0 Academic Reading 1 Course Description In this course, students will improve their academic reading...

2014 Academic Reading 1

Course DescriptionIn this course, students will improve their academic reading skills through study and discussion ofnewspaper, magazine, and journal articles of varying lengths related to important issues in science andengineering. Emphasis will be placed on developing a deep understanding of sentence and text structure,and on developing micro- and macro-reading skills, so that relevant information can be found quickly andeffectively, without the need for translation into the native language. In particular, students will be urgedto start understanding written English in English. They will also be encouraged to read beyond the targettexts to gain a deeper understanding of the topics covered. In addition, students are required to master300 academic words including their meaning and collocations by studying the Academic Word Lists(AWLs) 1a – 5b provided by CELESE. Students are expected to spend an average of 1.5 hours out of classon weekly assignments.

Course GoalsG1: Develop knowledge of 300 academic wordsG2: Develop reading skills to guess word meaningG3: Develop reading skills to recognize technical terms in contextG4: Develop reading skills to identify continuing ideasG5: Develop reading skills to recognize development of ideasG6: Develop reading skills to determine main ideas of the textG7: Develop fluency in comprehending academic texts in science and engineering with critical thinking

Textbook and other materials• Thomas A. Upton. 2004. Reading Skills for Success: A Guide to Academic Texts.

The University of Michigan Press, available at University Co-op Bookstore• Academic Word Lists (AWLs), available at CELESE web site (www.celese.sci.waseda.ac.jp/year2/ar1)• Suggested websites for reading, available at CELESE web site• Supplementary materials, provided by teachers

Grading (see 2014 AR1 Student Performance Record Sheet)Grading is criterion-referenced and the final grade is based on four components:

• (20%) In-class quizzes (5 biweekly AWL-based) (4pts x 5)• (35%) Homework (5 biweekly assignments) (7pts x 5)• (35%) Final test (unified, comprehensive) (35pts)• (10%) Class-specific (10pts)

To pass the course, the student must (a) meet attendance requirement of the course (attendance of 2/3of classes) and (b) meet the pass criteria (60%) in at least four of the seven course goals. The final grade isthen computed as follows.

A+ = [90 < score < 100] A = [80 < score < 90] B = [70 < score < 80] C = [score < 70] F = [failed (a) or (b)]

Students who wish to question their final grades should make inquiries directly to their course teacherwho will consider each case based on the student's performance record. Inquiries of this nature can bemade until the end of the 7th full day (1 week) after the final grades are made public by the EducationOffice. Once these 7 days have expired, no further grade inquiries will be considered.

Page 1

Relationship between targeted AR Skills and textbookSkills to develop AR 1 AR 2

word-level reading skills

knowing academic words AWLs 1a-5bCh 1

AWLs 6a-10 plussuppl.

guessing the meaning of a word by using context clues Ch 1 guessing the meaning of a word by analyzing word parts Ch1; Suppl.

B recognizing technical term definitions Ch 2

text-level reading skills

identifying referents of pronouns and other referential expressions

Ch 3

using logical connectors (i.e., linking/transition words and phrases)

Ch 4

determining main ideas (identifying topic and topic sentence/thesis statement)

Ch 5

recognizing text structure (enumeration/classification, comparison-contrast, cause-and-effect, time order/process)

representing text structure in visual display (diagram, outline, table, flowchart)

Ch 6,7, 8

study skills meta-cognitive awareness strategic reading (pre-reading, during-reading, and post-

reading strategies)

Ch 9

reading and studying technique SQ3R (Survey, Question, Read, Recite, and Review)

Ch 10

taking notes Cornell method

Ch 11

Page 2

AY2014 Academic Reading 1 (AR1) Student Performance Record Sheet (SPRS)Student ID ( 　　 ) Name ( 　　 ) Final Grade ( 　 )

Goals(Check □ when passed: at least

60% of points are achieved)

Criteria Academic Word List Quizzes Homework/Portfolio Assignments FinalTest

Class-specific

assessment

Total

□ G1: Develop knowledge of300 academic words

Be able to identify the meaning and collocations of 300 academic words (AWLs 1a-5b, Chap1-Table 1.1)

AWL 1a-b/4

AWL 2a-b/4

AWL 3a-b/4

AWL 4a-b/4

AWL 5a-b/4

Be able to make a list of unfamiliar words with appropriate meaning/definitions in English

HW1/1

HW2/1

HW3/1

HW4/1

HW5/1

□ G2: Develop reading skills to guess word meaning

Be able to use context clues to word meaning; be able to analyze the parts of the word to guess the meaning (Chapter 1, Supplement B, Supplement C-Practice)

HW1/5 /5

□ G3: Develop reading skills to recognize technical terms in context

Be able to recognize technical terms defined in context (Chapter 2, Supplement C-More Practice)

HW2/5 /5

□ G4: Develop reading skills to identify continuing ideas

Be able to identify continuing ideas through pronouns and restatements (Chapter 3)

HW3/5 /5

□ G5: Develop reading skills to recognize development of ideas

Be able to comprehend logical connectors (Chapter 4) HW4/5 /5

□ G6: Develop reading skills to determine main ideas of the text

Be able to comprehend topic and topic sentence of the paragraphs involved in the text (Chapter 5)

HW5/5 /5

□ G7: Develop fluency in comprehending academic texts in science and engineering with critical thinking

Be able to summarize main ideas and issues covered in the text and express personal reflection, comments, and opinions

HW1/1

HW2/1

HW3/1

HW4/1

HW5/1

Be able to integrate skills and reading fluency acquired through thecourse /10

Total /20 /35 /35 /10Totalscore

( )

Goals passed (at least four goals)? Yes / NoTo pass the course, the student must

(a) meet attendance requirement of the course (attendance of 2/3 of classes) and(b) meet the pass criteria (60%) in at least four of the seven course goals.

The final grade is based on the total score in assessments out of 100:A+ = [90 ≤ score ≤ 100] A = [80 ≤ score < 90] B = [70 ≤ score < 80] C = [score < 70] F = [failed (a) or (b)]

Remarks:

Page 3

Academic Reading 1 (AR1): 2014 TEACHER Sample ItineraryNote: This itinerary was prepared with medium-level students in mind. Adapt as appropriate for lower- or higher-level students.

Week Mon Tue Wed Thu Fri In class Homework Notes/SuggestionsGoals emphasized

1 2 3 4 5 6 7

1 4/7 4/8 4/9 4/10 4/11

Course OrientationReview: Parts of speech

Study AWL sublist 1aRead Chapter 1, pp. 3-7

Emphasize the goals of the course in the orientation and give an overview of how the classactivities and chapters in the textbook are related to the course goals.

• • • • • • •

2 4/14 4/15 4/16 4/17 4/18

Chapter 1: Vocabulary Development Strategies: Using Context CluesReview: Writing a good paragraph

Study AWL sublist 1bRead Chapter 1, pp. 7-11

It may be useful to try the word-card technique shown In the textbook, but then have students try their own technique and explain it to others. Groups might develop an original technique, write a good paragraph to explain it, and then give short presentations. Collect the paragraphs via Course N@vi and then share them with the whole class.

•

3 4/21 4/22 4/23 4/24 4/25

Chapter 1: Vocabulary Development Strategies: Using Context CluesAWL Quiz 1 (sublists 1a-b)

Study AWL sublist 2aDo Homework Assignment 1Read Chapter 2, pp. 13-16

The activity in the textbook (p. 9-11) is not appropriate as-is for all levels. Perhaps it can be used as a starting point for high level students and an end-point for low-level students.

• • •

4 4/28 4/29 5/7 5/8 5/9

Chapter 2: Recognizing Technical Terms Defined in Context


Explain that students will be expected to know the six meta-terms (i.e., parentheses, etc.) introduced in the chapter. They will be used in quizzes, homework assignments, and tests.

•

5 5/12 5/13 5/14 5/15 5/16

Chapter 2: Recognizing Technical Terms Defined in ContextAWL Quiz 2 (sublists 2a-b)

Do Homework Assignment 2 The activity may need to be adapted for lower-level groups.

• • •

Center for English Language Education (CELESE) AY2014 Academic Reading 1 Sample Itinerary

Page 4


1 2 3 4 5 6 7

6 5/19 5/20 5/21 5/22 5/23

Review and class-specific activity

Study AWL sublist 3aRead Chapter 3, pp. 19-22

Use this time to catch-up if the pace of the class has been slow, to do a more comprehensive review lesson, or to offer some thing different forextended practice. Make sure that there is some kind of assessment tied to the lesson that is based on the course goals. Supplements A-E in the textbook may be useful.

• • • • • • •

7 5/26 5/27 5/28 5/29 5/30

Chapter 3: Pronouns and Restatements: Identifying Continuing Ideas

Study AWL sublist 3bRead Chapter 3, pp. 19-22 (again)

Content-wise, this chapter is very short, but pronouns and restatements can still be quite confusing for students, especially uses of “that” and “it”. Give students plenty of examples and practice, possibly drawing from a corpus of academic writing (e.g., COCA).

•

8 6/2 6/3 6/4 6/5 6/6

Chapter 3: Pronouns and Restatements: Identifying Continuing IdeasAWL Quiz 3 (sublists 3a-b)


Emphasize that students should know the meta-terms pronoun and restatement because they will be used in quizzes, homework assignments, and tests.

