Study Skills 2017Instructors’ Guide

Tbk: Study Skills for College EnglishWE: Writing Essays: From Paragraph to EssaySOS: Speaking of Speech　(1st ed.)

SCMS: Speech Communication Made Simple (2nded.)

HW: Homework OP: Optional SM: Supplementary Materials *

W: Writing R: Reading P: Presentation TS: Topic Sentence

* You can download Supplementary Materials (SM) from the “Instructors’ Page” section

on our website: http://econeng.hc.keio.ac.jp/. To log on, you will need this year’s password. A master copy can also be found in the Study Skills File, located in the

Teacher’ Room (Dokuritsu-kan). Please return materials to the file after you have

finished photocopying them.

Part I: Writing and Reading: Paragraph Writing & Paraphrasing

Session 1: Goals and Structure of the Course; Importance of Outlines; Preview of the Presentation Section

Overall goals of the course (Tbk, pp. 4-5, 9-11)➀・ Go over pp. 4-5 (Guidelines, Assignments & Exams, Grading System); stress the

attendance policy (Guideline #3). Note that the criteria for letter grades have been changed:

OLD NEWA = 85 points and above S = 90 points and aboveB = 70 – 84 points A = 80 – 89 pointsC = 55 – 69 points B = 70 – 79 pointsD = 54 points and below C = 60 – 69 points

D = 59 points and below

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You may want to write the new letter grade criteria on the blackboard and have your students copy them on to the blank space in the bottom section on p. 5.

Also, although this is not written in the textbook, warn your students that they would automatically get a D grade if they fail to complete either one of the three assignments (Essay, Reading and Writing Exam (= Final Exam), and Final Presentation) among the five important assignments in the box on p. 5.

・ Go over the Introduction, pp. 9-11. Explain the overall goal of SS and show how it is

related to the separate goals of the three sections, i.e., P, W and R. Emphasize that P, W

and R are interrelated, and that "Outlines" are an important element of all three skills.

Overall goals of the writing and reading sections (Tbk, pp. 13, 49-50)②

③ Go over WE p. v (To the Student), Introduction (p. 3)“Academic writing” → This is the sort of writing that university students should produce

(p. v). They will “revise and rewrite” their paragraph assignment (p. 3).

Introduction to Presentation (Tbk, p. 69)④

Body Language: Posture and eye contact, Tbk, pp. 70-71

Practice posture [e.g. SOS, p. 8]

Practice eye contact [e.g. SOS, p.10; SCMS, p. 21 (Activity A)]

Self-introduction Speech (Tbk, p. 72)➄1-minute self-introduction speech in front of the whole class/ in small groups. See

instructions in the textbook p. 72. You can encourage students to listen to each other by

asking them to make a list of what they learn about class members from the speeches.

OP: In-class writing (or in Session 4)⑥

10 minutes. You can suggest a topic, such as “My favorite X ...”

Notes:

There is no need to correct or grade the in-class writing. However, you could keep

what the students write as “samples” for (a) checking the overall proficiency of the

class and (b) detecting students with particularly poor English skills who might need

extra help. In addition, when you are marking writing assignments, the writing samples

can serve as a reference if you suspect that a student has committed plagiarism.

HW: Read Tbk, pp. 13-14 (Using dictionaries, E-E dictionaries), p. 51 (Two rules for effective reading). Bring an E-E dictionary (electronic or paper) for Session 2.(Remind students that they are not allowed to access on-line dictionaries (via smart phones, I-

pad, etc.) when they sit for exams and that they should rather learn to use electronic

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dictionaries.)

Session 2: Effective Reading and Writing

Go over Two rules for effective reading (Tbk, p. 51)①

Note on Rule 1 (p.51): If there is not enough time to do all of A)-C) in class, you can

choose one example ('disrupt' line 12, p. 35, or 'startling' line 16, p. 36.) and ask the

students to quickly do A).

② Effective reading in two steps (Tbk pp. 52-54); Exercise R-1

・Explain the content of p. 52. Please emphasize that (1) skimming is a pre-reading activity

and hence cannot replace reading and that (2) skimming lets students grasp the rough idea of

the passage, which makes the reading easier.

