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EAP

Teachers’Guide

KanazawaUniversity

InstituteofLiberalArtsandScience

GSLanguage

EAPCommittee

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Contents 1. GeneralAdministration.......................................................................................................4

2. CancellingClasses&StudentAbsences..............................................................................5

3. Pre-semester........................................................................................................................6

4. TextbooksandMaterials.....................................................................................................7

5. Week1Classes.....................................................................................................................8

6.Grading...............................................................................................................................11

EAPICOMMONSYLLABUS........................................................................................................14

EAPIICOMMONSYLLABUS.......................................................................................................20

EAPIIICOMMONSYLLABUS......................................................................................................24

EAPIVCOMMONSYLLABUS......................................................................................................30

Topicsandtexts.........................................................................................................................36

Materials....................................................................................................................................38

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1. GeneralAdministration

1.1. HankobookPart-timestaffarerequiredtostamptheirhankosealontheirpageofthehankobook

placedinthePart-timeInstructors'CommonRoombeforeclass.TheCommonRoomison

the2ndflooroftheGeneralEducationHall(総合教育棟),nexttotheGakumu-kakari

Office.

1.2. Parkingpermit

Ifyoudrivetotheuniversity,pleaseapplyforaparkingpermitattheKanri-kakarioffice.It

islocatedacrossfromthefirstfloorentranceoftheGeneralEducationHall.

1.3. Copycard

Ifyouareapart-timeinstructor,andyouneedtomakephotocopiesofyourmaterials,you

canusethephotocopyingmachineonthe2ndflooroftheGeneralEducationHall.Please

askGakumu-kakaristaffforacopycard.

Ifyouareafull-timememberofstaff,youcanuseyourstaffIDcardforthephotocopying

machine.

1.4. KanazawaUniversityIDandNetworkID

IfyouwishtoconnectyourPC(oroneoftheuniversityPCswhichcanbesignedoutfrom

theGakumu-kakari)totheInternetduringclass,youcanuseKanazawaUniversityWi-Fi

(KAINS-S)or"eduroam"(thelatterisforpeoplewhobelongtootheruniversities).

YouwillneedaKanazawaUniversityIDandNetworkIDifyouwishtouseKAINS-S.Ifyou

areapart-timeinstructor,youneedtovisitKanazawaUniversityInformationMediaCenter

(http://www.imc.kanazawa-u.ac.jp/access)toapplyforaKanazawaUniversityID.Ifyou

areafull-timememberofstaffatKanazawaUniversity,youwillbeinformedofyour

KanazawaUniversityID.

OnceyouobtainaKanazawaUniversityID,youcangetaNetworkIDonlinefromthe

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InformationMediaCenterwebsite:http://www.imc.kanazawa-

.ac.jp/service/networkid_gakurui(Atpresent,thisinformationisinJapaneseonly.)

2. CancellingClasses&StudentAbsences

2.1. Attendanceandgrading

Itisnotnecessarytopassstudentssimplybecausetheyattendedallclassesorsubmitted

allassignments.EAPRetakeclassesareheldforstudentswhodidnotpass.Thereare

placesforapproximately15%ofstudentsineachclass.

2.2. Clubactivityrelatedabsences

Onoccasion,studentssubmitofficial-lookingwrittenabsencenoticesrelatingtotheirclub

activities.AtKanazawaUniversity,aclubactivityrelatedabsenceistreatedasanormal

absence.Therefore,thesewrittennoticesareofnovalue.

2.3. Studentswhoareabsentonexamdays

Recordthenamesofanystudentswhoreportbeingunabletoattendexaminations.

InformthemthattheymustalsosubmitappropriatecertificatestotheGakumu-kakari.

TheGakumu-kakariwillcheckthecertificates,andiftheysatisfythecriteriaforapossible

make-upexam,theywillinformtheheadofcourse,whowillthendecidewhetherornota

make-upexamwillbeheld.Thecourseheadwilldecidehowthemake-upexamwillbe

conducted,soindividualinstructorswillnotarrangemake-upexams.

2.4. Cancellingclassesandmakeupclasses

Ifyouhavetocancelyourclassforsomeunavoidablereasons,pleaseinformtheGakumu-

kakari.Theywillputupanotice(thisistheofficialnotificationmethodtostudents),and

alsodealwithanystudentswhoarenotawareoftheclassbeingcancelled.

Intheeventofclasscancellations,pleasearrangeamake-upclassduringtheMake-Up

ClassWeeks.Make-upClassWeeksarespecifiedontheacademiccalendar(availableat

thestartofthismanual).The6thperiod(18:15-19:45)isthedesignatedMake-upClass

period.

Ifitisnotpossibletoarrangeamake-upclass,pleaseassignstudentsanequivalent

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quantityofstudytocoverthecontentofthecancelledclass.AsEAPcourseshavecommon

syllabi,itisimportantthatstudentscoverthecontentofcancelledclasses.

2.5. Gainingcreditthroughstandardtests

KanazawaUniversitygivescredits(andgradesAorS)tostudentswhoachievedesignated

scoresinTOEIC,TOEFL,IELTSandotherapprovedEnglishtestsiftheyapplyforsuch

treatment.

Therearefourapplicationperiodsayear(oneforeachquarter),andstudentsmaybe

informedoftheresultduringthesubsequentquarter.Thosewhoareinformedthatthey

willreceivecreditsinthiswaywillmostlikelyceasetoattendclasses.Thismaycause

problemsifyouareoperatingagroup-worksystem.

TheGakumu-kakariofficewillremovethenamesofsuchstudentsfromthefinalgrading

list.

3. Pre-semester

3.1. Syllabisubmission

IfyouareteachingEAPI,II,III,andIVcourses,youdonothavetosubmitcoursesyllabi.

Therearecommonsyllabiforthesecourses,andthecourseheadswilltakecareofthe

syllabisubmission.

IfyouareteachingEAPRetake,youneedtosubmitasyllabus.Youwillbeinformedin

advanceofthedeadlineforsubmission.

3.2. Checkingonlinesyllabi

Englishcoursesyllabiareavailableonline.Pleasecheckthattheonlineinformation

matchesthecoursesyouwereassignedtoteach,especiallycoursetypeandday/period.

TheOnlineSyllabiURLisasfollows:

http://sab.adm.kanazawa-u.ac.jp/

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Pleaseenteryournameinthe"SearchbyInstructor"fieldandselect"Search"atthe

bottomofthepage.Allthecoursesyouareteachingshouldbeshown.Ifnocourse

appearsunderyourname,tryenteringyournameincapitallettersorkatakana.

4. TextbooksandMaterials

4.1. EAPI/EAPII

TextbooksforEAPIandEAPIIcoursesarepre-decidedbythecourseheadsandpre-

orderedforallclasses.ThereisnoneedforindividualinstructorstoinformtheUniversity

Co-opabouttextbooks.Detailsofthetextbookforeachcoursemaybefoundinthe

commonsyllabus.

4.2. EAPIII/EAPIV

1)TherearenosettextbooksforEAPIIIandEAPIV.Ifinstructorswouldliketousea

textbook,theyarerequiredtocontactthecourseheadsandtheywillsendinstructorsa

textbookorderformtofilloutbyadesignateddate.Instructorscanchooseatextbook

fromthesuggestedtextbooklist(below),orfromotherresources.(Samplecopiesofthe

textbooksbelowareavailableforexaminationinthePart-timeInstructors’CommonRoom

nexttotheGakumu-kakarioffice.Thislistisforreference,anditistotallyfinetousea

differenttextbook.)Ifyouwishtouseatextbooknotlistedbelow,pleaseinformthe

courseheadofyourchoice.

AListofSuggestedEAPIII&EAPIVTextbookOptions:

DebatingCurrentIssues(Seibido)

BothSidesNow:AStudyofCurrentControversialIssues(Seibido)

TwoSidestoEveryDiscussion(Seibido)

HotTopics2(Cengage)

DecideforYourself(Cengage)

ProsandCons:DiscussingToday'sControversialIssues(Cengage)

2)Instructorswhoareusingatextbook:

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MaterialsdoNOThavetobelimitedtothetextbook.Pleasedonothesitatetouseother

(supplemental)materialsasyoufindnecessary.Thereisnoprobleminusingthesame

textbookforbothEAPIIIandEAPIV.Thechoiceisuptoyou.

