Difference between revisions of "IFLS012Fn"

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* Office & office hours: 국제관 720, by appointment
 
* Office & office hours: 국제관 720, by appointment
 
* Email: See the syllabus or textbook (course booklet)  
 
* Email: See the syllabus or textbook (course booklet)  
 +
* [https://drive.google.com/open?id=1xUj7Mh_U-Izz9F9ttBd_t0n1wRD-rAa_ Syllabus (강으 계획)]
  
  
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====Readings and materials====
 
====Readings and materials====
 
Textbook: Course packet, about ₩8000-10,000, from a print shop near campus (probably at the 空문화사 [공문화사] print shop near the 후문, the back gate on the way to Anam Station).  
 
Textbook: Course packet, about ₩8000-10,000, from a print shop near campus (probably at the 空문화사 [공문화사] print shop near the 후문, the back gate on the way to Anam Station).  
 +
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{{:IFLS012}}
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==Course policies==
 +
 +
===Minor assignments===
 +
Minor assignments are shorter assignments that are graded on a variable point scale, that is, some are worth more points that others. These may include short paragraph assignments (¶), Google Forms (GF), brief presentations, and in-class tasks. This may also include a couple of in-class and/or online surveys (these are for data collection or research purposes, and you get points simply for doing them). At the end of the semester, I will add up the possible total points and convert your grade to a 100-point scale. For example, if you got 150 out of 180 possible points for all the assignments, then 150/180 = 83.3.
 +
 +
 +
===Midterm & final project===
 +
The course will center around the topics of popular misconceptions, including fake news, false beliefs, and logical fallacies. This theme allows us to develop critical thinking skills that are needed for college and for life in general. See the grading criteria in the Appendix for writing and presentation assignments.
 +
* See [[Misconceptions project]] for more on the midterm, including possible topics
 +
* Example: I have created a sample essay for your here: [https://docs.google.com/document/d/1nX2N5oS7IriJkftyYuQNYbd1ydLGXr3SlJ0nC2GaNDU/edit?usp=sharing The Santa Claus myth]. This is not exactly a serious misconception in the sense that we've talked about; it is a sort of misconception among children that adults use, though sometimes the Santa story may be used inappropriately. 
 +
 +
 +
===Grade scale===
 +
You will be graded according to the following framework (though this might be adjusted slightly later). See the course packet for specific grading criteria.
 +
 +
{|
 +
|-
 +
| Attendance  || 10%
 +
|-
 +
| Homework & other minor assignments || 20%
 +
|-
 +
| Midterm || 20%
 +
|-
 +
| Final group presentation || 20%
 +
|-
 +
| Final essay || 30%
 +
|}
 +
 +
 +
 +
<!--
 +
--------------------------------------------------------------------------------------------------------
  
 
====Current assignments====
 
====Current assignments====
 
# Google Form #1: Personal info & survey [https://docs.google.com/forms/d/e/1FAIpQLSe5-VqDKNuDWxsLqBMadBSFqmP0RFaG4omgT01__oOcAyyFyw/viewform?usp=send_form]
 
# Google Form #1: Personal info & survey [https://docs.google.com/forms/d/e/1FAIpQLSe5-VqDKNuDWxsLqBMadBSFqmP0RFaG4omgT01__oOcAyyFyw/viewform?usp=send_form]
 
# Google Form #2: Evaluating sources [https://docs.google.com/forms/d/e/1FAIpQLScXaz-UvL-XUNQafTKisCtw5UJE41UN6BmXEOx5ON_CaNH56A/viewform?usp=sf_link]
 
# Google Form #2: Evaluating sources [https://docs.google.com/forms/d/e/1FAIpQLScXaz-UvL-XUNQafTKisCtw5UJE41UN6BmXEOx5ON_CaNH56A/viewform?usp=sf_link]
 +
# Google Form #3: Logical arguments [https://docs.google.com/forms/d/e/1FAIpQLSeCZO_cuG16GNJbBgAMCOv_RcSV6TZ6boYVqbOPgzQJxQoBFQ/viewform?usp=sf_link]
 +
# Midterm short essay. See below for details (and for an example).
  
  
 
== Weekly materials & assignments ==
 
== Weekly materials & assignments ==
 +
<div class="mw-collapsible mw-collapsed">
  
 
=== Weeks 1-2: Introduction ===
 
=== Weeks 1-2: Introduction ===
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* For Korea, which news outlets would be more reliable, and which ones would be less reliable?  
 
