Academic Writing II – week 14, January 25th, 2013

Homework:

  • None.
  • Next week, students will write a timed essay in class, so read Unit 6. (If you were absent today,
    • read the textbook sections we read in today’s class and do the textbook exercises we did today
    • email me your “response” essay today.)

Today’s class:

  1. One-to-one interviews with students about their “response” essay.
  2. Textbook Unit 6:
    1. read page 134 and answer the questions;
    2. read page 135 and 136. Do practice 1
    3. read section D on page 137 and do practice 2 and 3 (page. 138)
    4. read section E (p. 139)

 

 

 


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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.
Cover of "MLA Style Manual and Guide to S...
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Academic Writing II – week 12, January 11th, 2013

Homework:

Re-write your “responses” essay, after considering

  1. your classmates’ comments,
  2. how to quote and make citations
  3. how to write a bibliography using the MLA style (MLA_Sheffner and Annotated_Student_Research_Paper )

print it out and bring it to class next week.

Today’s class:

  1. 10-minute freewriting on your winter vacation.
  2. In random groups of 4, exchange your freewriting with one other student and comment on each other’s writing.
  3. Reviewed how to quote and make citations using either the direct quote method or the paraphrase method
    1. see textbook p. 122 section G
    2. and p. 121 section F
    3. and p. 123 practice 7
  4. How to write a bibliography using MLA style (download today’s handout: MLA_Sheffner)
  5. How to cite and quote in an academic article – download today’s handout – a sample academic essay Annotated_Student_Research_Paper )
  6. In groups, read each other’s “response” essays and comment.
  7. How to cite movies, DVDs and TV programs using MLA style. The following summary is taken from Purdue University’s very useful Online Writing Lab (OWL):
    1. Films or Movies

      List films (in theaters or not yet on DVD or video) by their title. Include the name of the director, the film studio or distributor, and the release year. If relevant, list performer names after the director’s name. Use the abbreviation perf. to head the list. List film as the medium of publication. To cite a DVD or other video recording, see “Recorded Films and Movies” below.

      The Usual Suspects. Dir. Bryan Singer. Perf. Kevin Spacey, Gabriel Byrne, Chazz Palminteri, Stephen Baldwin, and Benecio del Toro. Polygram, 1995. Film.

      To emphasize specific performers (perf.) or directors (dir.), begin the citation with the name of the desired performer or director, followed by the appropriate abbreviation.

      Lucas, George, dir. Star Wars Episode IV: A New Hope. Twentieth Century Fox, 1977. Film.

    2. Recorded Films or Movies

      List films by their title. Include the name of the director, the distributor, and the release year. If relevant, list performer names after the director’s name. Use the abbreviation perf. to head the list. End the entry with the appropriate medium of publication (e.g. DVD, VHS, Laser disc).

      Ed Wood. Dir. Tim Burton. Perf. Johnny Depp, Martin Landau, Sarah Jessica Parker, Patricia Arquette. Touchstone, 1994. DVD.

    3. Broadcast Television or Radio Program

      Begin with the title of the episode in quotation marks. Provide the name of the series or program in italics. Also include the network name, call letters of the station followed by the city, and the date of broadcast. End with the publication medium (e.g. Television, Radio). For television episodes on Videocassette or DVD refer to the “Recorded Television Episodes” section below.

      “The Blessing Way.” The X-Files. Fox. WXIA, Atlanta. 19 Jul. 1998. Television.

    4. Sound Recordings

      List sound recordings in such a way that they can easily be found by readers. Generally, citations begin with the artist name. They might also be listed by composers (comp.) or performers (perf.). Otherwise, list composer and performer information after the album title.

      Use the appropriate abbreviation after the person’s name and a comma, when needed. Put individual song titles in quotation marks. Album names are italicized. Provide the name of the recording manufacturer followed by the publication date (or n.d., if date is unknown). List the appropriate medium at the end of the entry (e.g. CD, LP, Audiocassette). For MP3 recordings, see the “Digital Files” section below.

      Note: If you know and desire to list the recording date, include this information before the manufacturer name. Use the abbreviation for “recorded” (Rec.) and list the recording date (dd mm year format) before the manufacturer name.

      Foo Fighters. In Your Honor. RCA, 2005. CD.

      Nirvana. “Smells Like Teen Spirit.” Nevermind. Geffen, 1991. Audiocassette.

      Beethoven, Ludwig van. The 9 Symphonies. Perf. NBC Symphony Orchestra. Cond. Arturo Toscanini. RCA, 2003. CD.