• • •

9 6/9 6/10 6/11 6/12 6/13

Chapter 4: Logical Connectors: Recognizing Development of Ideas


It will be useful for students to be familiar with the relationship labels (TIME, CONDITION, etc.) shown in Table 4.1. These may be used in quizzes, homework assignments, or tests. It is not crucial to know the grammatical type labels (conjunctions, etc.), but they should understand the grammatical distinction.

•

10 6/16 6/17 6/18 6/19 6/20

Chapter 4: Logical Connectors: Recognizing Development of IdeasAWL Quiz 4 (sublists 4a-b)


This chapter doesn't look long, but it really is very important and crucial information. Try to give students lots of practice with this and exposure to model sentences both easy and difficult.

• • •


Page 5


1 2 3 4 5 6 7

11 6/23 6/24 6/25 6/26 6/27

Chapter 5: Determining Main Ideas

Study AWL sublist 5bRead chapter 5, pp. 36-39

Emphasize how important understanding paragraphing in English is to understanding written texts (and to writing good texts, as well). This may a good chance to recycle the “Writing a good paragraph” exercise done earlier in the course.

•

12 6/30 7/1 7/2 7/3 7/4

Chapter 5: Determining Main IdeasAWL Quiz 5 (sublists 5a-b)

Do Homework Assignment 5 Emphasize the importance of global comprehension of the text. For higher level classes, they might also begin to characterize the purpose or aim of the author underlying the text or its parts.

• • •

13 7/7 7/8 7/9 7/10 7/11

Review and class-specific activity

Review chapters 1-5 and the various in-class practice workin order to prepare for the practice final test.

This lesson could focus on giving students more in-class exposure to longer texts, but working through their understanding of them in pairs and groups. Supplement E may be a useful activity (though it's probably too late for Supplements A-D).

• • • • • • •

14 7/14 7/15 7/16 7/17 7/18Practice for Final Test Review Practice Test and

homework assignments to prepare for Final Test

Do the practice test and take time in class to check the answers, review difficult questions, and explain the correct answers in more detail.

• • • • • •

15 Date TBD

Final Test (unified) Although the test is unified, individual teachers will be responsible for grading. An answer key will be provided, though teachers should feel free to assess the students' responses in a way consistent with how they have taught the course.

• • • • • •


Page 6

Academic Word List (AWL)

Background (see: http://www.nottingham.ac.uk/~alzsh3/acvocab/)The AWL was created by Averil Coxhead in New Zealand. To create the AWL, Coxhead first

of all made a corpus i.e. a computerized collection, of over 400 written academic texts, equalingabout 3.5 million words in total. Coxhead used a range of different types of texts: journal articles,www articles and university textbooks, covering 28 different subject areas from 4 disciplines: arts,commerce, law and science. She counted how frequently and how widely different words wereused. She then selected the core academic vocabulary. She included on the list only the words whichappeared at least 100 times in the corpus as a whole and at least ten times in each of the fourdisciplines. A word that was found frequently in law texts but rarely in science texts, for example,was not included. As a result, the 570 words on the Academic Word List are valuable for allstudents preparing for academic study, whether they are planning to follow a course in Medicine,Computer Systems Engineering, Architecture or European Law.

Construction of AWLs/CELESE AWLsThe words are divided into 10 sublists according to frequency; sublists 1 – 9 have 60 words

and sublist 10 has 30 words. Sublist 1 has the most frequent word families including, for example,the headwords area, factor, benefit, issue, define, research, environment, and vary. Sublist 10 hasless frequent words including, for example, adjacent, notwithstanding, forthcoming, panel,integrity, persistent, levy, and so-called. CELESE divided each sublist into two further sublists containing 30 words each and added foursentences to each word so that the students can study the words in context. The AR students willdownload the CELESE version of AWL from http://www.celese.sci.waseda.ac.jp/year2/awl to study.

Coxhead’s sublist(# of words)

CELESE AR1 CELESE AR2sublists w/ sentences Voc. Quiz sublists w/ sentences Voc. Quiz

Sublist 1 (60)List 1a (30)

Quiz 1List 1b (30)


Quiz 2List 2b (30)


Quiz 3List 3b (30)


Quiz 4List 4b (30)


Quiz 5List 5b (30)


Quiz 1List 6b (30)


Quiz 2List 7b (30)


Quiz 3List 8b (30)


Quiz 4List 9b (30)

Sublist 10 (30) List 10 (30) + α Quiz 5

Useful websites.http://www.victoria.ac.nz/lals/resources/academicwordlist/http://en.wikipedia.org/wiki/Academic_Word_List

Page 7

http://www.nottingham.ac.uk/~alzsh3/acvocab/

http://www.victoria.ac.nz/lals/resources/academicwordlist/

http://www.celese.sci.waseda.ac.jp/year2/awl

ID: ( ) Name: ( ) ref. # ( )

AR1 Vocabulary Quiz 1 (AWLs 1a–b) Choose the word which best fills in the blank in each sentence. 1. The first step you take is to reassess and ( ) your situation.

a. analyse b. assume c. concept d. establish 2. Kilocalories are sometimes denoted as “Calories” with a capital “C.” Food Calories, which are a measure of

how much energy our bodies can ( ) from given foods, are actually kilocalories. a. define b. derive c. assume d. benefit

3. Also, like blocks, nature’s materials can be taken apart into their separate ( ) atoms, and the atoms can then be reassembled into different materials. a. context b. constituent c. distribution d. environment

4. The distinction between burning and cell respiration is that in cell respiration the oxidation takes place in about 20 small steps, so that the energy is released in small “packets” suitable for driving the ( ) of each cell. a. factor b. identifier c. functions d. formulas

5. The main ( ) of concern in such a sociology of the unconscious lies in the analysis of social control. a. area b. create c. finance d. assess

6. And indeed with our external ones also who have continued to provide a significant source of ( ) to our business. a. income b. estimates c. area d. identified

7. The pressure on ( ) industry in Eastern Europe and the developing world makes efficient technology a priority. a. environmental b. establishing c. estimate d. beneficial

8. Environmentalists have expressed concerned about the ( ) of a money-based "right to pollute." a. concept b. consist c. contracted d. distribution

9. Each molecule of water consists of two hydrogen atoms bonded to an oxygen atom, as indicated by the ( ) for water: H2O. a. factors b. context c. formula d. finances

10. The second aim of the project was to ( ) how training objectives are being met in practice. a. identify b. income c. identifiers d. export

11. He did an ( ) of the way children learn language for his Master's thesis. a. contract b. legal c. period d. available e. similar f. analysis

12. He was arrested for drunk driving because he had drunk more than the ( ) limit of alcohol. a. contract b. legal c. indicates d. research e. factor f. economy

13. The culture of the United States is quite ( ) to that of Canada. a. contract b. legal c. similar d. analysis e. indicates f. research

14. The Canadian ( ) is largely based on natural resources. a. contract b. available c. similar d. research e. factor f. economy

15. Environmental pollution seems to be an important ( ) in the increase in cancers all over the world. a. period b. available c. analysis d. indicates e. research f. factor

16. The apartment will be ( ) on June first. a. legal b. period c. available d. analysis e. indicates f. economy

17. The young popstar became famous while still in high school after winning a ( ) with a major record label. a. factor b. indicates c. period d. contract e. research f. legal

18. Your continued lateness for class ( ) to me that you are not really a very serious student. a. contract b. legal c. period d. indicates e. research f. economy

19. Living in Berlin during the ( ) when the Berlin Wall was torn down was an unforgettable experience. a. contract b. legal c. period d. available e. similar f. economy

20. Some ( ) into second language learning suggests that oral fluency may increase with moderate amounts of alcohol. a. similar b. analysis c. indicates d. research e. factor f. economy

Score

/4

Page 8

Vocabulary Quiz 2 (AWLs 2a-b) For 1 – 10, choose the word from a – f that best fills in ( ) in each sentence. 1. He ( ) a final mark of just over 80%.

a. achieve b. obtained c. computed d. evaluated e. assist f. site 2. If I can ( ) you in any way, please let me know.

a. achieve b. obtained c. instituted d. credit e. assist f. site 3. We have to give her a lot of ( ) for our success.

a. computed b. instituted c. credit d. residents e. assist f. primary 4. The government is looking for a ( ) on which to build a new school in this area.

a. achieve b. computed c. instituted d. residents e. primary f. site 5. The ( ) reason he has done so well at school is that he works incredibly hard.

a. obtained b. computed c. primary d. instituted e. site f. credit 6. Firemen had to evacuate the elderly ( ) of a local nursing home after smoke was seen coming

from one of the rooms. a. residents b. site c. achieve d. credit e. evaluated f. instituted

7. If you want to ( ) real progress in your speaking skills, you need to speak English as often as possible while you are here.

a. obtained b. credit c. achieve d. residents e. computed f. primary 8. The English Program has ( ) many changes over the years in an attempt to provide an

increasingly better program. a. assist b. instituted c. computed d. obtained e. credit f. achieve

9. The results of the poll have now been ( ), and will be distributed to the news media this afternoon.

a. residents b. credit c. instituted d. primary e. evaluated f. obtained 10. Every employee's work performance will be ( ) on a yearly basis.

a. obtained b. residents c. evaluated d. achieve e. computed f. instituted

For questions 11-20, choose the word from a – j that best completes each sentence. 11. The designer has to choose one which is ( ) for the file.

