|Dr LI Ying Xi, Cissy
Head of Language Centre / Senior Lecturer
PhD in Applied Linguistics (Lancaster, UK)
M.A. in Applied Linguistics (TESOL) (Sydney, Australia)
Postgrat Dip in Applied Linguistics (Beijing UST, PRC)
B.A. in English (Fuyang Normal, PRC)
Seeing students grow, not only cognitively, but also socially, emotionally and most important of all, morally, is extremely rewarding. I believe our mission as a teacher is to instill in the young mind of our students the right values, equip them with necessary skills, and inspire their quest for knowledge so that they will become responsible, capable and respectable and hence happy citizens. What they do and how they do it in the society will always be guided by their moral compass. As a teacher, we are in a particularly advantageous position to influence them. We can make it happen.
|Understanding how rhetorical choices made by writers to (or failing to) achieve desired effects has always been fascinating to me. This understanding enables me to gain insights into how different facets of language achieve persuasion, present logic and project identities at textual, interactional and cultural levels. I am particularly interested in such achievement, presentation and projection in academic writings of both experienced and novice writers. My research interests are hence in the teaching and learning of academic writing, contrastive rhetoric, discourse analysis and disciplinary identity.
GRANTS, AWARDS AND PROFESSIONAL SERVICES
- Co-investigator of UGC-FSTL project “A Student-Tutor Writing Consultation Programme and Inter-institutional Writing Consultation Support System”. (Sept. 2017 - Aug. 2019)
- Co-investigator of HKBU Community of Practice (CoP) project “Start-up Funding for the Establishment of Communities of Practice (CoPs)” (Sept. 2017 - Aug. 2019)
- Principal investigator of HKBU TDG project “Peer Tutoring: towards the construction of a supported learning environment”. (Sept. 2016 - Aug. 2017)
- Co-investigator of inter-university research project “The teaching of writing: enhancing persuasiveness with metadiscourse” (Jan. 2016 - Dec. 2017)
- Principal investigator of HKBU TDG project “Spoken Communication in Chinese Medicine” (2000 - 2001)
- Co-investigator of HKBU TDG project “Developing Independent learning Packages” (1997)
- Service Learning for English Language Education under the donorship of Ms CHOW Sak Ying for Kowloon Sam Yuk Secondary School (September 2017 – July 2018), with Dr. Choi Tat Heung, Department of Education, HKBU.
- Recipient of the Faculty of Arts Service Award (2017)
- External Examiner for the English Language Centre, United International College, Zhu Hai, Hong Kong Baptist University. (From 2014 to Present)
- Reviewer of refereed journal Africa Education Review (by Routledge) (2017)
- Member of the UGC TDLEG Language Enhancement Committee
CONFERENCE / SEMINAR PRESENTATION
- Li, C. (2018). Stylistic variations in peer-tutoring: a metadiscoursive perspective. The 16th Asia TEFL international Conference, The University of Macau, Macau, 27-29 June, 2018.
- Li, C (2017). “The best part is to learn with my tutee” - motivational issues in a peer writing tutoring programme. HKBU Teaching Development and Language Enhancement Symposium. HKBU, August 28, 2017.
- Li, C. (2017). Motivational benefits in cross-level one-to-one peer tutoring in English Academic writing - a case from Hong Kong. 2017 International Conference on Education, Psychology, and Learning (ICEPL). Sapporo, Japan, 23-25 August, 2017
- Li, C & Ngai, J. (2017). Challenges and issues in academic writing: perspectives from peer tutors. The CAES International Conference 2017 at the University of Hong Kong. 1-3 June, 2017
- Ho, V. & Li, C. (2016). University freshmen’s attempts at persuasion: the use of metadiscourse in timed argumentative essays. 11th Symposium on Teaching English at Tertiary Level at The Hong Kong Polytechnic University. 9-10 December, 2016
- Li. C. (2015). Logic of students’ writing: findings and suggestions. Staff Development Seminar Series, Language Center, HKBU. 15 September, 2015
- Li, C. (2014). Our students are illogical” – exploring students’ misuse of logical connectors at Hong Kong tertiary level. ELC Writing Round Table – innovations in developing writers beyond the language classroom. The Hong Kong Polytechnic University, 26 May, 2014.
- LI, C. (2013). Tutoring in a writing center in Hong Kong. ELC Writing Round Table – exploring multiple perspectives in creative and academic writing. The Hong Kong Polytechnic University, 24 May, 2013.
