Course Description

Course title:
Academic Writing in English as an additional language
Semester/Year: Summer, 2016
Where: UAA
Class meeting times:
Instructor: Benjamin L. Stewart, PhD
Office hours:
Syllabus:

I. Rationale

This course offers a complement to CELL I and CELL II courses by providing additional skill support primarily in the area of reading, writing, and critical thinking, but also will support listening and speaking skill development since the entire course will be delivered in English. Moreover, a metacognitive approach will reference pedagogical aspects that emerge throughout the course that will also transfer to the participants' teaching practice, offering insights into various techniques, strategies, materials and technologies, and methods that support curriculum, assessment, and instruction.

II. Course Aims and Outcomes

Aim

The aim of this course is to give professors and researchers, who are learning English as an additional language, the understandings and skill sets to publish academic works in English.

Outcome (Understandings)

  • Overarching understanding: Learners will understand (explain, interpret, apply, perspective, empathy, and self-knowledge) that a particular reasoning pattern depends on surveying and analyzing the literature in support of a particular thesis.
  • Understanding 1: Learner will understand that choosing a reasoning pattern not only occurs between topic sentences and the thesis statement, but also at the paragraph level.
  • Understanding 2: Learner will understand that the writing process is not uniform and is more idiosyncratic, emergent, iterative, and reciprocal.

III. Format and Procedures

This course will meet three hours face to face along with two hours of additional online work each week, for a period of sixteen weeks total. Outcomes will stem both from face-to-face and online work. Wikispaces, Word Online, and other educational technologies will be used to communicate with each other via both formative and summative assessment: self- and peer-assessment, instructor-led assessment, and graded work. The Socratic Method (Socratic Seminar) will be the primary approach to communication throughout the course.

IV. My Assumptions

My primary assumptions hinge on an educational philosophy that subscribes to Wiggins and McTighe's (2005) definition of understandings, assessment-driven instruction, and the Socratic seminar (Paidea Proposal), and together exist through a transparent learning process. This process is one where successes and challenges are shared openly throughout the entire learning community that freely offers continuous support to each of its members.

V. Course Requirements

  • 80% of attendance of all face-to-face classes.
  • Completion of assignments
  • Noticeable improvement (revealed through formative assessment on written work)

VI. Two-Week Workshop

Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | Day 6 | Day 7 | Day 8 | Day 9 | Day 10 | Day 11 | Day 12 | Day 13 | Day 14