12. The President of France ( )ed a report on the shape the centre might take.

13. Only 27% of the paper we ( ) is recycled.

14. You should be able to ( ) your own work.

15. Two people have been critically ( )d in an accident. 16. Finally, some brief discussion is appropriate on the problem of the ( )ence

of information skills through the different levels of school education.

17.We ( )ed 500 smokers and found that over three quarters would like to give up.

18. Under the new ( )ions, all staff must have safely training.

19. Everyone in the class is expected to ( ) actively in these discussions.

20. The United States indicated to Vietnam on April 9 that it was prepared to ( )ize relations in return for Vietnamese co-operation in negotiating a settlement of the Cambodian conflict.

Score

/4

<For 11 – 15> a. impact b. evaluate c. commission d. element e. appropriate f. culture g. consume h. injure i. compute j. assist

<For 16 – 20> k. tradition l. survey m. participate n. select o. institute p. regulate q. resource r. transfer s. normal t. purchase

Page 9

ID ( ) Name ( ) ref # ( )

Vocabulary Quiz 3 (AWLs 3a-b)

For questions 1-5, write in ( ) the word that best completes the two sentences (a) and (b). For some words, the first and/or the last letter(s) are given. A hint is also given, but you must use the correct form. 1. ( ) (a) The past few years have seen increased interest in the various energy technologies

based on solar, wind, wave, and tidal energy. (b) Acupuncture is widely used by practitioners of medicine. Hint: This word begins with a and means ‘available as another possibility’.

2. ( ) (a) The need for sleep varies from person to person. (b) Conditions have improved over the past few years. Hint: This word begins with c and can be replaced by the phrase ‘very much’. 3. ( ) (a) Financial factors should not doctors from prescribing the best treatment for patient. (b) Women’s employment opportunities are often severely ed by family commitments. Hint: This word begins with c and can be replaced by the word ‘limit’. 4. ( ) (a) At this stage we cannot entirely the possibility of staff cuts. (b) Some of the data was specifically d from the report. Hint: This word begins with e and means ‘cut out’. 5. ( ) (a) Democracy a respect for individual liberty. (b) The high level of radiation in the rocks that they are volcanic in origin. Hint: This word begins with I and can be replaced by the word ‘suggests’. For questions 6 – 10, choose the word that best completes each sentence. 6. Workers are given a ( ) day off when a national holiday falls on a weekend. a. good b. compensatory c. complete d. reasonable 7. You need good hand-eye ( ) to play ball games. a. corporation b. convention c. constraints d. coordination 8. From her son’s age, I ( ) that her husband must be at least 60. a. contributed b. corresponded c. deduced d. demonstrated 9. Japan became ( ) in the mass market during the 1980s. a. dominant b. domination c. criterion d. coordinator 10. I would normally suggest taking time off work, but in this ( ) I’m not sure that would do

any good. a. sense b. instance c. contribution d. illustration

Score

/4

Page 10

For questions 11 – 14, write in ( ) the word that best completes the two sentences (a) and (b). For some words, the first and/or the last letter(s) are given. A hint is also given, but you must use the correct form. 11. ( ) (a) The user can enter a name of a VMS file, up to 50 characters long, into which the report

output will be placed. (b) The editorial in the Financial Times says this argument has lost much of its ity. Hint: This word begins with v and means ‘reasonable, well grounded, workable’.

12. ( ) (a) In both cases it may be difficult to acquire information for a complete evaluation of the

situation. (b) Students must reach a ly high standard to pass. Hint: This word begins with s and means ‘enough’. 13. ( ) (a) The project is nothing less than mapping every gene in the human body. (b) The scientist described the of events leading up to the discovery. Hint: This words begins with s and means ‘a particular order, series’. 14. ( ) (a) Nothing in this article the evidence that poverty itself is a major contributor to

ill-health. (b) This move the last remaining advantage of the dying V2000 system developed by

Philips and Grundig. Hint: This word begins with n and means the opposite of ‘support’. For questions 15 – 20, choose the word that best completes each sentence. 15. Are these experiments morally ( )? a. interactive b. justifiable c. located d. maximized 16. This is called full indexing and provides a very rapid means of ( ) any given record. a. interacting b. relocation c. locating d. linking 17. The fees charged by the realtor is directly ( ) to the price of the property. a. proportional b. proportion c. publishable d. reacting 18. The rules clearly ( ) that competitors must not accept payment. a. contribute b. correspond c. deduce d. specify 19. Reference book may not be ( ) from the library. a. sequenced b. movable c. removed d. publishable 20. Detectives are now faced with the ( ) of identifying the body. a. power b. task c. enemy d. technology

Page 11

ID: ( ) Name: ( ) ref. # ( )


For 1 – 15, choose the word that best completes each sentence.

1. There’s something wrong with our Internet connection; I can't ( ) my e-mail account. a. status b. hence c. occupy d. attributed e. confer f. access

2. Karen ( ) the failure of her marriage to her husband's inability to accept her change from a mother to a businesswoman. a. occupy b. phase c. attributed d. status e. internal f. hence

3. The airline has more than 100 ( ) flights a day. a. hence b. domestic c. occupy d. access e. promote f. attributed

4. The students were well-prepared for the exam, ( ) their high scores. a. hence b. occupy c. attributed d. confer e. internal f. access

5. Children need something to ( ) their time; otherwise, they get bored. a. status b. occupy c. access d. hence e. domestic f. phase

6. The Russian president flew to Washington this morning to ( ) with the American president on the crisis developing in the Middle East. a. confer b. phase c. status d. promote e. domestic f. hence

7. Doctors and lawyers are high ( ) jobs in our society. a. access b. hence c. promote d. internal e. status f. occupy

8. One of the goals of the United Nations is to ( ) respect for human rights and fundamental freedoms. a. promote b. access c. occupy d. status e. domestic f. phase

9. Most teenagers go through a ( ) in which they argue a lot with their parents. a. phase b. status c. promote d. domestic e. internal f. hence

10. The driver of the car suffered minor ( ) injuries from his seatbelt, but was otherwise okay. a. hence b. promote c. domestic d. phase e. internal f. confer

11. Could you give me a rough ( ) of how many people will be coming? a. detail b. access c. approximation d. code 12. The scientist wanted to ( ) with his colleagues before reaching a decision. a. confer b. commit c. appropriate d. reach 13. She was good at physics ( ) the fact that she found it boring. a. liking b. but c. despite d. proving 14. The newspaper reported cases of racial discrimination against students from ( ) minorities. a. domestic b. international c. ethnicity d. ethnic 15. How would such culturally different people be ( ) into our society? a. imposed b. integrated c. granted d. concentrated For questions 16-20, choose the word from (a) – (j) that best completes each sentence.

(a) sum (b) subsequent (c) phase (d) undertake (e) investigate (f) principle (g) parameters (h) stress (i) prior (j) retention,

16. At various points, the book invites the reader to ( ) activities and then to discuss the issues with a group.

17. The patients showed good ( ) of facts and figures. He remembered almost everything.

18. These skills were passed on to ( ) generations.

19. The first ( ) of renovations should be finished by January.

20. Age in particular at least correlates with some of the ( ) which affect choice of work and performance at work.

Score

/4

Page 12

ID: ( ) Name: ( ) ref. # ( )


For 1 – 10, choose the word from a – f that best completes each sentence.

1. Learning a second language is a ( ), but with continued effort you can make continual progress. a. entity b. declined c. prime d. logic e. challenge f. facilitate

2. You need to apply a proper system of ( ) to solve these problems. a. declined b. network c. transit d. logic e. academy f. entity

3. A ( ) of volunteers is working to distribute food and blankets to the homeless on this cold, winter night. a. logic b. facilitate c. stable d. network e. transit f. entity

4. One of the poorest countries in the world, Yemen is struggling to build a ( ) government, and a strong economy. a. stable b. entity c. declined d. prime e. challenge f. logic

5. His parents sent him to a military ( ), because they thought he was getting a little too wild. a. facilitate b. academy c. prime d. challenge e. logic f. stable

6. The purpose of the trade deal is to ( ) the exchange of goods between the two nations. a. entity b. facilitate c. transit d. network e. prime f. challenge

7. In the last 30 years, the average family size in Ukraine has ( ) from 5 members to 3. a. declined b. stable c. challenge d. transit e. logic f. entity

8. Gander, Newfoundland is an important ( ) point for international flights. a. transit b. entity c. declined d. network e. prime f. challenge

9. Rents for ( ) office space in Central Tokyo are the highest in the world. a. declined b. prime c. entity d. facilitate e. academy f. logic

10. The Soviet Union as a political ( ) ceased to exist in the late 1980s. a. logic b. facilitate c. academy d. entity e. transit f. prime

For 11 – 15, Choose the word from (a) – (j) that best fills in ( ) in each sentence. (a) amendments (b) facilitate (c) compound (d) undertake (e) equivalent (f) principles (g) incapacitate (h) draft (i) discretion (j) retention

11. Water is a ( ) of hydrogen and oxygen.

12. All countries finally approved the final ( ) of the peace treaty.

13. Using powerful lasers, the device can ( ) enemy radar systems.

14. List of ( ) or new editions are possible mechanisms for announcing changes.

15. Shops will exchange unwanted goods entirely at their ( ). For 16 – 20, choose the word from (a) – (j) that best completes each sentence. (a) pursue (b) objective (c) transit (d) revenue (e) perspective (f) welfare (g) prime (h) sustain (i) modification (j) logic

16. The researcher presented her ideas clearly and ( )ally.

17. Engineering risk assessment is based on ( ) consideration of likelihood and consequences.

18. The student plans to ( ) a career in chemistry.

19. The sun’s energy beams down on us still, ( )ing us on a growing, breathing planet.

20. Scientists have to consider the balance between human health and animal ( ) as they push forward the frontier of research.

