English Language Structure Analysis

1Grade

2.00Credits

Have work experience

semester not specified

Brett Collins

This course is taught in English.

Togane Campus

The main aim of the course is to provide practice opportunities that will allow students to develop strategies and skills that will make them competent academic writers. To develop strategies and skills, students will complete a variety of reading and writing tasks. On completion of this course, the successful student will have developed their ability to write coherent, well-referenced, and concise essays that will benefit their Master's thesis writing.

The purpose of this course is to develop students’ academic English writing skills, especially in the American Psychological Association (APA) format. This course is designed to support academic writing as opposed to teaching how to teach academic writing.

Talk about the course, especially APA formatting, four discourse features, and focused instruction (from Hinkel).

Get textbooks; Read Hinkel, pp. 33-61

Find & download article of interest from the Hinkel paper; read & text mark; Read textbook (1), pp. 1-32; bring writing sample

Textbook, through p. 32; discuss individual articles, areas of interest; discuss writing samples (individually)

APA Formatting

Read textbook, pp. 33-63; read the Ferris (2010) article.

Discuss ideas from the textbook; discuss working bibliography; Hinkel: sentences, phrases, and text construction; Working bibliography (WB) assigned (with model)

Areas of interest: Thesis

Start WB; Read textbook, pp. 64-87

Share 1-2 working bibliography entries; practice combining sources; discuss the Ferris (2010) article; Progress Check 1, textbook, pp. 86-87; Hinkel: sentences, phrases, and text construction

Add to WB

Look at textbook readings; Visual Information, pp. 122-129; Progress Check 2, pp. 130-131; Hinkel: sentences, phrases, and text construction; Working bibliography status check

Discuss textbook readings; Visual Information, pp. 122-129; Progress Check 2, pp. 130-131; Hinkel: sentences, phrases, and text construction; Working bibliography status check

Progress Check 1

Read textbook, pp. 91-121; Read Guilloteaux & Dörnyei (2008) article

Discuss Guilloteaux & Dörnyei (2008) article; go over exercises from textbook, pp. 135-147; Hinkel: Chunks

Progress Check 2

Review textbook, pp. 91-121; Review Guilloteaux & Dörnyei (2008) article

Discuss Webb (2005); go over exercises from textbook, pp. 148-168; Hinkel: nouns and the noun phrase

Read Webb (2005) article; Read textbook, pp. 148-168; complete all exercises

Read textbook, pp. 169-172

Begin Vocabulary for Writing, p. 177; Read textbook, pp. 179-201, and complete all exercises
Discuss importance of vocabulary and vocabulary acquisition in terms of academic reading and writing; Hinkel: nouns and the noun phrase

Textbook Review

Read Shin & Nation (2007)

Discuss the Shin & Nation (2007) article; Hinkel: verb tenses and voice in text cohesion

Textbook Exercises

Final Writing assigned; Hinkel: verb tenses and voice in text cohesion; writing workshop

Final Writing assigned; Hinkel: verb tenses and voice in text cohesion; writing workshop

WB work and finalize

Cutler (2012)

Discuss Cutler’s (2012) article; Hinkel: stock phrases and sentences for reporting information; writing workshop

Final Assignment review; Writing workshop

Working Bibliography peer check

Working bibliography due; writing workshop

Final Assignment progress check; Writing workshop

Final Assignment Work Check

Final Writing Assignment due

WB Feedback

This course requires a lot of reading. The reading will often be challenging. It will often require more than one pass (i.e., reading the same text more than once). A student’s understanding of the readings will reflect their preparation (i.e., the number of times the student reads, the notes that they took, etc.). The better prepared, the better the student will be at discussing the article, the more points they will receive for participation.

Students will also need to turn in a working bibliography with five entries. Each entry will need to have a reference at the top of the entry and a summary of an article that the student read (around 300 words) positioned below the reference. Article choices will be up to the student; however, the student should choose articles based on their interest or in relation to their graduate thesis. A model for this assignment will be given in Week 3.

The class will also have a Final Writing Assignment. For the assignment, students will need to demonstrate their knowledge of text synthesis, paraphrasing, using academic stock phrases and sentences, academic vocabulary, and cohesion.  


In-class participation / completion of exercises and activities (40%)
Homework / chapter readings & article readings (30%)
Working bibliography (10%)
Final Writing Assignment (20%)

Feedback will be given in person, in detail.

Academic Writing: A Handbook for International Students

Stephen Bailey

Routledge

9781138048744

Fifth Edition

Recommended Text (not required):
Hinkel, E. (2004). Teaching academic ESL writing: Practical techniques in vocabulary and grammar. Mahwah, NJ: Lawrence Erlbaum.



Extra readings (required):
Cutler, Anne. (2012). Native listening: The flexibility dimension. Dutch Journal of Applied Linguistics, 1.

Ferris, D. (2010). Second language writing research and written corrective feedback in SLA: Intersections and practical applications. Studies in Second Language Acquisition, 32(2), 181-201.

*Guilloteaux, M., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77.

Hinkel, E. (2004). Curriculum for teaching the language features of academic writing. Pp. 33-61.

*Shin, D. & Nation, P. (2007). Beyond single words: The most frequent collocations in spoken English. Elt Journal, 62, 339-348.

Webb, S. (2005). Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 27(1), 33-52.

*These titles will also be read in your Foundations of English Language Teaching course.

H300

Please consult with the teacher; mainly by appointment

Required online resources to use throughout the course:

https://owl.purdue.edu/index.html
&
https://scholar.google.com/
&
https://library.jiu.ac.jp/search/e_journal/