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21W.730-4  寫作與環境2002秋季)

21W.730-4 Writing and the Environment, Fall 2002

 

譯者:余鑫

編輯:陳盈、馬景文

Photo of hands typing on an old typewriter.

可視鍵入。(www.PDImages.com提供。

 

課程重點

這門課程是關於環境的閱讀與寫作的工作坊形式寫作課程,有許多寫作練習。

 

課程描述

環境保護論者通常是依靠他們散文的力量來改變同代人的思想和行為。John Muir是Sierra Club(山岳協會)的創始人,召喚加州Hetch Hetchy山谷的美景,希望以文章來停止大壩建設。另一位早期的環保者Aldo Leopold喚起因為失去掠奪動物而變得荒涼的世界,希望停止屠殺狼群。較為近期,Rachel Carson是有強烈寫作興趣的海洋生物學者,在《寂靜的春天》Silent Spring描繪一個沒有野生生物的世界,因而改變美國人認識本身給環境造成影響的方法。Leopold和Carson是專業科學家,和我們在這個秋天會學習到的其他作家一樣,他們理解到要能夠通過有趣和可理解的語言傳達他們的知識,就能改變當代人的觀念。我們將努力跟上他們的腳步,研究普及科學作家的寫作策略,如Lewis Thomas, David Quammen, John McPhee和Ursula K. LeGuin。我們也品嘗一些比較不出名的地質、水文和生物學者的作品。學生在課程有機會嘗試刻畫和解釋大自然環境的不同方法。這學期第一篇論文利用個人經歷,其他的需要適度研究。論文提供機會給我們檢視最熟悉的環境,並且在探究寫作和修改的不同策略時,全體會經歷多重階段。

 

教學大綱

730章的課程描述已表明,任何主題都可以是說明文寫作導論課的啟發點。我選擇這個主題,部份原因是因為我想闡述寫作在塑造公共爭論中的關鍵角色。正如我在課程描述提到,環保者通常是依靠他們散文的力量來改變同代人的思想和行為。這課題還有額外的好處,使我們能夠接觸到廣泛而多樣的文學流派,這些流派面對同樣廣泛和多樣的讀者。這些不同的閱讀材料讓我們更好理解讀者的需求如何影響某一文章的語言和結構。我希望在鼓勵各位拓展寫作技能和策略之餘,為大家獻上一些甜食。

 

寫作作業從你最熟悉的開始:你自己的經歷和意見,然後向那些不是那麼個人和熟悉的話題深入。如果遇上麻煩,你可以求助同學的友誼和同情。這是共同參與的計劃。


閱讀資料

除有標記部分,課程的閱讀資料主要來自三本書:

Packer, Nancy and Timpane, John《值得閱讀的寫作》Writing Worth Reading,Boston: Bedford Books of St. Martin's Press, 1989.


Ross, Carolyn《撰寫大自然》Writing Nature,Boston: Bedford Books of St. Martin's Press, 1995.


《寂靜的春天》李文昭譯(繁),晨星出版社,1997年

《寂靜的春天》呂瑞蘭,李長生譯(簡),吉林人民出版社,2005年(四版)(中譯本每頁加註原著頁號)

網上簡體譯本閱讀)(本書的一些資訊

Carson, Rachel Silent Spring,Boston: Houghton Mifflin, 2002.

 

雖然《值得閱讀的寫作》能解答大多數關於寫作和陳述的技巧問題,可能還需參考

 

4. Perelman, Leslie C.等《科學與技術寫作Mayfield手冊》The Mayfield Handbook of Scientific and Technical Writing,Mountain View, Calif.: Mayfield Pub. Co., 1998。本書可通過麻省理工學院的圖書館網站在線取得。點擊「虛擬參考書目」就可以找到這手冊和其他參考資料。

 

課堂參與活動

這不是一門照本宣科的課程。你如果想通過考試,就不能在學期快結束時才著手學習。更重要的是,你如果在課堂只是消極的聽眾,恐怕很難改變你的寫作方式。麻省理工學院的寫作導論課程致力於幫助你發展將來在職場用得上的寫作策略。在你入讀大學時,寫作的老習慣已經根深蒂固,去除一些沒有成效的方法是需要努力。你要細心培養,新的、有改進的方式才能紮根。如你善於利用同學的經歷,洞識和支持,會發現較易掌握這過程。如大家積極參與,這項艱難的工作會變成讓人滿意的協作歷險進程。

