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ENGLISH ADVANCED ACADEMIC WRITING FOR SPRING 2015
Semester 1 (A1) & Semester 2 (A2)
Facilitator: Dr. Singh Stanislas FAYE, Adjunct Professor, University of Tokyo
Room: #620 Admin Bldg.2 Email: [email protected]
Course Objectives
This course aims at taking you a step further in familiarizing you with the various rules
governing academic writing including punctuation, summaries, critical reviews, opinion
editorial(s) (Op-Ed), citing sources, short and long papers, research papers, etc.
As you have learned, writing is necessary for all students in higher education. It is a
process. It starts from understanding your task. It then goes on to doing the research
and reading. The next stage is planning and writing various drafts. This is followed by
proof-reading and editing. All this should lead to the final text.
In a nutshell, academic writing is a social exercise. Differently put, you write with an
audience in mind. This means that you always write with a purpose: to inform, to explain,
to persuade, to convince, etc. In other words, what you write is defined by the users in
the social community as appropriate or inappropriate. In your case, these are professors,
lecturers, examiners, your peers, or other students. This social practice has developed
through centuries of use by practitioners. For that reason, it has to be learned by
observation, study and experiment.
Academic writing in English is clearly defined by having an obvious audience; a clear
purpose, either an exam question to answer or a research project to report on. It is also
clearly structured.
Academic writing in English is linear. It starts at the beginning and finishes at the end,
with every part contributing to the main line of argument, without digression or
repetition. This line of argument must be made clear whatever kind of writing you are
producing and you, the writer, are responsible for making this line of argument clear and
presenting it in an orderly fashion so that the reader can follow.
Your written work should have the following sections:
I. Preliminary
Title page
II. Main text
Introduction
Main body
Conclusion
III. Closing information
References
The preliminary and end closing information will depend on the kind of text you are
writing. The main text will, however, generally contain an introduction, a main body and
a conclusion. The introduction will usually consist of some background information,
which will give the reason for the writing and explain, to some extent, how this will be
done. This must be closely connected to the essay or research question. The main body
will then contain some data - either experimental, from ideas or from reading - and some
argument. This will then lead to the conclusion, which will refer back to the introduction
and show that the purpose has been fulfilled. The actual form of the main body will
depend on the type of writing.
I. Preliminary
Before you start the main part of your essay or assignment, there should be a
title page. The title page should contain information to enable your lecturer and
departmental office to identify exactly what the piece of work is. It should include
your name and course; the title of the assignment and any references; the lecturer
it is for etc. Check with your department for clear information.
II. Main text
English essays are linear. They start at the beginning and finish at the
end, with every part contributing to the main line of argument, without
digressions or repetition. Writers are responsible for making their line
of argument clear and presenting it in an orderly fashion so that the
reader can follow. Each paragraph discusses one major point and each
paragraph should lead directly to the next. The paragraphs are tied
together with an introduction and a conclusion.
1. The introduction
The introduction consists of two parts:
a. It should include a few general statements about the subject to
provide a background to your essay and to attract the reader's
attention. It should try to explain why you are writing the essay. It
may include a definition of terms in the context of the essay, etc.
b. It should also include a statement of the specific subdivisions of the
topic and/or indication of how the topic is going to be tackled in
order to specifically address the question.
It should introduce the central idea or the main purpose of the
writing.
2. The main body
The main body consists of one or more paragraphs of ideas and
arguments. Each paragraph develops a subdivision of the topic. The
paragraphs of the essay contain the main ideas and arguments of the
essay together with illustrations or examples. The paragraphs are
linked in order to connect the ideas. The purpose of the essay must be
made clear and the reader must be able to follow its development.
3. The conclusion
The conclusion includes the writer's final points.
a. It should recall the issues raised in the introduction and draw
together the points made in the main body.
b. It should explain the overall significance of the conclusions. What
general points can be drawn from the essay as a whole?
It should clearly signal to the reader that the essay is finished and
leave a clear impression that the purpose of the essay has been
achieved.
III. Closing information
At the end of the essay, there should be a list of references. This should give full
information about the materials that you have used in the assignment.