・Exercise R-1. For Step 1 (Skimming), preferably please use a stop watch (optional). Please

proceed to Step 2 (Reading) only after discussing the sample answers for Q1-3. It is possible

in Step 1 to tell students to read the sentence in the first paragraph, then the one in the last

paragraph, and sentences in each paragraph (optional). You can have students write down the

answers for the questions (please encourage them to paraphrase) or let them share the

answers orally in small groups.

・ Please compare the two sets of the questions to explain the natures of the information

obtained in skimming and reading are different (general/specific).

・ If appropriate, please use Exercise R-1A (download from the teacher’s website) and repeat

the process, without detailed instruction.

Sample answers (Exercise R-1)Q1: Public education for young children in Reggio Emilia

Q2: It is child-centered and multi-dimensional.

Q3: By discussing the “crowd project” as an example

Q4: A group of women who started a private child-care program

Q5: Children who participated in the project

Q6: It was chosen when children became interested in the story of a young girl who told them

about a large crowd she saw on summer vacation.

Q7: Because they noticed that they do not know how people look from the back or side.

Q8: They made more than 50 clay sculptures of people and put them together to make a

crowd.

Dictionary use in reading, writing, and paraphrasing (Tbk pp. 13-14); Do Activity 1-4 ③

(pp. 56-57)(Note: if there is not enough time, move ③ to a later session as a warm-up activity and give

④ as HW.)

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Activity 1: Explain abbreviations (V: verb, ADJ: adjective, N: noun, count /uncount noun,

etc) in an E-E dictionary entry and go over the examples close (V/ADJ) and hard (ADJ)

to make sure the students can locate different usages and meanings. (1) a-e and (2) a-e

can be done as group work, one word assigned to each group.

Activity 2: Make sure the students choose fairly easy words they already know.

Activity 3: This can also be done as a group competition, each group writing the synonyms

on the board. The group that came up with the most number of synonyms without a

mistake will win.

Activity 4: Can be given as HW.

④Introduction to paraphrasing (Tbk, pp. 57-59)(Note: if there is not enough time for this, have students skim-read pp. 57-59 and ask them the

questions in the second bullet point; alternatively, ask the questions first and have students scan

pp. 57-59 for the answers.)

Go over paraphrasing (Tbk, pp. 57-59).

Explain when/why paraphrasing is useful. Emphasise in particular that a good paraphrasing

skill will be necessary for producing summaries (Tbk, pp. 62-63; Sessions 5 and 6);

avoiding plagiarism (Tbk, pp. 41-42; Session 21); and for effective communication

including speaking.

Tell students that they will learn how to paraphrase and practice it in Session4.

HW: Read WE Unit 1 and Unit 2. Do #2, Unit 2 (p. 13).(Ask students to find the explanations for the three points written at the top of p. 11, i.e., the definition of a paragraph, the parts of a paragraph, and how to identify and write topic sentences.)

Session 3: Choosing and Narrowing a topic; Brainstorming; Paragraphs and the Topic Sentence

Go over WE Unit 1, pp. 5-8①

・ Do #1-5 selectively.

Go over WE Unit 2, pp. 11-14②

・ "What is a paragraph?", "What makes a paragraph?", "What is a topic sentence/supporting

sentences/concluding sentence?"

・ Do #2, using “Switzerland” (p. 11), or any other paragraph.

③ Do #4 - #6 selectively.

・ Using some items from #4 / #5, point out that a good topic sentence (TS) will contain

words that clearly explain the writer's idea (assertion) about the topic. e.g. Indonesia is

a very interesting country to visit.

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・ Emphasize that a clear TS can help you to organize your writing clearly, and therefore to

communicate what you want to say. A clear TS also helps you, as the reader, to follow the

writer's line of thought. Point out that a TS is not always the first sentence in the

paragraph.

・ Do #6 selectively.

・ OP: Show additional examples of good/bad topic sentences using the exercise in the SM.

(See SM “Topic Sentence Exercise.”)

