In this course, lecturers with professional writing experiences will teach "communicating with writing" in a variety of situations, based on their experiences. Students in this course will discuss with classmates, write papers, and deal with practical problems. "expression ability in Japanese" is fostered, which is expected to future researchers and company employees.
Native language ability is said to be the foundational academic ability that forms the basis of thinking skills and communication skills. So ask yourself whether you are using Japanese skillfully. One of the important roles of language is to communicate one's ideas to others. For example, in many situations you must obtain the consent of others to do what you want to do. In those cases, the key is being able to accurately convey your ideas. This course tries to foster expression ability in Japanese for accurately conveying one's own ideas to others. In the long run, improved expression ability by taking this course will allow students to better understand what others are trying to convey, and to think more deeply about students' own fields of expertise.
Students will take a fresh look at "writing and speaking", which comes naturally, and study writing and speaking for communication. Students will learn universal, abstract topics as well as how to put them into practice for writing research abstracts, job application forms, and applications for research funding.
Japanese, writing, thinking, interview, presentation, communication
|Specialist skills||Intercultural skills||✔ Communication skills||Critical thinking skills||✔ Practical and/or problem-solving skills|
An instructor gives 3 lectures to achieve a certain goal. Four instructors will give lectures in rotation. In addition, group work of 2 times gathers all and carries out. Before this course starts, we'll have a guidance.
|Course schedule||Required learning|
|Class 1||Orientation, The significance of the lecture||Understand the significance of the lecture.|
|Class 2||Why do we need to explain science? How do we do that successfully?||Consider the situation of the science in our society and the people to whom you will explain science. （Report)|
|Class 3||Interview someone and report it to the others (1): Let's interview||Try to get information out of your classmate. (Interview)|
|Class 4||Interview someone and report it to the others (2): Catch the point||Catch the important contents from the imformation which a classmate gives you.|
|Class 5||Interview someone and report it to the others (3): Report to the others||Summarize the imformation that you get and report to the others. (Presentation)|
|Class 6||Practical 1: Try filling out a job application (1): What is self-promotion?||Think about your argument and its ground for self-appeal. sentences.|
|Class 7||Fill out job applications form (2): Make an assertion||Construct the sentences and paragraph for assertion.|
|Class 8||Fill out job applications form (3): To attract readers||Think how to attract readers. For example, quote.|
|Class 9||Guidelines applications for research funding (1): What is research funding?||Understand a system of research funding. For getting research fund, think about research plan.|
|Class 10||Guidelines applications for research funding (2): To make the application read||Write applications to a judging committee.|
|Class 11||Guidelines applications for research funding (3): Appeal one's research||Think how to appeal one's research.|
|Class 12||Presentation (1): Common features and difference between writing and talking||Understand common features and difference between writing and talking.|
|Class 13||Presentation (2): Presentation based on what you write talking||Talk to classmates based on what you write. (Listen to the classmates' presentation.) talking.|
|Class 14||Presentation (3): Presentation based on what you write||Talk to classmates based on what you write. (Listen to the classmates' presentation.)|
To enhance effective learning, students are encouraged to spend approximately 100 minutes preparing for class and another 100 minutes reviewing class content afterwards (including assignments) for each class.
They should do so by referring to textbooks and other course material.
Course materials specified by each instructor.
Writing and presentation at the lecture.