english writing name -...

Writing Sem1, 2016, of 28

English Writing Name:

Semester 1, 2016 (10351 & 10356) Thursdays 1st period, Rm S25 Teacher: Andrew Blyth, PhD Candidate, MA ELT, CELTA, B.Sc Contact: [email protected] (don’t use mobile email); Twitter.com/winjeelelt; http://winjeel.com Texts:, Murphy, R. (2012) Grammar In Use, 4th Edition, with answers. CUP, (either Compass

Publishing; book or smartphone / tablet application, see iTunes or Google Play). and Beals, G. (1999). Writing Journal. RIC Publications.

Optional text: Prochaska, E. Taylor, A. (2009) Reading for the Real World Intro, (2nd Ed). Materials required: Notebook, stapler, small pocket notepad (for vocabulary notes), a USB memory Stick, computer & printer access in a campus lab or a home computer with Microsoft Word.

Wk Content: (subject to change, depending on class needs) Homework: 1. 7 Apr Introductions, needs analysis, and Topic 1: Email writing intro. • Review and 2. 14 Apr Topic 1: Email writing review and writing. Keyboarding skills. preview 3. 21 Apr Topic 2: intro’. Keyboarding skills. Topic 1 due. Vocab quiz (10%). vocabulary, 4. 28 Apr Topic 2 editing & completion. Keyboarding skills. grammar, 5. 12 May Topic 3: introduced. Keyboarding skills. Topic 2 due (10%). videos, and 6. 19 May Topic 3 continues. Keyboarding skills. Evidence vs. claims essay structure 7. 26 May Topic 3 continues and editing and completion. • Read a topic 8. 2 Jun Topic 4: introduced. Topic 3 due (20%). from RRW 9. 9 Jun Topic 4 continues. Intro. 10. 16 Jun Topic 4 continues and editing and completion. • Check 11. 23 Jun Portfolios introduced. Topic 4 due (20%). Portfolio Winjeel.com 12. 30 Jun Desktop publication skills & portfolio preparation. Final report info • Enjoy life 13. 7 Jul Portfolio preparation continued. 14. 14 Jul Review of writing skills & final report briefing. Portfolio due (40%). 15. 21 Jul Writing skills review. (Set up a blog for summer project)

Contents About .................................................................................................................................................... 2

Course Aims コースの目的 ............................................................................................................ 2

Assessment 評価方法 ...................................................................................................................... 2

How to pass this class ...................................................................................................................... 4

Practice 練習 .................................................................................................................................... 5

If you have problems… もし問題があったら…........................................................................... 5

Classroom vocabulary ...................................................................................................................... 5

Writing Correction Codes with Japanese ......................................................................................... 7

Writing Fluency ............................................................................................................................... 8

Grading (draft) ..................................................................................................................................... 8

Referencing (参考文献) & get your readers trust ............................................................................... 9

Quoted and Reported Speech ............................................................................................................. 11

Rules .............................................................................................................................................. 11

Conjunctions: and, but, so, because, and then ................................................................................... 12

Writing Conjunctions ......................................................................................................................... 13

Capitalisation Rules ........................................................................................................................... 13

Task 1, Emails .................................................................................................................................... 14

Sample emails ................................................................................................................................ 14


Important points ............................................................................................................................. 16

Email homework check .................................................................................................................. 16

Writing Circles & sample articles ...................................................................................................... 17

Task 2, Proper translations & describing foods ................................................................................. 17

Writing task .................................................................................................................................... 18

Food Preparation & Cooking ......................................................................................................... 19

Hamburger Paragraphs ....................................................................................................................... 20

Example of hamburger paragraphs ................................................................................................ 21

Topic 3, Fact versus Opinion ............................................................................................................. 22

Writing Task .................................................................................................................................. 23

Topic 4, Exposition and opinion essay structure ............................................................................... 23

Facts and Opinions ......................................................................................................................... 24

How to use Opinions, Facts, and Interpretation ............................................................................. 25

Writing Task .................................................................................................................................. 26

Self-reflection..................................................................................................................................... 27

About

Course Aims コースの目的 To develop students’ speaking communicative abilities. A very famous Educational Psychologist, Vygotsky (1978), said that for either first or foreign language learning is best done by using the language in meaningful social interaction. A lot of research has shown that students who use language perform better on examinations. コースの目的は話したり書いたりするコミュニケーション能力の上達です。非常に有名な教

育心理学者 (Vygotsky, 1978)は、第一言語や外国語学習は重要な社会的相互作用に言語を使用することによ

って最も上達すると言っています。多くの研究が、言語をよく使用する学生が試験の結果もよいといって

います。 Vygotsky, L. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, USA: Harvard University Press.