* For Korea, which news outlets would be more reliable, and which ones would be less reliable?  
  
−
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2">
+
<div style="column-count:3;-moz-column-count:3;-webkit-column-count:3">
 
# Fox News http://www.foxnews.com   
 
# Fox News http://www.foxnews.com   
 
# New York Times http://www.nytimes.com
 
# New York Times http://www.nytimes.com
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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?
 
# 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?
 
# If you were writing a college paper on the topic, would you cite sources like those that are cited in the Psychology Today article?
 
# If you were writing a college paper on the topic, would you cite sources like those that are cited in the Psychology Today article?
 +
</div>
  
 +
===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)].
 
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)].
  
 +
==Citing sources==
 +
Here are links to guides for various [[citation systems]]. You can use any one of these for your papers in this course. If you would like to view my Prezi presentation, the overview of citation systems, it is available [http://prezi.com/6etplhnelqye/?utm_campaign=share&utm_medium=copy here].
 +
 +
{| class="wikitable"
 +
! Style !! Typical field  & notes
 +
|-
 +
| * [[APA (overview)]] || social sciences (e.g., psychology, education, sociology, applied linguistics); for a more detailed guide, see the complete [[APA guide]]
 +
|-
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| * [[Harvard style]] || an older style for various fields, which is very similar to APA style
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|-
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| * MLA 7 & [[MLA guide | MLA 8]] || literature studies
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|-
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| * [[IEEE style | IEEE]] || engineering
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|-
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| * [http://www.kentlee7.com/pdf/chicago.short.footnote.style.pdf Chicago Manual, short footnote style] || humanities (This is a more semi-formal citation style; end references are still required with footnotes) 
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|-
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| * [http://www.kentlee7.com/pdf/chicago.author.date.style.pdf Chicago Manual, parenthetical style] || humanities (This is a more formal style with Author+Year in parenthetical in-text citations)  humanities
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|}
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If you have a lot of media sources, you might find APA inconvenient for citing these; you might find Chicago or MLA easier to use. Other science and math fields use [[citation systems]] that are fairly similar to the IEEE, such as the ACS (American Chemical Society), CBE (Council of Biology Editors) / CSE (Council of Science Editors). In the field of law in Korea, the Bluebook style is commonly used, which is a footnote system. If you are in a legal or pre-law field, you can try to learn the Bluebook system, or simply use the Chicago short footnote style for your paper, as it is somewhat similar to Bluebook.
  
 
==Assignments==
 
==Assignments==
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===Midterm & final project===
 
===Midterm & final project===
 
The course will center around the topics of popular misconceptions, including fake news, false beliefs, and logical fallacies. This theme allows us to develop critical thinking skills that are needed for college and for life in general. See the grading criteria in the Appendix for writing and presentation assignments.  
 
The course will center around the topics of popular misconceptions, including fake news, false beliefs, and logical fallacies. This theme allows us to develop critical thinking skills that are needed for college and for life in general. See the grading criteria in the Appendix for writing and presentation assignments.  
 +
* See [[Misconceptions project]] for more on the midterm, including possible topics
 +
* Example: I have created a sample essay for your here: [https://docs.google.com/document/d/1nX2N5oS7IriJkftyYuQNYbd1ydLGXr3SlJ0nC2GaNDU/edit?usp=sharing The Santa Claus myth]. This is not exactly a serious misconception in the sense that we've talked about; it is a sort of misconception among children that adults use, though sometimes the Santa story may be used inappropriately.
 +
  
 
====Midterm ====
 
====Midterm ====
−
The midterm will be an in-class writing task. The writing topic will be related to one of the topics or units in the course, and you will have some flexibility in choosing your topic.  
+
* Due date: 26 October (via Blackboard)
 +
* Length: At least 350 words or 1.5 pages (if double-spaced)
 +
* Sources: At least one source cited, using one of the above citation systems
 +
 
 +
However, I am not strict about word limits; what is more important is that you have enough good contents, and your ideas are well developed (good details, explanation, etc.). An assignment space has been created on Blackboard for this. I use the Blackboard TurnItIn service (a plagiarism-checking service, which I use because it makes it easier for me to grade papers and give you feedback). It supposedly accepts different file formats, but MS Work (.doc/.docx) format works best. You can see p. 122 for suggested paper format, and Appendix 10.3.5 for grading criteria. You should cite and use at least two sources (including popular sources as examples of bad information, bad ideas, or misconceptions).
 +
 
 +
You should meet and work in your groups for the midterm and final, but the papers you submit should be entirely your own independent papers.
 +
 
