1. English Writing 陆元雯 （ ywlu@sjtu.edu.cn ） ywlu@sjtu.edu.cn School of Foreign Languages Shanghai Jiaotong University

2. Introduction 1. Objectives of the English Writing Course 2. Teaching Content of the Course 3. Arrangements for this semester

3. 1. Objectives of the English Writing Course 1) To improve English writing skills. 2) To train students to think logically. 3) To raise consciousness of cross-culture differences, in English writing particularly.

4. 1) To improve English writing skills. a. To know how to choose words and make sentences in your writing. (word – sentence) b. To know how to organize ideas in your writing. (paragraph – essay) c. To know the English writing process. (brainstorming, outlining, proofreading, etc.)

5. 2) To train students to think logically. a. What is critical thinking? ( its definition ) b. Critical thinking in reading and writing (readers – writers) c. Ways to improve critical thinking. (theory, practice, attitude)

6. 3) To raise consciousness of cross-culture differences, in English writing particularly. a. Differences in expressions. (word choice, sentence patterns, etc.) b. Differences in essay writing. (essay organization)

7. 2. Teaching Content of the Course 1 ） Critical Thinking.........................2 periods a. What is critical thinking? b. Critical reading and writing c. Ways to improve critical thinking

8. 2. Teaching Content of the Course 2 ） Narration...................................6 periods a. Purpose of the narrative b. The structure of a narrative essay c. Elements in an effective narrative essay d. Developing narrative essays e. Readings: sample passages f. Writing practice

9. 2. Teaching Content of the Course 3) Comparison and Contrast................6 periods a. Determining the purpose b. Patterns of organization c. Developing comparison/contrast essays d. Readings: sample passages e. Writing practice

10. 2. Teaching Content of the Course 4) Cause and Effect............................6 periods a. Purpose of a cause-effect essay b. Methods of writing a cause-effect essay c. Avoid faulty cause-effect relationships d. Connectors for cause-effect essays e. Developing cause-effect essays f. Readings: sample passages g. Writing practice

11. 2. Teaching Content of the Course 5) Argumentation................................6 periods a. Logical argument b. Common logical fallacies c. Developing strong thesis statement d. Evidence used in an argumentative essay e. Elements in an argumentative essay f. Developing an argumentative essay g. Readings: sample passages h. Writing practice

12. 2. Teaching Content of the Course 6) Cross-culture Differences................4 periods My lecture on this topic + 2 lectures given by 2 colleagues.

13. 3. Arrangements for this semester 1) Teaching methods: Lecture + Reading + Discussion + Presentation Reading: model essays Discussion: discuss the features of model essays and answer the questions after model essays. (5 groups) Presentation: present your homework in class and put your written work online for students to discuss. (5 presentations)

14. 3. Arrangements for this semester 2) Appraisal (Your final score): a. Classroom participation 20% (including attendance, response to in-class tasks, etc.) b. Written homework 30% c. Presentation 10% (Each group will give a score to the presentation, and the average will be the presentation for each group member. Oral-5 and written 5) d. After-class reading: 10% e. Final exam: 30%

15. Lecture 1 Critical Thinking

16. Outline a. Objectives of this lecture b. What is critical thinking c. Critical reading and writing d. Ways to improve critical thinking e. Tasks

17. Objectives a. to know what is critical thinking b. to know how it is embodied in critical reading and writing c. to know the ways to improve it

18. 1. What is critical thinking × criticizing negatively; √ examining and analyzing info with an open mind; √ an ability to think clearly and rationally;

19. 1. What is critical thinking Other definitions of critical thinking have been proposed (e.g. it is the art of asking questions, etc.); However no matter how it is defined, clarity and rationality constitute the common core across the different conceptions on critical thinking.

20. 1. What is critical thinking Someone with critical thinking skills is able to do the following : ※ understand the logical connections between ideas ※ identify, construct and evaluate arguments ※ detect inconsistencies and common mistakes in reasoning ※ solve problems systematically ※ identify the relevance and importance of ideas ※ reflect on the justification of one's own beliefs and values

21. 2. How is critical thinking embodied in reading and writing? Readers expect writers to analyze and question their sources, to have an informed and interesting point of view, and to provide convincing reasons why that view is valid.