Assessment 評価方法 Note: Because I have over 250 students, in many classes doing various courses with different assessment schedules, it is difficult for any teacher to keep track of each student. So it is important that you are responsible for submitting all work on time, otherwise please e-mail me in advance or bring a medical certificate to the next class if you have problems. 注意: 私には 250 人以上の担当学生がおり、いろいろなコ

ースを教え、異なった評価日程を行っている為、各学生の動向をおさえるのは非常に困難です。その為、

あなた達は提出期限通りにすべての課題を提出する責任があります。 (もし病気で提出期限に間に合わなか

った場合はあらかじめ、私にメールするか、次のクラスに医師の同意書を持って来てください)。 Plagiarism (盗作) is not tolerated and you may receive 0%. For writing tasks, you must actually do the writing, no copy & pasting. NB: Writing in Japanese and using a website translation will result in many serious language errors and may result in a failing score. As you will see, communicative ability is much more important than only grammar. You need to communicate your ideas effectively in writing. コミュニケーション能力は文法を学習するだけよりはるかに

重要です。書いたり話したりする能力を使って有効にあなたの考えを伝える必要があります。

Grades and tasks: Vocabulary quiz 10% Topics 2-4, 50% (10%, 20%, and 20%) Portfolio & final report 40% (20% each)

Vocabulary quiz (10%) About classroom vocabulary from Phrasal Verbs and Idioms. See below.


Topics & assessment (50%) (subject to change) These topics are possible topics, and the final topics will be decided in class.

Topic 1, Electronic communication: Email communication in education. Topic 2, Descriptions: Describe a health issue (RRW Intro, unit 3 Food & Health). Topic 3, Descriptions: Describe a problem (RRW Intro, unit 5 Environmental Issues). Topic 4, Exposition: Problems with technology (RRW Intro, unit 2 Technology). Final report: Maximum two pages, discussing personal improvements in the past and for the

future. How to submit First draft:

1. The article must be printed on A4 paper. 2. A copy of the references must be attached

(photocopied from RRW Intro, &/or printed).

3. Vocabulary used in your article that was taken from the references must be highlighted in both the article, and in the references. This is proof you have read the reference, and proof you have learnt vocabulary.

4. Self-reflection handout must be completed.

5. All papers stapled. 6. The articles must be on the teacher’s desk

before 9.20am. Second draft:

7. Fix the errors in the first draft, and highlight the corrections.

8. Staple the new draft on top of the first draft (no references or self-reflection).

9. Place it on the teacher’s desk before 9.20am.

Third draft: 10. In portfolio / magazine. See info below. Submit during class.

Final Report / Self-reflection (20%) Write a one page self-reflection on your learning this semester (single line space is ok, two pages maximum). Include this in your portfolio / magazine. Marks are awarded based on writing style, communicative ability, and analysis of your own learning. Include the following information, and anything else relevant: A brief introduction A summary of knowledge and skills you learnt, like language and digital literacy skills (eg:

learnt about a social issue, vocabulary, essay structure, typing skills, desktop publishing skills, how to use cloud storage, etc). Describe and include examples of your improvements.

A self-assessment with grade out of five stars for yourself, and explain why (eg: /5), and what you need to improve in the second semester (be specific)

What you will do during the summer holidays (how you will continue to learn and improve your English writing skills; eg: using the Writing Journal, or blogging, etc)

A conclusion or summary References

Use ticks to be sure you’ve done everything


Portfolio (20%) Make a magazine with the articles you wrote this semester. All writing should be shared, and so it needs to be presented so it looks interesting enough for people to read. Please do not present your writing in a boring way, but make it look interesting.

What to do: Use topics 2, 3, and 4 (don’t write anything new, don’t include the email here) Correct mistakes in topics 2-4, and add some more information. Add an introduction and conclusion to topics 2 and 3. Include any 3 articles from the Writing Journal (the green book). Type them, fix errors,

add a little information if needed (don’t spend too much time on this). Self-reflection / final report. Photo / image credits included last. Use ticks to be sure you’ve included everything

Beautifying: Add pictures (please respect copyright). Draw your own, use your own photos, MS Word

clip art, Creative Commons licensed photos (which are free), etc. DON’T just take pictures from Google.

Include a table of contents, and add page numbers. Add colour, use creative fonts. Importantly, present your writings in your own style. It must look unique, interesting and

very magazine style. Use ticks to be sure you’ve included everything

Grading / Marks Marks are awarded on mainly on aesthetics (how good it looks) and quality of presentation. DO NOT submit your portfolio late, you will get 0%. If you work in the publishing industry, it may cost your company a lot of money and so your boss will be very angry with you. If you might be absent from the class, submit it early or have a friend submit it for you.

Submit: Put these three things together with a binder clip, or similar: The portfolio (stapled into a booklet) A cover page for the topic drafts The topic drafts (the first and second drafts for topics 1-4) Self-reflection handout for topics 1-4. Use ticks to be sure you’ve included everything

How to pass this class It is really easy to pass (if you try). Come to every class. すべてのクラスに出席してください。

Review and preview every class. 毎クラス予習復習をして

ください。 Practice writing in every class. ライティングの練習を毎ク

ラスしてください。 Ask questions (I like answering questions). もしわからない

ことがあれば恥ずかしがらず質問してください。質問は大

歓迎です。 Have fun. 楽しんでください。 Also, build up your vocabulary. Get a little notebook (see

right) and write in some interesting words, expressions and sample sentences each week during class. Research shows that this is a very good learning strategy (McCrostie, 2007).

また、語彙を増やしてください。小さいノート(上記写真)を購入してください。そして、毎週、授業

中に出会ったいくつかの興味深い単語、表現方

法、例文を書いてください。研究では、これが非

常に良い学習方法であることを示しています。

McCrostie, J. (2007) Examining learner vocabulary notebooks. ELT Journal, 61(3), p246-255.


