a résumé and a cover letter (for applying for a non-academic position)
+
====Research statements ====
−
# Academic job option: Turn in a CV and a cover letter (for teaching, research, or academic jobs)
+
# [http://www.kentlee7.com/writ/research.statement.postdoc.pdf Sample research statement for postdoc application ]
−
# Academic application option: Turn in a CV and an SOP  (for applying to a Ph.D. program, especially for moving from a master's degree to a Ph.D. elsewhere)
+
# [http://www.kentlee7.com/writ/research.teaching.statement.job.ex.pdf Sample research & teaching statement for professorship application]
−
+
# [http://www.kentlee7.com/writ/teachingstatement.hy.pdf Teaching statement for a university teaching position]
−
<!--
+
# [http://www.kentlee7.com/writ/budget.justification.rev.pdf Budget justification for grant proposal]
−
Drafts are due on ??; the due date for the final versions will depend on how soon I can grade and return the drafts.  
+
# [http://www.kentlee7.com/writ/project.summary.pdf Project Summary.pdf] for grants, or for preliminary exam / pre-dissertation process
−
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.  
+
# [http://www.kentlee7.com/writ/beckman_cs-ai-award.pdf Grant proposal #1] (for a university grant, which was successful)  
−
-->
+
# [http://www.kentlee7.com/writ/COEdissgrant.pdf Grant proposal #2] (for a university grant)
 +
# [http://www.kentlee7.com/writ/dissgrant.pdf Grant proposal #3a] and [http://www.kentlee7.com/writ/dissgrant_pt2.pdf second part, #3b ]
 +
# [http://www.kentlee7.com/writ/NSFdissgrant.pdf Grant proposal #4] (National Science Foundation grant; a good but unsuccessful application)
 +
# Optional: [http://www.kentlee7.com/writ/kentlee_biosketch.pdf Biographical sketch for grant proposals] (or other purposes)  
 +
 
 +
 
 +
====Teaching statements ====
 +
This includes more formal teaching philosophy statements (TPS) for university teaching jobs.
 +
# [http://www.kentlee7.com/ped/teaching.phil.manual.2011.pdf TPS manual (with examples) ]
 +
# [http://www.kentlee7.com/ped/TeachingPhilosophyRubric.pdf TPS rubric - guidelines for a good TPS ]
 +
# [http://www.kentlee7.com/writ/tps.ex.edpsych.pdf TSP example: Educational psychology ]
 +
# [http://www.kentlee7.com/writ/tps.ex.lg.teacher.pdf TPS example: College language teacher Teaching statement ]
 +
# [http://www.kentlee7.com/writ/teachingstatement.hy.pdf TPS: language education ]
 +
# [http://www.kentlee7.com/writ/research.teaching.statement.job.ex.pdf Sample research & teaching statement for professorship application]
 +
 
  
 
==== Extra handouts: Interviews ====
 
==== Extra handouts: Interviews ====
−
 
 
# [http://www.kentlee7.com/gsp/job.interview.questions.pdf Typical job interview questions]
 
# [http://www.kentlee7.com/gsp/job.interview.questions.pdf Typical job interview questions]
 
# [http://www.kentlee7.com/gsp/interviewQ.teaching.pdf Interview questions for teaching or academic jobs]
 
# [http://www.kentlee7.com/gsp/interviewQ.teaching.pdf Interview questions for teaching or academic jobs]
 
# [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]
 
   
 
   
 +
</div>
 +
 +
 +
==Citation systems==
 +
The following are some commonly used [[citation systems]]; you can use any one of these for your papers in this course.
 +
* See also [https://drive.google.com/file/d/1MPNpi8Au7oWeqcM4hbmHNtexjsqSNrcV/view this general introduction to citing and referencing sources].
 +
* [http://prezi.com/6etplhnelqye/?utm_campaign=share&utm_medium=copy Brief Prezi on citing & referencing sources].
 +
  
−
==== Pedagogy (for teachers or tutors) ====
+
{| class="wikitable"
 +
! Style !! Typical field  & notes
 +
|-
 +
| * [[APA (overview)]] & [[APA guide]] (complete guide) || social sciences (e.g., psychology, education, sociology, applied linguistics); for a more detailed guide, see the complete [[APA guide]]
 +
|-
 +
| * [[Harvard style]] || an older style for various fields, which is very similar to APA style
 +
|-
 +
| * MLA 7 & [[MLA guide | MLA 8]] || literature studies
 +
|-
 +
| * [[IEEE style | IEEE]] || engineering
 +
|-
 +
| * [[Chicago Manual]], short & long footnote styles || humanities (This is a more semi-formal citation style; end references are still required with footnotes) 
 +
|-
 +
| * [[Chicago Manual (parenthetical)]]  || humanities (This is a more formal style with Author+Year in parenthetical in-text citations)  humanities
 +
|-
 +
| * [[Chicago Manual]] || complete guide to all versions
 +
|}
 +
 
