Tag Archives: week 12

AW2: Week 12, December 20th, 2019


  1. Choose a book, movie or article, fiction or non-fiction, Japanese or English, to respond to (see a list of suggestions below).
  2. Email me your choice.
  3. When I say “OK” (by email), you can start writing your response (Essay 5)
  4. Email me your Essay 5 draft 1 by Jan. 10th 2020.
  5. Print it out and bring it to class Jan. 10th, 2020.

You can use something you have read before,  e.g. Bastiat’s Broken Window story, an essay by George Orwell (I recommend “Politics and the English Language”) or Francis Bacon, “Philosophy: Who Needs It?” or choose something new. 

If you would like something challenging to read, below are some suggestions.

As a model, you can use the textbook essay (p. 113-4 “Model A”) or my Model B  for literary texts (fiction “Response to ‘The Elephant’s Child'”) and non-fiction (“Response to ‘Philosophy: Who Needs It”), which uses a simple 3-part structure: 

  1. Background information about the author (objective information)
  2. Summary of the story or content of the article/essay  (objective information)
    1. (The order of 1 and 2 above can be reversed)
  3. Your evaluation (can include subjective elements but try and keep it as objective as possible; NOT whether you agree or disagree, but whether it is a well-written article/essay/story or not and why).
  4. Works cited:
    1. list all the resources you used, including of course the original.
    2. Use the MLA style. See the Academic Writing Resources page on this website for useful links.
    3. All references must be in Roman characters.
    4. Do NOT translate the names of Japanese sources.
      1. See the “Citations Worksheet” for examples.

Suggested reading (or choose your own) (Updated 8 Jan 2020):

AW1: WEEK 12, JUly 5TH, 2019

Re-write the draft you gave me today, based on what you learned in today’s class (see the points below). Save your file as “AW1 Essay2 Draft2 (Your Name)”. Send it to me by email, with the subject of the email being the same. Print it out and bring it to class next Friday to exchange with classmates.

  • Does your introductory paragraph contain a clear explanation of the problem (including WHY it is a problem)?
  • Does your introductory paragraph contain a complete thesis statement?
  • Does your essay contain claims + evidence + warrants?
  • Does your conclusion repeat and summarize the intro and the topic sentences of the body paragraphs? Remember: no new information in the conclusion!
  • Do your sentences follow logically from each other?
  • Have you replaced negative sentences (“not…”) with positive ones?
  • Have you avoided using “we” (you need to specify who “we” is, first)?
  • Have you avoided using “I” (your personal experience, though useful,, is not by itself sufficient; you need more objective evidence to support your argument)?

Today’s class

  • reading classmates’ essays (essay #2, draft #1)
  • textbook
    • p. 31 Conclusion (read the checklist)
    • p. 53 Practice 8
    • p. 57 Practice 9
    • p. 58-9 Practice 10
  • 1-to-1 conferences about last week’s writing (introduction)

AW2: WEEK 12, JANUARY 11TH, 2019


  1. If you did not give me your Essay 5 Final draft (see here) on Friday Jan. 11th, please email it to me as soon as possible.
  2. Finish the textbook exercises, if you did not finish in class:
    1. Textbook p. 134 – answer questions 1-4.
    2. Textbook p. 135 – read the sample timed essay
    3. p. 136 – read section C
    4. p. 137 – read section D
    5. p. 138 – practice 3
  3. “America First” is good for Japan. Discuss (= write two paragraphs as explained below).
    1. Research the meaning and history of the phrase “America First” – one paragraph.
    2. Based on paragraph 1, discuss (write one paragraph about) the advantages and disadvantages to Japan of an America First foreign policy.

Today’s class

  1. Read a classmate’s or your own final draft of Essay #5. Make any final changes by hand.
  2. Write 100 words to explain in English to someone who knows nothing about Japan about the following:
    1. o-sechi ryori
    2. hatsu moude
    3. “akemashite omedetou”
  3. Do the textbook exercises above.
  4. Do you give your permission for your essay #5 to appear in the class collection?
    1. If “yes”, do you want your name to appear on it, or not?

AW1: Week 12, July 13th, 2018


Re-write your draft #2. This will be your final draft. Email it to me when completed, print it out and bring to class next week.

If you did not receive my feedback on your draft #2, please email me as soon as possible, and I will email it to you.

Today’s class

  • how cultural differences affect rhetoric.
  • subordinate clause worksheet.
  • one-to-one conferencing

AW2: WEEK 12, January 12th, 2018


Read the textbook chapter 6, pp 133-136 (Section C) and p. 137 Section D.

Today’s class

  1. Make sure you know how to format your Bibliography or Works Cited.
  2. Make sure you clearly introduce the article you are responding to in your introduction.
  3. Clarification of the meaning of “negative correlation/relationship” in the Kohn article.
  4. Free writing: your winter vacation
  5. Sentence combining worksheet (download it here: SENTENCE COMBINING wksht
  6. Read again your free writing. Can you find sentences which could be or should be combined? Combine them.
  7. Every claim needs evidence. Read again your free writing and add evidence that you could provide to prove that you did what you said you did in your vacation.