Score

/4

Page 13

AR: Guidelines for Homework/Portfolio Assignments (cf. SPRS) Biweekly homework/portfolio assignments are suggested as below. Each assignment, based on a medium-length academic article in science and engineering, consists of three parts: Part 1 for Goal 1, Part 2 varying over Goals 2 to 6, and Part 3 for Goal 7. (See how it matches with the CRT system which appears in the Student Performance Record Sheet).

HW1 (7pts) HW2 (7pts) HW3 (7pts) HW4 (7pts) HW5 (7pts) Part 1 for: G1 (1pt) G1 (1pt) G1 (1pt) G1 (1pt) G1 (1pt) Part 2 for: G2 (5 pts) G3 (5 pts) G4 (5 pts) G5 (5 pts) G6 (5 pts) Part 3 for: G7 (1pt) G7 (1pt) G7 (1pt) G7 (1pt) G7 (1pt)

For lower-level classes

The teacher selects an article for each assignment. In this way the teacher will have better control of the assignment, especially that of grading. Samples are provided for this level of classes. <Part 1 for G1>: The teacher specifies some words from the article. The students give their part of speech, guess their meanings, and write them in English. The students are also required to list additional words unfamiliar to them and do the same work. <Part 2 for G2 – G6> The teacher formulates some questions about the article which are relevant to each chapter-specific goal. The students answer the questions. <Part 3 for G7>: The students are required to write a two- paragraph summary of the assigned text with brief personal reflections, comments, and/or opinions. Each paragraph must satisfy requirements covered in ALC, such as giving a topic sentence and at least three to five logical connectors, etc. (See Review of writing a summary for HW Part 3.) For grading, the teacher may discuss Part 2 in class (sometimes letting the students self-grade on the part), collect the assignment, look through and grade Parts 1 and 3, record the grades, and return the assignment to the students in the following week.

For intermediate and advanced level classes The teachers may use the portfolio method if they think it is more appropriate to their students. In this method, the students choose their own articles to read, but are required to do the same work as outlined above.

HW X Part 1: G1 = Vocabulary (1pt) see samples Part 2: G2-G6 = Chapter-specific (5pts) see samples Part 3: G7 = Summary with personal reflections (1pt) see samples

Page 14

Academic Reading 1: HOMEWORK 1 Read the following article.

[1] The basic building blocks of all matter (all gases, liquids, and solids in both living and nonliving systems) are atoms. Only 92 different kinds of atoms occur in nature, and these are known as the 92 naturally occurring elements. In addition, physicists have created 14 more in the laboratory, but all of these break down again into the naturally occurring elements such as carbon, hydrogen, oxygen, and iron.

[2] How can the innumerable materials that make up our world, including the tissues of living things, be made of just 92 elements? More specifically, 99% of Earth’s crust is composed of only eight of these natural elements.

[3] Elements are analogous to Lego® blocks: From a small number of basic kinds of blocks, we can build innumerable different things. Also, like blocks, nature’s materials can be taken apart into their separate constituent atoms, and the atoms can then be reassembled into different materials. All chemical reactions, whether they occur in a test tube, in the environment, or inside living things, and whether they occur very slowly or very fast, involve rearrangements of atoms to form different kinds of matter.

[4] Atoms do not change during the disassembly and reassembly of different materials. A carbon atom, for instance, will always remain a carbon atom. Furthermore, atoms are not created or destroyed during any chemical reactions. This constancy of atoms is regarded as a fundamental natural law, the law of conservation of matter.

[5] On the chemical level, then, the cycle of growth, reproduction, death, and decay of organisms can be seen as a continuous process of taking various atoms from the environment, assembling them into living organisms (growth) and then disassembling them (decay) and repeating the process. Of course, in nature, there is no one visible doing the assembling and disassembling; it occurs according to the atoms’ chemical nature and to flows of energy. Nonetheless, the simplicity of the concept does not diminish the wonder of it.

[6] A molecule refers to any two or more atoms bonded together in a specific way. The properties of a material are dependent on the specific way in which atoms are bonded to form molecules as well as on the atoms themselves. Similarly, a compound refers to any two or more different kinds of atoms bonded together. Note the distinction that a molecule may consist of two or more of the same kind, as well as different kinds, of atoms bonded together. A compound always implies that at least two different kinds of atoms are involved. For example, the fundamental units of oxygen gas, which consist of

two oxygen atoms bonded together, are molecules but not a compound. Water, on the other hand, can be referred to as either molecules or a compound, since the fundamental units are two hydrogen atoms bonded to an oxygen atom.

[7] The key elements in living systems (and their chemical symbols) are carbon (C), hydrogen (H), oxygen (O), nitrogen (N), phosphorus (P), and sulfur (S). You can remember them by the acronym N. CHOPS. These six elements are the building blocks of all the organic molecules that make up the tissues of plants, animals, and microbes. We have said that growth and decay can be seen as a process of atoms moving from the environment into living things and returning to the environment. By looking at the chemical nature of air, water, and minerals, we shall see where our six key elements and others occur in the environment.

[8] The lower atmosphere is a mixture of molecules of three important gases—oxygen (O2), nitrogen (N2), and carbon dioxide (CO2)—along with trace amounts of several other gases that have no immediate biological importance. Also generally present in air are variable amounts of polluting materials and water vapor. Note three of the key elements among these molecules. Thus, air is a source of carbon, oxygen, and nitrogen for all organisms.

[9] Saying that air is a mixture means that there is no chemical bonding between the molecules involved. Indeed, it is this lack of connection between molecules that results in air being gaseous. Attraction, or bonding, between molecules results in liquid or solid states.

[10] The source of the key element hydrogen is water. Each molecule of water consists of two hydrogen atoms bonded to an oxygen atom, as indicated by the formula for water: H2O. A weak attraction between water molecules is known as hydrogen bonding. At temperatures below freezing, hydrogen bonding holds the molecules in position with respect to one another, and the result is a solid (ice or snow). At temperatures above freezing, but below vaporization (evaporation), hydrogen bonding still holds the molecules close, but allows them to move around one another, producing the liquid state. Vaporization occurs as hydrogen bonds break and water molecules move into the air independently. With a lowering of temperature, all these changes in state go in the reverse direction. We reemphasize that, regardless of the changes in state, the water molecules themselves retain their basic structure of two hydrogen atoms bonded to an oxygen atom. It is only the relationship between the molecules that changes.

(Source: Appendix 1 of the textbook)

Page 15

AR1 Homework 1 ID: ( ) Name: ( ) ref. # ( )

Part 1: G1 = Vocabulary (1 pt) Q1: Use an English-English dictionary and write in the chart below the part of speech and meaning of

each of the words, which are all on the Academic Word List. (Guess the meanings first, then use the dictionary.)

paragraph number word part of

speech Meaning (in English)

[3] analogous

[4] fundamental

[5] diminish

[6] imply

[10] formula

[10] reverse

[10] retain

Q2: Choose five unfamiliar words from the article whose meaning you could not guess and write their parts of speech and meanings (in English and Japanese). <*Use an upper half of the reverse side of this sheet.> Part 2: G2 = Using Context Clues (5 pts) Fill in the blanks.

Q1: Apply some of the steps described on p.8 to the word innumerable (in [2] and [3]). A. Part of speech: This word is a(n) ( ).

B. Context: In [2], we need to look at the innumerable materials that make up the world can be made of just 92 elements. Here, the word modifies ( ) and is used in contrast to ( ). In [3], we need to look at From a small number of basic kinds of blocks, we can build innumerable different things. Here, the word modifies ( ) and is used in contrast to ( ).

Q2: Apply some of the steps described on p.8 to the word constancy (in [4]).

A. Part of speech: This word is a(n) ( ) and its adjective form is ( ) .

B. Context: We need to look at This constancy of atoms is regarded as a fundamental natural law. The word refers to a property of ( ).

C. Relationship: The phrase This constancy (of atoms) refers, for example, to ( ) in the first sentence in [4] and ( ) in the third sentence.

Q3: The words reassembled (in [3]), rearrangements (in [3]), and reemphasize (in 10) have the same ( )

that means ( ). (See p.139 of the textbook). Q4: The words analogous (in [3]), continuous (in [5]), and gaseous (in [9]) have the same ( ) that shows

that the part of speech of these words is ( ). (See p.140 of the textbook)

Part 3: G7 = Summary/personal opinions-comments (1 pt) Write a two-paragraph-long passage with a summary of the article in the first paragraph and your comments and/or opinions in the second paragraph. Use the structure of a paragraph you learned in ALC and reviewed at the beginning of AR1. <**Use a lower half of the reverse side of this sheet.>

score

score

score

Page 16

AcademicReading1:HOMEWORK2Readthefollowingarticle:HowGiantsConqueredtheEarthHowdidanimalsthesizeofagoatevolveintothelargestcreaturesonEarth?ThediscoveryofanewdinosaurfromArgentina,announcedtoday,mayoffersomeclues.