 +
If you have a lot of media sources, you might find APA inconvenient for citing these sources; you might find Chicago or MLA easier to use.
 +
 
 +
==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. Final versions of the midterm and final essays will be submitted via Blackboard. Other assignments can be submitted in hard copy (printed copy) in class, or if you are absent, you can turn in hard copies in my mailbox in room 208A (or email it to two of my email accounts).
 +
 
 +
 
 +
===Writing process===
 +
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.
 
   
 
   
 +
See also the questions in the book. 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 the Appendix for standard college paper format, as this alone will suffice (a title / cover page is not needed for this). This counts as a short essay assignment.
 +
 +
 +
===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.
 +
 +
 +
=== Final paper ===
 +
For this, you will have three options:
 +
 +
# Revise and expand your midterm paper into a final paper
 +
# Revise and expand your genre analysis paper into a final paper
 +
# Take a major paper that you are working on in another course, and use it to fulffil the final paper requirement in this course. (Aren't I nice? Yes.)
 +
 +
 +
;First paper draft:
 +
* Bring a hard copy (printed version) to class for peer editing, on the last day of class.
 +
* There are no specific length requirements, as this will depend on your particular course and major.
 +
* If you cannot come to class for some reason, do peer editing with a classmate on your own outside of class, and show or email me a copy of the draft.
 +
 +
 +
;Final version:
 +
This counts as the final essay for the course, due at the very end of Week 16.
 +
* Length: Preferably, at least 3 full pages, double-spaced (not counting references, graphs, tables, etc.), though this may vary according to the expectations of papers in your course or major.
 +
* Grading criteria: See the course booklet appendix for grading criteria for major writing assignments.
 +
* Due date: 20 Dec., via Blackboard
 +
 +
===Professional writing unit===
 +
Note: As of the Fall 2018 semester, we are not doing these as assignments. This is what we did in past semesters.
 +
 +
For the professional writing sample set, pick one of the following scenarios and develop a set of application materials. This counts as a short essay assignment. 
 +
  <ol> <li>
 +
'''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].
 +
 +
  <li>
 +
'''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]
 +
 +
  <li> 
 +
'''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] .
 +
  </ol>
 +
 +
    <p> <br>
 +
 +
== 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)]
  
 +
 +
==Notes and references==
 +
<references/>
 +
 +
 +
 +
 +
<!---
 +
------------------------------------------------------------------------------------------------------------------------
 +
-->
 +
 +
<!--
 +
====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 ====
 
==== Final paper ====
−
+
  <div style="background: #eef;">
−
'''Final paper proposal'''. Submit a one-paragraph description of your final paper. This will be a paper from another course that you are using in this class. Proposal due:   
+
'''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.  
 +
# 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.
 +
# 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.
 +
 
 +
--->
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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.
 +
 
 +
'''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>
 +
 
 +
--> 
 +
<!--
 +
====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.
 +
-->
  
−
Bring a print-out of your draft to class on ??. for peer editing, then email your draft by midnight, ??., to both email accounts (or put in my mailbox by ??.); please send it to both my email accounts. 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.]
 
  
  
−
 
 
[[Category:Courses]] [[Category:Writing]]
 
[[Category:Courses]] [[Category:Writing]]

Latest revision as of 02:28, 7 August 2020

IFLS 306: Academic English Writing (Fall 2019)

Kent Lee, IFLS, Korea University
Mon/Wed 10.30 - 11.45am (3 hours/week), Class location: 국제관 112 (International Studies Hall)

  • Mailbox: 국제관 208A
  • Office & office hours: 국제관 720, by appointment
  • Syllabus (on the LMS/Portal)


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 空문화사 (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.


1.2 Current assignments

Look below for details.

  1. Genre analysis essay: 25 Nov.; see below for details.
  2. Final Google form about the genre analysis unit
  3. Final paper draft: Bring a draft (hard copy) on 11 Dec., the last day of class, for peer editing
  4. Final paper: due 20 Dec. via Blackboard


2 Weekly materials & assignments

Click on the 'Expand' applet on the right to see or collapse past assignments and materials.

