Tag Archives: week 4

AW2: week 4, October 27th, 2017

Next class will be Nov. 10th (no class Nov. 3rd) and the classroom will be 69.

Homework

Write draft #3 of your persuasive essay (essay #4). You may choose either of the two view-points you chose for drafts #1 and #2. You may change subject if you wish. However, please remember

  • to make your subject controversial
  • to define your terms
  • to support your claims with evidence (if necessary, provide a reference for your source)
  • that your personal opinion alone is not an argument – you must support it with evidence and explain how the evidence supports your claim.
  • to let me know  which kind of feedback method you prefer me to use for you personally in future.

Today’s class

  1. We have been asked to change classrooms: from November 10th our classroom will be 69, which I believe is in building #6.
  2. General comments for all students:
    1. Define your terms – you must define the meaning of any and all key words you use in your essay.
      1. E.g. one essay on nuclear power included many mentions of “eco-friendly power generation”. The essay must therefore include a clear definition of the meaning of “eco-friendly power generation”. This definition must come near the beginning of the essay.
  3. I have used 2 different ways to give feedback:
    1. comments scribbled directly on student papers, explained orally in 1-to-1 conferences in class time
      1. the disadvantage of this is that I cannot always speak to every student within the 90 minutes, and
      2. students may not understand either my spoken explanations or my written comments
    2. Therefore I have preferred to use a computer program which lets me write my comments as well as categorize errors.
      1. The disadvantages of this method is that
        1. the software is designed to correct only grammatical mistakes, but most student difficulties are in the areas of logic and rhetoric, and
        2. because the software is designed to correct grammatical mistakes, the student’s paper becomes covered with  lots of  red highlighting, which may discourage students when in fact most of the grammatical mistakes are minor and unimportant for communication.
  4. Today I proposed a third method which I call “Black-Blue-Red” where
    • Black is student’s original writing
    • Blue is instructor’s version
    • Red is instructor’s comments/explanations

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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 I, week 4: May 6th, 2016

Homework

Today’s class

  1. Easy reading exchange
  2. Draft essay exchange
  3. Free writing #3: about your easy reading/yr partner’s easy reading – 5 min
  4. Purposes of essays mini-lecture:
    1. Listen, take notes
    2. Discuss
    3. Write (not free writing): 5 mins
  5. Hand in draft #1
  6. P. 9 practice 4
  7. P 17 D
  8. P18  practice 2

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Academic Writing II, week 4: October 23rd, 2015

Homework:

Re-write your “Persuasive” essay. It must

  • be typed,
  • be double-spaced
  • have a clear, unambiguous title
  • include your position clearly stated in the introductory paragraph
  • include references if necessary,
  • and you must include counter-arguments.

Today’s class:

  1. Exchange essays.
    1. Give comments and
    2. a score out of 5 – 5 is “I agree 100%”, 0 is “I disagree 100%”.
  2. Textbook: p. 103-4 Practice 7. Answers on looseleaf.
  3. Textbook p. 106 Practice 8.
  4. Textbook p. 107 Practice 9.

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Academic Writing II, week 3: October 16th, 2015

Homework

  • Write a detailed outline for your “Persuasive” essay.
  • Write the first draft of your essay (complete) and bring it to class next week.