HW: 1) Read WE Unit 3 pp. 17-19 and do #6 and # 8. Find the explanations for the first two points (top of p. 17).

2) Read “How to paraphrase”, Tbk, pp. 59-61.

Session 4: Paragraph Development; Format and Structure Checklists; Paraphrasing

Explain Format Checklist, Tbk p. 15; show “The Beginning of the University Year in① Japan” in good and bad format (pp. 16-17); introduce Tips for formatting (Tbk pp. 18-19)OP: If time, go through the passage on p.16 looking for the TS.

Go over WE Unit 3, pp. 17-19.②

・ “Paragraph Development”; 3 ways; “a concluding sentence”

・ Do #6 and #8.

Go over Structure Checklist (Tbk, p. 20)③

Stress the importance of S2 and S3.

Go over ④ How to paraphrase (Tbk, pp. 59-61).・Go over ‘How to paraphrase’ (Tbk, pp. 59-61). Explain when/why paraphrasing is useful.

・ Point out that it is not enough to change a few words and that students should aim at

changing sentence patterns. At the same time they should not change the original meaning

of the text.

・Tell students that they should paraphrase using the words they already know. If they do not

know suitable words/expressions, they should use thesauruses to find synonyms and then

E-E dictionaries to check if the words they have found are appropriate for the context.

・Do Exercise R-2 (Tbk, pp. 60-61). Go over the examples of Sentences 1-3. Tell students

that if changing a whole sentence at once is difficult, they can begin with changing words

and then move on to paraphrasing at phrase and sentence level.

・ Ask students to paraphrase Sentences 4-7 (or a couple of them) and to compare their

paraphrases with a partner/in a group. Introduce some of their paraphrases to class. See

Sample Answers in SM.

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・OP: Divide a class into groups. Assign one same sentence to two or more groups and let

them compete in producing as many good paraphrases as possible. The paraphrases will be

judged on the basis of accuracy in grammar and in meaning as well as conciseness of

expression.

HW: 1) Do Ex W-1 (Tbk, pp. 21-22), paying attention to the Structure Checklist.2) Read WE Unit 5, do #1.

Session 5: Opinion paragraphs; Spelling and Grammar Checklist; Introduction to summary writing

① Review HW (Tbk Ex W-1): See Answer Key in SM.② Review WE Unit 5, pp. 33-35.

・ Quickly review #1, esp. the role of facts in an opinion paragraph (d), and do

individual/pair/group work on #4.

・ Go over “Using modal auxiliaries” (p. 35).

・ Point out here, or in the appropriate presentation class, the relevance of much of WE Unit

5 in the choice of a topic for the persuasive speech.

・ Show some examples of opinion paragraphs in the Tbk (e.g., “The Beginning of the

University in Japan,” “Honda C”) or other materials.

・ OP: Do #5.

③ Explain Spelling and Grammar Checklist (Tbk, p. 23) and go over common errors.④ Explain “Writing summaries” (Tbk, pp.62-63)

　　Go over two steps: (1) making an outline (2) writing a summary

HW: 1) Write an opinion paragraph for Session 7

・ The paragraph should contain three supporting points.

・ Students should follow the three checklists: Format, Structure, Spelling and Grammar.

(Ignore Unity and Coherence Checklist at this point.)

・ Students must type the paragraph and attach a photocopy of their completed Paragraph

Writing Checklist, Tbk, p. 30. They should also refer to “Tips for Formatting with

Microsoft Word 2010,” Tbk pp. 18-19.

・ Give paragraphs in Tbk as models (esp. "The Beginning..." on p. 16).

・ Remind students to brainstorm and produce an outline before they start writing. (See SM

for sample clustering and outline for “The Beginning…”, and clustering for “Hollywood

movies are bad” [related to the paragraph on p. 63 in Tbk])

・ Tell students to build the paragraph in English rather than translating (i.e., Translation

software must not be used. See Tbk, SS Guidelines #5 and pp. 13-14. )

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Notes:

・If you give a general topic/a limited choice of topics, this will reduce the possibility of

plagiarism of paragraphs from other classes, or from ‘senpai’. If there is time, you could

then get students to start brainstorming.

