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, urges you to embed your writing in a larger conversation (and contribute to it!), and discusses the structure of strong arguments before moving down to writing clear and coherent sections, paragraphs, and individual sentences. At the end of this class, you will have the tools to be a better writer. To become a better writer, you will complete a number of assignments. Firstly, you will practice writing by crafting a research proposal over the course of the semester. Moreover, four assignments help you to gain a deeper understanding of the writing process and what good writing is. Finally, you familiarize yourself 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.
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 that makes an interesting contribution to an ongoing scholarly conversation (i.e. practice good thinking) 3. Evaluate, diagnose, and revise texts written by yourself and others
授課方式 Teaching methods
How are you going to learn how to write? Assignments and evaluation To help you reach these learning goals, I designed 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 (13 weeks in total). Every QQC is worth 1 point (out of the total score of 100), and you will receive an additional 2 points if you hand in all the QQCs. 2. Assignments: In total, you are expected to hand in four written assignments (week 4, week 8, week 12, and week 14). Explanations for the four assignments are as follows: Assignment 1 Week 4: Identify a topic you would like to know more about and turn your topic into a research problem by using the template provided in CoR and Belcher’s argument templates: 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 … Belcher: 1# Other scholars debate/argue/assume/ignore [a problem] 2# In relationship to that debate, argument, assumption, or gap, I argue/ demonstrate/ suggest/ agree that [y is the case] #3 Based on my qualitative study/ quantitative study/ experiment/ archival research/ fieldwork/ textual analysis of [my evidence] Assignment 2 Week 8: Make a list including at least 10 academic papers from the top tier journals in your field that are relevant for your research proposal and the question you outlined in assignment 1. For each of these papers, you need to describe: • The basic bibliographical information: author(s), title, year published, journal • What the main message of the paper is (1 or 2 paragraphs max) • Why you think the paper is relevant for your research (1 or 2 paragraphs max) Assignment 3 Week 12: Identify the structure of the introduction and theoretical framework for one journal article published in the last five years in one of the top tier journals in your field. When drawing out the structure think about the function of each section and each paragraph, if the paragraph or section contains more of the “They Say” or the “I Say” of the article, and how the various paragraphs and sections fit together. After identifying the structure of your article, summarize the main argument with the CoR template or Belcher template you used in assignment 1. For this assignment, you need to hand in a hard copy of both the article and your structure. Assignment 4 Week 14: Based on the reading in week 13 about introductions, draft an introduction for your own research proposal. Make sure to establish a common context, to problematize the context, and to offer your solution (in other words, closely follow the structure of both Style and of TPII). Also make sure to clearly distinguish the “They Say” of the conversation and the “I Say” of what you want to add to the conversation. Your introduction can be a maximum of 5 paragraphs long. 3. Research proposal: You 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 theoretically motivated research 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). The deadline for research proposals is January 6! 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
2020/09/06~2020/09/12
What will you learn in this course?
2
2020/09/13~2020/09/19
How do you make sure you get it written?
3
2020/09/20~2020/09/26
What is good writing? What is it not? How do you tell others their writing is (not) good?
4
2020/09/27~2020/10/03
What are good questions? hand in assignment 1
5
2020/10/04~2020/10/10
What is the discussion going on about your question?
6
2020/10/11~2020/10/17
How do you find the discussion about your question?
7
2020/10/18~2020/10/24
How do you read to understand the discussion?
8
2020/10/25~2020/10/31
No class - hand in assignment 2
9
2020/11/01~2020/11/07
How do you add your own point?
10
2020/11/08~2020/11/14
What makes an argument convincing?
11
2020/11/15~2020/11/21
How to structure your argument?
12
2020/11/22~2020/11/28
No class - hand in assignment 3
13
2020/11/29~2020/12/05
How to grab your readers’ attention (and make sure your writing gets read) with a convincing introduction?
14
2020/12/06~2020/12/12
How do you write clear sentences? hand in assignment 4
15
2020/12/13~2020/12/19
Help! My paragraphs don’t flow!
16
2020/12/20~2020/12/26
Why less is more in writing
17
2020/12/27~2021/01/02
What did I learn in this course?
18
2021/01/03~2021/01/09
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：星期四12:00-14:00 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
本課程欲培養之能力與素養 This course enables students to achieve.
紙筆考試或測驗 Test.
課堂討論︵含個案討論︶ Group discussion (case analysis).
個人書面報告、作業、作品、實驗 Indivisual paper report/ assignment/ work or experiment.
群組書面報告、作業、作品、實驗 Group paper report/ assignment/ work or experiment.
個人口頭報告 Indivisual oral presentation.
群組口頭報告 Group oral presentation.
課程規劃之校外參訪及實習 Off-campus visit and intership.
證照/檢定 License.
參與課程規劃之校內外活動及競賽 Participate in off-campus/ on-campus activities and competitions.
課外閱讀 Outside reading.
※系所學生專業能力 Basic disciplines and core capabilities of the department
溝通能力與團隊合作(Communication ability and team cooperation) 1. Communication ability and team cooperation.
V
V
進階管理知識(Advanced knowledge of management) 2. Advanced knowledge of management.
倫理觀與社會責任實踐(Ethics and social responsibilities) 3. Ethics and social responsibilities.
問題分析與解決能力(Ability of problem analysis and solution) 4. Ability of problem analysis and solution.
V
V
國際觀與外語能力(Global perspective and foreign language ability) 5. Global perspective and foreign language ability.
※全校學生基本素養與核心能力 Basic disciplines and core capabilities of the university
1.表達與溝通能力。 1. Articulation and communication skills
V
V
2.探究與批判思考能力。 2. Inquisitive and critical thinking abilities
V
V
3.終身學習能力。 3. Lifelong learning
4.倫理與社會責任。 4. Ethnics and social responsibility
5.美感品味。 5. Aesthetic appreciation
6.創造力。 6. Creativity
V
V
7.全球視野。 7. Global perspective
8.合作與領導能力。 8. Team work and leadership
9.山海胸襟與自然情懷。 9. Broad-mindedness and the embrace of nature