Writing for Academic Purposes Course Introduction Prerequisite Course

Writing for Academic Purposes Course Introduction

Pre-requisite Course • For students who did not major in field related to TESOL • Non-credit course • Grade does not go into GPA but will show on transcript

c Name: George Elliott Koichi Whitehead Nationality: Canadian Country of Residence: South Korea Occupation: Assistant Professor Non- Academic Hobbies: Muay Thai Kickboxing

EDUCATION Associates of Arts BA (Linguistics) Certificate for Teaching ESL Linguistics (30 Credit courses + 30 hr. practicum) MA (TEFL/ TESL) Ph. D Education (in progress)

WORK 1999 & 2003 The beginning… 2006 -2009 2007 -2008

2009 -2010 -2015 -2018

2016 -Present 2017 -Present

Recent Publications • Whitehead, G. , & Greenier, V. (2019). Beyond good teaching practices: Exploring learners' views of teacher leadership in English language classrooms. TESOL Quarterly. doi: https: //doi. org/10. 1002/tesq. 526 • Whitehead, G. , Ramos, I. , & Coates, A. (2019). Developing effective teacher talk: A critical self-examination of an ESP syllabus designed for in-service teachers. Journal of Asia TEFL. 16 (1), 178 -199. • Hiver, P. , & Whitehead, G. (2018 b). Sites of struggle: Classroom practice and the complex dynamic entanglement of language teacher agency and identity. System, 79, 70 -80. doi: https: //doi. org/10. 1016/j. system. 2018. 04. 015 • Hiver, P. , & Whitehead, G. (2018). Teaching metacognitively: Adaptive inside-out thinking in the L 2 classroom. In C. Bjørke, M. Dypedahl, & Å. Haukås (Eds. ), Metacognition in Language Learning and Teaching. New York, NY: Routledge. • Whitehead, G. (2017). Teachers’ voices: Obstacles to communicative language teaching in South Korea. Asian EFL Journal, 18 (4), 5 -31. • Whitehead, G. (2016). The rise and fall of the National English Ability Test: Examining Korean high school English teachers’ perspectives. Asian EFL Journal, 19 (4). 124 -155. • Greenier, V. , & Whitehead, G. (2016). Towards a model of teacher leadership in ELT: Authentic leadership in classroom practice. RELC Journal, 47(1), 7995 DOI: 10. 1177/0033688216631203.

Additional Publications q Gang, Y. S. , Kim, H. D. , Whitehead, G. , Goo, Y. S. , Gwon, H. Y. , Han, G. , & Hong, G. M. (2018). Middle School English 1. Seoul, South Korea: Darakwon. q Gang, Y. S. , Kim, H. D. , Whitehead, G. , Goo, Y. S. , Gwon, H. Y. , Han, G. , & Hong, G. M. (2019). Middle School English 2. Seoul, South Korea: Darakwon. q Gang, Y. S. , Kim, H. D. , Whitehead, G. , Goo, Y. S. , Gwon, H. Y. , Han, G. , & Hong, G. M. (2020). Middle School English 3. Seoul, South Korea: Darakwon.

Peer review & Editing Asian EFL Journal - Editor/ Reviewer (https: //www. asian-efljournal. com/) Asian ESP Journal – Editor/ Reviewer (https: //www. asian-espjournal. com/) System – Guest reviewer (https: //www. journals. elsevier. com/system)

Academic presentations Whitehead, G. (2019). In. SIPP: Introduce, Survey, Input, Project, Presentation. Presented at Sungshin Women’s University professor’s development workshop, Seoul, South Korea. October 2019. Whitehead, G. (2019). Pursuing a doctoral degree: Key considerations. Presented at Hankuk University of Foreign Studies TESOL workshop, Seoul, South Korea. September 2019. Whitehead, G. (2017). A Guided Analysis of Effective Language Teaching. Presented at Seoul KOTESOL workshop, Seoul, South Korea. June, 2017. Whitehead, G. (2016). Analyzing Effective Teaching through Video Analysis. Presented at Yongin KOTESOL workshop, Yongin, South Korea. May, 2016. Whitehead, G. (2016). Setting the groundwork for student motivation: The role of the teacher. Presented at the Seoul National Conference, Seoul, South Korea. April, 2016. Whitehead, G. (2019). Making it work: Adapted project-based learning for South Korean English classrooms. Presented at Suwon KOTESOL workshop, Anyang, South Korea. September 2019. Whitehead, G. (2015). Motivated Learners: A Focus on the Teacher. Presented at Suwon KOTESOL workshop, Suwon, South Korea. October, 2015. Whitehead, G. (2018). Implementing and assessing project-based learning in Korean Elementary English classrooms. Presented at Seongnam Elementary School, Seongnam, South Korea. April 2018. Whitehead, G. (2015). Connecting with Young Learners: Relevance and Relatability. Presented at Gwangmyeong City elementary language teacher workshop, Gwangmyeong, South Korea. October, 2015. Whitehead, G. (2018). EMART: Creating music videos through the integration of English, music, and art. Presented at Suwon KOTESOL workshop, Anyang, South Korea. April 2018. Whitehead, G. (2015). Sparking Students' Interest and Engagement through Contextual Connections. Presented at Yongin KOTESOL workshop, Yongin, South Korea. September, 2015. Whitehead, G. (2014). English Today. Presented at Chodang high school student workshop, Yongin, South Korea. October, 2014. Whitehead, G & Hwang. H. (2014). The ‘Double Iceberg’ model. Presented at Applied Linguistics Association of Korea (ALAK) international conference, Seoul , South Korea. September, 2014. Invited panel member: Facing the facts: Perspectives on the possibilities for change in Korean English language teaching. Gyeonggi Foreign Language Education Conference (GFLEC), Pyeongtaek, South Korea. November, 2013. Invited panel member: Considering the future of English language teaching in Korea. Gyeonggi-do International Teachers’ Conference (GITC), Pyeongtaek, South Korea. October, 2012. Whitehead, G. , & Hwang, H. (2012). Examining teacher talk in Korean English classrooms: Advocating the judicious use of L 1. Paper presented at Gyeonggi-do International Teachers’ Conference (GITC), Pyeongtaek , South Korea. October, 2012. Whitehead, G. (2011). Evaluating the use of L 1 in Korean English classrooms. Presented at Gyeonggido International Teachers’ Conference (GITC), Pyeongtaek, South Korea. November, 2011.