 +
 
 +
====Paraphrasing task====
 +
See the [https://docs.google.com/document/d/1dhOIz1JSFGEaPC5hAvHwmEMznbiW7NUGIyd72C4ccEM/edit?usp=sharing paraphrasing task in my Google Doc]. This is not for a grade, but it will help you with working on the final project.
 +
 
  
 
====Final presentations====
 
====Final presentations====
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| Final essay || 30%
 
| Final essay || 30%
 
|}
 
|}
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-------------------------------------------------------------------------------------------------------------------
 +
-->
  
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==See also==
 +
===References===
 +
<references/>
  
  
−
 
+
===Other links===
 +
* [[Academic word list]] - essential vocabulary for college students
 +
  
 
[[Category:Courses]]
 
[[Category:Courses]]

Latest revision as of 05:35, 31 August 2019

IFLS 012: Academic English II (Fall 2018)

Instructor

Kent Lee, IFLS, Korea University

  • Mailbox: 국제관 208A
  • Office & office hours: 국제관 720, by appointment
  • Email: See the syllabus or textbook (course booklet)
  • Syllabus (강으 계획)


Course info
  • Course load: 2 hours/week, 1 credit
  • Class locations: 국제관 (International Studies Hall)

Sections

IFLS 012-M1 MW 12.00-12.50pm 국제관 #211
IFLS 012-M4 Tu/Th 10.30-11.20 국제관 #412


1 Course description

This course deals with academic English for your college studies, including (1) academic English writing and speaking skills, and (2) critical thinking skills. The focus will be on academic English for writing and presentation skills for your future college courses.

1.1 Readings and materials

Textbook: Course packet, about ₩8000-10,000, from a print shop near campus (probably at the 空문화사 [공문화사] print shop near the 후문, the back gate on the way to Anam Station).


2 Current & upcoming assignments

  • Paraphrasing assignment, due 25/25 Nov. (as described in the assignments section of the book, and below)
  • Feedback on paraphrasing assignment
  • Final presentations, weeks 14-16
  • Final paper, due 20 Dec. via Blackboard

3 Weekly materials & assignments

Click on the 'Expand' button on the right to show past contents.


3.4 Popular misconceptions project

This project includes the above outline assignment, the midterm paper, a paraphrasing exercise, the final paper, and the final group presentation. See the Misconceptions project page for possible ideas for topics, and for an overview of different types of popular misconceptions.

Midterm & midterm outline

3.4.1 Midterm

  • Midterm date: due during Week 8, in Blackboard
  • You will decide on your topic and write your own paper, but you will coordinate with your group, so that your topics are related to a similar theme; see the misconceptions project page for details.
  • Suggested minimum length: About 500 words, or 1 page (if single-spaced) or 2 pages (if double-spaced); no more than five pages
  • Be sure to include an outline of your paper in the file that you submit. You can include it at the very end of your document, say, after the end references. Refer to the following class handout on midterm preparation and outlining.
  • I would suggest 1-2 background paragraphs, and 1-3 paragraphs for your analysis. You do not need to talk about possible solutions for the midterm (but you can if you want to). You do not need to worry about a concluding paragraph.
  • Sources: At least one professional quality source cited, using any citation system (footnote citations, MLA, APA, Chicago style). I would recommend a good popular source for science news, political news, Psychology Today, etc.; see the page on Academic versus non-academic sources.
  • See my new source citation guide for a quick overview of how to cite sources, or links on this website for particular citation systems like MLA style (for those in literature & media studies), Chicago parenthetical style (for those in various humanities fields), APA (social sciences), and IEEE style (engineering). You can use any citation system that you like.
  • In addition, you can cite popular sources that promote a false belief, or that are good examples of such a false belief (for such popular sources, you can simply footnote the source information).
  • Be sure to include an end references / works cited section in your paper.
  • If you are not familiar with systems for citing sources then use footnotes. Include as much information as you can about the source, such as: Author, date, article title / book title. For magazines, include a URL or page numbers. For more academic journals, include issue, volume number, and page numbers. For books, include the publisher / publishing company and location (where it was published).
  • See section 11.1 of the textbook Appendix for document format; the first page is a standard format that you can use (or you can use the MLA document layout if you like).

I am so not strict about word limits; what is more important is that you have enough good contents, and your ideas are well developed (good details, explanation, etc.). An assignment space will be created on Blackboard for this. It supposedly accepts different file formats, but MS Work (.doc/.docx) and PDF formats work best. You can the Appendix of the book for suggested paper format (§11.1), and for grading criteria (§11.3.6).