3)Instructorswhoarenotusingatextbook:

Introducingrealsocialandculturalissuesishighlyencouragedinclass.However,

instructorsneedtobefairandavoidextremecontent(includingimagesandvideos)that

mayupsetstudents.

4.3. EAPRetake

TheEAPRetakesyllabusshouldcoverelementsofallfourEAPcourses.

Instructorsareresponsibleforselectingtextbooksandmaterialsforthesecourses.Ifyou

wishtouseatextbook,pleaseinputthetextbookinformationwhenyoucompleteyour

syllabi,andtheCo-opwillgettheinformationfromtheonlinesyllabi.

5. Week1Classes

5.1. Firstweek

DuringthefirstweekofQuarters1&3,bells(chimes)mayringatthebeginningofeach

classperiodaswellasat40minutesand50minutesintoeachperiod.Pleaseignorethe

twobellsduringeachperiod,andcontinueclassforthefull90minutes.

Eachperiodisasfollows:

1stperiod:8:45-10:15

2ndperiod:10:30-12:00

3rdperiod:13:00-14:30

4thperiod:14:45-16:15

5thperiod:16:30-18:00

6thperiod:18:15-19:45

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5.2. Studentlists

Pleasecheckstudentnamesusingthestudentlistsinthefirstclass.Ifyouareapart-time

instructor,thelistswillbeplacedonyourHankobookpage.Forfull-timeinstructors,the

listswillbesenttoyoubyinternalmail.

ListsofstudentswhohaveactuallyregisteredforcourseswillbereadyinWeek2orWeek

3ofeachquarter.(Thelistsyoureceiveinthefirstweekhavethenamesofalleligible

students.)WhenyoureceivetheupdatedlistsinWeek2orWeek3,pleasecheckthem

againstthestudentsagain.

5.3.Classroompolicies

AllEAPclasseshavecommonclassroompolicies.Pleaseexplainthecommonclassroom

policieslistedinthesyllabusinthefirstclass.

5.4.Homeworkandassignmentdetails

Studentsareexpectedtobegiven2-3hoursofhomeworkeveryweek.Pleasesupplyextra

materialsifnecessary.

Informstudentsofhomeworkandassignmentsinwriting,forexample,byemailingdetails

totheclassthroughtheAcanthusPortalmessagefunction(recommended),distributing

handouts,orwritingclearlyontheblackboard.

5.5.EAPRetakecourse

StudentswhodidnotgetenoughEnglishcoursecreditsinEnglishI(curriculumpriorto

2016)orEAP(curriculumfrom2016)canregisterforEAPRetakeclasses.Pleaseinform

studentsthattheEAPRetakecourseisonlyforstudentswhofailedEnglishIorEAP

courses.StudentscannotusecreditsfromtheEAPRetakeclasstofulfilEnglishcredit

requirementsforcoursestheyhavenotfailed.Anycreditstakenforthispurposewillbe

invalid.

Youmayhavestudentsunderboththeoldandnewcurriculuminyourclass.Ifthereare

bothfirst-yearstudentsandstudentsundertheoldcurriculum,youwillreceivetwo

studentlistsandtwofinalgradinglistsforyourclass.

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6.Grading

6.1.Grading

Asageneralrule,gradesforEAPcoursesshouldhaveapproximatelythefollowing

distribution:

S:approx.10%ofallstudents

A:approx.30%ofallstudents

B:approx.40%ofallstudents

C:approx.20%ofallstudents

Theabovedoesnotimplythatallstudentsshouldreceiveapassinggrade.(See2.1above)

6.2.Gradesubmission

TheGradeSubmissionPeriodisexpectedtobebetweenmid-Juneandmid-Augustfor

Quarter1,andlateFebruaryforQuarters3and4.TheGakumu-kakariwillinformyouof

thedatesoncetheyareset.

Ifstudentsneedtotakeamake-upexam,wewillinforminstructorsoftheirexamination

score.Instructorsshouldthensubmitthegradesofallstudents.(See2.3above)

6.3.KeepingGradedwork

Thegradesyouhavegiventostudents,andgradedistributionsofyourclasses,maybe

disclosedtoothermembersofstaffiftheEducationPlanningCommitteerequeststhe

disclosure.

PleasekeepfinalassessmentsforEAPI,II,III,andIV.(ForEAPII,thiscouldinclude

assessmentsheetsorpresentationscripts.)

Underthecurrentregulations,documentsrelatedtoassessmentshouldbekeptas

evidenceofhowgradeswereassignedforfiveyears.Ifyouareapart-timeinstructor,and

youcannotstoreassessmentdocumentsforanyreason,pleaseconsulttheGakumu-kakari.

Pleasesubmitonefinalassessmentdocument(oracopyofit)foreachgradeband(S,A,B,

C,&F)foreachsubjectastheymayberequiredasevidenceinexplainingthegrade

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distributionofGSLanguageCourses.Detailsofwhenandtowhomtheseshouldbe

submittedwillbesenttoinstructorsbyemail.

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EAPCOMMONCOURSECURRICULUM

GeneralOutline

GeneralCourseDescription

InEAPcourses,studentswilllearnacademicEnglish,especiallyintheareaofspoken

production(shortpresentation),spokeninteraction(Q+A,Discussion),academic

writing(paragraphandessaywriting),aswellasgeneralacademicpractices

(summarizingandcomparinginformationfromdifferentsources,researching,and

formingandorganizingideas.)

GeneralCourseObjectives

TohelpstudentstodevelopacademicEnglishskillswhichenablethemtotake

academiccoursesheldinEnglishatuniversitylevel.

GeneralLearningObjectives

AtthecompletionofEAPcourses,successfulstudentscandothefollowinginEnglish:

・Conductsimpleresearch(literatureandothermedia）

・Analyzeshortarticlesandvideoclips

・Generateandorganizeideas

・Writeparagraphsandessaysonchosentopics

・Presentanddiscussonresearchedtopics

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EAPICOMMONSYLLABUSTopicInthisactivelearningcourse,studentswilllearnhowtoexpresstheirideaslogicallyinwriting.Specifically,theywilllearntowriteaparagraphinEnglish,focusingoncohesion,coherence,academicvocabulary,textstructureandorganization,andrhetoricalstyles.Objectives-TohelpstudentstolearndifferencesandsimilaritiesintextstructureandorganizationbetweenJapaneseandEnglishtexts.-Toenablethemtogainskillsindevelopingideasinageneral-to-specificorganizationalpattern,usinglisting-orderandopinionparagraphs.-Todevelopautonomouslanguagelearningskills.LearningoutcomesStudentswhohavecompletethecoursecan:(a)managetheprocessofwritingaparagraphinEnglish,withtheabilitytoplan,draftandrevisetheirwork;(b)generateandexpandideasthroughbrainstormingandoutlining;(c)understandhowparagraphsarestructuredinEnglishwithatopicsentence,supportingsentencesandaconcludingsentence,andproduceparagraphsfollowingthisstructure;and(d)self-monitorastheyplan,draft,andrevisetheirwriting.SuggestedweeklyscheduleWeek1:ParagraphstructureWeek2:Gettingideasforwriting(Brainstorming)Week3:Organizingideaswithanoutline(Groupfeedback)Week4:Listing-orderparagraphs(Submissionofmid-termassignment)Week5:Feedbacksession(Individualfeedback,erroranalysis)Week6:BrainstormingandoutliningwithreasonsandexamplesWeek7:DevelopinganopinionparagraphwithreasonsandexamplesWeek8:Finalexam(Writing300-wordparagraphinclass)andReviewofClass*Homeworkwillconsistofreviewofandpreparationforclasses,e.g.writtenassignments,textbookexercises.