・You can also limit the patterns of TS. See SM “Opinion paragraph instructions.”

・If you have identified weak students on the basis of the writing samples, you can direct

them beforehand to pay extra attention to Format, Spelling and Grammar when writing.

HW: 2) Do Ex. R-3 (1) (Tbk, p. 63)

Session 6: Producing a summary; Transitions (Connectors)

① Go over Exercise R-3 (1) (Tbk, p. 63) Have the students compare their own outlines with the samples (Tbk, p. 64).

② More practice (if necessary) at identifying the main idea and major supporting points and producing outlines. Use SM or other texts from Tbk or WE.

③ Intro toTransitions (Connectors): Go over WE Unit 4, p. 30, What are connectors?” Do #10. Introduce "Transition Words and Phrases..." in Tbk pp. 25-27.

・ Please note that in WE transitions are called ‘connectors’ (p. 30). Point this out to

students, explaining that the term ‘transitions’ are also and perhaps more often used.

・ Point out the role of transition words/phrases in a summary.

④ Do Ex. R-3 (2) (Tbk, p. 64)Have the students compare their own summaries with the samples (Tbk, pp. 65-66).

HW: 1) Do Ex. W-3 “London” (Tbk, p. 28)2) Read WE Unit. 11.

Session 7: Unity and Coherence

① Peer-edit and turn in opinion paragraphs. (OP: Make the peer editing the final class activity. Get the peer-reviewers to include comments about unity and coherence.)

Students pair-check and write comments/corrections in pencil on the single paragraph

before collection. The evaluating student should write his/her signature at the top.

② Go over WE Unit 11.

・ Explain the importance of unity in writing. Exercise #2 (pp. 80-81) can be used to teach

students how to edit their own writing for unity.

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・ Explain the importance of coherence in writing.

・ Introduce the three methods of creating coherence (cohesive devices): transitions

(connectors), pronoun references, and repetition of key words. Do #6 as a class or in

small groups.

③　Go over Unity and Coherence Checklist (Tbk p. 24); Do Ex. W-2 (Tbk, p. 24).④　Review various transition words and phrases in Tbk, pp. 25-27 and compare

answers to Exercise W-3 “London.”

HW: 1) Read WE Unit 6, do #3 and #4.

Session 8: Comparison/Contrast Paragraphs or Problem/Solution Paragraphs; Summary Writing

① Go over WE Unit 6 (Comparison/Contrast Paragraphs).

・ Point out the difference between comparison and contrast paragraphs. Do #2 as a class.

・ Introduce words and phrases that are commonly used for writing comparisons and

contrasts (pp. 42-43).

・ Quickly go over the answers to exercises #3 and #4 (which were assigned for homework).

・ Explain the two methods for organizing a comparison / contrast paragraph (pp. 44-45).

Do #6 and #7 as a class or in small groups.

OR

① Read and discuss WE Unit 7 (Problem/Solution Paragraphs).

・ Quickly do #1 and #2 (p. 50) as a class.

・ Using the article from a website on p. 51, explain what is involved in a problem / solution

paragraph.

・ Review the use of conditional structures (p. 52).

Explain how to link a solution paragraph to a problem paragraph (p. 53). Do #10 in small

groups.

Notes:

Please choose one of the two types (comparison/contrast or problem/solution) and explain

the chosen one in detail in class.

Please try to introduce other types of paragraphs as materials for practicing other skills

such as summary writing.

② Practice writing summaries (“London” or other passages taken from the Tbk or SM)Notes:

・ It is better for students to have some practice at summarizing a long passage (of about 600

words).

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・ Various reading materials for summarizing are found in the SM. You may either choose to

use one of these passages or look for your own material to suit your classes’ English level.

・ PLEASE remind the students to avoid copying directly from the original reading passage.

“Plagiarism Exercise” and “Elephants in Asia” (Problem/ Solution Passage) found in the

SM can also be used to draw students’ attention to the dangers of plagiarism.