Practice 練習 Research by Hato (2005, cited in Fukuda & Yoshida, 2013) reports that on average, Japanese high school students graduate with only 920 hours of English lessons. However, most Japanese people need between 2,000 to 5,000 hours of study to attain basic proficiency of English (Nakashima, 2006, cited in Fukuda & Yoshida, 2013). So, 90 minutes a week for 14 weeks (each semester), which is only 42 hours per annum, will not make you into a native speaker. You need to practice using English in class, and outside of the classroom. Use the audio material that came with your textbook, look for interesting and simple news articles on http://www.japantimes.co.jp/ and http://bbc.co.uk websites, and also listen to podcasts. 羽藤の研究（2005年福田&吉田 2013 年の引用）によると、日本の高校生は 920 時間の英語の授業を受けていることになる。

しかしながら、基礎的な熟達に到達する為には日本人のほとんどは 2000 から 5000 時間の勉強が必要とであ

る。(中島 2006 年、福田＆吉田 2013 年の引用)。従って、1 学期 14 週間 1 週間 90 分即ち、1 学期 42 時間で

はネイティブスピーカーになりません。教室外でも英語を練習する必要があります。あなたの教科書につ

いている CD を聞いたり、http://www.japantimes.co.jp/ and http://bbc.co.uk の興味ある簡単なニュース記事をさ

がしたり、ポッドキャストを聞いたりしてください。 Fukuda, S., and Yoshida, H. (2013) Time is of the essence: factors encouraging out-of-class study time. ELT Journal, 67/1, p31-40.

If you have problems… もし問題があったら… A moment of shame of asking a question prevents a lifetime of not knowing (and on-going shame). A western view is that if you don’t ask, you don’t learn; and that there is no shame is asking a question. 聞くは一時の恥。聞かぬは一生の恥。西洋の観点ではもし尋ねなければあなたは学ばないと考え

られています。質問をすることは決して恥ではありません。

Classroom vocabulary These phrasal verbs may be on the final exam vocabulary quiz. Please study these, and use them in class. From: Gairns, R, and Redman, S. (2013) Oxford Learner’s Pocket Phrasal Verbs and Idioms. OUP.


Writing Correction Codes with Japanese Code: Meaning: Example:

wf Word from error 語形 I participationwf in this sport.

ww Wrong word 間違った単語 He is very kind and comedyww.

Wt Wrong tense 間違った時制 Yesterday, I willwt go shopping.

something missing 何かが抜けている Yesterday, I went to and bought socks.

n / v Missing noun or verb I want the white.n (an adjective must have a noun)

sp Spelling error スペル I live in Nagya.sp

wo Word Order error 間違った語順 …on the table an apple is therewo.

p Punctuation. 句読点 I was sickp so I went home.

wc / wv Word choice error 間違った単語の選択 /

Wrong verb 間違った動詞.

I tookwc a drink from the convenience store.

// (or) New paragraph needed 新しい段落が必要

= not needed (join these two paragraphs)

Ø much Not needed 不必要 I like seafood. Seafood is my favourite, I like it very much.

Join these sentences 文をつなげる I was sick. So, I went home.

? (I) don’t understand. 意味がわからない Buddha in there is the big and it the big one in here. ???

words… Needs fixing 修正の必要がある It has the one time one year ship race.

JPN Don’t use Japanese 日本語を使わない

ホバートシティーは jpn is a city in Australia. I usually take the shinkansenjpn to Tokyo.

c Capitalisation 大文字を使う I like Caustralia. / I like cSushi.

rep Repetitive.重複 I like sushi, I likerep chocolate, I likerep strawberries…

Indent (the paragraph) （新しい段落の行）を引っ込めて書く

art Article error 冠詞の間違い He gave meartbook.

pl Plural error 複数形の間違い There are many cat.

| Add a space …apples,|and bananas. …apples, and bananas.

Do not start a new line. 文は、行末まで続けて書く

Logic error 論理上の間違い … Nuclear power is worried about radiation. …

Frag Fragment (incomplete sentence) 不完全な文 … Power very dangerous. …

oi Order of information problem.

Pubbing is a serious problem. Phubbing has caused issues when walking. Phubbing is when people snub others in favour of using their mobile phones.

rel Relevance. Is this relevant? Smart phones can do a many things. I like my smartphone.rel

ref / nt Reference needed. / not true The Beatles may have sold over 1 billion albums.ref

…, and Apple invented smart phones.nt Adapted from: Hedge, T. (1988) Writing. Resource Books for Teachers, Series Editor: A. Maley. Oxford University Press.


Writing Fluency Note that your graph will go down sometimes, but generally there should be a rise.

20

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16

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Words 12

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8

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Wk: 2 6 10 14 2 6 10 14

Semester 1 (Apr-Jul) / Semester 2 (Sept-Dec)

Idea originally from Dr Paul Nation, http://www.victoria.ac.nz/lals/staff/paul‐nation.aspx

Touch typing speed tests Practice at: http://www.typingstudy.com/ Test at: http://10fastfingers.com/typing-test/english

Wk: 1 2 3 4 5 6 7 8 9 10 11 12 12 14 15 Wpm Correct Errors

Grading (draft) Grading in semester 2 will be mainly based on this rubric, and shows potential to meet these criteria after some editing and revising. The following is subject to change and updates.

20% Contains features of an 18-19, and: Uses most of the language taught in class (and more) well and appropriately. Uses the suggested structure or other well and appropriately. Good range of grammar and is quick and easy to read. Contains lots of original ideas and evidence of good analytical thinking. Could be published on a blog or other place.

