english 41: introduction to academic...

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Temple University, Japan Campus

English 0711 (801)

Introduction to Academic Discourse (ESL)

Fall 2017 (CRN: 32576)

COURSE OVERVIEW

Instructor’s Contact Information Instructor’s Name: Mai Matsuno

Instructor’s Office: Azabu Hall 6th Floor Faculty Room; The Writing Department. (See the desk map attached)

Instructor’s E-mail: [email protected]

Instructor’s Office Telephone: 03-5441-9800, Ext: 614

Office Hours and Meetings: M: 11:20-12:20 and by appointment in Instructor’s office

Basic Course Information

Class Hours: MWF : 10:00-11:20

Locations of Class Meetings: Room: AZ 210

The First Class: Monday, September, 4

The Last Class: Monday, December 4

Prerequisites: Appropriate Writing Placement Test results.

Note: English 0711 is designed to accommodate the needs of the bilingual or multilingual writer whose first

language is other than English. Native English speakers should be aware that credits earned for this class may not

be transferable to other US universities.

Course Description and Objectives

English 0711 is designed to introduce basic writers to academic discourse emphasizing the connections among

reading, writing, and discussions. The theme of this course is language. Through your readings, writing and

discussions, you will explore this theme in depth. While spending time discussing the theme, you will learn

various important strategies used in written academic discourse. English 0711, if successfully completed, will give

you a strong foundation for future academic writing.

By the end of the course, you should acquire the ability to: 1) interpret, analyze, connect and compare ideas from

texts within a single theme; 2) incorporate and build upon the ideas from the texts; 3) respond to the texts

critically; 4) organize your ideas in a coherent manner; 5) revise extensively and effectively; and 6) use

appropriate conventions of citation and documentation.

Required Text -The Purdue University Online Writing Lab

(Accessible for free at: https://owl.english.purdue.edu/owl/)

Other readings will be available on the Blackboard or in the form of handouts.

Required Supplies

The Syllabus

A stapler, pens, highlighters

An A4-sized pocket file

Computer Disks (CDs, Flash Memories, etc.) for this class

Access to a computer

Active TU e-mail account

Instructor will supply a portfolio and handouts.

GENERAL ACADEMIC POLICIES

Disability Statement

Temple University is committed to the inclusion of students with disabilities and provides accessible instruction,

including accessible technology and instructional materials. If you have a disability for which you are or may be

requesting an academic accommodation, you are encouraged to contact TUJ’s DRS Coordinator (at

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[email protected]) as early as possible, before or at any point in the semester. Disability Resources and

Services will verify your disability and determine reasonable accommodations for this course. You are also

encouraged to communicate directly with your professor at any point in this process. For more information, visit:

http://disabilityresources.temple.edu/

Statement on Academic Freedom Freedom to teach and freedom to learn are inseparable facets of academic freedom. The University has

adopted a policy on Student and Faculty Academic Rights and Responsibilities (Policy # 03.70.02) which

can be accessed through the following link: http://policies.temple.edu/getdoc.asp?policy_no=03.70.02.

Taping and Recording of Classes Recording of this class is permitted with instructor’s permission, but only for personal use. Dissemination,

broadcast, or transmission for non-personal, non-academic use will result in disciplinary action taken under the

Student Code of Conduct.

Academic Honesty

Temple University believes strongly in academic honesty and integrity. Plagiarism and academic cheating are,

therefore, prohibited.

Plagiarism is the unacknowledged use of another person's labor, another person's ideas, another person's words, or

another person's assistance. Academic cheating is, generally, the thwarting or breaking of the general rules of

academic work or the specific rules of the individual courses. It includes falsifying data; submitting, without the

instructor's approval, work in one course which was done for another; helping others to plagiarize or cheat from

one's own or another's work; or actually doing the work of another person.

The penalty for academic dishonesty can vary from receiving a reprimand and a failing grade for a particular

assignment, to a failing grade in the course, to suspension or expulsion from the university. The penalty varies

with the nature of the offense, the individual instructor, the department, and the school or college.