Weekly materials and assignments are below; you may need to click the 'Expand' link to the right.


2.1 Weeks 1-2: Intro & writing process

  • Read AEWM ch. 1 (Intro); read ch. 2 (writing process)
  • Google Form #1: Personal info & survey. Please 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.
  • Google Form #2 Please 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. I will not look at your personal scores; this is to help you to better understand yourself (and I may use the data later for my research, with your consent).
  • Writing process paper (see below)


Lecture videos


2.1.1 Writing process & strategies: Reflective paper

For this paper, you are to introspect on your your own writing process and writing 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?
  • What prewriting techniques do you use (e.g., brainstorming, drafting, and revision), and how well do they work for you?
  • 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 kind of motivation and strategies influence your writing? (Refer to the writing strategies inventory and Google Form #2). How effective are your writing strategies?
  • How confident do you feel about your writing abilities, English abilities, and/or your ability to improve in these areas?

See also the questions in the book. 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 (1.5x or double spaced; you can print double-sided pages to save trees), in hard copy format (printed out). See the Appendix 13.1 for standard college paper format.

Due date: 18 Sept. (Wednesday) in class

Grading criteria
See the criteria in Appendix §13.3.2 for minor assignments. I will particularly consider the contents and focus, namely, the depth of your reflection and analysis.
See also


2.2 Weeks 2-3: Evaluating sources

2.2.1 Internet 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


2.2.2 Newspaper article samples

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]


2.2.3 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 (or your own country), which news outlets would be more reliable, and which ones would be less reliable?


2.2.4 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. New Scientist http://www.newscientist.com
  3. Scientific American http://www.scientificamerican.com
  4. Science News http://www.sciencenews.org
  5. IFLScience http://www.iflscience.com


2.2.5 Science news examples

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 above articles, discuss the following.

  1. Imagine that you are writing a paper in a college class, for example, a paper on health effects of cell phone use. Which of the articles are good enough to use as sources for writing your paper? Why?
  2. Which of these would not be good sources for your paper? Why not?
  3. Look at the Psychology Today article. What kinds of sources does the author cite? Why? How does she use this information in her article?
  4. Look at the sources used in the Psychology Today article (in the end references section). What kinds of sources are these? Would you use and cite these in your own college paper?


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 Sources and article discussion

Use these links to fill out the following form assignment, Google Form #3. 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--subtle differences in cognition (not overall qualitative differences between males and females), and the articles present opposing viewpoints.

  1. How to recruit more women to your company, HBR
  2. The Guardian: The truth about sex differences ... (also in the course book)
  3. Psychology Today: The male and female brain are more similar than once assumed
  4. Psychology Today: Male - female differences in variability
  5. A World of Difference: International Trends in Women’s Economic Status


Optional extras
  1. Pinker on male/female differences on Youtube
  2. Study: Schoozing helps men, hurts women, HBR
  3. Creating an inclusive workplace, HBR
  4. Gender equality is within our reach (Melinda Gates), HBR

Note: 'Sex' refers to biological male / female differences; gender refers to a more complex psycho-social construct.


Assignments
  1. See the Pinker on male/female differences on Youtube
  2. Google Form #3: Evaluating sources (due before class, 23 September) regarding the Pinker video
  3. Worksheet: Types of sources — an online worksheet / Google form about sources (Google Form #4)
  4. Sources quiz (forthcoming)

2.4 Overview of sources

Note: See the page on Academic versus non-academic sources and the EW Youtube video on evaluating sources (#1: intro video).


2.5 Argumentation

  1. Argument paper 1: Write a short paper in response to one of the questions from the English Placement Test in the book. Due 30 Sept. or 02 Oct., at least one source used, and at least one page.
  2. Argument paper 2: Write a counter-argument to at least one of your points in the first argument paper. It should be an argument of an academic nature, with at least one source used; at least one page. Due 14 Oct.

2.6 Week 8: Midterm

You will write a position paper by expanding on and revising the previous set of homework assignments. Delineate, develop and defend your own specific position as you consider and address possible counter-arguments (like those from the second argument paper). Options:

  1. Gender/sex issues (what we discussed and wrote about in class)
  2. A specific topic in your field. This must be a specific position or issue on which academic people in the field disagree about. (Email me first to check if your topic is okay.)

You will submit it by uploading it on the assignment page on Blackboard.

