大学院
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最終更新日：2024年4月22日
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最終更新日：2024年4月22日
授業計画や教室は変更となる可能性があるため、必ずUTASで最新の情報を確認して下さい。
UTASにアクセスできない方は、担当教員または部局教務へお問い合わせ下さい。
Advanced Academic Writing
l Course Objectives
This course aims at taking you a step further in familiarizing you with the various rules governing academic writing including punctuation, summaries, critical reviews, opinion editorial(s) (Op-Ed), citing sources, short and long papers, research papers, etc.
As you have learned, writing is necessary for all students in higher education. It is a process. It starts from understanding your task. It then goes on to doing the research and reading. The next stage is planning and writing various drafts. This is followed by proof-reading and editing. All this should lead to the final text.
In a nutshell, academic writing is a social exercise. Differently put, you write with an audience in mind. This means that you always write with a purpose: to inform, to explain, to persuade, to convince, etc. In other words, what you write is defined by the users in the social community as appropriate or inappropriate. In your case, these are professors, lecturers, examiners, your peers, or other students. This social practice has developed through centuries of use by practitioners. For that reason, it has to be learned by observation, study and experiment.
Academic writing in English is clearly defined by having an obvious audience; a clear purpose, either an exam question to answer or a research project to report on. It is also clearly structured.
Academic writing in English is linear. It starts at the beginning and finishes at the end, with every part contributing to the main line of argument, without digression or repetition. This line of argument must be made clear whatever kind of writing you are producing and you, the writer, are responsible for making this line of argument clear and presenting it in an orderly fashion so that the reader can follow.
Your written work should have the following sections:
This course aims at taking you a step further in familiarizing you with the various rules governing academic writing including punctuation, summaries, critical reviews, opinion editorial(s) (Op-Ed), citing sources, short and long papers, research papers, etc.
As you have learned, writing is necessary for all students in higher education. It is a process. It starts from understanding your task. It then goes on to doing the research and reading. The next stage is planning and writing various drafts. This is followed by proof-reading and editing. All this should lead to the final text.
In a nutshell, academic writing is a social exercise. Differently put, you write with an audience in mind. This means that you always write with a purpose: to inform, to explain, to persuade, to convince, etc. In other words, what you write is defined by the users in the social community as appropriate or inappropriate. In your case, these are professors, lecturers, examiners, your peers, or other students. This social practice has developed through centuries of use by practitioners. For that reason, it has to be learned by observation, study and experiment.
Academic writing in English is clearly defined by having an obvious audience; a clear purpose, either an exam question to answer or a research project to report on. It is also clearly structured.
Academic writing in English is linear. It starts at the beginning and finishes at the end, with every part contributing to the main line of argument, without digression or repetition. This line of argument must be made clear whatever kind of writing you are producing and you, the writer, are responsible for making this line of argument clear and presenting it in an orderly fashion so that the reader can follow.
Your written work should have the following sections:
時間割／共通科目コード
コース名
教員
学期
時限
5130200
GPP-MP6Z30L3
Advanced Academic Writing
FAYE Singh Stanislas
金曜6限
マイリストに追加
マイリストから削除
講義使用言語
英語
単位
2
実務経験のある教員による授業科目
NO
他学部履修
不可
開講所属
公共政策学教育部
授業計画
Week 1
Introduction/Orientation: Course Goals & Evaluations/ Grades Explained
Handout from Writing/Grammar/Vocabulary Module FSTI pp. 1-12
-Oral versus Written Styles
-Punctuation Rules
Review pp. 245-54 in Writing Academic English
ASSIGMENTS
A. Assignment →Approaches to Academic Reading and Writing pp. 1-26
1. Identifying Controlling Ideas
2. Understanding General Organizational Patterns
3. A Special Case: Introductions
B. Assignment: Review Writing Academic English pp 1-67
1. The Process of Academic Writing
2. What is a Paragraph? An overview
3. Unity and Outlining
4. Coherence
5. Kinds of Logical Order
Week 2
Approaches to Academic Reading and Writing pp. 1-26
1. Identifying Controlling Ideas
2. Understanding General Organizational Patterns
3. A Special Case: Introductions
Writing/Grammar/Vocabulary Module FSTI pp. 20 - 30
1. Plagiarism
2. Quoting and Paraphrasing
3. The Summary
Handout: Article and Sample Summary Analysis
Review→Writing Academic English, Fourth Edition
Chapter 3 Supporting Details: Facts, Quotations, and Statistics 39
Facts versus Opinions 39
Using Outside Sources 41
Plagiarism 41
Citing Sources 42
Quotations 42
Direct Quotations 42
Reporting Verbs and Phrases 43
Punctuating Direct Quotations 45
Indirect Quotations 47
Writing Practice 49
Statistics 51
Writing Practice 53
Review 54
A. Assignment
● Summarize an Article
B. Assignment
Read Approaches to Academic Reading and Writing pp. 96 - 104
Week 3
Go over:
A. Article → “Out of Context”
● Discuss article
● Discuss summary sample I wrote
B. Approaches to Academic Reading and Writing pp. 96 - 104
Handout→Writing/Grammar/Vocabulary Faye Module FSTI pp. 31 – 51
- Academic Essay Checklist
- Hedging
- Explanation of Functions (verbs)
- Reporting Verbs
- Key Points of the Critical Review
Review→Writing Academic English, Fourth Edition by Alice Oshima & Ann Hogue.