Refer to the following link for the full TU policy on plagiarism and academic cheating:

http://bulletin.temple.edu/undergraduate/about-temple-university/student-responsibilities/#academichonesty

Withdrawal Policy Students have the option to withdraw from this course more than once. However, it will affect your eligibility to

repeat this course multiple times (See Course Repeat Policy below). Students may withdraw from a course online

via Self-Service Banner. TUJ calendar lists Friday, November 10 as the last day to withdraw.

Repeating First Year Writing Program Courses Students who cannot complete the work of the course by the end of the semester should not receive a passing

grade and should repeat the course. There used to be a strict rule that required students to pass First Year Writing

Program courses in three tries, but this rule has been recently been changed and students can take the course as

many times as needed.

Regular Checking of E-mail It is every student’s responsibility to check their Temple University official e-mail account on a frequently

and consistent basis (at least once per day).The instructor sometimes asks students to hand in assignments

or give them feedback by e-mail.

FIRST YEAR WRITING PROGRAM ASSESSEMENT

Course Grading Policy (See also Classroom Policies, 6-9)

In order to pass this course, you must earn the grade of C- or better calculated on the basis of ALL of the three

factors below.

1. You attend almost all class meetings including conferences. 2. You will receive at least 70 percentage points for your entire course requirements (700 points out of 1000

points. See Course requirement and Evaluation).

3. Your final portfolio is judged as “passing” by the instructor and at least one other reader.

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The final grading scale is as follows: 1. Attendance 2. Coursework points 3. Final Portfolio

Evaluation Final Course Grade

0-2 absences=No penalty

3 absences=A one grade

increment deduction

4 absences= A two grade

increment deduction

95%-100% (950-1000) Pass A Exquisite

90%- 94.9% (900-949 ) Pass A- Excellent

87%-89.9%( 870-899) Pass B+ Very Good

84%-86.9% (840-869) Pass B Good

80%-83.9 % (800-839) Pass B- Good Effort

77%-79.9% (770-799) Pass C+ Fair+

74%-76.9% (740-769) Pass C Fair

70 %-73.9% (700-739) Pass C- Fair-

69.9 % (699/1000 points or

below)

Pass F (Fail)

70 %-73.9% (700-739) Fail F (Fail)

5 or more absences Any points Any points F (Fail)

Paper Grading Criteria

In the first year writing program, each paper is evaluated according to the following criteria.

“Excellent” work (A, A-)

An "excellent" work would contain writing that demonstrates a clear understanding of the reading materials and

the intellectual project of the course. A student's position to the arguments in the assigned texts represents a

thorough engagement with the central issues and terms used by the author(s). The papers in the portfolio also

demonstrate that the writer can connect different authors in terms of the issues of the course. When others read the

papers, both the subject of the papers and the framework of interpretations are always clear. Thesis statements

effectively reflect the writer's purposes. Body paragraphs carefully follow the organizational plan stated in the

introduction and are fully developed and tightly controlled. The writer chooses quotes that indicate an

understanding of the author’s key terms and goals. The writing reflects an ability to explain and use the author's

language. Sentences are varied in length and structure according to the writer's meaning and emphasis. The word

choice is uniformly good. Words are chosen for precise denotation, connotation, and tone. Appropriate transitional

words and phrases and effective coherence techniques make the prose distinctive. Virtually no errors in syntax,

grammar, mechanics, and usage occur.

“Good” work (B+, B, B-)

A "Good" work would contain writing that demonstrates an understanding of the reading materials and the

intellectual project of the course that is above the basic level. A student's position to the arguments in the assigned

texts represents a strong attempt to engage with the central issues and terms used by the author(s). The papers in

the portfolio also demonstrate that the writer can draw partial connections among the different authors in terms of

the issues of the course. When others read the papers, both the subject and the framework of interpretations are

usually clear. Where the writing suffers is based upon an insufficient understanding of the assigned text and not an

inability to organize papers effectively. Therefore, the thesis statement will reflect the writer's purpose.