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Gradingmethod(Standardratingmethod)Gradeswillbedecidedholisticallyasbelow,basedonthefollowingterms/rates.S(90%-100%)A(80%-89%)B(70%-79%)C(60%-69%)

Abovegradesareindicatorsofpassing,不可（lessthan60%）isanindicatoroffailure.GradingrateParticipation(in-classactivitiesandassignments) 20%Homework 10%Mid-termwrittenassignment(150-wordparagraphandanoutlineonagiventopic.TheoutlineshouldbecompletedinclassinWeek3.TheparagraphshouldbecompletedashomeworkandshouldbesubmittedinWeek4.Thisassignmentassesseshowwellstudentsorganizetheirowntextusingatopicsentence,supportingsentencesandaconcludingsentence.)

30%

FinalExamination(300-wordparagraphbasedona100-150-wordoutlinewhichthestudentpreviouslymadeonagiventopic.Theoutlineshouldbepreparedashomeworkpriortothefinalclass,andtheparagraphshouldbewritteninthefinalclass.Thisassignmentassesseshowwellstudentscanwriteanopinionparagraph,whichshouldincludereasonsandexamples.)

40%

TextbookAnnHogue,LongmanAcademicWritingSeries2:Paragraphs,ThirdEdition,PearsonEducation,2014.ClassroomPolicies Plagiarismwillnotbetolerated,andwhenfound,thosewhohaveengagedinsuchanactwillbereferredtotheUniversityDisciplinaryCommittee.Ifastudentarriveslate,theirattendancewillbemarkedas“LateArrival.”Latestudentswillhavemarksdeductedfromtheirclassparticipationpoints.Ifastudentisabsentfromclassthreetimes,his/hergradewillbeshownas放棄(withdrawal).

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Lateassignmentsmaybeaccepteduptooneweekaftertheassignmentdeadline,butwillreceive50%ofthegradetheywouldotherwisehavereceived.Ifastudentdoesnottakeafinalexamination,butheorshefulfillstheattendancecriteriastatedabove,gradeswillbedecidedaccordingtothestatedassessmentcriteria.(Pointsforthefinalexaminationwillbecountedas0point.)Ifastudentdoesnottakeafinalexaminationforareasonwhichthestudentregardsaslegitimate,he/shecansubmitthereasontotheGakumu-kakari.TheGakumu-kakariandtheheadofsectionwillthendecidewhetherthestudentiseligibletoretaketheexamination.

EAPIAssessmentCriteriaforMid-termAssignmentandFinalExam

S:90-100%

- Well-organizedandcoherentparagraphwithconvincingreasonsand

examples

- Fewgrammaticalandspellingmistakes

- Correctparagraphformat,properlyusingindent,marginsonbothsides,

double-space,TimesNewRomanfont,and12pointfontsize

A:80-89%

- Coherentparagraphwithsufficientreasonsandexamples

- Somegrammaticalandspellingmistakes

- Correctparagraphformat,properlyusingindent,marginsonbothsides,

double-space,TimesNewRomanfont,and12pointfontsize

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B:70-79%

- Satisfactoryparagraphwhichincludesthethreemaincomponentsbut

insufficientlogicaldevelopmentofideas

- Severalgrammaticalandspellingmistakes

- Incompleteparagraphformat,including1or2minormistakesinrelationto

indent,marginsonbothsides,double-space,TimesNewRomanfont,and

12pointfontsize

C:60-69%

- Incompleteparagraphwhichincludesdisorganizedparagraphcomponents

withinsufficientwordlengths

- Manygrammaticalandspellingmistakes

- Incompleteparagraphformat,includingafewminormistakesinrelationto

indent,marginsonbothsides,double-space,TimesNewRomanfont,and

12pointfontsize

F:0-59%

- Disorganizedandincoherentparagraphwithoneortwomissingparagraph

componentsandinsufficientwordlength

- Toomanygrammaticalandspellingmistakes

- Wrongparagraphformatwithinsufficientwordlength

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EAPITEACHINGPLAN

StudentswilllearnhowtodeveloptheirownideaslogicallyinEnglish,focusingon:

Textstructureandorganization

• Topicsentence&Supportingsentences

• Concludingsentence

Cohesionandcoherence

• Linkbetweensentences

• Smoothflowfromthebeginningtotheend

• Inalinearpattern

RhetoricalstylesinEnglish

• Expressingopinionsobjectively

• Academicvocabulary

ExamplesofClassroomActivitiesandAssignments

Homework

• Shortparagraphs

• Outlines

• Brainstorming

In-classparticipation

• Answeringinstructor’squestions

• Informalshortpresentation(individualorgroup).

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SUGGESTEDWEEKLYTEACHINGPLAN

Week Content Chapter

1 Paragraphstructure 1&2

2 Gettingideasforwriting(Brainstorming) 1&2

3 Organizingideaswithanoutline(GroupFeedback) 2

4 Listing-orderparagraphs(Submissionofmid-termassignment) 2

5 Feedbacksession,reasonsandexamples

(Individualfeedback,erroranalysis)

5

6 Brainstormingandoutliningwithreasonsand

examples

5

7 Developinganopinionparagraphwithreasonsand

examples

5

8 ReviewandFinalexam(Writing300-wordparagraphinclass)

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EAPIICOMMONSYLLABUSTopicThisactivelearningcourseisdesignedtobuildstudents’confidenceinoralEnglishthroughplanning,deliveringandevaluatingpublicspeaking.Objectives-Todevelopstudents’skillsinplanninganddeliveringinformativeandopinionspeeches.-Toenablestudentstorecognizeandevaluatekeypublicspeakingskills.-Todevelopstudents’criticalthinking.LearningOutcomesStudentswhohavecompletedthecoursecan:(a)plananddeliverinformativeandopinionspeeches,consideringaspectsrelatedtocontent,languageanddelivery;(b)providecriticalfeedbackontheirpeers’presentations,againintermsoftheareasnotedabove;(c)participateinclassroomactivitiesanddevelopautonomousstudyskills.SuggestedweeklyscheduleWeek1:IntroductorySpeech,posture&eyecontactWeek2:InformativeSpeech1,gesture&stagepositionWeek3:InformativeSpeech2,projection&enunciationWeek4:InformativeSpeechPresentation-5minutespergroup&feedbackWeek5:OpinionSpeech1,enunciation&intonationWeek6:OpinionSpeech2,intonation&phrasingWeek7:OpinionSpeech3,introducingspeakers,Q+AWeek8:OpinionSpeechPresentation-10minutespergroup*Homeworkwillconsistofpreparationforthefollowingweek’sclass,e.g.writtenassignments,presentationpractice,preparingvisuals,reviewingexercisesfromthetextbook.GradingMethod(Standardratingmethod)Gradeswillbedecidedholisticallyasbelow,basedonthefollowingterms/rates.S(90%-100%)

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A(80%-89%) B(70%-79%) C(60%-69%)

Theabovegradesareindicatorsofpassing. 不可(lessthan60%)isanindicatoroffailure.GradingRateContinualassessment(participationinin-classactivities) 20%Homework(Includingsubmissionofanoutlineofthefinalpresentation&printoutofPowerPointslides)

20%

InformativespeechPresentation(5min.pergroup) 20%OpinionSpeechPresentation(10min.pergroup) 30%Peerevaluation(5%perpresentation) 10%TextbookMarkD.Stafford,SuccessfulPresentations:AnInteractiveGuide,CengageLearning,2012.ClassroomPolicyPlagiarismwillnotbetolerated,andwhenfound,thosewhohaveengagedinsuchanactwillbereferredtotheUniversityDisciplinaryCommittee.Ifastudentarriveslatetoclass,theirattendancewillbemarkedas“LateArrival”.Latestudentswillhavemarksdeductedfromtheirclassparticipationpoints.Ifastudentisabsentfromclassthreetimes,his/hergradewillbeshownas放棄(withdrawal).Lateassignmentsmaybeaccepteduptooneweekaftertheassignmentdeadline,butwillreceive50%ofthegradetheywouldotherwisehavereceived.Ifastudentsdoesnottakeafinalexamination,butheorshefulfillstheattendancecriteriastatedabove,gradeswillbedecidedaccordingtothestatedassessmentcriteria.(Pointsforthefinalexaminationwillbecountedas0points.)

