ENGL 434

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ENGL 434: Advanced Academic Writing for English Teachers

1 Course overview

Tue./Thu. 5-6:15pm (3 hours/week) Locaton: 서관 #314A (tentatively) Course syllabus (required reading)

1.1 Readings and materials

Handouts and materials will be provided on this website, or by email. There is no textbook for this course, but there is a free course packet below (this may be revised and reposted from time to time), plus more handouts below. * Course packet: The Academic English Writing Manual [AEWM] (08 Sept. 2014 version)

1.2 Announcements

Important announcements will appear here. Unimportant announcements may also appear here. # My office hourse are Tuesday & Thursday, 3-4pm. My office is 국제관 720.

  1. Hard copy drafts of the CV, résumé, cover letter, and/or SOP are due 25 Sept.
  2. Grading may be delayed due to the arrival of our new baby, Eugene Francis Lee.
  3. No class on 20 Nov. due to the 논술 exam taking place. A make-up assignment will be given, involving group work; you will meet in groups on your own to do it, and your group will hand in a short write-up on 25 Nov.

2 Weekly materials & assignments

2.1 Week 1: Writing process

  • AEWM ch. 1 (Intro), ch. 2 (writing process)
  • [optional] Grammar terms

2.1.1 Google Form #1 (due date: 08 Sept.)

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.)

2.1.2 Google Form #2 (due date: 15 Sept.)

Fill out this form to assess your writing strategies. Your results will be tallied and emailed back to you afterwards.

2.1.3 Major homework #1: Writing process homework (due date: ? Sept.)

For this paper, you are to introspect on your your own writing process. Describe your writing process from start to finish, including the following (refer to the relevant sections in the course packet): * How you go about doing a major writing task, in English or Korean, at school or work?

  • How you get started? How you brainstorm ideas and organize them?
  • How, how often, and how much you revise your paper
  • How similar / different your writing process is for different kinds of projects or courses? How similar / different your writing process is for English versus Korean assignments?
  • If you have writer's block, explain how you deal with it, and perhaps what causes it (e.g, perfectionism, lack of ideas, too much information to deal with, or negative voices from your past that you've internalized).
  • What motives drive your writing? (Refer to the writing strategies inventory and Google Form #2).

Reflect on your writing process, and write a paper describing your writing process(es), including difficulties that you have, how you overcome them, why you think you have these problems, etc. This is about what you actually do, not what you think you should do, and reflecting on your process. The focus of this assignment is mainly the contents, so don't worry too much about minor grammatical or mechanical errors (spelling, punctuation, etc.).

Your write-up should be at least 2-3 pages (1.5 or double spaced; you can print double-sided pages to save trees), due on 15 September via email (any file format is fine).

2.2 Weeks 2-3: Professional writing unit

  1. AEWM ch. 13
  2. CV guide and CV sample
  3. Résumé guide and Résumé sample
  4. General guides for CVs and résumés (Purdue OWL website)
  5. Simple checklist for a proper résumés
  6. Rubric / criteria for proper résumés, CV, cover letter, SOP
  7. SOP guide and sample
  8. Cover letters for academic job applications
  9. Academic cover letter (for professorship)
  10. Academic cover letter (language teaching job)
  11. Application letter (non-tenure track)

2.3 Professional writing assignments

You are to turn in the following for this assignment; these will count as two HW grades. The grading criteria include: [1] neat, readable and attractive appearance for CVs and résumés; [2] good contents; [3] and convincing cover letters or SOPs. # Job application option: Turn in a résumé and a cover letter (for applying for a non-academic position)

  1. Academic job option: Turn in a CV and a cover letter (for teaching, research, or academic jobs)
  2. Academic application option: Turn in a CV and an SOP (for applying to a Ph.D. program, especially for moving from a master's degree to a Ph.D. elsewhere)

Drafts are due on 25 Sept.; the due date for the final versions will depend on how soon I can grade and return the drafts.

2.4 Extra handouts: Interviews

  1. Typical job interview questions
  2. Interview questions for teaching or academic jobs
  3. Job interview mistakes to avoid

3 Weeks 5-8 Genre analysis

Read AEWM ch. 3-4

3.1 Google Form #3: About your academic field

Fill out this form about your field of study. (due 29 Sept.)

3.2 Google Form #4: About writing in your academic field

Fill out this form about writing in your field. (due 04 Oct.)

3.3 Google Form #5: Outline of GA essay

Fill out this Google Form assignment. This is designed to help you structure your essay assignment (due 25 Oct., midnight). This may be the last Google Form assignment.

