4M800200
1
English presentation and writing skills development for Graduate students1The course is composed of two parts: the first focuses on presentation skills development, while the second part introduces
the basic writing skills needed for research article publication. Therefore, the course is meant for students who are interested
in making not just research presentations but also finalising their research work by writing a research publication. The presentation
part is intended to improve students’ interaction skills, with an emphasis on engaging in Q＆A and discussion. In the writing
part, based on a genre approach, students will learn structured writing from analysing research articles closer to their research
work.
The course is composed of two parts: the first part focuses on presentation skills, while the second part introduces the basic
writing skills needed for research article publication.
The aim of the first part of the course is to support students’ presentations, with a main focus on their ability to interact with the audience. Students need to develop critical analysis skills via note-taking and improve questioning skills. Students’ individual research themes will serve as the basis for developing skills across different presentation contexts.
The aim of the second part of the course is for students to understand the mechanics of writing a research paper. Writing is taught in three stages: deconstructing, constructing, and reviewing. In the deconstructing stage, students will be asked to select four research articles from their respective fields and will be taught to deconstruct each article—i.e., place each section of the article into a different stage. Deconstruction is supposed to help students understand the stages involved in constructing the building blocks of a research artcile (RA). During the construction stage, students will use their own data to write a research paper. Students will be asked to follow the stages of the deconstructed papers to write their own. They will be asked to write all the sections of a RA. In the reviewing stage, students will learn the process of submitting manuscripts, using their research work and writing to understand submission letters and the reviewing process. The course will impart confidence to the students not only to present their results but also engage more effectively with the audience. The students also will learn logically the skills and techniques for writing a research article.
The aim of the first part of the course is to support students’ presentations, with a main focus on their ability to interact with the audience. Students need to develop critical analysis skills via note-taking and improve questioning skills. Students’ individual research themes will serve as the basis for developing skills across different presentation contexts.
The aim of the second part of the course is for students to understand the mechanics of writing a research paper. Writing is taught in three stages: deconstructing, constructing, and reviewing. In the deconstructing stage, students will be asked to select four research articles from their respective fields and will be taught to deconstruct each article—i.e., place each section of the article into a different stage. Deconstruction is supposed to help students understand the stages involved in constructing the building blocks of a research artcile (RA). During the construction stage, students will use their own data to write a research paper. Students will be asked to follow the stages of the deconstructed papers to write their own. They will be asked to write all the sections of a RA. In the reviewing stage, students will learn the process of submitting manuscripts, using their research work and writing to understand submission letters and the reviewing process. The course will impart confidence to the students not only to present their results but also engage more effectively with the audience. The students also will learn logically the skills and techniques for writing a research article.
- Students can confidently conduct presentations.
- Students can successfully engage in question-and-answer sessions.
- Students can explain the parts of an RA, including the usage or referencing software available for referencing.
- Students can explain the different types of RAs and summarise their details.
- Students can write a RA of their own research.
- Students can peer review through the exchange of RA and learn to give critical comments.
