Difference between revisions of "IFLS011Fn"
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For the essay, you can use contents from your midterm paper (in fact, you should do so) and modify them into a scholarship application essay. You can apply for a sophomore-year scholarship, or you imagine it is a couple of years in the future, and you are applying as a junior or senior; that is, you can project yourself into the future for this assignment, as long as your details about yourself and your accomplishments are realistic. | For the essay, you can use contents from your midterm paper (in fact, you should do so) and modify them into a scholarship application essay. You can apply for a sophomore-year scholarship, or you imagine it is a couple of years in the future, and you are applying as a junior or senior; that is, you can project yourself into the future for this assignment, as long as your details about yourself and your accomplishments are realistic. | ||
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;The Education Reformer Scholarship: Do you want to make a difference by advocating for changes in your department, its program, its curriculum, or especially, how EMI (English-medium instruction, 영강) and EMI policy are implemented in the department? That's great, because the administrators at KU who are responsible for EMI really have no idea what the heck they are doing, and they desperately need your help. Your ideas should involve a careful analysis of a specific aspect of the problem (e.g., a specific problem in the department, in its curriculum, or with EMI in the department), and a specific proposal or solution to improve it. Your ideas should be specific, unique, well thought-out, and original (not something that anyone would think of), as well as feasible and realistic. You will need to convince skeptics who may resist changing the status quo, so your plans and arguments should be specific and convincing. | ;The Education Reformer Scholarship: Do you want to make a difference by advocating for changes in your department, its program, its curriculum, or especially, how EMI (English-medium instruction, 영강) and EMI policy are implemented in the department? That's great, because the administrators at KU who are responsible for EMI really have no idea what the heck they are doing, and they desperately need your help. Your ideas should involve a careful analysis of a specific aspect of the problem (e.g., a specific problem in the department, in its curriculum, or with EMI in the department), and a specific proposal or solution to improve it. Your ideas should be specific, unique, well thought-out, and original (not something that anyone would think of), as well as feasible and realistic. You will need to convince skeptics who may resist changing the status quo, so your plans and arguments should be specific and convincing. | ||
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===Assignment evaluation criteria=== | ===Assignment evaluation criteria=== | ||
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;(A) For interviewers: | ;(A) For interviewers: | ||
* You need to develop and ask good questions to determine which applicants would deserve a scholarship. | * You need to develop and ask good questions to determine which applicants would deserve a scholarship. | ||
| + | * You may receive a minor ten-point grade for your effort as an interviewer, and/or for filling out a brief form to evaluate the candidates. | ||
;(B) For applicants: | ;(B) For applicants: | ||
* Persuasive explanation, details, and examples – enough to persuade a scholarship committee to at least seriously consider your application; | * Persuasive explanation, details, and examples – enough to persuade a scholarship committee to at least seriously consider your application; | ||
* Clear goals for future studies and career; an understanding of what you are studying and what specifically you want to focus on; evidence of maturity, self-awareness, sense of purpose, and reasonable goals and plans | * Clear goals for future studies and career; an understanding of what you are studying and what specifically you want to focus on; evidence of maturity, self-awareness, sense of purpose, and reasonable goals and plans | ||
| − | * See the grading criteria in the Appendix for major presentation / discussion assignments. | + | * See the grading criteria in the Appendix for major presentation / discussion assignments. |
| + | * Your interview score will be an individual grade for your performance only, though you will interview with a group of applicants. This score is the major discussion / presentation grade for the course. | ||
| + | |||
| − | ====Final essay==== | + | ====Final essay==== |
| + | This essay counts as the final paper for the course. There will be no in-class exam during Week 16. Specific criteria include: | ||
* Good contents & development of ideas; in-depth discussion and explanation; | * Good contents & development of ideas; in-depth discussion and explanation; | ||
* Persuasive explanation, details, and examples – enough to persuade a scholarship committee to at least seriously consider your application; | * Persuasive explanation, details, and examples – enough to persuade a scholarship committee to at least seriously consider your application; | ||
| Line 102: | Line 110: | ||
* In-text citations and end references / works cited section | * In-text citations and end references / works cited section | ||
* A semi-formal citation / referencing system like Chicago Manual footnote + works cited format should be used; or a more formal system like APA, MLA, or Chicago parenthetical in-text citation style. | * A semi-formal citation / referencing system like Chicago Manual footnote + works cited format should be used; or a more formal system like APA, MLA, or Chicago parenthetical in-text citation style. | ||
