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Writing Roundtable 2017 1

Contents

Page

Message from the Organiser 2

Information for Participants 3

Programme Schedule 4-5

Abstracts and Biodata: Keynote Speakers 6-9

Abstracts and Biodata: Parallel Session Leaders

Parallel Session 1 – 10:40 - 11:30am 10-15

Parallel Session 2 – 2:45 - 3:35pm 16-22

Parallel Session 3 – 3:45 - 4:35pm 23-28

Organising Committee 29

Campus Map 30

2 Writing Roundtable 2017

Writing Roundtable 2017 Writing for Readers The Writing Roundtable 2017: Writing for Readers on 19 May 2017, hosted by The English Language Centre, Faculty of Humanities of The Hong Kong Polytechnic University, brings the reader into the limelight. Writing is to be read, first and foremost. Today, whether our readers are enthused or alienated becomes evident immediately. So, in this age of ubiquitous social media, multimodal texts and big data, how can we create content that connects with our readers? What makes them turn those pages? Or click "Like"? Or post a positive comment?

Enhancing students' writing ability as part of their intellectual growth is crucial to the design of university curricula. This means that tertiary institutions need to cultivate writers who can engage modern readers who read and write multimodal texts as part of social and professional lives. How can we engage with writers as their teachers, their publishers and their readers? How can we write for our teachers, publishers and readers? How do we give and receive feedback as writers and ensure that it prompts meaningful action?

Message from the Organiser At this Roundtable, the ELC are honoured to celebrate the 80th anniversary of the PolyU, while continuing the tradition we started in 2013 at the PolyU. PolyU, a university that values reading and writing, creativity and community service. Today, we have decided to honour all those who read, for any reason and those who write FOR their readers. This includes all of us. Being a community of practitioners who need to write, readers take a place of pride in our professions. Being discerning readers ourselves, we understand that it’s the readers who make us writers. Are we able to connect with those who read and breathe life into our scribbled lines? Who make our words parts of their psyche? So today, we have come together to explore what makes writing readable. How creativity can be breathed into academic writing and how academic writing influences creative genres. Let’s begin! Wishing you all a rewarding journey through the various talks and workshops, discussions and pecha kucha! Shari Dureshahwar Lughmani Convener and Chair Writing Roundtable 2017


Information for Participants

Lunch and Refreshments

In addition to the refreshments during the session breaks, lunch will be provided for participants at a Chinese restaurant on the 4th floor of the Communal Building. Snacks and drinks are available to purchase at various catering outlets on campus, and 7-Eleven in the Shaw Amenities Building (Block VA). N.B.: A campus map can be found on the last page of this handbook.

Commercial Press Book Fair

Please drop by the Book Fair provided by Commercial Press today in the main lobby area outside V322. Selections from some of the Writing Roundtable invited speakers may be available, as well as books on topics related to writing, general interest, and modern to classic literature. The Book Fair will be available during the morning coffee break, lunch break, and afternoon coffee break. Enjoy this opportunity to peruse and buy a selection of relevant books.

WiFi

Participants can enjoy free Wi-Fi service at the podium level by selecting the WiFi SSID: ‘Wi-Fi.HK via PolyU’. After accepting the terms and conditions, users can enjoy the service for two hours, after which they have to accept the terms again to continue using the service. Inscribe Readers’ Choice Award

Inscribe is an e-journal featuring writing from PolyU undergraduate students. The journal showcases the wide diversity of writing genres, topics of interest, and voices in the PolyU community. Four short stories from Issue 2 have been selected for the 2017 Readers’ Choice Award contest:

It Ends with a Beginning by Viola Chong The Secret of the Mooncake by Winson Pan The Story of Andras, the Hero, and Grapto, the Convict by Douglas Liu Ugly Shoes Must Die by Sidra Khan

We invite you to read these four nominated stories at http://inscribe.elc.polyu.edu.hk/.

Voting concludes today at 3:00 pm. The winner of the Readers’ Choice Award will be announced during the closing ceremony this evening.

http://inscribe.elc.polyu.edu.hk/


Programme Schedule Friday, 19 May 2017

Morning Sessions

Time Programme

8:45-9:00 Registration (Outside V322)

9:00-9:15 Opening Ceremony

(Venue: V322 - Theatre Hall)

9:15-10:05

Keynote Speech I Feedback on Writing: Faculty and Student Perceptions

Prof. Ken Hyland Director of CAES

The University of Hong Kong (Venue: V322 – Theatre Hall)

10:10-10:40 Coffee + Book Fair (Outside V322)

FG815 V313 V315 V316 V302

10:40-11:30

Creating Writer ‘Buyin’ via Google Docs: A Real-Time Digital Platform that Transforms Engagement with the Writing Process Elizabeth Solomon Invited Speaker Writer, Editor & International Teacher, ISF Academy

(Workshop)

The Use of Writing Rubrics for Teaching, Learning and Assessment Alan Urmston The Hong Kong Polytechnic University (Roundtable)

Setting up EFL Creative Writing Circles for Narrative Prose Kevin Maher University of Macau (Workshop)

Effectiveness of Emotional Expression in Writing Based on the Aesthetic Aspect of Chinese Classical Poetry Vivian Yuan Li The Hong Kong Polytechnic University

(Roundtable)

