English Reinforcement Program

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Writing & Discussion:Higher-Intermediate I

Samuel Harper

Class code etc
Class code A8012
Year 2021
Faculty/Graduate school English Reinforcement Program
Previous Class title
Attached documents
Class form
Term 春学期授業/Spring
Credit(s) 1
Day/Period 月4/Mon.4
Campus 市ヶ谷
Classroom name
Grade 1~4
Duplicate Subjects Taken Under Previous Class Title
Class taught by instructors with practical experience

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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 mid-level writing course in the ERP, aims to further develop students’ English writing and discussion skills, by helping them to write different kinds of paragraphs and finally to write simple essays consisting of a clear introduction, body, conclusion structure. It uses the first three chapters of the textbook to introduce various kinds of English paragraph structure and to reinforce understanding of and the ability to produce unified and coherent writing. The course then turns to chapter nine of the book to look at how to apply this knowledge and skill to write a basic essay. 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:
• compose complex, multi-clause English sentences and expand use of more sophisticated conjunctions
• write logical English paragraphs (200-300w) and short essays (500w) on a range of academic and general topics
• expand specific vocabulary related to the reading, writing and discussion topics
• build understanding of the difference between spoken and written English
• improve reading skills (summarizing, note-taking) using longer, 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
• express opinions supported by logical reasoning and convincing evidence
• work together with other students in 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 and chapter nine of the Longman Academic Writing Series (Level 3) 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 three lessons thereafter. The first lesson of each unit focuses on structure, language input and controlled writing practice, with small-group discussion, while the second and third 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 fifth lesson of the course, students are expected to 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 evaluated 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: Academic Paragraphs

Writing Practice Draft

3:Chapter 1: Academic Paragraphs
Writing Practice Draft pair review

Writing Practice Final

4:Chapter 1: Academic Paragraphs
Writing Practice Final group review

Review Chapter 1

5:Chapter 2: Narrative Paragraphs

Writing 1 Draft

6:Chapter 2: Narrative Paragraphs
Writing 1 Draft pair review

Writing 1 Final

7:Writing 1 Final DUE – 10%
Chapter 2: Narrative Paragraphs
Discussion 1 – 10%

Review Chapter 2

8:Writing 1 Final feedback
Chapter 3: Basic Paragraph Structure

Writing 2 Draft

9:Chapter 3: Basic Paragraph Structure
Writing 2 Draft pair review

Writing 2 Final

10:Writing 2 Final DUE – 10%
Chapter 3: Basic Paragraph Structure
Discussion 2 – 10%

Review Chapter 3

11:Writing 2 Final feedback
Chapter 9: Essay Organization

Writing 3 Draft

12:Chapter 9: Essay Organization
Writing 3 Draft pair review

Writing 3 Final

13:Writing 3 Final DUE – 10%
Chapter 9: Essay Organization
Discussion 3 – 10%
CEFR Self-Evaluation (Final) / Student surveys

Review Chapter 9
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 3); 4th Edition, Pearson (ISBN: 978-0-13-466332-6)


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