Tag Archives: week 2

Academic Writing II, week 2: October 10th, 2014


Read again the model essay on pages 90-91, and find the objections; how does the writer reply to the objections?

Today’s class

  1. Non-academic writing vs academic writing
    1. Turning non-academic writing into academic writing. Three examples from student writing
    2. Would a newsreader say this on television? If not, it’s probably not academic writing.
    3. Add facts and figures.
    4. Cut personal references, UNLESS they provide important information for the reader.
    5. Support facts with references and/or citations.
  2. Examples
    1. I have been going to a swimming club for 13 years -> It is very common for Japanese children to attend a swimming club.  Most swimming clubs are private and many of them offer a bus-service to collect children and take them home afterwards. (If you can add some figures, that would be even more academic, e.g. “According to a recent survey by a Sports Pyschology professor at Tokai University (Suzuki), 4 out of 10 children attend a swimming club during their elementary school years.”
    2. I went to Germany during the summer vacation -> Every year, a number (how many?) of Japanese university students studying a foreign language, travel abroad to a country where that language is spoken to study “in situ” for a several weeks. Germany is one of those destinations. I will describe my time in Regensburg, Germany, as it is typical of many students’ experience of studying abroad.
  3. Persuasive essay topics: see the list on page 95. Choose one, or choose your own. Read again the introductory paragraph of the model essay on page. 90. Note its structure. Write the introductory paragraph for your persuasive essay.


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Academic Writing I class, week 2: April 18th, 2014

What did you think of today’s class? Let me know in the comments (or send me a private email).

The course outline can be viewed and downloaded here: AW1 Handout.
The schedule is here.

  1. Write (or type) a paragraph in academic style (and double-spaced) for your imaginary academic reader (someone who does not know you, or Japan, or Japanese people or language, but who is of the same level of education as you) about
    1. a place you know; visit this place and write a description of it
    2. a person you know; look at this person and write a description of them.
    3. bring your writing to next week’s class.
  2. Read the textbook unit 1 Section B and C and read the sample essay.

In today’s class

  1. Corrected some un-academic sentences to make them more academic.
  2. Freewriting #1 about a place you feel strongly about (either you like it a lot or you hate it).
  3. Freewriting #2 about a person you feel strongly about.
  4. Re-write either #1 or #2 to make it academic. Imagine you are writing for someone in a foreign country who has about the same level of education as you, but they don’t speak or read Japanese, have never visited Japan and know nothing about it. This person does not have to be an English speaker. You write to them in English because that is your common language (they don’t speak Japanese and you don’t speak their language).
  5. Textbook Unit 1 A. Answer the questions.

Several Japanese friends of mine have English blogs and write regularly in English with great photos about the Kansai area. Please visit their blogs if you have time.

*Cosmos English Writing Blog http://cosmosenglishwritingblog.blogspot.com/
*Stardust English Talk http://stardustenglishwriting.blogspot.com/
*Sarah's English writing blog http://sarahenglishwritingblog.blogspot.com/
*Haricot Bean's Tanka blog http://haricot-chemberednotilusblog.blogspot.com/
*One Time One Meeting http://narastoryteller.blogspot.com/
*Green Tomato http://redrose-tomotomowriting2.blogspot.com/
*Through the Sapphire Sky http://through-the-sapphire-sky.blogspot.com/

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Academic Writing II – week 2, October 11th, 2013

Today’s class:
  1. Returned last week’s  freewriting. Reminder to keep them.
  2. Homework review: what are the main purposes of the first 4 essays in the textbook?  (1st is Explanation, 2nd & 4th are Exposition, all others are Discussions)
  3. H/O: Genres table
    1. What genres did you use in your freewriting last week? (Probably “recount” and “anecdote”.)
    2. Look at essay #2: what type? What purpose? What are the stages? Which paragraph represents stage 1 (phenomenon)? Stage 2?
    3. Look at essay#1: what type? (Read the highlighted sentences in each paragraph, then asked the question.)

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Academic Writing I – week 2, April 12, 2013


  1. write a comment on this blog about today’s class – what did you learn? What did you like? Deadline is Wednesday midnight.
  2. read the “About” essay (click this link to read it online). Is it interesting? Why (or why not)? Which part(s) did you like or not like? Why? Bring your answers and the essay to next week’s class.

Today’s class:

Update: The textbook – Writers at Work: The Essay Student’s Book – has been ordered and should appear in the KPU bookstore late this week. Or you can buy it on Amazon Japan here. I’m sorry about this delay. It is my fault.

  1. Free writing #1:
    1. 10 mins. Write about something you are interested in or were interested in. It can be a person, a place, an event, an idea, a group, a club, an object, a movie, a book, etc. Anything that you feel strongly about.
    2. 5 mins. Read over your free writing. Edit it if necessary.
  2. About your instructor. I was born here and went to school here and here, and went to this university here (at this college) which is near to Banbury where one of our students went to. I studied French and German (Modern Languages) and literature. I spent one year abroad teaching English in this French town. My father is English and my mother is French, from Paris. They both now live in France. I have a younger brother who lives in Wales and a younger sister who lives in Bath. They both have 3 children. My sister and her husband run this cafe in Bath. Now I live in Ikoma. When I was a university student I belonged to the Aikido club. I came to Japan to learn more about Aikido, but I stopped learning Aikido about 15 years ago due to injury. I am also interested in this and I translated a book about it from French into English, written by this Japanese man. I like reading and blogging.
  3. Free writing #2:
    1. 10 mins. Re-write your free writing #1 for your classmates.
    2. 5 mins. Edit if necessary.
    3. In pairs, read each other’s free writing. Mark the parts you like. Ask questions if you want to know more about something.
  4. The rules of pronouncing “c” and “g”.


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Academic Writing II – week 2, October 12th, 2012

Venn diagram comparing whales and fish
Venn diagram comparing whales and fish

Today we did:

  • Freewriting 1: 5-6 mins, anything. Private writing (only you and me will read this, no other student)
  • Txtbk p71D, p72E.
  • Share your list of possible topics for a comparison-contrast essay with the students sitting near you.
  • Do Venn diagram exercise comparing the subject of Friends.com p.73-4 practice 3
  • Choose a topic and start freewriting or making a Venn diagram (10 mins ) about it
  • Share your diagram/freewriting with your neighbours (10mins):  give them some comments, questions, advice, suggestions about their topics, and ask them to give the same to you.
  • You will get feedback from other students several times during the process of writing your comparison-contrast essay
  • Freewriting 2: about today’s class. Your thoughts, feelings, questions, comments, suggestions, complaints, anything is OK. This is private writing.


freewriting  (10 mins)  on why you chose this topic, and the purpose of your comparison-contrast essay.

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Academic Writing I – week 2, April 20th, 2012

Europe's oldest university is in Bologna, Italy
Europe's oldest university is in Bologna, Italy

Today’s report brought to you by Mr. Furuichi:

Today, we
1. did ” WHAT IS AN ESSAY? ” on page 2 and ” Practice 1, 2, 3 ” on pages 4, 5, 7, 8, 9.
2. we learned about the history of academic writing: the trivium of medieval education.

1. Read the textbook, ” Credit Cards: Convenient or Dangerous? ” on page 4-5 and ” Life Lessons from School ” on page 15-16.

Trivium of medieval education: grammar, logic, rhetoric

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