到達目標
Engineers require English the reading skills to effectively read technical written content. Moreover, to read and write technical content effectively, it is necessary to be able to evaluate style and structure of your own writing. This course is an introduction to ideas about writing technical content and of analyzing it by the student. By the end of the course, students are expected to be able to write a structured publishable essay and/or abstract.
ルーブリック
| Ideal Level of Achievement | Standard Level of Achievement | Insufficient Level of Achievement |
| Writing and readability | Writing is effective and accurate at CEF B1-B2 level.
| Writing is accurate at CEF B1 level with some room for improvement.
| Writing is incoherent or at a level below CEF B1.
|
学科の到達目標項目との関係
教育方法等
概要:
This course is an introduction to technical writing and will be team-taught in English and Japanese. While English and Japanese content will complement each other, the English part of the course will put little emphasis on reviewing pretaught grammar, and will mainly focus on teaching and developing strategies to turn ideas into logical text.
- In the first quarter, students will learn applications of technical writing, read and understand technical instructions as found in manuals, and give instructions in writing on a selected technical topic. No textbook in the first quarter.
- In the second quarter, students will learn how to organize a technical research paper and essay.
- In the thrird quarter, students will learn strategies about how to improve unity and coherence of their writing.
- In the final quarter, students will learn strategies to edit their own technical writing.
Exercises for this course are in the book and will also be provided in class by the instructor. Students will produce written work in the form of technical and non-technical essays.
授業の進め方・方法:
Due to the large number of students the class will be conducted mainly through lectures, which will, however, provide ample room for individual, pair and group work. Students will be given the opportunity to send samples of produced writing during class to the instructor for instand in-class feedback.
注意点:
Tests will make up 60%, homework and reports 30%, and in-class activities and participation 10% of the final grade.
授業の属性・履修上の区分
授業計画
|
|
週 |
授業内容 |
週ごとの到達目標 |
| 後期 |
| 3rdQ |
| 1週 |
Introduction to technical writing |
Learn about the purpose of technical writing and areas of application
|
| 2週 |
Introduction to developing a researched technical essay
Reading an essay |
Learn about types and challenges of writing
Learn about the main components of a researched essay
|
| 3週 |
The introduction |
Learn about the purpose and components of an introduction such as hook, background information and thesis statement.
Learn about the importance of a thesis statement in detail
|
| 4週 |
Body paragraphs |
Learn about the purpose and components of body paragraphs such as the topic sentence, the types of supporting details, and the concluding sentence.
|
| 5週 |
Conclusion |
Learn about the purpose and components of a conclusion.
|
| 6週 |
Paragraph unity |
Learn about the meaning and importance of paragraph unity in a technical essay
|
| 7週 |
Essay unity |
Learn about the meaning and importance of essay unity
|
| 8週 |
Essay writing |
Students write their essays.
|
| 4thQ |
| 9週 |
Coherence |
Learn about the importance of coherence and why it is necessary that ideas in an essay fit together in a logical flow.
Learn about the four strategies to improve coherence in an essay.
|
| 10週 |
Coherence - transitions |
Learn the types of transition and how they can be used to improve coherence in an essay.
|
| 11週 |
Coherence - logical order, pronouns |
Learn the types of logical order and how they can be used to improve coherence in an essay.
|
| 12週 |
Coherence - parallel forms
Run-on sentences - main clauses and dependent clauses |
Learn the types of parallel forms and how they can be used to improve coherence in an essay.
Learn about run-on sentences and how they can be avoided and corrected.
|
| 13週 |
Run-on sentences - main clauses and dependent clauses |
Learn about run-on sentences and how they can be avoided and corrected.
|
| 14週 |
Sentence fragments and verb-tense consistency |
Learn why a sentence fragment cannot stand by itself and why it is important to stay consistent in the use of verbs.
|
| 15週 |
Student essay correction and final test preparation |
|
| 16週 |
Final test preparation |
|
モデルコアカリキュラムの学習内容と到達目標
| 分類 | 分野 | 学習内容 | 学習内容の到達目標 | 到達レベル | 授業週 |
| 基礎的能力 | 人文・社会科学 | 英語 | 英語運用能力向上のための学習 | 自分の専門分野などの予備知識のある内容や関心のある事柄に関する報告や対話などを毎分120語程度の速度で聞いて、概要を把握し、情報を聞き取ることができる。 | 3 | |
| 英語でのディスカッション(必要に応じてディベート)を想定して、教室内でのやり取りや教室外での日常的な質問や応答などができる。 | 3 | |
| 英語でディスカッション(必要に応じてディベート)を行うため、学生自ら準備活動や情報収集を行い、主体的な態度で行動できる。 | 3 | |
| 母国以外の言語や文化を理解しようとする姿勢をもち、教室内外で英語で円滑なコミュニケーションをとることができる。 | 3 | |
| 関心のあるトピックについて、200語程度の文章をパラグラフライティングなど論理的文章の構成に留意して書くことができる。 | 3 | |
| 関心のあるトピックや自分の専門分野のプレゼン等にもつながる平易な英語での口頭発表や、内容に関する簡単な質問や応答などのやりとりができる。 | 3 | |
| 関心のあるトピックや自分の専門分野に関する論文やマニュアルなどの概要を把握し、必要な情報を読み取ることができる。 | 3 | |
| 英文資料を、自分の専門分野に関する論文の英文アブストラクトや口頭発表用の資料等の作成にもつながるよう、英文テクニカルライティングにおける基礎的な語彙や表現を使って書くことができる。 | 3 | |
| 実際の場面や目的に応じて、効果的なコミュニケーション方略(ジェスチャー、アイコンタクト、代用表現、聞き返しなど)を適切に用いることができる。 | 3 | |
| 工学基礎 | グローバリゼーション・異文化多文化理解 | グローバリゼーション・異文化多文化理解 | それぞれの国の文化や歴史に敬意を払い、その違いを受け入れる寛容さが必要であることを認識している。 | 3 | |
| 様々な国の生活習慣や宗教的信条、価値観などの基本的な事項について説明できる。 | 3 | |
| 異文化の事象を自分たちの文化と関連付けて解釈できる。 | 3 | |
| それぞれの国や地域の経済的・社会的な発展に対して科学技術が果たすべき役割や技術者の責任ある行動について説明できる。 | 3 | |
評価割合
| Exam | Reports and housework | In-class participation | 合計 |
| 総合評価割合 | 60 | 30 | 10 | 100 |
| Basic Ability | 60 | 30 | 10 | 100 |