論述寫作
Argumentative Essays
| 節 | 週三 |
|---|---|
5 13:20–14:10 | 論述寫作 YX201（陽明） 2 節連堂 |
6 14:20–15:10 |
* 根據陽明交大上課時間表所列
Argumentative essays are essays that attempt to establish a position regarding a particular topic. They require the synthesis of a number of writing skills, including description, summary, interpretation, analysis, argument, and counterargument. The writing sections of standardized tests like the GRE and TOEFL test for these skills, and they do so for good reason. This genre of writing is practiced throughout the sciences and humanities, and many of the scholarly publications in these fields are, in essence, argumentative essays. In this course, students will go through a guided process of reading, prewriting, writing, revising, editing, and rewriting. Throughout this process, they will receive and incorporate feedback from their instructor and from their peers. Students will thereby sharpen their academic writing skills and produce two argumentative essays over the course of the semester.
教師未提供此項資料
無備註
The central aim of this course is to enhance students’ academic writing abilities in English. Students will learn how to ‧ read and respond to a writing assignment; ‧ quote, paraphrase, and summarize sources accurately; ‧ develop a thesis, defend it with arguments, and anticipate and refute counterarguments; ‧ organize an essay; ‧ title an essay; ‧ structure a paragraph; ‧ write introductions and conclusions; ‧ compare and contrast distinct positions regarding a given issue; ‧ cite sources, evaluate their reliability, and use them in a variety of ways; ‧ recognize plagiarism and other misuse of sources; ‧ revise and edit an essay; and ‧ respond thoughtfully to a peer’s essay and to peers’ comments on their own essays.
Essay 1 (3-4 pages): 40% Essay 2 (3-4 pages): 40% Pre-draft assignments (summaries and introductions: about 1 page each) and drafts: 10% Attendance and participation (includes take-home activities): 10% Late assignments will be penalized. There will be no exams for this course.
教師未提供此項資料
| 週次 | 主題 |
|---|---|
| 第 1 週 | Activities: Introduction, Overview of the academic essay 2021/09/15 |
| 第 2 週 | Activities: Plagiarism Homework: Read Goff and Nanay Take-home activity: Goff and Nanay paradigm worksheets 2021/09/22 |
| 第 3 週 | Activities: Discuss Goff and Nanay, Summarizing Homework: Summary 2021/09/29 |
| 第 4 週 | Activities: Summary workshop Due: Summary 2021/10/06 |
| 第 5 週 | Activities: Introductions Homework: Introduction Return: Summary 2021/10/13 |
| 第 6 週 | Activities: Introduction workshop Due: Introduction 2021/10/20 |
| 第 7 週 | Activities: Organizing the body, Conclusions Homework: Essay 1 draft Return: Introduction 2021/10/27 |
| 第 8 週 | Activities: Draft workshop Homework: Essay 1 final Due: Essay 1 draft 2021/11/03 |
| 第 9 週 | Activities: Titles Homework: Read Alkhateeb and Smith Take-home activity: Alkhateeb and Smith paradigm worksheets Due: Essay 1 final 2021/11/10 |
| 第 10 週 | Activities: Discuss Alkhateeb and Smith, Summarizing Homework: Summary 2021/11/17 |
| 第 11 週 | 陽明校區運動會 - No Class 2021/11/24 |
| 第 12 週 | Activities: Summary workshop Due: Summary Return: Essay 1 final 2021/12/01 |
| 第 13 週 | Activities: Organizing the body Homework: Introduction Return: Summary 2021/12/08 |
| 第 14 週 | Activities: Introduction workshop Homework: Essay 2 draft Due: Introduction 2021/12/15 |
| 第 15 週 | Activities: Draft workshop Homework: Essay 2 final Due: Essay 2 draft Return: Introduction 2021/12/22 |
| 第 16 週 | Activities: Concluding remarks Due: Essay 2 final 2021/12/29 |
| 第 17 週 | Take-home activity: 9/22 (see above) 2022/01/05 |
| 第 18 週 | Take-home activity: 11/10 (see above) 2022/01/12 |
Course handouts Alkhateeb, Ahmed (2017, April 24). Science has outgrown the human mind and its limited capacities. Aeon. https://aeon.co/ideas/science-has-outgrown-the-human-mind-and-its-limitedcapacities Goff, Philip (2017, March 1). Panpsychism is crazy, but it’s also most probably true. Aeon. https://aeon.co/ideas/panpsychism-is-crazy-but-its-also-most-probably-true Nanay, Bence (2017, October 16). ‘Know thyself’ is not just silly advice: it’s actively dangerous. Aeon. https://aeon.co/ideas/know-thyself-is-not-just-silly-advice-its-actively-dangerous Smith, Subrena E. (2017, November 13). Why philosophy is so important in science education. Aeon. https://aeon.co/ideas/why-philosophy-is-so-important-in-science-education
- 地點
- 教師未提供此項資料
- 時間
- 教師未提供此項資料
- 聯絡方式
- 教師未提供此項資料