| Presentation ad interaction | Reading RA | Writing RA | Total. | |
|---|---|---|---|---|
| 1. | 20% | 20% | ||
| 2. | 20% | 20% | ||
| 3. | 15% | 15% | ||
| 4. | 15% | 15% | ||
| 5. | 15% | 15% | ||
| 6. | 15% | 15% | ||
| Total. | 40% | 30% | 30% | - |
| Class schedule | HW assignments (Including preparation and review of the class.) | Amount of Time Required | |
|---|---|---|---|
| 1． | Introduction to syllabus, grading, and class rules Introduction to how to make a presentation, note-taking and grammar usage in presentation Grammar work |
Students use the lecture notes to make a structured 7-minute presentation on their own research topic, along with self-reflection questions on the topic. | 120minutes |
| Note-taking evaluation via google form | 100minutes | ||
| 2． | Presentation and evaluation by students; students make presentations on their individual research topic according to the guidelines
provided Grammar work |
Students submit the notes on peer presentations along with an evaluation of the peer presentation and submit their own improved presentations | 120minutes |
| grammar exercise | 20minutes | ||
| 3． | Students get feedback and start revising their presentations; Grammar work |
Presentations done in pairs and evaluate presentations with a check-list | 120minutes |
| grammar exercise | 20minutes | ||
| 4． | Studnets finalize their presentations: session 1 Grammar work |
Presentations and interactions | 120minutes |
| grammar exercise | 20minutes | ||
| 5． | Studnets finalize their presentations: session 2 Grammar work |
Presentations and interactions | 120minutes |
| grammar exercise | 20minutes | ||
| 6． | Students finalize the presentations and are given feedback on their presentations Submit research articles related to the research presentation |
MIdterm presentation | 200minutes |
| Submit at least two abstracts | |||
| 7． | Students start learning IMRD+abstract RA structure based on MOVES Abstract decosnstruction is taught based on MOVES |
Students select 4 RAs from their field and do deconstructions for 4 RAs | 120minutes |
| Deconstruction of abstracts and peer review of abstracts MOVES | 30minutes | ||
| 8． | Students construct Abstracts based on MOVE structure | Students construct individual MOVEs and a full abstract | 150minutes |
| Peer feedback on the abstract to check for MOVE structure | 30minutes | ||
| 9． | Students are introduced to the MOVE structure of INTRODUCTION of RA; Students construct an introduction for their own research Grammar work |
Students deconstruct INTRODUCTION of RAs chosen by them for at least two RAs. | 200minutes |
| Grammar usage exercise in the introduction | 30minutes | ||
| 10． | Students are introduced to METHODs parts and MOVEs of process, protocols Grammar work |
Stundets construct own procedure with figures and supporting documents | 200minutes |
| Grammar usage exercise on passive voice | 30minutes | ||
| 11． | Students are introduced to the RESULTs sections and the MOVEs Grammar work |
Students construct explantion for results ; at least two results | 150minutes |
| Description related grammar exercise | 20minutes | ||
| 12． | Studnets deconstruct discussion and construct the discussion part | Students construct discussion with at least two references they used in the introduction and construct a compare constrast like essay | 200minutes |
| Compare / contrast language | 30minutes | ||
| 13． | Studnets finalize the manuscript Referencing |
Stundets peer review other’s manuscripts | 200minutes |
| Learn referencing software | 20minutes | ||
| 14． | Students are given feedback on the written RAs | Studnets excahge their opinion on the writing process of RAs Studnets finalize their manuscript |
200minutes |
| Final feedback to the class on Presentation and research writing, and the difficulties involved involved. |
100minutes | ||
| Total. | - | - | 2690minutes |
Students are required to give presentations and critically reflect on them, with ample opportunities for interaction through
note-taking in the first 6 weeks (40%). In the remaining weeks, students deconstruct a research article into MOVEs to form
a model and then write a research article for a thought experiment. The final score is evaluated based on deconstruction (30%)
and construction (30%). Credit will be given only when the score is 60% or higher out of 100% overall.
| ways of feedback | specific contents about "Other" |
|---|---|
| The Others | Students are given feedback in class both through peer check and from the professor. The professor will provide written feedback on the students’ assignments. |
Will use the following books as reference: Science Research writing by Hilary Glasman-Deal (Imperial college press, London)
2010. Handbook of Technical Scientific writing by Perelman et al. (Mayfield pub., California) 1997. Swales and Feak, ”Academic
Writing for Graduate Students: Essential Tasks and Skills (Michigan Series in English for Academic ＆ Professional Purposes)
2012.
- Students are encouraged to fix an appointment through email
Email: uma@shibaura-it.ac.jp
- Course that cultivates an ability for utilizing knowledge
- Course that cultivates a basic interpersonal skills
- Course that cultivates a basic self-management skills
| Work experience | Work experience and relevance to the course content if applicable |
|---|---|
| N/A | N/A |
- 4.QUALITY EDUCATION
- 8.DECENT WORK AND ECONOMIC GROWTH
Last modified : Sat Mar 14 14:26:45 JST 2026