PaleontologistshaveknownfordecadesaboutthebeginningsandendingsofagroupofdinosaursknownastheSauropodomorpha.Atfirst,around230millionyearsago,mostofthesecreatureswereomnivorousandsmall,aboutthesizeofatricycle.Butoverthecourseof80 million years, they evolved into tractor‐trailer sized, long‐necked plant‐eaters—likeApatosaurus, formerly known as Brontosaurus. These were the giants called sauropods.Scientists also knew about a related group called prosauropods, dinosaurs that wereintermediateinsizeandposture.Whattheydidn'tknowwasexactlywhatstepsfilledinthetransitionbetweenprosauropodsandsauropods.Untilrecently,theremainsofintermediatescloselyrelatedtothesauropodswereextremelyrareandfragmentary.

Thathasnowchangedwith thediscoveryofLeonerasaurus taquetrensis, theclosestrelative yet to the giant sauropods. Paleontologist Diego Pol of the Egidio FeruglioPaleontological Museum in Trelew, Argentina, and colleagues took three summers topainstakinglyexcavatethefossilizedbonesfromsteepoutcropsataremotespotinsouthernArgentina.

Thespecimen,reportedaboutonlinetodayinPLoSONE,isn'tcomplete,butitsharesmany features of both sauropods and prosauropods. For example, the 8‐foot‐longLeonerasaurusistinycomparedwithsauropods,whichrangedfrom30toperhaps130feetinlength, but it had already evolved an important feature needed for gigantism: a beefed upsacrum,thefusedvertebraeofthelowerspine.Scientistshadassumedthatgreatmasswouldhaveproducedselectivepressure for the larger sacrum,butnow theyknow that the sacralenlargementcamefirst.

NewteethwerealsocriticaltoLeonerasaurus.Ananimalaspiringtogreatnesswouldnot politely chew its food, but would snip and swallow quickly. The fossil record catchesLeonerasaurusatamomentwhenitsteethhadonlypartlymadetheswitch.Leonerasaurushad traded in its old front teeth for the advanced, spoon‐shaped models—while retainingprimitive, leaf‐shapedback teeth.Polhadobserved thesamepattern inhisearlier studyofMussaurus, a "near‐sauropod" known only from juvenile skeletons. Apparently front teethchangedfirst,backteethlater.

Paleontologist AdamYates of the University of theWitwatersrand, Johannesburg, inSouthAfrica,whowasnotinvolvedinthestudy,saysLeonerasaurusshowsusthatmanyofthedistinctivecharacteristicsofsauropodsevolvedlongbeforethedinosaursbecamegigantic.Lastyear,henoticedsomethingsimilar inaSouthAfricanprosauropodcalledAardonyx. Itslimb proportions seemed fortuitously adapted for a slower lifestyle—and its interlockingforearmbones forchangingbodybalance—both inawaythatwould laterprove invaluableforanextremeweightgain.

"Thethingaboutsauropodsisthattheyhaveauniquecombinationofevolutionarynovelties,"saysMartinSanderoftheUniversityofBonninGermany."Thiscombinationledtoanevolutionarycascade,onethingleadingtoanother,thatallowedthemtogetsobig."

Still,"theprogressionwasnotsmoothandsimple,"saysYates."Itwasamessyaffairwithseparatelineagesevolvingsimilartraits,reversingothers,andgenerallymuddyingupourunderstandingoftheshapeofthesauropodomorphfamilytree."

(Source:FredericHereen,Scienceonlineedition,26January2011:http://news.sciencemag.org/sciencenow/2011/01/how‐giants‐conquered‐the‐earth.html?ref=hp)

Page 17

AR1Homework2ID:( )Name:( )ref.#()Part1:G1=Vocabulary(1pt)Q1:Locateinthearticlethewordsgivenbelow.Guessmeanings,definitions,orexplanationsforeachofthewords.Ifyoucannotguessthem,lookthemupinanEnglish‐Englishdictionary,andwritetheirpartsofspeechandmeaningsinthechart.

word partofspeech meaning,definitionorexplanation

evolve

Paleontologist

omnivorous

intermediate

fragmentary

excavate

gigantism

traded

muddyingup

Q2:Choosefiveunfamiliarwordsfromthearticlewhosemeaningyoucouldnotguessanddothesameasaboveforeachword.<*Useanupperhalfofthereversesideofthissheet.>

Part2:G3=Recognitionoftechnicaltermsincontext(5pts)1. Underlinethedefinitionof“sauropods”inthearticle,thenwritethedefinitionbelow.

2. Underlinethedefinitionof“prosauropods”inthearticle,thenwritethedefinitionbelow.

3. Underlinewhere“Leonerasaurustaquetrensis”isdescribedinthearticle,thenwritethedescriptionbelow.

4. Underlinewhere“Mussaurus”isdescribedinthearticle,thenwritethedescriptionbelow.

5. Underlinewhere“evolutionarycascade”isdescribedinthearticle,writethedescriptionbelow.

6. Writedownthenamesoftwopaleontologistsmentionedinthearticle:()()

7. Underlinetheuniquenessabout“sauropods”mentionedinthetext,andwriteitdownbelow.

Part3:G7=Summary/personalopinions‐comments(1pt)Write a two-paragraph-long passage with a summary of the article in the first paragraph and your comments and/or opinions in the second paragraph. Use the structure of a paragraph you learned in ALC and reviewed at the beginning of AR1. <**Use a lower half of the reverse side of this sheet>

score

score

score

Page 18

AcademicReading1:HOMEWORK3Readthefollowingarticle:Happypeopledon'tjustenjoylife;[1]theyarelikelytolivelonger,too.Anewstudyhasfoundthatthoseinbettermoodswere35%lesslikelytodieinthenext5yearswhentakingtheirlifesituationsintoaccount.

The traditionalway tomeasure a person's happiness is to ask them about [2]it. Butover the past few decades, psychologist and epidemiologist Andrew Steptoe of UniversityCollegeLondon (UCL) says, scientistshave realized that thosemeasuresaren't reliable. It'snotclearwhetherthey"assesshowthey'reactuallyfeelingorhowtheyrememberfeeling,"hesays.When answering, people aremore likely to count their blessings and compare theirexperiencewiththelivesofothers.

The English Longitudinal Study of Ageing tried to getmore specific. It has followedmore than 11,000 people age 50 and older since 2002. In 2004, about 4700 of [3]themcollected saliva samples four times in oneday and, at those same times, ratedhowhappy,excited,content,worried,anxious,andfearfultheyfelt.Thesalivasamplesarestillawaitinganalysis for stresshormones,butSteptoeandhisUCLcolleague JaneWardlehave recentlypublished findings on the links between mood and mortality in the Proceedings of theNationalAcademyofSciences.

Ofthe924peoplewhoreportedtheleastpositivefeelings,7.3%,or67,diedwithin5years.Forpeoplewiththemostpositivefeelings,theratefellinhalf,to3.6%,or50of1399people.Ofcourse,it'spossiblethatpeoplewhodiedsoonerweren'taschipperbecausetheywere deathly ill or because of any number of other factors that affect bothmortality andmood. [4]The researchers adjusted for age, sex, demographic factors such as wealth andeducation,signsofdepression,health(includingwhetherthey'dbeendiagnosedwithmajordiseases), and health behaviors such as smoking and physical activity. Even with thoseadjustments,theriskofdyinginthenext5yearswasstill35%lowerforthehappiestpeople.

Theresearchshows thatgoodmoodsarecorrelatedwith long life,but it'snotproofthathappinessmakespeoplelivelonger,Steptoesays.Furthermore,"whatwedon'twanttodo,obviously,ismakepeoplefeelguiltyifthey'renotverypositivepeople,"Steptoesays."Ontheotherhand,weknowthatpeople'slifecircumstancesarealsoveryrelevant,"Steptoesays.Thatmeansit'simportanttomakesureolderpeoplehaveadequatemoney,healthcare,andsocialsupport,hesays.

"Ithinkthisisprettyexcitingandprettypowerful,"saysLauraCarstensen,alifespandevelopmental psychologist at Stanford University in Palo Alto, California, who was notinvolvedin[5]thisstudybutpublishedasmalleroneearlierthisyearinthejournalPsychologyandAging with similar findings. In her study, older people in the San Francisco Bay Arearecordedtheiremotionsfivetimesadayforaweek,thenwerefollowedformanyyears.For111people, she found thathappierpeople lived longer thanpeoplewhoexperiencedmorenegative emotions. Asking people to record their moods, she adds, "really does give yousomethingdifferentthanaskingpeopletotellyouabouttheirlives."(Adaptedfrom:H.Fields(2011,October).Happinessassociatedwithlongerlife.ScienceNOW.Retrievedfrom:http://news.sciencemag.org/sciencenow/)

Page 19

AR1Homework3ID:( )Name:( )ref.#()

Part1:G1=Vocabulary(1pt)

Q1:Locateinthearticlethewordsgiveninthechartbelow.

