研究生英文:研究論文寫作

This course is designed to develop graduate students' ability in writing research papers in English. It introduces students to the organization and linguistic features of research paper writing. Attention will also be paid to ways for editing one's paper for precision, concision, and accuracy. Through readings, lectures and discussions, writing assignments, peer reviews, and writing consultation, students should be able to: -- improve writing and critical thinking skills needed for academic success. --become familiar with the language and structure conventions of a research paper. -- critically and systematically evaluate your own texts and those of your peers. -- give and take constructive criticism and apply this criticism in revising your texts. -- develop your writing identity as a confident researcher and writer in your discipline.

1. VERY IMPORTANT! Students who wish to take this course MUST attend the first day of class. Those who register but miss the first class will be dropped from the class. 2. It is preferred that students plan to write or revise a research paper or thesis during the semester. Students who do not have any kind of writing project for an empirical study should consult the instructor after the first meeting to set up alternative writing tasks for the semester.

--Lecture --Discussions --Analyzing the structure of a research paper --Individual writing consultations with the instructor --Peer review

1. Class Participation (10% of final grade) Your class participation grade will be based on the following: - Class attendance: Please be on time for class. Email me if you will be absent due to emergencies or accidents. More than two times of absence will result in deduction of points in participation. - Active participation in class: raising questions, responding to the teacher and other students (answering their questions or commenting on their responses), and listening attentively to others. 2. Research paper: Introduction (30% of final grade) Write the Introduction of a research paper. You may be at different stages of writing that paper. For this assignment, you can start from scratch or revise an Introduction you have drafted. However, I do not accept an Introduction that is at a later stage of writing, i.e., that is polished and close to the final draft. Introduction 1st draft: peer review in or out of class Introduction 2nd draft: revised draft based on peer’s suggestions Introduction 3rd draft: optional; revised draft based on teacher’s comments Grading: first draft 10%; 2nd + 3rd drafts: 25% 1st draft: graded by pass or fail (submission on time: pass, otherwise: fail) 2nd draft: graded by letter grade 3rd draft: You can choose to submit a 3rd draft if you are not satisfied with the writing/grade of the 2nd draft. An improved 3rd draft will increase the final overall grade for the Introduction assignment. 3. Analysis of sample articles by section: Group work 30% a. Research paper sentence patterns collection (by section) Research paper writing belongs to a specific academic genre that has conventions in the overall structure of the paper and in specific language use. Within language use, a key feature is that scholars tend to use skeleton sentences or phraseology to express certain functions of their sentence (e.g., to express the aim of the paper, to show the results of a statistical analysis, to indicate the limitation of the study, etc.). This assignment is for you to create your own personal archive of these sentence patterns, which can serve as a very helpful resource in your writing. (More instructions will be given later.) b. Analysis of the organization of research papers (by section) Effective reading strategies help you to write better. In reading a research article, you should not only pay attention to its content and argument, but also spot its organization or structure. In this assignment, you will practice analyzing the organization of each section of a paper. 4. Final Group presentation: (15% of final grade) Instead of having a final exam, we will have a final group presentation. Choose the materials to present from the two sources below. Each group selects one interview or one clip of thesis presentation to present to the class. The presentation should include two parts: (1) a summary of the interview/thesis presentation; (2) what you learn from the interview/thesis presentation and your reflection (1) How I Write Series by Stanford University https://undergrad.stanford.edu/tutoring-support/hume-center/about-hume-center/annual-events/how-i-write-series (2) Three Minutes Thesis (3MT) https://threeminutethesis.uq.edu.au/home 3MT Taiwan 2017: https://www.youtube.com/watch?time_continue=154&v=MxePAeSedYs 5. Comments and Postings on Class Facebook page: (15% of final grade) Good academic writing is first and foremost based on good (academic) reading abilities. The more you read critically and analytically, the better your (academic) writing is. Our class Facebook page is a learning community for all of us (the instructor and all the students) to share our reading in English and comment on the readings. We will create our Facebook page once the class registration is settled. More instructions will be given later in class.

Weissberg, R. & Buker, S. (1990). Writing up research: Experimental research report writing for students of English. Prentice Hall Regents. Supplementary materials from multiple print and online resources.

地點

Room 309, Humanity Building 3 (人社三館)

時間

By appointment

聯絡方式

Email: shuminlin10@gmail.com Phone: (03)5712121 *52766