人間の安全保障演習VII

６．Course Schedule The class will meet in person at Room 612 of the Institute for Advanced Studies on Asia （東洋文化研究所） (1) Introduction （Oct 8） cf: https://threerivers.digication.com/***** Homework question for week 2: Think of the most interesting book/article you have read and analyze why it is interesting. Highlight the implicit criteria and be ready to share with your classmates. (2) That’s Interesting! (Oct 15) Assigned Reading: Davis, M. 1971. “That’s Interesting: Toward the Phenomenology of Sociology and the Sociology of Phenomenology”, https://proseminarcrossnationalstudies.wordpress.com/***** Homework for week 3: How does The Bridge of San Louis Ray achieve a universal message (if at all) despite the fact that the “research” is based only on 5 samples? (3) That's general! (Oct 22) Assigned Reading: Wilder, T. The Bridge of San Louis Ray. Albert & Charles Boni. https://ia801901.us.archive.org/***** Homework for Week 4: Prepare an example of an “original writing” as you know it, and offer some criteria that made you choose that particular writing as a sample. (4) That's Original! (Oct 29) Assigned reading: Murakami, H. “On Originality, “ in Novelist as a Vocation （『職業としての小説家』）, pp.53-70. Homework for Week 5: What is your reading strategy? How do you read a book/article? How is your attitude different between reading a novel (for fun) and reading an academic work for research? (5) That's clear (Nov 12) Assigned Readings: selected chapters from Zinsser's On Writing Well. (6) That's relevant! (Nov 19) Assigned Readings: Flyvbjerg, B. 2001. Chapt 5 “Political Inquiry and Value” and Chapt 6 “Power of Examples” in Making Social Science Matter. Cambridge University Press. (7) Student-led reading seminar 1 (Nov 26) Presenting students will choose 1 or 2 best articles they read and demonstrate the key features of those readings by using the concepts learned in class. (8) Student-led reading seminar 2 (Dec 3) (9) Student-led reading seminar 3 (Dec 10) (10) Writing abstracts and proposals 1 (Dec 17) Students will write half-page proposals and evaluate each proposal based on key skills learned in class. CF: https://writing.wisc.edu/***** (11) Writing abstracts and proposal 2 (Jan 7) (12) Wrap up (Jan 14)

A typical format includes lectures and student-led seminars. Each seminar consists of a short presentation on 1) the main arguments of the articles, 2) what you have learned from reading them, and 3) how such learning can be utilized for your own writing. The whole class will then discuss the same points. Occasionally, the instructor will insert mini-lectures on the research process. In the latter section of the course, each student will compose a specific writing proposal targeting to produce a literature review or original research article related to master/doctoral thesis. Each class typically consists of a short overview lecture by the instructor for 20-30 minutes, a student-led discussion on the reading assignment (20 minutes), small group discussion based on the presentation (20 minutes), and a wrap-up (10-15minutes). Student facilitators will hold the floor for 15 minutes to provide an opening summary and identify key questions based on the reading. The small group discussion should revolve around the question (s) addressed by the facilitators. The presentation and discussion should focus not only on the message in the assignment but also the key takeaways for better reading and writing. From Week 7 on, the entire time will be devoted to student presentations and discussions with no prior reading assignment. Depending on the number of students taking this class, students have a choice of doing either the “Reading Seminar” or “Writing Seminar” . 1) One reading is assigned for each day (aside from the first and last). Students are expected to do the required reading and come to class ready to discuss. All the assigned readings are either uploaded on the class drive or publicly available on the internet. 2) Each day, two to three students will facilitate the class discussion by summarizing the paper and providing an opening discussion question(s). ３）One or two questions will be assigned for each session which students are expected to discuss in class. ４) 1500 to 2000-word final reflection paper will be assigned at the end of this course. This paper should cover the most impressive content (readings and lectures) and what you learned as well as what skills you wish to further develop. Alternatively, if you are a graduating student, you may submit the “introduction” of your thesis as your final paper for this class. In this case, please add a comment on how the class content has helped improve your writing. The submission deadline is to be announced. * Please put away your mobile phones during the class. * If you need to be absent, please inform the TA

Individual Class Participation 25% Group Discussion Facilitation 25% Final Paper 50% The main criteria for the paper are 1) clarity and persuasiveness of writing, 2) originality of thoughts, and 3) the extent to which the class material has been incorporated. Final evaluation S　 90-100% A　 80–89％ B　 70–79% C　 60–69% D　(including absence) 0–59%

All the readings will be provided by the instructor.

Booth, W.C. et al. 2016. The Craft of Research. The University of Chicago Press. Adler, M. and C. Van Doren. 1967. How to Read a Book. Simon & Shuster.

・In-person classes will be held at Hongo Campus (Institute for Advanced Studies on Asia, Room 612) ・Students are expected to invest about 3 hours per week for reading and preparation. ・The course will be in English unless all students prefer Japanese.