| 授業名 | SEMINAR 6 |
|---|---|
| Course Title | SEMINAR 6 |
| 担当教員 Instructor Name | Anthony Townley |
| コード Couse Code | NUC028_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
Misson Statementとの関係性 / Connection to our Mission Statement
The Seminar program is an important part of undergraduate curriculum at NUCB that gives students the opportunity to undertake original research and write a graduation thesis as part of their 'Frontier Spirit' development. Writing a research thesis is an essential way to communicate in academic communities all around the world. When you write, you question assumptions, share your opinions, express new connections between ideas, report research findings and demonstrate knowledge. Once your research thesis is written, it is available to many people, both now and in the future.
授業の目的（意義） / Importance of this course
The Seminar program is designed to guide and assist students to write a 4,000 word thesis step by step. This is a student-centered learning environment where students need to actively participate in each step of the research and writing process as an independent, critical scholar and develop their Frontier Spirit. My primary role as teacher is to guide you and help you develop the necessary research and writing skills in English.
到達目標 / Achievement Goal
Students are expected to complete their research thesis during Seminar 6 for final submission.
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)
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
The final writing process in Seminar 6 is to complete the Introduction and Conclusion sections and proofread and edit the entire thesis for final submission. Part of the proofreading and editing process is to ensure that all APA referencing is complete and accurate.
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 | 20 % | |
| 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 | 60 % | 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
Students will receive written feedback for all ongoing written work to assist with the development of their writing skills and the coherent organization of their thesis.
Each class will also conclude with oral feedback that reflects on student participation in group activities and class discussion and also sets out what is expected for the next class.
Each class will also conclude with oral feedback that reflects on student participation in group activities and class discussion and also sets out what is expected for the next class.
授業スケジュール Course Schedule
第1日（Day1）
Weeks 1 - 4: We will learn how to write the Introduction and Conclusion sections, which function as summaries (before and after) of the entire thesis.第2日（Day2）
Weeks 5 - 6: As a type of Preparation Report (20%), students will submit a draft copy of their Introduction and Conclusion sections for written feedback from me.第3日（Day3）
Week 7: Based on the written feedback received from me, students will give presentations of their Introduction and Conclusion sections to a classmate as the Peer Assessment (20%)第4日（Day4）
Week 8: Final Proofreading and editing workshop.第5日（Day5）
Weeks 9 - 12: Students will provide written updates of their proofreading and editing process as a major part of the Class Contribution Assessment (20%).第6日（Day6）
Week 13: Final Referencing check.第7日（Day7）
Week 14: Students will submit a finalized copy of their thesis as the Final Report (40%) for Seminar 6.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 (Participation in class activities, attitude in class): 20%
Peer Assessment (Peer review of Introduction and Conclusion sections with a classmate): 20%
Final Report (Findings & Discussion section): 40%
*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 | 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 | 40 % |
| 期末試験 Final Exam | 0 % |
| 参加者による相互評価 Peer Assessment | 20 % |
| 合計 Total | 100 % |
評価の留意事項 Notes on Evaluation Criteria
Preparation Report (Draft copy of Introduction and Conclusion sections): 20%Class Contribution (Participation in class activities, attitude in class): 20%
Peer Assessment (Peer review of Introduction and Conclusion sections with a classmate): 20%
Final Report (Findings & Discussion section): 40%
教科書 Textbook
- N/A「N/A」N/A（N/A）
参考文献・資料 Additional Readings and Resource
All resource materials will be posted on Google Classroom.
授業調査に対するコメント Comment on Course Evaluation
"He teaches me some vocabulary and how to make graduate report. so I have many information to write report."
"自分たちの力で、英語を使ってプレゼンテーションをしたり、友達同士でも積極的に英語をつかう場面が用意されていたこと."
"Teacher always helped us to do problems. And he asked us what is important many times, so we could know what I have should do."
"将来についての論文を書くため、将来の準備になるところが良い."
"The opportunity to speak English increased motivation for learning English.
I couldn't answer the teacher's question because I didn't understand English, so I want to study harder."
"一人ひとりのリサーチトピックに対して適切なアドバイスを頂いた。
進行がスムーズなので期限に余裕を持ってリサーチを進める事ができた。"
"自分たちの力で、英語を使ってプレゼンテーションをしたり、友達同士でも積極的に英語をつかう場面が用意されていたこと."
"Teacher always helped us to do problems. And he asked us what is important many times, so we could know what I have should do."
"将来についての論文を書くため、将来の準備になるところが良い."
"The opportunity to speak English increased motivation for learning English.
I couldn't answer the teacher's question because I didn't understand English, so I want to study harder."
"一人ひとりのリサーチトピックに対して適切なアドバイスを頂いた。
進行がスムーズなので期限に余裕を持ってリサーチを進める事ができた。"
担当教員のプロフィール About the Instructor
Anthony Townley completed his Master (MA) and Doctoral (PhD) degrees in Applied Linguistics at Macquarie University (Sydney, Australia). Anthony previously completed a Bachelor of Laws (LLB) at Queensland University of Technology (Brisbane, Australia) and a Bachelor of Arts in Modern Asian Studies (BA) at Griffith University (Brisbane, Australia).
Anthony has accumulated 25 years of varied professional work experience, most recently as the Director of Academic Writing at at Koç University in Istanbul. He has also worked as a commercial lawyer in Sydney and as an English language instructor, in a variety of teaching and administrative roles in Australia, Turkey and Japan. His special teaching areas include: English for Specific Purposes (ESP), Academic Writing, Legal Writing and English as a Foreign Language (EFL) and he is currently undertaking sociolinguistic research of legal/business discourse practices in Japan.
（実務経験 Work experience）
Professor, Nagoya University of Commerce and Business (2018 - present).
Director of Academic Writing Program, Koç University, Istanbul (2015 – 2017)
Academic Writing & Legal Writing Instructor, Koç University, Istanbul (2009 – 2017).
Academic Writing Consultant, Open Society Foundation, New York (2008 - 2017).
In-House Commercial Lawyer, TeleResources Engineering, Sydney (2006 – 2008).
EFL Language Instructor, Morioka English Academy, Iwate Japan (2002 – 2004).
Commercial Lawyer, Corrs, Chambers, Westgarth, Sydney (2000 – 2002).
Refereed Articles
- (2024) A scaffolded speaking and writing ELP course for commercial lawyers: an action research case study from an undergraduate law school in Istanbul. Journal of English for Academic Purposes
- (2023) International Merger and Acquisition: A Site of Interdisciplinary and Intertextual Discourse Activity. Business and Professional Communication Quarterly 2329-4906
- (2022) The Use of a Multi-Perspectival Research Model for a Discourse Study of M&A Commercial Law Practice. Journal of Applied Linguistics and Language Research 9(1): 2376-760X
- (2022) The use of discourse expertise to control the provision of legal services and establish discursive hegemony in commercial law practice: a case study from Europe. International Journal of Legal Discourse 2364-883X
- (2021) The Use of Discourse Maps to Teach Contract Negotiation Communicative Practices. Business and Professional Communication Quarterly 84(1): 2329-4906
Refereed Proceedings
- (2019). It Doesn’t Always Pay to be Polite in Business: the Discourse Realities of Facework and Im/politeness Discourse Strategies in Contract Negotiation using Email Communication. Proceedings of the Third JALT Business Communication SIG Conference .It doesn’t always pay to be polite in business: the discourse realities of facework and im/politeness discourse strategies in contract negotiation using email communication. 1. 2. Toyo University, Tokyo