3.4 Essay assignment: Genre analysis - How to write academic papers in your field

You are to write an essay on how to write academic papers in your field. This may include important questions such as: * What your field is about - its goals, purpose, driving questions, the type of research that people do, and why

  • The main type[s] of research methods, and how one writes them up.
  • The structure and style of academic papers
  • How one develops and supports arguments - including the types of arguments or theses that papers present, the types of evidence presented, how one develops arguments, and such
  • See also the course packet section on genre analysis, the GA essay assignment, and an example. Be sure to cite at least 3 examples in your paper - examples from published research articles.

Length: 4 pages minimum, double-spaced (not counting references, graphs, tables, etc.) Draft due date: 30 Oct. (at least 3 full pages) Final version due date: 22 Nov. Grading criteria: See the page for grading criteria

3.5 Weeks 7-10: Support & argumentation; style and rhetoric

Read the section in the course packet on introductions, logical fallacies, and topical structure analysis.

3.6 Weeks 10-14: Source use; discourse & style issues

Read the relevant course packet sections on source use, citation systems, coherence / transitionals, cohesion, and word choice. * Homework: Argument paper on EMI, due 14 Nov.

3.7 Pedagogical aspects

3.8 Final paper

Final paper proposal: Submit a one-paragraph description of your final paper. This will be a paper from another course that you are using in this class. Proposal due: ..........

Bring a print-out of your draft to class on 11 Dec. for peer editing, then email your draft by midnight, 21 Dec., to both email accounts (or put in my mailbox by 19 Dec.); please send it to both my email accounts. Be sure to include a title page or cover page in English style, e.g., like this sample.

4 Grading

4.1 General tips

If your assignments are late or missing, you may find yourself being followed by creatures like this.

Be sure to fill out your Google Form assignments in full, and on time.

4.2 Grading rubrics for particular assignments & course components

I often use rubrics for grading assigments. The grading criteria for major assignments appear with the above, which form the basis of the grading rubrics. Some rubrics are shown here; otherwise, they are included in the emailed feedback. Please keep in mind that grades at or near 100 are rare, and are mainly reserved for superintelligent life forms.

4.2.1 Genre analysis essay: Official rubric

  1. Essay topic & introduction
    • Clear, specific introductory material, directly relevant to main thesis (not too general or vague)
    • Intro & thesis clearly indicate essay objectives and what will be discussed; clear, specific, appropriate thesis
    • Interesting, sufficient, & appropriate introduction; good segway to thesis
    • Paper topic and objective are specific and explicit; not too broad
    • Topic sentences / main arguments of body provide good support for thesis
    • Clear, interesting or effective summary / conclusion
  2. Organization and general focus
    • Overall structure and plan are clear
    • Good use of transitional words (conjunctions, etc.) and other cohesive devices for good flow of ideas
    • Clear, logical flow of ideas; all points are logically connected and coherent
    • Clear, specific main points (e.g., topic sentences); Topic sentences in ¶'s provide good support, information, and/or evidence for the topic sentences or main ideas
    • Body paragraph contents directly related to the thesis, main idea, or main objective of essay.
    • Appropriate, specific focus throughout the paper, without unnecessary or unrelated information
  3. Contents
    • Clear, specific information and supporting details; appropriate detail and coverage of contents
    • Effective analysis, discussion, and detail; informative for other students in the field
    • Good development of ideas
    • Well developed paragraphs (¶s); not too short and choppy, nor excessively long
    • The nature of the field and its expectations or academic culture are addressed (even if only in the intro), as well as major aspects of academic writing in the field.
    • Improvement and better development in your paper between the draft version and the final version (e.g., if the final version shows significant work, or looks just like the draft with little revision). Sufficient contents and length: At least 2 full pages for the draft, 4 pages for the final version (not counting references page, or any optional tables or graphs)
  4. Style
    • Clarity: Clear, appropriate, and effective wording, word choice, word usage; coherent and precise expression
    • Appropriate tone & style: Appropriate academic writing style, tone and wording; no colloquial style or word choice
    • Good variety and use of sentence structure; appropriate sentence flow; not choppy, overly short or long
    • Well-formed sentences; no awkward sentences or expressions; no run-on sentences or fragments;
    • Paper format: proper line spacing (1.5-2X spacing), margins (2-2.5 cm), title page (final version), page numbers on each page (except the title page) No major mechanical, grammatical or style issues that affect clarity of expression
    • Papers should be read and revised carefully to eliminate any significant style problems or mechanical problems
  5. Source use
    • Appropriate use of information from sources to support main ideas
    • At least 3 academic sources cited and discussed effectively as examples (at least 2 for the draft)
    • Appropriate summarizing and paraphrasing of information
    • Proper source citation in the essay, e.g., in-text citations
    • Citations are used meaningfully as examples, as points of discussion, and in connection with the points or arguments discussed (i.e., not for padding or decoration)
    • References / works cited / bibliography at the end of the essay in proper format
    • All in-text references, and only references cited in the text, appear in the references section.
    • Proper referencing format (APA, MLA, or whatever format is used in your field)