Literacy in the Disciplines: Online Writing Support for Undergraduates in Science and Social Science Lucy Chan & Man Chan The Hong Kong Polytechnic University (Paper) 10:40 - 11:05

Developing Postgraduate Students' Writing in the Discipline Lillian L. C. Wong The University of Hong Kong (Paper) 11:05 – 11:30

11:40-12:30

Keynote Speech II Engaging the Aliterate

Jason Y. Ng Author of Umbrellas in Bloom,

Contributor to The Guardian, SCMP, HKFP (Venue: V322 – Theatre Hall)

12:30- 1:45 Lunch (4/F, Communal Building) + Book Fair (Outside V322)


Afternoon Sessions

Time Programme

1:45-2:35

Keynote Speech III A Third Way - Creative Criticism

Dr. Grant Hamilton Associate Professor of English Literature

The Chinese University of Hong Kong (Venue: V322 – Theatre Hall)

V312 V313 V315 V316 V302

2:45-3:35 Mistranslation as Poetry Exercise James Shea Invited Speaker Poet & Assistant Professor Hong Kong Baptist University (Workshop)

Beyond Plagiarism: Teaching Source Integration in Academic Writing Jay Bidal University of Macau (Roundtable)

Publishing University Student Writing in Hong Kong: Challenges and Opportunities Chrissy Burns & Dennis Foung The Hong Kong Polytechnic University (Roundtable)

What Makes L2 Learners Creative Writers: Learner Reflections from Creative Writing in English, a GE Subject Shari Lughmani The Hong Kong Polytechnic University (Paper) 2:45 – 3:10

Inclusion of Assessment as Element of Curriculum Content to Develop L2 Writing Manashi Dutta Khon Kaen University (Paper) 2:45 – 3:10

'From Lord of the Rings to Harry Potter': A Case Study in Teaching Creative Writing Andy Morrall The Hong Kong Polytechnic University (Paper) 3:10 – 3:35

Feedback on Chinese Writing in Hong Kong Vocational Education Yingying Yi Technological and Higher Education Institute of Hong Kong (Paper) 3:10 - 3:35

3:45-4:35

Creating Bookworms in the Digital Age Sarah Brennan Invited Speaker Children's Fiction Author & Poet

(Roundtable)

Creativity in Academic Writing Daisy Di Zou The Hong Kong Polytechnic University (Roundtable)

Approaches to Teaching Source Evaluation to Pre-Academic Writing ELL Students and Academic Writing ELL Students Ryan Hunter University of Macau (Roundtable)

Mirror, Mirror: Teach the Class Clara Cheng Sue Yip Flora Leung & Christine Ng Hang Seng Management College (Workshop)

Articulate Walls: Writer's Block and the Academic Creative Practitioner Marshall Moore Lingnan University (Paper) 3:45 - 4:10

You can be a Writer too! Cammy Yiu CULTURE Magazine (Pecha Kucha) 4:10 – 4:35

4:35-4:55 Coffee + Book Fair (Outside V322)

5:00-5:50

Keynote Speech IV The Wonder of Genre and History

Dr. Page Richards Associate Professor in the School of English

The University of Hong Kong (Venue: V322 – Theatre Hall)

5:50-6:00 Inscribe Readers’ Choice Award + Closing Ceremony

(Venue: V322 – Theatre Hall)

6:00 Reception (Outside V322)


9:15 – 10:05 am Keynote Speaker Prof. Ken Hyland Director of CAES Professor of Applied Linguistics The University of Hong Kong

Theatre Hall – V322

Topic Feedback on Writing: Faculty and Student Perceptions Abstract While the research on feedback given to undergraduate writers mainly focuses on what goes on in language classrooms, most of the writing that matters to students occurs in disciplinary contexts. They are 'Writing-to-Learn' rather than 'Learning-to-Write', yet we know little about what faculty teachers are trying to achieve with their feedback or how it is received by students. This presentation explores these issues. Drawing on interviews with 20 teachers and 24 undergraduates from four faculties at HKU, I explore their perceptions of feedback to illuminate students' experiences of disciplinary writing. Overall, the findings show that although faculty would like to see their students write in disciplinary approved ways, their feedback rarely supports this, at the same time students often take negative messages from the feedback concerning their learning, disciplinary communication and teacher-student relationships. As a result, EAP writing teachers are often the only resources students have in acquiring a better understanding of writing and its relation to disciplinary practices.

Biodata

Ken Hyland is Professor of Applied Linguistics and Director of the Centre for Applied English Studies at HKU. He was previously a Professor at the Institute of Education, University of London and has taught in Africa, Asia and Europe. He is best known for his research into writing and academic discourse, having published over 230 articles and 26 books on these topics. His most recent books include Academic Publishing (Oxford University Press, 2015), The Handbook of EAP (edited with Philip Shaw, Routledge, 2016), Academic Written English (Shanghai Foreign Language Press, 2014), Teaching and researching writing 3rd edition (Routledge, 2016) and Innovation and Change in Language Education (edited with Lillian Wong, Routledge, 2013.). Ken is an Honorary Professor at Warwick University and a Foundation Fellow of the Hong Kong Academy of the Humanities. He was founding co-editor of the Journal of English for Academic Purposes and co-editor of Applied Linguistics.


