LANG 2000-44

Brief

Note: This class will be taught in English. Presenting with confidence, delivering with accuracy, and speaking with clarity, these are the three speech elements young scholars need to familiarize for conducting a successful presentation. In the university study, young scholars are required to read academic papers or scientific journals. They also have to present their research projects orally in various academic venues. Both reading scientific literature and reporting research findings have rarely been systematically introduced in the previous educational experiences. Presenting Academic Research Projects is an EAP speech-focused course that aims to prepare young scholars to explore, to organize, and to deliver a structured speaking presentation in various given academic opportunities on- and off-campus. The course ob<x>jectives are: 1. To develop skills framing and articulating ideas through speaking 2. To be familiarized with strategies for preparing and deliv

Description

Course keywords: 選讀英文 學術簡報 Academic Presentation Course Description Primary Aim Presenting with confidence, delivering with accuracy, and speaking with clarity, these are the three speech elements young scholars need to familiarize for conducting a successful presentation. In the university study, young scholars are required to read academic papers or scientific journals. They also have to present their research projects orally in various academic venues. Both reading scientific literature and reporting research findings have rarely been systematically introduced in the previous educational experiences. Presenting Academic Research Projects is an EAP speech-focused course that aims to prepare young scholars to explore, to organize, and to deliver a structured speaking presentation in various given academic opportunities on- and off-campus. The course objectives are: 1. To develop skills framing and articulating ideas through speaking 2. To be familiarized with strategies for preparing and delivering academic presentations, mainly the in-class and on-campus academic functions 3. To strengthen confidence in self-expression and group coordination for an academic dialogue This design requires members to read and discuss speech-focused literature as well as to construct and practice speaking presentations in English about their academic discoveries. With step-by-step active-listening appraisals, note-taking demonstrations, and communicative language usage analysis, learners are led to listen mindfully, to think critically, to unpack the construct of speaking systematically, and, with confidence, to orally present their projects strategically. In this class, communicative language approaches are introduced, discussed, demonstrated, and compared to support various speaking assignments. The aim of this course is to prepare young college scholars to be a clear, fluent English language presenter across disciplines. Understanding how to deliver a speech and being able to conduct an effective academic dialogue in a given assignment serves as the goal of this course. This course expects to shape a confident speaker who presents his or her topics of interests in English proficiently. --------------------------------------------------------------------- Prerequisites 1. Candidates need to register in, or already complete, at least one of the required first-year English language courses offered by the English Language Center. This means that candidate has to be in his or her second year, or higher, of academic study. (Second, third, fourth year student) Graduate or post-graduate degree students should consider other higher course selections. 2. Candidates need to meet the following criteria, according to the CFER guidelines: B1 Level or B2 “That I Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension.” ------------------------------------------------------------------------- Presenting Academic Research Projects is a one-semester, two credits course. It is offered every semester of each school year. Target candidates are those in undergraduate programs, mainly, the second year or above students. Graduates or post graduates should find other higher course titles. This course will be conducted in English. Yet, if needed, other languages from students of different cultures can be used to support specific topical content covered. Students who enrolled in class should employ the step-by-step pedagogical approaches as the lens to explore, analyze, appraise, and interpret the dynamics of the English communicative texts. Students are required to involve in weekly discussions actively, so as to be reflective readers and active speakers who probe, inspect, and argue in English. Equal rights are practiced in this class. The course has a guideline that language learning skills – from reading inputs, organizing speech notes to verbal outputs-- are the fundamental oracy qualities a young university scholar needs to cultivate. Upon the completion of the study, 32(2*16) class hours, this course is structured to improve student’s language proficiency level form B1/B2 to B2 or B2+ to C1. -------------------------------------------------------------------- Upon completing this course, students should be able to perform these academic tasks: Academic assignments Excellent Great Fluent Average Acceptable 1. Use English to answer/ask questions in class