HW: 1) Summary writing exercise(s). Use SM or other texts from Tbk or WE.

Session 9: Review

①Return opinion paragraph with comments; give rewrite assignment.

・ Ask students to rewrite/revise their paragraphs, correcting any mistakes [due Session 11].

・ Remind the students to photocopy the checklist on p. 30 (Tbk), fill it in, and staple the

original draft and the checklist to the revised, typed version of their paragraph.

・ Ask the students to revise / edit their opinion paragraphs in class, paying close attention to

unity and coherence.

② Summarize a passage and brainstorm your opinion. The answer can be discussed at the beginning of next class.Notes: You can ask the students to summarize a passage and brainstorm their opinion (by

making a list or using freewriting or mapping techniques). Alternatively, you can ask

students to brainstorm for a written review of a book or movie (possibly the one they will

use for the mid-term presentation). In this case, the first paragraph will be a summary of the

book or movie, and the second (and subsequent) paragraph(s) will be their opinion.

③ A brief introduction to essay writing (WE, Unit 8): What is an essay? Review the skills learned in Part I and link them to Parts II and III.Note that in learning how to make presentations (Part II), they will build on their self-

introductions (Session 1), and their ability to explain their ideas according to a logical

structure (brainstorming, outlines, Structure and Unity and Coherence Checklists). In Part

III, they will further expand their writing and reading skills.

④ Preview of the presentation section: Tell students to decide what to bring in for the “Show

and Tell” speech.

HW: 1) Rewrite opinion paragraph for Session 11. 2) Review Tbk, pp. 69-71; read Tbk, pp. 73-77. 3) OP: Give further passages for summary writing.

Part II: PresentationSession 10: Introduction to Presentation

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Introduction to effective presentation skills (Tbk, p. 69)A) Review Body Language: posture and eye contact (Tbk, pp. 70-71)B) Body Language: Gestures and voice control, Tbk, p.73

Practice gestures [e.g. SOS, pp. 16-18; SOS, pp. 20-21; SCMS, pp. 23-24]

Practice voice control [e.g. SOS, pp. 27-33]

C) Use of prompt cards: Tbk, pp. 74-75 (This may be postponed to the next session.)D) Observing time limits: Tbk, p. 77

Advise students to rehearse in order to ensure that their speeches will keep to the time

limits.

E) Overcoming fear: Tbk, p. 77 <Positive Image Training Activity at Home>

 Tell your students to practice mind-training at home occasionally:

"With your eyes closed, imagine the following situation: You are about to make a

presentation in front of your class, and you have just started your speech. You are carrying

out your job quite successfully, keeping the time limit. When carrying out this activity, sit

on a chair feeling relaxed, and concentrate on the activity for about one minute or so."

F) Prepare Show and Tell Speech: Tbk, p. 76Please make sure that students know how to use the checklist (Tbk p.76) and Worksheet 1

(Tbk, p. 89)

HW: Prepare the Show and Tell speech, using Worksheet 1 (Tbk, p. 89).

Session 11: Show and Tell Speech; Introduction to Book/Movie Review1. Collect the revised version of the paragraph assignment.2. Show and Tell Speech: Performance + feedback

・1-1.5 min. presentation in front of the whole class / in groups. Stress that students must

use appropriate body language and observe the time limit.

・Peer evaluation: copy and distribute Peer Evaluation Slip (SM).

・OP: Copy and use the instructor’s score sheet (SM)

・Feedback sessions: Students discuss the results of the peer evaluation.

3. Preparing Mid-term Speech: Book/ Movie Review (1-1.5 min): Tbk, p. 78

・Explain to students that in Session 13 they will give 60-90 sec. individual speeches in

front of the whole class.

・Note the purpose of the speech, the time limit (60-90 seconds), and body language.

Remind students not to read out from a prepared script (use prompt cards).

・Please make sure that students know how to use the checklist (Tbk, p. 78) and

Worksheet 2 (Tbk, p. 91).

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HW: Prepare Book/Movie Review for session #13, using Worksheet 2 (Tbk, p. 91).

