1. to organize essays in a logical order (time, spatial , emphatic order) and with proper transitions
2. to write a narrative essay that is developed inductively or deductively
3. to write well-organized descriptive paragraphs about a person or a place
4. to write a well-organized expository essay that has a clear thesis and supporting details
5. to write a well-organized summary-response essay on a selected article (to
summarize, paraphrase, and quote)
1. to organize essays in a logical order (time, spatial, emphatic order) and with proper transitions
2. to write a narrative essay that is developed inductively or deductively
3. to write well-organized descriptive paragraphs about a person or a place
4. to write a well-organized expository essay that has a clear thesis and supporting details
5. to write a well-organized summary-response essay on a selected article (to
summarize, paraphrase, and quote)
Composition 2 is a second-year required course and is the continuation of Composition 1, building on the English-language skills developed in Composition 1. This course focuses primarily on writing multi-paragraph essays. The course continues to stress accuracy in writing and emphasizes skills and strategies to improve the ability to communicate in written English. Students will also learn how to analyze and strengthen their written English and that of their classmates. The general goal of the course is to increase the academic English language proficiency of the students to a high-intermediate level in writing. This course is taught together with Oral Training 2.
Composition 2 is a second-year required course and is the continuation of Composition 1, building on the English-language skills developed in Composition 1. This course focuses primarily on writing multi-paragraph essays. The course continues to stress accuracy in writing and emphasizes skills and strategies to improve the ability to communicate in written English. Students will also learn how to analyze and strengthen their written English and that of their classmates. The general goal of the course is to increase the academic English language proficiency of the students to a high-intermediate level in writing. This course is taught together with Oral Training 2.
Jean Wyrick, Steps to Writing Well with Additional Readings. (Boston: Thomson Wadsworth, 2008; 11th ed.)
Jean WY Rick, steps to writing well with additional readings. (Boston: Thomson Wadsworth, 2008; 11the.)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| In-class Performance (including one in-class writing): 20% 4 essays: 40% (10 % per essay) Final Exam: 20% (Tests students’ knowledge of course textbook) Participation: 20% (See below) In-class Performance (including one in-class writing): 20% 4 essays: 40% (10 % per essay) Final Exam: 20% (Tests students’ knowledge of course textbook) Participation: 20% (See below) In-class Performance (including one in-class writing): 20% 4 essays: 40% (10 % per essay) Final Exam: 20% (Tests students’ knowledge of course textbook) Participation: 20% (See below) |
5 |
