▶Japanese
Post to SNS
- Home
- > Liberal arts and basic science courses
- > English language courses
- > Academic Writing in English 14 3
- School of Science
-
School of Engineering
- Undergraduate major in Mechanical Engineering
- Undergraduate major in Systems and Control Engineering
- Undergraduate major in Electrical and Electronic Engineering
- Undergraduate major in Information and Communications Engineering
- Undergraduate major in Industrial Engineering and Economics
- Common courses
- School of Materials and Chemical Technology
- School of Computing
- School of Life Science and Technology
- School of Environment and Society
- 工学院，物質理工学院，環境・社会理工学院共通科目
- Liberal arts and basic science courses
- First-Year Courses
- School of Science
- School of Engineering
- School of Materials and Chemical Technology
- School of Computing
- School of Life Science and Technology
-
School of Environment and Society
- Department of Architecture and Building Engineering
- Department of Civil and Environmental Engineering
- Department of Transdisciplinary Science and Engineering
- Department of Social and Human Sciences
- Department of Innovation Science
- Graduate major in Technology and Innovation Management
- Common courses
- Liberal arts and basic science courses
- Academic unit or major
- English language courses
- Instructor(s)
- De Ferranti Hugh Barry Ziani
- Class Format
- Exercise
- Media-enhanced courses
- Day/Period(Room No.)
- Wed7-8()
- Group
- 3
- Course number
- LAE.E462
- Credits
- 1
- Academic year
- 2021
- Offered quarter
- 2Q
- Syllabus updated
- 2021/3/19
- Lecture notes updated
- -
- Language used
- English
- Access Index
-
Course description and aims
All of the "Academic Writing in English" courses are designed to provide graduate students with strategies to improve their academic writings and write well-framed research articles. Objectives include learning from various journal articles, using appropriate vocabulary and expressions. The course will examine models presented in the textbook and scientific articles to help guide the writing process. Students will receive individual feedback from the instructor. In addition, students will participate in peer-critique to develop skills to become critical readers and to give constructive criticism to their colleagues.
As a graduate level course, Academic Writing in English 14 equips students with the necessary tools and analytical knowledge to write solid, well-informed journal articles.
Student learning outcomes
By the end of the course, students will be able to produce a short journal article on their research.
Keywords
Reading, writing skills, written expression, interactive, critical thinking skills
Competencies that will be developed
| Specialist skills | ✔ Intercultural skills | ✔ Communication skills | ✔ Critical thinking skills | Practical and/or problem-solving skills |
Class flow
Attendance is taken at each class. For each unit in the textbook, students are required to read the materials in advance, preparing for class discussions. After each unit, students will submit their assignment, which will undergo peer-critique and receive feedback from the instructor. (Note: Assignments turned in late are penalized. Syllabus is subject to change based on the levels, needs, and actual number of students.)
Course schedule/Required learning
| Course schedule | Required learning | |
|---|---|---|
| Class 1 | Introduction to course for new members. Unit 3: Writing about Results, pp. 91-121 | Introduction Unit 3: Writing about Results, pp. 91-121 |
| Class 2 | Unit 3: Writing about Results, pp. 121-153 | Analyze structure and build a model for the Results. Evaluate and test models for the Results. |
| Class 3 | Draft of the Results for your final paper due. Peer-critique of "Results". Unit 4: Writing the Discussion/Conclusion, pp. 154-167 | Demonstrate knowledge of writing Results. Critique peer's writing. Explain and apply grammar and writing skills for Discussion/Conclusion. |
| Class 4 | Unit 4: Writing the Discussion/Conclusion, pp. 167-180 | Analyze structure and build a model for Discussion/Conclusion. |
| Class 5 | Unit 4: Writing the Discussion/Conclusion, pp. 180-196 | Evaluate and test models for the Discussion/Conclusion. |
| Class 6 | Draft of your Discussion/Conclusion for final paper due Peer-critique of "Discussion/Conclusion". Unit 5: Writing the Abstract, pp. 197-227 How to cite sources. | Demonstrate knowledge of writing the Discussion/Conclusion. Critique peer's writing. Compare and contrast various abstracts. Discuss details of sources. |
| Class 7 | Compulsory Final Paper due (with Abstract and full References List) | Formulate Final paper composed of revised homework assignments and abstract. |
Out-of-Class Study Time (Preparation and Review)
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.
Textbook(s)
Glasman-Deal, Hilary. 2010. Science Research Writing: For Non-Native Speakers of English. London: Imperial College Press. (ISBN-13: 978-1-84816-31-2)
Reference books, course materials, etc.
Additional reading materials may be assigned.
Assessment criteria and methods
Class Participation 30%
Homework (2 assignments x 35%), 70%
Compulsory Final Paper (a compilation of your revised homework assignments, reflecting corrections and changes suggested by the instructor. If you do not submit this paper, you will fail the class.)
Related courses
- LAE.E461 ： Academic Writing in English 13
Prerequisites (i.e., required knowledge, skills, courses, etc.)
none
Other
It is recommended that students take this course in sequence with LAE.E461 (Academic Writing in English 13).
Attendance at the first class is compulsory for students planning to take this course.
