99年第2學期-4068 個別指導 課程資訊
|Thesis proposal||100||The final grade of the course is based on the proportion of completed projected work and its quality.|
By the end of the course, students should—
1. have formulated a research topic for the M.A. thesis
2. have had a clear theoretical/ research framework about the proposed topic
3. have conducted thorough reviews of literature for the proposed topic
4. have learned to synthesize the related reviews of literature
5. have designed a research study suitable for the topic
6. be ready to conduct the pilot study (if one is required for the overall study)
7. have completed the pilot study of the thesis research (if one is required for the overall study)
8. have completed the first draft of the first 3 chapters of the M.A. thesis
1. The instructor assists the student in formulating a research topic on the area the student is interested in.
2. The instructor assists the student in searching, assessing, summarizing, integrating, and synthesizing essential reviews of literature on the chosen topic.
3. The instructor assists the student in relating current research to prior related research.
4. Regular meeting time will be scheduled for the instructor to monitor the student’s progress.
Office HourMuchun Yin: Tuesdays 12 pm - 2 pm, Office: LAN111-B Kai-lin Wu: Monday 12 pm-2 pm, Office: LAN2111-C Chia-Hui Chiu: Thursday 10 pm -12 pm, Office: LAN211-D
Selected References for Deanna Liu
Black, L. J. (1998). Between talk and teaching: Reconsidering the writing conference. Logan, UT: Utah State University Press.
DeMott, M. L. (2006). Writing conference interaction and scaffolding: The possible and the actual. (Unpublished doctorial dissertation). Auburn University.
Ewert, D. E. (2009). L2 writing conferences: Investigating teacher talk. Journal of Second Language Writing, 18, 251-269.
Fang, Y.C. (2006). Using writing conferences in EFL college composition classes: A pilot study. Journal of National Formosa University, 25(1), 81-92.
Gitzen, M. (2002). Face to face: Conferencing as ESL writing instruction. (Unpublished doctorial dissertation). Purdue University.
Goldstein, L. M., & Conrad, S. M. (1990). Student input and negotiation of meaning in ESL writing conferences. TESOL Quarterly, 24(3), 443-460.
Guo, Y. H. (2002). The influence of teacher disciplinary knowledge on ESL writing conferences. Paper presented at the Second International Knowledge and Discourse Conference, Hong Kong, China.
Harris, M. (1986). Teaching one-to-one: The writing conference. Urbana, IL: National Council of Teachers of English.
Lee, G., & Schallert, D. L. (2008). Constructing trust between teacher and students through feedback and revision cycles in an EFL writing classroom. Written Communication, 25(4), 506-537.
Liu, Y & Zhao, J. (2007). Suggestions in teacher-student conferences. Arizona Working Papers in SLA & Teaching, 14, 59-74.
Newkirk, T. (1995). The writing conference as performance. Research in the Teaching of English, 29(2), 193.
Nickel, J. (2001). When writing conferences don’t work: Students’ retreat from teacher agenda. Language Arts, 79(2), 136-147.
Patthey-Chavez, G. G., & Ferris, D. R. (1997). Writing conferences and the weaving of multi-voiced texts in college composition. Research in the Teaching of English, 31(1), 51-90.
Renner, C. (1990). Writing conferences and some applications for the ESL classroom.