11:40am – 12:30pm Keynote Speaker Jason Y. Ng Author of Umbrellas in Bloom Contributor to The Guardian, SCMP, HKFP


Topic Engaging the Aliterate Abstract Hong Kongers are often called "aliterate": able to but unwilling to read. In the age of Facebook and Wikipedia, how do writers engage the time-pressed, attention-deficient citizen? Jason Y. Ng, author of several books about Hong Kong, tackles this question by sharing his journey from a blogger to a newspaper columnist and published author. Ng also discusses the role of writers and readers in the current political climate, and argues that aliteracy is a form of self-censorship that disserves and disarms the citizenry. As Hong Kong society becomes more politically charged and free expression comes under increasing attack, the need for writers to persuade, engage and challenge their readers has taken on new urgency.

Biodata Jason Y. Ng is the bestselling author of HONG KONG State of Mind (2010), No City for Slow Men (2013) and Umbrellas in Bloom (2016). Together, they form his Hong Kong trilogy that tracks the city's post-colonial development. As a columnist, Ng contributes to The Guardian, the South China Morning Post, EJ Insight and Hong Kong Free Press. Ng is also an Adjunct Associate Professor at the Faculty of Law of The University of Hong Kong, and the President of PEN Hong Kong, a chapter of PEN International which promotes literature and defends the freedom of expression around the world. For more, visit www.jasonyng.com.

http://www.jasonyng.com/


1:45 – 2:35pm Keynote Speaker Dr. Grant Hamilton Associate Professor of English Literature The Chinese University of Hong Kong


Topic A Third Way – Creative Criticism Abstract This talk is about the art of criticism - about how we read texts or, more broadly understood, how we have been taught to talk about objects of enquiry. It arises from thinking about the changes that the rather new philosophical movement of object-oriented philosophy seems to instruct in the way in which we read and write about literature. This talk suggests that if the (literary) critic is to be faithful to the basic tenets of an object-oriented philosophy then she must pursue a rather different kind of criticism to the one that we have been trained to conduct. Indeed, it is argued that the critic must pursue a creative criticism - that is, a style of criticism which is defined by a genuine recognition of the creative moments by which the reader becomes writer in the act of critique. What does such a creative criticism look like? How does one begin to write this kind of criticism? How can it be graded? These are just some of the questions that this talk will look to answer. But, the main concern of all of this is to re-enliven the personal encounters that we have with literature. In other words, it is to lessen the notion of reading literature as discipline in order to re-legitimize the act of reading for pleasure. The wager here is that recovering this kind of pleasure in reading leads to a more honest and, in that, more meaningful criticism to the one that we already know (even if it is so only for the critic herself).

Biodata Dr. Grant Hamilton is an Associate Professor of English Literature at the Chinese University of Hong Kong. His teaching and research interests include twentieth-century world literatures, African literatures, and literary theory. He writes a well-read blog about such things called On World Literature. His most recent work includes a book on the intersection between speculative realism and literary theory, titled The World of Failing Machines: Speculative Realism and Literature (2016) and a co-edited collection of new essays on the Mozambican writer Mia Couto, titled A Companion to Mia Couto (2016).

https://onworldliterature.wordpress.com/


5:00 – 5:50pm Keynote Speaker Dr. Page Richards Associate Professor in the School of English The University of Hong Kong


Topic The Wonder of Genre and History Abstract Creative writing in Hong Kong offers an ever widening community of writers' and scholars' unique perspectives, especially when we consider the history and landscape of genre. Too frequently, genre is offered as a contemporary set of blueprints to follow, at best grounded in good practices and at worst reduced to rules. Still, the deeper roots of genre in any language are inseparable with history: in particular, historical period of birth. Here, the excitement begins. Genres in English, for example, including creative nonfiction and fiction, or poetry and fiction, are themselves born into different eras: they are born and develop in periods and times that profoundly frame the legacy and ongoing expectations of storytelling that any writer, picking up the instrument of English language, inherits and reshapes. This talk will focus, therefore, on the following: how genres in the English language are born, how they continuously bear the genetic traces of the social and religious contexts into which they were born, how these genres travel and evolve; and in particular how creative nonfiction and fiction are changing in the hands of Hong Kong writers. It will briefly address the writers' complex sensory experiences and inter-cultural experiences of genre, whether of time or tense, for instance, in Chinese and English. It will address perspectives both of writer and reader, and it will finally lead back into the questions of the future of genre, as the genetic pool of fiction and creative nonfiction makes its way fluidly in new global reach.

Biodata Dr. Page Richards is an Associate Professor in the School of English at the University of Hong Kong. Holding a Ph.D. from Harvard University and Master's degree in Creative Writing from Boston University, she has also studied and performed at the Playwrights' Theatre in Boston and has contributed to theatre and film production in Hollywood. Richards received a national Mellon Fellowship in the Humanities in the U.S., the Outstanding Teaching Award from the Faculty of Arts at HKU, a Vermont Studio Writer's Fellowship for Poetry and Translation, among many other awards in critical and creative studies. She publishes in poetry, American literature, drama, and performance. She currently directs the HKU MFA in Creative Writing, the HKU Black Box, the HKU International Poetry Prize, the Writers' Series, and production of Yuan Yang: A Journal of Hong Kong and International Writing, among other programmes in the HKU Creative Studio.


