CourseInfo 2017 Q12 Literacy - Winjeel.Comwinjeel.com/blog/wp-content/uploads/2015/03/Course... ·...

Literacy Sem1, 2017, of 57

English Literacy Name:

Semester 1 (Quarters 1&2), 2017 (11A05-009 & 11A06-009) Mon/Thu 4th, Rm S25 Teacher: Andrew Blyth, PhD Candidate, MA ELT, CELTA, B.Sc Contact: [email protected] (don’t use mobile email); Twitter.com/winjeelelt; http://winjeel.com Texts:, Murphy, R. (2012) Grammar In Use, 4th Edition, with answers. CUP, (book or smartphone / tablet

application, see iTunes or Google Play). WordEngine.jp account, Group name: Literacy Mon/Thu 4th; Group code: C1TJLB.

Reference: Prochaska, E. Taylor, A. (2009) Reading for the Real World Intro, (2nd Ed). Compass. Materials required: An email address, notebook, stapler, small pocket notepad (for vocabulary notes), a USB memory Stick, computer & printer access in a campus lab or a home computer with Microsoft Word.

Wk Q1. Content: (subject to change, depending on class needs) Homework: 1. 1. 6 Apr Introductions, Word Engine intro, Extensive Reading & library intro • Review and 2. 10 Apr Reading 1: Emails & writing intro. Keyboarding skills intro. ER check. preview 2. 3. 13 Apr Task 1: intro’. Keyboarding and desktop skills. vocabulary, 4. 17 Apr Task 1: editing & completion. Keyboarding skills. ER discussion. grammar, 3. 5. 20 Apr Reading 2: Health & recipes, read, analyse, discuss. Task 1 due. videos, and 6. 24 Apr Reading 2: Health & recipes, read, analyse, discuss essay structure 4. 7. 27 Apr Task 2: Hamburger paragraphs intro. ER discussion. • Read or 8. 1 May Task 2: Essay structure. Description / recipe writing. review the 5. 9. 8 May Reading 3: Class graded reader. Task 2 due. Class vocab quiz (10%). topic. 10. 11 May Reading 3: Class graded reader, Different Worlds analyse, and discuss. • Enjoy life 6. 11. 15 May Reading 3: Class graded reader, Different Worlds analyse, and discuss. 12. 18 May Task 3: Book report, writing summaries, & class graded reader. 7. 13. 22 May Task 3: Book report, writing critiques, & class graded reader. 14. 25 May Creative literary skills: Metaphors & similes. Task 3 due (20%). 15. 29 May Creative literary skills: Metaphors & similes.

Exams / break: 1st – 6th June.

Wk Q2. 1. 1. 8 Jun Reading 4: The Body Shop Origins. Read, discuss, analyse. Course intro 2. 12 Jun Reading 4: The Body Shop Origins. Read, discuss, analyse. ER check. 2. 3. 15 Jun Task 4: Descriptions, essay structure, grammar, keyboarding skills. 4. 19 Jun Task 4: Descriptions, quoting & referencing, keyboarding skills. ER discussion. 3. 5. 22 Jun Task 4: Descriptions, essay structure, grammar, keyboarding skills. 6. 26 Jun Reading 5: What is equality? Read, discuss, analyse. Task 4 due. 4. 7. 29 Jun Reading 5: What is equality? Read, discuss, analyse. ER discussion. 8. 3 Jul Task 5: Structure of opinion paragraph, keyboarding skills. 5. 9. 6 Jul Task 5: Structure of essay review, quoting & referencing review. Typing test (10%). 10. 10 Jul Task 5: Structure of opinion paragraph, grammar. 6. 11. 13 Jul Reading / task 6: Final report sample & portfolios introduced. Topic 5 due (10%). 12. 17 Jul Task 6: Desktop publication skills & portfolio preparation. Final report structure. 7. 13. 20 Jul Task 6: Final report & portfolio preparation continued. 14. 24 Jul Creative literary skills, and introduction to blogging. Task 6 & Portfolio due (20%). 15. 27 Jul Creative literary & blogging skills review.

Exam period: 29th Jul – 3rd Aug (no exams for this class). Classes resume 15th Sept.

Contents About .................................................................................................................................................... 3

Course Aims コースの目的 ............................................................................................................ 3 Assessment 評価方法 ...................................................................................................................... 3 How to pass this class ...................................................................................................................... 6


Practice 練習 .................................................................................................................................... 6 If you have problems… もし問題があったら…........................................................................... 7 Classroom vocabulary ...................................................................................................................... 7 Reading .......................................................................................................................................... 9

Speed reading scores ........................................................................................................................ 9 ER Reports ....................................................................................................................................... 9 What is Extensive Reading (ER)? .................................................................................................... 9 Library Orientation for Extensive Reading / Scavenger Hunt ....................................................... 10

Writing ......................................................................................................................................... 12 Writing Correction Codes with Japanese ....................................................................................... 12 Writing Fluency ............................................................................................................................. 13

Grading (draft) ................................................................................................................................... 13 Referencing, Quoted and Reported Speech ....................................................................................... 14

Rules .............................................................................................................................................. 14 Referencing (参考文献) vs. Plagiarism (盗作) ................................................................................. 15 Conjunctions: and, but, so, because, and then ................................................................................... 17 Capitalisation Rules ........................................................................................................................... 18 Writing Circles & sample articles ...................................................................................................... 19 Reading 1, Emails .............................................................................................................................. 20

Sample emails ................................................................................................................................ 20 Important points ............................................................................................................................. 21

Task 1, Emails .................................................................................................................................... 22 Email homework check .................................................................................................................. 22

Reading 2, Organic Diets for Kids ..................................................................................................... 23 Task 2, Health and food ..................................................................................................................... 24

Proper translations & describing foods .......................................................................................... 24 Food grammar and vocabulary ...................................................................................................... 25 Hamburger Paragraphs ................................................................................................................... 26 Task 2 Example .............................................................................................................................. 27

Task 3: Book Report .......................................................................................................................... 29 Writing Style – Similes, metaphors, and personification............................................................... 29 Katy Perry – Firework.................................................................................................................... 30 Task 3: Reading Final Reports ....................................................................................................... 31 Sample report ................................................................................................................................. 31

Reading 4, The Body Shop ................................................................................................................ 33 Task 4, Fact, Fiction & Opinion ........................................................................................................ 36 Topic 4: Facts & Descriptions ........................................................................................................... 37

Spoken vs. written English............................................................................................................. 37 Common Errors .............................................................................................................................. 37 Writing Conjunctions ..................................................................................................................... 37 Example of Task 4 ......................................................................................................................... 39

Entrepreneurs and Crowdfunding ...................................................................................................... 39 Reading 5, The Glass Ceiling ............................................................................................................ 41 Topic 5, Exposition and opinion essay structure ............................................................................... 43

Common errors .............................................................................................................................. 43 Facts and Opinions ......................................................................................................................... 44 How to use Opinions, Facts, and Interpretation ............................................................................. 45 Example of topic 4 ......................................................................................................................... 46 Writing Task .................................................................................................................................. 47

Extensive Reading Reports ................................................................................................................ 48 EXAMPLE: Extensive Reading Report: Fiction ........................................................................... 48


Writing Task: Self-reflection ............................................................................................................. 55 Writing task: Topic research sheet ..................................................................................................... 57

About

Course Aims コースの目的 To develop students’ speaking communicative abilities. A very famous Educational Psychologist, Vygotsky (1978), said that for either first or foreign language learning is best done by using the language in meaningful social interaction. A lot of research has shown that students who use language perform better on examinations. コースの目的は話したり書いたりするコミュニケーション能力の上達です。非常に有名な教

育心理学者 (Vygotsky, 1978)は、第一言語や外国語学習は重要な社会的相互作用に言語を使用することによ

って最も上達すると言っています。多くの研究が、言語をよく使用する学生が試験の結果もよいといって

います。 Vygotsky, L. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, USA: Harvard University Press.

Assessment 評価方法 Note: Because I have over 250 students, in many classes doing various courses with different assessment schedules, it is difficult for any teacher to keep track of each student. So it is important that you are responsible for submitting all work on time, otherwise please e-mail me in advance or bring a medical certificate to the next class if you have problems. 注意: 私には 250 人以上の担当学生がおり、いろいろなコ

ースを教え、異なった評価日程を行っている為、各学生の動向をおさえるのは非常に困難です。その為、

あなた達は提出期限通りにすべての課題を提出する責任があります。 (もし病気で提出期限に間に合わなか

った場合はあらかじめ、私にメールするか、次のクラスに医師の同意書を持って来てください)。 Plagiarism (盗作) is not tolerated and you may receive 0%. For writing tasks, you must actually do the writing, no copy & pasting. NB: Writing in Japanese and using a website translation will result in many serious language errors and may result in a failing score. As you will see, communicative ability is much more important than only grammar. You need to communicate your ideas effectively in writing. コミュニケーション能力は文法を学習するだけよりはるかに

重要です。書いたり話したりする能力を使って有効にあなたの考えを伝える必要があります。

Grades and tasks: Quarter 1 Quarter 2

Classroom vocabulary quiz 10% WordEngine 25% Extensive Reading 25% Tasks 1 & 2, 20% (10% each) Task 3: Final (book) report & portfolio 20%

Touch typing test 10% WordEngine 20% Extensive Reading 20% Tasks 4 & 5 20% (10% each) Task 6: Final (learning) report & portfolio 30%

Q1. Classroom vocabulary quiz Study classroom vocabulary from Phrasal Verbs and Idioms. See below.