- Li, C. (2011). Chinese medicine and Western medicine are different in their philosophical origins: collective disciplinary identity behaviour in academic texts. Sixth International Conference on Discourse, Communication and the Enterprise, Hong Kong Polytechnic University, Hong Kong. 8-10 September, 2011
- Li, C. Chan, H. and Chan, O. (2010). Evaluation of MyAccess for Hong Kong Tertiary Students, ELC Symposium, The Challenges of the 4-year Curriculum for English Language Centres in Hong Kong, Hong Kong Polytechnic University (02, June, 2010)
- Li, C., Chan, H. and Chan, O. (2010). Your access or my access? Staff Development Seminar of the LC, HKBU (March, 2010)
- Li, C. (2008). Genre features and disciplinary identity. Inaugural conference of Asia pacific rim LSP and specific and professional purposes (8-10 December, 2008)
- Li, C. (2009). Moves and Steps and beyond – genre and disciplinary identity of Chinese medicine. HKBU Language Center Departmental Seminar, HKBU
- Li, C. (2007) Collocation and disciplinary Identity – an investigation of the collocates of an identity marker Zhong-yi in Chinese medicine research articles. International Conference on Discourse and Identity in Specialized Communication, Milan, Italy.(24-26 June, 2007)
- Li, C. (2007). The disciplinary identity behaviour in the closing parts of selected Chinese medicine academic articles. Post-graduate Students Conference, Lancaster University, UK. (9 August, 2006)
- Li, C. (2003). Intranslatability in data collection in a cross-culture context. Data and Theory Colloquium, Lancaster University, UK. (11 July, 2003)
- Ho, V & Li, C (2018). “The Use of Metadiscourse and Persuasion: An Analysis of First Year University Students’ Timed Argumentative Essays” Journal of English for Academic Purposes, Vol. 33, pp. 53-68.
- Li, C & Ngai, J. (2018). Challenges and issues in academic writing Perspectives from peer tutors. The Asian Journal of Applied Linguistics. Vol. 5, Issue 1, pp. 104-116.
- Li, C (2014). The reflexive self in personal and disciplinary identity construction in academic texts. Book review of “Disciplinary identities: individuality and Community in Academic Discourse by Ken Hyland” CUP, 2012, American Anthropologist. Vol. 116 (4).
- Li, C (2014). The difference between “in accordance with” and “according to”. On Campus HKBU Staff Newsletter. 2014
- Li, C. (2009). The Study of disciplinary identity – some theoretical underpinnings. HKBU Papers in Applied Language Studies of HKBU. Vol. 13.
- Li, C. (2009). Communication in Chinese medicine. Studies on Teaching and Learning. Vol 1.
- Li, C. (2009). The study of disciplinary identity: some theoretical underpinnings HKBU Papers in Applied Language Studies, Vol 13 (80-119).
- Li, C (2007). Collocation and disciplinary identity: an investigation of the collocates of a disciplinary identity marker Zhong-yi in Chinese medicine research articles. Discourse and Identity in Specialized Communication Conference Proceeding, Milan, Italy.
- Li, C (2005). Potential reaction to cultural metaphors: Chinese conception of health. HKBU Papers in Applied Language Studies. Vol. 8.
- Li, C. (2002). How are Chinese medicine reports received by an English speaker? HKBU Papers in Applied Language Studies. Vol. 5.
- Li, C (2002). Spoken communication in Chinese Medicine -a VCD, jointly produced with ITSC and the Language Center of HKBU
- Mak B. Li, C & Yin M. (1998) Developing Worksheet Materials for a Self-Access Language Learning Center. HKBU Papers in Applied Language Studies, Vol. 3.
COURSES TAUGHT AND COORDINATED
- Advanced English for Academic purposes for Postgraduate Students (MCCP7002)
- University English I (GCLA1008/LANG1491) (Coordinator 2012-2014)
- University English II (GCLA1009/LANG1492)
- English for Academic purposes (Chinese Medicine) (LANG1210) (Coordinator 2000-2006)
- English Proficiency Course (LANG0010)
- English Language Skills (Computer-based TOEFL)(LANG0120) (Coordinator)
- English Language Skills (Speaking and Listening) (LANG0140)
- English Language Skills (Listening and Speaking) (Intermediate)(LANG 0150) (Coordinator)
- English Language Skills (Listening and Speaking)(Advanced)(LANG 0160) (Coordinator)
Language Enhancement programme (LEP) (Coordinator 2013-2016)
LEP Non-credit courses
- The Writing Enhancement Course (LANG 0036)
- Honours Project Writing Course (Business) (SUPE 1080)
- Honours Project Writing Course (Social Sciences) (SUPE1070)
- A Preparation Course for Common Recruitment Examination of the SAR Government (SUPE 1110)
- English Pronunciation (SUPE1020)
- IELTS Preparation Course (Listening and Speaking) (SUPE2240)
- IELTS Preparation Courses (Speaking, Listening, Writing, Reading)
- The Writing Enhancement Programme (Coordinator 1999-2013)
- The Speaking and Writing Enhancement Service (SWES)
- The Bridging Course
Other courses / programmes
- CRE & JRE Workshops
- English for Bachelor of Chinese Medicine Bridging Programme
- Language Proficiency Assessment for Teachers of English Preparation Course (LPATE) (Reading and Writing) (Summer course)