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Ifastudentdoesnottakethefinalexaminationforareasonwhichthestudentregardsaslegitimate,he/shecansubmitthereasontotheGukumu-kakari.TheGakumu-kakariandtheheadofsectionwillthendecidewhetherthestudentiseligibletoretaketheexamination.

EAPIICOMMONASSESSMENTTABLE

Presenter’sname:

AssessedCriteria Good Average Poor

Eyecontact

Voiceprojection/tone

Gesture/movement/posture

Pace/Pronunciation

Organization

Time

Comment:

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EAPIITEACHINGPLAN

Whatisfixed?

・Textbook

・Speechtypes

Informative

Opinion

・Assessmentcontent

・Grading%

•Teachingmethod

Activelearning

Whatisatinstructor’sdiscretion?

•Topics/Themes

•Weeklycontent

BUTmustcoverassessedcriteria

•Homeworkcontent

BUTwillbe1.5hoursperweek&include

preparationforclasspresentations.

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EAPIISUGGESTEDWEEKLYPLAN

Week SpeechtypeTextbook

Content Delivery Language Optional

1 IntroductoryChapter1/2

Presentationstructure&components

Initialimpression:-Posture&eyecontact-CopingwithnervousnessPromptcards

Self-introductionIntroducingothers

Languageforasking&answeringsimplequestions

2 InformativeChapter3/4

Generatingideas&brainstorming

BuildingcredibilityShowingconfidenceVoiceprojection

BrainstormingInformingExplaining

Languageforasking&answeringsimplequestions

3 InformativeChapter5

Preparingoutlines(forpeerevaluation)

BuildingcredibilityShowingcontrolUseofpause

InformingExplainingTransition

Languageforasking&answeringsimplequestions

4 Informative MidtermPresentation:5-minutegrouppresentations+peer

evaluation

WrittenreflectiononperformanceinmidtermexamQ&A

5 OpinionChapter6

GeneratingideasStructure&organisation

EstablishingrapportMovement&gesture

ExpressingopinionsGivingreasonsExplanation

6 OpinionChapter7

PreparingoutlinesLogicalorder(e.g.generaltospecific)

DrawingaudienceShowingenthusiasm

ExpressingopinionsGivingreasonsExplanationIntroduction

Languageforagreeing/disagreeing&counterargument

7 OpinionChapter8

Effectivedetails(example,anecdote&narrative)

DrawingaudienceVaryingvoice

ExpressingopinionsGivingreasonsExplanationConclusion

Languageforagreeing/disagreeing&counterargument

8 Opinion FinalPresentation:10-minutegrouppresentation+peer

evaluation

Q&A

P a g e |23• Forteachersunfamiliarwithteachingpublicspeakingskills,itissuggestedthattheyvisit

edX,wherefreeonlinecoursescoveringmuchofthecontentproposedhereareavailable.Itcanbeaccessedthroughthefollowinglink:https://www.edx.org/course/introduction-public-speaking-uwashingtonx-comm220x2

• EAPIandEAPIIfollowlooselysimilarcontent,namelyinformativeandopinionpassages.

Therefore,instructorsofEAPIandEAPIIteachingthesamesetofstudentsmaycooperatewitheachothertodeviseacohesivelessonplan.

P a g e |24EAPIIICOMMONSYLLABUSTopicInthisactivelearningcourse,studentswillintegratetheskillslearnedinEAP1andEAP2andapplythemintheanalysisofanacademictopicorcontemporarysocialissue.Objectives-Toenablestudentstoexpressindividualreactionsandopinionsontopicsofdebateintheformofawrittensummary.-Toaidstudentstodevelopanalyticalperspectivesthroughwritingofananalyticresponsethatemploysevaluative,contrastive,orcomparativeanalysis.-Tohelpstudentsimproveinteractionalskillstoorallyrespondtoquestionsaboutthecontentofareadingorlectureinclassdiscussion.LearningOutcomesStudentswhohavecompletedthecoursecan:(a)writeasummarywhichgivesaclearpictureoftheoriginaltext;(b)analyzetheargumentsprovidedinthematerial;(c)statetheirunderstandings,reactionsandopinionsinEnglishwithconfidence.OutlineSuggestedWeeklyScheduleWeek1:Introductiontoclass.Reviewparagraphstructure.DistributeMaterial1tostudentsandintroduceAssignment1Week2:DiscussionandSummaryofMaterial1Week3:ReviewofSummaryandDistributeMaterial2(HandinAssignment1)Week4:DiscussionandAnalysisofMaterial2Week5:DistributeMaterial3andIntroduceAssignment2Week6:DiscussionandAnalysisofMaterial3Week7:GroupworkforanAnalyticResponseWeek8:Reviewofclass(HandinAssignment2)*Homeworkwillconsistofreviewofandpreparationforclasses(e.g.readingassignments,writingassignments,andoralpractice).Thetwogradedassignmentsofthiscourseinclude:1)Assignment1:Asummaryparagraph(150words)ofMaterial12)Assignment2:Ananalyticresponse(350-400words)thatconsistsofsummariesoftwomaterials(Material2&3)andwriters’responsebasedonacarefulanalysisoftwomaterials(Instructorsmaychoosefromthreetypesofresponsebelowdependingonthematerialsusedforclass).

P a g e |25Paragraph# EvaluativeAnalysis ContrastiveAnalysis ComparativeAnalysisP1 SummaryofMaterial2 SummaryofMaterial2 SummaryofMaterial2P2 SummaryofMaterial3 SummaryofMaterial3 SummaryofMaterial3P3 Writers’response

(EvaluatingstrengthsandweaknessesofanargumentmadeinMaterial2)

Writers’response(AnalyzingdifferencesbetweenMaterial2and3)

Writers’response(AnalyzingsimilaritiesbetweenMaterial2and3)

P4 Writers’response(EvaluatingstrengthsandweaknessesofanargumentmadeinMaterial3)

Writers’response(AnalyzingdifferencesbetweenMaterial2and3)

Writers’response(AnalyzingsimilaritiesbetweenMaterial2and3)

*P3andP4canbeaonelongparagraphinsteadoftwoparagraphs.*Studentswillevaluatethestrengthandweaknessesoftheargumentpresentedinthematerialsbasedonwhethertheyaresupportedbysufficientreasonsanddata,orlogicalrelationsbetweentheargumentandreasons.*Theseassignmentsmustbetyped,printed,andformattedbasedoninstructor’sdirections.GradingMethod(Standardratingmethod)Gradeswillbedecidedholisticallyasbelow,basedonthefollowingterms/rates.S(90%-100%)A(80%-89%)B(70%-79%)C(60%-69%)Abovegradesareindicatorsofpassing,不可(lessthan60%)isanindicatoroffailure.GradingRateParticipation(in-classactivities) 20%Homework 20%Assignment1(a150-wordsummary) 20%Assignment2(a350-400wordanalyticresponse)

40%

*Eachassignmentisgradedbasedonacommonrubric.TeachingMaterialsTheassignmentswillbebasedonthreedifferentmaterialsprovidedbytheinstructor:thesemaytaketheformofreadings(600-1000wordseach),lectures(10-20minuteseach),orvideos(3-10minuteseach).Theinstructormayuseatextbookforthecourse.Fortextbookinformation,lookattheCO-OPTextbookListforthethirdquarterunderthenameoftheinstructor.Ifatextbookisset,pleasebuyitinadvance,andbringittofirstlesson.

P a g e |26ClassroomPolicyPlagiarismwillnotbetolerated,andwhenfound,thosewhohaveengagedinsuchanactwillbereferredtotheUniversityDisciplinaryCommittee.Ifastudentarriveslate,theirattendancewillbemarkedas“LateArrival.”Latestudentswillhavemarksdeductedfromtheirclassparticipationpoints.Lateassignmentsmaybeaccepteduptooneweekaftertheassignmentdeadline,butwillreceive50%ofthegradetheywouldotherwisehavereceived.Ifastudentisabsentfromclassthreetimes,his/hergradewillbeshownas放棄(withdrawal).