10:40 – 11:30 am Room FG815 Invited Speaker Elizabeth Solomon Writer, Editor & International Teacher, ISF Academy

Topic Creating Writer 'BuyIn' via Google Docs: A Real-Time Digital Platform that Transforms Engagement with the Writing Process

Abstract Writing IS rewriting. And with any form of writing, feedback is the most valuable - and often painful - part of the creative process. However, it is essential and allows for writer buy-in if used effectively. In this practical workshop, participants will create texts and use Google Docs as a platform to get and give feedback in real time, thereby expediting and engaging them in the creative process. Aimed at helping writers of all genres to hone their internal editor, Harvard's 'Ladder of Feedback' will be used to cultivate a safe space for sharing ideas. The value of Google's platform-agnostic software as a service (SAAS) as a tool for collaboration will be evaluated and its practical applications in different contexts will be discussed. Biodata Elizabeth Solomon is a seasoned international teacher of literature, a budding writer and the co-editor of Hong Kong Future Perfect, the latest Hong Kong Writers Circle anthology. She has written three short stories and her essay 'Masks', was published in Asia Literary Review. Raised between Bombay and Jerusalem, she is a proud postcolonial transnational who is fluent in three cultures and speaks four languages, all badly. Elizabeth is currently procrastinating about starting work on her first novel.


10:40 – 11:30 am Room V313

Roundtable

The Use of Writing Rubrics for Teaching, Learning and Assessment

Leader Alan Urmston The Hong Kong Polytechnic University

Abstract What were variously referred to in the past as rating scales or scales and descriptors are now more commonly described as rubrics. Rubrics are normally used within a criterion referenced assessment system to provide indications (normally through numbered levels) of performance on a given scale on separate criteria of writing (or speaking) or on the whole writing proficiency construct. Rubrics are usually used by teachers or markers, but they are increasingly being used by students as a means of both learning about the skills of writing they need to master and diagnosing their writing performances. This roundtable discussion will seek answers to the following questions: 1. Should the same set of rubrics that teachers use to assess students' writing be provided to students? 2. What are the best ways to use rubrics to help students improve their writing ability? 3. How should rubrics be designed so as to be useful tools for different stakeholders? 4. What are the alternatives to using rubrics for writing assessment and feedback? Biodata Alan Urmston is Assessments Coordinator in the English Language Centre at The Hong Kong Polytechnic University, where he also teaches on undergraduate and postgraduate programmes. His main research interests are in the testing and assessment of English.


10:40 – 11:30 am Room V315

Workshop

Setting up EFL Creative Writing Circles for Narrative Prose

Leader Kevin Maher University of Macau Abstract This workshop will draw from literature circles and reading circles, and apply a similar structure of collaborative activities/roles/tasks towards creative writing assignments for narrative prose. The collaborative nature will be strongly backed up from theories and research from Vygotsky, Dornyei, Murphey and others. The structure will introduce activities in a collaborative student-focused, teacher-facilitated manner. For example, teaching plot diagrams, and/or other aspects of narrative prose will be included. This workshop will also discuss assigned roles for members within the creative writing circle. EFL Creative Writing circles can be implemented within an EFL writing course, as a one-off activity in any language learning environment. Biodata Kevin Maher is a Senior Instructor at the University of Macau. He lives in Macau with his wife and two children. He has also taught for over fifteen years at universities in both Japan and South Korea. His research interests include literature circles, creative writing, collaboration, public speaking, and NeuroELT.


10:40 – 11:30 am Room V316

Roundtable

Effectiveness of Emotional Expression in Writing based on the Aesthetic Aspect of Chinese Classical Poetry

Leader Vivian Yuan Li The Hong Kong Polytechnic University

Abstract Mr. Xu Yuanchong first put forward the Three Beauties Theory (beauty in image, beauty in sound and beauty in form) in 1979. Beauty in image, as a clear aesthetic category, can build a blend of artistic conception of beauty through free association by the ancient Chinese poets' refined language. As image is an important factor in poetry writing and interpretation, I would like to explore the effectiveness of emotional expression in writing, focusing on the aesthetic aspect of Chinese classical poetry. 1. What are the genres of Chinese ancient poetry? 2. What is beauty in image? 3. Which Chinese poets can express beauty in image? (Li Bai, Wang Wei?) 4. How can one achieve the realm of intentions? Images could be used to express a similar or interlinked emotion and thus enter into the artistic conception of the poems. Furthermore, tangible objects can be used to mimic invisible objects, a realistic environment can be chosen to present a virtual environment, and a limited number can express an infinite number. With these methods, the fullness of writing can be achieved.

Biodata Yuan Li is a Research Assistant of Dr. Daisy Zou of the English Language Centre at The Hong Kong Polytechnic University. She is interested in effectiveness of emotional expression in writing based on the aesthetic aspect of Chinese classical poetry.


10:40 – 11:05 am Room V302

Paper

Literacy in the Disciplines: Online Writing Support for Undergraduates in Science and Social Science Presenters Lucy Chan, The Hong Kong Polytechnic University Man Chan, The Hong Kong Polytechnic University

Abstract In the current four-year curriculum in Hong Kong, writing support in the discipline as a pedagogy is being implemented in various ways and to varying degrees in tertiary institutions. Both students and academics are aware that writing at university requires a complex set of cognitive processes that includes an ability not only to understand concepts but also to communicate these in writing for their own discipline. With the support of the University Grants Commissions (UGC) fund, an inter-institutional literacy project 'Literacy In the Disciplines' has been undertaken to investigate literacy practices in the disciplines of Social Science, Science and Engineering across three universities, namely The Hong Kong Polytechnic University, City University of Hong Kong, and Hong Kong Baptist University, and develop online materials to support students and teachers to enhance students' ability to communicate effectively in English in their own discipline through the development of relevant literacy skills.