Reasonably well-developed unified paragraphs document the thesis. The organization is logical and correct based

upon the writer's understanding of the texts. The writer chooses quotes that indicate an understanding of the

author’s key terms and goals, but does not always effectively define or explain the quotes. The writing reflects a

partial ability to explain and use the author's language. Sentences show a variety of patterns, and constructions

indicate that the writer has facility in the use of language. Effective transitions are accompanied by sentences

constructed with orderly relationships between word groups. The writer has gone beyond automatic word choice

to find the more precise and effective phrasing. The paper is generally correct in grammar, mechanics, and usage,

though there are some problems with complex grammar and punctuation.

“Fair” Work (C+, C, C-)

A "Fair" work would contain writing that demonstrates an adequate understanding of the reading materials and the

intellectual project of the course. The student attempts to engage with the central issues and terms used by the

author(s). The student does not, however, reflect an understanding of more than one or two of the central points.

Subsidiary or side-points are not connected to form a coherent whole. The papers in the portfolio demonstrate the

writer is able only to connect the authors discussed in the most general or basic fashion. These papers are marked

by a basic coherence and simple structure since they lack full engagement with the complexity of the arguments.

Paragraphs generally follow a logical organizational plan, and they are usually sufficiently unified and developed.

Sentence variety is minimal, and sentence construction lacks sophistication. Some transitions are used and parts

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are related to each other in a fairly orderly way. The transitions also reflect only a basic understanding of the

assigned texts. The word choice is generally correct, but the range is limited; therefore, the diction is often

imprecise and monotonous. Though the paper contains few major errors, there are mistakes in spelling, grammar,

punctuation and mechanics.

“Failing ”Work (NP=F)

A failing work would contain writing that does not demonstrate an understanding of the reading materials and the

intellectual project of the course. A student's position to the arguments in the assigned texts does not engage with

the central issues and terms of the author(s). Opinions seemed to be based only on personal experience. The writer

fails to demonstrate an ability to read or engage with academic discourse. Thesis statement and organization are

vague and/or weak or missing. Underdeveloped, ineffective paragraphs do not support the thesis. They may be

made up of a series of generalizations without the details or of only details that have no controlling thesis.

Sentences lack variety, usually consisting of subject-verb and occasionally complement constructions. Errors in

sentence structure are often frequent enough to distract the reader. Transitions and coherence devices are

inadequate. Words are occasionally misused. Sentences often fail to conform to conventions of standard written

English; syntactical, mechanical, grammatical, and usage errors occur frequently.

To make my evaluation consistent, easy to understand and applicable to the student’s peer and self

feedback, the teacher-generated evaluation sheet will be used. The sheet contains the rubric where the above

description is broken down into a list of six specific evaluative categories as described below, by which grades for

the paper are determined. (See the sample evaluation sheet on p.5)

1. Content(30% of the total points)

Responses 15%; Ideas 15%

2.Organization(40% of the total points)

Introductory Paragraph 10% (Introduction to the Thesis Statement 3%; Thesis Statement 7%)

Body Paragraphs 25% (Topic sentences 5%, Supporting details 10%, Concluding Sentences 5% Overall Logic

and Coherence 5% )

Concluding Paragraph 5%

3. MLA Formatting (5% of the total points)

In-text Citations 3% ; Works Cited 2%

4.Language (20% of the total points)

Sentence and Clarity 20%

5. Revision (5% of the total points).

The Amount of Revision 2%; The Quality of Revision 3%

Each writer receives a score of 0–10 for each of the above categories. More specifically, a performance scored

within a range of 0–6 is described as “Yet to meet the standard,” within a 7–7.9 range is described as “partially

meets the standard,” within an 8–8.9 range is described as “meets the standard,” and within a “9–10” range is

described as “exceeds the standard.” Then, the score is multiplied by the weight factor for the category, and the

weighted score is totaled. The evaluation range is as follows: 0–69.9% (of the total points) = NP, 70–73.9% = Fair

minus,(C-) 74–76.9% = Fair©, 77–79.9% = Fair plus(C+), 80–83.9% = Good effort(B-), 84–86.9% = Good(B),

87–89.9% = Very good(B+), 90–94.9% = Excellent(A-), and 95%–100% = Excellent plus(A).