18-19 Contains features of a 16-17, and these: Follows the suggested structure, demonstrates appropriate language for the topic, uses a lot of topic relevant vocabulary, and abides by punctuation and capitalisation rules. Contains many original ideas.

16-17 Reasonably good attempts at following the suggested writing structure, and contains some original ideas. Mostly follows punctuation and capitalisation rules. Might contain some word order errors. Some grammar might be a little difficult to understand. Author has included copies of references with many key vocabulary used, numbered and highlighted. Professionally presented.

14-15 Good attempts at following the suggested writing structure. Good attempts at using standard grammar and punctuation, though some grammar might be a little difficult to understand. Author has included copies of references with some key vocabulary used, numbered and highlighted. Submitted on time (in or before


class). All pages are stapled, and appears professional. 12-13 Demonstrates an attempt at the suggested writing structure. Attempts standard

English grammar and punctuation, though some grammar might be a little difficult to understand. Author has included copies of references with some key vocabulary used, numbered and highlighted. Submitted on time (in or before class). All pages are stapled correctly. Demonstrates sufficient computer skills, and appears professional.

10-11 Does not contain all of the features above (for 12%). Has mostly relevant content. May follow Japanese formatting and punctuation rules more than English. Little attempt to demonstrate learning for this and previous studies. Submitted on time (in or before class).

7, 8, or 9 Little attempt to demonstrate learning for this and previous topics. May follow Japanese formatting and punctuation rules more than English. Some poor attempts to follow standard English grammar. May contain some irrelevant content. Submitted on time (in or after class). Lacks one or some of these features: Name and student number, two references (from English language sources), and clearly formatted title(s), pages are stapled.

6 or less Does not demonstrate any learning, and may have irrelevant content. Writing might be very poorly formatted. Language might appear like it was written in Japanese and translated by an automatic computer or web service. Submitted on time (in class).

0% Late, irrelevant, incomplete, violates copyright, partly or completely plagiarised, or has evidence of academic dishonesty.

Note: students will be graded out of 20%, but will only receive 15%. Students must do sufficient language corrections and revisions to receive the remaining 5%.

Referencing (参考文献) & get your readers trust 1. Read and learn about your topic.

2. Start writing. When you write, include specific information from reliable sources (internet sources are usually not reliable). However, Wikipedia will be used as an example below.

3. Find specific information (see picture below)


4. Do not copy and paste from websites, but re-write the information in your own words. Example:

5. Notice the Wikipedia page says “more than 10% of people”, but I wrote “about 10% of of

the general population …[1]”. What other changes do you see?

6. What does [1] mean?

7. See the list of sources of information below. For you, it is perhaps easiest to use the Harvard Style like this below, but the APA Style is more common.

8. It uses a short name for the website, and the precise web address after a comma.

9. Which examples below are correct and which is plagiarism (盗作)?

a. According to Wikipedia, “…migraines affect more than 10% of people” [1].

b. Migraines affect more than 10% of people.

c. Globally, migraines affect over 10% of the general population [1].

d. About 6% of men and 18% of women get a migraine in a given year.

10. What is plagiarism?

a. Who benefits?

b. What are the problems with plagiarism?


c. The policy of almost all North American and European universities is to permanently expel any student who is caught plagiarising. Can you guess why they might have such a strict policy?

d. How would you feel if a highly respected professor in your university was discovered to have plagiarised some important work?

e. How would you feel if you discovered someone copied your work and put their name on it?

Quoted and Reported Speech From Azar, B (1992) Fundamentals of English Grammar. Longman Pearson Education.

Rules 1. Put a comma after said* Jane said, 2. Use quotation marks Jane said, “I couldn’t swim.” 3. Capitalise the first word Jane said, “But she can’t swim, too.” 4. Write the quotation. Put a period inside the quotation

Jane said, “But she can’t swim, too.”

2a. Conversely, reported speech is: Jane said that she couldn’t swim. * You can also use: admitted, announced, answered, asked, complained, explained, inquired, reported, replied, shouted, stated, and wrote. Quoted Speech Reported Speech

0. He said, “I work hard.” He said he works hard.

1. They said, “We are working hard.”

2. I said, “I am working hard.”

3. You said, “I will work hard.”

4. She said, “I worked hard.”

5. He complained that the coffee was cold.

6. The teddy bear murmured that he is all wet.

7. A spokesman for the company announced that they don’t have any more products available.

8. He explained that you need to bring your passport.

9. They asked if they could borrow your car.

10. I asked if I could join your tennis club. From the example, find the six mistakes and make corrections.

She wouldn’t take no for an answer. ‘Let me see what it does for me. And what are

friends for?” she says. ” Besides, it’s such a nice pendant. There’ll be no problem

passing it around. Remember, all those in between will get good luck”. Without another


word, she went to my drawer and took the pendant. She put it on and 「Okay, it’s

settled then」. I could only muster a weak protest.

From Five leaf clover, by Mandy Ho, in True Singapore Ghost Stories 16, by Russell Lee, 2007.

Conjunctions: and, but, so, because, and then Notice: the comma, and no capital letter in the centre. And: To join a + b + c + d… Examples:

My eyes are blue. My hair is black. My eyes are blue and my hair is black. I like apples. I like bananas. I like cranberries. I like apples, bananas, and cranberries.

