Part I
Course Outline
Programme Title : BA (Hons.) in Language Studies
Course Title : Intensive Language Summer Camp
Course code : CLE1191
Department : Center for Language in Education (CLE)
Credit Points : N/A
Duration : 4 weeks
Language of Interaction : English and Putonghua
Part II
Synopsis
The Intensive Language Summer Camp (hereafter ‘Summer Camp’) is an important, non-credit-bearing co-curricular activity contributing to HKIEd’s 334 learning outcome ‘total learning experience’, as well as the goal of proficiency development in English and Putonghua. Scheduled to take place in summer after the end of the Year One curriculum, the 4-week programme will consist of four 25-hour workshops focusing on journalism, translation and copywriting. These workshops aim to give students some hands-on experience in carrying out research in groups, analyse an issue from different aspects and produce either a magazine article or even an advertisement. Along with these workshops, there will be institutional visits, cultural activities and talks by guest speakers from the mass communication and applied linguistic field. To foster and facilitate informal interactions among students in English or Putonghua, all students will be required to sign a ‘language pledge’*, whereby the language of interaction during official Summer Camp activities will be Putonghua or English. Every effort will be made to ensure that Chinese majors and English majors alike will have ample opportunities to interact with one another in either of these two target languages. While the expenses will be borne by the Center for Language in Education (CLE), students are expected to pay a certain percentage of the total costs as stipulated by HKIEd regulations.
* The practice of requiring language students to sign a ‘language pledge’ during immersion has been shown to be very successful and productive at Middlebury College, Vermont, USA. For details, please visit their website: http://www.middlebury.edu/ls/approach/pledge.
Course Intended Learning Outcomes (CILOs)
Upon completing the course, students should be able to:
CILO1 recognize a range of socio-historical, linguistic and cultural facts about Hong Kong society, and demonstrate a basic understanding of our linguistic heritage and cultural diversity (GLO7);
CILO2 demonstrate a deeper understanding of a variety of culture-specific communication styles in English and Putonghua, and how to handle the intercultural communication problems that arise (DLOs3 & 4);
CILO3 demonstrate greater readiness and confidence to interact with others in English or Putonghua. (DLO3 & GLO5)
**N.B.: GLO: ‘Generic Learning Outcome’; DLO: ‘Degree Learning Outcome’
Content and Teaching & Learning Activities
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CILO |
Content |
Teaching & Learning Activities |
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CILOs1,2 & 3 |
Guest lectures / workshops on topics of general interest or related to the field of language studies; some of the topics will be selected for group presentation (choices provided) and write-up
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Lectures, class discussion; keeping personal notes for group presentation and write-up, and in preparation for the e-portfolio assignment |
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CILOs1,2 & 3 |
Visits of various institutions related to different possible career pathways: companies delivering public utilities (e.g. HK Electric), media companies (radio and TV stations), publication houses, NGOs, etc. |
On-site visits; keeping personal notes in preparation for the e-portfolio assignment |
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CILOs1, 2 & 3 |
Hands-on cultural activities, e.g. cooking competition |
Collaborative learning and interactions among HK students through games and competitions |
Assessment
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Assessors |
Assessment Tasks |
Weighting (%) |
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Chee Epin Zhang Yi |
Individual e-portfolio on Mahara
5% for 100% Attendance
30% 3 weekly blogs Students have to produce a blog each week reflecting their learning: Week 1 (10%) Week 2 (10%) Week 3 (10%)
write 150 – 200 words for English OR write 200 - 250 characters for Chinese 10% is graded based on 2 categories:
25% A reflective report Write a summary of the overall learning from Week 1 -4 Write 500 – 600 words
Please note that if the blog writing in Chinese, the reflective report is in English & vice versa.
