| 授業名 | THESIS WRITING 2 |
|---|---|
| Course Title | THESIS WRITING 2 |
| 担当教員 Instructor Name | Sugene Kim |
| コード Couse Code | NUC220_N21B |
| 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400系 / Specialized Subject 400 |
| 学位 Degree | BSc |
| 開講情報 Terms / Location | 2021 UG Nisshin Term4 |
授業の概要 Course Overview
Misson 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 foster English language skills of the students so that they can be active communicators bridging the gap between New Asia and the rest of the world.
授業の目的（意義） / Importance of this course
Thesis Writing 2 is the second in a two-course sequence designed to improve students’ English writing skills, with a specific aim to provide assistance in writing a graduation thesis.
到達目標 / Achievement Goal
Students will explore various aspect of the English language by analyzing different types of texts and familiarize with academic writing conventions, as well as strategies for revising and editing. Students will be introduced to the technical writing skills needed to write a research paper in the APA (American Psychological Association) format, which is most commonly used to cite sources within the social sciences. A strong emphasis will be placed on active participation from all students.
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
With diligent work throughout the term, students will be able to make progress toward the following objectives:
1. demonstrate good knowledge of English grammar;
2. understand and follow the conventions of academic writing;
3. acquire a well-structured, coherent academic writing style by discussing and producing authentic text materials; and
4. offer constructive feedback to classmates and co-writers.
1. demonstrate good knowledge of English grammar;
2. understand and follow the conventions of academic writing;
3. acquire a well-structured, coherent academic writing style by discussing and producing authentic text materials; and
4. offer constructive feedback to classmates and co-writers.
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 | 100 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 0 % |
| 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
Your homework, even if there is no official assignment, is to preview and think about the material for next class so that you 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）
Week 1 Unit 5 Comparison Essays第2日（Day2）
Week 2 Unit 5 Comparison Essays第3日（Day3）
Week 3 Unit 6 Reaction Essays第4日（Day4）
Week 4 Unit 6 Reaction Essays第5日（Day5）
Week 5 Unit 7 Argument Essays第6日（Day6）
Week 6 Unit 7 Argument EssaysCase study
第7日（Day7）
Week 7 Unit 8 The Research Paper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。
*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 | 40 % |
| 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 | 0 % |
| 合計 Total | 100 % |
評価の留意事項 Notes on Evaluation Criteria
教科書 Textbook
- Keith S. Folse, Tison Pugh「Great Writing 5: From Great Essays to Research (5th edition)」National Geographic Learning（2020）978-0357020869
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
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 correct pronunciation of "Sugene" is "スウジン.") 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