 

你可以缺課三次不受懲處,但請善用權利。如缺課超過五次就不能夠通過這門課程。無論你是否來上課,作業和論文一定要按時提交。如果不能到課,你可以通過電子郵件提交,但論文必須打印,然後請朋友或同學帶到課堂提交。(其他更詳細的課程安排在下星期說明。)

 

論文

在本學期課程你要完成三篇主要論文,每一篇是向明智的外行讀者發表。不要假定讀者對你選擇要探究的主題有任何專業知識。課程安排工作坊,各位閱讀和評論彼此的文章,之後你修改每一篇論文。

 

論文要求

一篇五頁的敘述性文章,以有特色大自然背景的個人經歷為基礎(最後成稿的截止時間是第九課)。先前的兩次作業提供寫作的原始資料,為論文打下基礎。相關的閱讀內容也提供關於這類型論文的模版。

一篇七頁的評論性文章,要求你對一個有爭議的問題提出正反兩方的意見(最後成稿的截止時間是第十六課)。先前的兩次作業會幫助你評估你的材料並拓展自己的觀點。相關的閱讀內容為總體學生提供機會參與類似的計劃。

一篇十頁的調研論文,以你感興趣的環境問題的(有限)研究為基礎(最後成稿的截止時間是第二十六課)。先前的三次作業有助你確定論文的主要任務並縮小研究範圍。相關的閱讀內容為這種調研式文章提供模板。

請隨意把作品帶到麻省理工學院的寫作中心,尋求協助以構思概念和修改作品。

 

作業

這學期要成8次練習(1至3頁)。這些作業幫助你展開論文的意念。

 

口頭陳述

課堂有大量機會提高你的口語溝通技能,希望你在每次課堂討論提出問題和見解。另外還要求你在上課前發表兩次正規的口頭陳述。

 

閱讀筆記

你應就《撰寫大自然》的每一作業寫下簡短的回答或註釋。每篇文章或每一章寫一兩段就足夠。如果你願意的話,也許可以運用《撰寫大自然》書中的問題作為啟發點。我不會對筆記評分,但會定期收上來看看你的回應。

 

原創性要求

所有上交的論文必須是因為這門課程而寫作的。你不能夠提交在其他課程完成的論文。在任何情況下,你不能在沒有明確說明資料出處的前提下「借用」其他來源的材料。如果你不能確定如何引述別人的作品,可以諮詢我。這學期有幾次討論引文的格式。麻省理工學院決不能容忍剽竊。

 

教學時程、課堂活動、相關閱讀資料、寫作作業

 

第一課:課程介紹

 

第二課:

閱讀 Nancy Mairs〈科學傻瓜〉"On Being a Scientific Booby."《撰寫大自然》第230-235頁

閱讀Rachel Carson〈變化的年月〉"The Changing Year."《撰寫大自然》第149-155頁

在這節課開始前完成自傳大綱。

 

第三課:

閱讀Amelia Hughart〈警惕〉"Looking Out."《撰寫大自然》第248-251頁,

閱讀《值得閱讀的寫作》第66-68頁和第193-194頁。

更多的寫作指導,閱讀《撰寫大自然》第74-80頁For additional writing advice, try Writing Nature, pp. 74-80.

課前完成習題1a

 

第四課:

發還習題1a

閱讀Henry David Thoreau, Richard Wright, N. Scott, Momaday, Lewis Thomas《撰寫大自然》第93-111頁,

閱讀Ursula LeGuin〈一座暖山〉"A Very Warm Mountain.《撰寫大自然》第117-129頁。

 

第五課:

閱讀〈修辭:關於私人經歷的寫作〉"Rhetoric: Writing about Personal Experience."《撰寫大自然》第193-204頁,

閱讀David Quammen〈蜘蛛的臉〉"The Face of a Spider,"及Alice Walker〈我很沮喪嗎?〉"Am I Blue?"《撰寫大自然》第235-251頁,

課前完成習題1b

 

第六課:

電子郵件回應習題1b

 

第七課:

閱讀〈段落的拓展〉"Developing the Paragraph."《撰寫大自然》第142-145頁

課前提交論文 #1初稿(5份)First version of Essay #1 (5 copies) due at start of class

 

第八課:論文工作坊

閱讀〈個案研究:學生的個人寫作〉"Case Study: A Student's Personal Essay."《值得閱讀的寫作》第106-113頁,

課前提交評論(兩份)Written comments (2 copies) due at start of class.

