Tag Archives: week 2

AW2: week 2, October 13th, 2017


Choose a controversial topic that you have a strong opinion about, and start writing your first draft.


  1. email it to me (filename = AW2_Essay4_Draft1_YourName   email subject line = AW2 Essay4 Draft1 YourName
  2. Or write it by hand and bring it to class next week.

Today’s class

  • counter-argument means the opposite opinion or point of view. There are is always a different point of view. It is the academic writer’s responsibility to know these other points of view and to present them in the essay to readers. This may need some research. Remember the Pot with the Hole story.
  • supporting evidence – an important part of academic writing is showing that your opinion is based on facts and telling the reader where you got your facts from, so that readers can go check for themselves. This is important because we are dealing with information that cannot be confirmed by our own senses (by seeing, smelling, tasting, hearing or feeling).
  • (option) Textbook
    • p. 93 Practice 1, 1-3
    • p. 98 Practice 4
    • p.100 Practice 5
  • Start writing your first draft.



Your email address is not made public. Thank you for visiting.

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


  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.


Your email address is not made public. Thank you for visiting.

Academic Writing II, week 2: October 9th, 2015

I will post here some short articles that I recommend you read. I will post these on Monday, Oct. 12th, so please come back on Tuesday, Oct. 13th.

For more information about the book-launch event in Kyoto on Oct. 11th for the man who inspired British-born Kyoto-resident Venetia Stanley-Smith, please visit the publisher’s website: http://premrawat-japan.com

The book is called 穴のあいた桶 and has sold more than 10,000 copies in Japan in 1 month.


  • Choose a topic for your “Persuasive Essay” and write
    • a hook
    • 3~4 arguments and counter-arguments and counter-counter-arguments

Today’s class

  1. Textbook p. 93 Practice 1. Answer questions 1~5
  2. P. 95 “Your Turn” – choose a topic from this list, or any topic you wish.
  3. P. 96 Practice 3.

Your email address is not made public. Thank you for visiting.

Academic Writing I, week 2: April 17th, 2015


  1. Read writing #1, writing #2, writing #3 and the model essay in the textbook chapter 1.
    1. What are the characteristics of academic writing?
  2. Free reading (for enjoyment).
    1. Find something easy (that you can understand 90% of without a dictionary) and interesting for you.
    2. Bring it to class next week.

N.B. May 1st Academic Writing class will be cancelled.

Today’s class

  1. 10 minutes’ reading
  2. Reading report
    1. In writing:
      1. Title of book / name of reading material
      2. Author
      3. Level
      4. Publisher
      5. your comments
      6. Date finished (write today’s date if you have finished reading this, or don’t want to read any more).
  3. Reading report – discuss in small groups.
  4. What genre is your reading material?
  5. Review of language learning hypothesis (The Natural Approach)
    1. Young children have no choice – they naturally learn in this way
    2. Adults can choose between conscious learning (memorizing, learning rules, etc) and the natural approach.
    3. Problems with the classroom learning / conscious learning model:
      1. Learning rules does not necessarily translate into actual ability to use the language for communication (see Sheffner’s experience in Germany after learning German for 1 year in school)
      2. Classroom / conscious learning, while useful, can also inhibit natural learning. (See the example of Francois Gouin [Gouin, F. (1892). The art of teaching and studying languages. Translated by Howard Swan and Victor Betis. London: George Philip and Son. Available on Google Books.] Quoted in “Case Histories and the Comprehension Hypothesis”, by Stephen Krashen, TESOL Journal (www.tesol-journal.com), June, 2014.)
  6. Writing sample #1 AW1_AW_sample1
    1. Is this academic writing? Why / why not?
  7. Writing sample #2 AW1_AW_sample2
    1. Is this academic writing? Why / why not?
  8. Textbook, table of contents
    1. How many chapters?
    2. What kinds of essays?
    3. Look at the model essays for explanatory essay (chapter 1), problem-solution essay (chapter 2) and comparison-contrast essay (chapter 3).
      1. What kind of writing is writing sample #1? Writing sample #2?
  9. Comment on today’s class: feedback for the teacher (please! Thank you.)


Your email address is not made public. Thank you for visiting.

Academic Writing II, week 2: October 10th, 2014


Read again the model essay on pages 90-91, and find the objections; how does the writer reply to the objections?

Today’s class

  1. Non-academic writing vs academic writing
    1. Turning non-academic writing into academic writing. Three examples from student writing
    2. Would a newsreader say this on television? If not, it’s probably not academic writing.
    3. Add facts and figures.
    4. Cut personal references, UNLESS they provide important information for the reader.
    5. Support facts with references and/or citations.
  2. Examples
    1. I have been going to a swimming club for 13 years -> It is very common for Japanese children to attend a swimming club.  Most swimming clubs are private and many of them offer a bus-service to collect children and take them home afterwards. (If you can add some figures, that would be even more academic, e.g. “According to a recent survey by a Sports Pyschology professor at Tokai University (Suzuki), 4 out of 10 children attend a swimming club during their elementary school years.”
    2. I went to Germany during the summer vacation -> Every year, a number (how many?) of Japanese university students studying a foreign language, travel abroad to a country where that language is spoken to study “in situ” for a several weeks. Germany is one of those destinations. I will describe my time in Regensburg, Germany, as it is typical of many students’ experience of studying abroad.
  3. Persuasive essay topics: see the list on page 95. Choose one, or choose your own. Read again the introductory paragraph of the model essay on page. 90. Note its structure. Write the introductory paragraph for your persuasive essay.