But: To join two similar ideas, but one is positive (+) and the other is negative (-) Example: I am tall. My sister is short. I am tall, but my sister is short. And then: To join action + resulting action. Example: I fell. I cried. I fell, and then I cried. (or, “I fell, then cried”) So: To join action + result. Example: I fell. I went to the hospital. I fell, so I went to the hospital. Because: To join action + why. Example: I went to the hospital. I fell. I went to the hospital, because I fell. Join these sentences:

1. My dog is black. My cat is black.

2. I went on holidays. I was tired of work.

3. That lady fell. I helped her up.

4. He knocked my drink bottle. Juice poured out.

5. The shirt was cheap. A button was missing.

6. I met an Italian guy. He asked me to dance.

7. I am hungry. So, I will go to a convenience store.

8. I am hungry. I did not have breakfast.

9. The car crashed. It caught fire.

10. I want to go on a cheap holiday. I will go to Taiwan.

11. I want to go home. I am tired.

12. The shoes were cheap. Because, they had a mark on them.


Writing Conjunctions Show results Use therefore and consequently. He did not want to fail the class; therefore, he worked hard to pass. He worked hard on his writing task; consequently, he got a great final mark.

Adding information Use and, in addition, and moreover. Our teacher is so very handsome. In addition, he is very fashionable, and stylish. The days are getting longer; moreover, it is getting hotter.

Similarities Use similarly, likewise, and like. Many of the great actors in Hollywood; similarly, many great actors in the US and Europe

come from Hong Kong. Toshiba has had difficulties creating interesting products; likewise, Sony has been

struggling to regain consumer interest.

Capitalisation Rules Based on Azar, B. (2003) Fundamentals of English Grammar, 3rd Edition. Longman.

There are four rules for capitalisation.

Rule Details Examples 1. Writing Start each sentence with a

capital letter. The quick brown fox jumped over the lazy dogs. Pack my box with five dozen liquor jugs.

2. Proper nouns (first letter only)

a. Names of people b. Titles of people c. Time (days, months,

holidays) d. Place names e. Names of institutions f. Names of companies g. Names of books,

movies, etc h. Names of countries &

languages i. Names of religions

a. He’s Andrew Blyth. b. He’s Mr. Blyth. c. Today is Thursday, 3rd of

December, 2015. d. I live in Nagoya, Japan. e. I’m at Nanzan University now. f. I work for Sony. g. I like to read English Grammar In

Use everyday. h. My teacher is British, and he

speaks English and Korean. i. I follow Buddhism.

3. First person pronoun “I”

The pronoun “I” (as in ‘me’) is always capitalised.

You know, I like to eat bananas everyday.

4. Shouting Use this to represent loud or angry voices in dialogues and stories. Never in formal writing.

A: What did you say? B: I said, THE QUICK BROWN FOX JUMPED OVER THE LAZY DOGS. A: Oh, ok. Don’t get angry!

Fix these common errors students make. 1. There are many foods that i like, including apples and bananas.

2. it would be nice to get a job in apple. it would be really cool.

3. john says that mr. blyth is really cool.

4. hikaru utada says that andrew is really handsome.

5. i want to get a TOYOTA prius by this december.


6. Have you ever read lord of the rings? it’s a really cool book.

7. Kumi koda will get andrew a present for his birthday next monday.

8. atsuko maeda will take mr. blyth on a dinner date to tokyo next thursday night.

9. mayu watanabe asked if andrew speaks american or english english.

10. many people say that wombats are the cutest animals in australia.

Task 1, Emails Choose one:

Write a short email to your teacher to say that you cannot attend class today. Include 1.

some small talk (nothing personal), 2. what the problem is, 3. why you cannot attend, 4. ask

for homework information.

Write a short email to your teacher explaining that you have some trouble in class. Include

1. Some small talk (nothing personal), 2. what the problem is, 3. how you have tried to solve

it, 4. request help.

Write a short email to your teacher explaining that you need to talk to him or her. Include 1.

some small talk (nothing personal), 2. what the problem is, 3. your request to meet in

person, 4. the times you are available to possibly meet your teacher.

Type this on the computer, and make it look like a real email. Include your real name and student

number in the signature block. Print it before class.

Sample emails To: [email protected] From: [email protected] Date: 7th April 2016 Subject: Course information booklet Hello Andrew,

I’m a student in your Thursday morning writing class. How are you doing? I’ve been busy and

slightly stressed about starting a new life as a uni student, but I think I’ll be ok.

I know you’re a busy person, but I hope you can help me with this. I lost my copy of the

course information booklet. I’m really sorry, it won’t happen again. I have considered printing

a new one from your website. I have a very slow old printer that doesn’t work well. I wonder if

you have a spare hard copy I could have, so I don’t need to print a new one out at home.

Regards,

Hiroyuki Tanaka

2016BB007


To: [email protected] From: [email protected] Date: 7th April 2016 Subject: I can’t get the textbook Hi Andrew,

How are you? I’m doing fine. I hope all is well with you. It’s great meeting so many new and

interesting people at this uni. I heard from someone that you do research. What kind of

research?

I’m a student in your Thursday first period writing class. I’m writing because I have a

problem. I have been trying to get the book for our class, but I can’t. I’ve tried Kinokuniya and

Asano Books, but they are sold out. What can I do?