The session presenters, who are involved in the 'Literacy in the Disciplines' project, will share their experience on developing online English learning materials catering to the writing needs of Hong Kong undergraduates in the disciplines of Science and Applied Social Science respectively. Participants of the session will be introduced the Project's online literacy platform, which hosts a set of various tools, including discipline and genre-specific assignment guidelines, checklists, and protocols. It is hoped that this session would foster inter-institutional discussion on genre-based pedagogy and sharing of e-learning project work experiences.

Biodata Ms. Lucy Chan teaches at the English Language Centre of The Hong Kong Polytechnic University. She was involved in the UGC funded project ‘Literacy in the Disciplines’, researching and supporting undergraduates’ writing practices in the discipline of Applied Social Science. Ms. Man Chan is a Language Instructor at the English Language Centre of The Hong Kong Polytechnic University. She was involved in the UGC funded project ‘Literacy in the Disciplines’, researching and supporting undergraduates’ writing practices in the discipline of Science. Her professional interests include Hong Kong English and cross-cultural communication.


11:05 – 11:30 am Room V302

Paper

Developing Postgraduate Students’ Writing in the Discipline

Presenter Lillian L.C. Wong The University of Hong Kong

Abstract Recent studies have focused on the discourse of theses; however, less attention has been paid to the writers' engagement with their developing texts and disciplinary voices. The literature review is an important key to success in academic life, and one of the earliest types of writing in which postgraduates engage, however, it represents a major difficulty for students as it implies knowledge in the academic genres and rhetorical structure of texts and the context where texts are constructed. Interviews with students were conducted to find out their challenges in writing literature reviews and perspectives on disciplinary requirements. Literature review drafts were analyzed to identify their difficulties and improvements in writing. In this presentation, I focus on the challenges postgraduate students face in writing literature reviews in their disciplines and discuss how we prepare them to write literature reviews. The paper informs development of teaching and materials writing in thesis writing courses that align with disciplinary expectations and students' needs. Biodata Dr. Lillian Wong is Senior Lecturer in the Centre for Applied English Studies at the University of Hong Kong. She is Chair of the Research and Professional Development Committee and Co-ordinator of the Graduate School English Programme. She has received research grants for over 15 projects and has given over 130 presentations at international conferences, including 35 plenary and invited speeches. Dr. Wong served on TESOL International Association Board of Directors (2012-2015). She is Chair of the International Conference “Faces of English 2: Teaching and Researching Academic and Professional English” which will be held in Hong Kong in June 2017. She is on the Editorial Board of Asian Journal of Applied Linguistics and Journal of Asia EAP. Recent co-edited book publications include Innovation and Change in English Language Education (Routledge, 2013) and Faces of English Education: Students, Teachers and Pedagogy (Routledge, 2017).


2:45 – 3:35 pm Room V312 Invited Speaker James Shea Poet & Assistant Professor Hong Kong Baptist University

Topic Mistranslation as Poetry Exercise Abstract This workshop explores how students of creative writing can generate writing material out of unorthodox translation practices, such as self-translation, homophonic translation, and "radical" translation. From Louis Zukofsky's homophonic translations of Latin poetry to Ezra Pound's advice to self-translate ("Translation is likewise good training, if you find that your original matter "wobbles" when you try to rewrite it. The meaning of the poem to be translated cannot "wobble."), poets have often found inspiration in unconventional translation methods. Pound himself experimented with translation in the form of "radical" translations of Chinese characters in The Cantos. This workshop considers how unusual approaches to translation can expand our understanding of the term "translate" and can invite new ways of writing a poem. Participants will be invited to do one or two writing activities followed by a Q&A. Biodata James Shea is the author of two poetry collections, The Lost Novel and Star in the Eye. A graduate from the Iowa Writers' Workshop, he has taught poetry writing at Nebraska Wesleyan University, the University of Chicago's Committee on Creative Writing, Columbia College Chicago's MFA Program in Poetry, DePaul University, and as a poet-in-residence in the Chicago public schools, where he received The Poetry Center of Chicago's Gwendolyn Brooks Award for Excellence in Teaching. A former Fulbright Scholar in Hong Kong, he is currently an Assistant Professor in the Creative and Professional Writing Programme at Hong Kong Baptist University.

http://balcs.hkbu.edu.hk/staff.php?staff_class=ts&staff_id=11

http://balcs.hkbu.edu.hk/staff.php?staff_class=ts&staff_id=11


2:45 – 3:35 pm Room V313

Roundtable

Beyond Plagiarism: Teaching Source Integration in Academic Writing

Leader Jay Bidal University of Macau Abstract Using sources and integrating information from them into their own writing is one of the biggest challenges any university student faces, let alone those who are not studying in their native language. In this roundtable, discussion will centre around concepts of best practices for source use in academic writing, the challenges non-native writers face in striving towards those best practices, and how to best facilitate the development of students' skills in this area while keeping in mind different language proficiency levels.

