シラバス Syllabus

授業名 ACADEMIC WRITING 2
Course Title ACADEMIC WRITING 2
担当教員 Instructor Name Sugene Kim
科目ナンバリングコード Course Numbering Code
授業形態 Class Type 講義 Regular course
授業形式 Class Format On Campus
単位 Credits 2
言語 Language EN
科目区分 Course Category 専門教育科目200系 / Specialized Subject 200
学位 Degree BSc
開講情報 Terms / Location 2024 UG Nisshin Term4
コード Couse Code NUC002_N24B

授業の概要　Course Overview

Mission Statementとの関係性 / Connection to our Mission Statement

In line with the NUCB mission of educating innovative and ethical leaders, this course focuses on developing students' written communication skills in English for global connectivity.

授業の目的（意義） / Importance of this course

Academic Writing 2 the second in a two-course sequence designed to improve students’ English writing skills that can be applied to the challenges of academic interactions. Through specialized instruction and practice, students will reinforce skills of crafting convincing prose in different genres to progress toward the advanced level of literacy.

学修到達目標 / Achievement Goal


With diligent work throughout the term, students will make progress toward the following objectives:
1. develop fluency and style by increasing word and sentence variety;
2. understand diverse contexts for writing and develop appropriate strategies;
3. integrate their own ideas with those of others, using appropriate documentation; and
4. build confidence in English academic writing.

本授業の該当ラーニングゴール　Learning Goals

*本学の教育ミッションを具現化する形で設定されています。

LG1 Critical Thinking
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG5 Business Perspectives (BSc)
LG7 International Perspectives (BA)

受講後得られる具体的スキルや知識　Learning Outcomes


Students will become familiar with the basic conventions of writing academic essays in English.

SDGsとの関連性　Relevance to Sustainable Development Goals

Goal 4 質の高い教育をみんなに（Quality Education）

教育手法　Teaching Method

教育手法 Teaching Method % of Course Time
インプット型 Traditional 80 %
参加者中心型 Participant-Centered Learning ケースメソッド Case Method 20 %
フィールドメソッド Field Method 0 %
合計 Total 100 %

事前学修と事後学修の内容、レポート、課題に対するフィードバック方法　Pre- and Post-Course Learning, Report, Feedback methods

This course will include guided lectures and independent study. Students are encouraged to dedicate approximately 2 hours per week to preview upcoming materials and an additional 2 hours for reviewing course content. Supplementary materials are available at the Central Information Center. Written assignments will be returned within two weeks of the due date to support ongoing learning.

授業スケジュール　Course Schedule

第1日（Day1）

Unit 5 Problem–Solution Essays

第2日（Day2）

(cont.) Unit 5 Problem–Solution Essays

●使用するケース
Case 1: "We will find a way; we always have"

第3日（Day3）

(cont.) Unit 5 Problem–Solution Essays

第4日（Day4）

Unit 4 Argument Essays

●使用するケース
Case 2: "Let’s divide and conquer, shall we?"

第5日（Day5）

(cont.) Unit 4 Argument Essays

第6日（Day6）

(cont.) Unit 4 Argument Essays

第7日（Day7）

Unit 6 Reaction Essays
Review

●使用するケース
Case 3: "People act and (you) react"

成績評価方法　Evaluation Criteria

*成績は下記該当項目を基に決定されます。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
講師用内規準拠 Method of Assessment Weights
コールドコール Cold Call 0 %
授業内での挙手発言 Class Contribution 20 %
クラス貢献度合計 Class Contribution Total 20 %
予習レポート Preparation Report 0 %
小テスト Quizzes / Tests 30 %
シミュレーション成績 Simulation 0 %
ケース試験 Case Exam 0 %
最終レポート Final Report 20 %
期末試験 Final Exam 30 %
参加者による相互評価 Peer Assessment 0 %
合計 Total 100 %

評価の留意事項　Notes on Evaluation Criteria

使用ケース一覧　List of Cases

    ケースは使用しません。

配布教材と教室における電子機器の利用マナーについて Guidelines for Classroom Technology and Proper Use of Course Materials