Writing for Academic Purposes with Prof. George E. K. Whitehead

The Writing for Academic Purposes course aims to… • …help you develop a richer understanding of various types of academic writing. • …increase your understanding and ability to write for various academic purposes • …help to increase the quality and clarity of your academic writing through participation in various task-feedback activities. • …develop your ability to knowledgeably review, and critique different genres of academic writing • …increase your confidence in your ability to write academically.

By the end of this course you will have… • … learned to use key tools that will facilitate academic writing • …developed and refined various academic reading & writing skills • …. created a variety of documents related to academic writing

Course Overview

Course Schedule(Option A) 1. Introduction to academic writing 2. Academic Writing: Useful tools 3. Creating an Academic Portfolio: Researchgate, Academia, Weebly 4. Summarizing & Paraphrasing: 5. 6. 7. 8. Introduction Paraphrasing Practice Summarizing Practice: (OASIS) Referencing Hedging: Introduction 9. Hedging: Hedging Written Feedback 10. Writing Reference Letters: Academic vs Occupational 11. Writing a Reference Letter for a Classmate 12. Academic Workshops & Presentations: Overview 13. Creating a Presentation: Abstract & Self Bio 14. Creating Academic Materials: Poster/ PPT 15. Mini Academic Fair 16. Final Portfolio Consulting & Wrap-up

Topics Assignments Introduction to Academic Writing 1 st The Basics: Key Concepts and Considerations in Academic Writing Student profile 2 nd Academic Writing: Useful Tools 3 rd Creating an Academic Portfolio: Using Researchgate, Academia, Weebly site 4 th Academic Workshops & Presentations: Overview 5 th Creating a Presentation Abstract and Self Bio Abstract & Self Bio 6 th Creating Academic Materials: Poster/ PPT 7 th Mini Academic Fair PPT/Poster sharing 8 th Summarizing & Paraphrasing: Introduction 9 th Paraphrasing assignment 10 th Summarizing: Open Accessible Summaries In Language Studies (OASIS) Summarizing assignment 11 th Referencing assignment 12 th Hedging: Introduction & Practice 13 th Hedging: Hedging Written Feedback 14 th Writing Reference Letters: Academic vs Occupational 15 th Writing a Reference Letter for One of your Classmates Reference letter assignment 16 th Final Portfolio Consulting & Wrap-up Final Portfolio : ( *Due date to be discussed) Hedging assignment

Course Evaluation Attendance: 15 points Participation, Professionalism, Excellence: 15 points Application tasks: 30 points Writing portfolio: Total: 40 points 100 points

Application Tasks • • • Weebly Site Abstract & Self Bio PPT/ Poster Paraphrasing Assignment Summarizing Assignment Hedging Assignment 5 points each

Attendance If you are going to be late or absent please send me a message before class if possible. *Attendance includes being here on time prepared for class. Arriving 5 minutes or more after the start of class will be marked as late. Arriving 30 minutes or more after the start of class will be marked as absent. For each absence you will receive a 2 point deduction in attendance For each late mark you will receive a 1 point deduction in attendance *Absences and lateness may be excused with a valid reason

Participation, Professionalism, Excellence Participation includes all classroom tasks i. e. projects, performances, discussions etc. , as well as attention, attitude. Professionalism is the way you conduct yourself in class and with your professor. Always here on time for class Outstanding effort during class 5 Excellence points are reserved and rewarded for exceptional Helping others in class effort. *If you receive no excellence points your maximum score in this area is 15/20 Outstanding classwork or homework Excellent attitude throughout the semester

Final Portfolio Final Versions of… • Weebly Site • Abstract & Self Bio • PPT/Poster • Paraphrasing assignment • Summarizing assignment, • Hedging assignment • Reference Letter Assignment

Contact • Website: profgwhitehead. weebly. com • Email: gekw@hufs. ac. kr or prof. gwhitehead@gmail. com