All of the "Academic Writing in English" courses are designed to provide graduate students with strategies to improve their academic writings and write well-framed research articles. Objectives include learning from various journal articles, using appropriate vocabulary and expressions. The course will examine models presented in the textbook and scientific articles to help guide the writing process. Students will receive individual feedback from the instructor. In addition, students will participate in peer-critique to develop skills to become critical readers and to give constructive criticism to their colleagues.
As a graduate level course, Academic Writing in English 16 equips students with the necessary tools and analytical knowledge to write solid, well-informed journal articles.
By the end of the course, students will be able to produce a short journal article on their research.
Reading, writing skills, written expression, interactive, critical thinking skills
|Specialist skills||✔ Intercultural skills||✔ Communication skills||✔ Critical thinking skills||Practical and/or problem-solving skills|
Using a leading textbook designed for science majors, we will work toward improving students' academic English-writing skills in the following areas:
• Structuring papers so as to accord with international academic English norms
• Vocabulary and expression in each of the standard sections of a paper
• Abstracts for papers
• Referencing and English CVs (if time allows)
|Course schedule||Required learning|
|Class 1||Introduction Unit 3: Writing about Results, pp. 91-121||Identify course aims. Explain and apply grammar and writing skills for the Results (e.g., sequence, frequency, quantity, causality). Analyze structure for the Results.|
|Class 2||Unit 3: Writing about Results, pp. 121-153||Build a model for the Results. Evaluate and test models for the Results.|
|Class 3||Unit 4: Writing the Discussion/Conclusion, pp. 154-167 Draft of the Results for your final paper due Peer-critique of "Results"||Demonstrate knowledge of writing Results. Critique peer's writing. Explain and apply grammar and writing skills for Discussion/Conclusion.|
|Class 4||Unit 4: Writing the Discussion/Conclusion, pp. 167-180||Analyze structure and build a model for Discussion/Conclusion.|
|Class 5||Unit 4: Writing the Discussion/Conclusion, pp. 180-196||Evaluate and test models for the Discussion/Conclusion.|
|Class 6||Draft of your Discussion/Conclusion for final paper due Peer-critique of "Discussion/Conclusion" Unit 5: Writing the Abstract, pp. 197-227 How to cite sources||Demonstrate knowledge of writing the Discussion/Conclusion. Critique peer's writing. Compare and contrast various abstracts. Discuss details of sources.|
|Class 7||Compulsory Final Paper due (with Abstract) Writing CVs in English||Formulate Final paper composed of revised homework assignments and abstract.|
To enhance effective learning, students are encouraged to spend approximately 100 minutes preparing for class and another 100 minutes reviewing class content afterwards (including assignments) for each class.
They should do so by referring to textbooks and other course material.
Glasman-Deal, Hilary. 2010. Science Research Writing: For Non-Native Speakers of English. London: Imperial College Press. (ISBN-13: 978-1-84816-31-2)
Additional reading materials may be assigned throughout the term.
Class Participation 30%
Homework (2 assignments x 35%), 70%
Compulsory Final Paper (a compilation of your revised homework assignments, reflecting corrections and changes suggested by the instructor. If you do not submit this paper, you will fail the class.)
It is recommended that students take this course in sequence with LAE.E463 (Academic Writing in English 15).
Attendance at the first class is compulsory for students planning to take this course.