讀出研究力：英文期刊論文閱讀

讀出研究力：英文期刊論文閱讀

課程概述

Advanced English Reading for Researchers is designed to equip graduate students with the skills necessary to read and conduct research using scholarly texts in English. Through this course, students will explore worked examples that showcase the critical thinking process, with AI serving as a tool for facilitating the process. In addition, the course emphasizes the acquisition of vocabulary that may be challenging for second-language learners but is commonly used in scholarly writing by well-educated professionals. Students will develop enhanced reading skills, engage in in-depth critical analyses of research-based articles and journal papers, and work intensively with academic texts relevant to their areas of research specialization. This course aims to provide students with a strong foundation in advanced academic reading, ultimately supporting their thesis and dissertation writing.

教學目標

The purpose of this course is to adhere to the NTU educational objectives by contributing to students’
CC 1:  Independent judgment and ability to innovate
CC 2:  Professional knowledge and skills
CC 3:  Communicative and team skills

Course Intended Learning Outcomes (CILO): By the end of the course, students should be able to

  • CILO 1: expand their advanced academic vocabulary and gain familiarity with language commonly found in scholarly texts (CC 1, 2 & 3);
  • CILO 2: determine and assess appropriate sources based on criteria such as authority, relevance, and timeliness (CC 1 & 2);
  • CILO 3: demonstrate the ability to analyze academic articles in terms of rhetorical purposes, audience, content, genres, pattern of development, and stylistic features (CC 1, 2 & 3);
  • CILO 4: apply critical reading strategies to evaluate whether claims in academic texts are adequately supported by research evidence (CC 1 & 2);
  • CILO 5: deepen their understanding of the subject matter and improve their overall research literacy (CC 1, 2 & 3);
  • CILO 6: effectively utilize a range of cutting-edge AI tools to facilitate their journal reading and comprehension (CC 1, 2 & 3).

每週進度

Week Course content AI tools/ Readings
1 What it Means to be Critical Wallace & Wray (2021), C.1
Zwier (2010), Unit 1 & Unit 2
2 Making a Critical Choice Locke, Silverman, & Spirduso (2009), C.3
Wallace & Wray (2021), C.2
Zwier (2010), Unit 3 & Unit 4
3 A First Look: Interrogating Abstracts Locke, Silverman, & Spirduso (2009), C.4
Wallace & Wray (2021), C.3
4 Getting Started on Critical Reading Locke, Silverman, & Spirduso (2009), C.5
Wallace & Wray (2021), C.4
5 A Mental Map for Navigating the Literature Locke, Silverman, & Spirduso (2009), C.13
Wallace & Wray (2021), C.8
AI: Scispace
6 Tools for Thinking and Ways of Thinking Wallace & Wray (2021), C.9
AI: Gemini; Connected Papers
7 Knowledge Claims and Their Key Characteristics Locke, Silverman, & Spirduso (2009), C.6
Kenney, et al. (2004)
Wallace & Wray (2021), C. 11
8 Creating a Comparative Critical Summary Locke, Silverman, & Spirduso (2009), C.9 & C.12
Wallace & Wray (2021), C. 6
AI: Consensus
9 Critical Reading Assessment 1
10 Developing a Critical Analysis of a Text: A Worked Example of a Critical Analysis Axelrod, Cooper, & Carillo (2020), C.7
Krienert & Walsh (2010)
Wallace & Wray (2021), C.13
11 Developing a Critical Analysis of a Text: A Worked Example of a Critical Analysis Axelrod, Cooper, & Carillo (2020), C.8
Tong (2009)
Wallace & Wray (2021), C.13
12 Developing a Critical Analysis of a Text: A Worked Example of a Critical Analysis Axelrod, Cooper, & Carillo (2020), C.9
Bhawuk (2009)
Wallace & Wray (2021), C.13
13 Developing a Critical Analysis of a Text: A Worked Example of a Critical Analysis Axelrod, Cooper, & Carillo (2020), C.10
Bagnoli (2009)
Wallace & Wray (2021), C.13
14 Developing Your Argument in Writing a Critical Review of a Text Wallace & Wray (2021), C.14
AI: Google Notebook LM
15 Focusing and Building up your Critical Literature Review Wallace & Wray (2021), C.15
16 Critical Reading Assessment 2

指定閱讀

All course materials will be provided by the instructor. No textbook or course pack is required for purchase. A list of selected journal articles from various fields of study will be assigned as required readings.

參考書目

Textbooks:

  • Axelrod, R. B., Cooper, C. R., & Carillo, E. C. (2020). Reading critically, writing well: a reader and guide.Twelfth edition. Boston, Bedford/St. Martin’s.
  • Locke, L. F., Silverman, S., & Spirduso, W. W. (2009). Reading and Understanding Research(Third edition). Thousand Oaks,

California: SAGE Publications, Inc.

  • Wallace, P. M., Wray, P. A. (2021). Critical Reading and Writing for Postgraduates. United Kingdom: SAGE Publications.
  • Zwier, L. J. (2010). Mastering Academic Reading. Ann Arbor, MI: The University of Michigan Press.

A Tentative List of Selected Journal Articles:

  • Kenney, W. L., DeGroot, D. W., & Holowatz, L. A. (2004). Extremes of human heat tolerance: life at the precipice of thermoregulatory failure. Journal of Thermal Biology, 29(7-8), 479-485. (SDG 13: Climate Action)
  • Krienert, J. L., & Walsh, J. A. (2010). Eldercide: A gendered examination of elderly homicide in the United States, 2000-2005. Homicide Studies, 14(1), 52-71. (SDG 3: Good Health and Well-Being)
  • Tong, J. (2009). Press self-censorship in China: A case study in the transformation of discourse. Discourse & Society, 20(5), 593-612. (SDG 16: Peace, Justice and Strong Institutions)
  • Bhawuk, D. P. (2009). Intercultural communication in a dynamic environment: Preparing managers of developing and developed countries using cultural standards. Psychology and Developing Societies, 21(2), 161-181. (SDG 8 & 10: Decent Work and Economic Growth & Reduced Inequalities)
  • Bagnoli, A. (2009). Beyond the standard interview: The use of graphic elicitation and arts-based methods. Qualitative research, 9(5), 547-570.

成績評量方式 

  • Critical text analyses 2*15%= 30%
  • Vocabulary notes 5*4%= 20%
  • Participation 20%
  • Critical reading assessments 15*2%= 30%