111 學年度第 2 學期英語學系楊逸君教師英文作文二(下) 課程大綱

課程簡介 Course Introduction
開課年度學期 Year / Term	111 學年度第 2 學期
開課班級 Department	英語學系英語二A班
授課方式 Instructional Method	課堂教學、中英文雙語授課
課程電腦代號 Course Reference Number	127056
課程名稱(中文) Course Title(Chinese)	英文作文二(下)
課程名稱(英文) Course Title(English)	English Composition IV
學分數/時數 Credit Hours	2 / 2
必(選)修 Requirement / Elective Course	必修
授課老師 Instructor	楊逸君
助教 Teaching Assistant
上課時間 Meeting Time	星期四，節次8、9
上課教室 Classroom	J109
Office Hours	楊逸君：33444/7845C

獲獎及補助情形 Awards and Grants

聯合國永續發展目標 (SDGs跨域類別) Sustainable Development Goals, SDGs

SDGs 05.

性別平權：實現性別平等，並賦予婦女權力

課程目標 Learning Objectives

1. Students’ language awareness regarding this gap between what they can write and what they want to write in English will be significantly enhanced.
2. Students will learn how to plan in academic English writing and how to find resources to enrich the content of their compositions.
3. Students’ three dimensions of EFL writing, namely complexity, accuracy, and fluency, will be significantly fostered.
4. Students will develop the ability to think critically in written English when writing on topics related to global issues, such as economics and environment.

先修 ( 前置 ) 課程 Prerequisite

彈性教學規劃 Flexible Teaching/Planning Schedules

課程大綱 Course Syllabus
週次 Week	課程單元大綱 Unit	教學方式 Instructional Method/Style/Teaching Style	參考資料或相關作業 References or Related Materials	評量方式 Grading
1	Gender equality	Analyzing the model texts and discussion	Model texts	Class participation
2	Gender equality	3. Collaborative writing: -Outlining and Research -Complete the first draft through collaborative writing 4. Peer assessment	Ted Talk; Grammar exercise	English composition
3	Cyber violence	1. Planning: Students read the news report or watch a ted talk about the topic and discuss the content of the news report/video in class. 2. An analysis of two model texts: The teacher provide one model text based on a similar topic to the reading passage and analyze the structure, the organization, language use, and the rhetorical conventions in English writing	Reading passage	Class Participation and discussion
4	Cyber violence	1. Planning: Students read the news report or watch a ted talk about the topic and discuss the content of the news report/video in class. 2. An analysis of two model texts: The teacher provide one model text based on a similar topic to the reading passage and analyze the structure, the organization, language use, and the rhetorical conventions in English writing	Model text; Grammar exercise	Collaborative work
5	Cyber violence	3. Collaborative writing: -Outlining and Research -Complete the first draft through collaborative writing 4. Peer assessment	Supplementary materials	Collaborative work
6	New businesses	1. Planning: Students read the news report or watch a ted talk about the topic and discuss the content of the news report/video in class. 2. An analysis of two model texts: The teacher provide one model text based on a similar topic to the reading passage and analyze the structure, the organization, language use, and the rhetorical conventions in English writing	Model texts;Grammar exercise	Class discussion
7	Spring break
8	New businesses	1. Planning: Students read the news report or watch a ted talk about the topic and discuss the content of the news report/video in class. 2. An analysis of two model texts: The teacher provide one model text based on a similar topic to the reading passage and analyze the structure, the organization, language use, and the rhetorical conventions in English	Supplementary materials; Grammar exercise	collaborative writing
9	Mid-Term exam
10	New businesses	5. Students will write a composition of his/her own based on the same topic. Before drafting, the teacher will lead students to go through the planning, outlining, and researching stages in class 6. Students complete the first draft and do self-assessment on their writing.	Supplementary materials；Grammar exercise	Individual writing
11	Sex education	1. Planning: Students read the news report or watch a ted talk about the topic and discuss the content of the news report/video in class. 2. An analysis of two model texts: The teacher provide one model text based on a similar topic to the reading passage and analyze the structure, the organization, language use, and the rhetorical conventions in English writing	Model texts	Collaborative work
12	Sex education	1. Planning: Students read the news report or watch a ted talk about the topic and discuss the content of the news report/video in class. 2. An analysis of two model texts: The teacher provide one model text based on a similar topic to the reading passage and analyze the structure, the organization, language use, and the rhetorical conventions in English writing	Model texts;Grammar exercise	Collaborative work
13	Sex education	3. Collaborative writing: -Outlining and Research -Complete the first draft through collaborative writing 4. Peer assessment	Supplementary materials；Grammar exercise	Collaborative work
14	Internet meme phenomenon	5. Students will write a composition of his/her own based on the same topic. Before drafting, the teacher will lead students to go through the planning, outlining, and researching stages in class 6. Students complete the first draft and do self-assessment on their writing.	Supplementary materials	Individual writing
15	Internet meme phenomenon	1. Planning: Students read the news report or watch a ted talk about the topic and let them discuss the content of the news report/video in class. 2. An analysis of two model texts: The teacher provide one model text based on a similar topic to the reading passage and analyze the structure, the organization, and language use, and the rhetorical conventions in English writing	Model texts;Grammar exercise	Collaborative work
16	Internet meme phenomenon	1. Planning: Students read the news report or watch a ted talk about the topic and let them discuss the content of the news report/video in class. 2. An analysis of two model texts: The teacher provide one model text based on a similar topic to the reading passage and analyze the structure, the organization, and language use, and the rhetorical conventions in English writing	Supplementary materials	Class discussion
17	Internet meme phenomenon	1. Planning: Students read the news report or watch a ted talk about the topic and let them discuss the content of the news report/video in class. 2. An analysis of two model texts: The teacher provide one model text based on a similar topic to the reading passage and analyze the structure, the organization, and language use, and the rhetorical conventions in English writing	Supplementary materials	Class discussion
18	Final Exam

