Course Syllabus

Teacher: James R. Hunt

email: hitjameshunt@gmail.com
Academic Writing 2

1. What is the course about?

1.1 Description
This course makes use of aspects found in the CLEAR educational research project at
Toyo University. The philosophy of CLEAR emphasizes student-centered
communication in English, encourages collaboration in learning, task-based projects,
life-long learning, autonomy and empowerment.

This writing course is the second part of the two-quarter Academic English Writing
skills course that aims to improve written English fluency, accuracy and communicative
ability while developing skills necessary for effective written communication in
academic situations. It expands upon the academic writing skills covered in Q1. As in
Q1, this course will also contain listening, speaking, reading, and vocabulary
development activities as well as writing practice.

The format of this course is the same as Q1. Students will keep weekly writing journals
in which they will practice creative writing with a focus on quantity of output.
Additionally, students will practice the writing skills covered in class by submitting
several paragraphs focusing on accuracy and correct usage of the academic writing
conventions introduced, leading to the production of a full essay at the end of the
quarter.

An enlarged vocabulary is important for effective writing, and as such students will be
required to continue their active engagement in vocabulary training using the Word
Engine software (and by keeping vocabulary notebooks).

1.2 Content
To further practice writing paragraphs with topic and conclusion sentences.
To enhance understanding of the fundamentals of academic writing.
To allow students to experiment with creative writing.
To progressively increase vocabulary size.
To learn how to recognize perspectives.
To learn how to summarize and paraphrase information, and how to understand
references and write citations.

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 To learn how to write about processes, arguments, and cause and affect.
To learn about essay structure and practice writing an argumentative essay.
To practice and improve knowledge of note-taking, adverbial clauses, prepositional
phrases, signposting language, synonyms, homonyms, linking words, and common
prefixes.

2. How does this course contribute to my learning?

Specific Learning Outcomes Assessment Tasks Graduate Qualities

On successful completion of this You will be assessed on the Completing these tasks
course you should be able to: learning outcome in tasks: successfully will contribute to you
becoming

Communication in small groups 1, 3 and 4 creative and analytical,

and to a large group empowered, knowledgeable, and
ethical

Develop capacity for critical 1, 3 and 4 creative and analytical, engaged,

reflection and creative thinking and knowledgeable

Take advantage of learning 2 and 4 creative and analytical and

technologies empowered

Engage actively in learning while 1, 2, 3 and 4 knowledgable and creative and

gaining knowledge and analytical
understanding from familiarity

Develop critical thinking skills 1, 2, 3 and 4 creative and analytical,

and autonomy through empowered
experiential learning

Collaboration in small groups for 1, 3 and 4 engaged, empowered,

a shared goal knowledgeable

3. How am I going to be assessed?

3.1 Grading Scale

S (outstanding), A (noteworthy), B (good), C (passing), D (fail), F or/ (insufficient for
consideration).

Note: A minimum of 4 Journal Notebook entries (see Assessment Task 1) and 5 Word
engine targets (see Assessment Task 2) are required for eligibility to be considered for a
passing grade in this course. Any students not meeting this minimum requirements will
receive a / grade, indicating failure of the course due to insufficient participation.

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3.2 Attendance Policy
Any student who is absent 2 classes during the quarter for any reason other than illness
confirmed by a medical practitioner will receive a / grade, indicating failure of the
course due to insufficient participation. Three late arrivals to class will be considered
one absence. Arriving 15 minutes after class begins or later will be treated as an absence.
Participation may be included in some task assessment criteria, however attendance
will NOT be a factor in determining the final grade.

3.3 Assessment tasks

Task Assessment Individual or % of Course Length or When to Where to
Number Tasks Group Grade Duration submit submit

1 Journal Individual 30% 1 page/week Lessons 3, In class

notebooks for 7 weeks 5, 7, 9, 11,
13 and 15

2 GINOS Individual 30% >150 correct Ongoing Online

vocabulary responses/
training week.

3 Academic writing Individual 20% 100-200 Lessons 5, In class

paragraphs word 8, 11, 14 and
paragraphs 16

4 Academic writing Individual 20% 600-800 Several days Online

essay words after lesson
16

Assessment Task 1: Journal notebook

Goal: To increase fluency and confidence writing in English. To develop creative and critical thinking
skills, as well as to practice writing in English on a range of topics/genres.

Product: One page of a B5 notebook, written in English each week. Seven pages written in Q2.

Format: Topics will vary but have previously included: writing a short story, describing a family member,
writing a diary entry. Topics will be provided in class each week.

Criteria: 1. Write at least one full page, single spaced, margin to margin.
2. Clarity and creativity.

Core Skills Organization, Communication.

Assessed:

Assessment Task 2: GINOS Vocabulary training

Goal: For you to increase your vocabulary size.