Discussion Questions: What problems do students encounter in using sources in their writing? What does it mean to "integrate" a source in writing? How do expert writers really use summary, paraphrase, quotes, and other techniques to integrate source information into their writing? What subskills can help students to better integrate source information into their writing? Which approaches to teaching source use can best help students at different levels of language proficiency?

Biodata Jay Bidal has more than 20 years of experience teaching EAP and ESL in a variety of contexts, including Japan, Turkey, Canada, the UAE, and, currently, Macau. He is interested in affect, curriculum and materials development, writing pedagogy, and the integration of technology in teaching.


2:45 – 3:35 pm Room V315

Roundtable

Publishing University Student Writing in Hong Kong: Challenges and Opportunities

Leaders Chrissy Burns, The Hong Kong Polytechnic University Dennis Foung, The Hong Kong Polytechnic University

Abstract This Roundtable aims to bring together academics, professionals and students involved with and interested in the publishing of student writing in Hong Kong. The process of publishing Issue 2 of the journal of undergraduate writing Inscribe from the perspective of various stakeholders will be presented briefly. The discussion will then explore issues and topics related to the support, development and publishing of university student writing. Questions for discussion include: How can a culture of writing be established and nurtured at Hong Kong universities? How can social media be best utilized to promote these publications? How can readership of these publications be expanded? How can publications effectively engage with readers in the university community and beyond? What future possibilities and opportunities exist? Biodata Chrissy Burns serves as Editor-in-Chief (Editorial) of Inscribe, a journal of undergraduate writing at The Hong Kong Polytechnic University, where she is an Instructor in the English Language Centre. Her areas of interest include critical genre analysis, materials development, student writing, response to writing, genre pedagogy and innovation in teaching and learning.

Dennis Foung is a Language Instructor at The Hong Kong Polytechnic University and is currently the Executive Editor of the student e-journal, Inscribe. He holds a doctorate in language education and has been teaching Academic English at the tertiary level for 10 years. His research interests include learning analytics and classroom interactions.


2:45 – 3:10 pm Room V316

Paper

What Makes L2 Learners Creative Writers: Learner reflections from Creative Writing in English, a GE Subject

Presenter Shari Lughmani The Hong Kong Polytechnic University

Abstract Creative writing pedagogy in L2 setting as applied in this general education subject aimed to “increase learners’ self-awareness through self-expression” through softening the impact of grammatical and linguistic inadequacies they might feel (Disney, 2014: 3). Rather than “colonise L2 writers’ imaginations with a pantheon of unimpeachable texts from the Occident” comprising only of the “inner circle” texts, novice writers on this course are also introduced to creative writing texts representing the 300 million non-native English users (India, Nigeria, Philippines, Malaysia) from Kachru’s “outer circle”, thus allowing them to discern their own voice and identity (Bhatt, 2001:530). This paper will explore L2 writers’ awareness of ‘becoming’ creative writers of English fiction and memoirs through analyzing their reflections during and after the course as recorded on their short story/memoir writing over 4 semesters. These L2 writers represent places as diverse as Hong Kong, Mainland China, Malaysia, Indonesia and the Philippines as well as Uzbekistan and France. Biodata Shari Lughmani coordinates the English Language Enhancement Initiatives including the English Reading and Writing Requirements at the English Language Centre at The Hong Kong Polytechnic University. Shari has also been teaching Creative Writing in English as a GE subject since 2013. Her research interests include the pedagogies of academic and creative writing. She has published in the areas of discipline specific genres across the tertiary curriculum. Shari also delves in writing poetry when she has a snippet of time.


3:10– 3:35 pm Room V316

Paper

‘From Lord of the Rings to Harry Potter’: A Case Study in Teaching Creative Writing

Presenter Andy Morrall The Hong Kong Polytechnic University

Abstract In his UGC Review Report on Language Enhancement Grant Reports (2014-6), Prof. K.K. Luke cites the subject 'From Lord of the Rings to Harry Potter' as one of the achievements of a university in language enhancement. So what is this subject, and what is to be learned from it? This presentation will describe the background, design, content and implementation of the subject, the changes that have been made, and how creative writing is taught. Student difficulties with creative writing will be discussed, as will student feedback on the subject. In the post-presentation Q & A, topics such as the rationale for the course design and the assessment methods used for the students' creative writing are among issues that may be discussed. Biodata Andy Morrall is an Associate Director and Senior Lecturer in the English Language Centre of The Hong Kong Polytechnic University. He has been working in Hong Kong at the Polytechnic University since 1995. His experience has been as an English language teacher, and a university lecturer.


2:45 – 3:10 pm Room V302

Paper

Inclusion of Assessment as Element of Curriculum Content to Develop L2 Writing

Presenter Manashi Dutti Khon Kaen University

Abstract The topic of this roundtable discussion is how to make effective use of the digital media tools in the ESL writing class. Models used for feedback in higher and professional education (Boud & Molloy, 2013) and online peer learning (Masur, 2013) will form one of the teaching pedagogies in this discussion. To initiate the discussion, a few samples of student writing using social media network and desktop publications including news articles, creative writings and technical writings will be circulated. It is also suggested how skills of critical thinking, creative thinking and reflective thinking can be developed using collaborative learning platforms like weblogs, Facebook and Wikipedia. Biodata Manashi Dutta is a postgraduate in English Literature and Language & Linguistics from the University of Delhi, having 20 years of teaching experience in India, Cambodia, and Thailand, including 8 years of experience as language research officer in India and now working as a Lecturer in Khon Kaen University, Thailand.


