1
课程详述
COURSE SPECIFICATION
以下课程信息可能根据实际授课需要或在课程优化之后产生变动。如对课程有任何疑问，请
联系授课教师。
The course information as follows may be subject to change, either during the session because of unforeseen
circumstances, or following review of the course at the end of the session. Queries about the course should be
directed to the course instructor.
1.
课程名称 Course Title
Reading & Writing for Understanding Science 理工科英文综合读写
2.
授课院系
Originating Department
语言中心 Center For Language Education
3.
课程编号
Course Code
CLE065
4.
课程学分 Credit Value
2
5.
课程类别
Course Type
通识选修课程 General Education (GE) Elective Courses
6.
授课学期
Semester
春季 Spring / 夏季 Summer / 秋季 Fall
7.
授课语言
Teaching Language
英文 English
8.
授课教师、所属学系、联系方
式（如属团队授课，请列明其
他授课教师）
Instructor(s), Affiliation&
Contact
（For team teaching, please list
allinstructors）
Rongrong Dong, Center For Language Education
9.
实验员/助教、所属学系、联系
方式
Tutor/TA(s), Contact
无 NA
10.
选课人数限额(可不填)
Maximum Enrolment
（Optional）
20-25 students
2
11.
授课方式
Delivery Method
习题/辅导/讨论
Tutorials
实验/实习
Lab/Practical
其它(请具体注明)
Other（Pleasespecify）
总学时
Total
学时数
Credit Hours
0
0
0
32
12.
先修课程、其它学习要求
Pre-requisites or Other
Academic Requirements
None
13.
后续课程、其它学习规划
Courses for which this course
is a pre-requisite
None
14.
其它要求修读本课程的学系
Cross-listing Dept.
None
教学大纲及教学日历 SYLLABUS
15.
教学目标 Course Objectives
Students need support to learn appropriate norms and language for productive participation in the discourses of
science. This selective course aims to provide students with academic English discourses (the way to use specific
English disciplinary language to communicate, to read and write) for their specific major disciplines and prepares them to
complete their majors in a critical way.
For each 1-2 weeks, students’ English language learning will focus on one science discipline. For each discipline
section, they will be trained to use specific disciplinary English language to have whole class or group discussions. To
develop their disciplinary reading fluency, students will read their major-related academic papers. They will also study
the academic English language in terms of disciplinary concepts and principles in specific STEM field, build and develop
academic disciplinary vocabularies for their STEM study. Besides course required readings, students will be encouraged
to bring their major related reading/writing assignments/paper and conference presentations to class for discussion and
practice as well.
This course also focuses on academic disciplinary English writing. By the end of each discipline section, students will
learn to write short academic English essays based on the assigned readings. In English writing sessions, students will
be trained to form their own opinions, draw evidences from the texts, and argue for their own positions.
Students will complete 2-3 presentations for their academic English speaking proficiency assessment. Mock conference
presentation training workshops will be provided before the speaking skills assessments.
By the end of the course, students are expected to be more familiar with the academic English discourses in different
science and technology disciplines. They are expected to develop a comprehensive English language skills to
communicate, read and write as future scientists.
16.
预达学习成果 Learning Outcomes
1. Students will develop fluency in their disciplinary academic English communication :
Students are able to engage in conversations in class about certain scientific phenomenon, concept, and principle
framed by scientific literacy discourses;
Students are able to collaborate with peers in class and model “science talk” by presenting their group-designed
symposium---one formal structure of conversation in science community.
2. Students will enhance their reading comprehension in the disciplinary academic papers
Students are able to build and develop lists of disciplinary vocabularies from in-class readings;
3
Student are able to interpret data, make inferences and predictions in disciplinary academic papers;
Student are able to keep annotated bibliography of their scientific readings;
Student are able use different reading strategies (skim & scan; activate previous knowledge; think aloud; use
graphic organizer, etc.) in their disciplinary academic readings;
Students are able to view science reading as an act of inquiry and raise more research-oriented questions.
3. Students will develop better writing skills for their major-related multi-genre papers
Students are able to keep their own “science notebook” as a great source of information for further writing, inquiry
and explorations;
Students are able to use concise, precise scientific language and agreed-upon conventions in their writings;
Student are able to understand different genres in scientific writing (eg. Journal article, research proposal, lab
report etc.)
Students are able to make hypothesis and gather information to support their opinions in their paper writings;
17.
课程内容及教学日历 （如授课语言以英文为主，则课程内容介绍可以用英文；如团队教学或模块教学，教学日历须注明
主讲人）
Course Contents (in Parts/Chapters/Sections/Weeks. Please notify name of instructor for course section(s), if
this is a team teaching or module course.)
Week 1
Discipline
No specific discipline
Teaching Content
1. Course introduction
2. Syllabus
3. Scientific vocabulary training 1: The differences between everyday English vocabulary and disciplinary academic
vocabulary
4. Scientific reading skill 1: How to take notes and raise questions in science reading
Activities
1. English academic literacy development: explore & create your “Science Map”
2. Group discussions on challenges and benefits of reading scientific articles
Readings
1. Purugganan, M., & Hewitt, J. (2004). How to read a scientific article. Rice University.
Link：
http://www.owlnet.rice.edu/~cainproj/courses/HowToReadSciArticle.pdf
Assignments
1. Weekly “science map” Prep