シラバス Syllabus

授業名 SEMINAR 2
Course Title SEMINAR 2
担当教員 Instructor Name Stuart Warrington
コード Couse Code NUC015_N22B
授業形態 Class Type 演習 Practicum
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300系 / Specialized Subject 300
学位 Degree BSc
開講情報 Terms / Location 2022 UG Nisshin Fall

授業の概要 Course Overview


In line with NUCB's mission statement, this English language course aims to educate and inspire students to become innovative and ethical leaders through the medium of English. In so doing, it is hoped they can grasp and take on the ideal of ʻFrontier Spiritʼ and the ability to create knowledge in English for the advancement of business and society.
The course marks the next stage in the important relationship between the seminar teacher and the students in terms of overall thesis guidance and personal self-development toward graduation from university and transition into the post-graduation world.

It is designed to help students continue the process of learning how to learn by providing them with further practical and essential English language, learning and technology skills that will serve them well in their future beyond and after NUCB.

Students are expected to achieve and evidence the following:

*explore and choose a research topic and subsequently create a focus research question
*participate actively and contribute to class in English
*strive to work well in groups and teams and share knowledge and ideas with each other in English
*meet individually and communicate regularly with their instructor for advice, counseling and assistance
related to seminar and their progress in it
*complete all assignments related to the initial preparation of an undergraduate thesis, a portfolio folder and other work assigned

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
LG7 International Perspectives (BA)

受講後得られる具体的スキルや知識 Learning Outcomes


By the end of Seminar 2, students:

*will have finalized their thesis topic and have a clear focus (research) question that they cannot change (must keep and seek to answer)
*will become familiar with the notion of plagiarism, why it happens and why it is wrong
*will become familiar with ways to avoid plagiarism: paraphrasing, in-text citation and referencing
*will become familiar with the technology (RefME - a mobile app /web-based programme) used to support
the habituation of in-text citation and referencing use
*will be familiar with the components (parts) and flow of the undergraduate thesis via use of Gowin's (1984)
Vee Diagram to visualise and understand these
* will be able to effectively plan, diagram and write The Introduction to their undergraduate thesis by being
able to explain the research topic and question they want to answer, why they want to answer and how they
will do this along with outlining the components of the thesis
*will become familiar with ways to search for relevant resources (print and Internet based) to find information so they can better understand their topic while creating a reference list of sources they can make good use of
*will be more confident and skilled at speaking, writing, reading and listening to English as a result of weekly English language input and required student output along with continuing self-access study of The New General Service List - (Browne, Culligan & Phillips, 2013) - The Top 2,800 Most Frequent Words in English
*will be able to continue to demonstrate their ability to habitually brainstorm and map out ideas
*will continue to develop the habit of tracking their own progress in terms of self-development and progress as a future NUCB graduate
*will continue to revisit and sustain a vision/mission for themselves while making use of the pathways and agency they discovered in Seminar 1 to successfully complete their thesis introduction.


The Teacher aims of this course are to:

*continue to develop students' self-reflective, reflexive and communication skills and abilities
*help student continue to adapt their study skills to include varying and new learning styles
*maintain and encourage sustained contact with valuable English Language Vocabulary (The New General Service List) to further enhance student language abilities
*help students further explore and develop their research topics and focus (research) question
*expand students' writing and research skills further
*continue to guide and assist students to develop their time management and organizational skills.
*continue to develop students' self-management and goal setting abilities.
*continue to provide advice, guidance and counselling to ensure students stay motivated and feel supported

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 %

学習方法、レポート、課題に対するフィードバック方法 Course Approach, Report, Feedback methods

The course takes the approach that student immersion in an all English language context in combination with the triple learning and acquisition of new English language, learning and technology skills through set and interrelated tasks will well prepare them for:

1. writing an undergraduate thesis

2. accomplishing their future endeavours post graduation which require such skills.

Consequently, students enrolled in this course are expected to make every effort to communicate, write, and question in English as a means to learn, develop and enhance themselves and are expected to sustain such effort over 14 weeks through not only work in class but that outside as well (individual meetings and regular e-mail correspondence with the instructor along with self-access).

授業スケジュール Course Schedule

第1日(Day1)

Class 1:

Course Overview / Introduction to an Undergraduate Thesis: What are students responsible for this semester? What are the teacher's expectations? What are the grading procedures? What is an undergraduate thesis? What are its components? - Introduction to Gowin's (1984) Vee Diagram - What component is the focus for Semester 2?




第2日(Day2)

Class 2:

Choosing a Research Topic and Making a Focus (Research) Question 1 - Initial Brainstorming & Discussion: What (topic) am I interested in researching? How is it relevant and related to my post-graduation goal discussed in Semester 1? What do I want to know about my topic? Why do I want to know this? How will knowing this be valuable for me and perhaps other people?



第3日(Day3)

Class 3:

Choosing a Research Topic and Making a Focus (Research) Question 2 - How?: How to choose a research topic? How to write a focus (research) question about your topic?