v 2. Note-taking & Speech drafting/ revising v 3. Actively participating In-class discussion & Involving Q&A v v 4. Argue & defend personal viewpoint v v 5. In –class individual report v v 6. A member of In-class group report v v 7. Individual or group speaking presentation in department, or on campus academic meetings v 8. Participating off-campus academic conference (As a listener & in Q&A) v 8. Participating off-campus academic conference (Panel Discussion & Q&A) v 9. Participating off-campus academic conference (Round-table discussion) v 10.Participating off-campus academic conference (Leading a poster session) v -------------------------------------------------------------------- Subsidiary aim: Through reading the speech communication texts and viewing/listening various speech samples, learners need to actively retrieve their prior knowledge and previously acquired communicative language skills to engage in various topical discussions. Students are required to demonstrate the following speaking and communication skills introduced in the course design: 1. to read critically, cooperatively, and independently (*4 different types of academic texts reading/listening skills) – Time management for reading & listening, and disciplines for listening 2. to decode syntax, to listen actively for understanding – Elementary, Inspectional, Analytical, and Syntopical (*4 levels of reading & listening) 3. to organize ideas for speaking – Note-taking and speech piece drafting (*2 academic thinking/writing skills) 4. to develop/construct a speech piece – topical, reflective, and critique portfolio writings (*2 academic writing skills) 5. to rehearse, deliver, answer, and defend viewpoints in public – fluent speaking presentation (*3 academic communication skills) ------------------------------------------------------------------- Corresponding CEFR Can-do Statements (B2 & B2+) Academic Language Literacy 1. Reading ■Understanding of a range of academic vocabulary and grammatical structures ■ Evaluating, comparing and critically analyzing graphic data ■ Following descriptions of processes and sequences ■ Interpreting process diagrams and flowcharts (critical reading) ■ Analyzing reported statistics (critical reading) ■ Following discussions between multiple texts or reports 2. Listening ■Understanding and evaluating a speaker’s interpretation of data ■ Understanding references to graphic data ■ Following descriptions of processes and sequences ■Following discussions between multiple speakers ■ Comparing and synthesizing ideas and arguments ■ Incorporating graphic information and data into writing (in support of claims) ■ Describing research findings ■ Describing and explaining data ■ Explaining the possible implications of events ■ Explaining, comparing and interpreting sources (comparing literature on a topic) ■ Drawing conclusion from data (developing your own position on a topic) ■ Using inferential language (communicating about ideas across contexts) ■ Using narrative and descriptive language (clearly describing a series of events) ■ Avoiding plagiarism Speaking/Discussion ■ Using statistical data in support of claims ■ Referring to graphics in support of claims ■ Describing research findings ■ Describing and explaining data ■ Exchanging and challenging ideas appropriately (in academic discussion) ■ Explaining, comparing and interpreting sources (comparing literature on a topic) ■ Synthesizing sources and viewpoints (comparing literature on a topic) ■ Creating a presentation to report results Vocabulary & Grammar ■ Getting familiar with discourse patterns (the structure of persuasive, argumentative, and informative texts) ■ Developing sentence structures and discourse patterns for academic competence (comparing, classifying, synthesizing, evaluating, and inferring) ----------------------------------------------------------- University Student Core Competency Indicators 1. ability to communicate and express oneself in English 30% 2. ability to think critically and organize ideas logically in English 20% 3. knowledge of English learning strategies and techniques) 10% 4. global views of English and multicultural diversity 20% 5. ability to use existing English learning resources and development of independent self-learning habit 20% ----------------------------------------------------------- Teaching Materials and References Textbook(s) (TBA) Presenting -- Deliver Presentations with confidence G. Burton Harper Collin (EAP Academic Skill Series) (2013) Note: Subject to change while newer version is available CEFR Scale □ B1 □ B1-B2 ■ B2 ■ B2+ □ C1 Additional Textbook(s) For reference only. Students do not need to purchase these texts. 