AW1: week 12, July 7th, 2017


  1. Check your email after the weekend. I will send you my corrections and comments by email attachment.
  2. Read my attachment, review your notes from Friday’s class.
  3. Re-write your draft (this will be Essay2_Draft2).
  4. Print out and bring to class.
  5. Finish writing up the Facebook claim and counter-claims (if you did not finish in class).

Today’s class

  1. Worksheet on claims and counter-claims (download it here: AW1_Lesson5_worksheet
  2. Worksheet on Facebook’s drone plan  (download it here: Four billion people on the earth have no internet
  3. A claim should be
    1. debatable, controversial, arguable
    2. provable (i.e. there should be evidence to support it)
  4. An argument must include at least one counter-claim.
  5. Textbook p. 60 Hedging
    1. Avoid sweeping statements (which cannot be proved) such as
      1. (All) student put off till tomorrow what they should do today.
      2. This solution will help everyone.
    2. P. 61 Practice 12
    3. P. 62 Practice 13 (on looseleaf)
    4. P. 63 Practice 14
    5. P. 63 Practice 15 (on looseleaf)
  6. Write up a claim and counter-claim (at least1) for the Facebook article. Your claim should begin, “Facebook founder Mark Zuckerberg …. ”
    1. If possible, include a refutation for the counter-claim.

AW2, week 12, January 13th, 2017


Write an essay discussing the arguments for and against the topic of “Organ Transplants”.  Choose two arguments for, and two arguments against to discuss in your essay.

Today’s class

  • Discussion of arguments for and against the topic of “School Uniforms”.
    • Which arguments are strong and which are weak?
  • Discussion of arguments for and against the topic of “Legalized Gambling”.
    • Which arguments are strong and which are weak?
    • Choose  arguments from the “for” list, and two arguments from the “against” list and discuss their strengths and weaknesses.
    • Write a short conclusion giving your judgement about the “for” and “against” arguments. Which side has the stronger arguments, do you think?


Academic Writing I, week 12 : July 8th, 2016


  • Re-type your problem-solution essay. Print out and bring it to class next week. If you are absent next week, email me your essay as soon as possible. Document name = “AW1_Essay2_Final_Name” (without the “”).

Today’s class

  1. p. 60 Hedging (read)
  2. p. 61 Practice 11 & 12 – on your textbook
  3. Textbook p. 63 Practice 13 – on looseleaf
  4. Textbook p. 63 Practice 14 – on your textbook
  5. Practice 15 – on looseleaf
  6. “These days, low-carbohydrate diets are popular. However, a study conducted by the U.S. military using a zero-carbohydrate diet resulted in muscle loss and weakness among the participants.” Discuss. Do not give your opinion about diets, or low-carbohydrates diets.

Academic Writing II, week 12: December 18th, 2015


None. Enjoy the winter holidays. Play safely.relaxinthesnow2

Two polar bears relax in the snow at Schoenbrunn zoo in Vienna December 30, 2014. REUTERS/Heinz-Peter Bader (AUSTRIA - Tags: ANIMALS ENVIRONMENT TPX IMAGES OF THE DAY) ORG XMIT: HPB01





Today’s class:

  1. Comment about last week’s writing – “Certain kinds of weapons… must be outlawed for civilian ownership. ”
    1. Being against something does not necessarily mean that a government ban is the best, or the only, solution.
  2. Today’s writing topics:
    1. “Technology will soon mean that no-one will need to learn a foreign language, therefore English should be an optional subject only in junior and senior high schools.” Discuss (30 minutes).
    2. “School vacations are a waste of time and money.” Discuss  (20 minutes).

Academic Writing I, week 12: July 3rd, 2015



Today’s class

  1. Read your classmates’ essays and comment on
    1. the thesis statement – does it include the problem and a summary of the solution?
    2. the evidence – are there references for the claims made?
    3. conclusion – does it repeat the problem and solution(s)?
    4. the hook – is there one? Is it a good one?
  2. Thinking critically. It is important, although difficult, to think critically about your solution. Consider the solution of more and stricter gun control laws in the United States as a solution to the problem of mass shootings, such as the recent one in Charleston, South Carolina. Can you think of reasons why this might not solve the problem?
    1. Stricter gun control laws will make it more difficult for all people to obtain a gun for self-defence.
    2. Criminals can always get guns. They are not deterred by laws. The shooter in Charleston recently did not buy his gun in a gun shop – he stole it! Therefore, even if gun control laws were already stricter, it would not have prevented this case from happening.
    3. Therefore, stricter gun control laws will probably not solve the problem of mass shootings.
  3. President Obama has asked for body cameras for police after the shooting by police of unarmed Michael Brown in Ferguson last year (reference: “Obama Requests $263 Million for Police Body Cameras, Training”, NBC News, Dec. 1, 2014. Accessed July 10, 2015). Can you think of reasons why this might not solve the problem?
    1. Cameras can break down.
    2. Video can be easily edited.
    3. More severe punishment for police shootings, and more prosecutions would be more effective and also cheaper.