第4日(Day4)

Class 4:

Choosing a Research Topic and Making a Focus (Research) Question 3 - Check 1: Deciding on your research topic; Writing and finalizing your research question; Checking the internal rigor of your research question - The 5 Questions


第5日(Day5)

Class 5:

Choosing a Research Topic and Making a Focus (Research) Question 4- Check 2:Sharing your topic and focus question with your classmates - Checking the external rigor of your research question through peer/teacher feedback (The Critical Friend Approach)



第6日(Day6)

第4日(Day4)
Class 6:

Introduction to the Introduction of an Undergraduate Thesis 1: What is the Introduction? Why is the Introduction important? How is the Introduction written? What should it include?



第7日(Day7)

Class 7:

Writing the Introduction to an Undergraduate Thesis 2:Looking at Introduction Examples - Identifying and coming to Know the Key Parts

Class 8:

Writing the Introduction to an Undergraduate Thesis 3: Starting the Introduction - Brainstorming, Visualizing and Organizing your Thoughts through Concept-Mapping


Class 9:

Writing the Introduction to an Undergraduate Thesis 4: Writing the Introduction - Moving from Concept-Mapping to the Process Writing & Drafting Process

Class 10:

Writing the Introduction to an Undergraduate Thesis 5: Writing the Introduction - Process Writing & Drafting Stage; Introduction to Peer/Teacher Checking and Feedback

Class 11:

Writing the Introduction to an Undergraduate Thesis 6: Writing the Introduction - Process Writing & Drafting Stage; Peer/Teacher Checking and Feedback

Class 12:

Writing the Introduction to an Undergraduate Thesis 7: Writing the Introduction - Process Writing & Drafting Stage; Peer/Teacher Checking and Feedback

Class 13:

*Introduction to Thesis (Final Draft) Due*

Seminar 3 Preparation: The Literature Review - What is a Literature Review? How does one prepare for it? Introduction to Plagiarism - What is it? Why does it happen? Why is it wrong? How to avoid Plagiarism - Introduction to Paraphrasing, In-Text Citation and Referencing

Class 14:

*Portfolio Due *Seminar 3 Preparation: The Literature Review - How to avoid Plagiarism - Paraphrasing, In-Text Citation and Referencing (Continued) Introduction to citethisforme.com (mobile app /web-based programme) as a support for In-Text Citation and Referencing

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 30 %
クラス貢献度合計 Class Contribution Total 30 %
予習レポート Preparation Report 20 %
小テスト Quizzes / Tests 0 %
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 50 %
期末試験 Final Exam 0 %
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

Students are expected to complete all homework (20%), participate readily in a variety of interaction patterns (30%), and through the drafting, editing and the process writing process write the first component of their undergraduate thesis (50%).

使用ケース一覧 List of Cases

    ケースは使用しません。

教科書 Textbook

  • NA「There is no required book for Seminar 2. All materials will be provided by the instructor. 」NA(NA)NA

参考文献・資料 Additional Readings and Resource

All students are required to bring their laptops and mobile phones to every class as you will be readily using technology for practical learning purposes and for acquiring new technology skills.

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

All assignments have been especially designed to pinpoint upon evaluation whether students have indeed the acquired requisite language, learning and technology skills to progress to and comfortably commence Seminar 3 with confidence.

担当教員のプロフィール About the Instructor 


Stuart Warrington, Ed.D., has over 20 years of experience teaching EFL, ESL, EAP, ESP and EIL/ELF to mostly university students. He has been at NUCB since 2014 and previously taught in Japanese universities in Tokyo and Niigata-ken and, before that, in English language institutes in Seoul, South Korea and Calgary, Canada. His research interests and areas of expertise lie in professionalism, professionalisation and continuing professional development in English language teaching, critical and public pedagogy in English language teaching, and self-access and self-directed learning and advising. Stuart holds a B.A. in Psychology (University of Manitoba), a Certificate in TESOL (Canadian Global TESOL Training Institute), a Master of Education in TESL (University of Calgary), a TESL Professional Certificate - Standard 3 (TESL Canada Federation) and a Doctorate of Education in TESOL (University of Exeter, UK). He regularly publishes peer-reviewed papers in the field, presents at conferences and occasionally edits and reviews articles for a few peer-reviewed journals.

Refereed Articles

  • (2022) Exploring Student Perceptions of Self-Access Learning for Active Learning: A Case Study. SiSAL Journal (Studies in Self-Access Learning Journal) 13(1): 2185-3762
  • (2020) Looking in, Looking out: Autoethnographically Applying a Model for Learning Advisor Autonomy. JASAL Journal 1(1): 2435-3884
  • (2020) Have a Look Around: The Effect of a ‘Push’ Activity on Future SAS Use. Studies in Self-Access Learning Journal 11(1): 2185-3762
  • (2018) Push, Don't Pull: One Self-Access Centre's Struggle for an Identity. Studies in Self-Access Learning Journal 9(2): ISSN 2185-3762
  • (2015) Exploring the Construal of Membership in English Language Teachers' Associations: A Window into Professional Identity through Japanese Voices. Open Research Exeter






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