Weeks 1-2: Orientation and Chapter One of Academic Writing Orientation 1. Introduction to the course 2. The class policy, including the attendance, the group work, the peer-review and feedback, etc. 3. The form of examination, and so on. 4. Emphasis on the importance of previewing and self-study. Chapter 1 Essay Purpose and Instructions Aims: ü understand what academic writing is ü understand the purpose of essays ü analyse essay titles Part One: Self-evaluation as leading-in Let Ss read the list of statements and circle the answer according to their condition. 1. I understand what academic writing is. 2. I understand the purpose of essays. 3. I know the academic meaning of instruction words in essays. 4. I can find key words in essay titles to help me understand what I am expected to write. 5. I can analyse the structure of an essay question to give a full answer and include the right information. 6. I know who to go to at my university if I need advice about an essay. Part Two：On Writing and Discussing in Group On Question Discussion 1. What is academic writing? ü Academic writing is writing which is done by scholars (students or academics) for other scholars to read. ü It can take many forms: journal articles, textbooks, dissertations, group project reports, etc. ü The essay still remains the most popular type of assignment for students. 2. What are essays? ü Essays are written by students and are likely to be read by one person only: their tutor. ü The essay can be set as a coursework assignment to assess a student’s understanding of a module, or as an exam question. On Writing 1. The purpose of essays ü A common form of assessment in many disciplines. ü Many reasons for the popularity of essay as the type of assignment. ü Difference between an ordinary question and an essay question. (See details on P9) 2. Analysing essay titles ü How to find and decide the essay title based on the question. ü How to set your full title on your first page. ü To understand the word “discuss” from the perspective of academic essay. ü The steps to follow: a) to refer to different aspect of a topic b) look at the benefits and drawbacks of different points of view c) give your own conclusion (See Exercises 1, 2) 3. Analysing key words and structure of essay titles ü A good technique: to underline or highlight key words. ü Take the IELTS-type essay question as example. ü Focus on the clue brought by a key word and pay attention to the structure and content. ü Tell the difference between the relevant information and the irrelevant one. ü Steps to follow: a) Look for the topic b) Use your knowledge of language to find all areas and make a note of instruction words. c) Use your knowledge of language to decide what should be included in your answer and what should be excluded. (See Exercises 3,4) Part Three: Peer-review and Feedback Work in group of 3 or 4 students, review each other’s writing task, and give feedback accordingly. ü Break down the essay question to identify its exact meaning. ü To analyse a question you need to look in detail and use your knowledge of English to understand the clues about what is expected. ü Don’t be afraid to ask for help with understanding the question. ü You need to demonstrate the ability to evaluate different points of view and demonstrate research skills. ü You need to show awareness of the reader, of academic conventions and the way others in the discipline write. ü Part Four: Assignment Glossary: dissertation, discipline, attribute to, seminar, convention, irrelevant Review the Chapter 1 and finish Exercise 5 Preview Chapter 2 and Chapter 3 (compulsory)
教案 Teaching Plan of Weeks 3-4 章 节 Chapter | Weeks 3-4_ Reader expectation and essay structure; Essay content and language | 教 学 对 象Subjects | All Majors for Undergraduate of 2019, Qingdao University | 教学目标 Teaching goals | Reader expectation and essay structure. Essay content and language. | 重点难点 Key Points& Difficult Points | Plan your essay structure, guide your reader through structure, signposting and cohesion, etc. Explain the time frame, situation and certainty, define key terms and concepts, etc. | 学 时 Time allotment | 2 credit hours | 教授思路/方法/技巧/氛围 Teaching guideline /approaches/ techniques/ atmosphere | Guideline: Topic-based, learner-centered and the teacher is performed as an instructor, facilitator and companion Approaches: Academic reading and writing combined; Peer-review and feedback appreciated Atmosphere: Implementing group work in the classroom Creating a positive classroom climate | 作 业 布 置 Assignments | 1. Glossary: cautious, chronological, figure, compile 2. Review the key points of the two chapters and finish all the exercises. 3. Preview the next two chapters, focusing on the key points (compulsory). | 主 要 参考资料 References | 3. 《专门用途英语课程系列：学术英语写作》，上海外语教育出版社，上海: 2015. 4. 《新时代核心英语教程：写作1》，外语教学与研究出版社，北京：2020. 3. Online resources: Unipus online learning platform. 4. English Newspaper and magazines.