Q2. Touch typing test Achieve one of the following:

Type at least ten words in one minute with the keyboard covered (100% accuracy)

Type faster than 30 words per minute (30wpm; >85% accuracy)

See Winjeel.Com > English Classes > Writing > Touch Typing for how-to videos and practice.

Q1&2. Word Engine Use WordEngine.jp and do the vocabulary study/practice obtain more than 150 correct responses

each week (requires about 30 minutes. 5 weeks each quarter, at 5% each in Q3, but 4% in Q4.


1. Buy an Access Code from Asano Books, or online (not via smart phone; online coupons

may be available for discounts).

2. On a computer, create your account (use a real email address, not a phone company email).

3. On a computer, add your access code to your account.

4. Join the class group.

5. Download the smart phone app (for Android and iOS).

Q1&2. Extensive Reading Read about 3,500 words a week, and submit at least reports for at least 5 weeks (5% each in Q3, but 4% in Q4). A lot of research in the last 30 years shows that Extensive Reading (ER) is very important for language learning. The more you read the more experience you get with language. This means the more you learn about what words go together, for example you learn that “…tea with milk…” is correct, but “…milk tea…” is wrong. Also, the more you read the more you train your eyes to move efficiently between saccades making English-reading easier. With ER, there are many more things you learn, and you can do this without the teacher’s help. Extensive reading must be 1. Fun or interesting; 2. Easy; 3. You choose your own book, magazine, blog, anything; 4. Read lots; 5. Talk about it. Research suggests that you should know about 98% of words to have effective comprehension of the text. Choosing: for every 100 words, you should know 98 so it’s ok if you don’t know 2 words, but if more than three or four unknown words you should choose a different book. So, for example if a book has about 280 words per page, what is the maximum of unknown words per page for easy reading? ~_____ / 280? For this class you must read about 3,500 words a week, and it may be a novel chapter, graded readers, magazines, blogs, our textbook, anything. When & where? All the time. On the train, in the morning before classes, in cafés, anywhere, anytime.

What is Intensive Reading? (Assigned reading) These reading texts have lots of unknown words and phrases. These are usually studied in class and have a lot of support from other students and teachers. These readings may have questions and quizzes. For intensive reading, we will use an assigned reading, usually a graded reader, reading textbook, or similar.

Q1&2. Tasks & reports (subject to change) These topics are possible topics, and the final topics will be decided in class.

Task 1, Electronic communication: Email communication in education. Task 2, Health & recipe: Write a blurb and recipe for something healthy. Task 3: Q1 Final report / portfolio: Write a short book report (maximum one A4 page). See

below for further information. Attach ER reports, and all drafts of tasks 1 & 2, and self-reflection.

Task 4, Descriptions: Research and describe a business origins. Task 5, Exposition: Research, describe, and offer

a solution to a business / societal problem. Task 6: Q2 Final report: Maximum 2 page self

reflection, discussing personal improvements in the past and for the future.

How to submit tasks Topic research:

1. Complete a topic research sheet. See the example.

First draft:


1. The article must be printed on A4 paper. 2. A copy of the references must be attached (photocopied or printed). 3. Vocabulary used in your article that was learnt from the references must be highlighted in

both the article, and in the reference copies. This is proof you have read the reference, and proof you have learnt vocabulary (otherwise we’ll start doing vocabulary quizzes).

4. Self-reflection handout must be completed, and attach the topic research sheet. 5. All papers (including topic research sheet) stapled. 6. The articles must be on the teacher’s desk before 9.20am.

Second draft: 7. Fix the errors in the first draft, and highlight the corrections. 8. Staple the new draft on top of the first draft (no references or self-reflection needed). 9. Place it on the teacher’s desk before 9.20am.

Third draft: 10. In portfolio / magazine. See info below. Submit during class.

Q1. Final (book) report Write your reaction to the class graded reader. It should have an introduction, summary, critique,

and a conclusion. Also attach Extensive Reading reports.

Q2. Final (learning) report Write a one page self-reflection on your learning this semester (quarters 1 & 2; single line space is ok). Include this in your portfolio / magazine. Marks are awarded based on writing style, communicative ability, and analysis of your own learning. Include the following information, and anything else relevant: A brief introduction A summary of knowledge and skills you learnt, like language, grammar, digital literacy

skills (eg: learnt about a social issue, writing styles, vocabulary, essay structure, typing skills, how to use cloud storage, etc). Describe and include examples of your improvements.

A self-assessment with grade out of five stars for yourself, and explain why (eg: /5), and what you need to improve in the second semester (be specific)

What you will do during the summer holidays (how you will continue to learn and improve your English writing skills; eg: blogging)

A conclusion or summary References (referencing examples of your own work is expected)

Use ticks to be sure you’ve done everything

Portfolio / Magazine Make a magazine with the articles you wrote this semester (quarters 1 & 2). All writing should be shared, and so it needs to be presented so it looks interesting enough for people to read. Please do not present your writing in a boring way, but make it look interesting.

What to do: Use topics 2, 3, 4, 5, and 6 (don’t write anything new, don’t include the email here) Correct mistakes in topics 2-6, and add some more information. Include any 3 articles from writing fluency / blog. Type them, fix errors, add a little

information if needed (don’t spend too much time on this). Photo / image credits included last. Use ticks to be sure you’ve included everything

Beautifying: Add pictures (please respect copyright). Draw your own, use your own photos, MS Word

clip art, Creative Commons licensed photos (which are free), etc. DON’T just take pictures from Google.

Include a table of contents, and add page numbers.


Add colour, use creative fonts. Importantly, present your writings in your own style. It must look unique, interesting and

very magazine style. Use ticks to be sure you’ve included everything

Grading / Marks Marks are awarded on mainly on aesthetics (how good it looks) and quality of presentation. DO NOT submit your portfolio late, you will get 0%. If you work in the publishing industry, it may cost your company a lot of money and so your boss will be very angry with you. If you might be absent from the class, submit it early or have a friend submit it for you.

Submit: Put these three things together with a binder clip, or similar: The portfolio (stapled into a booklet) A cover page for the topic drafts The topic drafts (all drafts for topics 2-6) Topic research sheets (topics 2-6) Self-reflection handouts for topics 1-6. Cover page for quarter 2 ER Reports Quarter 2 ER Reports Use ticks to be sure you’ve included everything

Binder clip

How to pass this class It is really easy to pass (if you try). Come to every class. すべてのクラスに出席してください。

Review and preview every class. 毎クラス予習復習をして

ください。 Practice writing in every class. ライティングの練習を毎ク

ラスしてください。 Ask questions (I like answering questions). もしわからない

ことがあれば恥ずかしがらず質問してください。質問は大

歓迎です。 Have fun. 楽しんでください。 Also, build up your vocabulary. Get a little notebook (see

right) and write in some interesting words, expressions and sample sentences each week during class. Research shows that this is a very good learning strategy (McCrostie, 2007).

また、語彙を増やしてください。小さいノート(上記写真)を購入してください。そして、毎週、授業

中に出会ったいくつかの興味深い単語、表現方

法、例文を書いてください。研究では、これが非

常に良い学習方法であることを示しています。

McCrostie, J. (2007) Examining learner vocabulary notebooks. ELT Journal, 61(3), p246-255.

Practice 練習 Research by Hato (2005, cited in Fukuda & Yoshida, 2013) reports that on average, Japanese high school students graduate with only 920 hours of English lessons. However, most Japanese people need between 2,000 to 5,000 hours of study to attain basic proficiency of English (Nakashima, 2006, cited in Fukuda & Yoshida, 2013). So, 90 minutes a week for 14 weeks (each semester), which is only 42 hours per annum, will not make you into a native speaker. You need to practice using English in class, and outside of the classroom. Use the audio material that came with your textbook, look for interesting and simple news articles on http://www.japantimes.co.jp/ and http://bbc.co.uk websites, and also listen to podcasts. 羽藤の研究（2005年福田&吉田 2013 年の引用）によると、日本の高校生は 920 時間の英語の授業を受けていることになる。

しかしながら、基礎的な熟達に到達する為には日本人のほとんどは 2000 から 5000 時間の勉強が必要とであ

る。(中島 2006 年、福田＆吉田 2013 年の引用)。従って、1 学期 14 週間 1 週間 90 分即ち、1 学期 42 時間で

はネイティブスピーカーになりません。教室外でも英語を練習する必要があります。あなたの教科書につ

いている CD を聞いたり、http://www.japantimes.co.jp/ and http://bbc.co.uk の興味ある簡単なニュース記事をさ

がしたり、ポッドキャストを聞いたりしてください。 Fukuda, S., and Yoshida, H. (2013) Time is of the essence: factors encouraging out-of-class study time. ELT Journal, 67/1, p31-40.


If you have problems… もし問題があったら… A moment of shame of asking a question prevents a lifetime of not knowing (and on-going shame). A western view is that if you don’t ask, you don’t learn; and that there is no shame is asking a question. 聞くは一時の恥。聞かぬは一生の恥。西洋の観点ではもし尋ねなければあなたは学ばないと考え

られています。質問をすることは決して恥ではありません。

Classroom vocabulary These phrasal verbs may be on the final exam vocabulary quiz. Please study these, and use them in class. From: Gairns, R, and Redman, S. (2013) Oxford Learner’s Pocket Phrasal Verbs and Idioms. OUP.


