Academic Writing in English

This course will consist of two hours of lecture and one hour of writing exercises. Students will be assigned writing assignments, and at the end of the term. They should have been able to finish a draft of their research on a general topic, making use of the moves and techniques that they have learned from the course. In addition, they shall be required to give a 10-minute oral presentation of their paper. This course will train students to learn how to write an academic journal research paper. The course will consist of an introduction to academic English and to the framework of each part of an academic paper. Students will also be trained how to make an oral presentation of their research. College of Bio-Resources & Agriculture 1.Students are required to attend all classes. No more than three excused absences are permitted.

2.Active participation in class discussions is required.

3.Writing assignments are carefully scheduled as stages toward the fulfillment of the course’s objectives. Late assignments will not be accepted.
Friday 234 Biot7020 3

British Women Writers Since Woolf

The course aims to survey the British novel since, and in the wake of, Virginia Woolf – paying specific heed to meaningful engagements with her example or interesting resistances, repressions, or downright avoidals. The focus is limited to novels written by British* women (avoiding for the most part commonwealth and colonial/postcolonial writers merely for reasons of economy [*although as usual British incorrectly includes Irish]). Without committing to any particular feminist or theoretical approach (we will survey several), I want us to read the novels, with a background sense of twentieth-century British cultural history, to see how different, talented writers respond to the formal and thematic challenges offered by Woolf, whom I see as a sort of hinge between the great nineteenth-century novelistic tradition and a very changed literary and political world of the twentieth. Major issues include tradition, women’s writing, Modernism and form, sexuality, gender, subversion and transgression. There is quite a bit of reading: we will spend two weeks per novel and read several different critical and theoretical approaches regarding each writer. Requirements, besides reading and class participation, will include a presentation and a long final research paper. Students are encouraged to draw the “alternates” into the discussion in their presentations or papers, as well as to explore other works by the main writers, many of whom (have) had long and fruitful careers. The goal is to survey some good fiction not usually covered in classes for time constraints and pushing towards genuinely contemporary British writing. The course is not conceived as a footnote to Woolf by any means, nor a mere celebration of her work. Rather it takes her as a sort of starting point for an inquiry into British women’s writing in the 20th century. College of Liberal Arts Each student will be required to present on one of the writers (primary or secondary material) and there will be one final semester paper. Naturally students are also required to do all the reading come to class, and to participate in discussions. DUNCAN CHESNEY Friday 234 FL7319 3

Teaching Methods and Materials in English/l Anguages

This course is designed to provide students with an overview of approaches in teaching English as a foreign language. You will learn about the theoretical foundations and instructional practices in second/foreign language teaching and work in small groups to demonstrate various teaching methods and techniques. You will also become familiar with the current English textbooks used in junior and senior high schools and reflect upon your own philosophy and beliefs about teaching English in Taiwan. other Main Campus You may fulfill the prerequisites by taking 3 of the 12 courses (52 conditions available). Please see “Prerequisite Course Information” on NTU Online website for detail or by approval of the instructor. Yen-Fen Liao 15 Monday 5,6 EduTch5451 (P01EU1620) 2 Non-degree Program: Center for Teacher Education

Practicum in English/languages (Ⅱ)

This two-semester course constitutes an intensive training program that attempts to cultivate competent English teachers for secondary schools in Taiwan. Essentially, it intends to introduce students to the methods and techniques of English teaching, course design, lesson planning, and development and evaluation of teaching activities and materials. Further, it aims to afford students the opportunities to translate theoretical knowledge into hands-on practice by way of inviting them to demonstrate self-developed teaching lessons, attend school visits, and conduct classroom observations. Specifically, in the first semester, students will practice developing and implementing lesson plans and instructional materials, foster and sharpen the skills of initiating and sustaining efficient classroom interactions, and evaluate the effectiveness of micro-teaching. In the second semester, in addition to the aforementioned activities, students will each demonstrate teaching lessons with the aid of a supervising practitioner at designated secondary schools. Upon the completion of this yearly course, students can expect to be able to 1) understand the theoretical principles of language teaching, including course and material development, lesson planning, and language assessment, 2) demonstrate self-designed lessons and perform classroom observations, 3) understand the current English curricula of the public and private high schools in Taiwan, and 4) develop strengthened presentational and instructional effectiveness. other Main Campus Prerequisite:
EduTch5530 (P01 U3510)Practicum(Ⅰ) in English/languages (Ⅰ).