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Weeks 3-4: Reader expectation and essay structure; Essay content and language Leading-in: Assignment check and review of Chapter 1 Chapter 2 Reader Expectation and Essay Structure Aims: ü plan your essay structure ü guide your reader through structure, signposting and cohesion ü understand paragraph structure and how to connect paragraphs Part One: Self-evaluation Let Ss read the list of statements and circle the answer according to their condition. 1. I know how to write an outline for an essay based on an analysis of the essay title. 2. I know what I am normally expected to include in the introduction to an essay. 3. I always write my introduction first. 4. I know what to include in the conclusion of an essay. 5. I know how to use signposting and cohesion to guide the reader through my essay. 6. I know what the parts of paragraph usually are. Part Two：On Writing and Discussing in Group On Question Discussion What is the reader expectation? On Writing 1. Making your essay more readable ü The content of your essay is the core. ü Easy to read in a number of ways. 2. Essay structure ü The basic structure for short essay and long essay. ü The three-part structure applicable to any essay. ü The methods often be employed in essay writing. 2.1. The introduction a) Give a description or explanation of the situation or problem (more general). b) Say why this situation or problem (or a more specific aspect of it) is important c) Say what your aim is, what your position on the situation or problem is, and what the organization of your essay will be. d) The length of introduction is likely to contain no more than 10 per cent of the word count. 2.2 The conclusion a) A summary of the main ideas (related to the importance to the topic). b) A summary of your evidence (with your evaluation of it). c) Your overall conclusion/ your answer to the question. d) The conclusion will be more specific than the introduction. e) Do not add any new evidence or ideas. f) The conclusion is likely to contain no more than 10 per cent of the word count. 2.3 The main body The main body of the text consists of a number of paragraphs, blocks of text tat develop ideas. See more details in The Structure of Paragraphs. 3. Guiding your reader ü The importance of guiding your reader. ü To tell them about the structure (signposting) ü To use language that show that the different aspects of your writing relate to each other (cohesion) ü To distinguish clearly between paragraphs(paragraphing) 4. The structure of paragraphs A paragraph normally has three parts: ü A sentence that introduces the topic (and possibly links it to the previous paragraph). ü A number of sentences that develop the topic (with analysis, evidence, or detail). ü A sentence that concludes the topic (or links it to the next topic/ paragraph). 5. Connecting paragraphs ü To show the relationship between two continuous paragraphs by using different ways. ü See more examples in this part. Part Three: Peer-review and Feedback Work in group of 3 or 4 students, review each other’s writing task, and give feedback accordingly. ü Essay structure--- introduction/body/conclusion/ ü Planning--- do an initial outline based on an analysis of the essay question. ü Introduction --- includes an explanation of the situation and its importance, as well as a statement of the aim of the essay and an indication of its structure. ü Conclusion --- includes a summary of the main ideas, a review and evaluation of the evidence, and an answer to the question. ü Paragraphs have a tree-part structure with their own introductory and concluding sentence(s), and analysis, evidence or detail in between; they often refer forward and backwards to other paragraphs. ü Readability becomes very important in long essays. ü Linking words need to be used in longer text. Part Four: Assignment 1. Glossary: outline, principle, cohesion, distinguish, guild, indent, obstacle, argument, measure, policy 2. Finish Exercise 5 Chapter 3 Essay Content and Language Aims: ü explain the time frame, situation and certainty ü define key terms and concepts ü indicate the importance of the topic and organization of the essay ü use organizational patterns and visuals ü understand the language of conclusions Part One: Self-evaluation Let Ss read the list of statements and circle the answer according to their condition. ü I think the first sentence of an essay should be very general. ü I know how to define key terms and concepts in an introduction. ü I can indicate the importance of the topic in an introduction correctly. ü I know how to introduce the aim and organization of the essay. ü I can use organizational patterns and visuals in an essay. ü I understand how to use tenses correctly in conclusion. Part Two：On Writing and Discussing in Group On Question Discussion What is your understanding of the essay content based on the previous chapters? On Writing 1. The beginning of the essay ü To introduce the topic ü To start with a relatively general comment ü Not to over-generalize in order to avoid being meaningless ü To think about the time frame, the situation and the certainty ü To be precise 2. Definitions ü Key concepts are most likely to be defined in the introduction. ü The importance skills used in the process of definition. ü Passive voice/ relative clause/relative pronoun. ü Justification of your own long definition or interpretation. 3. Indicating the importance of the topic ü Superlatives useful to indicate that the topic is a relevant one ü Adjective and noun combinations 4. Introducing the aim and the organization of the essay See more detail in the given patterns on the textbook. 5. The main body: Organizational patterns ü Comparing/contrasting, problem/solution, cause/effect, advantages/disadvantages ü Chronological, description, exemplification, classifying, themes, definition, process, ü Strengths/weaknesses/opportunities/threats (SWOT) 6. Using visuals ü Visuals will be in the main body. ü Introduce it before showing it. ü Describe the most important information contained in it. ü To be done by comparing or contrasting, describing change over time, interpreting statistics, etc. ü In the form of tables or figures. 7. The language of conclusions ü Repeat the aim of the essay. ü Evidence mentioned in this part to support your goal. ü The conclusion and recommendation. Part Three: Peer-review and Feedback Work in group of 3 or 4 students, review each other’s writing task, and give feedback accordingly. ü At the start of your essay, don’t give any details but say something meaningful. ü The language you use will depend on the situation you are describing, its time frame and the strength of your claims. ü Define your concepts, indicate the importance of the topic, etc. ü Decide on the best organizational pattern of your essay. ü Integrate visuals into your essay by many ways. ü Use the correct tenses in conclusion to sum up what the essay discussed and comment on its importance. Part Four: Assignment 1. Glossary: cautious, chronological, figure, compile 2. Review the key points of the two chapters and finish all the exercises. 3. Preview the next two chapters, focusing on the key points (compulsory). 教案 Teaching Plan of Weeks 5-6 章 节 Chapter | Weeks 5-6_ Formality, efficiency, modesty and clarity; Accuracy | 教 学 对 象Subjects | All Majors for Undergraduate of 2019, Qingdao University | 教 学 目 标 Teaching goals | Formality, efficiency, modesty and clarity Accuracy | 重 点 难 点 Key Points& Difficult Points | Understand formality, efficiency, modesty, and clarity in register and style Improve accuracy, choose the correct tense, focus on subject-verb agreement Use punctuation correctly, use articles correctly, become aware of common errors | 学 时 Time allotment | 2 credit hours | 教授思路/方法/技巧/氛围 Teaching guideline /approaches/ techniques/ atmosphere | Guideline: Topic-based, learner-centered and the teacher is performed as an instructor, facilitator and companion Approaches: Academic reading and writing combined; Peer-review and feedback appreciated Atmosphere: Implementing group work in the classroom Creating a positive classroom climate | 作 业 布 置 Assignments | 1.Glossary: accuracy, defining relative clause, abbreviation, possession, possessive, determiner, demonstrative adjective, respectively 2. Review the key points of the two chapters and finish all the exercises. 3. Preview the next chapter, focusing on the key points (compulsory). | 主 要 参考资料 References | 1. 《专门用途英语课程系列：学术英语写作》，上海外语教育出版社，上海: 2015. 2. 《新时代核心英语教程：写作1》，外语教学与研究出版社，北京：2020. 3. Online resources: Unipus online learning platform. 4. English Newspaper and magazines.