 

第九課:

錄像:《卡迪拉克沙漠:美國西部消失中的水源〉Cadillac Desert: The American West And Its Disappearing Water" (video)

課前提交短文 #1Essay #1 due at start of class.

 

第十課:

閱讀〈辯論〉"Arguing."《撰寫大自然》第487-516頁,

選讀〈興趣的衝突〉Selections from "Readings: Conflicts of Interest." 《撰寫大自然》第528-540頁,

 

第十一課:

錄像:《卡迪拉克沙漠》

閱讀Marc Reisner《釋放河流》"Unleash the Rivers"(可從ProQuest(著名的學位論文數據庫)得到該文章)以及其它一些關於水使用的衝突的一般性質文章。

課開提交習題2a。

 

第十二課:作業工作坊.

關於用水引起的具體衝突的正反觀點

閱讀〈大綱〉"The Precis."《值得閱讀的寫作》第428-430頁

課前提交習題2b(3份)。

 

第十三課:

發還習題2b

閱讀關於動物權益方面的內容Animal rights readings《撰寫大自然》第541-555頁,

閱讀《值得閱讀的寫作》第91-98頁及114-131頁。

 

第十四課:

閱讀〈如何提出論據〉"Making the Argument. 《值得閱讀的寫作》第152-170頁

課前提交短文 #2初稿(5份)

 

第十五課:論文工作坊

課前提交評論(兩份)

 

第十六課:圖書館課

課前提交短文 #2最後成稿。

 

第十七課:

學生帶領《寂靜的春天》Silent Spring章節的討論

閱讀Rachel Carson《寂靜的春天》Silent Spring第1-127頁

 

第十八課:

快讀《值得閱讀的寫作》第333-352頁

閱讀〈閱讀和做筆記〉"Reading and Taking Notes."第355-362頁

獨立研究本身論文

課前提交習題3a

帶文章或章節的副本(參見作業安排)

 

第十九課:

堂上作業工作坊

討論剽竊

閱讀〈記錄你的資料來源〉"Documenting your sources." 《值得閱讀的寫作》第376-381頁,

閱讀〈提出重複出現的主題〉"Suggesting Recurrent Themes." 《值得閱讀的寫作》第435-438頁,為本身的論文做研究

課前提交習題3b

帶第二篇文章或章節的副本

 

第二十課:口頭陳述

閱讀Meg Stewart〈疏浚以維持紐約新澤西海港運作〉"Dredging to Keep New York-New Jersey Harbor Alive." 於Jill Schneiderman編輯《我們身邊的地球》The Earth Around Us.,232-243頁

研究本身論文

課提交習題3c

 

第廿一課:

發還習題3c

口頭陳述

 

為本身的論文做研究.

閱讀〈寫作第一份初稿〉"Writing a First Draft." 《值得閱讀的寫作》第365-372頁

 

第廿二課:口頭陳述

為本身的論文做研究

閱讀Rachel Carson《寂靜的春天》Silent Spring第276-297頁

 

第廿三課:口頭陳述

課前提交論文#3初稿(5份)First version of Paper #3 (5 copies) due at start of class

 

第廿四課:論文工作坊

課前提評論(兩份)

 

第廿五課:修改進階工作坊

 

第廿六課:風格工作坊

課前提交論文#3最後成稿

 

第廿七課:

閱讀和聆聽喜愛的作品

自選你最喜歡的書,故事或詩集的一段或詩篇在堂上朗讀

在課前提交一份早期的論文(隨意)

 

附加閱讀

關於水使用衝突的評論文章。

Reisner, Marc〈釋放河流〉"Unleash the Rivers.",《時代周刊》Time, 17卷155號(2000年4月25號):66-71

Schildgen, Bob.的〈非自然災害〉"Unnatural Disasters.",《山岳》Sierra(1999年5/6月):48-57

Stewart, Meg. 〈疏浚以維持紐約新澤西海港運作〉"Dredging to Keep New York-New Jersey Harbor Alive." 於Jill Schneiderman編輯《我們身邊的地球》The Earth Around Us,,New York: W.H. Freeman, 2000, pp. 232-243.