Reading

Speed reading scores

Keep track of your timed reading exercises and comprehension question results we do in class. Note

that some topics are less interesting or have difficult information, which may reduce scores, whilst

other topics might be easy and or exciting, thus inflating scores.

Calculating words per minute

Example: You read about 2,553 words in 10mins

= 255.3 words / min

Or you read and finish 1,003 words in 4mins 32secs:

Step 1. 4mins 32secs = 272secs

Step 2. 1003words ÷ 272secs x 60secs = 221.25 words / min

+

300

275

250

225

200

175

150

125

100

75

50

25

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15Week

Score

ER Reports

Do extensive reading, and read between 3,000 to 4,000 words a week, and fill in weekly reports.

What is Extensive Reading (ER)?

A lot of research in the last 30 years shows that Extensive Reading (ER) is really important for

language learning. The more you read the more experience you get with language. This means the

more you learn about what words go together, for example you learn correct word order like “…tea

with milk…”, not what most Japanese say in English “…milk tea…”. Also, the more you read the

more you train your eyes to move efficiently between saccades making English-reading easier. With


ER, there are many more things you learn, and you can do this without the teacher’s help.

Extensive reading must be 1. Fun or interesting; 2. Easy; 3. You choose your own book, magazine,

blog, anything; 4. Read lots; 5. Talk about it. Research suggests that you should know about 98% of

words to have effective comprehension of the text. Choosing: for every 100 words, you should

know 98 so it’s ok if you don’t know 2, but if more than three or four unknown words you should

choose a different book. So, for example if a book has about 280 words per page, what is the

maximum of unknown words per page for easy reading? ~_____ / 280? For this class you must read

about 4,000 words a week, and it may be a novel chapter, graded readers, magazines, blogs,

anything. When & where? All the time. On the train, in the morning before classes, in cafés,

anywhere, anytime. How much? All students must read about 3,000 to 5,000 words a week, which

may include the class textbook and novels.

What is Intensive Reading? (Assigned reading)

These reading texts have lots of unknown words and phrases. These are usually studied in class and

have a lot of support from other students and teachers. These readings may have questions and

quizzes. For intensive reading, we will use an assigned reading, usually a graded reader, reading

textbook, or similar.

Library Orientation for Extensive Reading / Scavenger Hunt

In pairs, wander through the library and find the answers to questions below. Warning, I’ve been

told that students are not allowed to ask librarians for help during class time, and do not take photos.

Finish this before the next class. Do this quickly, with brief answers.

1. What is a graded reader? It is a…

2. What publishers produce graded readers? Oxford University Press, …

3. There are two or three places in the library that have graded readers, what are their shelf /

location numbers? Write a description of where some of the graded readers are.

Example: Oxford University Press


4. List three titles (names) of Oxford Bookworm books.

5. For one Oxford Bookworms book, what type of information is provided on the back cover?

6. Guess what “word count” might mean? (not “headwords”)

7. Find a Stage 1 and Stage 4 book. What are the word counts for these two books?

8. Which do you reckon is easier for you to read, a stage 1 or a stage 6 book?

Other publishers

9. What are the names of publishers who make graded readers?

10. If listed, on the Common European Framework (CEF), what is the CEF level of an easy

Macmillan or Cambridge book you’ve found? (provide the title of the book)

11. Find a book that looks interesting to you, and check if there’s no more than 2% of unknown

words per page.

a. Write the title here: _______________________________

b. What is the word count of the book? ____________ words. (Do you need to borrow

a second book? If so, get another).

c. What is the name of the publisher? ___________________

d. What level is the book? _____________________________

e. Borrow this book and read it/them for Extensive Reading homework. Fill in the

Extensive Reading report for the 4,000 words you read this week.

f. Remember, if it’s too hard, you should replace it with an easier book.


Writing

Writing Correction Codes with Japanese Code: Meaning: Example:

wf Word from error 語形 I participationwf in this sport.

ww Wrong word 間違った単語 He is very kind and comedyww.

Wt Wrong tense 間違った時制 Yesterday, I willwt go shopping.

something missing 何かが抜けている Yesterday, I went to and bought socks.

n / v Missing noun or verb I want the white.n (an adjective must have a noun)

sp Spelling error スペル I live in Nagya.sp

wo Word Order error 間違った語順 …on the table an apple is therewo.

p Punctuation. 句読点 I was sickp so I went home.

wc / wv Word choice error 間違った単語の選択 /

Wrong verb 間違った動詞.

I tookwc a drink from the convenience store.

// (or) New paragraph needed 新しい段落が必要

= not needed (join these two paragraphs)

Ø much Not needed 不必要 I like seafood. Seafood is my favourite, I like it very much.

Join these sentences 文をつなげる I was sick. So, I went home.

? (I) don’t understand. 意味がわからない Buddha in there is the big and it the big one in here. ???

words… Needs fixing 修正の必要がある It has the one time one year ship race.

JPN Don’t use Japanese 日本語を使わない

ホバートシティーは jpn is a city in Australia. I usually take the shinkansenjpn to Tokyo.

c Capitalisation 大文字を使う I like Caustralia. / I like cSushi.

rep Repetitive.重複 I like sushi, I likerep chocolate, I likerep strawberries…

Indent (the paragraph) （新しい段落の行）を引っ込めて書く

art Article error 冠詞の間違い He gave meartbook.

pl Plural error 複数形の間違い There are many cat. pl

| Add a space …apples,|and bananas. …apples, and bananas.

Do not start a new line. 文は、行末まで続けて書く

Logic error 論理上の間違い … Nuclear power is worried about radiation. …

Frag Fragment (incomplete sentence) 不完全な文 … Power very dangerous. …

oi Order of information problem.

Pubbing is a serious problem. Phubbing has caused issues when walking. Phubbing is when people snub others in favour of using their mobile phones.

rel Relevance. Is this relevant? Smart phones can do a many things. I like my smartphone.rel

ref / nt Reference needed. / not true The Beatles may have sold over 1 billion albums.ref

…, and Apple invented smart phones.nt Adapted from: Hedge, T. (1988) Writing. Resource Books for Teachers, Series Editor: A. Maley. Oxford University Press.


Writing Fluency Note that your graph will go down sometimes, but generally there should be a rise.

20

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16

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Words 12

| / min |

8

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4

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0

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Wk: 2 6 10 14 2 6 10 14

Semester 1 (Apr-Jul) / Semester 2 (Sept-Dec)

Idea originally from Dr Paul Nation, http://www.victoria.ac.nz/lals/staff/paul‐nation.aspx

Touch typing speed tests Practice at: http://www.typingstudy.com/ Test at: http://10fastfingers.com/typing-test/english

Wk: 1 2 3 4 5 6 7 8 9 10 11 12 12 14 15 Wpm Correct Errors

Grading (draft) Grading in semester 2 will be mainly based on this rubric, and shows potential to meet these criteria after some editing and revising. The following is subject to change and updates.

20% Contains features of an 18-19, and: Uses most of the language taught in class (and more) well and appropriately. Uses the suggested structure or other well and appropriately. Good range of grammar and is quick and easy to read. Contains lots of original ideas and evidence of good analytical thinking. Could be published on a blog or other place.

18-19 Contains features of a 16-17, and these: Follows the suggested structure, demonstrates appropriate language for the topic, uses a lot of topic relevant vocabulary, and abides by punctuation and capitalisation rules. Contains many original ideas.

16-17 Reasonably good attempts at following the suggested writing structure, and contains some original ideas. Mostly follows punctuation and capitalisation rules. Might contain some word order errors. Some grammar might be a little difficult to understand. Author has included copies of references with many key vocabulary used, numbered and highlighted. Professionally presented.

14-15 Good attempts at following the suggested writing structure. Good attempts at using standard grammar and punctuation, though some grammar might be a little difficult to understand. Author has included copies of references with some key vocabulary used, numbered and highlighted. Submitted on time (in or before


class). All pages are stapled, and appears professional. 12-13 Demonstrates an attempt at the suggested writing structure. Attempts standard

English grammar and punctuation, though some grammar might be a little difficult to understand. Author has included copies of references with some key vocabulary used, numbered and highlighted. Submitted on time (in or before class). All pages are stapled correctly. Demonstrates sufficient computer skills, and appears professional.

10-11 Does not contain all of the features above (for 12%). Has mostly relevant content. May follow Japanese formatting and punctuation rules more than English. Little attempt to demonstrate learning for this and previous studies. Submitted on time (in or before class).

7, 8, or 9 Little attempt to demonstrate learning for this and previous topics. May follow Japanese formatting and punctuation rules more than English. Some poor attempts to follow standard English grammar. May contain some irrelevant content. Submitted on time (in or after class). Lacks one or some of these features: Name and student number, two references (from English language sources), and clearly formatted title(s), pages are stapled.

6 or less Does not demonstrate any learning, and may have irrelevant content. Writing might be very poorly formatted. Language might appear like it was written in Japanese and translated by an automatic computer or web service. Submitted on time (in class).

0% Late, irrelevant, incomplete, violates copyright, partly or completely plagiarised, or has evidence of academic dishonesty.

Note: students will be graded out of 20%, but will only receive 15%. Students must do sufficient language corrections and revisions to receive the remaining 5%.