| − | * See the grading criteria in the Appendix for major paper assignments (these are the same as for the midterm). | + | * See the general grading criteria in the Appendix for major paper assignments (these are the same as for the midterm). |
* Paper length: At least 2 full pages (double-spaced) | * Paper length: At least 2 full pages (double-spaced) | ||
* Due date: Week 15 (?) | * Due date: Week 15 (?) | ||
| + | |||
| + | |||
| + | ===Important links=== | ||
| + | * An online sign-up sheet will be posted here later for groups to sign up. [[https://docs.google.com/spreadsheets/d/1Jrr_SA4H_ihaoTDvqmPOj7urXu9GmCRL7iiGoOC2SOs/edit?usp=sharing Sign-up sheet]] | ||
| + | * A sample final paper will be posted here later. | ||
Revision as of 15:14, 11 May 2019
IFLS 011: Academic English I Foundation (Spring 2019)
- Instructor
Kent Lee, IFLS, Korea University
- Mailbox: 국제관 208A
- Office & office hours: 국제관 720, by appointment
- Email: See the syllabus or textbook (course booklet)
- Course info
- Course load: 2 hours/week, 1 credit
- Class locations: 국제관 (International Studies Hall)
Sections
| IFLS 011-L1 | MW 12.00-12.50pm | 국제관 #317480b |
| IFLS 011-L2 | Tu/Th 14.00-14.50 | 국제관 #511 |
Contents
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 Weekly materials & assignments
2.1 Weeks 1-2: Introduction
- Read the introductory chapters of the textbook on your own.
- Google Form #1: Fill out this form of basic information about yourself, and submit it. This counts as a minor grade. (The form works, though it won't send you a confirmation.) The link will have been sent to you by email from the Blackboard system.
- Email assignment (see the course book, §9.1)
3 Final project: Scholarship application
Imagine that you are applying for a scholarship. Your answers should be honest, but should also persuade a scholarship committee about how you are good student who deserves a scholarship. You can use some of the contents from your previous minor assignments for this assignment.
- Explain how you as a student have overcome difficulties or challenges, e.g., in your own studies or major.
- Explain your best strengths as a student.
- Explain why you have good potential as a student in your field or major (even if your grades are not perfect).
- Explain why you have good potential after graduating with your degree, e.g., as a future graduate student, worker, teacher, or professional in your field.
The final project involves two components:
- An oral interview for a scholarship application (discussion component), and
- A formal personal statement to apply for the scholarship, in the form of a formal academic essay; this counts is the final essay / paper.
For the essay, you can use contents from your midterm paper (in fact, you should do so) and modify them into a scholarship application essay. You can apply for a sophomore-year scholarship, or you imagine it is a couple of years in the future, and you are applying as a junior or senior; that is, you can project yourself into the future for this assignment, as long as your details about yourself and your accomplishments are realistic.
3.1 Scholarship information
3.1.1 Background
The Kent Lee Scholarship Foundation (KLSF) is an agency that has granted awards to deserving students at several prestigious universities[1], and now plans to offer scholarships to undergraduate students at Korea University. This is a one-year scholarship to cover college tuition costs, and is available to students of any grade level or age.
To qualify, you must demonstrate (1) academic or personal excellence merit; (2) personal or financial need; (3) current or future potential, such as academic, scientific, practical, leadership, business or entrepreneurial[2] potential; or (4) educational or administrative talent, for example, in proposing improvements to their academic departments or curricula[3].
3.1.2 Scholarship types
There are several scholarship options available, which are described below.
- The Study Animal Scholarship
- This is for those who love studying, have clear ideas of why they are studying in their majors, know what they want to do in their major, and are likely to succeed after college. You should show that you have specific objectives and interest in your first major, second major, and/or minor; you have real potential and ability; and you have specific plans for success after college. (If your post-college plans seem different from your major, that may be okay, if you can justify your plans convincingly.) It may also help to show that you are a well-rounded person with skills other than being a super-geek who lives in the library.
- The Creator Scholarship
- This is for those who dream of doing a creative project after college, such as making an independent movie. This scholarship will fund your senior year of studies at KU, so you can focus on your project. This is for those who have serious plans, a great idea, and genuine potential for success. It may be okay if the project may not seem directly related to his/her major, if you can justify this, e.g., if you can explain how your college skills might help with your creative project. You should show that you have specific, realistic plans for your project; some relevant experience or background; a realistic budget; and the ability to carry out such a project.
- The Entrepreneur Scholarship
- This is for a person who wants to start a new company or business, e.g., to exploit a new niche, to offer a new product or service, or to develop a new and creative business idea or business model. This scholarship will fund your senior year of studies at KU, so you can focus on your project. The applicant needs to show that s/he has a clear, unique, original, and interesting idea; realistic plans and objectives; a strong potential and ability for such an undertaking; and has thought out the project well.