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Weeks 5-6: Formality, efficiency, modesty and clarity; Accuracy Aims: ü understand formality in register and style ü understand efficiency in register and style ü understand modesty in register and style ü understand clarity in register and style Chapter 4Formality, efficiency, modesty and clarity Part One: Self-evaluation Let Ss read the list of statements and circle the answer according to their condition. ü I often use words like “big”, “good”, “a lot” in my essays. ü It is generally acceptable to use idioms and contractions in academic writing. ü I always proofread my essays to make sure I haven’t repeated myself. ü I know how to use cautious and impersonal language to make my writing modest. ü It is acceptable to use words like “thing”, “kind of”, “stuff” in academic writing. ü I feel I need to write long and complex sentences to write in an academic style. Part Two：On Writing and Discussing in Group On Question Discussion What principles of academic writing have you mastered? On Writing Four principles of academic writing Formality
Avoid personal expression. Idioms very rare in academic writing. One-word verbs more formal. Contractions not acceptable in academic writing. Efficiency
Efficient writing fulfils its purpose without saying too much. To use the minimum amount of language that is required, ad not repeat yourself. Using nouns is efficient. Modesty
Be respectful of the ideas of others. Look at different angles and say whether you agree or disagree. Remain modest about your opinion. To use cautious language, i.e. “hedging” language, where it is necessary. Clarity
To express yourself clearly No doubt about what you mean. To be precise ad specific in terms of word choice. Not use sayings in the ending. The use of “etc.” not common in academic text. Part Three: Peer-review and Feedback Work in group of 3 or 4 students, review each other’s writing task, and give feedback accordingly. ü The same academic principles - formality, efficiency, modesty and clarity - are more important than before. ü Formality - use a formal, academic style. ü Efficiency - avoid repetition of phrases and ideas; careful proofreading is essential. ü Modesty – the language needs to be impersonal and cautious where appropriate. ü Clarity – you are expected to write essays that express your ideas clearly and precisely. Part Four: Assignment 1. Glossary: genre, formality, analogy, metaphor, phrasal verb, efficiency, modesty, cite, shareholder, stakeholder, creditor, clarity, saying, sub-clause, dense, Chapter 5 Accuracy Aims: ü improve accuracy ü choose the correct tense ü focus on subject-verb agreement ü use punctuation correctly ü use articles correctly ü become aware of common errors Part One: Self-evaluation Let Ss read the list of statements and circle the answer according to their condition. ü I always check the tense of the verbs I have used in an essay before submitting it. ü I know how to check for subject-verb agreement. ü I can use punctuation correctly in my essays. ü I feel confident about when and when not to use the articles “a” and “the” in my writing. ü I am aware of common errors and how to avoid them. Part Two：On Writing and Discussing in Group On Question Discussion How much do you know about the academic principle of accuracy? On Writing 1. Tense ü The correct tense in sentence. ü The spelling of some verbs in different tenses. 2. Subject-verb agreement ü Common error: the lack of agreement between the subjective and the verb. ü Subjects and objects often consist of nouns or noun phrases. ü The verb needs to agree with the most important word in the subject, the head noun. ü The construction of noun phrases: pre-modified or post-modified. 3. Punctuation ü The important effect on the reader’s perception of a piece of text. ü A small change in punctuation bringing the change in the meaning of sentence. ü The guidelines for the use of punctuation in academic English. 4. Articles ü Where and when to use the articles. ü Not have a singular countable noun in your text without something preceding it. ü Put an article in front of a singular noun, decide between ‘a’ or ‘the’. ü Check that plural forms are preceded by ‘the’ if they refer to something specific. 5. Common errors See more examples in the given chart. Part Three: Peer-review and Feedback Work in group of 3 or 4 students, review each other’s writing task, and give feedback accordingly. ü Correct tense choice. ü Subject-verb agreement. ü Correct use of punctuation. ü Correct use of the articles ‘a(n)’ and ‘the’, including whether or not you actually need to use an article. ü Common errors. Part Four: Assignment 1.Glossary: accuracy, defining relative clause, abbreviation, possession, possessive, determiner, demonstrative adjective, respectively 2. Review the key points of the two chapters and finish all the exercises. 3. Preview the next chapter, focusing on the key points (compulsory). 教案 Teaching Plan of Weeks 7-8 章 节 Chapter | Weeks 7-8_ Research and analysis | 教 学 对 象Subjects | All Majors for Undergraduate of 2019, Qingdao University | 教 学 目 标 Teaching goals | Research and analysis | 重 点 难 点 Key Points& Difficult Points | Develop research skills Identify suitable sources Develop note-making skills Decide on level of detail and what is relevant Develop critical thinking skills | 学 时 Time allotment | 2 credit hours | 教授思路/方法/技巧/氛围 Teaching guideline /approaches/ techniques/ atmosphere | Guideline: Topic-based, learner-centered and the teacher is performed as an instructor, facilitator and companion Approaches: Academic reading and writing combined; Peer-review and feedback appreciated Atmosphere: Implementing group work in the classroom Creating a positive classroom climate | 作 业 布 置 Assignments | 1. Glossary: reliable, tentative, initiative, criteria, pedagogy, synonym, authoritative, anonymous, paraphrasing, spidergram 2. Review the key points of the two chapters and finish all the exercises. 3. Preview the next chapter, focusing on the key points (compulsory). | 主 要 参考资料 References | 1. 《专门用途英语课程系列：学术英语写作》，上海外语教育出版社，上海: 2015. 2. 《新时代核心英语教程：写作1》，外语教学与研究出版社，北京：2020. 3. Online resources: Unipus online learning platform. 4. English Newspaper and magazines.