Referencing, Quoted and Reported Speech From Azar, B (1992) Fundamentals of English Grammar. Longman Pearson Education.

Rules 1. Put a comma after said* Jane said, 2. Use quotation marks Jane said, “I couldn’t swim.” 3. Capitalise the first word Jane said, “But she can’t swim, too.” 4. Write the quotation. Put a period inside the quotation

Jane said, “But she can’t swim, too.”

2a. Conversely, reported speech is: Jane said that she couldn’t swim. * You can also use: admitted, announced, answered, asked, complained, explained, inquired, reported, replied, shouted, stated, and wrote. Quoted Speech Reported Speech

0. He said, “I work hard.” He said he works hard.

1. They said, “We are working hard.”

2. I said, “I am working hard.”

3. You said, “I will work hard.”

4. She said, “I worked hard.”

5. He complained that the coffee was cold.


6. The teddy bear murmured that he is all wet.

7. A spokesman for the company announced that they don’t have any more products available.

8. He explained that you need to bring your passport.

9. They asked if they could borrow your car.

10. I asked if I could join your tennis club. From the example, find the six mistakes and make corrections.

She wouldn’t take no for an answer. ‘Let me see what it does for me. And what are

friends for?” she says. ” Besides, it’s such a nice pendant. There’ll be no problem

passing it around. Remember, all those in between will get good luck”. Without another

word, she went to my drawer and took the pendant. She put it on and 「Okay, it’s

settled then」. I could only muster a weak protest.

From Five leaf clover, by Mandy Ho, in True Singapore Ghost Stories 16, by Russell Lee, 2007.

Referencing (参考文献) vs. Plagiarism (盗作) Plagiarism (盗作) is not tolerated and you may receive 0%. For writing tasks, you must actually do the writing, no copy & pasting. NB: Writing in Japanese and using a website translation will result in many serious language errors and may result in a failing score.

1. Read and learn about your topic.

2. Start writing. When you write, include specific information from reliable sources (internet sources are usually not reliable). However, Wikipedia will be used as an example below.

3. Find specific information (see picture below)

4. Do not copy and paste from websites, but re-write the information in your own words. Example:


5. Notice the Wikipedia page says “more than 10% of people”, but I wrote “about 10% of of the general population …[1]”. What other changes do you see?

6. What does [1] mean?

7. See the list of sources of information below. For you, it is perhaps easiest to use the Harvard Style like this below, but the APA Style is more common.

8. It uses a short name for the website, and the precise web address after a comma.

9. Which examples below are good and which is plagiarism (盗作)?

a. According to Wikipedia, “…migraines affect more than 10% of people” [1].

b. Migraines affect more than 10% of people.

c. Globally, migraines affect over 10% of the general population [1].

d. About 6% of men and 18% of women get a migraine in a given year.

e. Prochaska and Taylor (2009) say that vinyl records were very popular for listening to music with between the 1950’s and the 1990’s.

f. Vinyl records were the first primary media for commercial music reproduction. This was the most popular music format from the 1950s until the 1990s.

g. “One kind of vinyl record was the LP” (Prochaska & Taylor, 2009, p18).

h. According to Prochaska & Taylor, “LP stands for ‘long play’” (2009, p18).

i. Vinyl records can be played at different speeds (Prochaska & Taylor, 2009).


10. What is plagiarism?

a. Who benefits?

b. What are the problems with plagiarism?

c. The policy of almost all North American and European universities is to permanently expel any student who is caught plagiarising. Can you guess why they might have such a strict policy?

d. How would you feel if a highly respected professor in your university was discovered to have plagiarised some important work?

e. How would you feel if you discovered someone copied your work and put their name on it?

Conjunctions: and, but, so, because, and then Notice: the comma, and no capital letter in the centre. And: To join a + b + c + d… Examples:

My eyes are blue. My hair is black. My eyes are blue and my hair is black. I like apples. I like bananas. I like cranberries. I like apples, bananas, and cranberries.

But: To join two similar ideas, but one is positive (+) and the other is negative (-) Example: I am tall. My sister is short. I am tall, but my sister is short. And then: To join action + resulting action. Example: I fell. I cried. I fell, and then I cried. (or, “I fell, then cried”) So: To join action + result. Example: I fell. I went to the hospital. I fell, so I went to the hospital. Because: To join action + why. Example: I went to the hospital. I fell. I went to the hospital, because I fell. Join these sentences:

1. My dog is black. My cat is black.

2. I went on holidays. I was tired of work.

3. That lady fell. I helped her up.

4. He knocked my drink bottle. Juice poured out.

5. The shirt was cheap. A button was missing.

6. I met an Italian guy. He asked me to dance.

7. I am hungry. So, I will go to a convenience store.

8. I am hungry. I did not have breakfast.

9. The car crashed. It caught fire.


10. I want to go on a cheap holiday. I will go to Taiwan.

11. I want to go home. I am tired.

12. The shoes were cheap. Because, they had a mark on them.

Capitalisation Rules Based on Azar, B. (2003) Fundamentals of English Grammar, 3rd Edition. Longman.

There are four rules for capitalisation.

Rule Details Examples 1. Writing Start each sentence with a

capital letter. The quick brown fox jumped over the lazy dogs. Pack my box with five dozen liquor jugs.

2. Proper nouns (first letter only)

a. Names of people b. Titles of people c. Time (days, months,

holidays) d. Place names e. Names of institutions f. Names of companies g. Names of books,

movies, etc h. Names of countries &

languages i. Names of religions

a. He’s Andrew Blyth. b. He’s Mr. Blyth. c. Today is Thursday, 3rd of

December, 2015. d. I live in Nagoya, Japan. e. I’m at Nanzan University now. f. I work for Sony. g. I like to read English Grammar In

Use everyday. h. My teacher is British, and he

speaks English and Korean. i. I follow Buddhism.

3. First person pronoun “I”

The pronoun “I” (as in ‘me’) is always capitalised.

You know, I like to eat bananas everyday.

4. Shouting Use this to represent loud or angry voices in dialogues and stories. Never in formal writing.

A: What did you say? B: I said, THE QUICK BROWN FOX JUMPED OVER THE LAZY DOGS. A: Oh, ok. Don’t get angry!

Fix these common errors students make. 1. There are many foods that i like, including apples and bananas.

2. it would be nice to get a job in apple. it would be really cool.

3. john says that mr. blyth is really cool.

4. hikaru utada says that andrew is really handsome.

5. i want to get a TOYOTA prius by this december.

6. Have you ever read lord of the rings? it’s a really cool book.

7. Kumi koda will get andrew a present for his birthday next monday.

8. atsuko maeda will take mr. blyth on a dinner date to tokyo next thursday night.

9. mayu watanabe asked if andrew speaks american or english english.

10. many people say that wombats are the cutest animals in australia.


Writing Circles & sample articles In your group, each person does one of the following tasks, and then reports to the group.

1st Discussion leader Read the article twice, and prepare some questions for:

o General understanding / comprehension

o About how the article could be adapted or used by the group

Lead the discussion (keep people talking), so everyone can learn about the sample article

and write their own well.

2nd Vocabulary master Read the article twice and prepare a list of key vocabulary

Teach the group in depth about the words that are:

o Important for understanding the article

o Important for each student to write their own topic

o Include alternative meanings, part of speech, pronunciation, and example sentences.

3rd Summariser Read the article twice, and prepare a one minute summary.

Teach the group about the topic, and help them remember the contents of the article.

4th Reverse Engineerer Read the article twice, and prepare:

o An explanation of the structure of the article

o The key language and grammar or idioms that seems important for this type of

article

Teach the group about how the article is structured, so they can make their own.


Reading 1, Emails

Sample emails To: [email protected] From: [email protected] Date: 7th April 2016 Subject: Course information booklet Hello Andrew,

I’m a student in your Thursday morning writing class. How are you doing? I’ve been busy and

slightly stressed about starting a new life as a uni student, but I think I’ll be ok.

I know you’re a busy person, but I hope you can help me with this. I lost my copy of the

course information booklet. I’m really sorry, it won’t happen again. I have considered printing

a new one from your website. I have a very slow old printer that doesn’t work well. I wonder if

you have a spare hard copy I could have, so I don’t need to print a new one out at home.

Regards,

Hiroyuki Tanaka

2016BB007

To: [email protected] From: [email protected] Date: 7th April 2016 Subject: I can’t get the textbook Hi Andrew,

How are you? I’m doing fine. I hope all is well with you. It’s great meeting so many new and

interesting people at this uni. I heard from someone that you do research. What kind of

research?

I’m a student in your Thursday first period writing class. I’m writing because I have a

problem. I have been trying to get the book for our class, but I can’t. I’ve tried Kinokuniya and

Asano Books, but they are sold out. What can I do?

Best,

Hiroyuki Tanaka

2016BB007


To: [email protected] From: [email protected] Date: 7th April 2016 Subject: Listening class Hello Andrew,

How are you doing? I’m a student in your writing class on Thursday morning. Thanks for your

help this morning, it is appreciated. I never learnt to use a computer before, so I think this

class will help me a lot. How did you learn to use a computer?

I’m writing because I have a question. I notice you have a Listening class on Tuesday

afternoon 3rd period. I would like to improve my listening skills. Could you tell me if a first year

student can join that class?

