Tag Archives: week 9

AW2 week 9, December 2nd, 2016

Homework

Write a response essay to any one of the following essays. It must be typed with correct format. Print it out and bring to class, and also email it to me.

  1. The “privacy” essay by Penenberg in the textbook appendix.
  2. The “Homework” essay in the textbook appendix.
  3. The “Violent Video Games” essay in the textbook appendix.
  4. Trump’s “America First” speech: trump-foreign-policy-speech
  5. George Washington’s Farewell Address (just the highlighted  foreign policy parts): washington-farewell-address

Today’s class

  1. Discussion of subjective judgements vs objective facts, using a worksheet of sample sentences from student responses. Download the worksheet here: subjective-vs-objective-worksheet
    1. In academic essays, avoid purely subjective, personal opinions, unless you can support them with objective facts.
      1. E.g. “His ideas are old-fashioned.”
        1. If you use such a statement in an academic essay, you must
          1. give an objective definition of “old-fashioned”
          2. show how the writer’s ideas are old-fashioned using examples from the original.
    2. Textbook: practice paraphrasing, quoting and citing
      1. p. 120 Practice 5
      2. p. 121 Practice 6
      3. p. 123 Practice 7.

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AW2 week 8, November 25th, 2016

Homework

Write a simple 5-paragraph (or more)  response  essay to this video clip below.

  1. Your introductory paragraph must include a short summary of the episode, the main lessons it teaches about English study and about life, and whether you agree with those lessons or not and why.
  2. The other paragraphs should deal with the main lessons that you select from the video.
  3. Use the English subtitles for quoting directly from the video, or use paraphrasing.
  4. Finally, cite the original source. The URL is https://youtu.be/AEnO6uYMX4g
    1. Use this format for the citation but without the parentheses:  “(Name of video).” YouTube, uploaded by (name of uploader), 6 June 2016 (date uploaded), www.youtube.com/watch?v=WBlpjSEtELs (URL, see above or visit YouTube).

Today’s class

  1. Review homework.
  2. Read the sample “response” essay and answer the questions below. The essay is a response to reading “Walden” by Henry David Thoreau. (click the links to read more. Click here to read about Walden in Japanese and here to read about Thoreau in Japanese)
    1. What is the theme of “Walden”?
    2. Does the writer think Thoreau achieved his goal?
    3. What is the subject (topic) of the long paragraph 2?
    4. How many reasons does the writer give for his opinion?
    5. Do you notice anything else about the essay?
  3. Textbook,
    1. p 120-1 Practice 5
    2. p. 121 Practice 6 (#1~#3)
    3. p. 123 Practice 7 (#1~#3).

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Academic Writing I, week 9 : June 17th, 2016

Homework

  • Write your introduction paragraph for your problem-solution essay. If you wish, you may choose a new topic.
  • Email me your paragraph by Wednesday midnight (23:59).
  • Use the following format for your email:
  • email_format_AW

 

 

 

Today’s class

  1. Fill-in-the-blanks exercises.
  2. 6 cartoons (from “The Far Side”):
    1. Describe the picture
    2. Explain the problem.
    3. Suggest a solution.
    4. Do you think the cartoon is funny? Why/why not?
  3. Read the textbook chapter 2,
    1. page 48 A
    2. Do practice 4
    3. read p. 50 B
    4. do practice 5

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Academic Writing II, week 9: November 27th, 2015

Homework:

