by 天津外国语学院 * Course number: 1140601—2
· Course description:
This course is an one-year introductory composition course, designed to build the overall writing skills of second-year English majors by bringing them to the awareness of appropriate audience identification, correct grammar, sound sentence structure, logical paragraph relationships, etc, by presenting writing as a continuous process that involves constant decision-making, and by introducing the students to skills in narrative, descriptive, persuasive, expository writing and to questioning, prewriting, revising, and editing skills.
· Course objectives:
The course aims at informing the students of English sentence structures, the writing process, the writing skills for narrative, descriptive, persuasive, expository writings, and for note-writing and summary writing. By the end of the program, students are expected to develop a central idea or argument logically, supporting and illustrating it clearly, and to write unified, well-developed and coherent essays.
· Textbooks: College English Composition: Expressing and Idea & Organizing an Essay, Nanjing University Press, 1997.
· Supplemental material:
Cook, Vivian. The English Writing System. London: Arnold, 2004.
Dempsey, K. Ann & Susan Lagunoff. College Writing: A Survival Guide. Holt, Rinehart and Winston, Inc., 1990.
Grellet, Francoise. Writing for Advanced Learners of English. Cambridge: Cambridge UP, 1996.
Ingalls, Anna & Dan Moody. Within Reach: A Guide to Successful Writing. Allyn and Bacon, 1997.
Jolly, David. Writing Tasks. Cambridge UP, 1984.
Langan, John. College Writing Skills. New York: The McMGraw-Hill Companies, Inc., 2000.
Martin, Charles. Exploring American English: Writing Skills for Classroom and Career. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1997.
McCabe, Anne Coen, Engene B Fairbanks & Wayne H Garnsey. English Writing: Competency in Writing Skills. Middletown, New York: N & N Pub. Co., 1998.
McRae, John & Ronald Carter. The Routledge Guide to Modern English Writing: Britain and Ireland. London; New York: Routledge, 2004.
Nadell, Judith, Linda McMeniman & John Langan. The MacMillan Writer: Rhetoric & Reader Handbook. 3rd ed. Allyn and Bacon, 1997.
Norton, Sarah & Brian Green. The Bare Essentials: form B: English Writing Skills. 4th ed. Toronto: Harcourt Brace, 1999.
Oshima, Alice & Ann Hogue. Introduction to Academic Writing. New York: Addison Wesley Longman, 1997.
Parsons, Richard. GCSE English: Writing Skills. Kirkby-in-Furness: Coordination Group Publications, 2000.
Peyton, Joy Kreeft & Jana Staton. Writing Our Lives: Reflections on Dialogue Journal Writing with Adults Learning English. Washington, D.C.: Center for Applied Linguistics; McHenry, IL.; Delta Systems Co., 1996.
Pickett, Nell Ann., Ann A.Laster & Katherine Staples. Technical English: Writing, Reading, and Speaking. New York: Longman, 2001.
Pinkham, John. The Translator’s Guide to Chinglish. Beijing: Foreign Language Teaching and Research press, 2000.
Qi, Shouhua. Success in Advanced English Writing: A Comprehensive Guide. Shanghai: Shanghai Foreign Language Educational Press, 2001.
Ruetten Mary K. Developing Composition Skills. Dalian: Dalian University of Technology press, 2004.
Scheraga, Mona. Contemporary’s Beginning English Writing Skills: A Handbook with Practice. Lincolnwood: Contemporary Books, 1999.
Scheraga, Mona. Practical English Writing Skills: A Handbook with Practice. Lincolnwood: National Textbook Co., 1998.
Semino, Elena & Mick Short. Corpus Stylistics: Speech, Writing and Thought Presentation in a Corpus of English Writing. London; New York : Routledge, 2004.
Stern, George. Writing in English. Singapore: Learners Pub., 2002.
Strong, William. Writer’s Choice: Grammar and Composition. New York: Glencoe/McGraw-Hill, 1996.
