Short Descriptions

This project summarizes findings from a two-year teaching-cum-investigation of the way students use sources to write up Life-Science Op-Eds (which requires students taking a stance on science controversies and persuading the general public to accept their views). We assume that the use of in-text citations in the form anchor texts in model Op-Eds (course materials) fulfills in part the rhetorical purpose of persuasion, and hypothesize that explicit teaching of creating anchor texts would enable students to better use sources as Appeal to Logos in persuasive writing. At Level 3000, we stretch students to address wider audience and to engage more purposeful acts of communication. Op-Ed writing with digitized in-text citations would allow students to develop new skills while continuing to hone their academic skills.

Possible Benefits

To establish a 'communication-oriented' citation typology that may align with skills taught in other advanced writing courses, or may be applied to Level 2000 courses if appropriate.

Deliverables

Summer EYE - Short Paper session Journal publication (end of 2022)

Short Descriptions

For two Summers I did ad hoc course writing for CORE1401 and the new LABU course, to fill in the Summer WUs. After seeing CLE's curriculum plan unfolds over these two years, I wonder if it's time to establish continuity and principles in this repeated pattern of my 'ad-hoc' Summer work, and to revive a framework used in the past - Communication across the Curriculum (CxC) - for course writing/curriculum development. The main objective of this foreseeably longitudinal project is to address the need of quality materials as models of communication for teaching and learning, a need which most of us course writers have tried to fulfill during course write-up. Especially when CLE/we have started teaching multimodal communication in the new Common Core courses, a rich collection of models of hybrid genres (written-oral-visual) can reflect not only our course objectives, but also the consistency of our curriculum requirements across years and disciplines. These are the rationales behind this E-Reader project - to collectively build teaching-learning resources in a levelled reader, which may start as subject-/discipline- specific that features key learning outcomes (CILOs), yet can further expand to include cross-course learning outcomes to showcase CLE’s curricular goals (PILOs of multi-modality and competency development).

Possible Benefits

As part of a search for "reading" materials for the new Advanced Business writing course, I wish to start the ground work of building a outcomes-based E-Reader as teacher-learning resources. I hope the project might interest colleagues who teach other school-based courses and who also consider updating course materials (communication models) to align with CLE's competency-based programmes.

Deliverables

(short-term) A theoretical framework for selecting-collecting texts of discipline- and rhetoric-specific genres from multimedia, for training of written communication (intended for the Advanced Business Writing course); (long-term) A E-Reader that provides teaching/learning resources across disciplines and levels, for multi-modal communication training (of writing, speaking, visual, and hybrid communication).

本書包含八十八條重要英文文法，每單元採用漫畫、插圖交叉說明，圖示清晰易懂、生活化的例句引導學生學習。每單元皆以「文法形式」標明要點，簡明扼要的呈現方式，方便學生預習、複習、溫習文法。單元多採雙頁設計，左頁是文法概念，右頁是練習題目；而較複雜的文法概念則以四頁說明，同時增加練習題數，以達充分學習的效果。書後索引列舉不規則動詞、拼音規則、發音、數字、日期、時間等易讓學生混淆的英語用法。

@本書完整介紹英文文法結構，從最基本的概念與規則，到較為複雜 的例外狀況，均予詳細說明。 @以生動活潑的圖文解說，代替枯燥乏味的文字說明，將抽象文法概 念化為具體的意象，刺激學生的聯想力與學習興趣。 @以精心設計的習題搭配文法概念，讓讀者邊學邊做，從實際演練中 體會文法規則的妙用。 @章末均附有「複習測驗」，可撕下作為測驗試題或課後作業。