Tag Archives: week 2

AW2: Week 2, October 11th, 2019

Homework

  • Choose 2 topics from the list on p. 95 (change #4 to “2020 Tokyo Olympics”)
  • write 2 or 3 arguments FOR and AGAINST the topic (you may need to do a bit of research). You are not just expressing YOUR opinion, but also what OTHER people think about this topic.
  • Bring to class next week.

Today’s class

  1. Body paragraph 1: compare the student originals and Sheffner’s rewrites. What changes did he make and why? Discuss in small groups. Download today’s handout here.
  2. Typical rewrite reasons:
    1. colloquial (= non-academic) language –> academic (formal, scientific) language. E.g. don’t –> do not, get better –> improve, get –> buy/purchase, even so –> nonetheless/however, so –> therefore, etc.
    2. avoid repetition (e.g. replace nouns with pronouns). AVOID USING “WE”.
    3. less is more (generally speaking), e.g. 3 words are better than 6. E.g. clothes we buy for every day –> everyday clothes, school uniform that public junior high school students wore –> public junior high school uniforms, etc.
    4. detail in the wrong place – details do not belong in the introductory paragraph but in the body paragraphs. E.g. According to Mainichi Shimbun on February 14 in 2018, Taimei elementary school in Tokyo decided to use school uniforms designed by Italian luxury brand “Armani” –> According to a 2018 newspaper article, a Tokyo school decided to use uniforms designed by a luxury brand.
    5. expand to make a point clearer – sometimes less is NOT more. Sometimes, arguments need to be explained explicitly (especially warrants; more on this later). E.g., we cannot contact with them –> they may not know who or how to contact them.
  3. Textbook p. 93 Practice 1

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AW1: WEEK 2, APRIL 19TH, 2019

Today’s class

  1. Principles of academic writing (review)
    1. Ask questions before judging, deciding, writing or speaking – in order to get correct and accurate information.
      1. E.g. before writing about Trump’s “America First” slogan, ask
        1. what does it mean (not what you think it means but an objectively verifiable meaning)?
        2. who first used this expression?
        3. when was it used?
    2. Define your terms.
      1. e.g. when writing about the American principle of “mind your own business”, first define “business” and the meaning of the expression “mind your own business”.
      2. This definition should be objectively verifiable, i.e. not your own personal interpretation.
    3. “A is A” – Aristotle’s Law of Identity. I found a Japanese explanation of it. You can download it here.
  2. Free writing (5 minutes): what was your week like since last class? How many classes do you have in a week?
  3. It is important for you, as students learning to write in English, that you have some understanding of Western principles, otherwise your writing may not be persuasive.
    1. E.g., suggesting people should do something “because everyone else is doing it” is unlikely to persuade a Western reader. It is not a reason for action. Why not? (Explanation next week.)
    2. I explained about the behaviour of sheep. (People who behave like sheep, i.e. doing what everyone else does without thinking, are sometimes called “sheeple” (sheep + people)).
  4. Watch this video and
    1. Summarize in English what the man (Sakuragi) says;
    2. Give your opinion about what he says, explaining the reason for your opinion.


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AW2: WEEK 2, OCTOBER 12TH, 2018

Homework

  • Textbook p. 95 “Your Turn”: write 3 arguments FOR and 3 arguments AGAINST the 5 topics you did not write about in class.

Today’s class

  1. 3 questions:
    1. Write an example of a big personal decision.
    2. Would you consult with anyone before you decide? Why (not)?
    3. What was the purpose of Plato’s “akademia”?
  2. Sentence correction
  3. Difference between examples and definitions, with counter-examples:
    1. What is bravery?
      1. Fighting someone bigger than you
        1. Counter-example: Jumping into a river to save a drowning child is brave but does not involve fighting anyone.
      2. the power to cause some action
        1. Counter-example:  Turning on the engine of a car is “the power to cause action”, but is that bravery?
      3. deciding what is best and doing it
        1. Counter-example:  When your pen runs out of ink, you decide what is best and do it, but is that bravery?
  4. Textbook p. 93 Practice 1 – 1, 2, 3 & 5
  5. p. 95 “Your Turn” – choose one topic and write 3 arguments FOR and 3 arguments AGAINST (= counter-arguments)


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AW1: Week 2, April 20th, 2018

Homework

  1. Read the sample essay in the textbook pp. 15-16.
  2. Review the textbook sections we read today (see below).
  3. Option: Leave a comment about today’s class on this blog.  Comments and questions are always welcome. If you prefer, you may contact me privately by email (see the “About this course” handout from week 1).

Today’s class

  1. Background to academic writing. (Download the handout here: what is academic writing_short_v4  )
    1. origin of the word “academic”
    2. history of academic writing in the West
      1. the trivium
      2. the scientific revolution
    3. Textbook practice 1 (pp. 4-5)
    4. P. 6 C,  purpose of essays
    5. p. 7 Practice 2
    6. P. 2-3, I, A  Define an essay
    7. P. 3 B, Essay format
    8. P. 8, II, A, Audience
    9. p. 19 Your Turn – read the list of topics. You will start writing in class next week. For now, just think about these topics. Which one might you want to write about in class, next week?


