| Course Name |
(中) 英文作文(二)(2016) |
| (Eng.) English Composition (II) |
| Offering Dept |
Department of Foreign Languages and Literatures |
| Course Type |
Required |
Credits |
2 |
Teacher |
CHEN YOU-TING |
| Department |
Department of Foreign Languages and Literatures/Undergraduate |
Language |
中/英文 |
Semester |
2026-FALL |
| Course Description |
This course builds directly on your existing knowledge of paragraph-level writing, aiming to deepen your structural understanding and sharpen your skills in advanced academic composition. The curriculum provides systematic guidance in developing well-structured essays, encompassing cause-and-effect, comparison-contrast, argumentative, problem-solution, and critical reaction essay formats. You will master the defining conventions of each essay type while deploying practical, strategic frameworks for crafting compelling thesis statement, synthesizing ideas, and integrating textual evidence effectively.
This specific semester concentrates exclusively on two primary essay types: cause-and-effect and comparison-contrast. Please be explicitly advised that the strict focus of this course is on rhetorical essay structure and academic writing methodologies, rather than on fundamental grammar instruction or reading comprehension. If you are primarily seeking to improve your baseline grammar or reading skills, or if you do not agree to this pedagogical focus, you are strongly advised to drop this course during the add/drop period. To maximize your immersive exposure to authentic academic discourse, approximately 90% of the course—including all lectures, peer workshops, and classroom instructions—will be conducted strictly in English.
|
| Prerequisites |
英文作文(一) |
self-directed learning in the course |
Y |
| Relevance of Course Objectives and Core Learning Outcomes(%) |
Teaching and Assessment Methods for Course Objectives |
| Course Objectives |
Competency Indicators |
Ratio(%) |
Teaching Methods |
Assessment Methods |
| This year-long required courses elevate your English writing proficiency by guiding you to master the architectural design of effective academic essays and refining your ability to compose standard five-paragraph essays across a variety of rhetorical purposes. Throughout the academic year, the curriculum moves you beyond mere sentence-level grammar to focus on macro-level organization, thesis development, and structural cohesion. |
| 1.Foreign language skills |
| 3.Communication and presentation skills |
|
|
| Exercises |
| Discussion |
| Lecturing |
|
|
| Course Content and Homework/Schedule/Tests Schedule |
| Week |
Course Content |
| Week 1 |
9/9
Overview of the course and expectations
What makes good writing? |
| Week 2 |
9/16
Structure of academic writing |
| Week 3 |
9/23
Elements of academic writing |
| Week 4 |
9/30
Understanding thesis statements |
| Week 5 |
10/7
Developing strong thesis statements |
| Week 6 |
10/14
Writing task 1 |
| Week 7 |
10/21
Analyzing outlines |
| Week 8 |
10/28
Composing outlines |
| Week 9 |
11/4
Writing task 2 |
| Week 10 |
11/11
Understanding cause-effect essays |
| Week 11 |
11/18
Crafting a cause-effect essay |
| Week 12 |
11/25
Writing task 3 |
| Week 13 |
12/2
Techniques of brainstorming |
| Week 14 |
12/9
Understanding comparison essays |
| Week 15 |
12/16
Crafting a comparison essay |
| Week 16 |
12/23
Writing task 4
|
self-directed
learning |
Writing outside of class |
|
| Evaluation |
20% Attendance and in-class performance
80% Writing task * 4
1. Attendance is mandatory and intrinsically linked to your active participation in class activities. You are expected to be present and prepared for every scheduled session. Please be explicitly advised that regular attendance is a baseline requirement; consequently, points will be deducted based on your total number of absences, regardless of official leaves or advance notifications. Because this course relies on in-class writing exercises, any absence—excused or otherwise—directly reduces your opportunity to develop your texts and will negatively impact this 20% category of your final grade.
2. Your performance grade under this 20% category is determined strictly by your active engagement in all classroom activities. To earn full credit, you are required to diligently complete all textbook exercises during class and share your answers and insights with the instructor and peers. Merely sitting in the classroom without actively contributing to these exercises and class discussions will not suffice for full credit.
3. All four writing tasks must be executed and completed entirely during our designated class sessions. These timed essay assignments are strictly engineered to evaluate your immediate mastery of the lecture content and rhetorical objectives; therefore, they must be finalized and submitted before that specific class period concludes.
Please be explicitly advised that these tasks are closed-book assessments: absolutely no outside references, dictionaries, generative AI tools, translation software, or electronic devices of any kind are allowed during the writing process. Because these tasks rely on synchronous, real-time composition, no makeup opportunities, late submissions, or extensions will be permitted under any circumstances. Failure to complete a writing task in class will automatically result in a score of zero for that assignment. If you do not agree to this controlled, distraction-free testing environment, or if you do not wish to abide by these terms, you are strongly advised to drop this course during the add/drop period.
4. While specific essay requirements may vary by genre, all four writing tasks will be evaluated strictly based on the structural organization of your writing, the logical development and progression of your arguments, the overall unity and coherence of your content, and the grammatical precision and rhetorical appropriateness of your language use.
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| Textbook & other References |
| Great Writing 4: Great Essays (Fifth Edition), by Keith S. Folse, April Muchmore-Vokoun and Elena Vestri, published by National Geographic, 2019. (available at Cave Books on campus) |
| Teaching Aids & Teacher's Website |
| The instructor will prepare supplementary course materials and upload them to the course page on iLearning before or after class. Hard copies will only be distributed in class if necessary. |
| Office Hours |
| Thursday, 15:00-17:00 (by appointment) |
| Sustainable Development Goals, SDGs(Link URL) |
| include experience courses：N |
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