National Sun Yat-sen University 107Academic year1st Semester Course syllabus
中文名稱 Course name(Chinese)
論文寫作
課號 Course Code
BM671
英文名稱 Course name(English)
ACADEMIC WRITING
課程類別 Type of the course
講授類
必選修 Required/Selected
選修
系所 Dept./faculty
企業管理學系企業管理碩士班
授課教師 Instructor
韋岱思
學分 Credit
3
因應嚴重特殊傳染性肺炎(武漢肺炎)，倘若後續需實施遠距授課，授課方式調整如下：
尚未建立傳染性肺炎(武漢肺炎)授課方式調整
因應嚴重特殊傳染性肺炎(武漢肺炎)，倘若後續需實施遠距授課，評分方式調整如下：
尚未建立傳染性肺炎(武漢肺炎)課程評分方式﹝評分標準及比例﹞
課程大綱 Course syllabus
本課程教學大綱已提供完整英文資訊（本選項僅供統計使用，未提供完整英文資訊者，得免勾記）【Provide information of course syllabus in English.(This is for statistical use only. For those who do not provide information of course syllabus in English, do not check this field.)】
Why is this course important? Let’s be honest, your writing probably sucks. If your writing is anything like that of most students, your texts fall apart under a lack of structure, arguments are not concisely laid out, paragraphs do not build on each other, and sentences ramble on in an unbalanced mess. Bad writing is a problem during your studies. With bad writing, you will not be able to convince your instructor to give you a high grade for that term paper, and your committee is unlikely to pass your thesis with flying colors. But bad writing is also a problem in the corporate world. With bad writing, your company reports are unclear, and you are not likely to convince your boss to adopt the solution to the company’s problems you recommend. Even worse, when good writing is a sign of good thinking, what is bad writing a sign of? Luckily, good writing is a skill that can be learned and this course sets out to do exactly that: to teach you the basic ideas behind good writing. This class demystifies the writing process, explains how to ask good questions, and discusses sentences as the basic building blocks of good writing before moving up to passages, arguments, and the whole text. Introductions and conclusions will receive special attention as the places where you, as writer, grab the reader’s attention. Finally, we will explore how writing, reading, and discussing texts are related activities. This class will thus not only make you a better writer, but also a better reader. To become a better writer, students will complete a number of assignments. Firstly, students will practice writing by crafting a research proposal over the course of the semester. Moreover, four assignments help students gain a deeper understanding of the writing process. Finally, students familiarize themselves with the reading materials about good writing by taking a quote, question, comment, or any combination of the three, to class as input for class discussions. Even though the reading materials for this course are mainly concerned with English academic writing, assignments can be completed in English or in Chinese.
課程目標 Objectives
What should you be able to do by the end of this course? At the end of this course, you are able to: 1. Identify the writing process that works best for you 2. Write a well-crafted and concise argument based on a good question (i.e. practice good thinking) 3. Evaluate, diagnose, and revise texts written by yourself and others
授課方式 Teaching methods
Assignments and evaluations The class consists of a number of smaller and bigger assignments, which all count toward your final grade: 1. QQC: Before coming to class, think about the reading material and write a Quote, Question, or Comment (QQC) on a piece of paper. You can write down a quotation you find interesting, a question you find puzzling, a comment in response to the reading, or any combination of the three. We will use the QQCs in the first 15 minutes of class. After this you need to hand in your QQC to the instructor or the TA. You are expected to write a QQC for every week with assigned reading materials (14 weeks in total). Every QQC is worth 1 point (out of the total score of 100), and you will receive an additional point if you hand in all the QQCs. 2. Assignments: In total, you are expected to hand in four written assignments (week 3, week 9, week 11, and week 16). Explanations for the four assignments can be found at the designated week and are as follows: Assignment 1 Week 3: Based on your topic from last week, turn your topic into a research problem by using the template provided in CoR Topic: I am studying … Question: Because I want to find out …. Significance: In order to help my readers understand … Practical application: so that readers … Assignment 2 Week 9: Based on what we have learned so far about writing clear and elegant passages, revise the work of one of your classmates in two separate documents: 1) Use comments in word to give your direct feedback on their writing 2) Revise their writing starting on a separate page Assignment 3 Week 11: Based on the template of “They say, I say” write a short article about the article discussed in class in week 10. In this short article, you need to summarize the view of the author and add your own arguments. Your article can be maximum five pages long (font size 11, double spaced, standard office margins) Assignment 4 Week 16: Revise the introduction of the research proposal of one of your classmates in two separate documents: 1) Use comments in word to give your direct feedback on their writing 2) Revise their writing starting on a separate page 3. Research proposal: Students are expected to work independently on a research proposal during the semester. The research proposal should contain an introduction, a literature review, and a section detailing data and methods. Research proposals are evaluated based on whether they contain a clear and important question, a thorough and well-structured literature review, a thought-through methodological approach, and a strong conclusion. In addition, research proposals are judged on the style of writing. Research proposals can be 8 pages long (font size 11, double spaced, standard office margins) including all text, tables, and figures, but excluding references). Research proposals can be written in English or Chinese, as long as the classmates revising your drafts understand the language you use. The deadline for research proposals is January 10! There are no exceptions to this date.