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Weeks 7-8: Research and analysis Aims: ü develop research skills ü identify suitable sources ü develop note-making skills ü decide on level of detail and what is relevant ü develop critical thinking skills Review of the previous chapters. Chapter 6 Research and analysis Part One: Self-evaluation Let Ss read the list of statements and circle the answer according to their condition. ü I prefer to decide what my answer to an essay question is while I carry out my research. ü I know how to identify suitable sources. ü I feel confident about how to take notes. ü I know how to decide how much research I need to do and what information is relevant to include. ü I know how to demonstrate that I can think critically in my writing. Part Two：On Writing and Discussing in Group On Question Discussion What research skills have you grasped so far? On Writing 1. Research skills ü Start your research after getting your first outline. ü Search for resources in the library and online to find answers to the specific questions your essay to address. ü Save time and make the essay more focused. How to do: ü Identify reliable resources that cover the specific areas you need to write about ü Note down the full details of the resources. ü Read the useful section only. ü Mae clear notes. 2. Suitable sources ü Check the sources available before your research. ü Use online library catalogue. ü Define the key word and try to find the key word relevant to your essay. ü Get the electronic databases from your lecturer or librarian. ü Treat different sources based on the reliability related to your essay, such as websites, Wikipedia, printed encyclopedias, books and journals. 3. Note-making skills ü Write down the bibliographic information of each source: the author’s surname and initials, the full title, the publisher, the year of publication, the place of publication, and sometimes the chapter or pages. ü Create a separate document in your sources for the purpose of put them together. ü Make notes about contents by using your own words to summarize what matters. ü Make it clear. ü Different ways of making notes. ü Develop your preferred note-making style. ü Do use your own symbols and abbreviations and make sure they are always the same. 4. Deciding on level of detail and what is relevant ü The word count tells you the level of detail that is needed. ü Explain your essay step by step, make sure you include all the information that is relevant, without repeating yourself. 5. Critical thinking skills ü Think critically, i.e. question what you read, think logically and draw your own conclusions. ü Indicate where you agree and disagree with a particular author. ü Demonstrate your ability to argue, i.e. to put your points across and defend them. ü Weigh up evidence, think logically and make your point in a clear and organized way. Part Three: Peer-review and Feedback Work in group of 3 or 4 students, review each other’s writing task, and give feedback accordingly. ü In the research stage, you need to think your own ideas through first, then locate relevant sources. ü It is important to choose reliable sources because you will use them to give more authority to your ideas. ü You need to select the best type of note organization for each source. ü Note-making needs to be systematic. ü The level of depth of your research should be determined by both the word count and the amount of explanation about the topic. ü You are expected to think critically, so always judge your sources carefully. Part Four: Assignment 1. Glossary: reliable, tentative, initiative, criteria, pedagogy, synonym, authoritative, anonymous, paraphrasing, spidergram 2. Review the key points of the two chapters and finish all the exercises. 3. Preview the next chapter, focusing on the key points (compulsory). 教案 Teaching Plan of Weeks 9-10 章 节 Chapter | Weeks 9-10_ Reading comprehension | 教 学 对 象Subjects | All Majors for Undergraduate of 2019, Qingdao University | 教 学 目 标 Teaching goals | Reading comprehension | 重 点 难 点 Key Points& Difficult Points | Enhance reading comprehension Analyse sentence structure Analyse noun phrases Identify structural and argumentational signposts | 学 时 Time allotment | 2 credit hours | 教授思路/方法/技巧/氛围 Teaching guideline /approaches/ techniques/ atmosphere | Guideline: Topic-based, learner-centered and the teacher is performed as an instructor, facilitator and companion Approaches: Academic reading and writing combined; Peer-review and feedback appreciated Atmosphere: Implementing group work in the classroom Creating a positive classroom climate | 作 业 布 置 Assignments | 1. Glossary: complement, adverbial, blues, charity, fatigue, 2. Review the key points of the two chapters and finish all the exercises. 3. Preview the next chapter, focusing on the key points (compulsory). | 主 要 参考资料 References | 1. 《专门用途英语课程系列：学术英语写作》，上海外语教育出版社， 上海: 2015. 2. 《新时代核心英语教程：写作1》，外语教学与研究出版社，北京：2020. 3. Online resources: Unipus online learning platform. 4. English Newspaper and magazines.
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Weeks 9-10: Reading comprehension Aims: ü enhance reading comprehension ü analyse sentence structure ü analyse noun phrases ü identify structural and argumentational signposts Review of the previous chapters. Chapter 7 Reading comprehension Part One: Self-evaluation Let Ss read the list of statements and circle the answer according to their condition. ü I can reduce a sentence to its basic parts to understand its meaning. ü I can find what is important information in a sentence and what is not by identifying main subordinate clauses. ü I can work out the meanings of words through an awareness of the different relationships between the nouns in noun combinations. ü I can identify signpost to work out the function of the section of text I am reading. ü I can identify argumentational signpost to see how a section fits into the overall argument the author is making. Part Two：On Writing and Discussing in Group On Question Discussion In what way does your reading comprehension help your academic writing? On Writing 1. Analysing sentence structure ü Academic language is efficient and a lot is said in few words. ü A lot of information is given in a short space. ü Strip the sentence of all the details and look at the underlying grammatical framework. ü Reduce the long sentences to their essentials. ü Be aware of the different sentence types. 2. Possible difficulties ü Some words have the same noun and verb forms. ü Sentences that contain reduced relative clauses can also cause some confusion. 