  • Re-write your second draft response to one of the two essays in the Appendix to the textbook pp. 162-165. This will be your final version. Print out and bring to class next Friday (Dec. 4th). If you will be absent next class, please email it to me.
    • A “response essay” is NOT a 感想文.
    • You are not writing mainly about the topic (violent video games or homework). You are writing about the article (either the Amanda Shaffer one, or the Alfie Kohn one).
    • First, you need to take a position for or against the article (not the topic), and write your position clearly in the first paragraph.
    • summarize the article’s main points and give your response to each together with your reasons why you agree (or disagree) with the points in the article.
      • E.g.,you disagree because
        • the facts in the article are false (e.g. “It is not true that capitalism is responsible for the increasing income inequality. Instead, capitalism is responsible for overall growth in income and wealth; income inequality is partly a natural phenomenon because people are not equal, but it is made worse by the policies of government and central banks.”
        • or because the argument is weak (e.g. “Automation does cause some job losses, but it also creates new jobs that did not exist before. For example, cars and trains automated long-distance travel by replacing horses. Many jobs related to horses were lost (e.g. horse farmers, horse trainers, horse riders, etc.). However, many new jobs were created by automation, e.g. car and train drivers and mechanics, factory workers, engineers, designers, etc. To say that automation destroys jobs is therefore a weak argument.”)
        • or because the writer does not provide enough evidence, e.g. “The writer says that the government knows exactly where the dictator has stocks of dangerous weapons, but does not give the exact locations.”)
        • or because the evidence is weak (e.g. “The author says that ‘research link[s] violent video games to increased aggression’ (162), but the research does not show a clear link, it only ‘suggests’ that ‘violent video games may be more likely to’ lead to aggressive behaviour. It may, but also it may not. The evidence does not support the author’s claim.”)
    • Your reasons should include as many objective facts as possible.
    • Your personal belief is not an argument.  Simply stating your belief is not persuasive and should not be used in an academic essay.

Today’s class:

  1. In groups of 4 or 5, read each others’ essays.
  2. Hand in your second draft of your “Response essay”.
  3. Read the sample academic reading #6 “David Cameron’s porn filter”,  Sample academic reading 6 .
    1. To understand “censorship creep” in the title, you need to understand “mission creep”. Click the link to read a Japanese translation.
    2. Then answer these questions:
      1. What was “always the intention”, according to the article?
      2. What non-pornographic sites were also filtered?
      3. Does the author think that a “social or moral framework” is necessary for the Internet?
      4. What is the evidence, according to the article, that pornography harms young people?
      5. What does the author think the real purpose of the “porn filter” is?
      6. What do you think “extremism” means, and why does the author put it in quotation marks (“..”)?
      7. What does the author mean by “in the name of protecting children”?
    3. Textbook:
      1. read page 118 D
      2. page 120 E and practice 5
      3. page 121 F and practice 6
      4. page 122 G and practice 7.

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Academic Writing I, week 9: June 12th, 2015

Homework:

  • Choose a topic for your problem-solution essay & write the outline.

Makeup class for May 1st will be July 11. Time and place will be announced later.

Today’s class:

Answer the questions about the sample essay ch 2. Answers on loose leaf.

Check your partner’s paper.

TASK: Look at handout #2. (You can download handout #2 here: Is_Your_Doctor_Harming_You_edt  ). Answers on loose leaf.

  1. Why the details about the peer edited journal, etc?
  2. What are the numbers in parentheses for?
  3. What is the meaning and purpose of “References” on p. 2?

 


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Academic Writing II, week 9: November 28th, 2014

Homework:

  • If necessary, re-write your “persuasive” essay, print it out and bring it to class. Next week, you willl read a classmate’s essay and write a response essay to it.

Today’s class:

  • Read my sample response essay.
    • where is my thesis statement? Underline it.
    • write a short comment about my response essay: comment on the structure of the essay, not on my opinions or whether you like it or not.
  • textbook p. 118 D & Practice 4
  • p. 120 E & Practice 5
  • p. 121 F & Practice 6
  • p. 122 G & p. 123 Practice 7
  • p. 125 B & Practice 8

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Academic Writing I, week 9: June 13th, 2014

photo

Homework:

Re-write your Problem-solution essay, print out and bring to class next week.

Update: If you were absent June 13th and wish me to comment on your problem-solution essay draft, email it to me without delay. Otherwise, read below what we did in class, read the textbook sections, then re-write your essay.