Chapter 8 Paraphrase and Summary 127
Paraphrasing 127
Plagiarism
Summarizing
ASSIGNEMENTS
l Approaches to Academic Reading and Writing pp. 128 – 45
l In-class 20 – minute writing assignment
Week 4
Go over assignment:
REVIEWING AN ARTICLE
● The Introduction
● The Summary
● The Critique
● The Conclusion
ASSIGNMENTS
A. Critical Review of an article to be determined: due date to be indicated.
B. Writing Academic English, Fourth Edition
· Chapter 4 From Paragraph to Essay 56
Chapter 5 Chronological Order: Process Essays 81
授業の方法
Weekly writing assignments based on materials covered in lectures and individual consultations to discuss submitted assigments.
Key skills and concepts to be covered
● Review of basics: topic sentences, main ideas / thesis statements, transition devices, and coherence
● Concepts for analyzing genre: field, mode, tenor, purpose, and audience
● Clarity and conciseness
● Establishing a critical voice
● Writer-reader relations
● Modality: hedging and boosting
● Doing research
● Paraphrasing and plagiarism
● Documentation: citations and references / following a style guide
● Introduction to online tools useful for analysis of own writing and writing in a specific field
成績評価方法
Pass or Fail
教科書
APA (The American Psychological Association) Style
Arnaudet, M. L. & Barnett, M. E. (1984). Approaches to Academic Reading
and Writing. Englewoods Cliffs, New Jersey: Prentice Hall Regents.
Faye, S. (2008). Writing/Grammar/Vocabualry Module. Sagamiono: Foreign
Service Training Institute
Frank, M. (1990). Writing as Thinking: A Guided Process Approach.
Englewoods, New Jersey: Prentice-Hall.
Hogue, A., & Oshima, A. (2006). Writing Academic English. New York:
Pearson/Longman
McCrimmon, J. M. (1967). Writing with a Purpose. Boston: Houghton Mifflin
Company.
Menasche, L. (2001). Writing a Research Paper. Ann Arbor: The University
of Michigan Press.
Porter, D. (2007). Check Your Vocabulary for Academic English. London:
A & C Black.
Wyatt, R. (2006). Check Your Vocabulary for Law. London: A & C Black.
MLA (The Modern Language Association) Style
Arnaudet, Martin L. & Barnett, Mary Ellen. Approaches to Academic
Reading and Writing. Englewoods Cliffs, New Jersey: Prentice Hall Regents, 1984.
Faye, Singh. Writing/Grammar/Vocabualry Module. Sagamiono:
Foreign Service Training Institute, 2008.
Frank, Marcella. Writing as Thinking: A Guided Process Approach.
Englewoods, New Jersey: Prentice-Hall, 1990.
Hogue, Ann & Oshima, Alice. Writing Academic English. New York:
Pearson/Longman, 2006.
McCrimmon, James M. Writing with a Purpose. Boston: Houghton Mifflin
Company, 1967.
Menasche, Lionel. Writing a Research Paper. Ann Arbor: The University of
Michigan Press, 2001.
Porter, David. Check Your Vocabulary for Academic English. London: A & C
Black, 2007.
Wyatt, Rawdon. Check Your Vocabulary for Law. London:
A & C Black, 2006.
CMS (The Chicago Manual of Style) Style
Arnaudet, Martin L. & Barnett, Mary Ellen. Approaches to Academic
Reading and Writing. Englewoods Cliffs, New Jersey: Prentice Hall Regents, 1984.
Faye, Singh. Writing/Grammar/Vocabualry Module. Sagamiono:
Foreign Service Training Institute, 2008.
Frank, Marcella. Writing as Thinking: A Guided Process Approach.
Englewoods, New Jersey: Prentice-Hall, 1990.
Hogue, Ann & Oshima, Alice. Writing Academic English. New York:
Pearson/Longman, 2006.
McCrimmon, James M. Writing with a Purpose. Boston: Houghton Mifflin
Company, 1967.
Menasche, Lionel. Writing a Research Paper. Ann Arbor: The University of
Michigan Press, 2001.
Porter, David. Check Your Vocabulary for Academic English. London:
A & C Black, 2007.
Wyatt, Rawdon. Check Your Vocabulary for Law. London:
A & C Black, 2006.
SUPPLEMENTARY MATERIALS
Newspapers
Internet sites
参考書
will be provided.
履修上の注意
This course is for GraSPP students only and cannot be audited.