Ifastudentdoesnottakeafinalexamination,butheorshefulfillstheattendancecriteriastatedabove,gradeswillbedecidedaccordingtothestatedassessmentcriteria.(Pointsforthefinalexaminationwillbecountedas0point).Ifastudentdoesnottakeafinalexaminationforareasonwhichthestudentregardsaslegitimate,he/shecansubmitthereasontotheGakumu-kakari.TheGakumu-kakariandtheheadofsectionwillthendecidewhetherthestudentiseligibletoretaketheexamination.

P a g e |27

EAPIIICOMMONASSESSMENTRUBRIC

S A B C D

Summary

Well-organizedandcoherentparagraph;mainpointsandfiguresarefullycoveredinanintegratedway;well-constructedandclearsentenceswithafewgrammaticalerrors.

Coherentparagraph;indispensablepointsandfiguresarecoveredinanintegratedway;well-constructedsentenceswithsomegrammaticalerrors.

Satisfactoryparagraph;merelistingofindispensablepoints;awkwardsentenceswithsomenoticeablegrammaticalerrors.

Incompleteparagraph;coversonlyonepartofthecontent;containsrun-onsandfragmentswithmanygrammaticalerrors.

Showsnointentionofsummarizing;meredescriptionofasingleeventand/orthewriter’sownfeelings;toomanygrammaticalerrorsandunintelligiblesentences.

AnalyticResponsepaper

Well-organizedandcoherentparagraph;explainsthelogicoftheargument;critical/objectiveresponse;well-constructedandclearsentenceswithafewgrammaticalerrors.

Coherentparagraph;coversthemainpointoftheargument;showsanefforttobecriticalorobjective;well-constructedsentenceswithsomegrammaticalerrors.

Satisfactoryparagraph;showsafairunderstandingoftheargument;subjectiveresponse;awkwardsentenceswithsomenoticeablegrammaticalerrors.

Incompleteparagraph;showsapartialunderstandingoftheargument;toosimpleandsubjectiveresponse;containsrun-onsandfragmentswithmanygrammaticalerrors.

Showsnounderstandingoftheargument;nothoughtsaregiventotheargument;toomanygrammaticalerrorsandunintelligiblesentences.

P a g e |28

EAPIIISAMPLETEACHINGPLAN

Instructorscanchoosespecificthemesforthewritingassignmentsbasedontheirinterestandexpertise.Thismeansthat,inadditiontogivinglanguageinstruction,instructorsareexpectedtoguidestudentswithquestionsandfeedback,aswellashavethemtalktoeachother,sotheycandevelopmorein-depthcriticalviewsonthetheme.

Eachactivityconsistsofintroduction,discussion,andawrittenassignmenttobesubmittedinthesubsequentclass,asshownbelowandinthesyllabus.Forexample,“VotingageinJapan”,inwhichstudentsmayhaveastrongsenseofownership,couldbeoneappropriatetheme.Usingthistheme,theinstructorcouldgivestudentsthefollowingtwoon-linenewsarticleswhichapproachthetopicfromdifferentangles:

【TheAsahiShimbun】EDITORIAL:LoweringvotingagecrucialforfutureofJapan’sdemocracy(587words)

http://ajw.asahi.com/article/views/editorial/AJ201412050027

【JapanTimes】Willlowervotingagebringyouthstopolls?(969words)

http://www.japantimes.co.jp/news/2015/07/02/national/politics-diplomacy/will-lower-voting-age-bring-youths-polls/#.VgnmoPntlBc

OnepossiblewaytoteachWeek3andWeek4usingthefirstoftheabovematerialsisasfollows.

Week1:DistributeMaterialandintroducesummarywriting

(Warmup)

� Speakingexercise

(Pair/smallgroupdiscussions,followedbyawholeclassdiscussion)

Questions:

� DidyouvoteinthelastHouseofCouncillorselection?� Whatdidyoufeelabouthavingarighttovote?Diditchangethewayyou

feelaboutyourselfinanyway?� DoyouthinkloweringthevotingagewasagooddecisionforJapan?

(DistributeMaterial)

� In-classvocabularyactivity

(Homework)

� Readthearticlecarefully,andidentifythestanceofthewriter.

P a g e |29Week2:DiscussionofMaterial

(Warmup)

� Speakingexercise

(Pair/smallgroupdiscussions,followedbyawholeclassdiscussion)

� Whatstancedoesthisarticletakeontheissue?Agree/Disagree

Why?Whatarethereasons?

� Whatstancewouldyoutakeonthisarticle?Agree/Disagree Critical/Sympathetic

Why?Whatarethereasons?

(Individual/groupactivity)

� Highlightthekeypointsfromthearticleforinclusioninthesummary.

(Homework)

� Writeasummaryofthearticle.

InstructorsshouldalwaysrememberthatthegoalofEAPIIIistointegratetheskillslearnedinEAPIandEAPII,andapplythemintheanalysisofanacademictopicorcontemporarysocialissue.

P a g e |30EAPIVCOMMONSYLLABUS

TopicInthisfinalactivelearningEAPcourse,studentswillincorporatetheskillslearnedinpreviousEAPclassestowritea5-paragraphessayonanacademictopicorcontemporarysocialissue.Thisclassrequiresstudentstocriticallyengageandexpressinformedopinionsinorganizedways.Italsoinvolvesstudentresearch.Objectives-Toenablestudentstoexpressinformedopinionsongiventopics,intheformofessaysandsummaries,andorally.-Tohelpstudentspayattentionnotonlytocontent,butalsotounderlyinginterestsandviewpoints.-TopreparestudentsforusingEnglishinanacademicsetting.LearningOutcomesStudentswhohavecompletedthecoursecan:(a)writeanessaywhichdiscussesdifferentperspectivesandproblemsonagiventopic;(b)findresourcesrelatedtoagiventopic,andintegratethecontentintotheirownwriting;(c)respondinEnglishtoquestionsaboutthecontentorlectureswithconfidenceandfluency.OutlineSuggestedWeeklyScheduleWeek1:Introductiontoclass.Introductionofessaystructure.DistributeMaterials1and2Week2:DiscussionandsummaryofMaterial1Week3:DiscussionandsummaryofMaterial2Week4:CompletionofAssignment1(HandinAssignment1)Week5:Introductoryandconcludingparagraphs.Beginstudent-ledresearchWeek6:GroupdiscussionofresearchedmaterialsWeek7:EditingandwritingoffinalessayWeek8:Reviewofclass(HandinAssignment2)*Homeworkwillconsistofreviewofandpreparationforclasses(e.g.readingassignments,writingassignments,andoralpractice.)Thetwogradedassignmentsofthiscourseare:1)Assignment1:Twosummaryparagraphs(100-130wordseach)onMaterials1and2.2)Assignment2:Afive-paragraphessay(500-600words).(Instructorsmaychoosetheessayformatfromthelistbeloworastheydesignatetostudentsinclass).Assignment2:a5-paragraphessaythatconsistsofanintroduction,discussionofthreematerials,andaconclusion.Followingarethepossibleformats.ArgumentativeEssay1:Thisisanargumentativeessaywherewritersmakeaclaimandprovidethreepiecesofevidencetosupportthemainclaim.