Cheers,

Hiroyuki Tanaka

2016BB007

Important points

Greeting

Use Hi or Hello for friendly people, and Dear for formal situations.

Use first name like “Hello Andrew,” or surname “Dear Mr Blyth”

Small talk paragraph

Remind me who you are (I have over 250 students each year, so I don’t remember you).

Say something friendly.

Information paragraph

Make your request or ask your question.

State that you have tried to solve the problem yourself, but could not, or explain why you

need help.

Signature block

Closing

Friendly: Best, Seeya, See you later, Catch you later, Best wishes, Cheers,

Formal: Regards, Sincerely,

Name

First name first, and family name second

Your student number


Task 1, Emails

Choose one: Write a short email to your teacher to say that you cannot attend class today. Include 1.

some small talk (nothing personal), 2. what the problem is, 3. why you cannot attend, 4. ask

for homework information.

Write a short email to your teacher explaining that you have some trouble in class. Include

1. Some small talk (nothing personal), 2. what the problem is, 3. how you have tried to solve

it, 4. request help.

Write a short email to your teacher explaining that you need to talk to him or her. Include 1.

some small talk (nothing personal), 2. what the problem is, 3. your request to meet in

person, 4. the times you are available to possibly meet your teacher.

Type this on the computer, and make it look like a real email. Include your real name and

student number in the signature block. Print it before class.

Email homework check Give your classmate a score out of twenty points.

To: [email protected]

From: [email protected]

Subject: Class notes

Date: 17th April 2014

Dear Hioyuki,

How you doing? I hope you are enjoying your first two weeks in uni. Have you joined

any clubs? I have, I joined the Sakana-kun Fan Club, because my friend wanted to. I

wish I didn’t.

Anyway, I’m writing to ask if I could get a copy of the notes our teacher gave us in the

last class. I missed it, because I was sick. It seems a fish we ate in the Sakana-kun

Fan Club was a bit old. So, could I borrow your notes to make a copy? I’ll photocopy

them in the library and give them back to you at lunch.

Best,

Yukihiro Tanaka

2014ZZ007


Reading 2, Organic Diets for Kids From Prochaska, E., Taylor, A. (2009) Reading for the Real World Intro, 2nd Ed. Compass.


Task 2, Health and food

Proper translations & describing foods Some students used Japanese words like “okonomiyaki”, and “takoyaki”. The problem is these are not English words, these are not in the English dictionaries, and so are meaningless. If you do this, then you are failing to communicate properly. Which is good and which is bad? Draw a thumbs up or thumbs down for each below. Discuss with a partner why. 1. Taiwanese love choudofu. It is very

delicious. You should try it, too.

2. Taiwanese love a local food called ‘stinky

tofu’, known locally as “choudofu”. It is tofu

marinated in fermented milk, brine, and

vegetables.

3. A popular winter food in Korea is sundubu,

which is a spicy tofu soup.

4. Korea has a great dish that has to be tried, it’s a

spicy tofu soup with rice mixed in; it’s locally

known as “sundubu”.

Practice How would you describe one of these “たこ焼き”, “お好み焼き”, “おでん”, and “なべ”?

1. Rank food articles the teacher will give you in order, from best to worst.

2. Be a teacher, and give the food articles a score /10.

3. Discuss why you gave those scores.

4. Brainstorm a list of interesting information about the food. Examples: place of origin, time of

day to eat it, type of occasion to have it, …


Food grammar and vocabulary From Molinsky S, and Bliss, B (2001) Side by Side 2, 3rd Edition. Longman.


Hamburger Paragraphs Always write your paragraphs for all your assignments like this.


Task 2 Example

Simple spaghetti Andrew Blyth 2017ZZ007 9th May 2017

Descriptive title (Arial, bold, 16pt) Your name Student number Date

Introduction This is the best recipe for busy students who value both their health and

time. It is a great dish to make, as it provides good nutrition, which is

essential for good brain function, and energy to keep you going [1].

Below is a list of essential ingredients, and the instructions. These

directions makes a meal for two (or one dinner and one lunch).

Preparation and cooking should take less than 20 minutes, and requires

minimal washing up.

Title (Arial, bold, italics, 14pt) Text (Times New Roman, 12pt, left aligned, 1.5 or 2 line spacing)

1. Theme 2. Reason 3. Map 4. Good points

Ingredients 400 gram tin of chopped tomatoes, half a large onion chopped, vegemite

or soy sauce, Worcestershire sauce, rocket spinach, half a yellow

capsicum chopped, basil, paprika powder, minced garlic, mixed Italian

herbs, 200 grams of minced meat (pork or beef), two or three chopped

mushrooms.

List ingredients Be careful with: Count and non-

count grammar Plurals NO Japanese

words

Instructions Get some water boiling with an electric jug. Add the onions to the

frying pan and heat until shiny, and then add mince. Quickly fry these

on medium heat until the meat is mostly browned. Add the capsicum,

rocket spinach, and stir for a little. Turn the heat down a little. Add the

mushrooms, and when the mushrooms are a little soft, add the tomatoes,

then the Italian herbs, some dashes of paprika, and a dash of

Worchestershire sauce. Add a dollop of vegemite, and break it up and

mix it with the tomato base. Turn the heat down to simmer. Add the

boiled water from the jog to a pot with a pinch of salt. Re-boil this water

and add the spaghetti.

When the spaghetti has boiled, turn off the heat from the frying pan.

Drain the water from the spaghetti, serve the spaghetti, and add the

Use mainly imperative grammar. Example, “Drain the water” (verb + noun) Write in chronological order NB: Plagiarism 0% grade. NEVER steal someone else’s ideas. This must be your original idea.


tomato Bolognese from the frying pan on top. Add a couple of basil

leaves on top, and some cheese if it’s winter. Also, add a few shakes of

Italian herbs on top.

This is a handy meal, as it can be put into a plastic storage container and

be kept in the fridge overnight, and be reheated for lunch the next day. It

is especially great in winter, and contains all fresh ingredients.

Vegemite is suggested because it adds extra zest to the flavour, and it

contains lots of extra vitamins and minerals that are essential for the

brain [2]. Be sure to avoid using genetically modified vegetables for the

sake of your health [3].

Conclusion Can include extra benefits or advice.

References

[1] https://en.wikipedia.org/wiki/Nutritional_neuroscience

[2] https://en.wikipedia.org/wiki/Vegemite

[3] Suzuki, D, & Dresel, H. (1999) From Naked Ape to Superspecies.

Allen & Unwin Publishers.

List of the places where you got your information from. Minimum two, and at least one English source. Use APA style for books: (author name, year, title, publisher)


Task 3: Book Report

Writing Style – Similes, metaphors, and personification These make writing more interesting, as they show the creativity of the writer, and help us see the world a little differently. Simile: Says that something is similar to another thing. Use “like” or “as”. Example, “Suina is as cute as a kitten”, “Tamami is as gentle as a lamb”. Metaphor: Say that something is equal something else. Use “is” or language of certainty. “As Andrew talked, Haruka faded off to sleep”, “He drowned in a sea of grief”. Personification: Gives non-human things human-like characteristics. Example, “The stars danced in the moonlit sky”, “The popcorn leapt out of the bowl”, “Andrew’s classes are so great that time flies”. Write S for simile, M for metaphor, or P for personification for the examples of your own, and then make three more examples of your own (see a book or the internet for ideas).

0. _P_ The wind sang through the meadow. (this sounds nice/terrible)

1. ___ Naoko feels a little blue today. (she is happy/sad)

2. ___ Teppei is as hungry as a horse. (he wants a lot/little food)

3. ___ Mayu had her heart broken yesterday. (this is good/sad)

4. ___ Akira was as sick as a dog last night. (this is good/bad)

5. ___ The sun glared down on us at the beach. (this is bright/dark)

6. ___ Time crept by. (this is fast/slow)

7. ___ Airi was as proud as a peacock with her A plus. (this is great/bad)

8. ___ My brothers fight like cats and dogs. (this is often/rarely)

9. ___ My girlfriend is the light of my life. (this is good/bad)

10. ___ My alarm clock sprang to life at 6am. (this is surprising/dreary)

In a book you are reading, how many examples can you find? Write it, S M or P, and the page number.

References Simile, http://examples.yourdictionary.com/simile-examples-for-kids.html Metaphor, http://examples.yourdictionary.com/metaphor-examples.html Personification, http://examples.yourdictionary.com/examples-of-personification.html Ideas from John Howrey


Katy Perry – Firework Work with your partner and look for examples of similes, metaphors, and personifications.