  • Due date: Saturday, 26 October, 11:59pm
  • I will create an assignment space in Blackboard where you can submit it.
  • Either a simple, more informal paper format (first example in part 1 of the Appendix) is needed, or a cover page / title page (following examples in Appendix part 1) format.
  • Length: I am not too concerned with the length (though I would recommend at least two pages, if single-spaced), but I am more concerned with good development of ideas.
  • Contents: You should anticipate and address likely objections to your position and engage in counter-argument / rebuttal. Refer to the chapter on argumentation, including §7.3.
  • Sources: For this, it would be logical and necessary to cite at least two sources that are used well in the paper, and preferably more, as you are developing and defending your position (referring to at least one source) and likely citing a counter-argument. Use any citation system that you like, such as Chicago Manual (parenthetical), APA, MLA 7, MLA 8, Harvard style, IEEE, Vancouver, CBE, etc.
  • Grading criteria: See evaluation criteria for major writing assignments in the Appendix of the course book.


2.7 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


2.8 Genre analysis unit

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. Refer to the section in the book on genre analysis. The following links may also be helpful.


Assignments
  1. Questions about your major: Due 11 Nov.
  2. Questions about papers in your major: Due 18 Nov.
  3. Genre analysis essay: 25 Nov.


2.8.1 Genre analysis essay: How to write academic papers in your field

You are to write an essay on how to write academic papers in your field. It may help to imagine that you are writing for juniors / younger students in your field, and thus you would want to convey one main piece of advice (and related subpoints) about how to write papers in the 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. Use any citation system you like — preferably the one that is used in your field or subfield. See the section below on citation systems.

We will do only one version of this assignment (in past semesters, a draft and revision were required).

  • Bring a hard copy (printed version) to class
  • Length: 2 pages minimum
  • At least 2 sources
  • Due date: 25 Nov.

FYI:


3 Discourse & style issues

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.

To revise and improve your midterm paper, first look at these more general guides to style and wording. Then look at these more specific topics.


4 Professional writing

See the chapter in the course booklet.

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


4.1 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)


4.2 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


4.3 Extra handouts: Interviews

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


5 Citation systems

The following are some commonly used citation systems; you can use any one of these for your papers in this course.


Style Typical field & notes
* APA (overview) & APA guide (complete guide) social sciences (e.g., psychology, education, sociology, applied linguistics); for a more detailed guide, see the complete APA guide
* Harvard style an older style for various fields, which is very similar to APA style
* MLA 7 & MLA 8 literature studies
* IEEE engineering
* Chicago Manual, short & long footnote styles humanities (This is a more semi-formal citation style; end references are still required with footnotes)
* Chicago Manual (parenthetical) humanities (This is a more formal style with Author+Year in parenthetical in-text citations) humanities
* Chicago Manual complete guide to all versions

If you have a lot of media sources, you might find APA inconvenient for citing these sources; you might find Chicago or MLA easier to use.

6 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. Final versions of the midterm and final essays will be submitted via Blackboard. Other assignments can be submitted in hard copy (printed copy) in class, or if you are absent, you can turn in hard copies in my mailbox in room 208A (or email it to two of my email accounts).


6.1 Writing process

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.

See also the questions in the book. 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 the Appendix for standard college paper format, as this alone will suffice (a title / cover page is not needed for this). This counts as a short essay assignment.


6.2 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.


6.3 Final paper

For this, you will have three options:

  1. Revise and expand your midterm paper into a final paper
  2. Revise and expand your genre analysis paper into a final paper
  3. Take a major paper that you are working on in another course, and use it to fulffil the final paper requirement in this course. (Aren't I nice? Yes.)


First paper draft
  • Bring a hard copy (printed version) to class for peer editing, on the last day of class.
  • There are no specific length requirements, as this will depend on your particular course and major.
  • If you cannot come to class for some reason, do peer editing with a classmate on your own outside of class, and show or email me a copy of the draft.


Final version

This counts as the final essay for the course, due at the very end of Week 16.

  • Length: Preferably, at least 3 full pages, double-spaced (not counting references, graphs, tables, etc.), though this may vary according to the expectations of papers in your course or major.
  • Grading criteria: See the course booklet appendix for grading criteria for major writing assignments.
  • Due date: 20 Dec., via Blackboard

6.4 Professional writing unit

Note: As of the Fall 2018 semester, we are not doing these as assignments. This is what we did in past semesters.

For the professional writing sample set, pick one of the following scenarios and develop a set of application materials. This counts as a short essay assignment.

  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] .


7 Pedagogy (ideas for teachers or tutors)


8 Notes and references

  1. ↑ There is also an older hard copy handout: Handout on theories, laws, models
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