Your email address is not made public. Thank you for visiting.

Academic Writing I class, week 2: April 18th, 2014

What did you think of today’s class? Let me know in the comments (or send me a private email).

The course outline can be viewed and downloaded here: AW1 Handout.
The schedule is here.

  1. Write (or type) a paragraph in academic style (and double-spaced) for your imaginary academic reader (someone who does not know you, or Japan, or Japanese people or language, but who is of the same level of education as you) about
    1. a place you know; visit this place and write a description of it
    2. a person you know; look at this person and write a description of them.
    3. bring your writing to next week’s class.
  2. Read the textbook unit 1 Section B and C and read the sample essay.

In today’s class

  1. Corrected some un-academic sentences to make them more academic.
  2. Freewriting #1 about a place you feel strongly about (either you like it a lot or you hate it).
  3. Freewriting #2 about a person you feel strongly about.
  4. Re-write either #1 or #2 to make it academic. Imagine you are writing for someone in a foreign country who has about the same level of education as you, but they don’t speak or read Japanese, have never visited Japan and know nothing about it. This person does not have to be an English speaker. You write to them in English because that is your common language (they don’t speak Japanese and you don’t speak their language).
  5. Textbook Unit 1 A. Answer the questions.

Several Japanese friends of mine have English blogs and write regularly in English with great photos about the Kansai area. Please visit their blogs if you have time.

*Cosmos English Writing Blog http://cosmosenglishwritingblog.blogspot.com/
*Stardust English Talk http://stardustenglishwriting.blogspot.com/
*Sarah's English writing blog http://sarahenglishwritingblog.blogspot.com/
*Haricot Bean's Tanka blog http://haricot-chemberednotilusblog.blogspot.com/
*One Time One Meeting http://narastoryteller.blogspot.com/
*Green Tomato http://redrose-tomotomowriting2.blogspot.com/
*Through the Sapphire Sky http://through-the-sapphire-sky.blogspot.com/

Your email address is not made public. Thank you for visiting.

Academic Writing II – week 2, October 11th, 2013

Today’s class:
  1. Returned last week’s  freewriting. Reminder to keep them.
  2. Homework review: what are the main purposes of the first 4 essays in the textbook?  (1st is Explanation, 2nd & 4th are Exposition, all others are Discussions)
  3. H/O: Genres table
    1. What genres did you use in your freewriting last week? (Probably “recount” and “anecdote”.)
    2. Look at essay #2: what type? What purpose? What are the stages? Which paragraph represents stage 1 (phenomenon)? Stage 2?
    3. Look at essay#1: what type? (Read the highlighted sentences in each paragraph, then asked the question.)

Your email address is not made public. Thank you for visiting.

Academic Writing I – week 2, April 12, 2013


  1. write a comment on this blog about today’s class – what did you learn? What did you like? Deadline is Wednesday midnight.
  2. read the “About” essay (click this link to read it online). Is it interesting? Why (or why not)? Which part(s) did you like or not like? Why? Bring your answers and the essay to next week’s class.

Today’s class:

Update: The textbook – Writers at Work: The Essay Student’s Book – has been ordered and should appear in the KPU bookstore late this week. Or you can buy it on Amazon Japan here. I’m sorry about this delay. It is my fault.

  1. Free writing #1:
    1. 10 mins. Write about something you are interested in or were interested in. It can be a person, a place, an event, an idea, a group, a club, an object, a movie, a book, etc. Anything that you feel strongly about.
    2. 5 mins. Read over your free writing. Edit it if necessary.
  2. About your instructor. I was born here and went to school here and here, and went to this university here (at this college) which is near to Banbury where one of our students went to. I studied French and German (Modern Languages) and literature. I spent one year abroad teaching English in this French town. My father is English and my mother is French, from Paris. They both now live in France. I have a younger brother who lives in Wales and a younger sister who lives in Bath. They both have 3 children. My sister and her husband run this cafe in Bath. Now I live in Ikoma. When I was a university student I belonged to the Aikido club. I came to Japan to learn more about Aikido, but I stopped learning Aikido about 15 years ago due to injury. I am also interested in this and I translated a book about it from French into English, written by this Japanese man. I like reading and blogging.
  3. Free writing #2:
    1. 10 mins. Re-write your free writing #1 for your classmates.
    2. 5 mins. Edit if necessary.
    3. In pairs, read each other’s free writing. Mark the parts you like. Ask questions if you want to know more about something.
  4. The rules of pronouncing “c” and “g”.


Enhanced by Zemanta

Your email address is not made public. Thank you for visiting.