シラバス Syllabus

授業名 ACADEMIC WRITING 1
Course Title ACADEMIC WRITING 1
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 2022 UG Nisshin Term3
コード Couse Code NUC104_N22B

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 aims to develop students' written communication skills in English to help them connect with the rest of the world.

授業の目的（意義） / Importance of this course

Academic Writing 1 is the first in a two-course sequence designed to improve students’ English writing skills that can be applied to the challenges of academic interactions.

学修到達目標 / Achievement Goal


Through specialized instruction and practice, students will reinforce skills of crafting convincing prose in different genres to progress toward the advanced level of literacy.

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

受講後得られる具体的スキルや知識　Learning Outcomes


With diligent work throughout the term, students will be able to 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.

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 40 %
参加者中心型 Participant-Centered Learning ケースメソッド Case Method 60 %
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

It is essential for students to preview and think about the material for next class so that they can be prepared with interesting ideas and be an active speaker and listener during class time. To promote student learning, written assignments will be returned no later than two weeks after the due date.

授業スケジュール　Course Schedule

第1日（Day1）

Course introduction & Overview
Unit 1 Exploring the Essay
Case study "Form matters as much as content"

第2日（Day2）

(cont.) Unit 1 Exploring the Essay
Case study "Kaplan’s (1966) cultural rhetorical patterns"

第3日（Day3）

Unit 2 Cause–Effect Essays
Case study "Things happen for a reason"

第4日（Day4）

(cont.) Unit 2 Cause–Effect Essays
Case study "Hook me if you can"

第5日（Day5）

Unit 3 Comparison Essays
Case study "Not as different as one would think"

第6日（Day6）

(cont.) Unit 3 Comparison Essays
Case study "That's the way it goes (Part 1)"

第7日（Day7）

(cont.) Unit 3 Comparison Essays
Case study "That's the way it goes (Part 2)"

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 60 %
クラス貢献度合計 Class Contribution Total 60 %
予習レポート Preparation Report 0 %
小テスト Quizzes / Tests 10 %
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

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

  • Keith S. Folse, April Muchmore-Vokoun, Elena Vestri「Great Writing 4: Great Essays (5th edition)」National Geographic Learning（2019）978-0357020852

参考文献・資料　Additional Readings and Resource

Grammar Connection: Structure Through Content, ISBN-13: 978-1413008401
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

.

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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