- The Inventor Scholarship
- This is for a person who wants to research, invent, develop, and maybe even market a new invention, such as a new device, a new material, or some kind of novel idea. This scholarship will fund your senior year of studies at KU, so you can focus on your project. The applicant needs to show that s/he has a clear, unique, original, and interesting idea; realistic plans and objectives; a strong potential and ability to carry out the project; and has thought out the project well.
- The Inventor--Entrepreneur Scholarship
- This is for a person who wants to create and market a new invention, and to do so needs to start a new company. This scholarship will fund your senior year of studies at KU, so you can focus on your project. This is a combination of the entrepreneur and inventor scholarships above. You can try this if you think you're a genius -- yes, you're really hot stuff.
- The Self-Improvement Scholarship
- This is for those awesome people who have overcome challenges in life (in the past few years), or have greatly improved from a mediocre student to an excellent student. Your story should be unique, genuine, interesting and convincing, and you also need to show that you have clear ideas and plans for your major and for life after college. (If your post-college plans seem different from your major, that may be okay, if you can justify your plans convincingly.)
- The Professional Scholarship
- This is for those who want to become teachers, professors, or researchers in their fields. You should show success in your current studies; clear future potential and ability; and clear ideas about what you want to do and why.
- The Education Reformer Scholarship
- Do you want to make a difference by advocating for changes in your department, its program, its curriculum, or especially, how EMI (English-medium instruction, 영강) and EMI policy are implemented in the department? That's great, because the administrators at KU who are responsible for EMI really have no idea what the heck they are doing, and they desperately need your help. Your ideas should involve a careful analysis of a specific aspect of the problem (e.g., a specific problem in the department, in its curriculum, or with EMI in the department), and a specific proposal or solution to improve it. Your ideas should be specific, unique, well thought-out, and original (not something that anyone would think of), as well as feasible and realistic. You will need to convince skeptics who may resist changing the status quo, so your plans and arguments should be specific and convincing.
3.2 Assignment evaluation criteria
3.2.1 Oral interview / discussion sessions
These will be conducted in Week 14 and/or Week 15, in groups. Each group will play the role of committee members who interview applicants; and each group will play the role of applicants being interviewed. Each person will have at least two minutes to give a short statement about why s/he deserves the scholarship, followed by 1-2 minutes for questions from the committee.
- (A) For interviewers
- You need to develop and ask good questions to determine which applicants would deserve a scholarship.
- You may receive a minor ten-point grade for your effort as an interviewer, and/or for filling out a brief form to evaluate the candidates.
- (B) For applicants
- Persuasive explanation, details, and examples – enough to persuade a scholarship committee to at least seriously consider your application;
- Clear goals for future studies and career; an understanding of what you are studying and what specifically you want to focus on; evidence of maturity, self-awareness, sense of purpose, and reasonable goals and plans
- See the grading criteria in the Appendix for major presentation / discussion assignments.
- Your interview score will be an individual grade for your performance only, though you will interview with a group of applicants. This score is the major discussion / presentation grade for the course.
3.2.2 Final essay
This essay counts as the final paper for the course. There will be no in-class exam during Week 16. Specific criteria include:
- Good contents & development of ideas; in-depth discussion and explanation;
- Persuasive explanation, details, and examples – enough to persuade a scholarship committee to at least seriously consider your application;
- Clear goals for future studies and career; an understanding of what you are studying and what specifically you want to focus on
- At least two English sources cited (additional sources in other languages are okay)
- In-text citations and end references / works cited section
- A semi-formal citation / referencing system like Chicago Manual footnote + works cited format should be used; or a more formal system like APA, MLA, or Chicago parenthetical in-text citation style.
- See the general grading criteria in the Appendix for major paper assignments (these are the same as for the midterm).
- Paper length: At least 2 full pages (double-spaced)
- Due date: Week 15 (?)
3.3 Important links
- An online sign-up sheet will be posted here later for groups to sign up. [Sign-up sheet]
- A sample final paper will be posted here later.
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.
| type | characteristics | usability | examples |
|---|---|---|---|
| General / popular sources |
|
Generally not valid for college papers; most often, these should not be cited or used for college papers. |
|
| Professional sources |
|
Can and should be used in college papers, as these are of better quality, and many college students can understand and meaningfully use them in their college papers. These are especially used in papers in the first two years of college (before students are ready for full academic sources). |
|
| Academic sources |
|
Probably too difficult for most college students to read, understand, or use meaningfully in their college papers; 3rd or 4th year students might be able to handle some easier academic sources |
|
4.1.1 Professional sources
Below are examples of some professional sources that may be useful for your final papers.