Wilkinson, Charles F.〈跨越下一個子午線〉"Crossing the Next Meridian."《環境》Environment, 10卷32號(1990年12月):14-20,32

 

作業

作業指示中譯全版(繁DOC)(簡DOC

介紹性作業指示 (英PDF) 作業1a 指示(英PDF) 作業1b指示(英PDF) 作業 2a指示 (英PDF) 作業 2b指示 (英PDF) 作業 3a指示 (英PDF) 作業 3b指示 (英PDF) 作業 3c 指示(英PDF)

 

論文

論文指示中譯全版(繁DOC)(簡DOC

論文1指示 (英PDF) 論文2 指示(英PDF) 論文3指示 (英PDF)

水爭議的建議主題(英PDF) 成功的研究主題(英PDF)

 

學生範文

〈矛盾〉(英PDF) (繁DOC)(簡DOC

 

工作坊

工作坊指示中譯全版(繁DOC)(簡DOC

工作坊1指示(英PDF) 工作坊2指示(英PDF) 工作坊3指示(英PDF)

 

21W.730-4 Writing and the Environment, Fall 2002


Typing visual. (Visual by www.PDImages.com.)

Highlights of this Course

This course combines reading and writing about the environment in a workshop-style composition course. The course features a number of writing exercises as well.

Course Description

Environmentalists have traditionally relied upon the power of their prose to transform the thoughts and behavior of their contemporaries. John Muir, founder of the Sierra Club, evoked the wonders of California's Hetch Hetchy Valley in the hope that he could stop a dam with words. Another early environmentalist, Aldo Leopold, summoned up a world made barren by the loss of predators in the hope that he could stop the slaughter of wolves. More recently, Rachel Carson, a marine biologist with a penchant for writing, described a world without wildlife in Silent Spring and altered the way that Americans understood their impact on the landscape. Leopold and Carson were professional scientists, and like the other writers we will encounter this fall, they realized that they could alter the perceptions of their contemporaries only if they were able to transmit their knowledge in engaging and accessible language. We will do our best to follow in their footsteps. We will consider the strategies of popular science writers like Lewis Thomas, David Quammen, John McPhee, and Ursula K. LeGuin. We will also sample works by less familiar geologists, hydrologists, and biologists. Students in this course will have a chance to try out several ways of characterizing and explaining natural environments. The first paper of the term will draw upon personal experience; the others will require a modest amount of research. The paper will provide opportunities to examine the landscapes that each student knows best, and all will go through multiple phases as we explore different strategies for writing and revision.

Syllabus

As the course descriptions for the 730 sections make clear, any number of topics can provide a point of departure for an introductory course in expository writing. I have chosen this topic in part because I want to demonstrate the key role that writing plays in shaping public debate. As I noted in the course description, environmentalists have traditionally relied upon the power of their prose to transform the thoughts and behavior of their contemporaries. The topic has the added virtue of enabling us to encounter a wide variety of genres addressed to an equally wide range of readers. The diverse readings will help us understand how the needs of the audience influence the language and structure of a particular piece of writing. They will also, I hope, offer a bit of dessert fare for each of you while encouraging all of you to broaden your repertoire of writing skills and strategies.

The writing assignments will begin with those things that you know best- your own experiences and your own opinions- and move toward topics that are less personal and less familiar. If the going gets tough, you can count on the companionship and sympathy of your fellow students. This is a shared enterprise.

Readings

Except where noted, the readings assigned in this course are taken from three books:


Packer, Nancy and Timpane, John. Writing Worth Reading.  Boston: Bedford Books of St. Martin's Press, 1989.
Ross, Carolyn. Writing Nature. Boston: Bedford Books of St. Martin's Press, 1995.
Carson, Rachel. Silent Spring.  Boston: Houghton Mifflin, 2002.

While Writing Worth Reading will answer many of your questions about the mechanics of writing and presentation, you may also want to consult The Mayfield Handbook of Scientific and Technical Writing, available online through the MIT library web site. For this handbook and other reference texts, click on "Virtual Reference."