Best,

Hiroyuki Tanaka

2016BB007

To: [email protected] From: [email protected] Date: 7th April 2016 Subject: Listening class Hello Andrew,

How are you doing? I’m a student in your writing class on Thursday morning. Thanks for your

help this morning, it is appreciated. I never learnt to use a computer before, so I think this

class will help me a lot. How did you learn to use a computer?

I’m writing because I have a question. I notice you have a Listening class on Tuesday

afternoon 3rd period. I would like to improve my listening skills. Could you tell me if a first year

student can join that class?

Cheers,

Hiroyuki Tanaka

2016BB007


Important points

Greeting

Use Hi or Hello for friendly people, and Dear for formal situations.

Use first name like “Hello Andrew,” or surname “Dear Mr Blyth”

Small talk paragraph

Remind me who you are (I have over 250 students each year, so I don’t remember you).

Say something friendly.

Information paragraph

Make your request or ask your question.

State that you have tried to solve the problem yourself, but could not, or explain why you

need help.

Signature block

Closing

Friendly: Best, Seeya, See you later, Catch you later, Best wishes, Cheers,

Formal: Regards, Sincerely,

Name

First name first, and family name second

Your student number

Email homework check Give your classmate a score out of twenty points.

To: [email protected]

From: [email protected]

Subject: Class notes

Date: 17th April 2014

Dear Hioyuki,

How you doing? I hope you are enjoying your first two weeks in uni. Have you joined

any clubs? I have, I joined the Sakana-kun Fan Club, because my friend wanted to. I

wish I didn’t.

Anyway, I’m writing to ask if I could get a copy of the notes our teacher gave us in the

last class. I missed it, because I was sick. It seems a fish we ate in the Sakana-kun

Fan Club was a bit old. So, could I borrow your notes to make a copy? I’ll photocopy

them in the library and give them back to you at lunch.

Best,

Yukihiro Tanaka

2014ZZ007


Writing Circles & sample articles In your group, each person does one of the following tasks, and then reports to the group.

1st Discussion leader Read the article twice, and prepare some questions for:

o General understanding / comprehension

o About how the article could be adapted or used by the group

Lead the discussion (keep people talking), so everyone can learn about the sample article

and write their own well.

2nd Vocabulary master Read the article twice and prepare a list of key vocabulary

Teach the group in depth about the words that are:

o Important for understanding the article

o Important for each student to write their own topic

o Include alternative meanings, part of speech, pronunciation, and example sentences.

3rd Summariser Read the article twice, and prepare a one minute summary.

Teach the group about the topic, and help them remember the contents of the article.

4th Reverse Engineerer Read the article twice, and prepare:

o An explanation of the structure of the article

o The key language and grammar or idioms that seems important for this type of

article

Teach the group about how the article is structured, so they can make their own.

Task 2, Proper translations & describing foods Some students used Japanese words like “okonomiyaki”, and “takoyaki”. The problem is these are not English words, these are not in the English dictionaries, and so are meaningless. If you do this, then you are failing to communicate properly. Which is good and which is bad? Draw a thumbs up or thumbs down for each below. Discuss with a partner why. 1. Taiwanese love choudofu. It is very

delicious. You should try it, too.

2. Taiwanese love a local food called ‘stinky

tofu’, known locally as “choudofu”. It is tofu

marinated in fermented milk, brine, and

vegetables.

3. If you go to Korea you must sundubu. It is

very great. You must to go to the museum to

see to the thing to.

4. Korea has a great dish that has to be tried, it’s a

spicy tofu soup with rice mixed in; it’s locally

known as “sundubu”.


Practice How would you describe one of these “たこ焼き”, “お好み焼き”, “おでん”, and “なべ”?

1. Rank food articles the teacher will give you in order, from best to worst.

2. Be a teacher, and give the food articles a score /10.

3. Discuss why you gave those scores.

4. Brainstorm a list of interesting information about the food. Examples: place of origin, time of

day to eat it, type of occasion to have it, …

Writing task Now, choose a food (any food) and write about it. First, include some history, where it is popular,

why people should eat it, and any other interesting information (use the Hamburger Paragraph

format). Secondly, describe how to make it. Include two or more references from English sources;

one reference must be from RRW Intro. Include your name and student number, and print it before

class.


Food Preparation & Cooking From Molinsky S, and Bliss, B (2001) Side by Side 2, 3rd Edition. Longman.


Hamburger Paragraphs Always write your paragraphs for all your assignments like this.


Example of hamburger paragraphs Paragraphs need: Topic sentence, supporting sentences, conclusion sentence. Opinion: Need opinion, factual example (with reference), and interpretation.

Computer and Internet Security Descriptive Title

James Bond

2016ZZ007

1st May 2016

Name block 1. First name then

family name 2. Student number 3. Date

Introduction

Everyday, hackers and criminals get into people’s digital lives. These hackers can

destroy people’s lives because they do not secure their computers nor their

smartphones. Computer and smartphone safety is simple, if you know how. This

article will first describe how passwords are important, and then how to protect

your computer. An opinion of how computer and internet security should be taught

in schools. Finally, a conclusion is given.