Do you ever feel like a plastic bag Drifting through the wind Wanting to start again Do you ever feel so paper thin Like a house of cards One blow from caving in Do you ever feel already buried deep Six feet under screams But no one seems to hear a thing Do you know that there's still a chance for you 'Cause there's a spark in you You just gotta ignite the light And let it shine Just own the night Like the fourth of July 'Cause baby you're a firework Come on show 'em what your worth Make 'em go "oh, oh, oh!" As you shoot across the sky-y-y Baby you're a firework Come on let your colors burst Make 'em go "oh, oh, oh!" You're gonna leave 'em falling down down down Baby you're a firework Come on let your colors burst Make 'em go "oh, oh, oh!" You're gonna leave 'em falling down down down You don't have to feel like a waste of space You're original, cannot be replaced If you only knew what the future holds After a hurricane comes a rainbow

Maybe a reason why all the doors are closed So you could open one that leads you to the perfect road Like a lightning bolt, your heart will glow And when it's time, you'll know You just gotta ignite the light And let it shine Just own the night Like the fourth of July 'Cause baby you're a firework Come on show 'em what your worth Make 'em go "oh, oh, oh!" As you shoot across the sky-y-y Baby you're a firework Come on let your colors burst Make 'em go "oh, oh, oh!" You're gonna leave 'em all in awe-awe-awe Boom, boom, boom Even brighter than the moon, moon, moon And it's always been inside of you you you And now it's time to let it through 'Cause baby you're a firework Come on show 'em what your worth Make 'em go "oh, oh, oh!" As you shoot across the sky-y-y Baby you're a firework Come on let your colors burst Make 'em go "oh, oh, oh!" You're gonna leave 'em all in awe awe awe

From: http://www.katyperry.com/songs/firework/


Task 3: Reading Final Reports NB: Read everything below carefully

Due: In class, Monday 25th May. Late reports will not be accepted. Reports can be submitted before the 25th but directly and only to Andrew (earlier the better, but not left in the mailbox). All students will sign their name on a list as proof of submission.

How much: Maximum one and a half A4 pages.

What: Write each point below as a paragraph.

A brief introduction

Describe your reading abilities. Include what books you’ve enjoyed reading, and what

difficulties you have had. Difficulties might include grammar, vocabulary, idioms, access to

books, finding interesting books, and so on.

For the book we read together as a class (like Earrings from Frankfurt or Different Worlds),

provide:

1. A brief summary

2. A brief critical review of the book.

3. Briefly describe what you learnt from the book (eg: language, culture, idioms, etc).

Regarding your learning and progress this semester, give yourself a grade out of five stars

(one star is low to five stars for high), and a very brief explanation why.

Finally, make a note of what you’ll do to further improve during the coming holidays (be

realistic).

A brief conclusion or summary.

Grading: Grades will be awarded on the quality of communication, but most importantly, the depth

of thinking you did. Vague, superficial, or lip-service like statements may receive lower marks.

Reports that show evidence of analysing and interpreting information and ideas will receive higher

scores. Your report should appear professionally produced (typed on a computer). Late reports will

not be accepted, and you will fail the course. Plagiarised reports will receive 0%.

Sample report

Book report: Literacy class self-reflection Andrew Blyth 2016ZZ007 Thursday, 2nd period 13th December 2016

Descriptive title Name block

Introduction This self-reflection report will discuss the many things that I learnt this semester. There are things about English that I did not know about, including metaphors, how to describe themes and more. This report will describe what I have done this semester. Then it will discuss a book that we have read in class. Following this, a summary of my learning

Introduction Theme sentence Hook


progress. Finally, a conclusion is provided.

Map

This semesters activities Blah blah blah blah blah blah. Blah blah blah blah blah blah. Blah blah blah blah blah blah. Blah blah blah blah blah blah. Blah blah blah blah blah blah. Blah blah blah blah blah blah. Blah blah blah blah blah blah. Blah blah blah blah blah blah. Blah blah blah blah blah blah. Blah blah blah blah blah blah. Blah blah blah blah blah blah.

Body Each has:

1. Topic sentence

2. Supporting sentences

3. Conclusion sentence

Class book The story that we read in class, The Butler by Roald Dahl, was very interesting. There are three points to discuss on this, firstly a summary, a critical review, and then what I learnt from it. The story is about a man, George Cleaver, who suddenly became rich and wished to climb the social ladder. He hired a Butler, Tibbs, and a chef. Through learning about how to host parties he was scammed by the clever butler and the chef. The story focuses on [social issues] The story is a fascinating read. Dahl is one of the cleverest writers of the twentieth century. For instance, [example 1]. [describe why you like this example]. Also, [example 2]. [describe why you like this example]. Finally, [example 3]. [describe why you like this example]. Consequently, with writing techniques like these, Dahl is a must read author. From The Butler, there were many things I learnt, including vocabulary, culture, and idioms. For instance, [example 1]. [describe why you like this example]. Also, [example 2]. [describe why you like this example]. Finally, [example 3]. [describe why you like this example]. As you can see, it was a great story for me to learn from.

Each has:

1. Topic sentence

2. Supporting sentences

3. Conclusion sentence

Learning progress This semester has seen many improvements in my English and reading skills, especially compared to semester one. For instance, my vocabulary has improved, my reading speed has increased, and my enjoyment of reading too. Firstly, my WordEngine score at the start of semester one was 2,503 words. From using WordEngine, almost every week, my score has risen to about 4,128 words. From this, I am very happy that my vocabulary is a lot better now. Secondly, my reading speed in April 2016 was about 90 words per minute… This section compared my learning between semesters one and two, and discussed the improvement of my English.

Each has: 1. Topic

sentence 2. Supporting

sentences 3. Conclusion

sentence

Conclusion This self-reflection report discussed the many things that I learnt this semester. There were things about English that I did not know about, including metaphors, how to describe themes and more. This report described what I have done this semester. Then it discussed a book that we read in class. Following this, a summary of my learning was progress given.

Restate key points

References If needed

Note: This sample was made for a Reading class, which was a little different to our class. You will

need to adapt your report for our situation a little.


Reading 4, The Body Shop Malarcher, C., Janzen, A., and Worcester, A. (2009) Reading for the Real World 1, 2nd Ed.

Compass.


Task 4, Fact, Fiction & Opinion Japanese students, and it seems Japanese newspapers, have troubles understanding that these

concepts are very different. You cannot state speculation or fiction as fact. You cannot report

opinion as fact either. However, Japanese students seem to use these interchangeably.

Draw lines the match the word with the meaning.

1. Fact a. A guess of the truth

2. Fiction b. Is true, and has evidence

3. Speculation c. Your belief

4. Opinion d. Is not true, or has counter-evidence

Of these sentences, write if they are a fact, fiction, speculation, or opinion.

0. AKB48 is a Japanese pop music group. Fact

1. Oxford University is one of the oldest universities in the world. ________

2. Andrew is the most handsome person in the world. ________

3. Students should learn about internet safety. ________

4. Japan is a major destination for human trafficking [1]. ________

5. Japan’s Yamaguchi syndicate is the world’s second richest criminal group [2]. ________

6. Foreigners cause the most crime in Japan [3]. ________

7. Smap is the most popular music group in the world. ________

8. Students should be taught how to touch type. ________

9. Touch typing is an important skill in the future. ________

10. The Beetles have sold the most albums in US music history [4]. ________

11. I heard that the teacher will give us another vocabulary quiz today. ________

12. Children get confused if they try to learn more than one language when they are growing up.

13. I hear that Starbucks and Tully’s are opening stores in Nanzan University. ________

14. Students, like me, need a place to relax, study, and drink coffee. ________

References [1] https://en.wikipedia.org/wiki/Human_trafficking_in_Japan [2] http://fortune.com/2014/09/14/biggest-organized-crime-groups-in-the-world/ [3] http://www.japantimes.co.jp/community/2013/07/08/issues/police-foreign-crime-wave-falsehoods-fuel-racism/ [4] https://en.wikipedia.org/wiki/The_Beatles


Topic 4: Facts & Descriptions

Spoken vs. written English

There are some spoken English expressions that should not be used in normal written English.

Check your article to see if you have used the right expressions. Spoken English Written English These days, Now, Recently, Nowadays, Currently I think It is considered that Can’t, don’t, won’t, Cannot, do not, will not So Therefore, Consequently, To tell the truth, Actually,

Common Errors

These are based on errors former students often made. Add your own common errors. Japanese-English English-English

…in the world. Globally, … / Around the world, … / In many countries around the world, …

… to develop now. …to improve [situation]. …(noun 2) of (noun 1)

…tea of India. …girls of elementary school …shampoos of beauty parlours. …cosmetics of luxury brands.

(noun 1 adjective) + (noun 2) …Indian tea. …elementary school girls …beauty parlour shampoos. …luxury brand cosmetics.

[Ise noodles are] famous. …well-known / locally famous.

Recently, I went to Taiwan. ‘Recently’ is for present perfect. Eg: “Recently, there have been a lot of…”. Correction: “I went to Taiwan last month.”

Writing Conjunctions

Show results Use therefore, as a result, and consequently. He did not want to fail the class; therefore, he worked hard to pass. He worked hard on his writing task; consequently, he got a great final mark. Our teacher is so very handsome. Therefore, he should be a fashion model. Our teacher is so very handsome. Consequently, he should be a fashion model. Our teacher is so very handsome. As a result, he became be a fashion model.*

Adding information (like ‘and’) Use and, in addition, Additionally,…, Furthermore,…, and moreover. Our teacher is so very handsome. In addition, he is very fashionable, and stylish. Our teacher is so very handsome. Additionally, he is very fashionable, and stylish. The days are getting longer; moreover, it is getting hotter. Our teacher is so very handsome. Furthermore, he is very fashionable, and stylish. Many say that koalas are cute. Also, wombats are adorable.


Similarities Use similarly, likewise, and like. There are many of the great actors in Hollywood come from the UK and Australia;

similarly, many great actors in Hong Kong come from China and Taiwan. Our teacher is so very handsome. Similarly, there are some other good-looking English

teachers here. Toshiba has had difficulties creating interesting products; likewise, Sony has been

struggling to regain consumer interest.

