AW2 week 6, November 11th, 2016

Homework

  1. If you have not already done so, please email me your essay #4 ASAP (As Soon As Possible). This is already one week overdue.
  2. Please read and respond to this  Wikipedia article: America_First_Committee  
    (You can download a PDF version here: america-first-committee )

    1. Give the title and reference (source, date, etc) for this article.
    2. Summarize the main points of the article.
      1. You can use direct quotes or your own words. A combination of both is often used.
    3. Give your evaluation:
      1. Is it true, i.e. is it factually correct? Is the article reliable? Why (not)?
      2. Is the article well written? Why (not)?
      3. Other (but avoid giving your opinion about the content of the article).

Today’s class

  1. Discuss in groups what you read or watched for homework.
  2. Today is Armistice Day in Europe. Red poppies are often worn on this day.
  3. Textbook chapter 5. Read page 111
  4. Practice 1,p. 114, questions 2, 4 and 5 ONLY (answers on looseleaf).
  5. Read these quotes from the British newspaper “The Independent” and ask some critical questions:
    1. The newspaper front page the sums up Europe’s reaction to Trump victory. One French newspaper dubbed the President-elect ‘American Psycho’.
    2. French newspaper Liberation called Mr. Trump ‘American Psycho’ – a reference to the book and film about a murderous stockbroker.

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AW2 week 5, November 4th, 2016

Homework

  1. Email me your essay #4 in Word or RTF format.
    1. Format for document name and title (subject) of the email: AW2_Essay4_Final_(Your_Name)
  2. Read something interesting in English. This is preparation for Essay #5: Responding to a reading. It should be something you have strong feelings about – either you like it or hate it.
    1. A novel
    2. a book
    3. a movie
    4. an article
    5. an essay (can be the one in the textbook if you cannot find anything else)

Today’s class

  1. Remember, remember, the fifth of November, gunpowder, treason and plot. I see no reason why gunpowder treason should ever be forgot.
  2. Write an outline for your essay:
    1. Title – (check: does it express your position about the topic?)
    2. Thesis statement -(check:  Is it in the first paragraph? Does it summarize your arguments?)
    3. 1st counter-argument and argument
    4. 2nd counter-argument and argument
    5. 3rd counter-argument and argument
    6. Conclusion – (check: does it repeat the introduction and thesis statement? No new information in the conclusion.)
  3. In groups of 4, choose one of the quotes from the handout (#4, #5, & #6 are one set), and translate it into Japanese. Click here to download the handout: analyzing_political_comments


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AW2 week 4, October 28th, 2016

Homework

Re-write your persuasive essay draft #1, print out and bring to class next week.

Common problems:

  1. Incomplete or missing thesis statement.
    1. Your thesis statement must include a summary of all your arguments.
  2. Incomplete or missing counter-arguments.
    1. Counter-arguments show that you have thought about this topic deeply, and that you understand the objections that others have on this topic. Incomplete or missing counter-arguments show that you have not thought enough about this topic, or only thought about one side of the matter.
    2. E.g. “the government should…”
      1. Who will pay for this?
      2. How will the government get the cooperation of citizens and businesses?
      3. Is this the best solution that will respect the individual’s rights and freedoms?

I have updated the “Academic Writing Resources” page. Check it out.

Today’s class

George and the ice-cream story.

“It’s the rule” will not convince Westerners.  Whose rule? Who decided? Where is it written?

Conferencing with students about their draft #1.

Handout with quotes about the role and nature of government.


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Academic Writing II (AW2): week 2, October 14th, 2016

Homework

  1. Watch this video and list the evidence provided to support the argument: Click here to watch the video on YouTube 
    1. What do you think?  Include your opinion of the evidence. Leave your opinion in the comments below.
  2. Write 3 arguments and counter-arguments for
    1. unrestricted gun ownership
    2. legalizing all drugs.

Today’s class

Textbook exercises p. 92 Practice 1.

Arguments and counter-arguments for holding  the 2020  Olympics in Tokyo

Choose a topic from “My Turn”, and do a 5-minute freewriting about the topic.

 


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Academic Writing II (AW2): week 1, October 7th, 2016

Homework

  1. Send me an email
  2. leave a comment on this blog about today’s class
  3. read the textbook chapter 4, pp 90-92.

Today’s class

  1. Mini lecture on the history and background of academic writing.
  2. Summary in writing of #1.
  3. Free writing 1
  4. Choosing a topic.
  5. Free writing 2: controversial topics.
  6. Suggested reading: Aristotle, controversial topics especially writings that support (with evidence, of course) opposite or very different opinions to your own.