You can form your own groups of 2-6 people. You should meet and work in your groups for the midterm and final, but the papers you submit should be entirely your own independent papers.

3.4.2 Final project

You will revise the midterm paper and add to it for the final paper. You will give group presentations in class about your projects at the end of the semester. See below for details.

 


3.5 Pronunciation & presentation skills

Some links:


3.6 Paraphrasing exercise

Below are some articles about why people believe in conspiracy theories and other false beliefs. These are secondary sources, but fairly professional. In these articles, identify some parts or information that might be relevant to your paper project. Write a summary / paraphrase of the relevant information, and then expand on your paraphrase by adding and developing your own thoughts about how it applies to your topic. Also cite the source and write the end reference(s). These articles can be helpful for a better analysis of the problem, or for possible solutions. (A paraphrase and a summary are similar, and the two terms are somewhat interchangeable; when summarizing, you change the wording, and when paraphrasing, you also summarize.)

Use one of the articles for the paraphrasing assignment in the book on p. 76-77, and the paraphrasing guides on p. 85-88. If you find a good quality article that is relevant and would prefer to use it for this assignment, you can do so if you check with me first.

  1. Why Do People Believe Things that Aren’t True?, Psychology Today
  2. Scientists discover the reason people believe in conspiracy theories, The Independent
  3. Why Debunking Myths About Vaccines Hasn’t Convinced Dubious Parents, Harvard Business Review
  4. Who believes in conspiracies? New research offers a theory, EurekaAlert.com
  5. Secret success: Equations give calculations for keeping conspiracies quiet, The Guardian
  6. 5 Reasons Why People Stick to Their Beliefs, No Matter What, Psychology Today
  7. Do the spirits move you? (psychics, paranormal), Psychology Today
  8. Flat earth conspiracy theories, CNN.com
  9. Why we can't ignore conspiracy theories anymore, Time.com
  10. Why do some people believe in conspiracy theories?, Scientific American
  11. Why do so many people believe in conspiracy theories?, Time.com


Additional articles, e.g., on how science and health topics are misreported online or in the news media.

  1. https://www.chronicle.com/article/When-the-Media-Get-Science/150763 When the Media Get Science Research Wrong, University PR May Be the Culprit], Chronicle of Higher Education
  2. Study: half of the studies you read about in the news are wrong, Vox.com
  3. How the media warp science: the case of the sensationalised satnav, The Guardian
  4. This article won't change your mind, The Atlantic
  5. The Strange Origins of Urban Legends, The Atlantic
  6. Trump Needs Conspiracy Theories, The Atlantic
  7. How do scientists become cranks and doctors quacks?, Science-Based Medicine
  8. Lies, Damned Lies, and Medical Science, The Atlantic
  9. Are All Weight Loss Doctors Quacks?, Science20.com


The following are more academic, research-based articles from academic research journals; use these only if you really understand them.

  1. Belief in conspiracy theories: Basic principles of an emerging research domain, European Journal of Social Psychology
  2. Understanding Conspiracy Theories, Political Psychology
  3. Conspiracy Theories and the Paranoid Style(s) of Mass Opinion, American Journal of Political Science
  4. Effective Messages in Vaccine Promotion, Pediatrics
  5. The psychology of conspiracy theories, Current Directions in Psychological Science
  6. Nothing but the truth: Are the media as bad at communicating science as scientists fear?, EMBO Reports
  7. Neuromyths in Music Education, Frontiers in Psychology


Guides
  1. Please see the new source citation guide.
  2. Please see this handout on tips for summarizing. The examples are from a different assignment, but they mostly correspond with the assignment description and tips in your book. [6]
  3. Feedback on paraphrasing assignment


A brief example

... People struggling with obesity or being overweight often suffer from low self-esteem and body image problems, which are only made worse when family members or classmates tell them that they simply need to lose weight. Such comments are not only unhelpful, but add to the stress and anxiety that they feel about themselves. Overweight people have come to accept a negative view of themselves, and society has also fallen for misguided ideas about overweight people, including negative views about overweight people being lazy, irresponsible, or morally deficient. However, psychology may offer us one way of dealing with these misperceptions. Graves (2015) describes the power of narrative, that is, a story that believers construct, which includes not only an historical account of how a conspiracy or hoax was supposedly carried out, but also an explanation of facts and events in their perspective. That is, the narrative explains how the conspiracy accomplished certain events, or why certain events are due to the alleged conspiracy. The narrative also provides conspiracy believers a sense of special understanding of what has happened and why, in their world. It is a psychological conceptual framework that provides them a sense of meaning and understanding. Graves suggest that the power of the narrative can also be turned around and used to educate the public about scientific truth and reality, for example, regarding vaccinations. This strategy can also be applied to correcting incorrect perceptions of overweight people.