Examples Use For example, … and For instance, …. There are many cute animals in Australia. For instance, many people say that wombats are

the cutest.

Like ‘But’ Use however, and though. Nagoya is a great city; however, it can be very hot and muggy in summer. Smartphones have become very important in our lives. However, computers are still vital

for work, study, and for having an internet social life. Many people say Koalas are cute. Though, some say wombats are the cutest.

Time Use currently, recently, in the future, in the past. In the past, people used landline phones to talk to each other. In recent years, consumers in rich countries have been using mobile phones. Recently, there has been a rise in popularity of smartphones in middle-income countries. Nowadays, many people see wombats for the first time via Google Images. Currently, there are more English speakers in China, than in the US. In the future, most people will say wombats are the cutest animal.

Sequence

Use First, Second, Third, Forth, Last; Firstly, Secondly, Thirdly, Fourthly, Lastly; To begin/start

with, after that, then, following this.

There are many things to do. First, clean the bathrooms. Second, wash the dog. Third,

make the beds. Last, tidy up the living room.

There are many things to do. To begin with, clean the bathrooms. After that, wash the dog.

Then, make the beds. Following this, feed the dog. Last, tidy up the living room.

Emphasis

Actually, in fact (only for spoken English),

Practice

Fill in the blanks with the correct conjunction


Example of Task 4

Entrepreneurs and Crowdfunding Andrew Blyth 2017ZZ007 3rd April 2017

Descriptive title, relates to contents. Name Student number Date

Introduction The stereotype of an entrepreneur is someone who is poor because they are putting all their money into a hare-brained scheme. However, they have energy and ambition, and they are always nervous about money. Today, it is a lot different. The internet era has made idea checking and fund sourcing a lot easier. This article will briefly describe crowd funding, and then issues of risk.

Subheading Introduction. Hook Map

Crowdfunding Websites like Kickstarter and GoFundMe allow anyone with an idea to post their ideas, and ask for investors. This has two distinct advantages. Firstly, good ideas spread like wildfire through social media and clearly become popular. This gives the developer the assurance that the idea has merit, and is likely to be a commercial success. Conversely, if the idea lacks social traction, then the developer can see that there is not enough support to fund the project, and that it may be a commercial failure. Secondly, it allows potential customers to connect directly with the developer. These people invest in the product by buying it at big discounts, sometimes 60% less than the recommended retail price; these people are known as backers. Backers get regular updates on how the development of the product is progressing, including any hiccups and achievements. Eventually, the backers receive their product, the developer had the funds to bring the product to maturity, and the production lines had been opened allowing the creator to produce more for sale through traditional retailers.

Risks However, all projects have risks. Despite careful planning, some projects may fail, and the backers may lose their money. One such example is the Lily Drone, which raised over $34 million in pre-sales, and $15 million in private funding. The concept was that all you had to do was throw it up into the air, and it will follow and video the person wearing a tracking device on their wrist. This drone was advertised to outdoor sports enthusiasts. However, the developers eventually gave up and are now in multiple lawsuits with backers for taking money and not delivering the product or refunds (Cade, 2017). Consequently, careful planning and preparation is required before embarking on a project.

Subheading Topic sentence Main point 1

Pro (good point) Con (bad point)

Main point 2 Conclusion sentence Subheading Topic sentence

Opinion Factual examples Interpretation

(no conc sentence)


Conclusion Consequently, all projects face risks, and the risks can affect both the developer and backer. However, there can be huge rewards for success. In all, careful planning and development is required for a project to be successful.

Subheading Restate key points.

References Cade, D. (2017) Lily Drone sued, accused of ‘luring’ customers with faked promo video. Downloaded

from https://petapixel.com/2017/01/13/lily‐drone‐sued‐accused‐luring‐customers‐faked‐

promo‐video/

Adapted from Blyth, A. (2017) Orbits. Well-On.

Subheading Author, date, title of article, place of publication.


Reading 5, The Glass Ceiling Prochaska, E., and Taylor, A. (2009) Reading for the Real World Intro, 2nd Ed. Compass.


Topic 5, Exposition and opinion essay structure Based on Savage, A., and Mayer, P. (2012) Effective Academic Writing 2. 2nd Edition. OUP.

In an opinion essay, the writer tries to convince the reader of a point of view on a controversial issue (something that people disagree about).

Introduction 1. Introduce a controversial issue

2. Hook. The hook may be an anecdote, a question, or a surprising statement or fact that

makes the reader want to know more.

3. The middle sentences explain why the issue is important with a little background

information

4. A map of the essay.

5. The thesis statement at the end presents the writer’s point of view.

Body paragraphs 1. Background paragraph: The first paragraph provides information to teach the reader about

the topic. Use the hamburger paragraph format; one main idea per paragraph.

2. Opinion paragraph: Use the hamburger paragraph format with topic sentence, opinion,

factual examples and interpretation format (see below), and a conclusion sentence.

End Either a conclusion or summary. Conclusion

1. The conclusion restates the writer’s opinion. Often a copy and paste of the introduction, but

with verbs changed to past tense.

2. The conclusion ends with one sentence that the writer wants the reader to remember.

Summary 1. The summary restates the main ideas in the essay. It can be the map, but with some

additional information added.

2. The summary can end with the thesis statement, like “It was argued that…”.

Common errors These are common mistakes students make. “Recently, technology is developing in the world.”

Recently: perfect tense. Recently + have/has been… Developing: Use for problems and for very specific changes. Not for topic or theme

sentences. In the world: very non-specific. Consider if it was replaced by something else, “Recently,

hybrid cars have been developing on Mars”. It is strange to write, and saying “in the world” is redundant and empty.

“Smartphones are popular all over the world All over the world: It is not true that they are popular in rich and poor countries.

“We may be stolen our personal information”


We may have our person information stolen. Our personal information may be stolen.

Facts and Opinions Writers use both facts and opinions to support their point of view or arguments. They state their opinions and then support them with facts.

What is a fact?

What is an opinion?

Practice Write if the statement is a fact or an opinion.

0. Empty spaces in subway trains are used for advertising. Fact

1. Smartphones are used to send text messages.

2. The Japanese rock group Smap is popular all over the world.

3. According to Wikipedia, The Beatles have sold up to 1 billion albums worldwide.

4. AKB48 are the greatest musicians ever.

5. It’s easier to dance to AKB48 than to The Beatles.


How to use Opinions, Facts, and Interpretation Use this structure within your essay

Opinion Animals use language to communicate with each other. Factual

examples Arctic wolves, for example, communicate the presence of caribou through their howls and barks. Other wolves hear the messages and are able to meet their pack to join the hunt.

Interpretation Clearly, if another animal can understand vocalised messages that tell it the location of food, then that animal is using language.

Image below is from Savage, A., Mayer, P. (2012). Effective Academic Writing 2. OUP


Example of topic 4 Hamburger paragraphs need: Topic sentence, supporting sentences, conclusion sentence. Opinion paragraphs need topic sentence, opinion, factual example (with reference) and interpretation, and conclusion sentence.

Computer and Internet Security Descriptive Title

Andrew Blyth 2016ZZ007 1st May 2016

Name block 1. First name then family name

2. Student number 3. Date

Introduction

Everyday, hackers and criminals get into people’s digital lives. These hackers can

destroy people’s lives because they do not secure their computers nor their

smartphones. Computer and smartphone safety is simple, if you know how. This

article will first describe how passwords are important, and then how to protect your

computer. An opinion of how computer and internet security should be taught in

schools. Finally, it will be concluded that better education is required.

Introduction 1. Theme sentence(s)

2. Hook 3. Map

Background Internet security is important for everyone. According to Prochaska & Taylor (2009),

without good security, it is possible for criminals to get into your email and SNS

accounts. Weak passwords are often exploited. When Adobe was hacked, it was

possible because hackers assumed some passwords would be “123456789”, “adobe”,

and even “password” [2]. Therefore, we all must start using strong passwords.

Even if you have a good password, it is important to have good security on your

computer. People must have an anti-virus programme on your laptop or Android

phone. If there is no anti-virus software, then it is easy to steal people’s passwords.

A keylogging program like Net Bull keeps a record of everything you type,

including your passwords [3]. A hacker can make a copy of the Net Bull file, and

then look for passwords. Consequently, it is extremely important to use a security

program that can detect keylogging programs and can destroy them and the files they

made.

Body Use the hamburger paragraph: 1. Theme sentence 2. Supporting sentences

3 Conclusion sentence

Include a direct and an indirect quote.

Opinion

Everyone must have computer and internet security education and knowledge. The

Japanese Ministry of Education must start teaching computer and internet security to

junior high school students. Most young Japanese university students have little

understanding of computer and internet security [4]. Consequently, students must learn

some important points like how to make a strong password. Additionally, Students should

Introduction sentence then 3 or more opinions. Use: 1. Opinion 2. factual example 3. interpretation Conclusion sentence


learn that not all popular companies are good. For instance, even though Dropbox is

popular, it is not safe like Tresorit is [5]. Tresorit provides encryption, but Dropbox does

not. Therefore, students must learn to look past popular internet services, and choose safe

ones.

Conclusion In conclusion, Japanese university students need to learn more about computer and

internet security. There are many dangers that they do not know about, and so

education is needed. It is hoped that the Japanese Ministry of Education will start to

teach these important life skills to high school students.