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AW2: week 2, October 13th, 2017

Homework

Choose a controversial topic that you have a strong opinion about, and start writing your first draft.

Either

  1. email it to me (filename = AW2_Essay4_Draft1_YourName   email subject line = AW2 Essay4 Draft1 YourName
  2. Or write it by hand and bring it to class next week.

Today’s class

  • counter-argument means the opposite opinion or point of view. There are is always a different point of view. It is the academic writer’s responsibility to know these other points of view and to present them in the essay to readers. This may need some research. Remember the Pot with the Hole story.
  • supporting evidence – an important part of academic writing is showing that your opinion is based on facts and telling the reader where you got your facts from, so that readers can go check for themselves. This is important because we are dealing with information that cannot be confirmed by our own senses (by seeing, smelling, tasting, hearing or feeling).
  • (option) Textbook
    • p. 93 Practice 1, 1-3
    • p. 98 Practice 4
    • p.100 Practice 5
  • Start writing your first draft.

 

 


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Academic Writing II (AW2): week 2, October 14th, 2016

Homework

  1. Watch this video and list the evidence provided to support the argument: Click here to watch the video on YouTube 
    1. What do you think?  Include your opinion of the evidence. Leave your opinion in the comments below.
  2. Write 3 arguments and counter-arguments for
    1. unrestricted gun ownership
    2. legalizing all drugs.

Today’s class

Textbook exercises p. 92 Practice 1.

Arguments and counter-arguments for holding  the 2020  Olympics in Tokyo

Choose a topic from “My Turn”, and do a 5-minute freewriting about the topic.

 


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Academic Writing II, week 2: October 9th, 2015

I will post here some short articles that I recommend you read. I will post these on Monday, Oct. 12th, so please come back on Tuesday, Oct. 13th.

For more information about the book-launch event in Kyoto on Oct. 11th for the man who inspired British-born Kyoto-resident Venetia Stanley-Smith, please visit the publisher’s website: http://premrawat-japan.com

The book is called 穴のあいた桶 and has sold more than 10,000 copies in Japan in 1 month.

Homework

  • Choose a topic for your “Persuasive Essay” and write
    • a hook
    • 3~4 arguments and counter-arguments and counter-counter-arguments

Today’s class

  1. Textbook p. 93 Practice 1. Answer questions 1~5
  2. P. 95 “Your Turn” – choose a topic from this list, or any topic you wish.
  3. P. 96 Practice 3.


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Academic Writing I, week 2: April 17th, 2015

Homework

  1. Read writing #1, writing #2, writing #3 and the model essay in the textbook chapter 1.
    1. What are the characteristics of academic writing?
  2. Free reading (for enjoyment).
    1. Find something easy (that you can understand 90% of without a dictionary) and interesting for you.
    2. Bring it to class next week.

N.B. May 1st Academic Writing class will be cancelled.

Today’s class

  1. 10 minutes’ reading
  2. Reading report
    1. In writing:
      1. Title of book / name of reading material
      2. Author
      3. Level
      4. Publisher
      5. your comments
      6. Date finished (write today’s date if you have finished reading this, or don’t want to read any more).
  3. Reading report – discuss in small groups.
  4. What genre is your reading material?
  5. Review of language learning hypothesis (The Natural Approach)
    1. Young children have no choice – they naturally learn in this way
    2. Adults can choose between conscious learning (memorizing, learning rules, etc) and the natural approach.
    3. Problems with the classroom learning / conscious learning model:
      1. Learning rules does not necessarily translate into actual ability to use the language for communication (see Sheffner’s experience in Germany after learning German for 1 year in school)
      2. Classroom / conscious learning, while useful, can also inhibit natural learning. (See the example of Francois Gouin [Gouin, F. (1892). The art of teaching and studying languages. Translated by Howard Swan and Victor Betis. London: George Philip and Son. Available on Google Books.] Quoted in “Case Histories and the Comprehension Hypothesis”, by Stephen Krashen, TESOL Journal (www.tesol-journal.com), June, 2014.)
  6. Writing sample #1 AW1_AW_sample1
    1. Is this academic writing? Why / why not?
  7. Writing sample #2 AW1_AW_sample2
    1. Is this academic writing? Why / why not?
  8. Textbook, table of contents
    1. How many chapters?
    2. What kinds of essays?
    3. Look at the model essays for explanatory essay (chapter 1), problem-solution essay (chapter 2) and comparison-contrast essay (chapter 3).
      1. What kind of writing is writing sample #1? Writing sample #2?
  9. Comment on today’s class: feedback for the teacher (please! Thank you.)

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