Sample Syllabus for Intensive Academic ESL Writing Program
5 Weeks; College level
Rationale: Understanding research writing for publication is essential for graduate students. This course will review the basics of college writing and introduce the process of writing a research paper. For week 4, students will complete an 8-10 page research paper on a topic of their choice accompanied by a research proposal, research outline, annotated bibliography, abstract, and letter to editor (for potential publication). All assignments will be completed in an on-line writing journal/blog (if possible) and students will deeply examine the significance of peer review, audience, and writing revision.
Week 1
Day 1 – Introduction to course
· Reading: “What is I?” by Hayao Kawai
· Activity: Creation of blog/online writing journal
· Discussion: What makes an effective essay?
· Homework: Narrative essay, answering the question, “What is I?”; 2-3 pages, double-spaced
Day 2 – Complete journal creation; intro to other genres of writing
· Reading: “Shitty First Drafts” by Anne LaMott
· Activity: Read and respond to classmates’ writing; read examples of descriptive writing
· Discussion: The revision process
· Homework: Descriptive essay, topic of student’s choice; 2-3 pages, double-spaced
Day 3 – Peer feedback and responding to writing
· Reading: “Responding to Other Students’ Writing” by Richard Straub
· Activity: Read and respond to classmates’ writing; read examples of expository writing; practice peer response
· Discussion: What makes an effective essay?
· Homework: Expository essay, topic of student’s choice; 2-3 pages, double-spaced
Day 4 – Intro to research writing
· Reading: “Writing for an Audience” by Linda Flower
· Activity: Using the internet for research
· Discussion: The differences between college and graduate writing; importance of considering audience
· Homework: Choose topic for research essay and write research proposal; 3-5 paragraphs
Goal: This week’s goals were: 1) to introduce students to three common genres of writing – narrative, descriptive, and expository; 2) for students to create their writing journals; 3) to introduce students to the concepts of revision and peer feedback; 4) to address the importance of considering audience when writing; 5) to introduce approaches to gathering research information; 6) to discuss common errors students make and characteristics of effective writing; and 7) to plan a research paper.
Week 2
Day 1 – Finding sources for research; annotated bibliography
· Reading: Students will read classmates’ research proposals
· Activity: How to identify peer-reviewed sources for research
· Discussion: Annotated bibliography
· Homework: To find and annotate 3 peer-reviewed sources and 2 other sources that can be used in the research paper
Day 2 – Pre-writing techniques
· Reading: “The Maker’s Eye” by Donald Murray
· Activity: Mindmaps, outlines, and free writing
· Discussion: Managing writing anxiety
· Homework: Re-visit research proposal and make changes as needed; find one more peer-reviewed source and one other source
Day 3 – Research outline
· Reading: Review of research sources to examine format
· Activity: Re-visitand complete research outline
· Discussion: The common format of research writing; why outline?
· Homework: Complete outline; find one more peer-reviewed source and one other source
Day 4 – Getting started on the research paper; publication
· Activity: We wil luse this class time to begin our papers. I’ll consult with each student during class.
· Discussion: Where, how, and when to publish
· Homework: Reflective letter on what the student has learned so far in the course: Suggestions for revision of class; teacher feedback and evaluation, reflection on students’ own writing processes, ideas for student improvement, etc.; 2-3 paragraphs, double-spaced
Goal: This week’s goals were: 1) to become familiar with the concept of ‘research writing’; 2) to create an annotated bibliography; 3) to practice pre-writing activities; 4) to discuss writing anxiety; 5) to revise the research proposal; 6) to create a research outline; 7) to consider the format of a research paper;8) to consider publication and the significance of audience; 9) to consult with the instructor; 9) to reflect on the overall learning process; and 10) to begin the actual research writing process.
Week 3
Day 1 – Introduction and literature review; audience re-visited
· Activity: Examine the introductions and literature review sections of articles we’re using for research
· Discussion: How does knowing where we might publish affect our writing process? Discussion of plagiarism
· Homework: Complete 2-3 pages of the research paper
Day 2 – Methodology
· Activity: Examine methods sections of articles we’re using for research.
· Discussion: Protection of subjects (human/animal)
· Homework: Continue working on research paper
Day 3 – Results
· Activity: Examine the results sections of articles we’re using for research
· Discussion: Methods of data analysis
· Homework: Continue working on research paper
Day 4 – Discussion & conclusion
· Activity: Examine the discussion and conclusion sections of articles we’re using for research
· Discussion: Making suggestions for future research; drawing conclusions
· Homework: Complete first draft or research paper
Goal: This week’s goals were: 1) to become familiar with the parts of a research project;2) to discuss issues of plagiarism; 3) to examine what makes a good literature review; 4) to examine research methodologies; 5) to examine methods of data analysis; 6) to examine effective conclusions; 7) to complete the first draft of the research paper.
Week 4
Day 1 – Peer review workshop #1
· Activity: Readand respond to classmates’ drafts
· Discussion: Making suggestions for revision
· Homework: Complete a second draft of the research paper
Day 2 – Peer review workshop #2; letter to editors
· Activity: Create a letter to an editor for use when submitting research for publication
· Discussion: Making suggestions for future research; drawing conclusions
· Homework: Complete a third draft of the research paper
Day 3 – Peer review workshop #3; writing the abstract
· Activity: Read and respond to classmates’ drafts; write the abstract
· Homework: Complete the final draft of the research paper; write end of term reflective letter on the learning process: Reflective letter on what the student has learned so far in the course: Suggestions for revision of class; teacher feedback and evaluation, reflection on students’ own writing processes, ideas for student improvement, etc.; 2-3 paragraphs, double-spaced
Day 4 – Final papers due; meetings with students; in-class party
Goal: This week’s goals were: 1) to workshop a near-finished draft; 2) to discuss and create letters to publishers; 3) to continue the peer review process; 4) to write an abstract; 5) to complete a final draft of the paper; 5) to conference with the instructor; and 6) to reflect on the overall learning process.
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