- News outlets
- New York Times http://www.nytimes.com
- Washington Post http://www.washingtonpost.com
- Wall Street Journal http://www.wsj.com
- Time Magazine http://www.time.com
- McClean’s http://www.macleans.ca
- BBC News http://www.bbc.com/news
- Der Spiegel http://www.spiegel.de
- El País (Spain) http://www.elpais.com
- Le Monde (France) http://www.lemonde.fr
- Reuters http://www.reuters.com
- Associated Press http://www.ap.org
- Science and technology news sources
- Wired http://www.wired.com
- New Scientist http://www.newscientist.com
- Scientific American http://www.scientificamerican.com
- Science News http://www.sciencenews.org
- Psychology Today https://www.psychologytoday.com
- CNET http://www.cnet.com (technology)
- Wired.com http://www.wired.com
- Business news & analysis
- Forbes https://www.forbes.com
- Harvard Business Review http://www.hbr.org
- The Economist http://www.economist.com
- Business Insider https://www.businessinsider.com
- Professional trade journals
- The Chronicle of Higher Education https://www.chronicle.com
- Inside Higher Ed http://www.insidehighered.com
- Times Higher Education https://www.timeshighereducation.com/
- Observer https://www.psychologicalscience.org/observer (psychology)
- Food Technology http://www.ift.org/food-technology.aspx
- World Landscape Architecture https://worldlandscapearchitect.com/
- Psychology Today https://www.psychologytoday.com
- Language education
- English Today https://www.cambridge.org/core/journals/english-today
- Film experts & links
- Some of these links themselves are not professional sources, but they may lead you to relevant experts or sources on film.
- American Film Institute database
- List of academic film experts (not a professional source)
- Other trade magazines
- Wikipedia list of trade magazines in different fields: https://en.wikipedia.org/wiki/List_of_trade_magazines
4.1.2 Lighter academic sources
- English Today https://www.cambridge.org/core/journals/english-today
- English Language Teaching journal https://academic.oup.com/eltj/issue
- See http://www.riss.co.kr -- these are domestic (Korean) academic publications, but some might be more understandable.
4.2 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 here.
| 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 |
| * 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 footnote style | 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 |
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.
5 Style & grammar guides
- Academic versus non-academic writing
- Korean English errors
- L2 writing problems (global issues)
- Adjectives
- Capitalization
- Commas
- Colons and semi-colons
- Connectors (transitionals)
- L2 connector errors (East Asians)
- Delimiters
- Konglish (vocabulary issues)
- Logical fallacies
- Modals
- Phrasal verb errors
- Sentence types
- Unprofessional tone
6 Assignments & grading
6.1 Minor ten-point assignments
Minor assignments are short assignments that are graded on a ten-point scale, and 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 ten points simply for doing them). A few assignments may count as two or three 10-point assignments.
6.2 Midterm
The midterm will be paragraph writing task, either in-class or at home. The writing topic will be related to one of the topics or units in the course. See the grading criteria in the Appendix for writing assignments.
- Midterm due date: ? April
- Length: About one page (single-spaced)
- Sources: At least one source cited, using one of the above citation systems
However, 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 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. 121 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.
6.3 Final project
We will do a final group project, which will include group work and a group discussion project. Your grade will be based mostly on your own performance, and partly on the group’s performance. Instead of a final exam, you will write an individual final essay related to your group’s project; this will be out-of-class writing, which will be related to the final project. This will probably be turned in via the online KU Blackboard. See the grading criteria in the Appendix for major writing assignments.
6.3.1 Final presentation
See the section above on Sources -> Finding sources -> Professional sources -> Making pitches for examples and tips.
6.3.2 Final paper
The final will be out-of-class writing, based on the group project, but your paper will be an entirely individual paper. This will probably be turned in via the online KU Blackboard.
6.4 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 and participation 15% Minor ten-point assignments 15% Midterm 20% Presentation assignment 20% Final essay 30%
7 Notes
- ↑ Hundreds of scholarships have been awarded to students at Hogwarts, Gotham City University, Metropolis University, Monsters University, Mars University, Wossamotta University, and Starfleet Academy.
- ↑ Entre·pre·neur [ˌɑːntrəprəˈnɜː(r)] (특히 모험적인) 사업가[기업가; a person who starts a new business or company
- ↑ Cur·ricu·lum [kəˈrɪkjələm] 교육과정; the different courses of study in a school, department, or major, and the contents that are considered to be essential or required for all students, along with electives; plural: curricula / curriculums; adj.: curricular