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Criteria 1-6.9 7-7.9 8-8.9 9-10.0

Yet to meet the standard Partially meets the standard Meets the standard Exceeds the standard

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.0

% Evaluation

0-69.9 NP(F)

70-73.9 Fair- ( C-)

74-76.9 Fair ( C )

77-79.9 Fair+ (C+)

80-83.9 Good Effort(B-)

84-86.9 Good (B)

87-89.9 Very Good(B+)

90-94.9 Excellent(A-)

95-100 Excellent + (A)

Minimum or no improvement across

drafts

Inconsistent and/or partial improvement

across drafts

Good and consistent improvement across

drafts

Substantial improvement across draft

Extensive andconsistent revision in all

areas.The Amount of

Revision

2%

The Quality of

Revision

3%

Works Cited

2%

Minimum or no revision Inconsistent revision. Revised some areas,

but neglected other areas.

Extensive and consistent revision in most

areas.

Body Paragraphs 25 %

Concluding Paragraph 5%

A logical progression of ideas within

and between paragraphs is still not

evident

A logical progression of ideas within and

between paragraphs is evident, but to a

limited extent


between paragraphs is consistently evident


between paragraphs is strongly evident.

Still vague, unclear, or missingThe Thesis

Statement

7%

Introduction to

the Thesis

Statement

3%

Introductory Paragraph 10%

Presents a plausible argument, but is not

clear or focused enough

Evidence is not properly introduced,

integrated, or cited

Evidence is introduced, integrated, and

cited to a limited extent

Evidence is properly introduced, integrated,

and cited for the most part.

Evidence is effectively introduced,

smoothly integrated, and properly cited.

Ideas are generally well explained.

Evidence is well explained and analyzed.

Evidence is relevant and supports the

argument well. A

clear focus and logical development of ideas

are consistently evident

Clearly restates the thesis and wraps up the

argument, but uses new language and shows

understanding of the big picture

Grammatical errors are present, and may

hinder understanding The

word choice and transitions are still simple

and/or repetitive

Sentences variety is minimal and may be

choppy or unclear

4. Language 20%

Yet to respond to the essay directions. Partially responds to the essay directions Fully responds to the essay directions Fully and effectively responds to the essay

directionsResponses

15 %

Ideas are thoroughly explained. Evidence

is very well explained and analyzed.

Evidence is relevant and compelling,

effectively supporting the argument. A

clear focus and logical development of

ideas are strongly evident.

Supporting

Details

10%

Ideas

15 %

2. Organization 40 %

The discussion shows a fair understanding

of the topic and readings

The discussion shows a good understanding

of the topic and readings .

The dicussion shows an excellent

understadning of the topic and readings.

Clearly and smoothly introduces the topic

and context /background information of

the essay. Leads smoothly and

effectively to the thesis.

Clearly introduces the topic and

context/background information of the

essay. Leads clearly

to the thesis.

Introduce the main idea of the paragraph ,

but are not clear or focused enough.

The connection to the thesis is still weak or

inconsistent Make claims,

but not yet clearly or consistetnly

Still vague, unclear, or missing. Not

clearly tied to the thesis/the main idea of

the paragraph Do not

make claims (Present facts)Topic sentences

5%

Always clear and effectively introduce the

main idea of the paragraph. The

connection to the thesis is always clear and

logical. Make

sophisticated claims

Presents a thoughful argument that reflects

the essay's focus.

The discussion shows only a basic

understanding of the topic and readings.

Introduces the topic and context

/background of the essay.

Attempts to lead to the thesis

Yet to introduce the topic and

context/background of the essay.

Yet to lead to the thesis.

Concluding sentences are unclear or

missing.

Are not tied to the main idea of the

paragraph.