  1. ケースメソッド教育の中核は、積極的な参加と知識の共有です。この教育を支えるため参加者は授業中の電子機器（例：スマートフォン、ノートパソコン）の使用を制限するよう求められます。許可を得た場合でも、教室内では電子機器は、ケース討議に資する目的でのみ使用してください。授業中は、たとえケース討議に関連していても、検索エンジンや生成AIの使用は避けて下さい。
  2. 配布教材（ケースを含む）は指定された授業への参加以外の目的で利用しないで下さい。著者の権利、著作権、特定情報の機密性を保護するため、許可なく教材を個人や組織（生成AI を含む）に提供することはできません。このルールは、印刷物・電子教材のいずれにも適用されます。
  1. Active participation and shared learning is at the core of the case method learning.Participants are asked to limit their use of electronic devices (e.g., laptops, smartphones) during classroom sessions in support of this model. Even with permission granted, devices should only be used in the classroom in service to the case discussion. Online searches and generative AI tools, even if related to the case discussion, are discouraged while class is in session.
  2. Students are prohibited from using the course materials (including cases) distributed by the university for any purpose other than participation in the designated class.Students must not input, process or test course materials with any artificial intelligence (AI) tools, bots, software, or platforms without the author’s permission. These actions violate the terms of use for the course materials and may also constitute copyright infringement.

教科書　Textbook

  • .「.」.（.）

参考文献・資料　Additional Readings and Resource

No required textbook
(Weekly course materials will be distributed in class by the instructor.)

References
-- Grammar Connection: Structure Through Content, ISBN-13: 978-1413008401
-- Great Writing 4: Great Essays (5th edition), ISBN-13: 978-0357020852
-- Paragraphs and Essays: With Integrated Readings (13th edition), ISBN-13: 978-1305654181
-- They Say/I Say: The Moves That Matter in Academic Writing (2nd edition), ISBN-13: 978-1469028613

授業調査に対するコメント　Comment on Course Evaluation

優れた点:
先生の教え方が丁寧でわかりやすかったです。

改善点:
拙い日本語で伝えようとしてくれてるのはわかるのですが、強い口調で否定されると辛いので英語で大丈夫です。

担当教員のプロフィール　About the Instructor　


Sugene Kim is an associate professor of English at Nagoya University of Commerce & Business. (The name "Sugene" is pronounced as "スジイン.") She holds a master’s degree in professional English writing and a doctorate in applied linguistics from Ewha Womans University. Her research focuses on academic writing, second language (L2) acquisition, and morphosyntax within the framework of pedagogical grammar. She is particularly interested in examining the cognitive and linguistic strategies utilized by adult L2 learners to address writing difficulties in different rhetorical contexts. Her related research interests include sociolinguistic variation and World Englishes.

Refereed Articles

  • (2023) A comparative analysis of language choices in written peer feedback provided by high- and low-proficiency Japanese EFL students. Language Teaching Research 1362-1688 (print), 1477-0954 (web)
  • (2023) “Sorry, I don’t good English”: Japanese L2 students’ written peer feedback in the face-to-face and anonymous review modes. Journal of Writing Research 15(2):
  • (2022) ‘Who expresses an honest opinion as it stands in Japan?’: Cultural issues and Japanese L2 students’ experiences of face-to-face and anonymous peer review. Higher Education Research & Development
  • (2022) ‘Ehh? Order through kiosk? What’s that?’ Public attitudes towards the excessive Anglicisation of commerce in South Korea. Journal of Multilingual and Multicultural Development 42 ‎0143-4632 (print); 1747-7557 (web)
  • (2021) Prepping for the TOEFL iBT Writing test, Gangnam style. Assessing Writing 50 1075-2935

Refereed Proceedings

  • (2019). Revisiting Causes of Korean EFL Learners’ Article Errors: Prioritisation of Specificity over Definiteness. Proceedings of the 24th Pan-Pacific Association of Applied Linguistics International Conference .24th Pan-Pacific Association of Applied Linguistics International Conference. 2. 2. Korea University, Seoul, Republic of Korea
  • (2019). Japanese EFL Student Writers’ Perspectives on Anonymous Peer Review. Proceedings of the 24th Pan-Pacific Association of Applied Linguistics International Conference .24th Pan-Pacific Association of Applied Linguistics International Conference. 1. 2. Korea University, Seoul, Republic of Korea






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