English Reinforcement Program

Back to List

Writing & Discussion:Intermediate I

Samuel Harper

Class code etc
Class code A8004
Year 2021
Faculty/Graduate school English Reinforcement Program
Previous Class title
Attached documents
Term 春学期授業/Spring
Credit(s) 1
Day/Period 月3/Mon.3
Campus 市ヶ谷
Grade 1~4
Duplicate Subjects Taken Under Previous Class Title
Class taught by instructors with practical experience

Show all

Hide All

Outline and objectives

本授業はオンラインにて全授業を実施する。具体的な授業の方法などは、学習支援システムで提示するので確認すること。なお、ERP受講には専用サイトにて4月7日(水)~13日(火)の申し込み期間で申し込みが必要なので注意する。詳細はhttps://www.global.hosei.ac.jp/programs/oncampus/erp/ で確認のこと。 This course, the lowest-level writing course in the ERP, aims to support and strengthen students’ existing writing and discussion skills, by building a solid foundation of English vocabulary and grammar structures to allow simple written and oral communication on a range of engaging topics and situations. It uses the first three chapters in the textbook firstly to confirm students’ understanding of and ability to write basic English paragraphs, secondly to analyze and practice listing-order (“first…second…” etc.) paragraphs, and thirdly to build students’ ability to write written instructions, requests 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 confidence. 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:
• compose complex, multi-clause English sentences and become familiar with standard conjunctions
• write coherent, logical English extended paragraphs on a range of topics (300 words in length)
• build general vocabulary related to the reading, writing and discussion topics
• improve reading skills (skimming, scanning, comprehension) using short, level-appropriate articles
• engage in and lead simple discussions on a range of topics
• manage common written communication tasks (e.g. emails) in English both in Japan and when travelling abroad
• communicate actively by employing simple strategies for explaining, checking and confirming
• confidently express opinions supported by simple reasoning
• work together with other students in simple collaborative projects

Default language used in class

英語 / English

Method(s)(学期の途中で変更になる場合には、別途提示します。 /If the Method(s) is changed, we will announce the details of any changes. )

The course covers the first three chapters of the Longman Academic Writing Series (Level 2) textbook. It starts with a general orientation to the program and introduction to the course, and a study planning workshop in which students set learning goals for the semester. After completing the CEFR self-evaluation in Lesson 2, students begin working with the textbook, completing one unit every four lessons thereafter. The first and second lessons of each unit focus on structure, language input and controlled writing practice, with small-group discussion, while the third and fourth lessons focus on topic exploration, free writing practice, and editing. During each unit there are discussion tasks which provide the basis for the creation of three writing assignments appropriate to the level of the students. Starting as homework after the third lesson of the course, students are expected to prepare short speech and discussion topics, write a draft assignment, review it in pairs and with the teacher in the next class, and then prepare a final copy for submission for evaluation. After evaluation, students will have a chance to receive feedback from the instructor for all three assignments. The course ends with a review of key language and skills and another study planning workshop to encourage autonomous learning.

Evaluation is based on consistent attendance, active participation in class activities, homework completion, discussion activities, and three writing assignments.

Active learning in class (Group discussion, Debate.etc.)

あり / Yes

Fieldwork in class

なし / No



1:Orientation & introductions
Course preview
Study planning

Write down three SMART learning goals for this course

2:CEFR Self-Evaluation (Initial)
Chapter 1: Describing People

Prepare a discussion topic based on Chapter 1

3:Chapter 1: Describing People

Writing 1 Draft

4:Chapter 1: Describing People
Writing 1 Draft pair review

Writing 1 Final

5:Writing 1 Final DUE – 10%
Chapter 1: Describing People
Discussion 1 – 10%

Review Chapter 1

6:Writing 1 Final feedback
Chapter 2: Listing-Order Paragraphs

Prepare a discussion topic based on Chapter 2

7:Chapter 2: Listing-Order Paragraphs

Writing 2 Draft

8:Chapter 2: Listing-Order Paragraphs
Writing 2 Draft pair review

Writing 2 Final

9:Writing 2 Final DUE – 10%
Chapter 2: Listing-Order Paragraphs
Discussion 2 – 10%

Review Chapter 2

10:Writing 2 Final feedback
Chapter 3: Giving Instructions

Prepare a discussion topic based on Chapter 3

11:Chapter 3: Giving Instructions

Writing 3 Draft

12:Chapter 3: Giving Instructions
Writing 3 Draft pair review

Writing 3 Final

13:Writing 3 Final DUE – 10%
Chapter 3: Giving Instructions
Discussion 3 – 10%
CEFR Self-Evaluation (Final) / Student surveys

Review Chapter 3
Prepare a short speech on “What I learned in this course”

14:Writing 3 Final feedback
Course review / Study planning


Work to be done outside of class (preparation, etc.)

Students will be expected to spend 2 hours a week completing homework assignments (preparing short speeches, preparing for discussions, and writing draft and final writing assignments). They will also be asked to set goals and develop study plans as part of their self-study.


Longman Academic Writing Series (Level 2); 3rd Edition, Pearson (ISBN: 978-0-13-466333-3)


Supplementary in-class handouts (free)

Grading criteria

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)


Samuel Harper is from the south of England and has a background in science, centering around the biological sciences, medicine and pharmacology. He graduated in Medical Biochemistry. Following this, he obtained a Cambridge CELTA teaching qualification. His teaching experience includes both academic and corporate classes. He has taught business classes focusing on Presentations, Meetings, Negotiations and general Business Communication. In addition to these courses, Sam has facilitated discussion and writing courses at a prominent medical university in Tokyo. He also has over 2 years’ experience teaching both IELTS and TOEIC examination courses. Sam’s background in science and his teaching experience helps learners improve and develop their logical thinking skills during discussions and debates during lessons.


English proficiency requirement:
TOEFL® iBT 45-51, TOEFL® ITP 450-469, TOEIC® 550-549, IELTS 5.0 or EIKEN® CSE2.0 2200+ or English Placement Test α 640-689