Concluding sentences are not always

present

Generally wrap up the main idea of the

paragraph, but are not always clear or

focused.

Ideas are explained, but not yet clearly or

consistently. Evidence is

explained and analyzed, but not always

clearly or consistently Evidence is

sufficient, yet not always relevant, or

effective. A focus and

development of ideas are evident but to a

limited extent.

In-Text

Citations

3 %

Generally clear and effectively introduce the

main idea of the paragraph. The

connection to the thesis is generally clear and

logical. Make clear

claims.

Concluding

Sentences

5%

Conclusion

5%

Ideas are not explained

Evidence is not explained or analyzed.

Evidence is insufficient, irrlevant or

inappropriate

Still misses either a focus or

development of ideas, or both .

Overall Logic

and Coherence

5%

3. MLA Format 5%

Evaluation

Missing or changes topic.

Concluding sentences are clear.

They effectively wrap up the main idea of

the paragraph.

Restates the thesis and wraps up the

argument, but is still incomplete,

unfocused, or limited in language variety

Highly effectively restates the thesis and

wraps up the argument, and fresh language

and meaningful insight leaves the reader

wanting more.

Concluding sentences are always present.

Most of them clearly wrap up the main idea

of the paragraph.

Not present, or misses information, or

does not follow general format.

Present and follows general format, but

may be missing information, or include

several errors

Properly formatted, and includes all necessary

information with only a few minor errors

Properly formatted, and includes all

necessary information with no errors

Total points /

%

Paper format * (-1) Missing Outline /Drafts (-2 per draft) ; Late Final Draft (-5 per day) ; Final Draft does not meet the length/source requirements (-2 each); Others

●Penalties

5. Revision 5%

Many or major grammatical errors that

hinder understanding The

word choice and transitions are

inaccurate and/or confusing.

Sentenes lack in variety or over-

complicated

%

1. Content 30%

Presents and original, complex, and

sophisticated argument.

Paper format=Personal /Class information, page numbers,

headers, font, font size, spacing,

Sentence Clarity

20%

Grammatical errors are minor or non-

exixtent. The

word choice and transitions are

sophisticated

Sentences are exceptionally fluent and

varied in structure..

Only a few grammatical errors. The

word choice and transitions are generally

effective; Sentences are

generally fluent and varied in structure.

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CLASROOM POLICIES

Participation and Attendance Policy

1. Make sure you come to class on time and prepared to participate. Your respectful, engaged participation in

class discussion and activities is an important part of the learning process both for you and your classmates.

You must keep up with and complete all reading and writing assignments before class.

2. Disruptive, disrespectful, or non-collegial behavior will not be tolerated. Action will be taken against any

student displaying such behavior.

3. Absences, lateness, and leaving early affect your final grade significantly as follows:

Being late/leaving early five times = One absence.

One absence of a conference = Half an absence

Two absences= No Penalty

Three absences = Your final grade will be deducted by one grade increment. (e.g. BB-)

Four absences = Your final grade will be deducted by two grade increments. (e.g. BC+)

Five absences= You will not pass the course.

4. All course documents given in class will be posted on Blackboard. If you are absent, make sure that you

download and print necessary documents before the next class meeting.

5. Some classes will be cancelled to allow for individual conferences about your essays. We will arrange

dates and times. In our meeting, we will discuss your work, and you will explain ideas you have and ask

questions specific to your work.

6. Absences for the following reasons may be excused with documentation:

Religious Observances (A written notification should be turned in at least one week in advance)

Death in the immediate family (Documentation will be based on individual circumstance)

Illness or injury requiring hospitalization, quarantine, remedial health treatment or doctor’s visit. (Written

verification from treating physician or medical provider must be turned in)

However, if such absences amount to more than 20% of class hours for the semester, students should consider

the possibility of withdrawal from the class.

Course Requirements and Evaluation

A major part of your final grade is determined by the performance of the course requirements (See “First Year

Writing Program Assessment”). The weight of each requirement is as follows.

