100-1+Sysllabus


 * 2011 Fall Sophomore Writing Syllabus**

This course aims to help students to write well-organized and well-developed essays. Students should be able to write a topic sentence in a paragraph and to develop supporting details in a paragraph. The use of computer-mediated communication like blogging is to engage students to write more and to share in the writing community. 教學目標 1.熟悉文章段落之寫作模式及過程寫作之步驟. (認知) 2.培養良好的溝通和表達技巧. (技能) 3.藉由過程寫作從實做和檢討中增強作文的寫作能力和興趣. (技能、情意)
 * A. Goal**

The teaching and learning activities are to engage students in writing processes, such as mind-mapping for pre-writing, drafting for fluency, and peer reviewing for metalinguistic awareness. Writing activities also integrate with reading, listening and speaking. The main writing genres are summary, reflection, description and narration.
 * B. Content**

課堂寫作教學運用網路寫作學習，藉由過程寫作之多樣化活動（例如部落格日誌寫作、寫作 前心智繪圖、起草流利及學生主動參與，同儕編輯等寫作活動，寫作活動還結合閱讀，聽力和口語，主要的寫作文類，以總結、反思、描述和敘述為主，使學生充分 學習，提昇學生學習動機，邏輯思考能力，增進英文寫作能力與技巧並分享寫作成果與樂趣.

Hornby, Turnbull, J., Lea, D., Parkinson, D., Phillips, P., Francis, B. et al. (Eds.). (2010). Oxford advanced learner's dictionary (8th ed.). Oxford: Oxford University Press. (Required) Oshima, A. & Hogue, A. (2007). //Introduction to academic writing//. White Plains, NY: Person Education Penfield, E. (2010). //Short takes: Model essays for composition// (10th ed.). New York: Addison- Wesley Education. Zemach, D. E., & Rumisek, L. A. (2003). //College writing from paragraph to essay : From paragraph to essay//. Oxford: Macmillan.
 * C. References**

Web-resource Roane State Community College. (n.a.). //The online writing lab (OWL)//. Retrieved August 15, 2011, from http://www.roanestate.edu/owl/index.html

Writng on blog and wiki Word documents to PU E-Learning
 * D. Assignments/Exercises**

Class participation,in-class exercises and writing tests: 30% Essay writing and peer feedback on blog: 40% Collaborative writing project: 30%
 * E. Grading**