3:10 – 3:35 pm Room V302

Paper

Feedback on Chinese Writing in Hong Kong Vocational Education

Presenter Yingying Yi Technological and Higher Education Institute of Hong Kong Abstract

In recent years, the Hong Kong government continues to emphasize vocational education, of which language proficiency is a very important part. At the same time, Hong Kong students' language proficiency, especially Chinese writing ability, is relatively weak. There is little published research about feedback on Chinese writing in Hong Kong vocational education. Participants of this study include 20 teachers from tertiary institutes of vocational education in Hong Kong. The purpose of this research is to investigate teachers' feedback of Chinese writing from institutes of vocational education in Hong Kong.

Biodata Yingying Yi holds a Master of Arts in Chinese Linguistics and Language Acquisition from The Chinese University of Hong Kong and is a Teaching Fellow in Technological and Higher Institute of Hong Kong. Research interests include curriculum, teaching and Chinese writing.


3:45 – 4:35 pm Room V312 Invited Speaker Sarah Brennan Children’s Fiction Author & Poet

Topic Creating Bookworms in the Digital Age Abstract

Turn today's young techno-junkies into avid readers! In this digital age, where the overuse of digital devices is leading not just to childhood and teen obesity but also the loss of social skills, language, creativity and even empathy in our future adults, reading books has never been more important. Young people, especially boys, are deserting books in droves for the addictive delights of techno-toys, social media and other techno-distractions. In this session, Sarah Brennan, well-known Hong Kong author, publisher and speaker in schools both local and international, will explore:

• the history of reading and its beneficial effect on the human brain through the ages; • the threat now posed by the dramatic decline in reading by people of all ages; • the growing body of science-based evidence for the use of print books and against the overuse of

digital screen-based games and tools in children's development and education; • 12 sure-fire ways to turn reluctant readers into little bookworms... for life! • the presentation ends with a brain-storming session where further ideas can be explored;

Biodata Sarah Brennan is the Hong Kong-based author of the Chinese Calendar Tales and the Dirty Story series for primary school aged kids. Sarah grew up in bush-land on the beautiful Australian island of Tasmania. Her childhood was spent reading, writing stories, exploring the bush and caring for a menagerie of exotic animals! Sarah's varied career included bagging flour in a factory, fielding phones in a psychiatric hospital and typing letters (badly), before settling down as a medical lawyer in London. After moving to Hong Kong in 1998, she found her mission as a much-loved children's author, bringing Chinese history and culture to children everywhere through her funny and educational stories. Sarah now lives in Hong Kong's New Territories beside a subtropical nature reserve with her French husband, two daughters and an opinionated cocker spaniel, visiting schools in Hong Kong, China, South East Asia and Australia on a regular basis.


3:45 – 4:35 pm Room V313

Roundtable

Creativity in Academic Writing

Leader Daisy Di Zou The Hong Kong Polytechnic University Abstract Students often feel confused when I advise them to be creative. Their questions include mainly "how can I be creative if I need to write in an academic style", "how to be creative when referring to others' ideas", "is it possible to be creative when I need to follow specific writing rules like having a topic sentence and also a concluding sentence for each paragraph", etc. This roundtable will focus on the following questions: 1. What is creativity? 2. How do you teach academic writing? 3. How can we change students' perception that academic writing cannot be creative? 4. How to be creative when referring to others' ideas? 5. How do you teach students to write topic and concluding sentences? 6. What samples, techniques or strategies do you use to induce students' creativity? A list of techniques and suggestions will be summarized at the end of the roundtable. Biodata Dr. Daisy Di Zou is a Language Instructor at the English Language Centre of The Hong Kong Polytechnic University. She has been teaching English at tertiary level in China and Hong Kong for several years. She believes in multimedia and computer-assisted instruction and task-based language teaching in multi-modal environments.


3:45 – 4:35 pm Room V315

Roundtable

Approaches to Teaching Source Evaluation to Pre-Academic Writing ELL Students and Academic Writing ELL Students

Leader Ryan Hunter University of Macau

Abstract We are living in a time of instant and constant dissemination of information, in which it is increasingly difficult to differentiate between clickbait and genuine news. Some believe we have entered a 'post-truth era' in which social media allows for 'fake news' and 'alternative facts' to be continuously distributed through news feeds of algorithmically selected sources that confirm and reinforce readers' pre-existing views and biases (Peters, 2017). In this context, it is crucial for students to develop the skills to evaluate reliability and credibility, detect bias, recognize legitimate attribution, avoid selective exposure or confirmation bias, and seek out contextualized information. This Roundtable Discussion will focus on the following questions: 1. What are effective approaches to introducing these skills to pre-academic writing ELL students? 2. What are effective approaches to reinforcing these skills for academic writing ELL students? 3. How can teachers help students to avoid confirmation bias in their own writing? 4. How can teachers limit the influence of their own potential biases on their students' work and progress? Peters, M. A. (2017) Education in a post-truth world. Educational Philosophy and Theory, 49(6), 563-566. DOI: 10.1080/00131857.2016.1264114 Biodata Ryan Hunter is currently a Senior Instructor at the University of Macau English Language Centre. His professional interests include computer-assisted language learning, instructional design, assessment, LMS administration, in-service and pre-service language teacher training, curriculum design, literacy development and second language writing.