Written assignments 15% 150 points

Essays: Essay#1: 20% 200 points

Essay#2: 30% 300 points

Essay#3: 35 % 350 points

Total Possible Points 100% 1000 points

You will get full marks for the “written assignments” component if you submit all of the assignments on time,

fully in accordance with the directions. The “essay evaluation” scheme is explained on pages 6-8.

Your coursework grade will be calculated by dividing the total number of points you accumulate throughout the

course by the total number of possible points (1000 points). Your percentage point will be obtained from this

division, and the equivalent grade shown in the above grading scale will be given.

Your points / Total possible course grade points = Your percentage points =Your score range = Your grade

830 1000 83% 80%-83.9% B-

(800-839)

General Description of the Course Requirements Written Assignments: (More details will be given later)

These include :

1 Assignments (Reading/writing-related assignments in and out of class)

2 Reading Quizzes (You will be asked to demonstrate in writing your understanding of course readings)

3 Peer Critiques (You will be asked to comment on and make suggestions on how to improve your classmate’s

essay.)

4 Reflection Essays (You will be asked to reflect on your writing processes)

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5 Essay Drafts (Outline, Draft#1, Draft#2)

Essays: You will write three multiple -draft essays (described below. Some modifications may be made to the

directions).

Essay#1 : Summary for Purpose and Evaluation (750-1000 words)

Goals: 1. To effectively summarize, paraphrase, and quote ideas from texts.

2. To evaluate a written work on its strengths and weaknesses in the light of available evidence

Directions:

In “Future of Language” David Masci presents facts and observations about language extinction. Drawing on

what you learned from Masci’s article and “Thinking and Reading Critically”, write an essay in which you

evaluate the strengths and weaknesses of the article “Let Them Die” by Kenan Malik. (Alternatively, you may

focus only on the weaknesses of the article) .You should state a clear evaluation of Malik in the thesis and support

it based on three evaluation criteria. For example, you may consider the following

-The quality of one major claim made by the author

How realistic his argument is

How accurate his argument is

-How morally sound his argument is

-The quality of evidence supporting the author’s ideas (The quality of his evidence overall or evidence

supporting one specific claim)

- The way the author addresses an opposing view

- The author’s language use and tone (language use and tone overall or particular expressions, concepts)

Essay#2:- Synthesis (1200-1500 words)

Goals: 1.Develop ways to make connections between the readings and the research materials

2.Refer to several different sources within one paragraph or section of the paper

3.Demonstrate control of logic, transitions and connections

After reading David Crystal’s “Why a Global Language”, Carla Power “Not the Queen’s English”, and Barbara

Wallraff’s “What Global Language”, write an essay in which you discuss the following:

(1) Why English has gained the status of a global language

(2) The ways in which the globalization of English affects non-native and native speakers of the language.

To construct a strong and comprehensive argument, you need to reanalyze course readings carefully and find

support for your argument. Be sure to synthesize the information from different sources in one paragraph to back

up your point.

Essay#3: Argumentative Syntheses (1250-1750 words )

Goals:

1 To argue a controversial issue by taking a position and persuading your readers with convincing evidence that

your position is more valid than that of the other side.

2 To succinctly and accurately summarize different writer’s points of view and to synthesize your sources.

Directions:

Dual language education is a new educational approach where an almost equal number of English speaking

students and non-English speaking students who share a first language are integrated and taught in two languages.

Write an essay in which you discuss whether dual language education should be promoted or not. In so doing,

draw on the controversy over this system as well as the issues surrounding the dominance of English as a global

language that we have learned. While arguing for your position, make sure that you introduce opposing views and

counter them to make a strong and convincing argument.

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Essay Revision Process

An outline and three drafts are required for each paper. The drafting process will generally consist of the steps as

follows. The instructor will give you feedback on every draft. Some of your peers will also give you feedback on

some drafts.