Class Participation

This is not a classic textbook course. You cannot do the work at the end of the semester and hope to pass this course. More importantly, you cannot hope to alter the way you approach writing if you remain a passive spectator in this class. MIT's introductory writing courses are designed to help you develop writing strategies that will serve you throughout your career. By the time you reach college, old writing habits are already deeply rooted. Weeding out the unproductive ones requires hard labor. New, improved varieties will only take root if you nurture them. You will find this process more manageable if you take advantage of the experience, insights, and support of your classmates. If all of you participate actively, you can turn a rugged task into a satisfying collaborative venture.
You have the right to miss up to three classes without penalty, but you should use that right sparingly. If you miss more than five classes, you will not pass the course. Exercises and papers must be handed in promptly whether or not you attend class on the due date. If you are unable to attend class, you may submit an exercise by e-mail. Papers, however, must always be printed out. Find a friend or classmate to hand it in if you must miss class. (A more complete guide to course policies will be handed out next week.)
 
Papers

You will write three major papers over the course of the semester. Each one should be addressed to an intelligent lay audience. Do not assume that your reader has any expertise in the subject you have chosen to explore. You will also revise each paper after a workshop in which you read and comment on one another's work.
 
Required Papers A five-page narrative essay that builds upon your personal experience of a distinctive natural setting (final version due class #9). The two preceding exercises will provide you with the raw material and lay the groundwork for your essay. The associated readings will provide you with models for this kind of essay. A seven-page critical essay in which you weigh opposing points of view on a controversial issue (final version due class #16). The two preceding exercises will help you assess your material and develop your own point of view. The associated readings will provide an opportunity for the class as a whole to engage in a similar enterprise. A ten-page investigative essay that builds upon your (limited) research into an environmental issue of interest to you (final version due class #26). The three preceding exercises will help you identify the central task of your essay and narrow the range of your research. The associated readings will provide models for this kind of informative writing.

In each case, you should feel free to take your work to MIT's Writing Center for assistance in formulating your ideas and revising your writing.

Exercises

You will be asked to write 8 exercises (one to three pages in length) over the course of the semester. The exercises should help you develop ideas for your papers.

Oral Presentations

This class offers ample opportunity to refine your oral communication skills. You will be expected to express your questions and your insights in every class discussion. In addition, you will be asked to make two formal oral presentations before the class.

Reading Notebook

You should write out a brief response or commentary upon each of the assignments from Writing Nature. A paragraph or two per article or chapter will usually suffice. You may use the questions in Writing Nature as a point of departure if you wish. I will not grade the notebooks, but I will collect them periodically and read through your responses.

Originality

All work submitted to me must have been written for this course alone. You may not hand in a paper that you have written for another course. You should not under any circumstances make use of material "borrowed" from another source without explicitly acknowledging that source. If you are not sure how to acknowledge the work of others, please consult me. We will discuss documentation styles at several points during the semester. MIT does not tolerate plagiarism.

 

Calendar

 

                CLASS #       IN CLASS ACTIVITY       READING       WRITING                
 
 
 
             
  1       Introduction.                  
             
             
  2               Nancy Mairs. "On Being a Scientific Booby." In Writing Nature, pp. 230-235. Rachel Carson. "The Changing Year." In Writing Nature, pp. 149-155.       Autobiographical sketch due at start of class.  
             
             
  3               Amelia Hughart. "Looking Out." In Writing Nature, pp. 248-251. Writing Worth Reading, pp. 66-68 and 193-194. For additional writing advice, try Writing Nature, pp. 74-80.       Exercise 1a due at start of class  
             
             
  4       Return Exercise 1a.       Henry David Thoreau, Richard Wright, N. Scott, Momaday, Lewis Thomas. Writing Nature, pp. 93-111. Ursula LeGuin. "A Very Warm Mountain." In Writing Nature, pp. 117-129.          
             
             
  5               "Rhetoric: Writing about Personal Experience." In Writing Nature, pp. 193-204. David Quammen, "The Face of a Spider," and Alice Walker, "Am I Blue?" In Writing Nature, pp. 235-251.       Exercise 1b due at start of class.  
             
             
  6                       Email response to Exercise 1b.  
             
             
  7               "Developing the Paragraph." In Writing Nature, pp. 142-145.       First version of Essay #1 (5 copies) due at start of class.  
             
             
  8       Essay workshop.       "Case Study: A Student's Personal Essay." In Writing Worth Reading, pp. 106-113.       Written comments (2 copies) due at start of class.  
             
             
  9       Cadillac Desert" (video).               Final version of Essay #1 due at start of class.  
             
             
  10               "Arguing." In Writing Nature, pp. 487-516. Selections from "Readings: Conflicts of Interest." In Writing Nature, pp. 528-540.          
             