Your essay should demonstrate a mastery of these rhetorical functions:
1. Describing
2. Reporting and narrating
3. Defining
4. Writing instructions
5. Describing processes and developments
6. Classifying / categorizing
7. Including tables and diagrams
8. Writing critically
9. Arguing & discussing
10. Evaluating other points of view
Key skills and concepts to be covered
Review of basics: topic sentences, main ideas / thesis statements, transition devices,
and coherence
Concepts for analyzing genre: field, mode, tenor, purpose, and audience
Clarity and conciseness
Establishing a critical voice
Writer-reader relations
Modality: hedging and boosting
Doing research
Paraphrasing and plagiarism
Documentation: citations and references / following a style guide
Introduction to online tools useful for analysis of own writing and writing in a specific
field
Key Vocabulary
Apply
Argue
Compare/Contrast
Conclude
Introduce
Define
Describe
Discuss
Evaluate/Critique
Interpret
React
Research
Summarize
Synthesize
SEMESTER A1 SYLLABUS FOR ENGLISH ADVANCED ACADEMIC WRITING 2015
Week 1
September 10th
Introduction/Orientation: Course Goals & Evaluations/ Grades Explained
Handout from Writing/Grammar/Vocabulary Module FSTI pp. 1-12
-Oral versus Written Styles
-Punctuation Rules
Review pp. 245-54 in Writing Academic English
ASSIGMENTS
A. Assignment →Approaches to Academic Reading and Writing pp. 1-26
1. Identifying Controlling Ideas
2. Understanding General Organizational Patterns
3. A Special Case: Introductions
B. Assignment: Review Writing Academic English pp 1-67
1. The Process of Academic Writing
2. What is a Paragraph? An overview
3. Unity and Outlining
4. Coherence
5. Kinds of Logical Order
Week 2
September 17th
Approaches to Academic Reading and Writing pp. 1-26
1. Identifying Controlling Ideas
2. Understanding General Organizational Patterns
3. A Special Case: Introductions
Writing/Grammar/Vocabulary Module FSTI pp. 20 - 30
1. Plagiarism
2. Quoting and Paraphrasing
3. The Summary
Handout: Article and Sample Summary Analysis
Review→Writing Academic English, Fourth Edition
Chapter 3 Supporting Details: Facts, Quotations, and Statistics 39
Facts versus Opinions 39
Using Outside Sources 41
Plagiarism 41
Citing Sources 42
Quotations 42
Direct Quotations 42
Reporting Verbs and Phrases 43
Punctuating Direct Quotations 45
Indirect Quotations 47
Writing Practice 49
Statistics 51
Writing Practice 53
Review 54
A. Assignment
Summarize an Article
B. Assignment
Read Approaches to Academic Reading and Writing pp. 96 - 104
Week 3
September 24th
Go over:
A. Article → “Out of Context”
Discuss article
Discuss summary sample I wrote
B. Approaches to Academic Reading and Writing pp. 96 - 104
Handout→Writing/Grammar/Vocabulary Faye Module FSTI pp. 31 – 51
- Academic Essay Checklist
- Hedging
- Explanation of Functions (verbs)
- Reporting Verbs
- Key Points of the Critical Review
Review→Writing Academic English, Fourth Edition by Alice Oshima & Ann Hogue.