3:45 – 4:35 pm Room V316

Workshop

Mirror, Mirror: Teach the Class

Leader Clara Cheng, Hang Seng Management College Co-Presenters Sue Yip, Flora Leung & Christine Ng, Hang Seng Management College Abstract Teaching and learning academic writing features are usually considered far from interesting, interactive, and inspiring for both students and teachers. We would like to share how academic writing features can be learnt and taught via a co-teaching session each lesson: One student co-teaches one key feature with the tutor. With this method, students tend to have a stronger sense of learner autonomy in the selection of the academic reading material. They choose some key features for their teaching. Real-life application of their selected topic is stressed. Students have a relatively higher sense of ownership as they can decide the chapter, topic, and way to read and to teach in "their" lessons. The academic writing skills chosen to be learnt or taught by the students are made more solid (knowledge-based), practical (teaching the peers in the lessons), interactive (teaching the peers and doing co-teaching with the tutor in areas less clear to other learners), and meaningful (real-life cases transfer the short-term memory into long-term memory). Biodata Dr. Clara Cheng, Senior Lecturer of Hang Seng Management College, graduated from CUHK with a B.A. in English, and obtained her MPhil. in English Literary Studies from CUHK and her doctoral award in Education from the University of Bristol. She also received her teaching certificate from HKU. Dr. Sue Yip, Lecturer of Hang Seng Management College, was awarded her Bachelor’s degree from the University of Sheffield in England. She gained her PGDE from CUHK followed by a Master’s degree in English for Specific Purposes with CityU. She received her doctorate degree from the Faculty of Education, University of Nottingham, UK, in 2014.

Ms. Christine Ng, Lecturer of Hang Seng Management College, holds a BA in English with First Class Honours, and Master of Philosophy (Literary Studies) from the Chinese University of Hong Kong. Her research interests include gender representation in literature and postmodernism in children’s literature. Ms. Flora Leung, Lecturer of Hang Seng Management College, received her BEd in TESOL and MEd in Management from the University of Nottingham, an MCom and an MA in Applied Linguistics from the University of New South Wales. She has interests in education management, second language acquisition, and discourse analysis.


3:45 – 4:10 pm Room V302

Paper

Articulate Walls: Writer’s Block and the Academic Creative Practitioner

Presenter Marshall Moore Lingnan University Abstract

In the study of Creative Writing as an academic discipline, much attention has been paid to pedagogy, often in reaction/opposition to the question "can creative writing be taught?". What of the creative practitioners who are working in an interzone between nurturing their students' writing and maintaining creative output of their own? Institutional "publish or perish" demands have not yet aligned themselves with the shifting realities of the creative marketplace, the changes in the publishing industry, and the mental fatigue of analyzing student work. In this scenario, the creative who is also an academic (or the academic who is also a creative) may find that his or her practice is paralyzingly out of sync with the syllabus; and teaching from a state of creative depletion may engender a cascade of self-doubt. This paper will look at the process by which these practitioners attempt to navigate this zone of creative disconnect. Biodata Marshall Moore is the author of three novels and three short-story collections, and is the co-editor (with Xu Xi) of The Queen of Statue Square: New Short Fiction from Hong Kong. He is also the founder and publisher at Signal 8 Press. He holds a PhD in Creative Writing from Aberystwyth University in Wales and teaches in the Centre for English and Additional Languages at Lingnan University.


4:10 – 4:35 pm Room V302

Pecha Kucha

You can be a Writer too!

Presenter Cammy Yiu CULTURE Magazine, www.culture-hongkong.com Abstract

I did not expect to be a writer and journalist. But after having published hundreds of stories on travel, food and wine, arts and culture, I can confidently say I am a writer. Here is my story. I graduated with a Bachelor of Fine Arts in Art and Design, and started a career as an Art Gallery manager. After returning to Hong Kong, I could not find work in the arts, so I had to be flexible and do other things, in other positions and different industries...all I believe have led me to my current position as Editor in Chief of CULTURE Magazine. If I can do it, so can you!

Biodata Since January 2005, Cammy Yiu has been the Publisher and Editor in Chief of CULTURE Magazine, an English-language monthly publication developed specifically to feature articles and photo essays on arts, culture, travel, lifestyle, food and wine for the Hong Kong and China market. Cammy's writing has also been published in other media including the SCMP.

http://writingroundtable2017.elc.polyu.edu.hk/index.php/WR/WR2017/director/submission/www.culture-hongkong.com


Writing Roundtable Organising Committee

» Chair: Shari Lughmani

» Programme: Shari Lughmani, Chrissy Burns, Issa Ying, Janice Chan

» Event Management: Hannah Lai, Daisy Zou, Kay Chan (MC), Mitchell Mak (MC)

» Web, Facebook and Twitter: Issa Ying and Frankie Har

» Inscribe Liaisons: Chrissy Burns and Frankie Har

» Advisor and Centre Director: Dr. Bruce Morrison

Supporting Teams

» Administrative Team: Eunice Hau, Polly Chan, Kit Cheung and Emily Chan

» Technical Team: Dr Voyce Li, Raymond Cheung, Peggy Lui and Angelo Chu

» Audio Visual Team: Zonda Chan and S.K. Lee

» Logo Designer: Daniel Li (Student from the Institute of Textiles & Clothing)

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