| 授業名 | SEMINAR 2 |
|---|---|
| Course Title | SEMINAR 2 |
| 担当教員 Instructor Name | Wenjing Li |
| コード Couse Code | NUC017_N21B |
| 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 | 共通専門教育科目300系 / Specialized Subject 300 |
| 学位 Degree | BSc |
| 開講情報 Terms / Location | 2021 UG Nisshin Fall |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
This course directly aligns with NUCB's mission statement to “educate innovative and ethical leaders who possess a ‘Frontier Spiritʼ and to create knowledge that advances business and society." In this course, students will gain the skills, knowledge, and confidence to communicate about global issues and "bridge the gap between New Asia and the rest of the world.”
授業の目的（意義） / Importance of this course
SEMINAR 2 is the second course in the seminar sequence. In SEMINAR 1-6, students will:
-Deepen their understanding of the English language
-Enhance their ability to express themselves and make advanced argumentation in English
-Develop the necessary skills to conduct a research project
-Produce a thesis in English
-Deepen their understanding of the English language
-Enhance their ability to express themselves and make advanced argumentation in English
-Develop the necessary skills to conduct a research project
-Produce a thesis in English
到達目標 / Achievement Goal
The aim of SEMINAR 2 is to:
-Guide students in the writing of the INTRODUCTION section of their thesis
-Practice strong academic writing, research, and editing skills
-Apply knowledge of academic vocabulary
-Begin the literature review section of the thesis
-Guide students in the writing of the INTRODUCTION section of their thesis
-Practice strong academic writing, research, and editing skills
-Apply knowledge of academic vocabulary
-Begin the literature review section of the thesis
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
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
受講後得られる具体的スキルや知識 Learning Outcomes
Upon successful completion of this course, students will:
1. FINALIZE their research topic
2. Draft, edit, and complete a FINAL version of their thesis INTRODUCTION
3. Practice using the library and internet to conduct research
4. Understand the format and function of the LITERATURE REVIEW section of the thesis
5. Continue developing academic writing skills in English
6. Apply knowledge of their expanding academic English vocabulary
7. Give a presentation on their thesis progress
1. FINALIZE their research topic
2. Draft, edit, and complete a FINAL version of their thesis INTRODUCTION
3. Practice using the library and internet to conduct research
4. Understand the format and function of the LITERATURE REVIEW section of the thesis
5. Continue developing academic writing skills in English
6. Apply knowledge of their expanding academic English vocabulary
7. Give a presentation on their thesis progress
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 be taught using lectures, small and large group discussion, peer review, and presentations.
Students should be prepared to spend approximately 1-2 hours preparing and completing homework BEFORE each weekly class meeting.
Students should be prepared to utilize the Central Information Center (library) to aide them in conducting their research.
To be successful in class, students must complete the required weekly assignments, come to class prepared, and be ACTIVE participants in class.
The teacher will provide oral and written feedback on all assignments, either online (Google classroom) or in class.
Students should be prepared to spend approximately 1-2 hours preparing and completing homework BEFORE each weekly class meeting.
Students should be prepared to utilize the Central Information Center (library) to aide them in conducting their research.
To be successful in class, students must complete the required weekly assignments, come to class prepared, and be ACTIVE participants in class.
The teacher will provide oral and written feedback on all assignments, either online (Google classroom) or in class.
授業スケジュール Course Schedule
第1日（Day1）
Week 1:Thesis section review/quiz
Student progress presentations
Week 2:
Editing activity
Introduction Example Reading
Introduction Outlining
第2日（Day2）
Week 3:Drafting the introduction
Incorporating academic vocabulary
Week 4:
Identifying "gaps"
Who/what/where/when/why/how of your topic
Peer Q & A
第3日（Day3）
Week 5:Connecting paragraphs and ideas
Editing for clarity
Week 6:
Peer review workshop
Literature Review section overview
第4日（Day4）
Week 7:Compiling a bibliography
Practice quoting/paraphrasing/summarizing
Week 8:
Focusing on research (students to bring ONE of their sources to class)
第5日（Day5）
Week 9:Full introduction draft due
Problem-solving Q & A
Week 10:
Draft revision
Building better sentences
第6日（Day6）
Week 11Plagiarism review / quiz
Building the bibliography
Week 12:
Quoting / paraphrasing / summarizing your sources (4)
第7日（Day7）
Week 13:Student progress presentations
In-text citation practice
FINAL DRAFT of Introduction due
Week 14:
Student progress presentations
Preparing for SEMINAR 3
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。
Class contribution = Class participation (volunteering in class, completing in-class work, peer activities, asking questions, etc.)
Final Exam = Presentations in Week 1, 13/14
*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 | 30 % |
| 小テスト Quizzes / Tests | 20 % |
| 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 | 30 % |
| 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
Preparation Report = Weekly Homework Assignments submitted on Google ClassroomClass contribution = Class participation (volunteering in class, completing in-class work, peer activities, asking questions, etc.)
Final Exam = Presentations in Week 1, 13/14
教科書 Textbook
- -「A textbook is not necessary for this course」-（-）
参考文献・資料 Additional Readings and Resource
Booth, Wayne C., et al. The Craft of Research. The University of Chicago Press, 2016.
Gill, C. M. Essential Writing Skills for College & Beyond. Writer's Digest Books, 2014.
Howard, Rebecca Moore. Writing Matters: a Handbook for Writing and Research. McGraw-Hill Education, 2018.
Strunk, William, E B. White, E B. White, and E B. White. The Elements of Style. , 2009.
Wallwork, Adrian. English for Research: Usage, Style, and Grammar. Springer, 2016.
* The materials will be distributed by the instructor
Gill, C. M. Essential Writing Skills for College & Beyond. Writer's Digest Books, 2014.
Howard, Rebecca Moore. Writing Matters: a Handbook for Writing and Research. McGraw-Hill Education, 2018.
Strunk, William, E B. White, E B. White, and E B. White. The Elements of Style. , 2009.
Wallwork, Adrian. English for Research: Usage, Style, and Grammar. Springer, 2016.
* The materials will be distributed by the instructor
授業調査に対するコメント Comment on Course Evaluation
Student progress will be evaluated throughout the course. If students have any questions concerning their course standing, they should contact the professor.
担当教員のプロフィール About the Instructor
Wendy Li is an assistant professor at NUCB. She obtained her PhD from Michigan State University, USA. She taught English language courses in China and English language teaching courses in the USA. Her research interests include identity development of language learners and teachers, transnational students' language and literacy learning.
Refereed Articles
- (2021) The use of le 了 in Mandarin Chinese oral discourse: A sociolinguistic perspective. Chinese Language and Discourse 12(2): 1877-7031
- (2021) Embracing diversity, inclusion, equit and access in EMI-TNHE: Towards a social justice-centered reframing of English language teaching. RELC Journal 52(2): 00336882
- (2021) Problematizing language policy and practice in EMI and transnational higher education: Challenges and possibilities. Australian Review of Applied Linguistics 44(2): 1550640
- (2020) Problematizing enterprise culture in global academic publishing: Linguistic entrepreneurship through the lens of two Chinese visiting scholars in a U.S. university. Multilingua-Journal of Cross-Cultural and Interlanguage Communication
- (2020) TRACING CHINESE INTERNATIONAL STUDENTS’ LANGUAGE AND LITERACY SOCIALIZATION TRAJECTORIES WITHIN AND OUTSIDE THE FIRST-YEAR WRITING CONTEXT IN A U.S. UNIVERSITY. Michigan State University