ERPEnglish Reinforcement Program

This course, the highest level writing course in the ERP, aims to further develop students’ already significant English writing and discussion skills, by expanding their ability to write long paragraphs into essays consisting of a clear introduction, body, conclusion structure. It uses the second four chapters of the textbook to analyze and practice writing four different essay types: Process Essays, Cause / Effect Essays, Comparison / Contrast Essays, and finally Argumentative Essays. Through these units various writing skills are explored including organization, thesis statements, collocations, antonyms, summarizing, and so on. These writing skills are always balanced with speaking and discussion tasks on a variety of engaging topics, with a focus on encouraging active engagement, learner autonomy, and critical thinking. In class, students will receive verbal feedback individually from both their instructor and classmates to help them identify and improve their weak areas. For assigned tasks, students will receive verbal and/or written feedback from their instructor on general progress and points to improve.

By the end of this course, students will be better able to:
• write sophisticated, referenced, logical English essays (750w) on a range of academic and general topics
• be sensitive to the importance of citation and reference in academic writing and avoid plagiarism
• learn effective techniques for quoting, paraphrasing, summarizing, etc. the work of others
• deepen vocabulary related to target topics through in-class and further reading / research
• develop critical reading skills (identifying opinions and bias) using extended level-appropriate academic articles
• engage proactively in and facilitate discussions on a wide range of topics related to their fields of study
• communicate actively by employing strategies for explaining, reasoning, persuading, checking and confirming
• confidently express opinions supported by logical reasoning and convincing evidence
• work together with other students in collaborative projects

英語 / English

あり / Yes

なし / No

授業形態/methods of teaching：オンライン/online

※各回の授業形態は予定です。教員の指示に従ってください。

1[オンライン/online]：Orientation & introductions
Course preview
Study planning

Write down three SMART learning goals for this course

2[オンライン/online]：CEFR Self-Evaluation (Initial)
Chapter 5: Process Essays
Discussion

Writing Practice Draft

3[オンライン/online]：Chapter 5: Process Essays
Writing Practice Draft pair review

Writing Practice Final

4[オンライン/online]：Chapter 5: Process Essays
Writing Practice Final group review

Review Chapter 5

5[オンライン/online]：Chapter 6: Cause / Effect Essays
Discussion

Writing 1 Draft

6[オンライン/online]：Chapter 6: Cause / Effect Essays
Writing 1 Draft pair review

Writing 1 Final

7[オンライン/online]：Writing 1 Final DUE – 10%
Chapter 6: Cause / Effect Essays
Discussion 1 – 10%

Review Chapter 6

8[オンライン/online]：Writing 1 Final feedback
Chapter 7: Comparison / Contrast Essays
Discussion

Writing 2 Draft

9[オンライン/online]：Chapter 7: Comparison / Contrast Essays
Writing 2 Draft pair review

Writing 2 Final

10[オンライン/online]：Writing 2 Final DUE – 10%
Chapter 7: Comparison / Contrast Essays
Discussion 2 – 10%

Review Chapter 7

11[オンライン/online]：Writing 2 Final feedback
Chapter 8: Argumentative Essays
Discussion

Writing 3 Draft

12[オンライン/online]：Chapter 8: Argumentative Essays
Writing 3 Draft pair review

Writing 3 Final

13[オンライン/online]：Writing 3 Final DUE – 10%
Chapter 8: Argumentative Essays
Discussion 3 – 10%
CEFR Self-Evaluation (Final) / Student surveys

Review Chapter 8
Prepare a short speech on “What I learned in this course”

14[オンライン/online]：Writing 3 Final feedback
Course review / Study planning

-

Students will be expected to spend 2 hours a week preparing short speeches and discussion topics related to the textbook units, and writing draft and final (evaluated) writing assignments (essays). They will also be asked to set goals and develop study plans as part of their self-study.

● Longman Academic Writing Series (Level 4); Essays with Online Practice & Digital Resources,
5th Edition, Pearson (ISBN: ‎ 978-0136838630 )

● Supplementary in-class handouts (free)

Attendance: Five or more absences will result in a failing grade; 30 minutes late arrival or early leave equals absence
Participation: 40% (Involvement & Improvement, Homework Completion); Discussion 30% (Message, Language, Clarity, Contribution); Writing 30% (Message, Structure, Accuracy, Evidence)

Jonathan Docherty is from Glasgow in Scotland. He is a native speaker of British English. Jonathan has been involved in the teaching English as a foreign language industry since 2004. He taught across Europe for two years before moving to Tokyo, Japan in 2008. He has experience teaching a range of age groups and levels to Japanese students in the Kanto area and Aichi too. He aims to deliver interesting, communicative, fun student centred lessons through a blend of task based pair work and group work activities. He believes teaching English to be a challenging and deeply rewarding career. Punctual, patient and positive by nature, he hopes the students at Hosei University enjoy learning English.

English proficiency requirement:
TOEFL® iBT 61+, TOEFL® ITP 500+, TOEIC® 625+, IELTS 6.0+ or EIKEN® CSE2.0 2400+ or English Placement Test α 730+