By the end of the course, students should have achieved the following objectives:
1. become familiar with theoretical and pedagogical issues in ESL/EFL writing
2. compare and analyze different approaches to teaching writing
3. learn to analyze different types of writing research
4. learn various instructional techniques derived from writing research
5. learn to design and implement research projects on writing
6. gain insights into L2 writing processes in order to become better writers and writing teachers
By the end of the course, students should have achieved the following objectives:
1. becomes familiar with theoretical and pedagogical issues in ESL/EFL writing
2. compare and analyze different approaches to teaching writing
3. learn to analyze different types of writing research
4. learn various instructional techniques derived from writing research
5. learn to design and implement research projects on writing
6. gain insights into L2 writing processes in order to become better writers and writing teachers
Required Texts:
Williams, J. (2005). Teaching writing in second and foreign language classrooms. Taipei: McGraw-Hill.
Supplementary articles are selected from the following books and Journals:
Kroll, B. (Ed.) (2003). Exploring the dynamic of second language writing. New York: Cambridge University Press.
Liu, J., & Hansen, J. G. (2005). Peer response in second language writing classroom. Ann Arbor: The University of Michigan Press.
Manchon, R. M. (2009). Writing in foreign language contexts: Learning, teaching, and research. Buffalo: Multilingual Matters.
Matsuda, P. K., Cox, M., & Ortmeier-Hooper, C. (2006) Second-language writing in the composition classroom. New York: Bedford/St. Martin’s.
Ransdell, S., Barbier, M.-L. (Eds). (2002). New directions for research in L2 writing. Boston: Kluwer Academic Publishers.
Scott, V. M. (1996). Rethinking foreign language writing. Boston, MA: Heinle and Heinle Publishers.
Silva, T., & Matsuda. P. K. (Eds.). (2001). Landmark essays on ESL writing. Mahwah, NJ: Lawrence Erlbaum Associates.
Journal of Second Language Writing
Assessing Writing
System
Required Texts:
Williams, J. (2005). Teaching writing in second and foreign language classrooms. Taipei: McGraw-Hill.
Supplementary articles are selected from the following books and Journals:
Kroll, B. (Ed.) (2003). Exploring the dynamic of second language writing. New York: Cambridge University Press.
Liu, J., & Hansen, J. G. (2005). Peer response in second language writing classroom. Ann Arbor: The University of Michigan Press.
Manchon, R. M. (2009). Writing in foreign language contexts: Learning, teaching, and research. Buffalo: Multilingual Matters.
Matsuda, P. K., Cox, M., & Ortmeier-Hooper, C. (2006) Second-language writing in the composition classroom. New York: Bedford/St. Martin’s.
Ransdell, S., Barbier, M.-L. (Eds). (2002). New directions for research in L2 writing. Boston: Kluwer Academic Publishers.
Scott, V. M. (1996). Rethinking foreign language writing. Boston, MA: Heinle and Heinle Publishers.
Silva, T., & Matsuda. P. K. (Eds.). (2001). Landmark essays on ESL writing. Mahwah, NJ: Lawrence Erlbaum Associates.
Journal of Second Language Writing
Assessing Writing
System
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Class ParticipationClass Participation class participation |
35 | Preparation for assigned reading and participation in class discussion are expected of all students. Participation also includes written responses to “The Pause to Consider” questions in the textbook. Each written response has to be about 100-200 words in length. Students are expected to submit their written responses to Moodle before the class meeting time and give at least one feedback to the written responses. |
| Article Review Article Review article review |
15 | Students are responsible for giving a 30-minute oral presentation on a selected article. The Review should include important points of the article and questions for discussion. |
| Writing Workshop/Lesson PlanWriting Workshop/Lesson Plan writing workshop/lesson plan |
20 | The whole class will give a writing workshop on picture-guided writing for senior high students by using the writing lesson plan they design. Read “Syllabus Design and Lesson Planning in the ESL Writing Class” (Ferris & Hedgcock, pp. 51~84) for the format of the lesson plan. |
| Final ProjectFinal Project Final project |
30 | The final project consists of an oral report and a written report of the writing workshop. The oral/written report includes 1) the revised version of the writing lesson given at the writing workshop, 2) written teacher feedback on senior high school students’ picture-guided writing, 3) error analysis of senior high school students’ writing, and 4) reflection on the writing workshop/writing conferences. |