1. You will write an Outline, and get feedback on it from instructor (and one of your peers).

2. You will then write a Draft#1, appropriately incorporating the feedback.

3 You will get feedback on the Draft#1 from the instructor (and one of your peers).

4 You will then write aDraft#2, appropriately incorporating the feedback. You will then discuss the Draft#2

with the instructor at an individual conference. Here, you will have the chance to f ask any relevant questions

the Instructor and thereby finalize your revision plan for Draft#3

(Final Draft)

5 You will write a Draft#3.

(Depending on the schedule, conferences may be held for discussing Draft#1 , instead of for a Draft#2

6. Your instructor will give a grade to your Draft#3(Final Draft).

Individual Conferences

You are required to meet with the instructor for individual conferences at least four times during the course.

You will need to come prepared with questions to ask. To facilitate these, some classes may be cancelled. If you

fail to come to the meeting or if you fail to b ring work with you to discuss, you will be marked down as half an

absence. (See Attendance Policy 2)

Portfolio Requirements Another major part of your final grade is determined by the quality of your portfolio. Your portfolio will be

assessed by the instructor and at least one other reader at the midterm and at the end of the semester.

Midterm Portfolio

Your midterm portfolio grade will be “Good”, “Average”, or “Needs Improvement”. This does not affect the final

portfolio assessment or final course grade, but this gives you a sense of how you are progressing. Individual

conferences following the midterm period, we will discuss issues or problems with your writing and other

classroom issues, when necessary

Final Portfolio

English 0711 forms the foundation of other writing courses at TUJ: Analytic reading and writing, Mosaic, and

other writing-intensive courses. The two readers will judge the final portfolio to determine whether it is of

sufficiently high standard to allow the student to proceed to more advanced writing courses. A passing portfolio

must meet the exit requirements for Eng812, and in doing so, must

1) demonstrate an ability to organize ideas in a coherent manner: You should organize what is being said

in an easily understandable way and should address issues systematically.

2) demonstrate that points made in the essays are based upon the reading of texts, and are not generated

out of personal experience or previous knowledge: You should demonstrate the ability to draw points

out of a text.

3) demonstrate the ability to connect multiple texts through an issue or idea: you should analyze texts

and bring together different points of view or approaches under a cohesive structure.

4) demonstrate an ability to write a reasonably error-free paper. You should make sure that errors do not

interfere with the intended meaning.

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Late Paper Policy

1. You must hand in all the assignments on time.

2. Late in-and out of class assignments (i.e. written assignments submitted/sent later than the due time/date).

will neither be accepted nor commented on. Furthermore, they will result in a 100% deduction of the scores.

3. Essay Outlines and Drafts ( Draft#1 and Draft#2) submitted/sent late within the calendar day but after the due

time will be commented on, but result in a 100% deduction of the scores. Furthermore, your final draft score

will be lowered by one percent for this degree of late submission.

4. Essay Outlines and Drafts (Draft#1 and Draf#2) submitted/sent late after the calendar day will NOT be

accepted, nor will they be commented on. Furthermore, your final draft score will be lowered by two percent

for this degree of late submission.

5. Late Draft#3 will be accepted, but five percent of the total points will be deducted from the final draft grade for

each day (including non-class day) the draft is overdue

6. If for some reason you cannot attend class on the day a paper or an assignment is due, please arrange to have it

to me early or by email before class begins. If this is not possible for a serious health related, family related or

religion related reason, late submission by the following class meeting will be accepted without penalty as

long as you submit a letter or document that verifies the reason for your absence by the due date.

Essay Re-Evaluation Policy

At the end of the term, students who meet the following conditions can opt for a re-evaluation of Essays# 1 and 2

1.The student submitted all essays drafts (outline, draft 1, draft 2, and final draft) on time.

2.All drafts met the length requirement at the time of submission.

3.There was clear evidence of revision across drafts.

Depending on the quality of the revision, your grade may or may not improve. If there is no improvement, the

original grade will remain. If there is improvement, the highest grade increment that can be achieved is ONE

grade increment from the original grade(e.g. C C+).