1) Late work results in a lower grade. The grade of an assignment submitted later than the designated due date will be reduced by 20% for each day it is late. 2) All assignments should follow the format guidelines below. (a) Typed, 12-point word font, Times New Roman (b) 2.54 cm margins (all sides), 1.5-spacing (c) English name and student ID on top right corner (header) (d) Paper number on bottom center (footer) 3) Use of mobile devices (e.g., cell phones, tablet computers, laptops) during class is disallowed unless otherwise permitted by the instructor. 4) This course has a zero-tolerance policy for plagiarism. Any form of plagiarism will immediately earn students a failing grade for the entire course.  Huang, Shin-Ying 15 Thursday 6,7 EduTch5568 (P01EU4490) 2 Non-degree Program: Center For Teacher Education

Public Speaking, Rhetorical Narrative, and Speech Drafting

Course Description: Other than its discursive normality, how can public speaking be an artistic act? If such act entails a creative process, are there strategies for any public speaker to convey ideas not only in a comprehensible manner but also in an interesting, animating fashion? What are other complications when language makes the challenge even more stupendous? This course aims at incorporating three important elements together in presenting a successful speech in English: drafting ideas, structuring a narrative, and delivering a speech. The course will go through certain rhetorical analysis with certain successful written speeches and impressive public speeches. Throughout the course, we will also practice many ceremonial speeches such as how to draft and deliver such speeches as welcome remarks, introductory statements, and closing remarks. Throughout the semester, we will as well develop students’ presentation skills and narrative structuring: what to say and what to avoid. Participation and attendance are obligatory as part of your performance will be assessed by other members. Course Objectives: 1. To introduce students to different modes of public speaking, particularly in ceremonial speeches and delivery 2. To investigate the rhetorical approaches and strategies for a prepared speech or for any impromptu speech 3. To prepare students for hosting conferences, delivering speeches for official occasions 4. To analyze different approaches to write a well-crafted composition 5. To prepare junior, senior, and international students for global negotiations and cultural exchanges College of Liberal Arts Main Campus Yu-Hsiang Fu 12 Thursday 5,6,7 FL3245 (102E36600) 3 (College of Liberal Arts) Department of Foreign Languages and Literature
For DFLL junior and senior students and international students

Presenting in English: Techniques and Practices

Course Description: This single-semester course intends to acquaint students with the theories and principles of public speaking, guide them in the analysis and evaluation of diversified presentations, and supply them with hands-on opportunities for presenting in English in a variety of academic and everyday situations. Additionally, it aims to familiarize students with the processes involved in preparing and delivering an effective public presentation, such as selecting an appropriate topic, analyzing the audience, performing research to locate relevant materials, crafting a feasible and manageable outline, choosing the appropriate wording, opening, and closing, cultivating the efficient coping strategies for ameliorating speaking anxiety, making judicious use of visual media, and so forth. Course Objectives: Upon completion of this semester-long course, students can expect to be able to 1. understand the principles of public speaking, 2. develop and deliver well-structured English presentations with confidence and authority, 3. design or locate effective visual media to enhance presentation efficiency, and 4. respond to the questions from the audience with poise and clarity. College of Liberal Arts Main Campus Requirements: Students are expected to complete all of the assigned readings and homework assignments prior to class and fully participate in class discussions and activities. Equally important, they need to actively offer feedback on their peers’ presentations to help one other identify and in turn address the areas for further improvement. Heng-Tsung Danny Huang 14 Monday 8,9,10 FL3241 (102E36520) 3 (College of Liberal Arts) Department of Foreign Languages and Literature
*Registration eligibility: juniors and above.

English Composition (Ⅲ) (2)

(Sample description from one of the several instructors)
This course is the completion of the 3rd/4th year composition sequence and aims to prepare DFLL students for graduate-level work in DFLL or similar humanities departments. The goal is to get students writing strong, sustained critical arguments, supplementing these arguments with properly cited secondary material. College of Liberal Arts Main Campus English Composition (Ⅲ) (1). Duncan Chesney,
Chun-Yen Chen 13 Thursday 2,3,4 FL3010 (102E49132) 2 *Majors-only (including minor and double major students).

