Category Archives: 2009 RinE

2009 RinE, Research in English

Research in English II Session #13: January 8th, 2010

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Welcome back, everyone, to the first of our last two classes in 2010.

Important announcement: the makeup class scheduled for Wednesday Jan. 13th has been cancelled. Instead, there will be class as usual on Friday, Jan. 15th.

Here is the lesson plan for today:

  1. I return the remaining #2 reports.
  2. Review of the criteria I use to evaluate your writing
    1. conventions of writing: sentence and paragraph structure, punctuation, etc.
    2. Vocabulary: rich, precise, correctly used.
    3. Grammar: basic and advanced structures, word order
    4. Organization: logically organized, correct use of paragraphs
    5. Originality: have you used your own words? Do you have interesting ideas or approaches?
    6. Academic writing:
      1. formal register:
        1. avoid “I”; your writing should be impersonal and objective;
        2. avoid contractions like “don’t”;
        3. be precise in your use of words
      2. citations (“according to ….”, (Krashen, 2003), etc.
      3. references / bibliography, including websites and the date visited
      4. opposing arguments (both sides of an issue)
      5. logical thinking
  3. What does “discuss” mean?  Discuss – requires an answer that explains an item or concept, and then gives details about it with supportive information, examples, points for and against, and explanations for the facts put forward. It is important to give both sides of an argument and come to a conclusion.
  4. Topics for January, and details of the final exam.
  5. Australia quiz. Who or what are these (answer in 1 or 2 sentences):
    1. Alice Springs
    2. the Great Barrier Reef
    3. Canberra
    4. Stolen generation
    5. White Australia policy
    6. Pavlova
    7. vegemite
    8. Lamingtons
    9. RFDS
    10. Uluru
    11. Broome
    12. Bush tucker
    13. didgeridoo
    14. APEC
    15. What does Australia export apart from beef?
    16. How many foreign students does Australia have?
    17. Where did the new settlers who came to Australia in 2001-2 come from?
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2009 RinE, Research in English

Research in English II Session #12: December 18th, 2009

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Remaining reports: please introduce your report in English (title and subject), then in Japanese.

After introducing your report, please give the hard copy to your instructor AND email me your report. Thank you.

Report #2 presentations by

  1. Ms. Honjo on White Australia Policy
  2. Ms. Furuya on Aborigines
  3. Ms. Kido on Aborigines and Ainu
  4. Ms. Matsunaga on the Royal Flying Doctor Service (RFDS)
  5. Ms. Miyata on the Rabbit Problem

After the reports, we listened to the audio for Unit 7 and answered the worksheet questions (Unit VII, Part 2).

Comments on the reports. I use the following rubric to grade your reports:

  1. Conventions of writing: sentence and paragraph structure, punctuation, etc.
  2. Vocabulary: rich, precise, correctly used.
  3. Grammar: basic and advanced structures, word order
  4. Organization: logically organized, correct use of paragraphs
  5. Originality: have you used your own words? Do you have interesting ideas or approaches?
  6. Academic writing:
    1. formal register
      1. avoid “I”; your writing should be impersonal and objective;
      2. avoid contractions like “don’t”;
      3. be precise in your use of words
    2. citations (“according to ….”, (Krashen, 2003), etc.
    3. references / bibliography, including websites and the date visited
    4. opposing arguments (both sides of an issue)
    5. logical thinking

I grade each item on a scale of A to E, with A being “expert, exceeds expectations”, and E being “far below expectations”. D and E are both failing grades.

Today is the last class of this calendar year.

UPDATE: There will be two make-up classes in January: Jan. 12th (Tuesday 5th period) in the same room (S404) and Wednesday Jan. 13th 1st period (9:00~10:30) in room 205. I understand not everyone can attend the makeup class. If you can, that’s great. If you cannot, it is not a major problem. We will not use the textbook in the make-up classes.

FINAL EXAM: The final exam will be Friday, Jan. 22nd. You will write a short research paper about Australia. I will give you more details on January 8th (Friday).

See you in the New Year. Until then, Merry Christmas!

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2009 RinE, Research in English

