We will improve expository writing skills in English, along with reading comprehension, vocabulary, advanced grammar, and critical thinking skills. Classes are taught entirely in English and will include discussion and sharing of written work with classmates.
Students will be able to write a variety of kinds of essays in English and will increase their academic vocabulary, critical thinking skills, and collaborative editing abilities. They will discuss the features of clear and concise writing in English with examples.
academic writing in English; essays; discussion
|専門力||✔ 教養力||✔ コミュニケーション力||展開力(探究力又は設定力)||展開力(実践力又は解決力)|
Students will apply writing skills that require critical thinking in Part 2 of the textbook. A variety of writing exercises will culminate in a final paper that students will evaluate in class. Each student will select from Part 3 whether to write as a sociologist, biologist, literary expert, or environmental engineer, and will follow the model in the section they chose.
|第1回||Fact and Opinion (Sociology, Part 2 Critical Thinking Skills)||Signpost facts and opinions; make claims; evaluate opinions; write a thesis statement and outline of claims and support|
|第2回||Reading Critically for Effective Writing (Economics, Part 2 Critical Thinking Skills)||Select sources and integrate them to provide evidence; respond to inference; write a critical response|
|第3回||Process Writing (Biology, Part 2 Critical Thinking Skills)||Explain a procedure; Formulate a hypothesis; Form conditional clauses|
|第4回||Descriptive Writing (Humanities, Part 2 Critical Thinking Skills)||Explore figurative language; write a descriptive essay|
|第5回||Research Writing (Environmental Engineering, Part 2 Critical Thinking Skills)||Write a research proposal; develop an abstract; analyze research posters; create text for a research poster|
|第6回||Part 3 Extended Writing: Select one unit not covered in the third quarter (Sociology, Economics, Biology, Humanities, or Environmental Engineering)||Write as a sociologist, biologist, literary expert, or environmental engineer|
|第7回||Present writing project in groups depending on Part 3 unit selected; offer peers feedback||Present writing and evaluate peers' writing|
Charl Norloff and Amy Renehan, University Success: Writing (Transition Level), Pearson (2017).
To be shared in class
class participation 30%
homework exercises 40%
final research paper 30%