寫作教學:理論與實務

This course aims to help the graduates of TESOL be familiar with the theoretical development of second language (L2) writing and its pedagogical practices in an EFL context. The course is comprised of three parts: In the first part, the students survey essential theories and pedagogical approaches in the filed of L2 writing. In the second part, the students explore different pedagogical approaches to L2 writing and gain hand-on experience in L2 writing instruction and assessment. In the last part, the students gain hand-on experience in the second language writing pedagogy. In the last part, the students explore methodologies of research and issues in L2 writing. It is expected that by the end of the course, the students will be able to (1) state the major theories and approaches to L2 writing instruction, (2) evaluate strength and weakness of writing materials, (3) design lesson plans and demonstrate effective instruction in L2 writing, and (4) critique studies in L2 writing.

Reference books: Ferris, D. R. (2003). Response to student writing: Implications for second language students. Mahawah, NJ: Lawrence Erlbaum.  Ferris, D. R. & Hedgcock, J. S. (2004). Teaching ESL composition: Purpose, process, and practice (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.  Goldstein, L. M. (2005). Teacher written commentary in second language writing classrooms. Ann Arbor, MI: The University of Michigan Press.  Hirvela, A. (2004). Connecting reading & writing in second language writing instruction. Ann Arbor, MI: The University of Michigan Press.  Hyland, K. (2003). Second language writing. Cambridge, UK: Cambridge University Press.  Hyland, K. (2004). Genre and second language writing. Cambridge, UK: Cambridge University.  Kroll, B. (2003). Exploring the dynamics of second language writing. Cambridge, UK: Cambridge University Press.  Matsuda, P. K., & Silva, T. (Eds.) (2005). Second language written research: Perspecitves on the process of knowledge construction. Mahawah, NJ: Lawrence Erlbaum.  Swales, J., & Feak, C. B. (2004). Academic writing for graduate students: Essential tasks and skills (2nd ed.). Ann Arbor, MI: The University of Michigan Press. Teaching activities This graduate course will adopt blended learning, including weekly in-class meetings and online activities out of in-class meetings. In weekly class meetings, the students will gain essential knowledge in the field of L2 writing. After class, the student will engage in different online activities via online platform, E3. A detailed description of related activities will be elaborated as follows.  Office Hour: The instructor will provide two-hour office hours out of regular class meetings. The students will have the opportunities to do one-on-one consultation with the instructor. In addition to office hour, the students are encouraged to email to the instructor if they have questions or problems. The instructor’s email will be listed in the course syllabus and post in E3, the class delivery system.  Invitiing speakers' speeches and demonstration: A writing expert--Dr. Min Hui-Tzi and two writing teachers will be invited to share their research and teaching experiences in English writing. All of the talks will be videotaped and posted in E3.  Assignments: All assignments will be submitted in E3. Evaluation and peer responses will also be conducted in E3.  Online discussion: The students are required to join online discussion via E3. They are also required to join online discussion forum formed by people who concern the issues in L2 writing, such as Journal of second language writing (http://www.jslw.org/forum).  Lesson plans: The students are required to design lesson plans for specific levels of students. Modified lesson plans will be published in the class website. Teaching demonstration The students will develop individual and group modules of writing instruction. The teaching demonstration will be videotaped and posted in E3. The students will review their own teaching and modify their teaching.

Assessment items Leading discussion and class participation 20% Textbook and teaching materials evaluation 10% Field project 25% Lesson plan and class demonstration 15% Term paper/final project 30%

Course package will be available on E3.

地點

A516

時間

Wednesdays, EF (13:30-15:20)

聯絡方式

cfchang@mail.nctu.edu.tw (O) 5131402; (O) #52715