Some videos you might find interesting:


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Academic Writing I, week 15: July 29th 2016

Today’s class

  1. Proofread your or a classmate’s essay using checklist on p. 81 (#1-7 only).
  2. Freewriting #1:  something you are v interested in these days.  10 mins (+ 3 mins editing)
  3. Freewriting #2: a problem you or someone you care about has. 10 mins (+ 3 mins editing)
  4. Freewriting #3: write about 2 important or interesting things of people in your life. 10 mins (+ 3 mins editing)

Enjoy the holidays. Enjoy this life.


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Academic Writing I, week 14: July 22nd 2016

Homework

Write the final draft of your essay, print out and bring it to class next week. This essay is due next week, July 29th, the last class, week 15.

Today’s class

  1. Final check of draft #1  and hand in.
  2. Propaganda worksheet.
  3. Textbook p. 71 Practice 1, questions 1, 2 and 3 only (on looseleaf)
  4. p. 73-4 Practice 3 (on looseleaf)
  5. P. 76 Practice 6 (on looseleaf)
  6. P. 77 Practice 7 questions 1-4 on the textbook.

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Academic Writing I, week 13 : July 15th, 2016

Homework

  • Read the model essay on pages 70-1 of the textbook, “friends.com”
  • Choose a topic for your comparison-contrast essay (essay #3). You can use the list in “My Turn” on page 72 or you can choose your own topic.
  • Write the first draft of your essay (hand-written is ok) and bring it to class next week. This essay is due July 29th (the last class, week 15).

Today’s class

  1. Final check of essay #2 and hand in.
    1. 5 + 3 = 9  Correct or incorrect?
    2. 2 x 5 = 20  Correct or incorrect?
    3. 4x = 12.  x =4 x 12 = 48  Correct or incorrect?
    4. All the above examples are mathematically, logically incorrect. This is not a matter of opinion. Personal opinion has nothing to do with whether they are correct or not.
    5. In the same way, we should examine and analyze the following two sentences. Is the thinking correct or incorrect?
      1. “These days, low-carbohydrate diets are popular. However, a study conducted by the U.S. military using a zero-carbohydrate diet resulted in muscle loss and weakness among the participants.” Discuss. Do not give your opinion about diets, or low-carbohydrates diets.
      2. First, is it true that “low-carbohydrate diets are popular”? This needs to be examined for truthfulness.
      3. Second, “low-carbohydrate diet” si not the same as “zero-carbohydrate diet”. Because the two are not the same, the conclusion of the article is also incorrect.
        1. zero-carbohydrate diet = dangerous.
        2. Therefore low-carbohydrate diet= dangerous. INCORRECT. Because
          1. low-carbohydrate ≠ zero-carbohydrate.
          2. Therefore, low-carbohydrate diet ≠ dangerous.
      4. Third, what exactly is a “zero-carbohydrate diet”? Is that even possible? Carbohydrates are found not only in bread, rice and starches (potatoes, etc), but also in carrots and other vegetables. To really have a “zero-carbohydrate diet” would mean not eating carrots or those vegetables which had some carbohydrates in them. This is nearly impossible to achieve. Exactly what were these soldiers in the study given to eat? We need more details.
      5. Fourth, people who are interested in low-arbohydrate diets (or any diets) are usually ordinary people, but the people in the study are not ordinary but soldiers in the military, who have very different lifestyles and nutrition needs. Therefore, any conclusion drawn from this study does not necessarily apply to ordinary people.
      6. Fifth, the article tries to suggest that low-carbohydrate diets are dangerous because zero-carbohydrate diets are dangerous. It does not state this, but merely suggests it. People read “zero-carbohydrate = dangerous” and so they assume that “low-carbohydrate also = dangerous”. But this is incorrect thinking (see step #2 above).
  2. Textbook Unit 3. Page 70. Read section C
  3. p. 71-2 practice 2 – on looseleaf paper
  4. p. 70 practice 10 – on looseleaf paper.
  5. Start writing you r essay #3.

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Academic Writing I, week 12 : July 8th, 2016

Homework

  • Re-type your problem-solution essay. Print out and bring it to class next week. If you are absent next week, email me your essay as soon as possible. Document name = “AW1_Essay2_Final_Name” (without the “”).

Today’s class

  1. p. 60 Hedging (read)
  2. p. 61 Practice 11 & 12 – on your textbook
  3. Textbook p. 63 Practice 13 – on looseleaf
  4. Textbook p. 63 Practice 14 – on your textbook
  5. Practice 15 – on looseleaf
  6. “These days, low-carbohydrate diets are popular. However, a study conducted by the U.S. military using a zero-carbohydrate diet resulted in muscle loss and weakness among the participants.” Discuss. Do not give your opinion about diets, or low-carbohydrates diets.

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website for students of Sheffner's Academic Writing class at Kyoto Prefectural University, Japan.