Session 12: Introduction to Persuasive Speech (Final Presentation)A) Introduction

・Give instructions for Persuasive Speech (see Tbk p.81) [See also SCMS, pp. 89-93] 

・Emphasize the dimension of "change" as the goal of the speech, as well as using

“scientific” (objective) data. Students should understand that their final speech involves

conducting research and giving concrete information with visuals.

B) How to choose your topic (Tbk, p.79, p. 82, pp. 93-94) [see also SCMS, pp. 67-70]

・Make sure that students understand that their speech must persuade members of the

audience to change their beliefs/opinions/behavior using scientific (objective) data.

・Reminder: choose straightforward topics; the length of the speech should be 3 to 3.5

minutes (depending on the class size).

・Please make sure that students know how to fill in Worksheet 3 (Tbk, pp. 93-94).

・If time allows, discuss possible themes and give hints of how to choose a topic: Tbk

p.79

C) Distinguishing between Facts and Opinions (Tbk, pp. 79-80)

・Tell students to organize the information in a logical way and to separate facts from

opinions.

D) Explaining Visual Aids (Tbk, pp. 83-84)<Prepare pointers and magnets for the group work>

・Tell students that they MUST have an overview visual and at least two visuals for the

Body and that they should learn to explain them.

・Distribute a copy of SOS, pp. 86-87 and pp. 94-95. Go over glossary to explain visuals. 

See also Tbk, pp. 83-84.

・If you plan to allow students to use the Visual Presentation Stand, review Tbk, p. 84.

・In a group of 4-6 students, practice explaining visuals.  Use the graphs and tables in

SCMS and other materials.  (You may assign one set of graphs/tables to each group and

then re-group for a practice session where students perform in front of members from

other groups.)

Session 13: Mid-term Speech (Book/Movie Review (1-1.5 min.)) Performance+ feedback

・Copy and distribute Peer Evaluation Slips from SM (Speech 3: Book / Movie

Review)

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・OP: For students who are not evaluating their group members, copy and distribute the

Peer Evaluation Sheet from SM

・OP: Copy and use the score sheet for instructors (SM)

・Feedback session: Students discuss the results of the peer evaluation, and note the

comments about their own performance at the bottom of the worksheet.  If you do not

have time for a group feedback, organize students in pairs. 

・A quick glance at the worksheets will help the instructor to check whether students

have done the preparation.

・The worksheets (or prompt cards, if these were used) can also be collected

afterwards.

HW: Prepare visual aid (for in-class practice) + Fill in Worksheet 3 (TWO topics), Tbk, pp. 93-94.

Session 14: Preparing Persuasive Speech<Prepare pointers and magnets for the group work>

A) Choosing a Topic (peer review with Worksheet 3) 

・Peer review of topics in groups using Worksheet 3.  Students complete both sides. 

(Instructors should try to give necessary comments to the students during class, since

students will be asked to start their research for homework.)

・Collect Worksheet 3 to check topics and return them to students in the following session.

B) Practice explaining Visual Aids (Tbk, pp. 83, 88)Using the visual aids which the students have brought to class, practice explaining them in

pairs / groups.

C) Making a Speech Plan

・Please make sure that your students know how to use Worksheet 4 (Tbk, p. 95).

・Stress that their presentation should contain one main idea (the topic and the statement

of purpose) and three supporting points.

HW: Start research for final presentation, fill in Worksheet 4 (Tbk, p. 95).

Session 15: Preparing Persuasive Speech

A) Return Worksheet 3.

B) Review Worksheet 4 and make any necessary correction.

Check students' outlines in Worksheet 4. Give an opportunity for peer evaluation/ feedback

(e.g. pair work). Are there three points in support of the main idea?

C) Organizing a Speech

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・ Refer to the section on the organization of a persuasive speech (Tbk, p. 81) and the

Checklist (Tbk, p. 85), and explain the overall organization of a speech.

・Please make sure that your students know how to use Worksheet 5 (Tbk, pp. 97-98).

D) Transitions (Connectors)Go over the section on transitions (Tbk, p. 80). Draw attention to two broad types of

transition: statements with order transitions such as "First," "Next," "Finally," (the

mechanical coherence type), and whole sentences connecting different parts of a speech.

