考虑到学习者的实际需要，本课程还补充了4个“how to"单元：”如何写学期论文”， “如何写摘要”，“如何写留学申请信和简历”和“如何写个人陈述”。
This is Part II of Academic Writing, introducing organizational patterns or strategies, including description, narration, process, comparison, causality, exemplification, classification and definition with a focus on argumentation. “Study Resources” offers four bonus lessons.
Week 1: Course Introduction and an Overview of the Semester
Unit 10 Writing Strategies: An Overview
Week 1 Test: Identifying Patterns of Development
Study Resources I
Learning English Vocabulary
Week 2: Description
Unit 11 Description in Essay Writing
Week 2 Test: Identify Sensory Expressions
Week 3: Narration
Unit 12: Narration in Essay Writing
Week 3 Assignment: Write a passage with emphasis on narration
Study Resources II
Application Dossier (I): Application Letters and Résumés
Application Dossier (II): Admissions Essays (Personal Statements) and Study/Research Proposals
Week 4: Process Analysis
Unit 13 Process Analysis
Week 4 Test（Process Analysis)
Week 5: Comparison and Contrast
Week 5 Test (Comparison and Contrast)
Unit 14 Comparison and Contrast
Week 6: Cause and Effect
Week 6 Test (Cause and Effect)
Unit 15 Cause and Effect
Week 7: Examples in Essay Writing
Unit 16 Examples in Essay Writing
Week 8: Definition
Week 8 Test: Definition
Unit 17 Definition
Week 9: Categorization
Unit 18 Classification and Division
Week 9 Test: Classification and Division
Week 10: Introduction to Argumentation
Unit 19 Introduction to Argumentation
Unit 20: Elements of an Argument
Week 12: Writing Arguments
Unit 21 Writing Arguments
本课程配套教材：李慧辉, 刘晶. 大学英文写作.：高等教育出版社，2016年.
Kanar, C. C. (2011). The College writer. 5th ed. Beijing University Press.
Langan, J. (2014). College writing skills with readings. 9th ed. Beijing: Foreign Language Teaching and Research Press.
Li, H. & J. Liu. (2016). College English writing. Beijing: Higher Education Press.
McMahon, C. and B. Stout. (2002). Critical thinking, thoughtful writing: A Rhetoric with readings. 2nd ed. Boston and New York: Houghton Mifflin Co.
Swales, J. M. and C. B. Feak. (2012). Academic writing for graduate students: Essential tasks and skills. 3rd ed. Ann Arbor: The University of Michigan Press.
Zheng, C. (2008). Write to learn. Beijing: Science Publishers.
Will I have to pay for the course?
No. You can take the course for free. You don't have to pay for it unless you want to receive the NUDT Certificate of Course.
Will I get a Certificate of Accomplishment after completing this course?
Yes. Anyone who successfully completes the course will receive the NUDT Certificate of Course Accomplishment signed by the instructor.
Will I get feedback on my written work?
Yes. There are peer evaluations of your work that are the basis of the course grade. In addition, our teaching staff members will model effective feedback practices, so classmates can respond productively to one another.
Will this course provide instruction on grammar?
No. Although grammar is important and resources on grammar will be provided, this course is focused primarily on how to write essays. We will focus at times on sentence-level aspects of writing thesis statements and topic sentences, but our primary interest is in communicating your ideas effectively to readers.
Will the course be especially difficult if a student is not very proficient in the English language?
Yes, perhaps. Students who take the course should have basic proficiency of the English language, because our work will involve discussions about how native speakers use English, and what different expectations they have for college writing. However, our course will have experts on English as a Second/Foreign Language to provide resources, model feedback practices, facilitate productive conversations, and provide instruction at times.
Will this course be geared primarily to courses of scientific and technical writing in English?
No, not really. This course will help you with academic writing for all disciplines but in a more general sense. We have experts working with the course who have doctorates or long years of teaching experience across literature, social sciences, humanities, and, honestly, we will not be able to address specific conventions in diverse disciplines of science and engineering. We will ask you to reflect on how you can transfer the writing knowledge you gain in this course to other writing experiences you might have in scientific research or technical communication.