Canceled on 2020.
This course is not offered in Fall 2020. Research Writing is covered by Usage of Research Tool and Research Writing, Spring
2021.
In this course, students will practice the basics of academic writing needed in many types of university courses and research. The course will approach writing as a process of communication and how best to lead the reader from familiar information to new information. Focus will include logical organization, how to introduce your thesis, make each point and support it with evidence, and summarize in an effective conclusion.
Students will first practice writing paragraphs of observation and description, then narration, instructions and processes in chronological order, and various other types of order including spatial, comparison, cause and effect, and other logical methods of analysis. Students will be introduced to writings of different genres such as analysis in the Social Sciences, the Humanities, the Natural Sciences, and other fields.
As well as learning the best ways to organize written communication at the report level and paragraph level, students will also learn how to write effectively at the sentence level in terms of structure, grammar, and correctness. Students will study the sequence of tenses used in research writing and practice using active and passive voice appropriately. They will also begin to study the proper structure and style for writing up research through analysis of scientific papers and reporting their own research.
Peer review among students will be used to reveal the organizational and grammatical correctness of students’ writings.
This course is not an "English as a Second Language" course. It is comparable to Academic Writing courses taught to freshmen in US universities. As IGP students come from a variety of countries, the course will be taught with an awareness of non-native speakers' needs for writing in international situations.
In this course, students will practice the basics of academic writing needed in many types of university courses and research. The course will approach writing as a process of communication and how best to lead the reader from familiar information to new information. Focus will include logical organization, how to introduce your thesis, make each point and support it with evidence, and summarize in an effective conclusion.
Students will first practice writing paragraphs of observation and description, then narration, instructions and processes in chronological order, and various other types of order including spatial, comparison, cause and effect, and other logical methods of analysis. Students will be introduced to writings of different genres such as analysis in the Social Sciences, the Humanities, the Natural Sciences, and other fields.
As well as learning the best ways to organize written communication at the report level and paragraph level, students will also learn how to write effectively at the sentence level in terms of structure, grammar, and correctness. Students will study the sequence of tenses used in research writing and practice using active and passive voice appropriately. They will also begin to study the proper structure and style for writing up research through analysis of scientific papers and reporting their own research.
Peer review among students will be used to reveal the organizational and grammatical correctness of students’ writings.
This course is not an "English as a Second Language" course. It is comparable to Academic Writing courses taught to freshmen in US universities. As IGP students come from a variety of countries, the course will be taught with an awareness of non-native speakers' needs for writing in international situations.
The course is designed to prepare students for their university coursework (especially for Science, Engineering, and Social
Science) by learning the principles of good writing and practicing a variety of types of assignments. Students will learn
to understand what the reader expects, to organize their main ideas and supporting points logically, and to write in a clear
and effective style in English. By putting the principles of effective communication and clear writing into practice, students
should also retain essential thinking strategies and writing skills for other types of writing they will need to do in their
future careers.
| Goals and objectives | Course Outcomes | |
|---|---|---|
| 1. | Students will gain skills needed to write coherent paragraphs and reports for a variety of types of university writing assignments |
A-1
|
| 2. | Students will study and practice strategies for brainstorming and organizing your ideas in a way that suit your audience and purpose, and structure your writing from familiar information to new information |
A-1
|
| 3. | Students will be able to assess and use reliable evidence to logically support your points |
A-1
|
| 4. | Students will understand and use a range of sentence structures, verb forms (active/ passive) and tenses appropriate to the type of writing and time frame within the report |
A-1
|
| 5. | Students will be able to apply the criteria learned in the course to editing and proofreading for logical cohesion and grammatical correctness |
A-1
|
| Class schedule | HW assignments (Including preparation and review of the class.) | Amount of Time Required | |
|---|---|---|---|
| 1. | Intro. to Course Intro. to Communication Models for Writing Meeting the Reader’s Questions Leading the Reader from Familiar to New Information |
0分 | |
| Review | 20分 | ||