UseanEnglish‐Englishdictionaryandwritethepartofspeechandmeaningofeachof

thewords.(Guessthemeaningsfirstandthenusethedictionary.)

word partofspeech meaningepidemiologist

blessings

saliva

demographic

relevant

Q2:Writeyourselffiveormoreunfamiliarwordsfromthearticlewhosemeaningyoucouldnotguess

andwritetheirpartsofspeechandmeanings. <*Usethespacesprovidedinthechartabove.>

Part2:G4=Pronounsandrestatements:Identifyingcontinuingideas(5pts)

1. Underlineinthearticlewhat[1]theyrefersto,then

writeitdownhere.()

2. Underlineinthearticlewhat[2]itrefersto,then

writeitdownhere.()

3. Underlineinthearticlewhat[3]themrefersto,then

writeitdownhere.()

4. Underlineinthearticlewhat[4]Theresearchersrefersto,then

writeitdownhere.()

5. Underlineinthearticlewhat[5]thisstudyrefersto,then

writeitdownhere.()

Part3:G7=Summary/personalopinions‐comments(1pt)

Writeatwo‐paragraph‐longpassagewithasummaryofthearticleinthefirstparagraphand

yourcommentsand/oropinionsinthesecondparagraph.Usethestructureofaparagraph

youlearnedinALCandreviewedinthefirstclass.<**Usethereversesideofthissheet.>

score

score

score

Page 20

Academic Reading 1: HOMEWORK 4

Artificial Intelligence

Introduction

[1] Intelligence is the ability to learn and to deal with new situations. When a computer or a robot

solves a problem or uses language, it may seem to be intelligent. However, this type of intelligence is

different from human intelligence. It is called artificial intelligence, or AI.

What Is Intelligence?

[2] For more than 50 years scientists have been trying to make a machine with artificial intelligence

that is close to human intelligence. So far they have not been successful. One reason is that intelligence

involves so many ways of making decisions and doing tasks. Scientists have figured out how to make

computers do some of these things but not others.

Part of AI is trying to figure out what human intelligence is. Then scientists can try to copy it. The final

goal of AI is to create computers that can “think” as humans do.

Computer “Intelligence”

[3] Artificial intelligence comes from sets of instructions that people write. These instructions are called

programs. Computers use programs to analyze, or study, large amounts of information quickly. Then

they pick answers or actions from among many choices. Computer programs can be used for playing

games, making medical decisions, translating languages, and even designing computers.

[4] But analyzing information is not the same as understanding a problem as humans do. Computers

can only use logic, or the relationships among facts, to figure out problems. Humans use many skills

besides logic when making decisions. They use such things as imagination, awareness, emotion, and

values. No one knows yet whether these abilities can be programmed into a computer.

History

[5] The study of AI began with a paper written in 1950 by a British mathematician named Alan Turing.

Turing made up a test to decide if a computer is intelligent. A human judge asks questions using a

computer. The questions go to a person hidden from view and to a computer at the same time. The

person and the computer both answer the questions. The judge then tries to tell which answers came

from the computer and which came from the person. If the judge cannot tell them apart, the computer

is intelligent. So far no computer has come close to passing the test. This test is now known as the

Turing test.

<Source: "artificial intelligence." Britannica Elementary Library. Encyclopaedia Britannica 2008 Ultimate

Reference Suite. Chicago: Encyclopædia Britannica, 2008.>

Page 21

score

AR1 Homework 4

ID: ( ) Name: ( ) ref. # ( )

Part 1: G1 = Vocabulary (1 pt)

Q1: Use an English-English dictionary and write the part of speech and meaning of each of

the words as they are used in the context of the text. (Guess the meanings first, use the

dictionary, and write the meaning in English)

word part of speech meaning

deal with

close

figure out

set

pick

apart

Q2: Write yourself unfamiliar words from the article whose meaning you could not guess and write

their parts of speech and meanings. <*Use un upper half of the reverse side of this sheet.>

Part 2: G5 = Logical connectors (5 pts)

Refer to Table 4.1 in the AR textbook to answer the questions.

1. What is the relation between the ideas that come before and after One reason, in the context of

paragraph [2]? ( )

2. What is the function of the connector Then, in the context of paragraph [3]?

( )

3. For what purpose the two as in "as understanding a problem as humans do" (paragraph

[4]) are used? ( )

4. What is the type of information usually introduced by the connector whether as is the case in the

context of paragraph [4]? ( )

5. What is the type of information usually introduced by the connector if as is the case in the context of

paragraph [5]? ( )

Part 3: G7 = Summary/personal opinions-comments (1 pt)

Write a two-paragraph-long passage with a summary of the article in the first paragraph

and your comments and/or opinions in the second paragraph. Use the structure of a

paragraph you learned in ALC and reviewed in this course.

<**Use a lower half of the reverse side of this sheet.>

score

score

Page 22

AcademicReading1:HOMEWORK5Readthefollowingarticle:

[1] Only a smallminority of peoplewho fall victim to a violent attack orwitness abloody accident suffer the recurring nightmares, hypervigilance, and other symptoms ofposttraumatic stressdisorder (PTSD).Women seem tobe twice as susceptible asmen, butotherwiseresearchersknowvirtuallynothingaboutwhoismostatriskorwhy.Nowastudyhas linked a geneticmutation and blood levels of a particular peptide—a compoundmadefrom a short string of the same building blocks thatmake up proteins—to the severity ofPTSDsymptomsinwomen.Thefindingcouldleadtoteststoidentifypeoplewhomayneedextrahelpafteratraumaticevent.

[2] In thenewstudy, researchers ledbyKerryRessler, apsychiatrist andmolecularneurobiologistatEmoryUniversityinAtlanta,focusedonapeptidethoughttoplayaroleincells' response to stress: pituitary adenylate cyclase‐activating polypeptide (PACAP). TheteammeasuredlevelsofPACAPinthebloodof64patientswhovolunteeredfortheirstudyatGrady Memorial Hospital in Atlanta. The vast majority of volunteers were from poorneighborhoods in the city, and Ressler saysmore than 90% reported havingwitnessed orsufferedfromatraumaticeventsuchasgunviolenceorphysicalorsexualassaultinthepast.

[3] The researchers found a correlation between PACAP levels and scores on astandard scale of PTSD symptoms inwomen—butno such correlation inmen. In a secondgroupof74women, theresearchers foundasimilarcorrelationbetweenPACAP levelsandsymptomseverity.Resslerestimatesthatwithallelsebeingequal,womenwithhighPACAPlevels are up to five times as likely as women with low levels to have symptoms severeenoughtomeetthediagnosticcriteriaforPTSD.

[4]TheteamalsofoundageneticlinktoPTSD.Inastudywith1200patientsfromthesamehospital, the researchers found thatavariation in thegeneencoding the receptor forPACAPcorrelateswithmoreseveresymptomsinwomen—butnotinmen.ResslerestimatesthatwomenwiththevariationhaveuptotwicetheriskofdevelopingPTSDafteratraumaticevent.All in all, the findings, publishedonline today inNature, suggest thatPACAPand itsreceptorplayanimportantroleindeterminingPTSDsusceptibilityinwomen.

[5]Butwhyonly inwomen?Resslerhypothesizes thatestrogen, theprimary femalesex hormone, may amplify the effects of stress. The gene for the PACAP receptor can beturnedonandoffbyestrogen.Andthegeneticvariationhisgroupidentifiedlieswithinoneofthesites in thePACAPreceptorgenethat isspecificallysensitivetoestrogenandmayalterthewayestrogenregulatesthegene'sactivity.

[6] The findings don't have immediate practical applications, but Ressler says theymight oneday lead to tests that couldhelp determinewho's at greatest riskof developingPTSD. Such testsmight help emergency doctors identify patients whowould benefit mostfromintensivepsychologicaltherapyintheweeksfollowingacaraccidentorothertraumaticevent,Resslersays.

(Adaptedfrom:G.Miller(2011,February).AmarkerforPTSDinwomen?ScienceNOW.Retrievedfrom:

http://news.sciencemag.org/sciencenow/)

Page 23

AR1Homework5ID:( )Name:( )ref.#()

Part1:G1=Vocabulary(1pt)

Q1Locateinthearticlethewordsgiveninthechartbelow.

UseanEnglish‐Englishdictionaryandwritethepartofspeechandmeaningofeachof

thewords.(Guessthemeaningsfirstandthenusethedictionary.)

word partofspeech meaninghypervigilance

symptoms

posttraumatic

susceptible

severity

Q2Writeyourselffiveunfamiliarwordsfromthearticlewhosemeaningyoucouldnotguessand

writetheirpartsofspeechandmeanings. <*Usethespacesprovidedinthechartabove.>

Part2:G6=Determiningmainideasofthetext(5pts)

1. Whatisthemainideaofparagraph[1]?Writeitdownhere.

( )


( )

3. Whatisthetopicofparagraph[3]?Writeitdownhere.

( )

4. Whatisthetopicsentenceofparagraph[4]?Writeitdownhere.

( )


( )

Part3:G7=Summary/personalopinions‐comments(1pt)

Writeatwo‐paragraph‐longpassagewithasummaryofthearticleinthefirstparagraphandyour

commentsand/oropinionsinthesecondparagraph.Usethestructureofaparagraphyoulearnedin

ALCandreviewedinthefirstclass. <**Usealowerhalfofthereversesideofthissheet.>

score

score

score

Page 24

Recommended ReadingsFundamental Science and Engineering (基幹理工)

Mathematics (数学)

coming soon...