Research in English II Session #11: December 11th, 2009

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World War II, images of different aspects of t...
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  1. Report #2 presentations by
    1. Ms. Tanishima  on Foreign (Imported) Animals in Australia
    2. Ms. Tanaka on World War II
    3. Ms. Takeda on Royal Flying Doctor Service
    4. Ms. Chigira on Multiculturalism
    5. Ms. Kobori on Aborigine Culture (focussing on the didgeridoo)
    6. Ms. Ominami on White Australia Policy
    7. Ms. Kobayashi on Japanese in Australia
    8. Ms. Kawamura on Royal Flying Doctor Service
    9. Ms. Ho on Immigration Species and Mongoose
    10. Ms. Murai on White Australia Policy
    11. Ms. Kuranaga on Flying Doctor Service and Medical Services
    12. Ms. Minamide on Multiculturalism
  2. Some comments on the presentations:
    • What is the difference between “multicultural society” and “multiculturalism“? What does “-ism” mean? Multicultural society is a state of affairs or an actual situation; multiculturalism is a government or state policy.
    • There is a big debate about multiculturalism in Britain right now. The government of Britain has had a policy of multiculturalism for a long time, but some people say it has gone too far. For example, on October 28th, 2009, Melanie Phillips, a British journalist writing in the Daily Mail wrote an article entitled, The outrageous truth slips out: Labour cynically plotted to transform the entire make-up of Britain without telling us. The key points are below.
    • “unintended consequences“. Human history has many examples of unintended consequences. The introduction of the rabbit into Australia is one example. The original settlers who brought rabbits with them to hunt and eat never thought that the rabbits would become such a huge problem in the future. The introduction of the mongoose in Okinawa is another example.
  3. Here are some key points from a recent article in a British newspaper (The Daily Mail) in which journalist Melanie Phillips argues that multiculturalism has been a deliberate policy of the British government to destroy the British identity.
    • In its 1997 election manifesto, Labour [Tony Blair‘s government] promised ‘firm control over immigration’
    • a landmark speech in September 2000 by the then immigration minister, Barbara Roche, … called for a loosening of immigration controls
    • For years, …the number of immigrants to Britain shot up apparently uncontrollably
    • the purpose of the policy … was to open up the UK to mass immigration
    • Some 2.3 million migrants have been added to the population since 2001. Since 1997, the number of work permits has quadrupled to 120,000 a year.
    • Unless policies change, over the next 25 years some seven million more will be added to Britain’s population, a rate of growth three times as fast as took place in the Eighties.
    • The Government’s ‘driving political purpose’, wrote Neather, was ‘to make the UK truly multicultural’.
    • Melanie Phillips writes: “It was therefore a politically motivated attempt by ministers to transform the fundamental make-up and identity of this country. It was done to destroy the right of the British people to live in a society defined by a common history, religion, law, language and traditions.   It was done to destroy for ever what it means to be culturally British and to put another ‘multicultural’ identity in its place. And it was done without telling or asking the British people whether they wanted their country and their culture to be transformed in this way.”
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2009 RinE, Research in English

Research in English II Session #9: November 27th, 2009

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  1. Comments about the report #1:
    1. Don’t use “I” or “me” or “my” in an academic paper (write your personal opinions in a last paragraph)
    2. Don’t put anything in the footer except the page number
    3. Use “according to…”
    4. Distinguish between fact and opinion (especially your opinion and other writers’ opinions).
  2. Listening – textbook page 36: listening (fill in the blanks + worksheet questions)
  3. Listening – textbook page 37: answer the questions on the worksheet
  4. Homework: report #2
    1. due December 11th
    2. 500-800 words (you can count the words using MSWord’s “wordcount” tool)
    3. on any topic from the list: you can choose a new topic or use the same topic as for report #1 (but then you must have new content, of course)
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2009 RinE, Research in English

Research in English II Session #8: November 13th, 2009

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  1. We heard summaries of students’ Australia reports, in English and in Japanese.
  2. Some comments about the reports:
    1. Next time  –
      1. write (in your first paragraph) why you chose the topic,
      2. make some connection with Japan (e.g.: Japan has tried to introduce a Flying Doctor service like Australia’s, but the cost is too high).
      3. please write about the advantages (plus points) and disadvantages (minus points) of the different arguments. E.g., the plus side and the minus side of a White Australia policy; the plus side and the minus side of  immigration or of multiculturalism.
  3. Short quiz on Australian vocabulary.
  4. Homework:
    1. Textbook Unit 6 Part 1 worksheet.
    2. Next report will be due December 11th. For this report, you can choose the same topic as for Report #1, or choose a new topic.
    3. N.B.: next class will be on November 27th.
2009 RinE, Research in English

Research in English II Session #6: October 30th, 2009

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  1. Remaining movie reports
  2. If you have not done a movie report, email me your movie report or give it to me in class next week (November 6th). Those who hand in work late will receive a maximum grade of 80%.
  3. Presentation etiquette: if someone gives a presentation before you on the same topic as you, don’t repeat all their information (e.g. director, main actors, story, etc).
  4. Plagiarism. See handout. (Also see the website Academic Writing by Andy Gillett.) 

    Plagiarism is taking another person’s words or ideas and using them as if they were your own. 