(College of Liberal Arts) Department of Foreign Languages and Literature

English Composition (Ⅱ) (2)

(Sample description from one of the several instructors)
Whereas the first semester largely required students to review grammar and sentence structure, culminating in two essays, the second semester will consist of entirely essay-length writing assignments. These will include various rhetorical modes (process, causation, definition, illustration, argumentation, etc.) and one ‘mini’ research paper (five to eight pages in length using three to five citations) to prepare students for Junior Composition and future academic writing. College of Liberal Arts Main Campus English Composition (Ⅱ) (1). Kirill Ole Thompson,
Davies Witton,
Chen, Yi-Hsuan,
Chung-Jen Chen,
Judy Wai-Kei Kwong 14 Monday 2,3,4 FL2010 (102E49122) 2 *Majors-only (including minor and double major students).

(College of Liberal Arts) Department of Foreign Languages and Literature

English Composition (Ⅰ)(2)

(Sample description from one of the several instructors)
In the spring semester, we will continue focusing on understanding the topic of academic compositions. We will be discussing the following topics (among others) What makes topic sentences weak or strong? What makes paragraph organization weak or strong? What contributes to poor idea development? What plagiarism is and why it is a problem? Examples from student writing samples will be used to illustrate strengths and weaknesses in writing compositions at this level. College of Liberal Arts Main Campus English Composition (Ⅰ)(1). Ann-Marie Hadzima,
Ruey-Szu Wang,
Judy Wai-Kei Kwong,
Ann-Marie Hadzima 15 Tuesday 8,9,10 FL1020 (102E49112) 2 *Majors-only (including minor and double major students).

(College of Liberal Arts) Department of Foreign Languages and Literature

English Oral Training (Ⅲ)

Course Outline: In this course we will discuss and debate a variety of topics in English. The process will begin with a choice of suitable topics that are of interest to the class. Each topic will be covered over 2-3 of weeks, beginning with a search for readings on the topic. After reading some relevant materials, we will hold small group discussions in which students can present and discuss the different viewpoints they have read about on the topic. At this stage, two sides with opposing viewpoints should emerge. Two opposing positions for a debate will be chosen. Where appropriate, there will be some language development, with work on vocabulary, the language of presentation and discussion, grammar etc. Next there will be a formal debate on the topic, with speakers on either side, question and answer and discussion. Debates will be recorded, and participants will be able to access these recordings so as to review their performance. After this, there will be peer and teacher feedback on the debate. Note: the syllabus will be drawn up after the stduents have chosen their preferred topics for debate. Aims: To hold a series of formal debates on controversial issues of interest to the participants in the course. To practise and improve a) English speaking skills, and b) discussion skills. To develop ways of a) presenting an argument, and b) responding to opposing arguments. To learn to evaluate sources of news, information and opinion, and identify varied, reliable, and verifiable sources of information and opinion. To explore the interface between rhetorical effect and logical argument when it comes to complex debate. College of Liberal Arts Main Campus Eligible Students: This is a high level speaking course. Students should have already completed Oral Training one and Two from the department of Foreign Languages and Literatures. They should be good speakers of English, confident about discussing complex ideas in English. They must also have an interest in serious issues suitable for debate, relating to areas such as politics, society, the environment, justice, education, economics, the arts, culture, philosophy etc. However, the course is not suitable for people who already have perfect (or almost perfect) spoken English, as part of the aim of the course is to develop basic oral language skills in English. It is first and foremost a spoken English course. Davies Witton 10 Thursday 8,9 FL3073 (102E40330) 2 *Registration eligibility: juniors and above.

(College of Liberal Arts) Department of Foreign Languages and Literature

English Oral Training (Ⅰ)(2)

(Sample description from one of the several instructors)
This semester we build on the foundation established last semester in Oral Training 1. Our focus continues to be promoting user friendliness when speaking English. This includes key points from last semester like speaking pace, adequate pronunciation, intonation, spoken punctuation, grammar and usage. New skills which will be introduced or reviewed include language arts skills like paraphrasing and summarizing as well as communicative skills like compensation techniques. College of Liberal Arts Main Campus English Oral Training (Ⅰ)(1). Ann-Marie Hadzima,
Chung-Jen Chen,
Chi-Chih Tseng,
Mou-Lan Wong,
Davies Witton,
Ho, Tai-Chun,
Yanwing Leung 17 Monday 6,7 Thursday 6 FL1022 (102E50112) 2 *Majors-only (including minor and double major students).

(College of Liberal Arts) Department of Foreign Languages and Literature