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60 |
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Workshop instructors |
Putonghua workshop (10%) Translation & interpretation (10%) Journalism (10%) Copywriting (10%)
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40 |
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Assessment Criteria for online posting (25%)
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5 |
4 |
3 |
2 |
1 |
0 |
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Content (10%) The writer has demonstrated an ability to reflect deeply about learning in class and out-of-class and relates the learning to social issues/ global issues. 內容立意 能夠借鑒課內外所學知識，聯繫實際，審視社會問題或全球問題，內容深刻、充實，條理清楚。 |
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Cohesion & Coherence (5%) The content flow smoothly from sentence to sentence & paragraphs to paragraphs. Punctuation is used accurately. 語言表達 結構嚴謹，行文順暢，邏輯性強，用詞恰當，語法正確，無錯別字，標點符號使用正確。 |
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Style & Persuasiveness (5%) There is a distinctive personal style in writing and the essay is appealing to readers. The writer is able to get the readers to read from beginning till the end and encourage them to think and reflect upon his / her own experience. 語體風格 從個性化視角出發，突顯個人寫作特色，能夠吸引讀者關注，並給予意見回饋。
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Layout (5%) Writer supports the writing with relevant links, pictures, video clips to create interest and educate readers. 語篇佈局 採用多種論證方法支持自己觀點，包括上載圖片，視頻剪輯或其它形式，增強其趣味性及教育性。
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5 Excellent 4 Good 3 Satisfactory 2 Unsatisfactory 1 Poor 0 Fail
Note: When the assessors will take into the account of your grammar usage and choices of vocabulary when grading the content, cohesion and style of your writing.
Additional Reading
Advertising & Copywriting
Evans, P. (2004). Forms, folds and sizes: all the details graphic designers need to know but can never find. Gloucester, Mass.: Rockport Publishers.
Hilliard, R. L., (2008). Writing for televisions, radio, new media (9th ed.). Boston, Mass.: Thomas Wadsworth.
Mooij, M.K. de (1998). Global marketing and advertising: understanding cultural paradoxes. Thousand Oaks, California: Sage Publication.
Moriarty, S.E. (2009). Advertising: principles and practice (8th ed.). Upper Saddle River, N.J.: Pearson Prentice Hall.
Ries, A. & Trout, J. (2001). Positiong: the battle for your mind (20th ed). N.Y.: McGraw-Hill.
Tungate, M. (2007). Adland: a global history of advertising. London: Kogan Page.
Translation & Interpretation
Cao, D. (2007). Translating law. Clevedon, Buffalo: Multilingual Matters.
Gura, T. & Lee, C. I. (2010). Oral interpretation (12th ed.). Boston, Mass.; Hong Kong: Allyn & Bacon.
Hendriks, P. (2010). Conflicts in interpretation. London, Oakville, CT: Equinox Pub.
O’Hagan, M. (1996). The coming industry of teletranslation: overcoming communication barriers through telecommunication. Clevedon, Philadephia: Multilingual Matters.
Journalism
Batty, C. & Cain, S. (2010). Media writing: a practical introduction. England: Palgrave Macmillian.
Brady, J.J. (2004). The interview’s handbook: a guerrilla guide: techniques & tactics for reporters & writers. Waukesha, Wis.: Kalmbach Pub.
Dahlegren, P. & Sparks, C. (1992). Journalism and popular culture. London: SAGE Publications.
Fox, W. (2001). Writing the news: a guide for print journalists (3rd ed.). Ames, Iowa: Iowa State University Press.
Rodman, G.R. (2008). Mass media in a changing world: history, industry, controversy (2nd ed.). Boston, Mass.: McGraw Hill.
Ross, K. & Nightingale, V. (2003). Media and audiences: new perspectives. Maidenhead, England: Open University Press.
Sims, N. (2008). Literary journalism in the twentieth century. Evaston, Ill.: Northeweatern University Press.
Wilson, T. (2009). Understanding media users: from theory to practice. Chichester, England: Wiley-Blackwell.
Yopp, J.J., McAdams, K.C., & Thornburg, R.M. (2010). Reaching audiences: a guide to media writing
(5th ed.). Hong Kong: Pearson Allyn & Bacon.
Related Websites
SCMP
http://www.scmp.com/portal/site/SCMP/
Cathay Pacific
http://www.cathaypacific.com/cpa/en_INTL/homepage
RTHK
Related Journals
N/A