3. Analysing noun phrases ü Noun phrases are commonly used in academic writing. ü Identify head nouns. ü Be aware of the different relationships between the nouns in noun combinations. ü Topic, purpose, location and name are only some of the relationships between nouns. ü When you have three nouns, you need to think about how all the nouns related to each other. ü Pay attention to the adjective and noun combinations. 4. Identifying signposts ü Besides the titles and subheadings, the three-part-structure is also important: introduction, main part and conclusion. ü The background, e.g. prvious research. ü The position of the author: which previous research they agree/do not agree with. ü The claims that the author makes. ü The evidence that is offered for each claim. ü The common that are made about each claim and/or evidence. Part Three: Peer-review and Feedback Work in group of 3 or 4 students, review each other’s writing task, and give feedback accordingly. ü To really understand your source material, you need to use a combination of general and detailed analysis. ü A detailed analysis can be useful for a section that is difficult or that you may want to paraphrase. ü You can use your knowledge of sentence structure to break down the section into smaller components that are easier to understand, before putting it all together again. ü To avoid misinterpretation, bear in mind that some nouns and verbs have the same form. ü For the most general analysis, look for structural signpost that tell you the function of the section of text you are reading. ü Look for an argumentational pattern to see how the section fits into the overall argument the author is making. Part Four: Assignment 1. Glossary: complement, adverbial, blues, charity, fatigue, 2. Review the key points of the two chapters and finish all the exercises. 3. Preview the next chapter, focusing on the key points (compulsory). 教案 Teaching Plan of Weeks 11-12 章 节 Chapter | Weeks 11-12_ Authority and Integrity | 教 学 对 象Subjects | All Majors for Undergraduate of 2019, Qingdao University | 教 学 目 标 Teaching goals | Authority and Integrity | 重 点 难 点 Key Points& Difficult Points | Develop a clear point of view State your opinion Use 'I','we' and other personal pronouns appropriately Evaluate the strength of your own arguments Acknowledge the ideas of others Know when to cite Know whether to quote or paraphrase Use citing and referencing techniques Understand plagiarism better Avoid plagiarism | 学 时 Time allotment | 2 credit hours | 教授思路/方法/技巧/氛围 Teaching guideline /approaches/ techniques/ atmosphere | Guideline: Topic-based, learner-centered and the teacher is performed as an instructor, facilitator and companion Approaches: Academic reading and writing combined; Peer-review and feedback appreciated Atmosphere: Implementing group work in the classroom Creating a positive classroom climate | 作 业 布 置 Assignments | 1. Glossary: integrity, synthesis, reference work, verify, invalidation, expulsion, accountable, tone, deliberate, convey, footnote. 2. Review the key points of the two chapters and finish all the exercises. 3. Preview the next chapter, focusing on the key points (compulsory). | 主 要 参考资料 References | 1. 《专门用途英语课程系列：学术英语写作》，上海外语教育出版社， 上海: 2015. 2. 《新时代核心英语教程：写作1》，外语教学与研究出版社，北京：2020. 3. Online resources: Unipus online learning platform. 4. English Newspaper and magazines.
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Weeks 11-12: Authority and Integrity Aims: ü develop a clear point of view ü state your opinion ü use 'I', 'we' and other personal pronouns appropriately ü evaluate the strength of your own arguments Review of the previous chapters. Chapter 8 Authority Part One: Self-evaluation Let Ss read the list of statements and circle the answer according to their condition. ü When writing an essay, I put all the information I have found together first, and then draw a conclusion from it. ü I know how to use cautious language to state my opinion. ü I know how to use personal pronoun appropriately to show my position on a subject. ü I can evaluate my own arguments to see if evidence needs to be provided and if it is strong enough. Part Two：On Writing and Discussing in Group On Question Discussion What is your understanding of the principle of authority? On Writing 1. The principle of authority ü No two essays are ever the same. ü What makes each essay unique: the exact sources that have been used; the way the sources have been presented, etc. ü The language that the writer uses to organize and present views. ü The essay writer’s opinions and reasoning. 2. Developing a clear point of view ü How to get authority: form an opinion, based on preliminary reading if need be, and then use sources to justify it. 3. Stating your opinion: cautious language ü Use the language of possibility. ü Noting down a statement does not make it weaker, but more persuasive, and therefore academically stronger. ü How to use cautious language to comment on data. 4. The use of ‘I’ and ‘we’ ü The use of these personal pronouns is also linked to identity, to show user’s stance. ü Bring the writer and their identity into the text. ü Be used to organize the essay, state its intent, and distinguish between the opinions of the writer and those of others. 5. Evaluating your own arguments ü Show your point of view in the ways that we have discussed above. ü You should evaluate your arguments in the same way as you look at those of others by considering whether evidence needs to be provided and if it is strong enough. Part Three: Peer-review and Feedback Work in group of 3 or 4 students, review each other’s writing task, and give feedback accordingly. ü Not only refer to different sources, but also comment on them and make connections between them. ü Make your writing more authoritative by selecting sources to develop your own argument. ü Using ideas from published authors to support your own arguments makes your writing stronger, not weaker. ü Express your ideas cautiously by talking about what is possible rather than what is certain. ü Personal pronouns can be used to indicate a personal point of view. ü Certain ways of arguing are not acceptable (e.g. showing bias, using personalization) and you will need to provide solid evidence. Part Four: Assignment 1. Glossary: balanced, preliminary, authoritative, anti-discrimination, stance (stances), intent (intents), scandal 2. Review the key points of the two chapters and finish all the exercises. 