Students can use both. See Tbk, pp. 86-88 for examples of transitional expressions.

E) Making a Short Persuasive Speech for Practice (group work)

・Give students a topic suitable for a persuasive speech. As a point of departure, you might

consider using a short article on a controversial topic. You could assign an article which

you used in the Reading Section.

・ Each group should choose a main idea (e.g. for/against the issue), come up with three

supporting points, and organize them into a short persuasive speech. (You might want to

give some hints for supporting points, in order to save time.)

・Finally, a representative from each group presents the speech to the whole class.

HW: Fill in Worksheet 5 (Tbk, pp. 97-98).

Session 16: Preparing Persuasive SpeechA) Reviewing speech structure; instructor’s feedback on Worksheet 5

Go over the section on Organizing Your Speech in SCMS (pp. 99-106) as hints for

reviewing/refining the structure of students’ speeches. Stress the need for a "closing remark"

(see Tbk, p. 88).

HW:　Prepare for in-class rehearsals of final presentations, with visuals (3-3.5 min.).

Session 17: Preparing Persuasive SpeechA) Rehearsal of speeches and peer review (in groups)

・ Practice using visuals and prompt cards. If the students decide to use the Visual

Presentation Stand, make sure that they know how to use it properly.

・Feedback: Copy and distribute the "Peer Evaluation Slip” from SM for the rehearsals.

Have students time each other’s speeches. Students fill in one slip for each speaker,

collect the slips from other group members and fill in the feedback section of Worksheet

5.

・Stress the importance of practicing so that they can perform with confidence and within

the lime limit.

HW: Prepare for final presentations (3-3.5 min.).

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Session 18: Final Presentation (Persuasive Speech (3-3.5 min.))・Copy and distribute evaluation sheets from SM.

・OP: Copy and use the score sheet for instructors from SM

・OP: Copy and distribute the Peer Evaluation Sheet from SM.

・Organize students who are not performing today to keep time, help with visuals, etc.

Make sure that students know that they must observe the time limit.

・ You can collect the students' worksheets to aid your evaluation. You can also write

feedback comments on the worksheets and return them later.

Session 19: Final Presentation (Persuasive Speech (3-3.5 min.))Same procedure as in Session 18. If time allows, hold a feedback session to allow for peer

evaluation. (If time allows, you could also link Part III to Part II by explaining that students will

now learn how to turn their presentations into academic essays.)

HW: Read WE, Unit 8 and Unit 10.

Part III: Writing and Reading: Essay Writing & Documentation

Session 20: Essay Writing (1)①　Style differences (Writing style / Presentation style) Tbk, pp. 46-47②　Definition of an essay; structure of an essay (WE Unit 8, pp. 56-57; Tbk, pp. 32-33)

Make sure that students understand how the structure of an essay resembles the structure of

a paragraph.

③　Definition of a thesis statement; how to connect the thesis statement to the rest of the essay (WE, pp. 58-62)

④　Introductions and conclusions of essays (WE Unit 10, pp. 71-76; Tbk, p. 33)⑤　Explain essay assignment

・Explain the Essay Writing Checklist, Tbk, p. 31.

・Remind students to make a photocopy of this checklist, fill it in, and staple it to their

draft.

・PLEASE reemphasize the importance of outlining before writing paragraphs and essays.

See outlines in WE Unit 9 and Tbk, pp. 34, 37.

HW: Students should prepare to write an essay based on the notes that they made for the final presentation (Deadline: session 23). They should make an outline and bring this to Session 21. You might also want them to bring the reference materials that they used for the speech to Session 21. See Ex 2 for Session 21 “Exercise with final presentation research sources.” (SM)

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Session 21: Essay Writing (2)How to avoid plagiarism and acknowledge your sources (Tbk, pp. 41-44)Go over the whole section, Tbk, pp. 41-44. (We chose a modified version of the APA [American

Psychological Association] format since APA-type formats seem to be dominant in the field of

economics.)