Chapter 8 Paraphrase and Summary 127
Paraphrasing 127
Plagiarism 128
Using Paraphrases as Support 135
Summarizing 136
Review 141
ASSIGNEMENTS
Approaches to Academic Reading and Writing pp. 128 – 45
In-class 20 – minute writing assignment
Week 4
October 1st
Go over assignment:
Approaches to Academic Reading and Writing pp. 128 – 45
Handout→ Writing/Grammar/Vocabulary Module FSTI pp. 16 – 9
Marcella Frank
Discuss Reading “Modern Democracy” in Preparation for Critical
Review Assignment
Key points of The Critical Review
Approaches to Academic Reading and Writing pp. 146 – 167
REVIEWING AN ARTICLE
The Introduction
The Summary
The Critique
The Conclusion
ASSIGNMENTS
A. Critical Review of an article to be determined: due October 30th
B. Writing Academic English, Fourth Edition
Chapter 4 From Paragraph to Essay 56
The Three parts of an Essay 56
The Introductory Paragraph 59
Funnel Introduction 60
Attention-Getting Introduction 61
Thesis Statement 63
Body Paragraph 64
Logical Division of Ideas 64
Thesis Statement for Logical Division of Ideas 65
Thesis Statement Pitfalls 67
Transition Signals between Paragraphs 69
The Concluding Paragraph 72
Essay Outlining 75
Chapter 5 Chronological Order: Process Essays 81
The Statements for a Process Essay 84
Transition Signal for Chronological Order 86
Week 5
October 8th
Collect Critical Reviews if not emailed
Go over ‘Assignment B’: Chapters 4 & 5 in Writing Academic English, Fourth Edition
Handout→The Writer’s HARDBRACE HANDBOOK BRIEF pp. 22 – 48
Planning and Drafting Essays
Revising and Editing Essays
Writing Academic English, Fourth Edition pp. 273 – 79
The Writing Process, Step 4: Polishing
ASSIGNMENT
Write a 500 Word Process Essay
Week 6
October 15th
Collect 500 word essays if not emailed
Return graded Critical Reviews
Handout→Writing/Grammar/Vocabulary Module FSTI pp. 55 – 72
Writing opinion/editorials (OP—EDS)
Discuss two samples
Handout journalism glossary and discuss
Review in Writing Academic English, Fourth Edition
Chapter 9 Argumentative Essays 142
Organization of Argumentative Essays 143
The Introductory Paragraph 147
Thesis Statement 147
Review 150
Writing Practice 150
Applying Practice What You Have Learned 151
Topic 1, Reading 1 151
Questions 153
Topic 1, Reading 2 154
Questions 155
Topic 2, Reading 1 156
Questions 157
Topic 2, Reading 158
Questions 160
ASSIGNMENT: Write an Op-Ed
Week 8
October 22nd
Collect OP-EDs.
Return graded 500 – word essays
Handout→The Writer’ s HARDBRACE HANDBOOK BRIEF pp. 114 – 39
Determining an argument’s purpose
Establishing an arguable statement
Distinguishing between fact and opinion
Establishing a position or claim
Developing an effective argument
Using rhetorical appeals
Arranging an effective argument
Understanding logic
Recognizing rhetorical fallacies
Sample argument essay
ASSIGMENT
Write ARGUMENT ESSAY
October 29th
End of Semester Exam
SEMESTER A2 SYLLABUS FOR ENGLISH ADVANCED ACADEMIC
WRITING 2015
Week 1
November 5th
Collect Argument Essays if not emailed
Return graded Op-ed essays
General Grammar Review
Handout→ The Writer’s HARDBRACE HANDBOOK BRIEF pp 291 – 383
Handout→Writing/Grammar/Vocabulary Module FSTI pp. 132- 68
The Writer’s HARDBRACE HANDBOOK BRIEF pp. 193 – 224; 235 – 56
MLA-style documentation
APA-style documentation
CMS-style documentation
MLA-style documentation
ASSIGNMENT
Grammar review exercises (handout)
Week 2
November 12th
Returned Argument Essays and Discuss
Go over grammar exercises
Handout: Approaches to Academic Reading and Writing pp. 187 – 208
The Research Paper
Choosing and Limiting a Topic
Proposing a Working Thesis
Taking Notes/Developing an Outline
Assembling the Rough Draft
Writing the Final Draft
Guidelines for Writing the Research Paper
The Policy Memorandum Format and Content
ASSIGNMENT
Find Research Paper Topic For FINAL EXAM
Options: Research Paper or Policy Memorandum
Week 3
November 19th
Handout→ Academic Writing and Reading
Writing a Research Paper pp. 70 – 112
Format of Research Paper
Handout: Writing/Grammar/Vocabulary Module FSTI pp. 73 – 80
Legal Writing
Non English International Law Terms
ASSIGNMENTS
Continue FINAL EXAM Writing: RESEARCH PAPER/POLICY MEMO
Week 4
November 26th
Handout→Vocabulary for Law pp. 6 – 62
Various exercises using legal terms in context
ASSIGMENTS
Legal Vocabulary Exercises
Continue Writing/Research for FINAL EXAM
Week 5
December 3rd
DISCUSS FINAL EXAM TOPICS INDIVIDUALLY.
