None. But email me your Essay 5 if you have not done so already. Also, make sure you have given me your Essay 4 Final version. I will write comments on your Essay 5 and return it to you next week.
Also, please answer the survey here about the Essay 4 Class Collection, if you would like your essay to be included: https://www.sheffnersweb.net/blogs/classblogs/kpu/aw2-essay4-class-collection-survey/
- Jan 10th – chapter 6, timed essays, textbook exercises
- Jan 17th – in-class timed essays (practice)
- Jan 24th – in-class timed essays (test: no dictionaries or devices)
- Examples from student writing of inappropriate, subjective sentences.
- Review: citation examples from Wikipedia
- Textbook p. 133
- p. 134 questions 1-4
- p. 136 C and Practice 1
- p. 138 Practice 3
- p. 140 A and Practice 5
Update – essay #5 class collection now available
Essay #5 class collection is now available for free download here: https://www.sheffnersweb.net/blogs/classblogs/kpu/download/essay-5-class-collection/
Many thanks to all those students who gave permission for their essay to be used.
- What was one big decision that you had to make? When? How did you decide? Who did you consult (if anyone)? Why did you consult (or why not)?
- “The broken window fallacy” (note: there are at least two versions of the story; the one you should know is the story by French economist Frederic Bastiat). You will need to know the story in order to write next week’s timed essay.
- Learn the story
- Understand what it means
- Think academically = think like an academic:
- analyze meaning (e.g. what does “akemashite” mean? What does “hatsu-mode” mean?)
- ask “who? what? when? where? how? why?” (e.g. when do people say “akemashite”? When do they go to “hatsu-mode”? What is “hatsu-mode”? Why do people do it? Who does it? Where? etc.)
- Timed essay #1 (30 minutes):
- ‘”America First” is good for Japan.’ Discuss.
- Paragraph #1 – explain the correct meaning of “America First”, its history (what? when? who?)
- Paragraph #2 – suggest some arguments for and against this policy (or you can make the “for” arguments paragraph #2 and the “against” arguments paragraph #3).
- Your personal conclusion with your reasons.
- Timed essay #2 (30 minutes):
- ‘Japanese New Year traditions have no meaning in today’s world.’ Discuss.
- What are some Japanese New Year traditions? Why are they traditions? When did they start (for example)?
- Give some arguments for and against (or you can make the “against” arguments paragraph #3).
- Your personal conclusion with reasons.
No class on July 25th. Makeup on July 28th, 14:30 – 17:40
Essay 3 “Compare-contrast”, draft 1, by e-mail by Friday next.
- sample problem-solution essay 1: the four things
- sample problem-solution essay 2: how to learn freedom
- (option) “The Fountainhead” chapter 1
- sample compare-contrast essay: university – Britain vs Japan
- textbook p. 70 C Essay structure
- P. 72 – choose a topic
- P 73/74 create a Venn diagram for your essay topic.
- write your outline.
None. But if you were absent today, read the parts of the textbook we read in class today. You need to have read this material in order to participate in next 2 weeks’ classes. There will not be time in class to read the material. You must read it before class.
Next week and the week after (week 15) we will be writing test, timed essays in class.
- Chapter 6, p. 140 A read.
- Practice 5
- p. 141 Practice 6.
- p. 134, questions 1-4.
- p. 135, B.
- p. 136, C and practice 1
- p. 137, D and practice 2.
- p. 138, practice 3.
- p. 139, practice 4.
- p. 139, E: choose a topic and p. 141, B, write an outline (see also p. 142, outline A).
Make-up class will be Sat. July 11th, 5th period (16:10 – 17:40) in the same room (21).
- Re-write your problem-solution essay, as per my instructions, print out and bring to the next class.
- Choose a topic for your comparison-contrast essay (a list of suggested topics is in the textbook p 72 “Your Turn”, but you may choose another topic if you prefer), write your outline (see textbook p. 78 E) and bring it to the next class.
- Class survey
- If all people die, and
- if Socrates is a person, then
- Socrates will die.
- gun control laws
- If gun control laws become stricter, and
- if criminals do not care about laws, then
- criminals will not be deterred by stricter gun control laws (and therefore the problem of gun violence and mass shootings will not be solved by this policy).
- Body cameras for police. Complete the third line:
- If police must all wear body cameras, and
- if police who shoot unarmed civilians are not prosecuted, then
- Minimum-wage law. Complete the third line:
- If the minimum wage is increased, and
- if profits do not increase, then
- businesses will…
- Textbook, p. 70 C (read) and p. 71 Practice 1
- P. 73 E and Practice 3.
- P. 76 D and Practice 6 and 7.