P a g e |31ArgumentativeEssay2:Thisisanargumentativeessaywherewritersmakeaclaim,provideacounterargument,andrefutethecounterargument.Paragraph# ArgumentativeEssay1

(argument–supportingevidence)ArgumentativeEssay2(argument–counterargumentandrebuttal)

P1 Introduction(Writers’Claim)

Introduction(Writers’Claim)

P2 SupportingWriters’ClaimwithSummaryofMaterialA

Supportingwriter’sclaimwithasummary(MaterialAorB)

P3 SupportingWriters’ClaimwithSummaryofMaterialB

Providingcounterargumentwithasummary(MaterialBorA)

P4 SupportingWriters’ClaimwithSummaryofMaterialC

Rebuttalofcounterargumentwithasummary(MaterialC)

P5 Conclusion(SummaryandFutureDirections)

Conclusion(SummaryandFutureDirections)

References ExpositoryEssay:Thisisatypeofessaywherewritersdonotneedtoargueforastance,buttheyneedtogivereadersacomprehensivepictureofaphenomenontheyareexploring,mainlybydescribingthesourcestheyfoundandsummarized.Paragraph# ExpositoryEssay1

ExpositoryEssay2

P1 Introduction(Writers’Thesis)

Introduction(Writers’Thesis)

P2 DescribingthephenomenonwithSummaryofMaterialA

Comparingtwoorthreematerials(Orcontrastingtwoorthreematerials)

P3 DescribingthephenomenonwithSummaryofMaterialB

Comparingtwoorthreematerials(Orcontrastingtwoorthreematerials)

P4 DescribingthephenomenonwithSummaryofMaterialC

Comparingtwoorthreematerials(Orcontrastingtwoorthreematerials)

P5 Conclusion(SummaryandFutureDirections)

Conclusion(SummaryandFutureDirections)

References GradingMethod(Standardratingmethod)Gradeswillbedecidedholisticallyasbelow,basedonthefollowingterms/rates.S(90%-100%)A(80%-89%)B(70%-79%)C(60%-69%)Abovegradesareindicatorsofpassing,不可(lessthan60%)isanindicatoroffailure.

P a g e |32GradingRateParticipation(in-classactivities) 20%Homework 20%Assignment1(twosummaryparagraphs100-130wordseach)

20%

Assignment2(afive-paragraphessay500-600words)

40%

*Eachassignmentisgradedbasedonacommonrubric.TeachingMaterialsThespecifictopicfortheclassandfinalessaywilldependuponthespecializationandexpertiseoftheinstructor.Inprinciple,theessaywillbeonatopicthatrequiresstudentstoanalyzeandcomparemultipleperspectives.Theinstructorwillprovidetworeadings(of800-1200wordseach)thatwillformthebasiccontentfortheessay.Studentswillconductresearchtofindanadditionalreadingtobeusedintheessay.Theinstructormayuseatextbookforthecourse.Fortextbookinformation,lookattheCO-OPTextbookListforthefourthquarterunderthenameoftheinstructor.Ifatextbookisset,pleasebuyitinadvance,andbringittofirstlesson.ClassroomPolicyPlagiarismwillnotbetolerated,andwhenfound,thosewhohaveengagedinsuchanactwillbereferredtotheUniversityDisciplinaryCommittee.Ifastudentarriveslate,theirattendancewillbemarkedas“LateArrival.”Latestudentswillhavemarksdeductedfromtheirclassparticipationpoints.

Ifastudentisabsentfromclassthreetimes,his/hergradewillbeshownas放棄(withdrawal).

Lateassignmentsmaybeaccepteduptooneweekaftertheassignmentdeadline,butwillreceive50%ofthegradetheywouldotherwisehavereceived.

Ifastudentdoesnottakeafinalexamination,butheorshefulfillstheattendancecriteriastatedabove,gradeswillbedecidedaccordingtothestatedassessmentcriteria.(Pointsforthefinalexaminationwillbecountedas0point).

Ifastudentdoesnottakeafinalexaminationforareasonwhichthestudentregardsaslegitimate,he/shecansubmitthereasontotheGakumu-kakari.TheGakumu-kakariandtheheadofsectionwillthendecidewhetherthestudentiseligibletoretaketheexamination.

P a g e |33

EAPIVCOMMONASSESSMENTRUBRIC

S A B C D

Summary

Well-organizedandcoherentparagraph;mainpointsandfiguresarefullycoveredinanintegratedway;well-constructedandclearsentenceswithafewgrammaticalerrors.

Coherentparagraph;indispensablepointsandfiguresarecoveredinanintegratedway;well-constructedsentenceswithsomegrammaticalerrors.

Satisfactoryparagraph;merelistingofindispensablepoints;awkwardsentenceswithsomenoticeablegrammaticalerrors.

Incompleteparagraph;coversonlyonepartofthecontent;containsrun-onsandfragmentswithmanygrammaticalerrors.

Showsnointentionofsummarizing;meredescriptionofasingleeventand/orthewriter’sownfeelings;toomanygrammaticalerrorsandunintelligiblesentences.

Essay

Well-organizedandcoherentessay;mainpointsarefullyandlogicallyelaborated;well-constructedandclearsentenceswithafewgrammaticalerrors;correctformat.

Coherentessay;mainpointsaresupportedbyappropriateexamplesand/orreasons;well-constructedsentenceswithsomegrammaticalerrors;onlyafewformaterrors.

Satisfactoryessay;roomformoresupportingdetails;awkwardsentenceswithsomenoticeablegrammaticalerrors;incompleteformat.

Incompleteessay;showsnoefforttoelaborate;containsrun-onsandfragmentswithmanygrammaticalerrors;incompleteformat.

Disorganizedessay;nosignofoutliningandrevision;toomanygrammaticalerrorsandunintelligiblesentences;wrongformat.

EAP4SAMPLEWEEKLYTEACHINGPLANSANDMATERIALS

EssayTheme:ShouldSellingOrgansBeLegalinJapan?

(SampleClassforMedicalStudents)

Inthiscourse,studentswritea5-paragraphessaythatanswerstheabovequestion.Thestudentsareprovidedwithtwoarticlesrelatingtothekidneytrade.Thefirstarticlelooksatcurrentconditionsoftheillegaltradeinkidneysthroughouttheworld,arguingthatthewaytocombatthetradeisthroughimprovementinpreventativehealthcareandincreasing

P a g e |34donors.Thesecondarticlemakesanargumentthatmakingalegalmarkettosellkidneyswouldsolvethreeproblems.Itwould:1)increasedonors;2)reducenationalmedicalcosts;and3)reduceproblemsofexploitation.ThestudentsarerequiredtoresearchathirdarticlerelatingtoorgantradeortransplantationproblemsinJapan.

EssayOutline

• Introduction

-Whatistheissueyouarewritingabout?

-Whyisthisissueimportant?(E.g.lackofdonors,exploitation)

-Whatspecificallydidyoulookat?(Overviewofthethreearticlesreviewedbelow)

• Body

A.“IllicitKidneyTradeBooms”

-Whatisthearticleyouaresummarizing?

-Whatistheissueorproblemtheauthorlookingat?

-Whataretheimportantexamplesorevidenceintroducedbytheauthor?

-Whatistheauthor’sconclusionorviewontheproblem?

B.“WhySellingKidneysShouldBeLegal”

C.StudentResearchedArticle

• Conclusion

-Whatwastheproblemyoulookedat?

-Whatweretheimportantconclusionsfromthereadings?

-Whatisyourviewonthisproblem(referencingtheexamplesfromthebody)?

SampleCourseOutline

WEEK1:Introductiontoclass:Introductionto5-paragraphargumentativeessay—Lectureonessaytopic–Homeworktoreadfirstarticle.

WEEK2:Classdiscussionofarticle:Givestudentscomprehensionquestions–studentsfindanswerstoquestionsingroups–reviewstudentanswerstoquestions–lectureonhowtowritesummary–havestudentsworkonsummariesingroups–HomeworktofinishJapaneselanguagesummaryofarticle

WEEK3:ReviewJapanesesummariesingroups–rewritesummaryasagroup–rewritesummaryinEnglish–HomeworktofinishEnglishsummaryandreadsecondarticleandwritesummaryinJapanese.

P a g e |35WEEK4:Classdiscussiononarticle:Givestudentscomprehensionquestions–studentsfindanswerstoquestionsindividuallyoringroups–reviewstudentanswerstoquestions–studentsrevieweachother’sJapanesesummariesandrewriteasgroupinJapaneseand/orinEnglish–HomeworktofinishsummaryinEnglishandsearchforappropriatearticleforthirdparagraph.

WEEK5:Studentsworkingroupstochooseonearticletosummarizeforthirdparagraph–studentswritesummaryinJapaneseand/orEnglish–Prepare2-3minutepresentationfornextclass–Homeworktoprepareforpresentationinnextclass.