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Academic Writing II – week 11, December 21st, 2012

Homework (for Jan. 11th):

  1. Write a response to
    1. a poem
    2. a novel
    3. a non-fiction book
    4. a movie
    5. a song
    6. a newspaper or magazine article
  2. Include several paraphrases and direct quotes from the original source.
  3. This assignment is due January 11th. Print it out and bring it to class.
  4. If you were absent today, do the classwork and it email it to me as soon as possible. Then do the homework and bring it to class January 11th.

Today’s class:

  1. I returned students’ freewriting from last week (see here)
  2. In random groups, read each others’ freewriting and comment on it.
  3. We read the textbook sections on paraphrasing and direct quoting and citations, page 118, 120, 121 and 122.
  4. Read the Gary North essay “If computers do the thinking” (PDF: DGN_If-computers-do-the-thinking), and paraphrase one sentence, and directly quote another sentence, using the MLA style as described in the textbook.

I wish you all a happy, peaceful and relaxing holiday.

CIMG1144

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Academic Writing II – week 10, December 14th, 2012

Homework:

Read the article on Julie the jazz singer by Mike Rogers (you can read it online here and also see her music video), and also read the student-written responses to books and movies (PDF: click to download- Reactions_to_literature), then answer these questions in writing, and bring your answers to class next week (no need to email me):

  1. Which article did you enjoy reading the most? Why?
  2. Which parts and/or sentences of the article did you particularly like or remember?
  3. Which article did you not enjoy reading? Why?
  4. What makes a good response article/essay?
  5. (If you were absent today, do the writing exercises below and email them to me by Wednesday midnight.)

Today’s class:

  • I gave back the persuasive essays and spoke to each student about it.
  • We read the grey areas of Unit 5 in the textbook, about writing a response essay.
  • Free-writing (15 minutes) about any book, movie, concert, exhibition, painting, dance, event, etc. that you saw, read, heard or experienced and that you have strong feelings about. Do this writing at home if you were absent to day, and email it to me by Wednesday midnight.
  • Editing: read over your free-writing. Look at it critically. Check it for errors, etc.
  • Free-writing (10 minutes, private writing). Write about anything you want, but try and write some kind of truth.

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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 II – week 8, November 30th, 2012

British Club in Kathar (In Orwell's time it co...
British Club in Kathar (In Orwell’s time it consisted of only the ground floor) (Photo credit: Wikipedia)

Homework:

  • Read the magazine article in the textbook, “The End of Privacy” pp 159-161.
  • Read the sample student essay in chapter 5, pp 112-114.
  • (If you did not give me your persuasive essay on Friday Nov. 30th, email me your essay as soon as possible.)

Today’s class:

  1. What are the good points of a good essay? List these in order of importance:
    1. spelling
    2. grammar
    3. examples (facts, figures)
    4. format
    5. organization/structure
    6. humour
    7. logic
    8. “hook”
    9. addressing the reader (“you”)
    10. other _____________
  2. George Orwell‘s “5 Rules for Effective Writing” can be found here.
  3. Read the 2 essays by polyglot Benny Lewis and answer these 4 questions for BOTH essays. The first essay is How to Make Time if You Are Busy (click the link to read the article online). The second essay is How to Speak a Language Pretty Well, Starting from Scratch, in just Two Months. (I also offered a third essay, “The ONE thing that will ultimately lead to success” by the same author; reading this is optional.)
    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.

 

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Academic Writing II – week 7, November 16th, 2012

Homework:

Finish your final draft of your 2nd essay, the persuasive essay, and bring it to class on Friday November 30th (there is no class next Friday, Nov. 23rd). Write or type your essay using double space, so as to allow room for others to leave comments.

Today’s class

Continue writing and editing your draft for your persuasive essay. Writing and editing should not be done at the same time; Ayn Rand wrote that these two activities are mutually incompatible (see “The Art of Non-Fiction“). Find someone you trust to read and give you feedback on your drafts before you write your final one.

Ayn Rand
Ayn Rand (Photo credit: Wikipedia)

I spoke with all students present today and discussed their compare and contrast essay.

Some general points:

  • The best essays gave the reader some new, fresh or interesting information. E.g. some names (e.g. “Benezet“), figures (e.g. the area of Kansai University), or some unique personal experience, such as learning math again as an adult.
  • Many essays, unfortunately, did not tell the reader anything new, but repeated tired old knowledge that most readers already knew. Give the reader something new, something fresh, something unique, something original, something interesting. Please!
  • All essays were well written in terms of formatting, and only a few had grammar or syntax or vocabulary problems that interfered with comprehension.
  • I did not correct minor errors of grammar, vocab and syntax, unless they interfered with comprehension.
  • Many essay titles were rather vague: you want to tell the reader quickly what your essay will be about. The title is a good way to do that. A title like “Universities” is too broad and does not tell the reader what to expect.

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