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Assignments & Activities
Dyadic Information for
"The Rights to
Writeˇ¨ project
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Composition
(1) Our composition modes
include: 1. Analysis I (textual); 2. Analysis II (Timed Writing and
Beyond: Writing tasks from IELTs, TOEFL); 3.Argumentation; 4. RP outline &
article review.
(2) ˇ§The Rights to Writeˇ¨
project & Journal entries (on Weblogs)
In this
semesterˇ¦s class, you will be writing more than just the formal papers.
You will be working on ˇ§The Rights to Writeˇ¨ project with students of
National Chung-Cheng University (see the project description below). You
will contribute to the weekly topic through tendem writing of 4 entries
around 60-80 words in each (2 from you and 2 from your partner). Please
work on this part on YOUR PARTNERˇ¦S BLOG.
Since
the postings for the projects are short, you will need to write more on
your own blog (as journal entries). You will turn in 7 sets of journals
this semester (two weeks per set). The total requirement for the project
and the journals will be equivalent to 30 pages of 1.5 space A4 page. To
fulfill this part of the journal activity grade, you will create your own
Weblog to record your entries (If you already have a blog, give me the
URL. Otherwise, create a new account. On the second week, we will setup
the weblog account in class together.). You may also put your
brainstorming and writing processes for your junior research paper
outlines as part of the journals throughout the whole semester.
ˇ§The Rights to Writeˇ¨ Project
Description
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During the course of your
writing skill development, you are becoming a writer who can write for
different audience. It is a way to express yourself and communicate
your thoughts. As claims by Professor Karen-Beth Scholthof: ˇ§Iˇ¦m
not interested in exams. I donˇ¦t see the sense in rote memorization. I
want my students to gain confidence that they have opinions and can
defend their point of viewˇ¨ ; the purpose of the project is to
create a safe place for you to record your thoughts and engage in an
intellectual conversation. Although English is not your first language
and you are not that comfortable using it to voice yourself, you still
hold the right to write.
This project is a
collaborative tandem writing between the English major students at
National Chung-Cheng University and Catholic Fu-Jen University. Each
of you is partnered with a keypal who you have never met, so you can
feel comfortable expressing yourself without social constraints: your
worries, your beliefs, your doubts, your viewpoints, your growth, or
your core values. You will be using blogs to share your thoughts with
your faithful partner and have an in-depth discussion. |
Conversation
(1) BBC Program/other program
For this activity, I would like you (in groups) to pick a program to
be recorded out of the BBC program site:
http://www.bbcworld.com. We will ask the TA of LC 201 Media room to
help record the program. (Or you may pick other programs if you have the
source). You will need to present the issues discussed in the program and
moderate discussions in the class. It would also be helpful if you chose a
program which is related to your SOAP topic (In this case, you can gain
different perspectives on Taiwan vs. out-of-Taiwan)
(2) The
Cross-section Social
Observation Analysis Presentations (SOAP)
(page created by Prof. Kate Liu) are on 12/1
(Tuesday) and 12/4 (Friday) this year. This activity allows you to work in
a group and observe/investigate some social issues:
a) Topic due: 10/2 (Friday)
b)
Proposal due: 10/23 (Friday) -- Proposal includes: title,
working thesis, working hypotheses, methodologies (include background
information, research resources, observation interview, and argument--but
not necessarily original argument, though). Students should know some
interview etiquettes beforehand.
We will form 4 groups (4-5
people) in each section and each group will give 40 minutes of
presentation + 10 minutes of Q&A.
Copyright 2009 by Dr.
Doris Shih;