3. Preview the next chapter, focusing on the key points (compulsory). Chapter 9 Integrity Aims: ü acknowledge the ideas of others ü know when to cite ü know whether to quote or paraphrase ü use citing and referencing techniques ü understand plagiarism better ü avoid plagiarism Review of the previous chapters. Part One: Self-evaluation Let Ss read the list of statements and circle the answer according to their condition. ü I know what citing and referencing are and why they are important. ü I know the difference between information that is common knowledge and information that needs a citation. ü I know the difference between a quote and a paraphrase. ü I know when to quote and when to paraphrase. ü I am aware of the reason why plagiarism needs to be avoided and of techniques to avoid it. ü I feel confident about using citation formats. Part Two：On Writing and Discussing in Group On Question Discussion What is your understanding of the academic principle of integrity? On Writing 1. The academic principle of integrity ü Integrity is about honesty. ü Being honest about the extent of your own contributions. 2. Citing and referencing ü Citing is mentioning a source in your essay, such as an article or book, especially as an example or proof of what you are saying. ü The ideas of others are treated as intellectual property: they are owned by the people who expressed them first in that way. ü Citing can be done through quoting or paraphrasing. ü Quoting is repeating what someone has said in exactly the same words. ü Paraphrasing is expressing what someone has said in a different way. ü Referencing refers to the list of references you have to provide at the end of the essay, i.e., the details of the sources that have been used. 3. Acknowledging the ideas of others ü Some types of common knowledge (no need to cite) ü The following situations to be cited: ü When you would not have been aware of the information without a source. ü When others are unlikely to accept what you say without evidence from a source. ü When you have used a source in which the author presented common knowledge in a more personal way. 4. Quote or paraphrase? ü Paraphrases allow you to demonstrate more academic skills and are valued more highly. ü Half of your essay could consist of paraphrase. ü Quotes are not as common in academic writing so you should not quote often. ü However, there are occasions when it is better to quote, e.g. when you want to include in your essay definitions, strong statements or ideas that were expressed by others in an original or authoritative way. 5. Avoiding plagiarism ü Plagiarism can be described as academic theft, where scholars use the ideas of others without saying so. ü Accidental plagiarism can happen because of a lack of proofreading, so it is important that you leave yourself enough time to check your work. ü Deliberate plagiarism can be caused by a lack of confidence, e.g. where the writer feels they can never be as good as the authors whose ideas and words he or she used. ü There is no excuse for plagiarism. ü Plagiarism is not just about academic integrity; it is also connected to the principle of academic accuracy. 6. Just a few reasons to avoid plagiarism ü It is a form of theft. ü It is cheating, so it is wrong. ü You are wasting your time as you are not learning how to write like scholar or developing your knowledge. ü You are wasting your tutor’s time as they are not reading/giving feedback on your work. ü It makes your grade worthless. ü It is easily detectable and lead to serious consequences. ü You will spend a lot of time worrying about being detected. ü If it does remain undetected, it hurts others because of unfairness, and yourself, because you will always know your grade is meaningless. 7. Other types of plagiarism ü Plagiarism is more than accidental or deliberate theft. ü It can occur where a quote or paraphrase has been made up, or the ideas from the original text have been changed, perhaps to provide more evidence for the point that a student wants to make. ü Deliberately misrepresenting a writer’s words is also considered plagiarism. ü Another type of plagiarism occurs when students submit the same piece of writing twice, i.e. to get credit again for the same work. ü Another issue to look out for in order to avoid plagiarizing is that your paraphrases do not contain too much text that is identical to the original text. 8. Following citation guidelines ü There are different citation systems ü Examples are Harvard, Vancouver, Chicago, APA and MLA. ü Different departments within a university many have different guidelines. ü Be cautious and careful when using citation software. ü Citation conventions are important and you will need to pay attention to every detail, such as knowing where full stops go. 9. Citation formats ü When quoting or paraphrasing, the name of the author and the year of publication of the source can be given after the source information, between brackets. ü The author’s name can also be used as the subject of the sentence. ü See more examples given in the following exercises. Part Three: Peer-review and Feedback Work in group of 3 or 4 students, review each other’s writing task, and give feedback accordingly. ü If you are not sure whether an idea is common knowledge or not, cite it, just in case. ü You should paraphrase rather than quote where possible. ü There are many reasons why plagiarism is wrong and the penalties can be severe. ü There is no excuse for plagiarism, not even accidental plagiarism. ü You can also avoid plagiarism by following citation guidelines carefully. Part Four: Assignment 1. Glossary: integrity, synthesis, reference work, verify, invalidation, expulsion, accountable, tone, deliberate, convey, footnote. 2. Review the key points of the two chapters and finish all the exercises. 3. Preview the next chapter, focusing on the key points (compulsory). 教案 Teaching Plan of Weeks 13-14 章 节 Chapter | Weeks 13-14_ Paraphrasing | 教 学 对 象Subjects | All Majors for Undergraduate of 2019, Qingdao University | 教 学 目 标 Teaching goals | Paraphrasing | 重 点 难 点 Key Points& Difficult Points | Use a technique to paraphrase accurately Use paraphrases to show your own opinion Integrate paraphrases grammatically Use paraphrases to summarize | 学 时 Time allotment | 2 credit hours | 教授思路/方法/技巧/氛围 Teaching guideline /approaches/ techniques/ atmosphere | Guideline: Topic-based, learner-centered and the teacher is performed as an instructor, facilitator and companion Approaches: Academic reading and writing combined; Peer-review and feedback appreciated Atmosphere: Implementing group work in the classroom Creating a positive classroom climate | 作 业 布 置 Assignments | 1. Glossary: integrate, acronym, NATO, synonym, anatomically, neutral, PR (public relation), feminist empiricism, dualist, drawback, assert, further (v.) 2. Review the key points of the two chapters and finish all the exercises. 3. Preview the next chapter, focusing on the key points (compulsory). | 主 要 参考资料 References | 1. 《专门用途英语课程系列：学术英语写作》，上海外语教育出版社， 上海: 2015. 2. 《新时代核心英语教程：写作1》，外语教学与研究出版社，北京：2020. 3. Online resources: Unipus online learning platform. 4. English Newspaper and magazines.