If you know you will be absent next class (June 20th), please email me your essay or give it to a classmate to hand in for you. If you email me your essay, please use the following convention for both your email subject-line and your document: AW1_Essay2_[Name]

Today’s class:

  1. Students read each other’s essays and commented on them.
  2. Textbook p. 61 Practice 11 & 12, p. 63 Practice 15.
  3. Comments on students’ drafts of essay #2 (problem-solution)
    1. The title must include or suggest the problem you are writing about. E.g. “The dangers of torn muscles” is better title than “Know yourself”.
    2. If you use facts and figures to support your argument (and you should), give the reference: tell the reader where you got the numbers so (s)he can check for him/herself.
    3. The conclusion summarises your essay. It does not contain any new information. This is different from the Japanese rhetorical (essay) style, so please be careful.
  4. Handout: reference on how to use commas and how to hedge (in English and Japanese).
  5. Makeup class will be July 12th (Sat.). Time and room will be posted on this blog when I hear from the KPU office. Thank you for your cooperation!

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Academic Writing II – week 9, December 7th, 2012

Homework:

  1. Read the essay by Ayn Rand on the death of Marilyn Monroe (you can read it online here; can you find a Japanese translation of it?)

    Marilyn Monroe
    Cover of Marilyn Monroe
  2. Read the article on writing a term paper by Gary North (you can read it online here).
  3. Answer these questions for each essay, and send the answers to me by email by Wednesday midnight.The subject of the email is “AW2 Dec 7 Homework Name”.
    1. Did this essay persuade you? Do you agree with it?
    2. Why do you feel it is persuasive?
    3. Which sentences impressed you? Why?
    4. Comments, questions, other.
  4. (Option) Read the article by Gary North on writing a book report. It contains useful information for your next assignment. (You can read it online here).
Gary North speaking at the Mises Institute aft...
Gary North speaking at the Mises Institute after receiving the Institute’s Rothbard Medal (Photo credit: Wikipedia)

Today’s class

  1. A couple of students gave me their “Persuasive Essay” today. I will not accept any more persuasive essays.
  2. I made some general comments about essay writing, using students’ “persuasive essay” as examples.
  3. Answered the questions in the textbook, chapter 5, page 112.
  4. Answered these questions about the article “The End of Privacy”, pp 159-161. (You can read the original article online here: http://penenberg.com/story-archive/the-end-of-privacy/
    1. Why did Penenberg write this article?
      1. He had lost some of his personal information
      2. He wanted to prove that people are in danger
      3. Somebody paid him to find some information.
    2. Who is Dan Cohn? What is his job, and what company does he work for? Why did he look for information about Penenberg?
    3. How much information did Cohn have about Penenberg before his investigation?
    4. Did Cohn break any laws?
    5. What does Penenberg hope readers will do or believe after they have read his article?

Students’ answers:

  1. (1) For “the death of Marilyn Monroe”1. Yes. I agree with this essay.
    2. Saying what I think freely does someone harm. We should think around us.
    3. “That hatred of values has always existed in some people, in any age or culture. But a hundred years ago, the would have been expected to hide it. Today, it is all around us; it is the style and fashion of our century. ”
    Because, various feelings ( especially something bad ) are open to us. The phrase persuaded me so much.
    4. How we can feel other’s feelings? Only saying? I also think by eyes.(2) For “the article on writing a term paper”1. Yes.
    2. I always write essay making only one draft. However, this article says writing essay needs three drafts at least. It is very surprising.
    3. “If your mother has time to read your paper to you, have her do this. Print out two copies: one for her and one for you. She reads; you mark your copy. When your words sounds lumpy, mark them. When they sound confused, mark them. This is a kind of real-world technique.”
    Because, we can’t think of asking someone to read my second draft. I can revise my fault. It is good thing.
    4. We should take time to write essay.

Continue reading Academic Writing II – week 9, December 7th, 2012


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Academic Writing I – week 9, June 15th, 2012

Reading each others' essays
Reading each others’ essays (photo @ jimmiescollage http://jimmiescollage.com/2011/10/teaching-writing-with-a-peer-editing-coop/ )

Today’s report is by Mr. Kasahara.

Class on Friday, 15th June

  • We read each others’ essays
  • We did in the textbook on page 42 (answers on looseleaf)

Homework

  • chose a topic for you “Problem-solution” essay see p46 “Your turn”.
  • Find and read the English essay “A Modest Proposal” by Jonathan Swift or a Japanese translation. Record where you found the essay using MIA guidlines.
  • About essay above
    • What is the problem
    • What is Swift’s solution?
    • Is his argument persuasive?
    • When was this essay written?
    • Your comment.

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