●時間割コード
20190022446
●科目区分
言語文化Ⅰ
●科目名
英語（中級）
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●主担当教員名
三輪 晃司
●単位数
1単位
●開講時期
Ⅱ期
火・4
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●対象学部
工（化生・マテ・電情・土建）
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●本授業の目的およびねらい
本授業は、学術的な英文に関する基礎的なリーディング能力とライティング能力の養成を目的とする。そのねらいは、研究拠点大学である名古屋大学の学生にふさわしい学術英語を使いこなす能力を身につけるところにある。論理的な英文のカギとなるエッセイの構造に着目し、目的に応じて必要な情報をいかに読みとるか、また逆に、自分の考えをその根拠とともにいかに説得力ある論理的な英文に組み立てるかを学ぶ。将来、専門の論文を英語で読んだり書いたりする時に、指針となる英文構成法の基礎、および実際に役立つ英語表現を多く習得する。
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●履修条件あるいは関連する科目等
Please refer to the guidelines on the undergraduate English studies.
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●授業内容
While the course consists of both reading and writing components, weekly classes will primarily focus on the latter. The textbook will be used as follows:
Week 1: What is Academic English Intermediate?
Week 2: Introduction to paragraphs (Unit 1)
Week 3: Types of paragraphs (Unit 3)
Week 4: Moving from paragraph to essay (Unit 4)
Week 5: Classification essays (Unit 7)
Week 6: Classification essays (Unit 7)
Week 7: In-class essay
Week 8: Five elements of good writing (Unit 2), APA Style
Week 9: Five elements of good writing (Unit 2), APA Style
Week 10: Comparison essays (Unit 5)
Week 11: Comparison essays (Unit 5)
Week 12: Cause-effect essays (Unit 6)
Week 13: Cause-effect essays (Unit 6)
Week 14: Cause-effect essays (Unit 6)
Week 15: Course review
Students write three essays (one in-class and two take-home essays). References will be allowed for the take-home essays. However, plagiarized essays will face serious consequences.
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●成績評価の方法
Gyutto-e (20%), TOEFL ITP (Reading) & Criterion (30%), Homework and in-class contribution (15%), In-class essay (10%), Take-home essays (10% and 15%)
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●教科書
Folse, K. S., Solomon, E. V., & Clabeaux, D. (2015). Great writing 3: From great paragraphs to great essays (3rd Edition). Tokyo: Cengage Learning. (ISBN: 9781285750736)
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●参考書
Not applicable
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●注意事項
対面授業に加え、課外学習として、英語（中級）用「ぎゅっとｅ」リーディングを課し、その消化率に基づく評価を授業全体の評価の２０％とする。またＴＯＥＦＬＩＴＰ （Ｒｅａｄｉｎｇ）およびＣｒｉｔｅｒｉｏｎの評価を３０％とする。なお、５回以上欠席をした場合、「欠席」の評価がつく。履修取り下げ制度は採用しない。
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●本授業に関する参照Webページ
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●担当者からの言葉(Webページのみ表示)
課外学習の説明資料は、アカデミック・イングリッシュ支援室のサイト ( http://elearn.ilas.nagoya-u.ac.jp/access/ ) からダウンロードすること。
I generally believe that the ultimate goal of teaching is to help students to develop self-confidence and independent attitude towards learning. To this end, I value students' contribution in class. As the course instructor, I would like to follow the principles and teachings in The Seven Habits of Highly Effective People (Covey, 1989). That is, I would like to make sure that students (and I) become proactive by focusing on what can be controlled rather than what cannot be controlled, have specific goals in mind, and set their priorities straight to achieve what is important in the long-run. Because second language acquisition requires painstaking commitment, the proactive, ambitious, and independent attitudes are particularly important. I will also be careful not to impose my own opinions, without first listening to students’ thoughts.
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