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Weeks 13-14: Paraphrasing Chapter 10 paraphrasing Aims: ü use a technique to paraphrase accurately ü use paraphrases to show your own opinion ü integrate paraphrases grammatically ü use paraphrases to summarize Part One: Self-evaluation Let Ss read the list of statements and circle the answer according to their condition. ü I know how to paraphrase correctly. ü I know how to integrate paraphrases in my writing to show my opinion about the ideas in the paraphrase. ü I know whether to use present or past tenses when paraphrasing. ü I know a variety of verbs that I can use to introduce the ideas of others. ü I know the difference in meaning between the verbs I use to introduce the ideas of others. ü I know how to bring together the work of different authors in my paraphrases. Part Two：On Writing and Discussing in Group On Question Discussion What is your understanding of paraphrasing technique? On Writing 1. Paraphrasing technique ü A useful paraphrasing technique is the once consisting of six steps. 1) Decide how the ideas from the original text fit into your essay. 2) Read the original piece of text repeatedly, util you really understand its meaning. 3) Put the original text away. 4) Write down in note form, and in your own words, what the text says. 5) Compare your notes with the original: ² Have you expressed the same meaning? ² Have you used your own words? 6) Integrate the information into your text so that your essay clarifies it and builds on it; use grammatical sentences that link the information to the text around it. ü Use them as the acronym ‘FRANCIS’. ü Do not translate another language literally. 2. The importance of integration ü Quotations or paraphrases can never stand on their own- they always need to be linked to the sentences around them. ü Study the examples of two extremes. ü Introduce the paraphrases clearly and comment on their meaning afterwards, whenever possible. ü More exercise showing how to integrate sentences. 3. Showing where your point of view fits in ü When referring to the ideas of others, writers can show that they agree, disagree or are neutral about them. ü It is very important that you understand the exact meaning of the verbs that are frequently used to report the research of others. 4. Integrating quotes and paraphrases grammatically ü Direct speech or indirect speech. ü Direct speech- the exact words someone has said- is put in quotes. ü If you decide to include a quote which covers four lines or more, then you need to set it apart visually. ü Indirect speech, also referred to as reported speech, is used where we make changes to the words that were originally written, which is why we find it in paraphrases. ü While choosing the appropriate verb of reference to show our opinion about what we are reporting, we also need to bear in mind that the choice of verb affects the grammatical pattern I the sentence. 5. Choosing the right tense ü The general rules about tense choices apply to Academic English. ü Learn to decide where to use the simple past, the simple present, the present perfect, etc. 6. Summarizing ü Summarizing is similar to paraphrasing, but rather than working with a small section of text which you use to further an idea in your essay, you put together ideas from different parts of a text, or from different texts (synthesizing). ü You also focus on the main ideas rather than on a particular one. ü Whining the text, you can choose to put the authors’ names alphabetically or chronologically. Part Three: Peer-review and Feedback Work in group of 3 or 4 students, review each other’s writing task, and give feedback accordingly. ü Paraphrases should be used to further the arguments that are being developed in the essay. ü Make your paraphrases relevant, accurate and integrated by using FRANCIS. ü You should always explain the relevance of quotes or paraphrases in your text-don’t include them without comment. ü Your choice of verb to introduce a quote or paraphrase can show whether you agree or disagree with the paraphrase. Part Four: Assignment 1. Glossary: integrate, acronym, NATO, synonym, anatomically, neutral, PR (public relation), feminist empiricism, dualist, drawback, assert, further (v.) 2. Review the key points of the two chapters and finish all the exercises. 3. Preview the next chapter, focusing on the key points (compulsory). 教案 Teaching Plan of Weeks 15-16 章 节 Chapter | Weeks 15-16_ Essay process and presentation | 教 学 对 象Subjects | All Majors for Undergraduate of 2019, Qingdao University | 教 学 目 标 Teaching goals | Essay process and presentation | 重 点 难 点 Key Points& Difficult Points | The stages in the essay writing process Time management Presentation Other types of academic writing | 学 时 Time allotment | 2 credit hours | 教授思路/方法/技巧/氛围 Teaching guideline /approaches/ techniques/ atmosphere | Guideline: Topic-based, learner-centered and the teacher is performed as an instructor, facilitator and companion Approaches: Academic reading and writing combined; Peer-review and feedback appreciated Atmosphere: Implementing group work in the classroom Creating a positive classroom climate | 作 业 布 置 Assignments | 1. Glossary: sophistication, linear, allocate, presentation, inspiration, justification, appendix, caption, objective, design specification, critique, collaborative writing, lab report, research report, literature review. 2. Review the key points of the two chapters and finish all the exercises. 3. Finish the designated writing task (compulsory). | 主 要 参考资料 References | 1. 《专门用途英语课程系列：学术英语写作》，上海外语教育出版社， 上海: 2015. 2. 《新时代核心英语教程：写作1》，外语教学与研究出版社，北京：2020. 3. Online resources: Unipus online learning platform. 4. English Newspaper and magazines.
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Weeks 15-16: Essay process and presentation Aims: ü the stages in the essay writing process ü time management ü presentation ü other types of academic writing Part One: Self-evaluation Let Ss read the list of statements and circle the answer according to their condition. ü I am aware of the steps involved in writing an essay. ü I often spend hours on end in front of the computer without breaks. ü I always check for common errors at final draft stage. ü I am aware of aspects of presentation such as font size, line spacing, paragraphing, etc. ü I am familiar with the content and format of reports, case studies and reflective writing. Part Two：On Writing and Discussing in Group On Question Discussion Do you know how to present your essay? On Writing 1. From essay question to meeting the deadline ü Consider what it should look like, i.e. how it should be presented. ü The similarities and differences between essays and some other academic genres. 2. The writing process ü Longer essays are very different in nature, because of: ² Their length: more organization and signposting are required ² Their research component/ referencing conventions ² Their increased levels of formality and sophistication of language. ü The six steps in the essay writing process: ² Planning ² Analysing the question/ producing an outline ² Researching/ making notes ² Drafting (drafts 1, 2, …) ² Proofreading and presentation (final draft) ² Analysing essay feedback 3. Planning ü The factors affecting the amount of time on your assignment. ü Consider the issues and plan so that you allow yourself enough time to the work to the standard. ü The practical way to manage your time: ü Work out the time you have available each day between now and the deadline: look at your free time but be realistic about how many hours in total you can focus on your work each day and whether you need all this time ü Consider practicalities: transport time, library opening times, computer and printing facilities, etc. ü Put some time aside to allow for emergencies. ü Allocate half of the remaining time to research and half to the writing; think about the first five stages. ü Be realistic and give yourself enough time spread over several days. 4. Analysing the question/producing an outline ü Add approximate word counts to the different parts of the essay outline. ü It helps you avoid a common mistake which wastes a lot of your time. ü The skill with longer essays is to select only the most important information, i.e. what is necessary to develop your argument. 