Applied Mathematics (応用数理学)

coming soon...

Applied Mechanics and Aerospace Engineering (機械科学・航空学)

J.D. Anderson (2012) Introduction to Flight, 7th Edition. McGraw-Hill Science/Engineering/Math.M. Connors, P. Wiegert, and C. Veillet (2011) Earth’s Trojan asteroid. Nature 475, 481–483.R.T. Jones (1946) Properties of low-aspect-ratio pointed wings at speeds below and above the speed of sound. NACA Technical Report 835, NASA Technical Reports.M.E. Möbius, B.E. Lauderdale, S.R. Nagel, and H.M. Jaeger (2001) Brazil-nut effect: Size separation of granular particles. Nature 414, 270.H.K. Moffatt and Y. Shimomura (2002) Classical dynamics: Spinning eggs — a paradox resolved. Nature 416, 385-386.T.J. Mueller and S.M. Batil. (1982) Experimental Studies of Separation on a Two-Dimensional Airfoil at Low Reynolds Numbers, AIAA Journal, Vol. 20, No. 4, pp. 457-463.W.F. Smith and J. Hashemi (2010) Foundations of Materials Science and Engineering, 5th Edition. McGraw-Hill Science/Engineering/Math.

Electronic and Photonic Systems (電子光システム学)

S. Iijima and T. Ichihashi (1993) Single-shell carbon nanotubes of 1-nm diameter. Nature 363, 603 - 605 (17 June 1993)B.E. Kane (1998) A silicon-based nuclear spin quantum computer. Nature 393, 133-137 (14 May 1998)K.S. Novoselov, A.K. Geim, S.V. Morozov, D. Jiang, Y. Zhang, S.V. Dubonos, I.V. Grigorieva, and A.A. Firsov (2004) Electric Field Effect in Atomically Thin Carbon Films. Science 22 October 2004: 306 (5696), 666-669.A.. Sedra and K.C. Smith (2009) Microelectronic Circuits, Sixth Edition. Oxford University Press.

Computer Science and Engineering (情報理工学)

G.M. Amdahl (2013) Computer Architecture and Amdahl's Law. Computer, vol. 46, no. 12, pp. 38-46, Dec. 2013.J.G. Brookshear (2011) Computer Science: An Overview, 11th Edition. Prentice Hall.V. Bush (July 1945). As We May Think. The Atlantic.T. Makimoto (2013) Implications of Makimoto's Wave. Computer, vol. 46, no. 12, pp. 32-37, Dec. 2013S. Schwarz, R. Olsson, and M. Sjostrom (2013) Depth Sensing for 3DTV: A Survey. IEEE Multimedia, vol. 20, no. 4, pp. 10-17, Oct.-Dec. 2013.R. White and T. Downs (2007) How Computers Work, 9th Edition. Que Publishing.

Communications and Computer Engineering (情報通信学)

coming soon...

Intermedia Art and Science (表現工学)

A.G. Bell (1880) On the Production and Reproduction of Sound. AJS Online, October 1880 vol. Series 3 Vol. 20 no. 118 305-324.A.V Oppenheim and R.W. Schafer (1974) Digital Signal Processing. Prentice-Hall.J.W.S. Rayleigh (1896) The Theory of Sound, Volume One. Dover Books on Physics.

Creative Science and Engineering (創造理工)

Architecture (建築学)

C. Alexander (1965) A city is not a tree. Architectural Forum, Vol 122, No 1, April 1965, pp 58-62 (Part I), Vol 122, No 2, May 1965, pp 58-62 (Part II).S. Brand (1995) How Buildings Learn: What Happens After They're Built. Penguin BooksA. Brown (2009) Just Enough: Lessons in Living Green from Traditional Japan. Kodansha International.P.O. Fanger (1973) Assessment of man's thermal comfort in practice. British Journal Industrial Medicine,30:313-324G. Kubler (2008) The Shape of Time: Remarks on the History of Things. Yale University Press.P. Rice (1996) An Engineer Imagines. Ellipsis Press.Y. Zenno and J. Shah, Eds. (2006) Round 1: Jewels -- Selected Writings on Modern Architecture from Asia. Acetate.

http://www.celese.sci.waseda.ac.jp/reading-recommendations

Page 25

Modern Mechanical Engineering (総合機械工学)

coming soon...

Industrial and Management Systems Engineering (経営システム工学)

I. Dianat, N. Sorkhi, A. Pourhossein, A. Alipour, and M. Asghari-Jafarabadi (2014) Neck, shoulder and low back pain in secondary schoolchildren in relation to schoolbag carriage: Should the recommended weight limits be gender-specific? Applied Ergonomics, Volume 45, Issue 3, Pages 437-442.H. Fleuren, C. Goossens, M. Hendriks, M-C. Lombard, I. Meuffels, and J. Poppelaars (2013) Supply Chain–Wide Optimization at TNT Express. Interfaces 43(1):5-20.J.G. Hall, L. Rapanotti, and M. Jackson (2005) Problem frame semantics for software development. Software & Systems Modeling, Volume 4, Issue 2, pp 189-198.F.R. Jacobs and R.B. Chase (2014) Operations and Supply Chain Management, 14th Edition. McGraw Hill Higher Education.

Civil and Environmental Engineering (社会環境工学)

A.M. Neville (2011) Properties of Concrete, 5th Edition. Pearson Education/Trans-Atlantic Publications.K. Terzaghi, R.B. Peck, G. Mesri (1996) Soil Mechanics in Engineering Practice, 3rd Edition. John Wiley & Sons.

Resources and Environmental Engineering (環境資源工学)

coming soon...

Socio-Cultural Studies (社会文化領域)

coming soon...

Advanced Science and Engineering (先進理工)

Physics (物理学)

This Month in Physics History. American Physical Society (APS).

Applied Physics (応用物理学)

This Month in Physics History. American Physical Society (APS).

Chemistry and Biochemistry (化学・生命化学)

coming soon...

Applied Chemistry (応用化学)

coming soon...

Life Science and Medical Bioscience (生命医科学)

B. Alberts, A. Johnson, J. Lewis, M. Raff, K. Roberts, and P. Walter (2007) Molecular Biology of The Cell. Garland Science.L. Huynen, C.D. Millar, and D.M. Lambert (2012) Resurrecting ancient animal genomes: The extinct moa and more. Bioessays, 34: 661–669.R. Martín, S. Miquel, J. Ulmer, N. Kechaou, P. Langella and L.G. Bermúdez-Humarán (2013) Role of commensal and probiotic bacteria in human health: a focus on inflammatory bowel disease. Microbial Cell Factories, 12:71.J. Werfel, K. Petersen, and R. Nagpal (2014) Designing Collective Behavior in a Termite-Inspired Robot Construction Team. Science 14 February 2014: 343 (6172), 754-758.

Electrical Engineering and Bioscience (電気・情報生命工学)

K.J. Åström and R.M. Murray (2008) Feedback Systems: An Introduction for Scientists and Engineers. Princeton University Press. (Chapters 1-3)J. Cohen (2014) Cancer Genes Help HIV Persist, Complicating Cure Efforts. Science: 343 (6176), 1188.D.J. Griffiths (2012) Introduction to Electrodynamics, 4th Edition. Addison-Wesley.

http://www.celese.sci.waseda.ac.jp/reading-recommendations

Page 26

AR1 Parts of Speech (POS)

<Review>

part of speech definition/function

noun a word used to denote or name a person,, place, thing, quality, or act –

either concrete or abstract.

pronoun a word that substitutes or stands in place of a noun and denotes persons or

things previously specified, asked for, or understood from the context.

article a word that signals a noun and indicates specificity.

verb a word that expresses action, occurrence, existence, or stat of being.

adjective a word that modifies a noun by limiting, qualifying, or specifying.

adverb a word that modifies a verb, adjective, or another adverb. An adverb

denotes time, place, manner, degree, among others.

preposition a word that shows the relationship of a noun or pronoun to another noun or

pronoun, and less frequently, to a verb or adjective.

conjunction a word that joins or connects other words, phrases, clauses, and sentences.

It shows the relationship of one to another.

(determiner) any article or word which precedes a noun and signals specificity or lack of

it. This class is useful to know, though it is not one of the traditional parts

of speech.

<Practice>

Which word(s) belong(s) to each part of speech? Underline the word(s) in the sentence.

noun: The lawyer met his clients in the lobby to discuss the merit of the case.

pronoun: The discussed the judge’s attitude and decided to confer with him. The judge, whom

they had never met, agreed to the plan.

article: A representative of the District Attorney was present at the conference.

verb: They met together at four o’clock but adjourned shortly thereafter, for the client felt

sick. Everyone could see that he was not well.

adjective: He was a large man with broad shoulder and huge hands. His clothing was neat and

clean; he was, in fact, well-groomed in every respect.

adverb: He was extremely tired and walked very slowly out of the room.

preposition: Going down the stairs, he faltered and drew his hand over his forehead. The lawyer

ran down the stairs and stood next to him.

conjunction: After he had regained control, the group left the building. The lawyer and his client

said good bye and each went his way.

determiner: This little incident was followed by many similar ones, and each occurrence caused a

delay in the proceedings.