單一課程對應校能力指標程度 The Degree to Which Single Course Corresponds to School Competence
編號 No.	校核心能力 School Core Competencies	符合程度 Degree of conformity
1	道德力 (Morality)	4
2	自學力 (Self-learning)	4
3	創造力 (Creativity)	4
4	溝通力 (Communication)	5
5	就業力 (Employability)	5

單一課程對應系能力指標程度 The Degree to Which Single Course Corresponds to Department Competence
編號 No.	類別 Category	系核心能力 Department Core Competencies	符合程度 Degree of conformity
01	系所	使用英語聽、說、讀、寫之能力。	4
02	系所	使用英語文與華語文互譯之能力。	4
03	系所	進行學術研究之能力。	3
04	系所	進入職場就業之能力。	5
05	系所	進行跨文化溝通之能力	5

單一課程對應院能力指標程度 The Degree to Which Single Course Corresponds to College Competence
編號 No.	院核心能力 College Core Competencies	符合程度 Degree of conformity
1	語文能力	5
2	溝通與合作	4
3	理性創新與實踐	5

教科書或參考用書 Textbooks or Reference Books

館藏書名 Library Books

備註 Remarks

The teaching materials are created by the instructor. Therefore, no required textbook for this class.

※請尊重智慧財產權，不得非法影印教科書※

※ Please respect intellectual property rights and do not illegally photocopy textbooks. ※

教學方法 Teaching Method
教學方法 Teaching Method	百分比 Percentage
講述	25 %
影片欣賞	10 %
討論	35 %
專題實作	15 %
問題導向學習	15 %
總和 Total	100 %

成績評量方式 Grading
評量方式 Grading	百分比 Percentage
作業撰寫	40 %
出席狀況	10 %
期中考	25 %
期末考	25 %
總和 Total	100 %

成績評量方式補充說明

Course requirements:
1. Students have to complete the assigned reading or video watching before coming to class. Failing to meet this course requirement will lead to the deduction of five points from the final grade.
2. No food and drink are allowed in class.
3. Please turn your cell phone into the vibrate mode. Using cell phones without being requested by the teacher will lead to the deduction of 20 points out of the 100 subscore of your attendance and participation.
4. The grading rubric for self-, peer, and teacher-assessment is based on the
one invented by Jacobs, Zinkgraf,Wormuth,Hartfiel, and Hughey (1981).
The following is an outline of the rubric and a complete version of it will
be provided in class.
A: Content 30%: 30-27 Excellent to very good
26-22 Good to average
21-17 Fair to poor
16-13 Very poor
B: Organization 20% : 20-18 Excellent to very good
17-14 Good to average
13-10 Fair to poor
9-7 Very poor
C: Vocabulary 20% : 20-18 Excellent to very good
17-14 Good to average
13-10 Fair to poor
9-7 Very poor
Language use 25%: 25-22 Excellent to very good
21-18 Good to average
17-11 Fair to poor
10-5 Very poor
Mechanics 5%: 5 Excellent to very good
4 Good to average
3 Fair to poor
2 Very poor

課程大綱補充資料 Supplementary Material of Course Syllabus