Tag Archives: week 13

AW1: week 13, July 14th, 2017

Homework

  • Review your essay #2 draft#2 after considering what you learned in today’s class.
    • Re-write your essay – this will be your final draft
    • Print it out and bring it to class next week
    • Also email it to me when you are ready (next Friday is fine)
  • Choose a topic for essay #3 “Problem-Solution” from the list on p. 72 in the textbook.
  • (Option) Watch this short video of comedian Louis C.K. giving a funny counter-claim to the common claim that lying is bad.
    • Louis’ counter-claim is that lying solves almost every problem like magic.
  • Schedule:
    • Friday July 21st:
      • start writing your compare-contrast essay in class.
      • gather data,  design questions to ask classmates tin class.
      • After class,  email me your essay#3 draft#1 as soon as possible. I will correct and return your draft asap.
      • If I have time, I will email it to you. If not, I will give you my corrections personally in class on July 28th.
    • Friday July 28th: using my corrections and comments, you will write the final draft of your compare-contrast essay in class.

Today’s class

  1. You need a counter-claim. Most students had no counter-claim or very weak counter-claims. This makes you look lazy (you can’t be bothered to think of any) or ignorant (you don’t realize there are arguments against your position). Either way, you need counter-claims.
  2. What exactly is the problem? Some of you did not clearly define the problem.
    1. E.g. “putting things off is a problem.” No, it isn’t. It’s a bad habit, maybe, but it is not a problem. It CAUSES problems, yes, but putting things off itself is not a problem. You need to be clear in your own mind exactly what the problem is.
  3. If you did some original research, e.g. by asking classmates some questions and gathering data, then you need to present the results to your readers. Usually this is the 2nd and 3rd paragraphs (the 1st and 2nd body paragraphs).
    1. See this worksheet for a model outline (this outline works for a compare-&-contrast essay as well). STRUCTURE OF POLICY ARGUMENT ESSAY
  4. When choosing a topic: Problems with some essay topics
  5. Textbook chapter 3 p. 69: read the first paragraph of the model essay “Friends.com”.
  6. Read p. 70 C “Essay structure”
  7. Read p. 71 D “Topics
  8. P. 72 “Your Turn”: choose a topic from the list (or decide your own topic)
  9. P. 73 Venn diagrams for brainstorm ideas.
  10. P. 76 D Organizing a comparison-contrast essay
  11. p. 79 F “Language for comparing and contrasting” (for your reference).

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AW2, week 13, January 20th, 2017

Homework

None. But if you were absent today, read the parts of the textbook we read in class today. You need to have read this material in order to participate in next 2 weeks’ classes. There will not be time in class to read the material. You must read it before class.

Next week and the week after (week 15) we will be writing test, timed essays in class.

Today’s class

  1. Chapter 6, p. 140 A read.
  2. Practice 5
  3. p. 141 Practice 6.
  4. p. 134, questions 1-4.
  5. p. 135, B.
  6. p. 136, C and practice 1
  7. p. 137, D and practice 2.
  8. p. 138, practice 3.
  9. p. 139, practice 4.
  10. p. 139, E: choose a topic and p. 141, B, write an outline (see also p. 142, outline A).

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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 II, week 13: January 8th, 2016

Homework

  1. Find an example of each of the following:
    1. A good review in English of a book or movie
    2. A bad review in English of a book or movie
    3. A good review in Japanese of a book or movie
    4. A bad review in Japanese of a book or movie
  2. Analyze them:
    1. what makes the good reviews good?
    2. what makes the bad reviews bad?
  3. Do you notice any differences between the English and Japanese reviews? If so, what differences?

Today’s class

  1. Why are school and university vacations so long, and at such strange times?
  2. Can young people learn a foreign language, e.g. English, even if it is not taught in school? If so, how? If no,t why not?
  3. Free writing:
    1. write about your winter vacation:
      1. a book you read, or
      2. a movie you saw, or
      3. an event you attended
  4. Re-write it as a more objective piece of (academic) writing.

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Academic Writing I, week 13: July 10th, 2015

Announcement

Make-up class will be Sat. July 11th, 5th period (16:10 – 17:40) in the same room (21).