Handout→Vocabulary for Academic English pp. 4 – 70
Various exercises using academic words in context.
ASSIGMENTS
A. Vocabulary for Academic English Exercises
B. Continue Research for FINAL EXAM Paper
Week 6
December 10th
DISCUSS OUTLINES individually
Go over Vocabulary for Academic English Exercises if time permits
Week 7
December 17th
USE CLASS TIME FOR FINISHING RESEARH PAPER OR POLICY MEMORANDUM
Week 8
December 24th
INDIVIDUAL PRESENTATIONS PAPERS
GRADING APPORTIONMENT
Course grades will be based on: summary (10%), critical review (15%), opinion editorial
(15%), Argument Essay 10%, Research Paper / Policy Memorandum 25%), class
participation (10%), Presentations: 15%.
MATERIALS
APA (The American Psychological Association) Style
Arnaudet, M. L. & Barnett, M. E. (1984). Approaches to Academic Reading
and Writing. Englewoods Cliffs, New Jersey: Prentice Hall Regents.
Faye, S. (2008). Writing/Grammar/Vocabualry Module. Sagamiono: Foreign
Service Training Institute
Frank, M. (1990). Writing as Thinking: A Guided Process Approach.
Englewoods, New Jersey: Prentice-Hall.
Hogue, A., & Oshima, A. (2006). Writing Academic English. New York:
Pearson/Longman
McCrimmon, J. M. (1967). Writing with a Purpose. Boston: Houghton Mifflin
Company.
Menasche, L. (2001). Writing a Research Paper. Ann Arbor: The University
of Michigan Press.
Porter, D. (2007). Check Your Vocabulary for Academic English. London:
A & C Black.
Wyatt, R. (2006). Check Your Vocabulary for Law. London: A & C Black.
MLA (The Modern Language Association) Style
Arnaudet, Martin L. & Barnett, Mary Ellen. Approaches to Academic
Reading and Writing. Englewoods Cliffs, New Jersey: Prentice Hall Regents,
1984.
Faye, Singh. Writing/Grammar/Vocabualry Module. Sagamiono:
Foreign Service Training Institute, 2008.
Frank, Marcella. Writing as Thinking: A Guided Process Approach.
Englewoods, New Jersey: Prentice-Hall, 1990.
Hogue, Ann & Oshima, Alice. Writing Academic English. New York:
Pearson/Longman, 2006.
McCrimmon, James M. Writing with a Purpose. Boston: Houghton Mifflin
Company, 1967.
Menasche, Lionel. Writing a Research Paper. Ann Arbor: The University of
Michigan Press, 2001.
Porter, David. Check Your Vocabulary for Academic English. London: A & C
Black, 2007.
Wyatt, Rawdon. Check Your Vocabulary for Law. London:
A & C Black, 2006.
CMS (The Chicago Manual of Style) Style
Arnaudet, Martin L. & Barnett, Mary Ellen. Approaches to Academic
Reading and Writing. Englewoods Cliffs, New Jersey: Prentice Hall Regents,
1984.
Faye, Singh. Writing/Grammar/Vocabualry Module. Sagamiono:
Foreign Service Training Institute, 2008.
Frank, Marcella. Writing as Thinking: A Guided Process Approach.
Englewoods, New Jersey: Prentice-Hall, 1990.
Hogue, Ann & Oshima, Alice. Writing Academic English. New York:
Pearson/Longman, 2006.
McCrimmon, James M. Writing with a Purpose. Boston: Houghton Mifflin
Company, 1967.
Menasche, Lionel. Writing a Research Paper. Ann Arbor: The University of
Michigan Press, 2001.
Porter, David. Check Your Vocabulary for Academic English. London:
A & C Black, 2007.
Wyatt, Rawdon. Check Your Vocabulary for Law. London:
A & C Black, 2006.
SUPPLEMENTARY MATERIALS
Newspapers
Internet sites
