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課程名稱 |
學術寫作專題
GRADUATE SEMINAR ON SCIENTIFIC WRITING |
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開課學期 |
98-2 |
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授課對象 |
理學院 一般心理學組 |
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授課教師 |
亞瑟伍德 |
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課號 |
Psy7195 |
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課程識別碼 |
227EM8810 |
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班次 |
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學分 |
3 |
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全/半年 |
半年 |
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必/選修 |
選修 |
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上課時間 |
星期三2,3,4(9:10~12:10) |
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上課地點 |
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備註 |
初選不開放。本課程以英語授課。心理系北館電腦教室.請務必詳閱課程大綱之要求.
限本系所學生(含輔系、雙修生)
總人數上限：30人 |
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課程簡介影片 |
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核心能力關聯 |
核心能力與課程規劃關聯圖 |
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課程大綱
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為確保您我的權利,請尊重智慧財產權及不得非法影印
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課程概述 |
Criteria for admission:only psychology student can take the course. Interested psychology students must get permission from the professor after passing a placement test.
Dates and location of the one-hour placement test administration:
1/14/2010;12:00-13:00;room:N106
1/18/2010;11:00-12:00;room:N106
Permission to enroll will be sent by email sent by email sent before to the first class to the students who pass the placement test(60% or higher on the NTU Writing Center English Grammar test) |
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課程目標 |
Introduction:
Learning to writing well involves acquiring procedural knowledge. Therefore, a class intended to improve writing is best approached as training -- of the sort used in music or sports. Good training programs involve a lot of repetition and domain-specific practice with non threatening feedback, so that procedural knowledge is acquired gradually in a supportive environment.
The seminar has five goals:
(1) To increase fluency of writing, while at the same time reducing the effort required;
(2) To increase the conciseness, cohesion, and coherence of what is written;
(3) To develop the habit of writing in stages, attending to each stage separately,
(4) To teach participants to follow a checklist of writing tips during the writing process.
(5) To create a strong motivation to take additional writing courses.
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課程要求 |
Organization of the seminar:
(1) In each three-hour lesson, participants will write an essay on an assigned topic using the computers in the computer lab. Topics would vary: some from introductory psychology material; others will have more advanced content; Students will upload the essays using FTP to their folders in the server. All writing will take place in the lab during class and students are asked not to work on the assignments after class.
(2) The writing samples will be edited by a professional editor (BW), using “track changes” and transferred back to participants’ folders before the next class;
(3) Participants will revise their essay based upon the suggestions of the editor, or modify otherwise to produce second, third and final drafts as assigned in class.
(4) In-class exercises will be used to practice different components of writing, including: increasing fluency; increasing conciseness, cohesion, and coherence, structure and paragraph writing.
(5) In small groups, participants will together using computer-graphic tools that allow interactive display of the concepts that will appear in a paragraph. Students’ work will be projected on the large screen to facilitate discussion of examples.
Additional in-class activities:
(1) A pre- and post-test on conciseness, cohesion, and coherence will be given on the first and last days of the semester. Students will be provided with confidential feedback on the results.
(2) Sometimes students will read each other’s writing, or summaries of them, and select the best three. After these are tabulated the class will look that the ones most frequently selected as the best and discuss them.
(3) Students will complete interactive assignments using websites: for example, http://grammar.ccc.commnet.edu/GRAMMAR/quiz_list.htm, and many others as assigned.
(4) An article on the assignment of authorship on scientific articles will be distributed and discussed in class.
(5) One class will be devoted to learning to use Endnote (lecturer KMC).
Lecture topics:
In addition to writing and receiving feedback, some of the following topics related to scientific writing will be introduced and discussed, time permitting.
(1) Some principles of scientific writing: the process and content of writing; including the effective use of working memory, and gaining cognitive control during writing so the student can structure their writing and practice taking the readers’ perspective during composition.
(2) In-class practice on sentence combining and summarizing;
(3) NTU’s online tutorials on Endnote(in Chinese);
(4) Answers to frequently asked question about English (e.g., the difference between “that” and “which”, and between “a” and “an” the and no article.);
(5) Plagiarism will be defined and discussed. Persons who write in a second language are more vulnerable to accidental plagiarism than first-language writers, not only for scientific writing, but for all assignments written in English as a second language;
(6) “Ethical Principles for Psychology” state and explain principles of assigning authorship on scientific papers. Two papers on the topic will be handed out and discussed;
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預期每週課後學習時數 |
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Office Hours |
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指定閱讀 |
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參考書目 |
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評量方式
(僅供參考) |
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