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 14 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|
Attendance is taken at each class. For each unit in the textbook, students are required to read the materials in advance, preparing for class discussions. After each unit, students will submit their assignment, which will undergo peer-critique and receive feedback from the instructor. (Note: Assignments turned in late are penalized. Syllabus is subject to change based on the levels, needs, and actual number of students.)
|Course schedule||Required learning|
|Class 1||Introduction to Course Unit 3: Writing about Results, pp. 91-111||Identify course aims. Explain and apply grammar and writing skills for the Results (e.g., sequence, frequency, quantity, causality).|
|Class 2||Unit 3: Writing about Results, pp. 111-135||Analyze structure and build a model for the Results.|
|Class 3||Unit 3: Writing about Results, pp. 135-153||Evaluate and test models for the Results.|
|Class 4||Draft of the Results for your final paper due Peer-critique of "Results" Unit 4: Writing the Discussion/Conclusion, pp. 154-167||Demonstrate knowledge of writing Results. Critique peer's writing. Explain and apply grammar and writing skills for Discussion/Conclusion.|
|Class 5||Unit 4: Writing the Discussion/Conclusion, pp. 167-180||Analyze structure and build a model for Discussion/Conclusion.|
|Class 6||Unit 4: Writing the Discussion/Conclusion, pp. 180-196||Evaluate and test models for the Discussion/Conclusion.|
|Class 7||Draft of your Discussion/Conclusion for final paper due Peer-critique of "Discussion/Conclusion" Unit 5: Writing the Abstract, pp. 197-227 Poster presentations||Demonstrate knowledge of writing the Discussion/Conclusion. Critique peer's writing. Compare and contrast various abstracts. Evolution of poster presentations.|
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 25%), 50%
In-class Work, 20%
Final Paper (Your final paper is a compilation of your revised homework assignments, reflecting corrections and changes suggested by the instructor.)
It is recommended that students take this course in sequence with LAE.E461 (Academic Writing in English 13).
Attendance at the first class is compulsory for students planning to take this course.