Page 27

Academic Reading (AR)

Review--Writing a good paragraph

Homework assignments Part 3: Summarizing the article you have read

In AR 1, you are expected to write a summary of the article you will read at home. Here is a tip

for writing good summaries. As you have learned in the Academic Lecture Comprehension (ALC)

course, a summary may consist of one or more paragraphs. Let’s review what a paragraph is.

paragraph:

A paragraph is a group of related sentences whose purpose is to express one basic, central

idea (main idea). All the sentences in a paragraph should work together to build up the main

idea.

A paragraph starts with an indentation. The first word of the first line begins a few spaces to

the right of the beginning of the second line. (In multiple-paragraph writings, the start of a

new paragraph can be indicated by leaving a blank line before a new paragraph instead of an

indentation.)

structure of a paragraph—A paragraph consists of three parts:

topic sentence at the beginning (Introduction)

supporting sentences in the middle (Body)

concluding sentence at the end (Conclusion)

topic sentence:

A topic sentence introduces the topic of the paragraph (what the paragraph is about) and its

main idea. It states what will be told in the paragraph.

supporting sentences

Supporting sentences support the main idea of the paragraph by giving specific details,

examples, reasons, causes and effects, etc.

concluding sentence

A concluding sentence restates the main idea of the paragraph (i.e., the summary of what was

told in the paragraph).

Sometimes it can be omitted especially when the paragraph is short, in AR it is advisable for

you to include a concluding sentence for the purpose of practice.

transition expressions (logical connectors)

How sentences are related to each other is usually indicated by transition expressions,

sometimes called logical connectors, such as for example (to give examples), as a result (to

give results), first … second … third (to show order), on the one hand …/on the other … (to

show contrast), etc.

Transition expressions (logical connectors) are important for writing a good summary.

Page 28

Practice

Each of the following sample summaries consists of two paragraphs as required in Part 3 of

each homework assignment in AR. The first paragraph summaries the article you have read

before. The second short paragraph expresses your own personal reflection, comment, and

opinion.

Make sure that the two summaries meets the requirements for writing a good paragraph you

just reviewed. Identify and underscore the topic sentence and logical connectors in the

summaries. Blanks are meant to be filled in by you.

Sample Summary 1

This article is about the Internet. Specifically, it explains how information travels

through the Internet. Every Internet user is connected to a local Internet Service

Provider (ISP). Local ISPs, in turn, connected to larger ISPs. As a result, they form a

hierarchy of gigantic networks. When information travels through this hierarchy of

networks, it is first broken down into packets. Each packet is given the sender’s

address, the receiver’s address, and information on how to put them back together, It is

then sent off. Every time it reaches a router, the router reads the receiver’s address

and chooses the best route. Finally, when all the packets reach the receiver, they are

put back into the correct order. The process is like sending a book, page by page, by

postcard. This is just about all the text explains.

I found this text very useful to me for three reasons. First, I now know what a

router does. Second, .

Finally, I am interested in helping people who do not know much about Internet.

Sample Summary 2

This article explains how life is becoming harder and harder for cigarette smokers in the

United States. For one thing, the cost of smoking is going up. The government finds that raising

the cigarette tax is a relatively easy way to get more money. Because of the greater health risk for

smokers, they frequently must pay more for health and life insurance. But the problems smokers

face are not limited to money. Finding a place to smoke can be an even greater difficulty. For

example, many restaurants do not permit smoking. In addition, smoking on buses is out, and now

all smoking on commercial airline flights within the United States is prohibited. Smokers cannot

light up at their desks anymore, either—in many cases they must leave the building and smoke

outside. Therefore, American smokers need great determination to continue their habit these days.

I wonder if this tendency is specific only to the United States. For example, in

Japan, .

I am now interested in what other countries do about smoking.

Page 29

Summary of Logical Connectors (adapted from Upton, 2004, p. 27-29)

Relationship Sentence conjunctions Coordinating conjunctions Subordinating conjunctions Prepositions

TIME I walked into the room alone. Subsequently, the door slammed shut behind me.

At the time the door slammed shut, I was by myself.

After this event, I have never gone into a room alone.

CONDITION I hope they will offer me more money. Otherwise, I will not accept the position.

I want to make $75,000 dollars per year at this job, or (else) I will not accept it.

Even if I am having trouble finding another job, I don't want that one.

In case of bad luck, I will bring my good luck charm with me to the interview.

ADDITION I think the fair is a wonderful event. Moreover, I think we should help sponsor it by contributing $3,000.

Not only are Bob and Sue going to the fair, but also Joe and Sally.

In addition to going to the fair this week, we plan to go to the museum.

Besides my contribution, I want to help other people contribute.

EXAMPLE I like ethnic foods. In particular, I like to each Chinese food.

I like ethnic foods—Chinese, Indian, Japanese—more than fast foods.

I like ethnic foods such as Chinese food.

CLARIFICATION I'm concerned that Bill will not be ableto do this. In other words, I don't think he is qualified.

Bill is qualified to do this job; he has a college degree.

COMPARISON The English language has borrowed a lot of words from French. Similarly, the Japanese language has borrowed alot of its language from Chinese.

As much as I enjoy Italian food, I like Thai food even better.

Like Japanese, the English language has borrowed many words from other languages.

CONTRAST It would be a lot of fun to buy a car. On the other hand, taking the bus would be cheaper.

You can buy a car, or you can take the bus.

Whereas I have to walk to school every day, you can take a bus.

In contrast to my friends, my father wants me to save money for college.

CAUSE-REASON My mother's parents came her from Italy. With this in mind, we decided tovisit Rome on our trip.

I wanted to travel to Europe, for my ancestors emigrated from Germany.

I wanted to travel to Germany, as the travel agent said it was a beautiful. country.

In view of your bad grades, you will have to go to summer school.

EFFECT It is important to know how to play golf well if you are a businessperson. Accordingly, Ｉ knew I had to take golf lessons.

I didn't know how to play golf, so I decided to take golf lessons.

SEQUENCE I don't like going to a doctor. To start with, I am scared of needles.

He made an appointment, and he went to see his doctor.

He began to feel worse after he took the medicine.

SUMMARY I like to fly. I like to drive. I like trains. All in all, I like to travel more than anything else.

Page 30

Academic Reading 1: Testing the Course GoalsInstructions: Choose a 1-2 paragraph text for a practice test. Copy the text into the space below.Number the sentences with (1), (2), etc., if necessary. Use underlining to highlight words or phrasesthat you will test. Use blank spaces like ( A ), ( B ), and ( C ) to make fill-in-the-blank test items.

Write your five questions about the above paragraph(s) on the next page.

(1)The source of the key element hydrogen is water. (2)Each molecule of water

consists of two hydrogen atoms bonded to an oxygen atom, as indicated by

the formula for water: H2O. (3)A weak attraction between water molecules is

known as “hydrogen bonding”. (4)At temperatures below freezing, hydrogen

bonding holds the molecules in position with respect to one another, and the

result is a solid (ice or snow). (5)At temperatures above freezing, but below

vaporization (evaporation), hydrogen bonding still holds the molecules close,

( A ) allows them to move around one another, producing the liquid state.

(6)Vaporization occurs as hydrogen bonds break and water molecules move

into the air independently. With a lowering of temperature, all these changes

in state go in the reverse direction. (7)We reemphasize that, regardless of the

changes in state, the water molecules themselves retain their basic structure of

two hydrogen atoms bonded to an oxygen atom. (8)It is only the relationship

between the molecules that changes.

Question 1G2: Develop reading skills to guess word meaning

Question: Which of the following is closest to the meaning of bonding? ____________________________________________________________________________________________________a. breaking____________________________________________________________________b. fusing______________________________________________________________________c. removing____________________________________________________________________d. spying______________________________________________________________________

Question 2G3: Develop reading skills to recognize technical terms in context

Question: What is the definition of hydrogen bonding? _________________________________________________________________________________________________________________a. two hydrogen atoms bonded to an oxygen atom ____________________________________b. the formula for water: H2O _____________________________________________________c. a weak attraction between water molecules _________________________________________d. temperatures below freezing ____________________________________________________

Question 3G4: Develop reading skills to identify continuing ideas

Question: What is the idea that is referred to by (the phrase) these changes in state? _________________________________________________________________________________________a. solid to liquid to vapor _________________________________________________________b. lowering of temperature ________________________________________________________c. molecules moving into the air ___________________________________________________d. reversing direction ____________________________________________________________

Question 4G5: Develop reading skills to recognize development of ideas

Question: Which of the following logical connectors best fits in the blank labeled ( A )? ______________________________________________________________________________________a. while _______________________________________________________________________b. likewise _____________________________________________________________________c. so __________________________________________________________________________d. but _________________________________________________________________________

Question 5G6: Develop reading skills to determine main ideas of the text

Question: What is the topic sentence of the paragraph? __________________________________________________________________________________________________________________a. sentence 1 ___________________________________________________________________b. sentence 2___________________________________________________________________c. sentence 6___________________________________________________________________d. sentence 8 ___________________________________________________________________

Page 32

0 Academic Reading 1 Course Description In this course, students will improve their academic reading...

Documents

Transcript of 0 Academic Reading 1 Course Description In this course, students will improve their academic reading...