Homework

  1. Re-write your problem-solution essay, as per my instructions, print out and bring to the next class.
  2. Choose a topic for your comparison-contrast essay (a list of suggested topics is in the textbook p 72 “Your Turn”, but you may choose another topic if you prefer), write your outline (see textbook p. 78 E) and bring it to the next class.

Today’s class

  1. Class survey
  2. Syllogisms:
    1. Socrates:
      1. If all people die, and
      2. if Socrates is a person, then
      3. Socrates will die.
    2. gun control laws
      1. If gun control laws become stricter, and
      2. if criminals do not care about laws, then
      3. criminals will not be deterred by stricter gun control laws (and therefore the problem of gun violence and mass shootings will not be solved by this policy).
    3. Body cameras for police. Complete the third line:
      1. If police must all wear body cameras, and
      2. if police who shoot unarmed civilians are not prosecuted, then
    4. Minimum-wage law.   Complete the third line:
      1. If the minimum wage is increased, and
      2. if profits do not increase, then
      3. businesses will…
  3. Textbook, p. 70 C (read) and p. 71 Practice 1
  4. P. 73 E and Practice 3.
  5. P. 76 D and Practice 6 and 7.

 


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Academic Writing II, week 13: January 9th, 2015

We have 4 more classes this semester. To pass this course, you MUST attend the last class, January 23rd, and do the timed essay.

Homework

  1. Read your timed essay again and check it using the checklist in the textbook, page 151 section B
  2. Write For/ Against arguments for each of the following ideas:
    1. Cellphones destroy communication
    2. All guns should be banned
    3. No free music downloads
    4. No minimum wage

Today’s class

  1. What are some counter arguments to the idea that
    1. everyone should eat breakfast in the morning?
    2. free music downloads are bad?
  2. What is a “run-on”? Give an example.
  3. What is a fragment? Give an example.
  4. Page. 148, section 12
  5. Page 149, Section B and 13
  6. Read p. 151, section B

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Academic Writing II – week 13, January 10th, 2014

Homework:

  • Finish writing your timed essay and bring it to class next week. This only applies to students who were absent today, or who were absent last class (Dec. 20th).
  • Bring all your free writing for this semester to next Friday’s class (Jan. 17th)

Makeup class tomorrow (Saturday) at the usual time and in the same classroom. If you have not completed the 2 essays or have been absent more than 4 times, you should attend this class if you wish to pass the course.

Today’s class:

  1. 10 minutes’ free writing.
  2. Textbook: p. 144 Practice 9
  3. p. 145 D – read.
  4. p. 145 Practice 10: write your 2 supports on a piece of looseleaf paper.
  5. p. 146 Your Turn – 15 minutes.
  6. p. 146 E – read
  7. p. 147 Practice 11.

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Academic Writing I – week 13, July 12th, 2013

Homework:

  • Write your “comparison-contrast” essay. Print it out and bring it to class next week.

Today’s class:

  1. Class evaluation
  2. Exchange outlines and discuss with your partner.
  3. Hand in your outline.
  4. Take the handout “Basic Reference Citations in the MLA Handbook”
  5. Textbook, p. 79 F, Practice 9, 10 and 11 (p. 80).

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Academic Writing II – week 13, January 18th, 2013

Homework:

Re-write your “Response” essay, spell- and grammar-check it, print it out and bring it to class next week. Take into account

  • your classmates’ comments, notes, advice, etc.
  • your instructor’s comments,
  • the MLA style for citing and referencing
  • the MLA style for a bibliography.

Today’s class:

  1. Hand in your “response” essay
  2. Do the following textbook exercises:
    1. read section A, page 128
    2. do practice 12, page 128-9
    3. do practice 13, page 129
    4. read section B and do practice 14, page 130.
  3. Read the handout on how to list movies, DVDs and songs in a bibliography, using the MLA style (click this link to download:
  4. In groups of 5~6, read each other’s essays.
    1. Do you understand the meaning? If not, ask the author
    2. Do you see any format problems? Tell the author (or write a note)
    3. Do you see any spelling, grammar, punctuation or other mechanical problems? Tell the author (or write a note).
  5. Student survey. Thank you all for your cooperation. I enjoyed reading your comments. They were all very helpful.
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