             
  11       "Cadillac Desert" (video).       Marc Reisner. "Unleash the Rivers" (accessible via ProQuest) and other general articles concerning water use conflicts.       Exercise 2a due at start of class.  
             
             
  12       Exercise workshop.       Opposing points of view on specific water conflict. "The Precis." In Writing Worth Reading, pp. 428-430.       Exercise 2b (3 copies) due at start of class.  
             
             
  13       Exercise 2b returned.       Animal rights readings. In Writing Nature, pp. 541-555. Writing Worth Reading, pp. 91-98 and 114-131.          
             
             
  14               "Making the Argument." In Writing Worth Reading, pp. 152-170.       First version of Essay #2 (5 copies) due at start of class.  
             
             
  15       Essay workshop.               Written comments (2 copies) due at start of class.  
             
             
  16       Library session.               Final version of Essay #2 due at start of class.  
             
             
  17       Student-led discussion of chapters in Silent Spring.       Rachel Carson. Silent Spring, pp. 1-127.          
             
             
  18               Writing Worth Reading, skim pp. 333-352. "Reading and Taking Notes." Read pp. 355-362. Independent research for your own paper.       Exercise 3a due at start of class. Bring in copy of article or chapter (see ex. assignment).  
             
             
  19       Exercise workshop in class. Discussion of plagiarism.       "Documenting your sources." In Writing Worth Reading, pp. 376-381. "Suggesting Recurrent Themes." In Writing Worth Reading, pp. 435-438. Research for your own paper.       Exercise 3b due at start of class. Bring in copy of second article or chapter.  
             
             
  20       Oral presentations.       Meg Stewart. "Dredging to Keep New York-New Jersey Harbor Alive." In The Earth Around Us. Edited by Jill Schneiderman, pp. 232-243. Research for your own paper.       Exercise 3c due at start of class.  
             
             
  21       Exercise 3c returned. Oral presentations.       Research for your own paper. "Writing a First Draft." In Writing Worth Reading, pp. 365-372.          
             
             
  22       Oral presentations.       Research for your own paper. Rachel Carson. Silent Spring, pp. 276-297.          
             
             
  23       Oral presentations.               First version of Paper #3 (5 copies) due at start of class.  
             
             
  24       Essay workshop.               Written comments (2 copies) due at start of class.  
             
             
  25       Advanced revision workshop.                  
             
             
  26       Style workshop.               Final version of Paper #3 due at start of class.  
             
             
  27       Reading and listening to favorite works.       Track down one of your favorite books, stories, or poems and select a passage or poem to read in class.       Optional revision of earlier paper due at start of class.  
             

 

Readings

Textbooks Packer, Nancy, and John Timpane. Writing Worth Reading. Boston: Bedford Books of St. Martin's Press, 1989. Ross, Carolyn, ed. Writing Nature. Boston: Bedford Books of St. Martin's Press, 1995. Carson, Rachel. Silent Spring. Boston: Houghton Mifflin, 2002. Perelman, Leslie C., et al. The Mayfield Handbook of Scientific and Technical Writing. Mountain View, Calif.: Mayfield Pub. Co., 1998. Additional Readings Critical essays on water use conflicts. Reisner, Marc. "Unleash the Rivers." Time 155, no. 17 (25 April 2000): 66-71. Schildgen, Bob. "Unnatural Disasters." Sierra (May/June 1999): 48-57. Stewart, Meg. "Dredging to Keep New York-New Jersey Harbor Alive." In The Earth Around Us. Edited by Jill Schneiderman. New York: W.H. Freeman, 2000, pp. 232-243. Wilkinson, Charles F. "Crossing the Next Meridian." Environment 32, no. 10 (December 1990): 14-20, 32.  

Assignments

Exercises Introductory Assignment (PDF) Exercise 1a (PDF) Exercise 1b (PDF) Exercise 2a (PDF) Exercise 2b (PDF) Exercise 3a (PDF) Exercise 3b (PDF) Exercise 3c (PDF) Essay Assignments Essay 1 (PDF) Essay 2 (PDF) Suggested Water Controversy Topics (PDF)
Essay 3 (PDF) Successful Research Topics (PDF) Sample Student Paper "Paradox" (PDF). Workshops Workshop 1 (PDF) Workshop 2 (PDF) Workshop 3 (PDF)  

 


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thanks

Anonymous, 2014-02-17 17:58:08
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很實用又有創意的課程! Bravo!
Anonymous, 2011-04-06 11:20:38

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