①　What is plagiarism? (Tbk, p. 41) Explain plagiarism.

②　How to avoid plagiarism (Tbk, pp. 41-42)Explain how to acknowledge sources in the actual text when quoting or paraphrasing.

Emphasize that it is an important part of academic writing in Japanese as well, and that

they will need to follow these guidelines in English Seminar courses. For examples, see the

extended passages, Tbk, pp. 35-40. You could also point out that it is possible to use

footnotes instead of in-text brackets. OP: Review paraphrasing techniques, Tbk, pp. 57-61.

③　Making a reference list at the end of a piece of writing (Tbk, pp. 42-44)Explain how to make a reference list at the end of a piece of writing. There is no need to go

into great detail. Make sure that students understand how to cite books, websites and

newspaper articles, as on p. 43 of the textbook. Show the examples on p. 44. There are

some exercises in the SM.

④　Peer review of outlinesHW: Finish essays for session 23 (Bring drafts to Session 22 for the Essay Workshop.).

Session 22: Essay Writing (3) Review Essay Writing Checklist (Tbk, p. 31)①

Review Essay 1 and/or 2 (Tbk, pp. 34-40) ②

Essay workshop: Students peer-edit what they have written so far / discuss any③ problems with their instructor.

HW: Finish essays.

Session 23 Critical Evaluation (1)①　Peer-edit and turn in essay.

Students pair-check and write comments/corrections in pencil on the essay before collection.

The evaluating student should write his/her signature at the top.

OP: If you choose to do the optional activity below ( d), have students hold on to their②

essays until later in the lesson.

②　Writing critical evaluations (Tbk, pp. 66-67)a) Have students in small groups of 3 or 4 compare and contrast the paragraph “Hollywood

Movies” (Tbk, p. 63) and “Hollywood Movies: The Dark Side” (Tbk, pp. 38-40). They

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should find differences in length, amount of examples and explanation, logical

structure/supporting points, citations and annotations, and many others. List these up on the

board after soliciting examples which the students find. Obviously, the longer piece has more

evidence; next, ask which is more objective, persuasive and logical? Students may offer

opinions to the class, or discuss this in their groups. Do not encourage the students to express

their opinion about the authors’ assertions; try and keep the discussion objective.

b) Have the students read “Writing Critical Evaluations” (Tbk, pp. 66-67). What the class has

just done is prepare to write a critical evaluation of an essay. Note the criteria to be checked:

logic, evidence, objectivity. Try and find examples of assumptions, vague wording or

exaggeration in the original two paragraphs. Student groups could compete to find the most.

c) Have the students read the sample critical evaluation. Remind them that the critical

evaluation does not include the writer’s own opinion of the original passage’s ideas. Note the

three-part paragraph structure of the sample. Note the strategy and formatting of quoting

words or phrases from the original.

d) OP: Have students trade one another’s essays, and try and write a critical evaluation of it, in

about 20-25 minutes. Collect critical evaluations and the essays.

③　Review the process of writing outlines and summaries.HW: Exercise R-4, an outline + summary + critical evaluation of “London” (Tbk, p. 28) or another passage of your choosing. Remind students to separate the summary from the critical evaluation, and to avoid expressing their own opinion on the topic/assertion of the original passage.

Session 24 Critical Evaluation (2)①　Go over answers to Ex. R-4 (Tbk, p. 67).

Make sure students have separated the summary and the critical evaluation. Students can

peer-review a partner’s evaluation.

HW: OP: Summary and critical evaluation of a passage (e.g. “The Beginning of the University Year in Japan” (Tbk, pp. 35-36), or another passage)

Session 25: Review①　Preparation for final exam Notes:

・ By this time, details of the final exam should have been announced by the Study Skills

coordinators (via e-mail).

・ Preparation for the exam could involve the in-class writing and editing of an opinion

paragraph on a passage that had previously been summarized.

・Remind students of basic paragraph structure (topic sentences + supporting points) so that

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they do not make short supporting points into separate paragraphs.

②　Return essay + feedback (if not done earlier)

Session 26: Final Exam (Reading and Writing)

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