  5. How to avoid plagiarism:
    1. “You need to acknowledge the source of an idea unless it is common knowledge” <http://www.uefap.com/writing/writfram.htm>
    2. Paraphrasing
    3. Summarising
    4. Reporting
  6. Practice: write a short summary of the reading on page 30 in your textbook. Summarise and report, using one or two of the expressions in today’s handout (see especially pages 6 + 7)
  7. Collected:
    1. movie reports and handouts (if you did not give me your movie report today, email it to me by Wednesday November 4th, 23:59)
    2. summary of page 30.
  8. Homework: for November 13th.
    1. Choose a topic from the list below.
    2. Write 300-500 words in English about the topic.
    3. Make it clear which are your own words and ideas, and which are the words and ideas of other people.
    4. Paraphrase
    5. Summarise
    6. Report
    7. You must include a list of references using the MLA style  (<– link to Japanese Wikipedia page) (see handout  from October 9th).
    8. Choose one from this list:
      1. Immigrants in Australia – where did they come from? When? Why?
      2. Australia and WWI (1914-1918) and the Boer War
      3. Australia and WWII (1939-1945)
      4. Sheep and cattle farming in Australia (history and today)
      5. Rabbits and other animals introduced into Australia – reasons, problems
      6. Aborigines (“Lost Generation”, half-castes, problems, etc)
      7. Gold, opal and other mining industries in Australia
      8. White Australia policy
      9. Multiculturalism – what is it? When did it start? Problems?
      10. Early British settlers – convicts, transportation
2009 RinE, Research in English

Research in English II Session #5: October 23rd, 2009

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SYDNEY, AUSTRALIA - APRIL 27: The ANZAC Guard...
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  1. Australian movie reports
  2. Feedback:
    1. Presentation skills
      1. More eye contact is needed.
      2. Talk to the audience, not to your paper.
      3. Think of your audience: will they understand your English? Perhaps explain some key words in Japanese.
    2. Research skills
      1. You MUST reference your information sources: where did you get your information from?
      2. If you use pictures or photos, you MUST credit the person who took the photo or made the picture.
      3. One presenter said that the movie she watched (“Australia“) does not tell much about Australia, but she was interested in the Japanese attacks on Australia (“air raids”) and she researched them. That is a good example of intelligent research.
    3. Australian themes
      1. Today’s movie reports mentioned several themes or ideas which are important to Australians:
        1. “Gallipoli” and the First World War. As one presenter said, Australians had to fight in this war because Australia was a colony of Britain. Many Australians are proud that Australians fought and died in this war, even though Crimea had no connection with Australia. Also, some Australians feel sad and angry that Australians died “for Britain” (not for Australia). In the same way that Hiroshima and Nagasaki will be remembered by Japanese for a long, long time, so Gallipoli and the First World War will be remembered by many Australians. That is one reason why this movie was made. The soldiers who fought in Galllipoli were from Australia and New Zealand. They were called “Australia and New Zealand Army Corps” or ANZAC (or in Japanese here).
        2. Opal. Australia is rich in metals and other natural resources. They are an important reason for Australia’s wealth and success.
        3. Surfing. Surfing is an important part of Australian culture.
        4. (Italian) immigrants. There are many immigrants from many countries living in Australia. Australia is a multi-cultural nation. Australia began as a colony of Britain, a white man’s country with a white man’s culture. However, this is no longer true, even though English (a white man’s language) is the national language.

Homework: none

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2009 RinE, Research in English

Research in English #9: June 19th, 2009

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Tasmanian Devil
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  1. Poster presentations
    1. 12 people gave presentations today.
    2. Everyone who did NOT give a presentation today must do it next week.
  2. Some general comments about the presentations:
    1. These are YOUR presentations, so I think it is better if I say nothing about the presentation styles. Students should reflect （反省）on their own presentations, and learn by observing other presentations.
    2. About the content of the presentations, I was pleased because all of them showed
      1. you had done some research
      2. you chose topics that had educational value for the class
    3. What is your purpose or objective for studying at university?
      1. to learn to think
      2. to gain new understanding
      3. to graduate on time (i.e. in 4 years or less).
    4. Information –> Knowledge –> Understanding.
      1. E.g. Australia has many World Heritage sites (information –> knowledge, because most of you already know what “World Heritage Site” means because you have some in Japan, e.g. Horyuji 法隆寺)
      2. 2 of them are Cultural Heritage sites – Sydney Opera House and Carlton Gardens (information –> knowledge, because you already know what the Sydney Opera House is, so you can guess why it is of cultural importance)
      3. Almost all the other World Heritage sites in Australia are sites of natural beauty or importance, e.g. the Great Barrier Reef (knowledge). What can we understand about Australia from this knowledge and information?
    5. What is the principle on which “freedom of religion” is based? It is based on the ideas
      1. that all human beings are individuals
      2. that human beings think as individuals (“there is no such thing as a collective brain” – Ayn Rand)
      3. that a human being’s life belongs to no-one but himself/herself
      4. that individuals must therefore be free to think for themselves and make their own decisions about what is best for their own life
      5. freedom of religion is based on the freedom to think what you like and to disagree with the people around you without fear of violence or coercion.
  3. Returned homework from June 5th – Unit II, Part II worksheet (the didgeridoo)
    1. Mind your tenses 時制 – rule of thumb:  use the same tense in your answer as in the question
  4. Textbook (p. 22) Unit III, part II listening – The Broome Pearlers (listen and write the answers in your textbook)
  5. Homework – none
  6. Collected – Unit III, Part III worksheet and posters
    1. I plan to take photos of all the posters and post the photos here on this blog (unfortunately, my camera ran out of batteries last Friday, so I could not take photos then).
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