1. Prepared by teacher or available at school library under teacher’s reservation and kept at the lobby at designated reading area 2. The Art of Public Speaking (10th ed.) S. E. Lucas McGraw-Hill (2009) CEFR Scale □ B1 □ B1-B2 ■ B2 ■ B2+ □ C1 3. The Power of Public Speaking -- Effective Techniques for Dynamic Communication M. Stuttrard Barron's Educational Series, Inc. (1997) Note: Subject to change while newer version is available CEFR Scale □ B1 □ B1-B2 ■ B2 ■ B2+ □ C1 4. Advanced Conference English C.H. Yen Bookmans Taipei, 2017 Note: Subject to change while newer version is available CEFR Scale □ B1 □ B1-B2 ■ B2 ■ B2+ □ C1 5. How to Develop and Write a Research Paper P. Cash Herbert H. Lehman College (1997) Note: Subject to change while newer version is available CEFR Scale □ B1 □ B1-B2 ■B2 ■ B2+ □ C1 6. Speaking of Speech (New Edition) D. Harrington & C. LeBeau MacMillan (2009) Note: Subject to change while newer version is available CEFR Scale □ B1 ■ B1-B2 ■B2 □ B2+ □ C1 7. Teacher’s handouts ---------------------------------------------- Learning/Resource Platform www.nthu.edu.tw elearn Resource (1) reserved in NTHU main library under teacher’s course title Resource (2) available on eLearn under Reading List category ----------------------------------------------- Grading (total 100%) 1. Midterm Project/Paper/Presentation 20% (see syllabus for plans, tentative) 2. Final Exam/Report/Presentation 30% (see syllabus for plans, tentative) 3. Journal Entry & Meeting 35% (1) Speaking rehearsal assignments (4x5%) =20% (2) Note-taking (5%), reflection in digital recordings (5%) & Vlog(5%) 15% 4. Attendance – 16 week class (10%) *15-16 (10), 12-14 (7), 10-11(6), 8-9*(4), 8- (0) 5. In-class participation (talks, discussions, sharing sessions) (5%) ------------------------------------------------------------- Requirements & Classroom Ethics: 1. Class attendance, weekly reading assignment, and active class participation are required. See attached assignment list for classroom activity participation arrangement. 2. If absence from a class or fail to report, update, the assignments, you need a supplementary plan. Fail to meet the weekly requirement will affect your grade results. 3. Plagiarizing on the assigned tasks is definitely an academic misconduct. You do not receive any grade from your submitted documents and speech reports. 4. Make-up exams, reports, or presentations available with valid official documents from school. 5. Class handouts should be kept for later reference. Submit all your homework, in digital formats, onto eLearn in each designated location or route. See comments, feedbacks, and grade reports on eLearn. Late Submission Mark Awarded After Penalty days late Penalty Original grade 90 Original grade 60 1 10% 81 54 2 20% 72 48 3 30% 63 42 4 40% 54 36 5 50% 45 30 More than 5 days Not completed and grade of zero awarded 6. See you in class (online or physical), meet, talk, and consult in class. No private consultation session outside of class schedule. 7. Topical study items on syllabus subject to change based on learners’ competency and school matters. Grading or performance evaluation will be revised with discussions in class. 8. All your digital devises are used for supporting your study. In an academic session, use accordingly. Ask for prior consents before you conduct any forms of documentation. Copy rights laws observed. 9. This is a gender-equal, age-appropriate, opportunity-equal class. While the class in session, follow the school regulations and academic ethics. Be civil. 10. Do no harm. Ask for assistance when in need. --------------------------------------------------------------- Notes on the Use of AI facilities 1. Any AI equipment, digital devices, or intelligent software applications can only be used with permission or consultation with your classroom teacher. 2. Any digital receiving, recording, broadcasting, streamlining, documenting actions should have your classroom teacher‘s permission. 3. AI software applications such as ChatGPT, and/or others, must only be used with your classroom teacher's approval. 4. You must follow your teacher‘s words on when or how to use AI software, ex. the use of ChatGPT, for producing your homework, assignment, test, exam, projects, or reports. 5. Your class teacher reserves all the rights to assume that any of your class work may have been organized and/or produced with reference, or use, of any AI devices. Your class teacher remains the rights to discuss with you in person when needed. 6. You hold the rights to prove, defend your rights of originality of your class works. All the meeting sessions will be documented for further references. AI-assisted reports and assignments are ■ allowed with appropriate attribution: AI-assisted work on some assignments is allowed when students clearly identify what parts of the assignments were AI generated and how it helped them. ■ allowed in limited instances: AI can be used to prepare for reports and assignments by brainstorming, but students must show how it helped them reach the result. #Use with prior approval from your class teacher. #Give credits to your sources. Citation listed required. ------------------------------------------------------------ Teaching Activities ■ Lectures (20%) ■ Readers/speaker Responsive(20%) ■ Note-taking (10%) ■ presentation practice (20%) ■ Cloud portfolio (10%) ■ Speech Projects (20%) -------------------------------- Classroom Languages English 100% Mandarin or international students' native language to be supported only if needed for communication -------------------------------------- Weekly Syllabus (2 credits/ Elective) WEEK DATE Activities / Assignments ******************************************************************************** * 1 09/05(R) Orientation Course intro, texts, weekly activities, class ethics, assessments Assignment: 1. Discussion & Q&A 2..Add/Drop Review 3. Textbook should be ready this week 4. Read posting on eLearn 2. 09/12(R) Topic: Presenting at university (Academic Discourse) Understanding the difference between seminars and listening to a speech talk 1. What is an academic presentation? 