WEEK6:Studentspresent2-3minutessummarizingthearticletheyreviewed–lectureonhowtowriteIntroductionandConclusion–StudentsdiscussingroupsonthecontentofIntroductionandConclusion.Homeworktowrite/printoutcompletebody

WEEK7:Studentsworkindividuallyoringroupstocompleteessay–Studentsreviewandediteachother’sessays–Instructorlooksoverandprovidesindividualfeedbackonessaysduringclass–Homework:finishessay

WEEK8:Studentshandinfinalessay–Classtimedevotedtopracticeofeditingessays(instructorwillprovidesampleessayforstudentstoedit)

Materials

TheGuardian:DenisCampbellandNicolaDavisonSunday27May2012

TheNewYorkTimes–TheOpinionPagesOP-EDCONTRIBUTORbyAlexanderBerger,Dec.52011

EssayTheme:AreAllJapaneseTraditionsInvented?

(SampleClassforHumanitiesStudents)

Materials

“Japanspreadsthesatoyamamessage”byMatthewKnightforCNN

OTHERONLINEVIDEORESOURCES

http://ku2.bloxi.jp/video-project-2014.html

http://ku2.bloxi.jp/video-project-2015.html

P a g e |36Topicsandtexts

ThefollowinglistprovidessuggestedtopicsforEAPIIIandIV,alongwithreferencestotextsrelatedtothesetopics.Instructorsmayfinditnecessarytoedittextsforlengthand/orlanguageinordertomakethemsuitableforuse.

EAPIII

• Topic:AccentdiscriminationintheUK

ThesociolinguisticsofmodernRP,PeterTrudgill,August12,2000

http://www.phon.ucl.ac.uk/home/estuary/trudgill.htm

Whyaresomanymiddle-classchildrenspeakinginJamaicanpatois?,NickHarding,October11,2013

http://www.dailymail.co.uk/femail/article-2453613/Why-middle-class-children-speaking-Jamaican-patois-A-father-11-year-old-girl-laments-baffling-trend.html

Overcomingaccentsnobberyinabidtosmashthroughlife’scutglassceiling,RodMcPhee,July18,2013

http://www.yorkshirepost.co.uk/news/analysis/overcoming-accent-snobbery-in-a-bid-to-smash-through-life-s-cut-glass-ceiling-1-5865718

• Topic:VotingageinJapan

LoweringvotingagecrucialforfutureofJapan’sdemocracy

http://ajw.asahi.com/article/views/editorial/AJ201412050027

Willlowervotingagebringyouthstopolls?,DaveHueston,July2,2015

http://www.japantimes.co.jp/news/2015/07/02/national/politics-diplomacy/will-lower-voting-age-bring-youths-polls/#.VgnmoPntlBc

• Topic:2016USpresidentialcampaign

ThefirstTrump-Clintonpresidentialdebatetranscript(annotated),AaronBlake,September26,2016

https://www.washingtonpost.com/news/the-fix/wp/2016/09/26/the-first-trump-clinton-presidential-debate-transcript-annotated/?utm_term=.251f9178da1f

Sparksflyatseconddebate,StephanieKraus,October10,2016

http://www.timeforkids.com/news/sparks-fly-second-debate/471511

Transcriptofthethirddebate,October20,2016

P a g e |37https://www.nytimes.com/2016/10/20/us/politics/third-debate-transcript.html?_r=0

EAPIV

• Topic:Cyberslacking

Agenerationofcyberslackers,RonaldAlsop,9April2015

http://www.bbc.com/capital/story/20150408-a-generation-of-cyberslackers

CyberslackinginShanghai:WhatMyStudentsTaughtMe,RuthStarkman,17July,2016

http://www.huffingtonpost.com/ruth-starkman/cyberslacking-in-shanghai_1_b_7820796.html

• Topic:Cultureinlanguagelearning

NativeEnglishspeakersaretheworld’sworstcommunicators,LennoxMorrison,31October,2016

http://www.bbc.com/capital/story/20161028-native-english-speakers-are-the-worlds-worst-communicators

TheImportanceofCultureinLanguageLearning,BillZart,March4,2012https://billzart.wordpress.com/2012/03/04/the-importance-of-culture-in-language-learning/

• Topic:LegalizationoforgansalesIllegalkidneytradeboomsasneworganis'soldeveryhour',DenisCampbellandNicolaDavison,May27,2012

https://www.theguardian.com/world/2012/may/27/kidney-trade-illegal-operations-who

WhySellingKidneysShouldBeLegal,AlexanderBergerdec,December5,2011

http://www.nytimes.com/2011/12/06/opinion/why-selling-kidneys-should-be-legal.html

P a g e |38Materials ThefollowingareexamplesofmaterialsusedinEAPIIIandEAPIVclasses

A Generation of Cyberslackers (summary)

Main topic/ problem?

Why is it a problem?

Who is it a problem for?

Solutions?

Further information?

Summary (about 100 words):

Remember to clearly reference where your information is from, and whether it is fact or opinion. If it is opinion, make it clear whose opinion it is.

P a g e |39Cyberslacking in Shanghai: what my students taught me

Para 1: What was the author doing this summer?

What are the ‘anti-device faction’ against?

Para 2: Are the reasons given here for or against using devices in the classroom?

How many reasons are given for why students cyberslack?

Para 3: What is the author’s stance on using devices in the classroom?

Do all of her colleagues do the same as her?

Para 4: Does Morris agree or disagree with banning digital devices?

“Shutting down the laptops isolates students from this reality.” What is

‘this reality’?

Para 5: What does Stommel think is the real problem?

What did the author decide to look into in Shanghai?

P a g e |40Worksheet for ‘Cyberslacking in Shanghai’

Work in groups to decide which of the reasons below from the text are pro-device and which are anti-device.

Pro- device Anti-device

Summarise the arguments from each column in your own words. Each summary should be no more than 50 words.

Pro-device summary:

Anti-device summary:

P a g e |41Conscious of college costs, trying to conserve paper, and teaching older texts, I use exclusively pdfs and links.

Students benefit from the ability to search words in the texts and compare with translations in their own language.

Technology is less the problem than traditional classroom dynamics: start by abolishing fixed-seat, face-forward lecture halls.

When we keep laptops closed, tablets and phones turned off in the classroom, we are closing the door on what is real and relevant in student lives.

Students were unable to easily look up new vocabulary or concepts and relied on me to give them definitions.

Group work became less independent because I provided the sole authority for any information.

Usage trained them in important research skills and even helped them formulate better questions.

Students felt less inclined to physical activity and social interaction during breaks.

They engaged entirely in sedentary gendered segregation.

Students and parents were peering in from other classes checking for potential cyber-slacking.

Students in the class felt the need to police each other and the slackers responded by trying to shame those students.

Projects foundered if they went on too long- students worked well for about 20 minutes with lots of productive discussion in each group, and then gaming addiction mode took over.

P a g e |42Students ran outside to play sports and socialize.

They played a lively game of indoor tag that included all genders and ages.

(Sentences taken from CyberslackinginShanghai:WhatMyStudentsTaughtMe,RuthStarkman,17July,2016

http://www.huffingtonpost.com/ruth-starkman/cyberslacking-in-shanghai_1_b_7820796.html)

Summary grid for ‘Cyberslacking in Shanghai’ What is the main topic?

What did the

author do?

Arguments for

using devices

Arguments against

using devices

Conclusions

P a g e |43Discussionquestionsfor‘NativeEnglishspeakersaretheworld’sworstcommunicators’:

• What is the main point of the article? Which stance would you take to it,

sympatheticorcritical?Why?

• Which example(s) have you found interesting (or important)? Can you come up

withanyotherexamplesfromyourownexperience?

• Whose opinion(s) have you found particularly interesting, agreeable or

disagreeable?Why?

Discussionquestionsfor‘Theimportanceofcultureinlanguagelearning’:

• Whatisthemainpointofthisarticle?

• DoyouagreewithZart’sopinion?Whyorwhynot?

• Compare and contrast the two articles. Do you find any similarities and/or

differences in terms of basic assumptions about language, (second or foreign)

languagelearning,placeofculture incommunication(language),and(non-)native

speakers?