Conclusion1. Main point or opinions

2. Reason(s) 3. Recommendation for the future

References [1] Prochaska, E., and Taylor A. (2009) Reading for the Real World Intro, 2nd

Edition. Compass Publishing

[2] Franceschi-Bicchierai, L (2013) The 20 Most Popular Passwords Stolen From

Adobe. Mashable. Retreived from http://mashable.com/2013/11/05/20-most-

popular-passwords-adobe/#Cxnao2O.aEq1

[3] Anon. (n.d) How to hack Gmail. Wikihow. Retrieved from

http://www.wikihow.com/Hack-Gmail

[4] Murray, A., and Blyth, A. (2011) A survey of Japanese university students’

computer literacy levels. JALTCALL Journal.

[5] Anon. (n.d) Dropbox has taken control from you. Get it back. Tresorit. Retrieved

from https://tresorit.com/business/dropbox-alternative

References Use APA Format (see https://ja.wikipedia.o

rg/wiki/APA スタイ

ル)

Writing Task This is based on articles in unit 2 of RRW Intro, and you can use other units for information if you

want. Include an introduction, a background of relevant information to help the reader understand

your topic, opinion, conclusion, and references with two or more English language references; one

must be from RRW Intro. Avoid fiction and speculation; always refer to facts. Choose one:

What do you think is the future of technology? What business can you create?

Is it right for governments to hack into people’s phones and digital life?

Are free software or smartphone apps dangerous? Include real examples of dangers.

Is it possible to make a new business in the modern music industry? How?

Should schools teach students about internet safety? If so, how; or why not?


Extensive Reading Reports

EXAMPLE: Extensive Reading Report: Fiction This is an example of how to fill out an extensive reading report. If there is something you don’t understand, ask your teacher.

Graded Reader or other ER source: Title: __________________________________________ Author: ____________________

Publisher or URL: _______________________________ Level: _________________

Word count: _________ words. Headwords: _______ Words read: ___________ words.

Location / Shelf / Call number: ____________ Year of publication: _________

Summary Write a summary of what you read.

Your opinion Write your opinion or reaction. You could include what you agreed or disagreed with.

NB: You may receive 0% for plagiarism.


Name: ________________________________

Student number: _______________________

Date: _____________ / Week: ______

Report number: _________

Extensive Reading Report: Fiction Keep all of these reports in a file and fill in one per week. You must make your own copies of these handouts, and you can download replacements from http://winjeel.com. Andrew may randomly collect or demand to see any of report for any particular week. Any report without sufficient information or is submitted late may receive a zero mark.

Graded Reader or other ER source:

Title: __________________________________________ Author: ____________________





Your opinion Write your opinion or reaction. You could include what you agreed or disagreed with.



Name: ________________________________

Student number: _______________________

Date: _____________ / Week: ______


Extensive Reading Report: Non-fiction Keep all of these reports in a file and fill in one per week. You must make your own copies of these handouts, and you can download replacements from http://winjeel.com. Andrew may randomly collect or demand to see any of report for any particular week. Any report without sufficient information or is submitted late may receive a zero mark.

Book or article:

Title: ___________________________________________ Author: ___________________

Publisher or Website: ______________________________ Genre / theme: _____________

Shelf / Call number / URL: _________________________ Date of publication: _________

Word count: _________ words. Words read: __________ words.

What it’s about Write a summary of what you learnt.

Your reaction Write your reaction. You could include what you knew and didn’t know, agreed or disagreed with.

NB: You may receive 0% for plagiarism and academic fraud.


Name: ________________________________

Student number: _______________________

Date: _____________ / Week: ______


Extensive Reading Report: Book to Movie Keep all of these reports in a file and fill in one per week. You must make your own copies of these handouts, and you can download replacements from http://winjeel.com. Andrew may randomly collect or demand to see any of report for any particular week. Any report without sufficient information or is submitted late may receive a zero mark.

Graded Reader or other ER source: Name of book or title: ____________________________________________

Publisher or URL: _________________________________ Level: _________________


Shelf / Call number: ____________ Year of publication: __________


If made into a movie Make suggestions: Suggested actors / actresses:

Suggested directors:

Suggested sound track / music artists:

Suggested location:

Other:



Name: ________________________________

Student number: _______________________

Date: _____________ / Week: ______


Extensive Reading Report: Fiction, Story Structure Keep all of these reports in a file and fill in one per week. You must make your own copies of these handouts, and you can download replacements from http://winjeel.com. Andrew may randomly collect or demand to see any of report for any particular week. Any report without sufficient information or is submitted late may receive a zero mark.

Details:

Title: __________________________________________ Author: ___________________

Publisher or URL: ________________________________ Level: _________________



Main characters Name: ♂/♀: Chapter & page

number intro’ed: Socio-economic class or job:

Main traits, events, or actions:

Structure / Summary Most stories follow this structure. If your story follows this, then use this below or modify it. Beginning Introducing the problem

Middle Main events, or how the main character solved problem(s)

End The resolution of the story

Your Reaction Write, in detail, how you felt about the book with reasons.



Name: ________________________________

Student number: _______________________

Date: _____________ / Week: ______


Extensive Reading Report: Fiction Keep all of these reports in a file and fill in one per week. You must make your own copies of these handouts, and you can download replacements from http://winjeel.com. Andrew may randomly collect or demand to see any of report for any particular week. Any report without sufficient information or is submitted late may receive a zero mark.

Graded Reader or other ER source:

Title: __________________________________________ Author: ____________________





Interesting language List examples of idioms, metaphors, personification, similes, etc you learnt, and page number.



(blank)


Writing Task: Self-reflection

Name: Number:

Do this handout BEFORE class. Include this handout with your topic submissions. Put a tick () for good, and cross () for not-good. Use a dash (-) for neutral, and write “NA” for not relevant.

My article includes: Topic: 1 2 4 5 My name (in Roman alphabet) & student number (not in pencil)

I tried my best

Asked the teacher if I needed help

Printed on A4 paper, stapled, kept clean, and is professional looking

Necessary attachments are included (stapled on)

Titles / headings in Arial, bold, 16 or 14 point font / size

Normal text is Times New Roman, 12 point, 1.5 or double line spacing

I checked the samples provided, and used the format and language

I did not use an automatic translation service or website at all.

I proofread for:

Spelling errors

No spaces before punctuation

No spoken English (see Spoken vs. Written English)

No contractions (eg: don’t, can’t, won’t)

Past, present, and future tense errors (units 1-6 & 19-24)

Past habits & likes (used to, unit 61)

Used conjunctions (Sentences do not start with but, and, so, and then)

Quoted & reported speech (unit 48)

Countable & uncountable (unit 69)

Capitalisation errors (in this booklet)

Used indefinite compounds (some / any, unit 85)

Article errors (a/the; units 72-79)

Used although, though, even though, etc (unit 113)

Used writing conjunctions (in this booklet)

Used passive voice (unit 42)

Includes a lot of interesting information

Includes some unique ideas

Includes subheadings

Article includes an introduction

Theme / topic sentence

Hook or opinion sentence

Map (list of parts of article)

Uses the Hamburger Paragraph format for each paragraph

I did real research for my article (reading sources with referenced information)

Includes at least one indirect quote (paraphrasing) done correctly

Includes two or more references (English language sources)

Includes at least one direct quote done correctly (English Grammar In Use units 47-48)

Opinion has: Opinion sentences

Factual examples

Interpretations

Includes a conclusion or summary

No new information in the conclusion or summary

Attached a copy of references with key vocabulary (not sentences) highlighted


Topics 4&5 +5% bonus if all boxes have ticks () ___

Task 1 Email Also use ticks () crosses () and others. Address block (To, From, Subject, Date) Greeting Two paragraphs (not lists of sentences).

o Small talk (not too personal & unique) o Main topic (with request, info, or question)

Signature block Comment to Andrew (if “difficult” explain what and why):

Task 2 Descriptions, title: _________________________________ Used paragraphs, not lists of sentences Included a reference to Reading In the Real World Intro.

Comment to Andrew (if “difficult” explain what and why):

Task 4 Description & problem, title: _________________________________ Included an introduction and conclusion Included a reference to Reading In the Real World Intro.

Comment to Andrew (if “difficult” explain what and why):

Task 5 Exposition & opinion, title: _________________________________ Has an Opinion section with: Introduction sentence (two or more opinions)

Opinion 1 + factual example + interpretation Opinion 2 + factual example + interpretation Opinion 3 + factual example + interpretation Conclusion sentence Included a reference to Reading In the Real World Intro. Comment to Andrew (if “difficult” explain what and why):


Example. photocopy this page, or make your own

Writing task: Topic research sheet

Name: __________________ Student No.: __________ Task No.: ____ Topic: ________________

Vocabulary research Students frequently have problems with grammar and vocabulary, and this table should help you. Find key / important vocabulary often used in your topic (usually nouns and verbs). Find the correct collocations for it. Example, for the word ‘pesticide, found in the book Reading in the Real World Intro, on page 40, it shows only certain verbs and other grammar can be used. It is wrong to say ‘do pesticide’, but the book shows “spray pesticide”.

Verb Article/modifier Adjective Noun Reference

spray (none) chemical pesticide P40, RRW Intro

play a/the/some Old/new Record(s) / LP(s) P18, RRW Intro

Summary of primary research

Usually from Reading in the Real World Intro. List or summarise some key points.

My main idea(s) for this topic

Make notes on what you might write

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