During the term, your instructor will let you know which of your essays are eligible for re-evaluation. All

revised final drafts should be submitted at the end of the term as part of the final portfolio, and should be

accompanied by the original drafts and grade sheets. You are encouraged to meet with your instructor during the

term to discuss your revisions.

Matsuno 10

TENTATIVE SCHEDULE

The instructor has the right to change the syllabus to meet the needs of the students. The details of the readings and

assignments are to be announced.

Monday Wednesday Friday

Week 1 9/4

Getting to know each

other.

Discuss Syllabus

9/6

Reading and annotating

Overall Essay Structure

In-Class writing

9/8

Discuss Masci

The Introductory

Paragraph

Week 2 9/11

Discuss Masci and

“Thinking and Reading

Critically”

Body paragraphs

9/13

Discuss Malik

Conclusions

9/15

Discuss Malik

Thesis Statements and

Topic sentences

Introduction to Essay#1

Review of the Essay#1

readings

(Last Day to Drop a

Course)

Week 3 9/18

National Holiday

No Class

9/20

Essay#1 Outline due

The Basics of MLA and

In-text Citations

Paraphrases and

Summaries

Discuss Crystal

9/22

Essay#1 Outline Feedback

Quotations

Reading Quiz 1

Week 4 9/25

Works Cited

Discuss Crystal and

Bollag

Essay#1 Draft#1 due

T 9/26 by e-mail

9/27

Undergraduate Holiday

9/29

Essay#1 Draft#1 Feedback

Discuss Bollag and Power

Wallraff

Achieving Coherence and

Flow

Week 5 10/2

Discuss Power and

Wallraff

10/4

Essay#1 Draft#2 due

Discuss Wallraff

10/6

Essay#1 Draft#2

Conferences

Week 6 10/9

National Holiday

No Class

10/11

Essay#1 Final Draft due



readings

Synthesis Essay Structure

10/13

Watch videos on dual

language education

Transition Words

Reading Quiz#2

Week 7 10/16

Introduction to Midterm

Portfolio

Essay#2 Outline due

Discuss Thomas and

Collier

10/18


Write Essay#2 Draft#1

Discuss Thomas and

Collier

10/20

Midterm Portfolio Due

Discuss Howard and Loeb

Matsuno 11

Monday Wednesday Friday

Week 8 10/23

Essay#2 Draft#1 due

Discuss Howard and Loeb

Analytical Paragraphs

10/25

Discuss Lindholm-Leary


10/27


Week 9 10/30

Essay#2 Draft#2 due

MLA Review


11/1

Essay#2 Conferences

11/3

National Holiday

No Class

Week 10 11/6



readings


11/8


readings (Continued)

Argumentative Structure

Write Outline

11/10

Reading Quiz#3

Last Day to withdraw

from a course

Argumentative Structure

Write Outline (Continued)

Week 11 11/13

Essay#3 Outline due

Introduction to Research

11/15


Outside sources due

11/17

Tentative Sources

evaluation ;

Works Cited due

Write Essay#3 Draft#1

Week 12 11/20

Essay#3 Draft#1 due

Irregular Citations

Examine sample

paragraphs

11/22

Essay#3 Conferences

11/24

Portfolio Concerns

Write Cover Letter Draft

Week 13 11/27

Essay#3 Draft#2 due

Troubleshooting

11/29


Cover Letter Draft due

/feedback

12/1

Essay#3 Conferences

Week 14 12/4 Last Day of Class


Final Portfolio due

Final Conferences: Wed, December 13

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OsadaHorton

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Wu

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Nagai

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Fall 2017

Azabu 6F

As of August 16th, 2017

MatsuhashiMachida

Foster

Chief Academic Officer

Associate Dean’s Office

Howard

ToyoizumiHornia

Mor

sbac

h

Nelson

ClevelandStudy Abroad Academic

Coordinator / Honors

Assistant Dean’s

Office

Director of Research

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Fac

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Joyce

Hishiyama

Derr

Arnold

Mai

楕円

Mai

引き出し線

MY DESK IS HERE

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