P a g e |44

EAPIII

Activity1Worksheet1

Name______________________

SpeakerName:

Topic:

Vision(Whattoachieve):

Policy(Howtoachieve):

Beneficiary(Whowillbenefit):

Outcomes(concreteexamples):

Summaryofthespeech:

SpeakerName:

Topic:

P a g e |45Vision(Whattoachieve):

Policy(Howtoachieve):

Beneficiary(Whowillbenefit):

Outcomes(concreteexamples):

Summaryofthespeech:

P a g e |46

Summary Writing

What to include

1. Information about the material you are summarizing.

-identity of writer/speaker (name, position, title)

-title of the article/book, details of the occasion/event, venue

-date, year, etc.

2. Main idea stated in the material (paraphrasing / quoting of key words)

3. Outline of supporting evidences and reasons (paraphrasing / quoting of key words)

4. Reporting words

Strong statement

Neutral statement

Counter- argument

Suggestion Evaluation

argue claim insist assert urge demand

state, report show, illustrate indicate, explain point out remark discuss, observe maintain reveal

oppose deny, refute disagree argue against reject, refuse denounce contend

suggest recommend propose

examine investigate approve, support condemn criticize, attack reproach doubt, question

5. Referring words (e.g. “according to ~”, “in ~’s view”)

What not to include

-subjective comments and opinions about the material

-interpretation of the material

-direct quoting of substantial parts of the material (phrases, sentences)

-misrepresentation of the material

-conclusion

P a g e |47

Activity3Worksheet1

Summarizemainpointsofeachspeech.

Trump’sSpeech

Episodeofpeopleaffectedbythisissue:___mothers

How(illegal)immigrantsaredepicted:

Mainreasonwhystrongborderisneeded:

Howtosolvetheproblem:

1)

2)

“Weneed_________________________________________.”

Clinton’sSpeech

Episodeofpeopleaffectedbythisissue:agirlnamed__________from_________________

How(undocumented)immigrantsaredepicted:

MainreasonswhyTrump’smethoddoesn’twork:

P a g e |48Howtosolvetheproblem:

1)

2)

“TheU.S.isanationof__________________and_______________.”

Activity3Worksheet2

WritingaComparisonEssay1)Introduction2)MainBody3)Conclusion

pointbypoint/blockbyblock

WhattoincludeIntroduction GeneralIntroduction

SpecificIntroductionThesisStatement(YourOpinion)

MainBody TopicSentenceSupportingSentencesConcludingSentence(restatingtopicsentence)TopicSentenceSupportingSentencesConcludingSentence(restatingtopicsentence)

P a g e |49Conclusion RestatingThesisStatement

SummarizingMainBodyConclusions(Viewtothefuture)

P a g e |50

EAPIVActivity1

Worksheet1

Name___________________________

ReadActivity1.Writeabriefsummaryofeachparagraphinyourwordsbelow.Asagroup,giveeachparagraphadescriptivetitle.

1._________________________________

Summary

2._________________________________

Summary

3._________________________________

Summary

4._________________________________

Summary

5._________________________________

Summary

6._________________________________

Summary

7._________________________________

Summary

8.__________________________________

Summary

P a g e |51

EAPIVActivity1

Worksheet2

TextAnalysis

Whatisthepurposeofthisarticle?

Inordertodecidetheabove,definethepurposeofeachparagraph.Youcanusethefollowingpurposedefinitions.Aparagraphmayhavemultiplepurposes.

Togiveopinion

Toinformreaders

Topersuadereaders

Tocounter-arguecommonbeliefs

Inordertoachievetheoverallpurpose,whatkindofsupports/argumentsareusedinthetext?

Literaturereviewsummaryformat

TopicSentenceincludes:Thenameofthearticleauthor,materialinformationinfootnote（footnote(脚注)は「参考資料」、「脚注の挿入」をクリックして、必要な情報を入れる),thetopicofthearticle,theauthor’sposition/opinion

MainBodyincludes:Theargumentoftheauthor(opinion,reasons,importantfiguresorexamples)

Concludingsentence:Notnecessary

[Examplephrases]

ThearticlewrittenbyDenisCampbellandNicolaDavidson1looksat……

Accordingtotheauthor,thecentralproblemof______is……

Theauthorexplainsthat….

Theauthorsuggests……

First,…..Second,….Third,….

1DenisCampbellandNicolaDavidson.2011.IllegalKidneyTradeBoomsasNewOrganis“SoldEvery

P a g e |52以下の作業をすると、より書きやすいです。

１）Worksheet２を使って、各パラグラフの目的と、その目的達成のために使われた内容をまとめる。

２）１）を読んで、記事全体の目的を把握する。

３）トピック文に記事の作者名、脚注による出典情報、記事のトピック（主題）と作者の主張を書く。

４）１）から記事の要約としてふさわしい項目を選び、自分の言葉で内容をまとめる。

P a g e |53

EAPIVActivity2

Worksheet1

Name___________________________

ReadActivity2sheet.

Writeadescriptivetitleandabriefsummaryofeachparagraphinyourwordsbelow.Identifywhatthepurposeoftheparagraphis,andwriteyoursummaryintheformofsamplesinparagraph1.

1.Title_____________________________

Purpose:Tointroduce

Toinform

2.Title______________________________________

Purpose:

3.Title______________________________________

Purpose:

4.Title______________________________________

Purpose:

5.Title______________________________________

Purpose:

6.Title______________________________________

Purpose:

P a g e |547.Title______________________________________

Purpose:

8.Title______________________________________

Purpose:

9.Title______________________________________

Purpose:

10.Title______________________________________

Purpose:

11.Title______________________________________

Purpose:

12.Title______________________________________

Purpose:

13.Title______________________________________

Purpose:

Nowwriteasummaryofthewholearticle.

P a g e |55

EAPIVsummary

Homeworkassessmentcriteria

i)記事全体の目的が把握ができているか

ii)その目的を達成するために作者が用いた論の展開を、分析・理解できるか

iii)本文の引用や内容の羅列ではなく、自分の言葉で論の流れをまとめられるか（transitionwordや reportingwordを有効に使い、内容を論理的に組み立てているか）

iv)脚注やフォーマットを正しく書けるか

v)語数が適当か

Q3では内容理解に重点をおいた要約でしたが、Q4では記事の目的や書かれた内容の分析も行った上で自分なりの要約を書きます。

SampleSummary

Name

EAPIV(Friday__period)

Date

Title

Inthefirstarticle,JunSaito2looksattheproblemofpopulationdeclineinJapan,and

suggeststhatdevisinganeffectiveimmigrationpolicyisnecessary.Saitoexplainsthatincreasingthe

birthrateortheemploymentrateforwomenandtheageddonothaveanimmediateimpact,and

arguesforthediscussionofacceptingimmigrants.First,hereportspublicconsensusandapolicy

reforminitiativeforacceptingskilledworkers.Then,heexaminesthecontroversialissueof

acceptingunskilledforeignworkers.Althoughhementionspoliticalandsocialconcernsabout

acceptingunskilledimmigrants,hearguesagainstmostofthem.Finally,heconcludesthatJapanese

youngpeopleshouldmakeadecisiononthisissue,butimpliesthatthereisnoalternativebut

acceptingimmigrants.(130)

EAPIV

2JunSaito,EASTASIAFORUMQUARTERLY,(Jun-September2014)pp.6-7.

P a g e |56

Activity3Worksheet

Material3ExplanationStructure

Today,youwillgiveashorttalkaboutyourresearchedmaterial.Pleaseincludethefollowingpoints.

Source:Thisarticlewaspublishedin~

Date/Year:Itispublishedon~in~

Topic:Thisarticledealswiththeproblemof~

Thisarticlelooksattheissueof~

Position:Theauthorofthearticleproposes~

Theauthorsuggeststhat~

Theauthorarguesthat~

Reason:Ichosethisarticlebecause~

Merits:Thegoodpoint(s)ofthisarticleisthat~

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EAP Teachers’Guide

2017年 3月発行

編集・発行 金沢大学国際基幹教育院外国語教育部門 EAP教育企画部

〒920-1192 金沢市角間町

電話：（076）264-5760