Tag Archives: week 10

Academic Writing I, week 10: June 20th, 2014

Homework:

  1. Read textbook pp 68-70
  2. Make a list of 10 ridiculous topics for a comparison-contrast essay
  3. Write an outline for
    1. comparison essay
    2. contrast essay
    3. comparison-contrast essay

Today’s class:

  1. Students read each other’s essays for a final proof-reading.
  2. Textbook chapter 3 p. 70 C, p. 71 D, p 72 Your Turn (list of possible topics)
  3. Handouts for your reference ご参考まで:
    1. Avoid vague language & Avoid repetition
    2. samples of “compare-contrast” writing + list of possible topics

Academic Writing II – week 10, December 6th, 2013

Homework

  • Write your essay #2, either
    • a personal response to some text (a poem, speech, book – fiction or non-fiction – or song.
    • an academic response like the one in the textbook.
  • Print it ou and bring it to class next week
  • Finish re-writing your essay #1 (if you have not yet done so) and give or email it to me as soon as possible.

Whichever type you use, give the reader all the information he or she needs to find and read or listen to the work you are responding to.

Today’s class

Students started writing essay #2.

Academic Writing I – week 10, June 21st, 2013

Homework:

Re-write your problem-solution essay.

Points to bear in mind.

  1. Avoid a moralizing tone.
  2. Don’t simply repeat what you have been told, what everybody knows, e.g. “Don’t put off to tomorrow what you can do today,” or “You should make sure you eat breakfast every day.”  Give the reader something fresh, original, interesting, funny.
  3. Give the reader a reason to read (some benefit for the reader). (Remember, the reader is not interested in you!)
  4. Your essay may have 5 (or more) paragraphs, but it should basically have three parts:
    1. Summarize the content of your essay: what are you going to talk about? Describe the problem and your solution (briefly).
    2. Explain the problem in more detail, if necessary, and tell us your solution or solutions.
    3. Summarize the content of your essay: what did you tell us about? Repeat the key points that you want the reader to remember.
  5. If possible, talk from your own experience. If you cannot, or don’t want to, you may need to do some research to find facts and figures. E.g. “Many young people cause accidents.” Is this true? If you don’t say how many, your reader may simply not believe you. If you say, “In 2012, there were 15,462 accidents in Japan involving people under the age of 25”, this is much more persuasive and convincing.
  6. Read your first draft again:  read it critically and unsympathetically. What objections might an unsympathetic reader make? Imagine you were reading your essay to this man below. Prepare your counter-arguments.

jeff-dunham-walter

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.