ERPEnglish Reinforcement Program
LANe100LD(英語 / English language education 100)ERP CE2 (Tama): Writing & Discussion: Higher-Intermediate IIWriting & Discussion: Higher-Intermediate II
Jonathan Docherty
授業コードなどClass code etc
学部・研究科Faculty/Graduate school | ERPEnglish Reinforcement Program |
添付ファイル名Attached documents | |
年度Year | 2022 |
授業コードClass code | A8156 |
旧授業コードPrevious Class code | |
旧科目名Previous Class title | |
開講時期Term | 秋学期授業/Fall |
曜日・時限Day/Period | 火2/Tue.2 |
科目種別Class Type | |
キャンパスCampus | 多摩 |
教室名称Classroom name | 各学部・研究科等の時間割等で確認 |
配当年次Grade | 1~4 |
単位数Credit(s) | 1 |
備考(履修条件等)Notes | |
実務経験のある教員による授業科目Class taught by instructors with practical experience | ○ |
SDGsCPSDGs CP | |
アーバンデザインCPUrban Design CP | |
ダイバーシティCPDiversity CP | |
未来教室CPLearning for the Future CP | |
カーボンニュートラルCPCarbon Neutral CP | |
千代田コンソ単位互換提供(他大学向け)Chiyoda Campus Consortium | |
旧科目との重複履修Duplicate Subjects Taken Under Previous Class Title |
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授業の概要と目的(何を学ぶか)Outline and objectives
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 chapters five, six and seven of the textbook to introduce various kinds of English paragraph structure, to reinforce understanding of and the ability to produce unified and coherent writing. The course then turns to chapter ten 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.
到達目標Goal
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
授業で使用する言語Default language used in class
英語 / English
アクティブラーニング(グループディスカッション、ディベート等)の実施Active learning in class (Group discussion, Debate.etc.)
あり / Yes
フィールドワーク(学外での実習等)の実施Fieldwork in class
なし / No
授業計画Schedule
授業形態/methods of teaching:対面/face to face
※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[対面/face to face]:CEFR Self-Evaluation (Initial)
Chapter 5: Process Paragraphs
Discussion
Writing Practice Draft
3[対面/face to face]:Chapter 5: Process Paragraphs
Writing Practice Draft pair review
Writing Practice Final
4[対面/face to face]:Chapter 5: Process Paragraphs
Writing Practice Final group review
Review Chapter 5
5[対面/face to face]:Chapter 6: Definition Paragraphs
Discussion
Writing 1 Draft
6[対面/face to face]:Chapter 6: Definition Paragraphs
Writing 1 Draft pair review
Writing 1 Final
7[対面/face to face]:Writing 1 Final DUE – 10%
Chapter 6: Definition Paragraphs
Discussion 1 – 10%
Review Chapter 6
8[対面/face to face]:Writing 1 Final feedback
Chapter 7: Cause / Effect Paragraphs
Discussion
Writing 2 Draft
9[対面/face to face]:Chapter 7: Cause / Effect Paragraphs
Writing 2 Draft pair review
Writing 2 Final
10[対面/face to face]:Writing 2 Final DUE – 10%
Chapter 7: Cause / Effect Paragraphs
Discussion 2 – 10%
Review Chapter 7
11[対面/face to face]:Writing 2 Final feedback
Chapter 10: Opinion Essays
Discussion
Writing 3 Draft
12[対面/face to face]:Chapter 10: Opinion Essays
Writing 3 Draft pair review
Writing 3 Final
13[対面/face to face]:Writing 3 Final DUE – 10%
Chapter 10: Opinion Essays
Discussion 3 – 10%
CEFR Self-Evaluation (Final) / Student surveys
Review Chapter 10
Prepare a short speech on “What I learned in this course”
14[対面/face to face]:Writing 3 Final feedback
Course review / Study planning
-
授業時間外の学習(準備学習・復習・宿題等)Work to be done outside of class (preparation, etc.)
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 (paragraphs and essays). They will also be asked to set goals and develop study plans as part of their self-study.
テキスト(教科書)Textbooks
● Longman Academic Writing Series (Level 3); Paragraphs to Essays SB w/App, Online Practice & Digital Resources,
4th Edition, Pearson (ISBN: 978-0136838531 )
参考書References
● Supplementary in-class handouts (free)
成績評価の方法と基準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)
その他の重要事項Others
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.
Prerequisites
English proficiency requirement:
TOEFL® iBT 52-60, TOEFL® ITP 470-499, TOEIC® 550-624, IELTS 5.5 or EIKEN® CSE2.0 2304-2399 or English Placement Test α 690-729