In advocating for the dignity of overweight people, some alternative approaches can be taken. Friends and family members of overweight persons can be supportive by setting aside their negative stereotype and the negative explanations they have assumed for why the person is overweight. They can talk to the overweight person about specific negative beliefs that the overweight person has about herself/himself, and the negative messages s/he has been told, from outright fat-shaming to more subtle statements, e.g., that the person needs to try harder to lose weight. Friends and family can communicate their understanding to the overweight person, and reassure the person that s/he is not lazy or morally deficient, and that s/he has a legitimate health condition. Regardless of that person became overweight, s/he has succumbed to a health condition that is difficult to overcome, which is a difficult situation that requires a more complex approach, including emotional support and positive lifestyle changes. Through conversations, friends and family can help to develop a more positive narrative about overweight people, and can help overweight people to develop more positive and realistic narratives about themselves. Non-overweight people can also stand up for overweight persons when others gossip or talk negatively to overweight people or about overweight people.

Specific elements of a more positive narrative may include the following messages. The overweight person may have developed unhealthy eating habits due to some form of stress. Experiencing fat-shaming, teasing, or condescending messages (like "you need to lose weight" or "you just need to try harder to lose weight") only adds to the stress, making it even harder to lose weight. Once the person has become overweight, it is very difficult to lose weight, especially if other emotional or life issues are not dealt with. It is not because of laziness that s/he is overweight and cannot lose weight. The person will find it easier to lose weight if s/he feels accepted or if s/he can deal with the sources of stress or depression in his/her life. When these messages are connected with a specific person (and his/her life or personal characteristics), this can form a more positive narrative - an explanatory story of how the person might have become overweight, the kind of person that s/he is, and how s/he might someday achieve better health.


3.7 Final project

3.7.1 Final presentations

The group presentation assignment is described in the book. Each group will give a presentation, and each person will present on his/her aspect of the project.

Guides

3.7.2 Final paper

The final will be out-of-class writing, based on the midterm. You will revise the midterm and add to it (including contents from the paraphrasing assignment). See below for guides on style, grammar, sources, and source citations. This paper will be turned in via the online KU Blackboard.

4 Using sources

4.1 Finding sources

Sources are used for adding support to the ideas in your papers, and for helping to develop your ideas. Sources can be classified into three general types: popular / general, professional, and academic.

Click on the Expand button to the right to show this section.


5 Style and grammar guides

5.1 Style and grammar

5.1.1 General guides

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


5.1.2 Additional guides

Then look at these more specific topics.



6 Course policies

6.1 Minor assignments

Minor assignments are shorter assignments that are graded on a variable point scale, that is, some are worth more points that others. These may include short paragraph assignments (¶), Google Forms (GF), brief presentations, and in-class tasks. This may also include a couple of in-class and/or online surveys (these are for data collection or research purposes, and you get points simply for doing them). At the end of the semester, I will add up the possible total points and convert your grade to a 100-point scale. For example, if you got 150 out of 180 possible points for all the assignments, then 150/180 = 83.3.


6.2 Midterm & final project

The course will center around the topics of popular misconceptions, including fake news, false beliefs, and logical fallacies. This theme allows us to develop critical thinking skills that are needed for college and for life in general. See the grading criteria in the Appendix for writing and presentation assignments.

  • See Misconceptions project for more on the midterm, including possible topics
  • Example: I have created a sample essay for your here: The Santa Claus myth. This is not exactly a serious misconception in the sense that we've talked about; it is a sort of misconception among children that adults use, though sometimes the Santa story may be used inappropriately.


6.3 Grade scale

You will be graded according to the following framework (though this might be adjusted slightly later). See the course packet for specific grading criteria.

Attendance 10%
Homework & other minor assignments 20%
Midterm 20%
Final group presentation 20%
Final essay 30%



7 See also

7.1 References

  1. ↑ There exists both the Chicago Manual short footnote style and long footnote styles. In the long footnotes, full reference information is given in each footnote or endnote.


7.2 Other links

Retrieved from "https://www.enwiki.org/wiki/index.php?title=IFLS012Fn&oldid=15080"