參考書/教科書/閱讀文獻 Reference book/ textbook/ documents
〔請遵守智慧財產權觀念，不可非法影印。教師所提供之教材供學生本人自修學習使用,不得散播及做為商業用途〕
No copies for intellectual property rights. Textbooks provided by the instructor used only for self-study, can not broadcast or commercial use
序號
作者
書名
出版社
出版年
出版地
ISBN#
No.
Auther
Title
Publisher
Year of publish
Publisher place
ISBN#
1
Booth et al.
The craft of research
Chicago University Press
2016
Chicago
2
Williams & Bizup
Style: Lessons in clarity and grace
Pearson
2017
New York
3
Graff & Birkenstein
“They say/I say” The moves that matter in academic writing
W.W.Norton and company
2014
New York
彈性暨自主學習規劃 Alternative learning periods
本門課程是否有規劃實施學生彈性或自主學習內容（每1學分2小時）
Is any alternative learning periods planned for this course (with each credit corresponding to two hours of activity)?
否：教師需於「每週課程內容及預計進度」填寫18週課程進度（每1學分18小時之正課內容）。 No：The instructor will include an 18-week course plan in the weekly scheduled progress (each credit corresponds to 18 hours of instruction)
是：教師需於「每週課程內容及預計進度」填寫16週課程內容（每1學分16小時之正課內容），並於下列欄位填寫每1學分2小時學生彈性或自主學習內容。 Yes：The instructor will include a 16-week course plan in the weekly scheduled progress (each credit corresponds to 16 hours of instruction);the details of the planned alternative learning periods are provided below (each credit corresponds to two hours of activity).
學生彈性或自主學習活動 Alternative learning periods
勾選或填寫規劃內容 Place a check in the appropriate box or provide details
時數 Number of hours
學生分組實作及討論 Group work and discussion
參與課程相關作業、作品、實驗 Participation in course-related assignments, work, or experiments
參與校內外活動（研習營、工作坊、參訪）或競賽 Participation in on- or off-campus activities (e.g., seminars, workshops, and visits) or competitions
課外閱讀 Extracurricular reading
線上數位教材學習 Learning with online digital learning materials
其他（請填寫規劃內容） Other (please provide details)
每週課程內容及預計進度 Weekly scheduled progress
週次
日期
授課內容及主題
Week
Date
Content and topic
1
2018/09/10~2018/09/16
Course introduction
2
2018/09/17~2018/09/23
Understanding the writing process
3
2018/09/24~2018/09/30
Asking good questions (assignment 1)
4
2018/10/01~2018/10/07
Developing sentences as the basic building blocks
5
2018/10/08~2018/10/14
Moving from sentences to passages – cohesiveness and emphasis
6
2018/10/15~2018/10/21
Writing concise and well-shaped passages
7
2018/10/22~2018/10/28
Crafting elegant passages
8
2018/10/29~2018/11/04
Discussing your writing
9
2018/11/05~2018/11/11
Mid-term exams [No class] (assignment 2)
10
2018/11/12~2018/11/18
Going from passages to arguments – summarizing others
11
2018/11/19~2018/11/25
Responding to other arguments (assignment 3)
12
2018/11/26~2018/12/02
Making good arguments
13
2018/12/03~2018/12/09
Acknowledging weak points
14
2018/12/10~2018/12/16
Connecting arguments
15
2018/12/17~2018/12/23
Managing introductions and conclusions
16
2018/12/24~2018/12/30
Writing in the social sciences (assignment 4)
17
2018/12/31~2019/01/06
Becoming a better reader and discussant through writing
18
2019/01/07~2019/01/13
HAND IN research proposals
課業討論時間 Office hours
時段1 Time period 1: 時間 Time：星期二12:00-14:00 地點 Office/Laboratory：4064 時段2 Time period 2： 時間 Time：星期三12:00-14:00 地點 Office/Laboratory：4064
系所學生專業能力/全校學生基本素養與核心能力 basic disciplines and core capabilitics of the dcpartment and the university
系所學生專業能力/全校學生基本素養與核心能力 basic disciplines and core capabilities of the department and the university
課堂活動與評量方式 Class activities and evaluation
1.本課程欲培養之能力與素養 This course enables students to achieve...
2.紙筆考試或測驗 Test
3.課堂討論︵含個案討論︶ Group discussion (case analysis)
4.個人書面報告、作業、作品、實驗 Indivisual paper report/ assignment/ work or experiment
5.群組書面報告、作業、作品、實驗 Group paper report/ assignment/ work or experiment
6.個人口頭報告 Indivisual oral presentation
7.群組口頭報告 Group oral presentation
8.課程規劃之校外參訪及實習 Off-campus visit and intership
9.證照/檢定 License
10.參與課程規劃之校內外活動及競賽 Participate in off-campus/ on-campus activities and competitions
11課外閱讀 Outside reading
※系所學生專業能力 Basic disciplines and core capabilities of the department
1.溝通能力與團隊合作(Communication ability and team cooperation)
V
V
V
2.問題分析能力(analysis of problems)
V
V
V
3.倫理觀與社會責任實踐(Ethics and social responsibilities)
4.問題分析與解決能力(Ability of problem analysis and solution)
5.國際觀與外語能力(Global perspective and foreign language ability)
6.國際觀(global perspective)
※全校學生基本素養與核心能力 Basic disciplines and core capabilities of the university