5. Researching/ making notes ü Note the bibliographic information of each source, without making mistakes: the author’s surname and initials, the full title, the publisher, the year of publication, the place of publication, and the chapter or pages if applicable. ü Make source that the section is worth reading in detail before you spend more time on it. ü Make notes while you are doing detailed reading, indicating clearly which are the words from the author and which are not. ü Write down the exact words and page umbers for possible quotes. ü Adapt the style of your notes to your purpose: choose the right visual representation, and use concise language (abbreviations, symbols, …). 6. The first draft ü Look at the first draft as a warm-up or practice activity before you do the real . ü The causes of writer’s block are: ² Setting your standards too high ² Expecting too much too soon ² Thinking about what others expect rom you ² Comparing yourself to others or aspiring to an ideal ² Self-doubt, fear and stress, which may lead to procrastination ² Lack of motivation, possibly leading to distractions. ü The following can help: ² Remind yourself that this is the first stage, where there is no nedd for judgement. ² Replace thoughts of what others want with calming thoughts, e.g. of a beautiful landscape. ² Do nothing for a few minutes except breathing slowly, preferably with your eyes closed, as this can clam you down and clear your mind. develop a writing ritual, e.g. always start to write after you sip some water or chew sugar-gree gum while you write. ² Remove any distractions (internet, gadgets, books, …). ² Just start writing anything; sometimes you just need to start writing to get into it. ² Motivate yourself by reminding yourself that this assignment is a necessary part of your overall goal, and therefore you have chosen to do it. ² Set yourself a small achievable task and deadline to start, e.g. ‘In the next ten minutes I will put together the three definitions of my topic and write two comments about how they compare.’ then set yourself another small task. ² Say out loud what you want to write as it can help you to formulate your thoughts. 7. The next drafts ü After finishing your first draft, it is a good idea to leave your work until the next day at the earliest. ü You can then fill in gaps, reorder paragraphs, make clearer links and generally try to make sure that everything is logical and expressed clearly. ü This is the stage in which you should think about academic principles and appropriate language. ü Through a continuous process of making changes and rereading, your essay versions will keep improving. 8. The final draft ü Try to avoid: ² You still make basic mistakes (e.g. spelling), especially in subject specific vocabulary. ² You make mistakes that are easily avoidable (e.g. an unfinished word or sentence) ² You make too many mistakes. ü Try to leave a positive impression on your readers by erasing the common errors the typical errors you likely to make. 9. Layout and presentation ü The final draft is also the time when you need to think about presentation. ü Look at any guidelines you were given by your tutors regarding font size, line spacing, paragraphing, title pages, etc. ü The following guidelines will be helpful: ² Use a separate page for the tile and your details. ² Number the pages that follow. ² Use subtitles for long essays. ² Don’t use bullet point or numbered lists. ² Leave enough space between the lines (e.g. 1.5) and generally allow enough white space, e.g. before and after visuals. ² Have wide margins (e.g. 2.5 cm on each side of the paper). ² Leave a line between each paragraph. ² Start each paragraph at the beginning of the line or indent five spaces; be consistent. ² Choose a classical font style and size, such as Times New Roman or Courier 12. ² Do not use colour or fun graphics (i.e. impress the reader with content only). ² Do not use underlining and bold except in headings. ² Do a spell check- choose ‘English (United States)’ or ‘English Kingdom)’ as appropriate. use left justification. ² Do not use headers or footers. ² Start your reference list on a different page. ² Start every appendix (if you have an0 on a different page. ² Put one space between each word, after every comma (,), semi-colon (;0 and colon (:). ² If you use a table, put the caption above it, for figures put the information below. Number tables, and figures separately. 10. Analysing essay feedback ü The feedback you receive is full of useful information that you can use to inform your future essays. ü Do not skip this stage as it is essential if you want to keep improving throughout your studies. 11. Other types of writing ü Generally speaking, the amin difference between essays and reports is structure. ü The academic principles are the same, as reports will need to be clearly organized, written in an objective style, be accurate, be referenced, etc. ü A report usually starts with a page which outlines the different headings and subheadings in the report, which are numbered. ü Reports are likely to be more descriptive than essays. ü A typical report will describe and comment on original research, e.g. an experiment or a survey. ü The classic IMRAD patter, which is common in scientific and engineering subjects, as follows: Introduction Methods (and Materials) Results (Analysis and) Discussion/ Conclusion ü Case study reports are pieces of writing that focus on a particular real-life issue. ü Case studies are used in many different departments for a variety of reasons. ü The difference between essays and case studies is not very clearly defined. ü It is impossible to cover all the different formats you might be asked to write. ü The guidelines for the requirements of any genre: 1) Ask your tutor for guidelines 2) Ask for examples from previous students 3) Do a library or online search for examples 4) Examine previous examples by asking yourself the following questions: a) Who is the intended reader? b) What does the intended reader want to find out? c) What knowledge or skills do I need to demonstrate? (purpose) d) What are the different parts (organization), what style is being used (level of formality), what is a normal length? Part Three: Peer-review and Feedback Work in group of 3 or 4 students, review each other’s writing task, and give feedback accordingly. ü Reduce essay stress by making a time management plan and by following the tips to avoid writer’s block. ü None of the stages in the essay writing process should be rushed. After planning, analysing and researching, leave enough time for drafting, re-drafting and proofreading. ü Don’t underestimate the importance of presentation, but don’t worry about it until the essay is written. ü Before starting to work on a new essay, look back at previous feedback to make sure you keep improving. ü When you are asked to write a different genre, use your essay writing skills but adapt your style and format. Part Four: Assignment 1. Glossary: sophistication, linear, allocate, presentation, inspiration, justification, appendix, caption, objective, design specification, critique, collaborative writing, lab report, research report, literature review. 2. Review the key points of the two chapters and finish all the exercises. 3. Finish the designated writing task (compulsory). (THE END) | 
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