2. The purpose and impact of academic presentation Assignment: 1. Read chapters assigned before class 2. Discussion: Types of seminars (what, why, how) * questions at eLearn 3. Online journal entry *see eLearn post 4. Add/Drop End* 3. 09/19(R) Topic: How to Listen 1. Planning and structuring formal presentations 2. How to listen, active listen Assignment: 1. Read files assigned before class 2. Discussion: How to plan & Structure *Questions at eLearn 3. Online journal entry *See eLearn post 4. Journal report & Online Portfolio 4. 09/26(R) Topic: Note-Taking & Speech Outlines 1. How to take notes, use notes 2. The use of digital devices in presentation 3. Speaking Assignment No.1-1 Assignment: 1. Read files assigned before class 2. Sharing session: How to take note *Questions at eLearn 3. Speaking report peer evaluation *See eLearn post 4. Journal & Online Portfolio 5. 10/03(R) Topic: Using Your Voice in an Academic Speech 1. Using your voice 2. Body movements & eye contacts 3. Distance meeting etiquettes 4. Speaking Assignment No.1-2 Assignment: 1. Read files assigned before class 2. Sharing session: Evaluate voice quality *survey at eLearn 3. Speaking report peer evaluation *See eLearn post 4. Journal & Online Portfolio 6. 10/10(R) # National Holiday, No Class (Schedule change TBA) Topic: Engaging Your Audience 1. Using your body language and eye contact 2. Leading your audience to engage in your talk 3. How to lead a Q&A session 4. Speaking Assignment No.1-3 Assignment: 1. Read files assigned before class 2. Sharing session: Evaluate voice quality *survey at eLearn 3. Speaking report peer evaluation *See eLearn post 4. Journal & Online Portfolio 5. Midterm project announcement* (Students should listen and read carefully, and confirm) 7. 10/17(R) Topic: Visual Aids 1. How to Use Visual Aids PPT, Films 2. Distance presentation apps 3. The use of AI (Possible discussions on the use of ChatGPT) Assignment: 1. Read files assigned before class 2. Sharing session: How do I use visual *questionnaire at eLearn 3. Speaking report peer evaluation *See eLearn post 4. . Journal & Online Portfolio 5. presentation order @eLearn 8. 10/24(R) Topic: Midterm Speech Project 1. Present your project design 2. Deliver your project 3. Speech report evaluation Assignment: 1. Project presentation *see list 2. Grading policies see syllabus 3. Attendance Check 4. You need to permission for make-up exam/report 9. 10/31(R) Topic: Managing Speech Output Quality 1. Preparing, Rehearsing 2. Dealing with Anxiety Assignment: 1. Read files assigned before class 2. Sharing session: How I planed my talk *questionnaire at eLearn 3. Speech Inventory check list *See eLearn post 4. Journal & Online Portfolio 10. 11/07(R) Topic: Speech Proposal 1. Week 12-14 Feature Presentation Project Proposals 2. Presentation Group Meeting Assignment: 1. Proposal presentation Your proposal should include: *title *Purpose *Your planning of delivery *Result expectation 2. Feedback & Journal 11. 11/14(R) Topic: Avoiding and Solving Problems 1. Resolve problems during your presentation 2. Dealing with Q&A 3. Analyzing your speech after your presentation Assignment: 1. Read files assigned before class 2. Case Study Discussion *Files at eLearn 3. Journal & critique writing 12. 11/21(R) Topic: Individual Presentation 1. In-class, on-campus departmental seminar practice *Creating, organizing, cooperating in a group presentation *Organizing your group delivery *Review 2. Final Project Presentation No.1 13. 11/28(R) Topic: Group Presentation Workshop 1. In-class, or on-campus departmental seminar practice *Creating, organizing, cooperating in a group presentation *Organizing your group delivery *Review 2. Final Project Presentation No.2 Assignment: 1. Read files assigned before class 2. Discussion: Organize group talk *check list at eLearn 3. Speaking report peer evaluation *See eLearn evaluation chart 4. Presentation review & Critique 5. Final Project announcement 14. 12/05(R) Topic: Poster Sessions & Round Table Seminars 1. On-campus, off-campus seminar presentation *Plan & prepare a poster session (on/off-campus seminar) *Speaking at a round table meeting (on/off-campus seminar) 2. Final Project Presentation No.3 Assignment: 1. Read files assigned before class 2. Discussion: Organize seminar talk *check list at eLearn 3. Speaking report peer evaluation *See eLearn evaluation chart 4. Presentation review & Critique 5. Final Project Q&A 15. 12/12(R) Study Evaluation (One-on-One Consultation) 1. Study evaluation & Grade review 2. Revised papers & project reports on clouds completed Assignment: 1. Assessment 2. Grade Review 3. Student Learning Survey* 16. 12/19(R) Final Project Speaking Presentation Report 1. File submission to eLearn completed 2. One-on-One study review/consultation follow-ups* 3. Make-up exam TBA, if applied. Assignment: 1. Final Project Presentation 2. Assessment Consultation Session 3. Files Online Submission *Tentative Schedule. It is subject to change when and if needed. Schedule will be announced, or discussed in class before its change. *************************************************************************** 2024.0525

Timetable

Remarks

*1、2選:限同級數大二生，3選:限同級數大三、大四生，加退選:開放同級數大二至大四生修習。

Restrictions

限大學部2年級3年級4年級,頂標生,前標生

Compulsory

Elective

Cross Discipline

First Specialization

Second Specialization