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Product: An increased vocabulary.

Format: To regularly access Word Engine, an online vocabulary training program. You will need get 150
correct responses per week by spending at least 30 minutes (and upwards of 60 minutes per
week) using Word Engine. The amount of time you actively engage with Word Engine will be
recorded by your instructor.

Criteria: 1. Attain the minimum number of correct responses per week to be eligible for a credit.
2. Engage with Word Engine for at least an hour a week every week to obtain the maximum
points for this task.

Skills Assessed: Applying Technologies, Organization.

Assessment Task 3: Academic Writing paragraphs

Goal: To practice the academic writing skills covered in class. To increase confidence and ability at
writing English for academic purposes.

Product: Five well-written paragraphs demonstrating an understanding of the writing conventions

necessary when writing English for academic purposes.

Format: Students will write a paragraph in response to a prompt provided in class. This paragraph should
demonstrate an understanding of the academic skills covered throughout the course.

Criteria: 1. Accuracy.
2. Clarity.
3. Understanding of academic conventions.
4. Evidence of research into the topic.

Skills Assessed: Organization, Communication, Information Literacy, Applying Technologies

Assessment Task 4: Academic Writing Essay

Goal: To write an argumentative essay demonstrating understanding of the academic writing skills
covered in class. To increase confidence and ability at writing longer academic English
assignmnets.

Product: A well-written 600-800 word essay demonstrating an understanding of appropriate writing

conventions.

Format: Students will write an argumentative essay in response to a prompt provided in class. This
argumentative essay should be thoughtful, and demonstrate an understanding of the academic
skills covered throughout the course, as well as provide supporting evidence with correct
citations.

Criteria: 1. Accuracy.
2. Clarity.
3. Understanding of academic conventions.
4. Evidence of research into the topic.
5. Supporting evidence is convincing, and has been summarized or paraphrased correctly.
6. Citations are correct.

Skills Assessed: Organization, Communication, Information Literacy, Applying Technologies

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 (EAP - Oxford EAP, Pre-Intermediate/B1 textbook; AW -
Course Activities
Academic Writing paragraph task)

Lesson # What key concepts/content will I Directed Study Independent Study

learn? Activities Activities

1 Science EAP p.78-81 Journal writing

Word Engine
Recognizing perspectives. Note-taking,
abbreviations and symbols.

2 Science EAP p.82-85 Journal writing

Word Engine
Identifying perspective language.
Adverbial clauses and prepositional
phrases.

3 Science EAP p.86-89 EAP p.90-91

Word Engine
Topic sentences and concluding AW paragraph -
sentences. Multi-part verbs. strong topic and
concluding sentences

4 Language EAP p.92-95 Journal writing

Word Engine
Summarizing and paraphrasing. using
signposting language.

5 Language EAP p.96-99 Journal writing

Word Engine
Understanding references in a text.
Summarizing information.

6 Language EAP p.100-103 EAP p.104-105

Word Engine
Paraphrasing. Citation. Reporting verbs. AW paragraph -
Synonyms. summary paragraph
including citations

7 Formation EAP p.106-109 Journal writing

Word Engine
Describing sequence and process. Past
tenses and describing past events.

8 Formation EAP p.110-113 Journal writing

Word Engine
Understanding a description of a process.

9 Formation EAP p.114-117 EAP p.118-119

Word Engine
Using the passive voice to describe a AW paragraph -
process. Sequencing words. Describing writing a description
dimensions. of a process

10 Health EAP p.120-123 Journal writing

Word Engine
Cause and effect. Indirect questions.

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 11 Health EAP p.124-127 Journal writing
Word Engine
Verbs to express cause and effect.

12 Health EAP p.128-131 EAP p.132-133

Word Engine
Noun expressions, nouns and verbs to AW paragraph -
express cause and effect. Homonyms. writing a cause and
affect paragraph

13 Location EAP p.134-137 Journal writing

Word Engine
Arguments and supporting evidence.
Linking words: addition and conceding

14 Location EAP p.138-141 Journal writing

Word Engine
Identifying arguments. Evaluating the
strengths of arguments. Linking words:
contrast and concession.

15 Location EAP p.142-147 EAP p.148-149

Word Engine
Identifying arguments and supporting AW essay - an
ideas. Essay structure. Writing opening, argument essay
body and concluding paragraphs.
Common prefixes.

16 Peer review and editing Peer review and editing Rewrite essay and submit
by the deadline.

4. What resources do I need to take this course?

Youll need access to the internet for Word Engine.

You will need a B5 notebook for Journal and AW paragraph writing.

Smartphones may be utilized in the classroom from time to time, but are not required.

4.1 Prescribed Texts

Oxford EAP, Pre-Intermediate/B1 by Paul Dummett & Jon Hird. Oxford University
Press. ISBN: 978-0-19-400207-3.