4.2.2 Minor assignments

Short write-ups such as webform-based write-ups and end-of-class response papers will be graded along the following 10-piont scale. The grading is based mainly on effort, especially for open-ended questions. A full 10 points is awarded only for an entire assignment that shows very good effort.

points assessment criteria
2 Minimal effort The student does not try to answer, indicates that s/he does not know, or offers minimal or no response.
4 Low effort; and/or incorrect answer The student tries to answer but shows no evidence of making effort; may show serious misconceptions; does not use any information from readings or lectures (or from previous courses, knowledge, or experience) to formulate the response.
6 Low-medium effort; incomplete; partially correct or partially attempted answer, but still incomplete The student shows some effort or knowledge and uses some correct terminology, but does not provide a complete explanation. The student does not use appropriate information from the readings or lectures (or prior knowledge). Little evidence of original thought or analysis.
8 Moderate effort; nearly correct or convincing; The student answers the question with few errors and with some explanation. The student attempts to incorporate information from the lectures, readings, or background knowledge. The answers show some attempt at original thought or analysis.
9 Stronger effort; nearly correct or convincing; The student answers the question with few mistakes and with a complete explanation. The student incorporates information from the lectures and readings, and shows some original thought or analysis.
10 Very high effort; convincing, very informative, or correct responses; Student provides a very detailed explanation, with information from his/her background knowledge, other information, or other materials (e.g., information from outside sources), and/or shows great creativity, original thought, or critical thinking skills.

4.2.3 Final paper

In grading your final papers, I will look at the following kinds of criteria. # Effective analysis, discussion, and/or argumentation; in-depth discussion with good, persuasive evidence or support for claims or arguments that you develop. Effective, informative, intellectually satisfying, and persuasive contents; in-depth, well-developed discussion of your ideas.

  1. Improvement and better development in your paper between the draft version and the final version (e.g., if the final looks just like the third essay with little or no improvement, that would hurt the final essay grade).
  2. Clear structure - specific intro, thesis, topic sentences, development of ideas, transitional expressions, and conclusion / summary. Appropriate paragraph style, transitions, etc.
  3. Appropriate uses of sources in your discussion and development of ideas, analysis, or argumentation; at least three scholarly / academic sources should be used. (Exception: If the professor in the class for whom you are writing wants no sources, e.g., no other sources other than a piece of literature that you are analyzing, then that is okay; just let me know when you email it to me.) Sources are properly cited in the body of the paper, and a final references or works cited section. All references cited in the body should be in the references / works cited section, and no sources should be listed in the final references / works cited section that are not cited and used in the body of the essay; also, use of proper citation style - proper APA, MLA, or whichever system you use in your field.
  4. Dealing well with potential counter-arguments (potential objections to your views), if applicable, for your topic.
  5. Proper format: title page (no headings except the title page; see the example under the Handouts page on the Wiki); proper line spacing (1.5-2X spacing), margins (2-2.5 cm), page numbers on each page (except the title page).
  6. Appropriate academic writing style, tone and wording. Papers should be proofread and revised carefully to eliminate any significant problems in word choice, clarity, flow, wordiness, overly informal or colloquial style, and grammar.
  7. Appropriate length. I won't necessarily insist on a word limit if papers in your courses are shorter than usual. But they should be long enough to sufficiently develop your ideas.

4.2.4 Participation

Class participation will be assessed as follows:

criterion poor (D or C grade) excellent (A+)
Attendance Skipping class; often late; lacking or not providing a valid reason for absence or lateness; seemingly contrived or artificial excuses for absences or tardiness; overburdens prof. with questions about missed work or contents; fails to make up work in time Always in class and on time; contacts prof. about legitimate reasons for repeated lateness or absence; finds out from fellow students about missed work and contents, contacting prof. when necessary; takes care of missed work responsibly
Attentiveness Does not seem to pay attention to lectures; seems to be using devices or materials for non-class-related purposes; falls asleep in class; ... Usually focused on the lecture, discussion and class activities; well prepared
Active participation Not participating in group & class discussions or class activities; not answering questions or raising relevant questions in class; never talks to prof. after / outside of class about difficulties; or may try to dominate discussions unfairly, not allowing others a chance to participate Regularly participates in class discussion and activities; asks and/or responds to questions in class; sees prof. about questions or difficulties after class; does not try to dominate discussions
Quality of contributions to class & group discussions Likes to say things that are not relevant, tangential, or self-focused; no intelligent or insightful contributions; says little beyond what is obvious; shows little sign of critical thinking Has intelligent, specific, insightful, focused comments or questions; comments or questions demonstrate critical thinking skills and creativity