22. 2. How is critical thinking embodied in reading and writing? Writers should research and analyze an issue, take a critical position, and persuasively support that position.

23. 3. Ways to improve critical thinking Good critical thinking involves the mastery of a set of thinking skills. Like the acquisition of many other skills, there are three components in this process: theory, practice, and attitude.

24. Theory If we want to think correctly, we need to follow the correct rules of reasoning. Reasonable people judge reasoning by intellectual standards, which need to follow the elements of thought.

25. Universal Structure of Thought 1.When we think, we think for a Purpose 2. Within a Point Of View 3.Based on Assump- tions 4.Lead- ing to Implica- tions 5. We use Info facts & experien- ces 6. to make Inferen- ces and judge- ments 7.Based on Concepts and theories 8. In attempting to answer a Question to solve a problem ↑ → → ← ←← →

26. Practice To be good at critical thinking skills it is necessary to internalize the theoretical principles so that we can actually apply them in daily life. Developing a system of inquiry will lead to the critical thinking skills necessary for analysis characteristics in your writing.

27. Developing a System of Inquiry Following are suggestions to help develop critical thinking skills: a. Write journals b. Observe details c. Ask questions d. Look for assumptions and bias e. Understand other viewpoints and consider alternatives f. Analyze and evaluate arguments

28. Attitude Good critical thinking skills require not just knowledge and practice. Persistent practice can bring about improvements only if one has the right kind of motivation and attitude. The following attitudes are not uncommon, but they will not help you improve your thinking :

29. Attitude ※ I prefer being given the correct answers rather than figuring them out myself. ※ I don't like to think a lot about my decisions as I rely only on gut feelings( 直觉 ). ※ I don't usually review the mistakes I have made. ※ I don't like to be criticized.

30. One Tip To improve one's thinking one must recognize the importance of reflecting on the reasons for belief and action. One must also be willing to engage in debate, to make mistakes, to break old habits, and to deal with linguistic complexities and abstract concepts.

31. Task 1 Critical thinking at University often involves taking a position on a particular issue and then developing reasons into a logical argument in support of that position. The best way to learn to do this is by practise.

32. continued Take a position on the following statement: “Education helps individuals grow and has a civilising and humanising influence on society as a whole.”

33. continued If you decide to argue that, “YES, Education DOES help individuals grow and DOES have a civilising and humanising influence on society as a whole” begin to brainstorm questions about your position.

34. continued If you decide to argue that, “No, Education DOES NOT help individuals grow and DOES NOT have a civilising and humanising influence on society as a whole” begin to brainstorm questions about your position.

35. For reference （ yes) What relationship do you see between education and civilising people? What does it mean to be a civil and humane person? What do you interpret the question to mean by “grow” (spiritually physically emotionally intellectually)?

36. For reference （ yes) Is it any kind of education or a particular sort of education that you think has this effect? Does your saying yes to this question mean that you think people who have no education at all are not civil and not humane?

37. For reference （ yes) Is there necessarily a relationship between large amounts of educated people and a change in the way the society is organised. For example, imagine a culture that stated only people of a certain gender or ethnic background could have access to education but the majority of the society still did receive an education, would that be a civil and humane society? If not -why not?

38. For reference （ no) What relationship do you see between education and civilising people? What does it mean to be a civil and humane person? What does it mean to have a civilised and humane society? What do you think the role of education is if it is not to achieve this ideal?

39. For reference （ no) What other pathways might there be to achieve a humane and civilised society? What do you interpret the question to mean by “grow” (spiritually physically emotionally intellectually)? Does the kind of education make a difference to the outcome? If you think so - say why. If you think not -say why.

40. For reference （ no) Does your saying no to this question mean that you think people who have an education have nothing in particular to offer society? What are the implications of this position? If educated people do not contribute any extra value to society should taxpayers subsidise education? If yes say why you think so and if no say why you think so.

41. Homework Think of a person that you know well. Be sure that you feel comfortable writing about him/her. Tell a story about this person. How did he or she influence you? What unusual or exciting experience has this person had?