Introduction 1. Theme

sentence(s) 2. Hook 3. Map

Background Internet security is important for everyone. Without good security, it is possible for

criminals to get into your email and SNS accounts [1]. Weak passwords are often

exploited. When Adobe was hacked, it was possible because hackers assumed some

passwords would be “123456789”, “adobe”, and even “password” [2]. Therefore,

we all must start using strong passwords.

Even if you have a good password, it is important to have good security on your

computer. People must have an anti‐virus programme on your laptop or Android

phone. If there is no anti‐virus software, then it is easy to steal people’s passwords.

A keylogging program like Net Bull keeps a record of everything you type, including

your passwords [3]. A hacker can make a copy of the Net Bull file, and then look for

passwords. Consequently, it is extremely important to use a security program that

can detect keylogging programs and can destroy them and the files they made.

Body Use the hamburger paragraph: 1. Theme sentence 2. Supporting

sentences 3 Conclusion

sentence

Opinion

Everyone must have computer and internet security education and knowledge. The

Japanese Ministry of Education must start teaching computer and internet security to

junior high school students. Most young Japanese university students have little

understanding of computer and internet security [4]. Consequently, students must learn

some important points like how to make a strong password. Additionally, Students

should learn that not all popular companies are good. For instance, even though

Introduction sentence then 3 or more opinions. Use: 1. Opinion 2. factual example 3. interpretation Conclusion sentence


Dropbox is popular, it is not safe like Tresorit is [5]. Tresorit provides encryption, but

Dropbox does not. Therefore, students must learn to look past popular internet services,

and choose safe ones.

Conclusion In conclusion, Japanese university students need to learn more about computer and

internet security. There are many dangers that they do not know about, and so

education is needed. It is hoped that the Japanese Ministry of Education will start to

teach these important life skills to high school students.

Conclusion or summary

References [1] Prochaska, E., and Taylor A. (2009) Reading for the Real World Intro, 2nd Edition.

Compass Publishing

[2] Franceschi‐Bicchierai, L (2013) The 20 Most Popular Passwords Stolen From

Adobe. Mashable. Retreived from http://mashable.com/2013/11/05/20‐most‐

popular‐passwords‐adobe/#Cxnao2O.aEq1

[3] Anon. (n.d) How to hack Gmail. Wikihow. Retrieved from

http://www.wikihow.com/Hack‐Gmail

[4] Murray, A., and Blyth, A. (2011) A survey of Japanese university students’

computer literacy levels. JALTCALL Journal.

[5] Anon. (n.d) Dropbox has taken control from you. Get it back. Tresorit. Retrieved

from https://tresorit.com/business/dropbox‐alternative

References Use APA Format (see https://ja.wikipedia.org/wiki/APA スタイ

ル)

Topic 3, Fact versus Opinion A fact is something that has evidence of its truth. It is possible to find evidence of a fact being true.

An opinion is your point of view. Fiction is a statement that looks like fact, but fact-checking shows

to be not true. You can have opinions, but you must have evidence or support; never state fiction.

Of these sentences, write if they are a fact, fiction, or opinion.

0. AKB48 is a Japanese pop music group. Fact

1. Oxford University is one of the oldest universities in the world. ________

2. Andrew is the most handsome person in the world. ________

3. Students should learn about internet safety. ________

4. Japan is a major destination for human trafficking [1]. ________

5. Japan’s Yamaguchi syndicate is the world’s second richest criminal group [2]. ________

6. Foreigners cause the most crime in Japan [3]. ________

7. Smap is the most popular music group in the world. ________

8. Students should be taught how to touch type. ________

9. Touch typing is an important skill in the future. ________


10. The Beetles have sold the most albums in US music history [4]. ________

11. Children get confused if they try to learn more than one language when they are growing up.

12. Starbucks and Tully’s should open stores in Nanzan University. ________

13. Students, like me, need a place to relax, study, and drink coffee. ________

References [1] https://en.wikipedia.org/wiki/Human_trafficking_in_Japan [2] http://fortune.com/2014/09/14/biggest-organized-crime-groups-in-the-world/ [3] http://www.japantimes.co.jp/community/2013/07/08/issues/police-foreign-crime-wave-falsehoods-fuel-racism/ [4] https://en.wikipedia.org/wiki/The_Beatles

Writing Task Maximum is one page. Choose one: Describe a specific environmental problem in Japan (or other country). Explain why it is a

problem, and how it can be fixed. Include two or more English references; one must be from

RRW Intro.

Explain what you have learnt from Unit 5 of RRW Intro. Also, explain why this is important

to our society. Include two or more English references; one must be from RRW Intro.

Describe the problem of either PET bottles, disposable chopsticks, or something similar.

Explain why it is important to our society, and how the problem can be fixed. Include two or

more English references; one must be from RRW Intro.

Your idea. Describe a problem, why it is important, and describe a solution. Include two or

more English references; one must be from RRW Intro.

Topic 4, Exposition and opinion essay structure Based on Savage, A., and Mayer, P. (2012) Effective Academic Writing 2. 2nd Edition. OUP.

In an opinion essay, the writer tries to convince the reader of a point of view on a controversial issue (something that people disagree about).

Introduction 1. Introduce a controversial issue

2. Hook. The hook may be an anecdote, a question, or a surprising statement or fact that

makes the reader want to know more.

