Proposed Course Outline for ENGLISH 198

Shurli Makmillen

Yaying Zhang


Like English 199, English 198 will introduce students to the practices of scholarly writing. In addition, it will address the particularities of writing from a cross-cultural perspective. Course readings, therefore, will explore the positions and perspectives of non-native speakers of English (although the course will be open to native speakers of English as well). Students will have an opportunity to analyse the discourses of different academic disciplines. Class activities will include oral presentations and collaborative work. A linguistic-pragmatic approach to grammar will be incorporated into some class assignments as well as into one-on-one writing support. In addition to addressing the conditions students encounter as readers at university, and the expectations they must meet as writers at university, this course will attract students with an interest in the impact of cultural and linguistic backgrounds on academic writing, the politics of writing instruction and/or the socio-historical contexts of university writing in Canada.

PREREQUISITES: Twelve academic credits, or completion of the English Language and Culture Program, or completion of the Bridge Program.


A maximum of 28 students in a seminar, and 14 students in each tutorial.


Giltrow, Janet Academic Writing: Writing and Reading Across the Disciplines, 2 Volumes Broadview

Courseware Package of Selected Readings.


Six assignments, ranging from 400 to 1500 words, develop from assigned readings of the type described above. There will be an opportunity to practice oral presentations, and to participate in collaborative work. An "elastic exit" will be used for students who desire extra time and support in completing course requirements.


Ehrlich, Susan. "Gender as Social Practice: Implications for second language acquisition." SSLA, 19 (1997): 421-446.

Gates, Henry Louis Jr. "Writing, Race, and the Difference it Makes," Loose Canons: Notes on the Culture Wars. Oxford: Oxford U P, 1992

Giltrow, Janet, & Edward R. Calhoun. ":Culture of Power: ESL Traditions, Mayan Resistance." Socio-Political Aspects of ESL. Eds. Barbara Burnaby & Alister Cumming. The Ontario Institute for Studies in Education, 1992.

Lee, Icy. "Writing in the Hong Kong Secondary Classroom: Teachers' Beliefs and Practices," HKJAL Vol. 3, No 1, June, 1998: 61-76.

Li, Xiao Ming. Good Writing From Cross-Cultural Context. Albany, NY: State University of New York Press, 1996.

Lippi-Green, Rosina. "Teaching Children how to discriminate: what we learn from the Big Bad Wolf" English With an Accent. Routledge, 1997.

Loo, Tina. "Dan Cranmer's Potlach: Law as Coercion, Symbol, and Rhetoric in British Columbia, 1884-1951" The Canadian Historical Review.

Masters, Peter. "Consciousness Raising and Article Pedagogy" Academic Writing in a Second Language: Essays on Research & Pedagogy. Edited by Diane Belcher & George Braine.Norwood, NJ: Ablex, 1995. 183-204.

Norton Peirce, Bonnie. "Social Identity, Investment, and Language Learning," TESOL Quarterly, Vol 29, No 1, Spring 1995: 9-31.

Pratt, Mary Louise. Imperial Eyes: Travel Writing and Transculturation. London and New York: Routledge.

Schneider, Malanie L., Fujishima, Naomi K. "When Practice Doesn't make Perfect: The Case of a Graduate ESL Student." Academic Writing in a Second Language: Essays on Research & Pedagogy. Edited by Diane Belcher & George Braine.

Severino, Carol. "The Political Implications to Second Language Writing," Adult ESL: The Politics, Pedagogy, and Participation in Classroom and Community Programs. Ed Trudy Smoke

Spack, Ruth. "The Acquisition of Academic literacy in a second language: A longitudinal case study." Written Communication, Vol 14 No. 1 January 1997, 3-62.

Thiong'o, Ngugi wa. Decolonizing the Mind: The Politics of Language in African Literature. London: Currey, 1994

Zamel Vivian. "Strangers in Academia: The experiences of Faculty and ESL Students Across the Curriculum." CCC 46.4/December 1995