English Reinforcement Program

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LANe100LD(英語 / English language education 100)
Writing & Discussion: Advanced II

Samuel Harper

Class code etc
Faculty/Graduate school English Reinforcement Program
Attached documents
Year 2022
Class code A8257
Previous Class code
Previous Class title
Term 秋学期授業/Fall
Day/Period 金2/Fri.2
Class Type
Campus 小金井
Classroom name 各学部・研究科等の時間割等で確認
Grade 1~4
Credit(s) 1
Notes
Class taught by instructors with practical experience
SDGs CP
Urban Design CP
Diversity CP
Learning for the Future CP
Carbon Neutral CP
Chiyoda Campus Consortium
Duplicate Subjects Taken Under Previous Class Title

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Outline and objectives

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.

Goal

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

Default language used in class

英語 / English

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

あり / Yes

Fieldwork in class

なし / No

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 Essays
Discussion

Writing Practice Draft

3[対面/face to face]:Chapter 5: Process Essays
Writing Practice Draft pair review

Writing Practice Final

4[対面/face to face]:Chapter 5: Process Essays
Writing Practice Final group review

Review Chapter 5

5[対面/face to face]:Chapter 6: Cause / Effect Essays
Discussion

Writing 1 Draft

6[対面/face to face]:Chapter 6: Cause / Effect Essays
Writing 1 Draft pair review

Writing 1 Final

7[対面/face to face]:Writing 1 Final DUE – 10%
Chapter 6: Cause / Effect Essays
Discussion 1 – 10%

Review Chapter 6

8[対面/face to face]:Writing 1 Final feedback
Chapter 7: Comparison / Contrast Essays
Discussion

Writing 2 Draft

9[対面/face to face]:Chapter 7: Comparison / Contrast Essays
Writing 2 Draft pair review

Writing 2 Final

10[対面/face to face]:Writing 2 Final DUE – 10%
Chapter 7: Comparison / Contrast Essays
Discussion 2 – 10%

Review Chapter 7

11[対面/face to face]:Writing 2 Final feedback
Chapter 8: Argumentative Essays
Discussion

Writing 3 Draft

12[対面/face to face]:Chapter 8: Argumentative Essays
Writing 3 Draft pair review

Writing 3 Final

13[対面/face to face]: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[対面/face to face]: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 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.

Textbooks

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

References

● 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)

Others

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.

Prerequisites

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+

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