3. The middle sentences explain why the issue is important with a little background

information

4. A map of the essay.

5. The thesis statement at the end presents the writer’s point of view.

Body paragraphs 1. Topic sentence: Each paragraph starts with a sentence that introduces the topic of the

paragraph


2. Supporting sentences: The other sentences support the topic sentence with reasons, facts,

and explanations to help the reader understand the writer’s point of view.

3. Background paragraph: The first paragraph provides information to teach the reader about

the topic. Use the topic and supporting sentence format.

4. Opinion: Use the Opinion, factual examples, and interpretation format (see below).

End Either a conclusion or summary. Conclusion

1. The conclusion restates the writer’s opinion. Often a copy and paste of the introduction, but

with verbs changed to past tense.

2. The conclusion ends with one sentence that the writer wants the reader to remember.

Summary 1. The summary restates the main ideas in the essay. It can be the map, but with some

additional information added.

2. The summary can end with the thesis statement, like “It was argued that…”.

Facts and Opinions Writers use both facts and opinions to support their point of view or arguments. They state their opinions and then support them with facts.

What is a fact?

What is an opinion?

Practice Write if the statement is a fact or an opinion.

0. Empty spaces in subway trains are used for advertising. Fact

1. Smartphones are used to send text messages.

2. The Japanese rock group Smap is popular all over the world.

3. According to Wikipedia, The Beatles have sold up to 1 billion albums worldwide.

4. AKB48 are the greatest musicians ever.

5. It’s easier to dance to AKB48 than to The Beatles.


How to use Opinions, Facts, and Interpretation Use this structure within your essay

Opinion Animals use language to communicate with each other. Factual

examples Arctic wolves, for example, communicate the presence of caribou through their howls and barks. Other wolves hear the messages and are able to meet their pack to join the hunt.

Interpretation Clearly, if another animal can understand vocalised messages that tell it the location of food, then that animal is using language.

Image below is from Savage, A., Mayer, P. (2012). Effective Academic Writing 2. OUP


Writing Task This is based on articles in unit 5 of RRW Intro, and you can use other units for information if you

want. Include an introduction, a background of relevant information to help the reader understand

your topic, opinion, conclusion, and references with two or more English language references; one

must be from RRW Intro. Avoid fiction and speculation; always refer to facts. Choose one:

Is it possible to create a business around a free operating system like Linux or Windows 10?

Is it right for governments to hack into people’s phones and digital life?

Are free software or smartphone apps dangerous? Include real examples of dangers.

Is it possible to make a new business in the modern music industry? How?

What new business opportunities can you make in the tech sector?


Self-reflection Name: Number:

Do this handout BEFORE class. Include this handout with your topic submissions. Put a tick () for good, and cross () for not-good. Use a dash (-) for neutral, and write “NA” for not relevant.

My article includes: Topic: 1 2 3 4 My name (in Roman alphabet) & student number (not in pencil)

I tried my best

Asked the teacher if I needed help

Printed on A4 paper, stapled, kept clean, and is professional looking

Necessary attachments are included (stapled on)

Titles / headings in Arial, bold, 16 or 14 point font / size

Normal text is Times New Roman, 12 point, 1.5 or double line spacing

I checked the samples provided, and used the format and language

I did not use an automatic translation service or website at all.

I proofread for:

Spelling errors

No spaces before punctuation

No contractions (eg: don’t, can’t, won’t)

Past, present, and future tense errors (units 1-6 & 19-24)

Past habits & likes (used to, unit 61)

Used conjunctions (Sentences do not start with but, and, so, and then)

Quoted & reported speech (unit 48) NA

Countable & uncountable (unit 69)

Capitalisation errors (in this booklet)

Used indefinite compounds (some / any, unit 85)

Article errors (a/the; units 72-79)

Used although, though, even though, etc (unit 113) NA NA NA

Used writing conjunctions (in this booklet) NA

Used passive voice (unit 42) NA NA NA

Includes a lot of interesting information

Includes some unique ideas

Includes subheadings

Article includes an introduction NA

Theme / topic sentence

Hook or opinion sentence

Map (list of parts of article)

Introduction / Background uses the Hamburger Paragraph format

I did real research for my article (reading sources with referenced information)

Includes at least one indirect quote (paraphrasing) done correctly

Includes two or more references (English language sources)

Includes at least one direct quote done correctly (English Grammar In Use units 47-48)

Opinion actually contains opinions NA NA

Includes a conclusion or summary NA

No new information in the conclusion or summary NA

Attached a copy of references with key vocabulary highlighted


Topic 1 Email Also use ticks () crosses () and others. Address block (To, From, Subject, Date) Greeting Two paragraphs (not lists of sentences).

o Small talk (not too personal & unique) o Main topic (with request, info, or question)

Signature block Comment to Andrew (if “difficult” explain what and why):

Topic 2 Descriptions, title: _________________________________ Used two paragraphs, not lists of sentences Included a reference to Reading In the Real World Intro.

Comment to Andrew (if “difficult” explain what and why):

Topic 3 Description & problem, title: _________________________________ Included an introduction and conclusion Included a reference to Reading In the Real World Intro.

Comment to Andrew (if “difficult” explain what and why):

Topic 4 Exposition & opinion, title: _________________________________ Has an Opinion section with: Introduction sentence (three or more opinions)

Opinion 1 + factual example + interpretation Opinion 2 + factual example + interpretation Opinion 3 + factual example + interpretation Conclusion sentence Comment to Andrew (if “difficult” explain what and why):

english writing name -...

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