| 2. | Defining your Audience & Purpose Making your Introduction: What is this about? Who are you? Why is this important? |
Reading & written homework | 45分 |
| Writing assignment 1 | 45分 | ||
| 3. | Organizing Strategies: Creating Structure & Key Points Forecast (Where are we going?) From Familiar to New Info. Practical Summarizing |
Reading & written homework | 60分 |
| Writing assignment 2 | 120分 | ||
| 4. | Types of writing for academic classes: Science Engineering Social Science Humanities Observation & Description |
Reading & written homework | 180分 |
| Writing assignment 3 | 60分 | ||
| 5. | Chronological Order Narrating: Storytelling, Instructing, & Process Description Sentence level: complete sentences, subject-verb agreement |
Reading & written homework | 90分 |
| Writing assignment 4 | 90分 | ||
| 6. | Defining a Problem or Issue Ordering of Description as Evidence Comparing / Contrasting |
Reading & written homework | 120分 |
| 0分 | |||
| Review | 20分 | ||
| 7. | Supporting Points: Explaining reasons Giving examples Cause & Effect Assessing valid evidence |
Reading & written homework | 180分 |
| Review | 20分 | ||
| 8. | Creating Coherence Making transitions |
Reading & written homework | 60分 |
| Writing assignment 6 | 180分 | ||
| 9. | Research Reports 1 Defining the field, Previous research (literature review) Creating your niche Verb forms correlated to time-frames |
Reading & written homework | 90分 |
| Writing assignment 7 | 120分 | ||
| 10. | Research Reports 2 Explaining your methodology & process Active & passive voice |
Reading & written homework | 90分 |
| Report writing: Rough draft | 120分 | ||
| 11. | Research Reports 3 Discussing your results Describing significance |
Reading & written homework | 90分 |
| Report writing: Rough draft | 120分 | ||
| 12. | Research Reports 4 Drawing conclusions Modals & conditionals |
Reading & written homework | 90分 |
| Report writing: Rough draft | 240分 | ||
| 13. | Other Editing Skills | Final Writing Project | 220分 |
| 0分 | |||
| 14. | Peer Review of Final Project | Final Writing Project | 180分 |
| Total. | - | - | 2650分 |
| Practice Exercises | Writing Assignments & drafts | Reports | Participation | Total. | |
|---|---|---|---|---|---|
| 1. | 0% | 10% | 10% | 0% | 20% |
| 2. | 5% | 5% | 10% | 5% | 25% |
| 3. | 5% | 5% | 10% | 20% | |
| 4. | 5% | 5% | 10% | 20% | |
| 5. | 5% | 5% | 5% | 15% | |
| Total. | 20% | 30% | 40% | 10% | - |
Students' progress in the course will be evaluated based on:
1) Weekly homework written exercises (20% of the final grade)
(for sentence and paragraph practice, including logical order and use of supporting evidence, making choices in assessing evidence, grammar exercises);
2) Seven Writing Assignments plus Rough drafts and revision editing for the final report (30% of the final grade)
3) Final Report (40% of the final grade)
4) In-class Participation in discussion, exercises, and peer review (10% of the final grade).
1) Weekly homework written exercises (20% of the final grade)
(for sentence and paragraph practice, including logical order and use of supporting evidence, making choices in assessing evidence, grammar exercises);
2) Seven Writing Assignments plus Rough drafts and revision editing for the final report (30% of the final grade)
3) Final Report (40% of the final grade)
4) In-class Participation in discussion, exercises, and peer review (10% of the final grade).
Textbooks: To be announced.
Excerpts from:
Bailey S. (2017) Academic Writing: A Handbook for International Students. 5th ed. Routledge;
Oshima A, Hogue A. (2006) Writing Academic English, 4th edition. Pearson Longman;
Hacker, D. ' N. Sommers. (2018) A Pocket Style Guide, 8th ed. Bedford/ St. Martin's;
Wallwork A. (2016) English for Writing Research Papers. 2nd ed. Springer;
Hoffman AH. (2019) Scientific Writing and Communication: Papers, Proposals, & Presentations. 4th ed. Oxford U Press. Rabinowitz H, Vogel S. (2009). The Manual for Scientific Style: A Guide for Authors, Editors, & Researchers. Elsevier / Academic Press; Scientific Style and Format: The CSE Manual for Authors, Editors & Publishers (2009) Council of Science Editors, U. of Chicago Press;
Weissberg R, Buker, S. (1990) Writing Up Research: Experimental Research Report Writing for Students of English. Prentice Hall.
Excerpts from:
Bailey S. (2017) Academic Writing: A Handbook for International Students. 5th ed. Routledge;
Oshima A, Hogue A. (2006) Writing Academic English, 4th edition. Pearson Longman;
Hacker, D. ' N. Sommers. (2018) A Pocket Style Guide, 8th ed. Bedford/ St. Martin's;
Wallwork A. (2016) English for Writing Research Papers. 2nd ed. Springer;
Hoffman AH. (2019) Scientific Writing and Communication: Papers, Proposals, & Presentations. 4th ed. Oxford U Press. Rabinowitz H, Vogel S. (2009). The Manual for Scientific Style: A Guide for Authors, Editors, & Researchers. Elsevier / Academic Press; Scientific Style and Format: The CSE Manual for Authors, Editors & Publishers (2009) Council of Science Editors, U. of Chicago Press;
Weissberg R, Buker, S. (1990) Writing Up Research: Experimental Research Report Writing for Students of English. Prentice Hall.
- Office Hours: Thursday 15:00-17:00 & by appointment
Contact: drned@shibaura-it.ac.jp
- Course that cultivates an ability for utilizing knowledge
- Course that cultivates a basic interpersonal skills
| Work experience | Work experience and relevance to the course content if applicatable |
|---|---|
| Applicatable | Professor has worked as a professional editor for business and academic research |
Last modified : Fri Sep 25 04:04:16 JST 2020