Tremmel, Robert & William Broz. Teaching Writing Teachers of High School English & First-Year Composition. Portsmouth, NH : Boynton/Cook Publishers, 2002.
Trimbur, John. ed. The Call to Write. Longman, 1998.
White, Nancy. Writing Power. 2dn ed. New York: Kaplan Publishing Inc., 2001.
Wilson, Paige & Teresa Ferster Glazier. The Least You Should Know about English: Writing Skills: form A. Boston, Mass.: Thomson Heinle, 2003.
蔡基刚，《英语写作与抽象名词表达》，复旦大学出版社，2003.
陈汉生，《实用英语书信》，世界图书出版公司，1997.
冯翠华，《英语修辞大全》，外语教学与研究出版社，1995.
冯启忠，《实用英语写作教程》，北京大学出版社，1999.
傅铮等，《英语写作基础热身30天》，新时代出版社，2002.
丁往道等,《英语写作手册》，外语教学与研究出版社，1997.
纪康丽，《如何写好英语作文：大学生英语写作弱点分析》，清华大学出版社，2002.
孔宪倬，《北京大学英语专业学生优秀作文选》，北京大学出版社，2002.
马迎军，《英语应用文即成模式实典》，天津科技翻译出版公司，1993.
马晓梅，《大学英语写作提高与范文百篇》，西安交通大学出版社，1998.
宁有权等，《书信英语》，外语教学与研究出版社，1996.
齐乃政，《大学英语四级考试教程》，科学技术文献出版社，1999.
戚元方，《大学英语写作快速突破》，上海交通大学出版社，2003.
邱东林，《复旦大学学生优秀英语作文选评》，北京大学出版社，2004.
《英语应用文写作大全》，社会科学文献出版社，2003.
周国强，《高级英语写作教程》，上海交通大学出版社，2003.
· Course overview (topics to be covered):
Unit One Sentence Skills 400 minutes
Unit Two The Writing Process 200 minutes
Unit Three Narration 300 minutes
Unit Four Description 400 minutes
Unit Five Comparison & Contrast 400 minutes
Unit Six Process Analysis 400 minutes
Unit Seven Definition 400 minutes
Unit Eight Classification 200 minutes
Unit Nine Cause & Effect 400 minutes
Unit Ten Notes and Prėcis 400 minutes
· Course requirements:
Attendance: Regular attendance in this course is essential. Many of the assignments will be done in class, and essays will derive directly from class discussion.
Participation and Preparedness: Active participation in class discussions is essential to success in this program. Quality of class participation will factor into the student’s final grade. Students are responsible for completing the scheduled readings and assignments before class.
Three versions of easy essay: Students will turn in at least two versions of each essay. Students are required to compose careful reviews of their peers' first version, which is meant to give each student more insight into the effect that his or her writing has on other people. Students will then use their classmates’ responses to their first version, and their responses to the comments, in producing the second version with a clear sense of purpose and with coherence. (Note that first versions are not rough drafts, but completed, polished essays, and that second versions are not edited, cleaned-up first versions, but reconsidered essays with substantial revision.) The instructor will grade the second version, comparing it to the first one to note revisions and improvements - or the lack thereof. Finally, students will make further revisions with respect to the instructor’s comments.
Email discussion forum: Students are encouraged to participate in the Email Discussion Forum to respond to readings, to assignments and to one another.
Portfolio: Students will compile and submit, at the end of each semester, a neat, organized, and complete portfolio containing all handouts, work, and email and written correspondence associated with this course, along with a short (no more than one page) introduction.
· Grading and Evaluation:
Attendance and participation 10%
Responses to peers’ work 5%
Writing Assignments 45%
Final exam 40%
A 5% of extra credit will be awarded to active participation in the Email Discussion Forum and complete portfolios.
· Academic honesty:
Dishonest acts like cheating, lying, and plagiarism will not be tolerated. All work submitted for this course must be the students’ own and be written exclusively for this course. The use of sources (ideas, quotations, paraphrases) must be properly documented. In cases where plagiarism has been clearly established, the student will be failed.