Today’s class

  1. Exchange your arguments and counter-arguments with a classmate and give him/her some feedback.
  2. List your arguments in order of importance.
  3. Textbook p. 99 E: read.
  4. P. 00 Practice 5. Write your answers on a piece of looseleaf paper and hand in at the end of the class.
  5. Start writing your outline and essay.
  6. To be persuasive, an essay in English needs to consider opposing points of view, otherwise it is one-sided and a one-sided essay is not persuasive.  For example, an essay that only talks about the positive side of nuclear power, but not the negative, sounds like propaganda. The writer may be considered ignorant – doesn’t he know about the negative side of nuclear power? Is he stupid? Clearly, the writer has not thought about this matter seriously, or done any research.
  7. Some of the topics chosen by this class are:
    1. the death penalty
    2. global warming
    3. banning pets shops from selling animals
    4. improving cell-phone manners
    5. Whether or not to join a club
    6. Whether or not school uniform is a good idea.
    7. Downloading music without paying: should it be illegal?
  8. To write a good, persuasive essay, you need to know the main arguments both FOR and AGAINST.
  9. E.g.
    1. The death penalty:
      1. FOR: it is a deterrent. It deters criminals from committing violent crimes.
      2. AGAINST: life is a gift given by God. It is not man’s to give or to take away. Also, one of the Ten Commandments is “Thou shalt not kill.”
    2. Global warming:
      1. FOR: Human beings are responsible for a huge increase in “greenhouse gases” such as CO2, which are making the whole planet warmer. If this is not stopped, the ice caps will melt and the sea levels will rise resulting in much damage and loss of life.
      2. AGAINST: There has been no global warming for the past 18 years. In addition, CO2 levels have been continuously rising, yet global temperatures have not. This shows that CO2 is NOT the cause of global warming.
    3. Banning pet shows from selling animals:
      1. FOR: It is cruel to animals. People do not care for their pets properly and many are abandoned after a short time.
      2. AGAINST: Private property – what business people do is a private matter and the government has no right to interfere. Further, there are serious consequences if the government interferes in private business.
    4. Whether or not school uniform is a good idea:
      1. FOR: It avoids embarrassment for poor students who cannot afford the nice clothes that rich students would wear. In addition, another purpose is to distinguish between different schools.
      2. AGAINST: the original purpose of school uniform in Japan can be clearly seen by the origin for the design – the Prussian military. The differences between school uniforms is minimal (compare that between different British schools, for example), so this argument is weak. If the purpose was to distinguish between schools, why are all uniforms black?
    5. Downloading music from the Internet – should it be illegal?
      1. FOR: Property rights. The creator of the music is the one who should decide whether to give it away for free or to charge for it and how much. The music was created by the musician’s own brain and musical talent and hard work, therefore the rewards (the profits) also belong to that person. Downloading music without paying is stealing.
      2. AGAINST: Digital content cannot be “stolen”. The person downloading is only making a COPY of the original, not STEALING the original.
  10. In addition, if you are recommending some action by the government (as in topics 1, 2, 3 and 7 above), you should be aware of the main purpose of government. In the English-speaking world, the purpose of government is to protect the rights of the citizens.

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Academic Writing II, week 4: October 24th, 2014

Homework

Write your persuasive essay, print it out and bring it to class. Next class is Nov. 7th.

Today’s class

  1. Imagine you plan a 6-month trip to South America: you will cycle from the north to the south, alone. You want to persuade your parents to let you do this. What objections or questions might they have?
    1. Write 6 questions or objections they might have.
  2. What different ways could you persuade your parents to lend you or give you the money you need?
    1. You could threaten (frighten) them, insult them, beg them, OR
    2. persuade them rationally in a civilized manner.
  3. Textbook
    1. the hook (p. 97 B)
    2. list your essay’s arguments and counter-arguments (p. 98 D)
    3. how to introduce your arguments (p. 99 E)
    4. practice 5 (p. 100).

convincedHow-to-Convince-Others


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Academic Writing II – week 4, October 25th, 2013

Homework:

Finish writing your persuasive essay, type it and bring it to class next time, November 8th.

Today’s class:

  1. Read the sample essay about the rare New Zealand bird, and notice the structure, especially what is in the conclusion.
  2. How to avoid using personal pronouns (“I, you, he/she/it, we, they” etc) in formal, academic writing.
  3. How the final, silent “e” in English words affects pronunciation of preceding vowels, and how English prevents this influence.
  4. Read your partner’s first draft and comment on it.

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Academic Writing I – week 4, April 26, 2013

Homework:

  • Type your explanatory essay using academic format (see textbook p. 4 and use double spacing); print it out and bring to class next time (May 10th).
  • Your essay should be between 500-800 words (sorry, I forgot to mention this in class).

Bonus:

  1. Here’s a very interesting and well made explanatory video about Japan, by Ken’ichi Tanaka. In English (see the Japanese version here)[yframe url=’http://www.youtube.com/watch?v=Au0Ue7qCy6k’]
  2. Some adult students of mine write their own explanatory blogs in English. They also take beautiful photos. Check out:

Today’s class: Continue reading Academic Writing I – week 4, April 26, 2013


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Academic Writing II – week 4, October 26th, 2012

Homework (for Nov. 2nd):

Write your final version of your comparison-contrast essay. Check

  • organization
  • formatting
  • spelling.

Bring your final version to class (Nov. 2nd). You may type it or write it by hand, but remember, it will be read by other students.

Today, we

  1. re-read and finished off our first drafts
  2. got into random groups and read each others’ drafts and gave comments and questions (either orally or in writing)
  3. after receiving group feedback, we re-wrote or edited our first drafts.
  4. We wrote a short comment about today’s class.
Compare and contrast Venn diagram from Custom-Essay.com
Image from http://www.custom-essay.com/tag/compare-and-contrast-essay/

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