1

Integrated Academic Reading and Writing

(Course Syllabus@ KIT with Dr. John Paul Loucky)

Email:

Course Homepage:

Graduate Technical Readings Page:

ELECTRONIC OR VIRTUAL LANGUAGE LEARNING AND ONLINE READING LABS: Used from Page R:

William M. Balsamo's AMERICA -TODAY & TOMORROW Online Reading Lab at:

Review this along writing a brief comparison of LEARN Site for Comparing Reading and without Listening Support: Edison &Einstein (&Leo Szilard ) INTRO with:

Under “People” and other sections at: L.E.A.R.N. found at:

Language Education And Research Network, Inc. in Japan. (Ask for Teacher’s Password)

Objectives

This course aims to teach students how to read both print and online material with better understanding using modern CALL technology. Students also learn essential skills to communicate information and ideas clearly, creatively, and effectively through writing.In class, students will read and discuss technical and historical texts and learn to read and think more critically. Students are also encouraged to take advantage of modern technology for strategic reading and writing tasks, including brainstorming ideas using Collaborative Writing with an authentic purpose by doing email exchanges and weblogs, learning high level vocabulary by using a bilingual, computerized Semantic Field Keyword Approach.

The specific goals of this course are 1) to learn how to learn new English words and expressions using cutting edge online technology tools; 2) to cultivate students’ ability to read and understand print and online texts at higher levels; 3) to develop students’ critical acumen and expository and analytical skills; 4) to have fun learning to choose free online readings to help build their English reading speed and accuracy of comprehension; and 5) to improve students’ general writing ability in terms of originality of concept, effectiveness of explanatory skills, maturity of diction, sentence structure, and paragraph development when doing short reports or writing exchanges using assigned formats, topics and target vocabulary.

Course Requirements:

Actively participate in classroom discussions.

Submit your Homework assignments within the deadline.

Write 5 Abstracts and Personal Reactions to any Online Engineering Articles or Technical Readings for Graduate Students (adding 5 original Comprehension Q &As).

Write 5 Summary-Reactions to Famous Leaders text assignments, including 5 original Comprehension Q &As). Read and Write a 3-Part Reaction Paper to 5 Famous Leaders:

  1. 3 Views of Internationalization: Pages 324-331?s (Try to Scan & Gloss Online)
  2. P earl Harbor Story: 110-117 (Use WordChamp.com for Bilingual Vocabulary)
  3. Manjiro: 58-89 ?s; URL G Page Word Document: “Nakahama Manjiro”

The first Japanese young man to live in America: John Mung Nakahama Manjiro or the two worlds of Nakahama Manjiro: a tale of the first Japanese to reside in America and later return to Japan to become a legendary figure in his own lifetime, by Paul C. Blum. Adapted for use by Japanese college students by John Paul Loucky. (Word doc file – left click to open, right click to download.)

  1. Neejima Joe ?s: 72-89
  2. CHART Modern Scientists’ Cosmology Beliefs: 293-301

OPTION: You may substitute for any one of the above Famous Leaders Reports:

  1. Kagawa Story: Pages 137-292--12 Chapter ?s and Brief Report.

Test Online ProgramsA-Z from CALL4All.us and Write 20-25 Website Reviews, such asour Example on learning word groups from SFKA units. Semantic Field Keyword Approach to be used for Collaborative Writing Exchanges(withForeign Chat/Pen Pal or Class Partner)

USE 5 Units of:

Course Materials: (Text and Website Membership together=2,000 Yen fee).

  • Loucky, J. P. (1995). Famous Leaders Who Influenced Japan’s Internationalization.
  • Loucky’s Website:

** The grading criteria will be based on the following:

  • Handing in Homework on Time and Content: significant, interesting, appropriate, well thought out, and appropriate to assignment
  • Organization: well-organized sentences, use of clear topic and summary sentences, convincing and easy to follow
  • Grammar/Vocabulary: comprehensible with few errors

Cross-cultural exchange on vocabulary and writing:

Students are invited and expected to participate in an email exchange using the Semantic Field Keyword Approach (SFKA) at Students will use SFKA topics for writing exchanges. (Membership includes password for this.)

Evaluation

  • Attendance& Class participation; Table Talk Discussions10%
  • Assignments; Including Group Presentations (Use Prezi or Power Point, Digital Storytelling, Comix Frames, etc.)70%
  • Final 20%

Dr. JP Loucky KIT Class Tentative Syllabus * Subject to change with notice.

Date / Content / Additional Readings / Assignments (Due)
10/3 / Course description:
Introduction to Teacher’s T/F Introductions and T/F HW to Teacher’s Email
Do Vocab-Level Check using V-Check Passwords; Graduate Readings & WordChamp Intro; Text Sale and Text Reading #1 Intl. Views 324-331?s
10/10 / Explain Semantic Field Keyword Approach(Passwords to CALL4ALL.us Members);
lst Online Reading & Exchange Topic #1:
Collaborative Writing Interview Using 7-WH?s x 2 & SFKA Unit 3
10/17 / Online Reading #1: Connecting on a Personal Level (Making Introductions) / (Reading & Tech Writing PwrPt on Useful tools for English reading and writing classes / SFKA Ch. 1
Exchange Topic #1
10/24 / Online Reading #2: Decline and Fall of Academia / Text Reading #2:
PH via WordChamp / SFKA Ch. 3
Exchange Topic #2:
Use 20 ?s Interview
10/31 / Online Reading #3: IQs / Take English IQ
11/07 / Online Reading #4: The Sake Solution? / Invent a Modern Product, Software or App! / SFKA Ch. 2
Exchange Topic #3:
Using 12 Tenses to IV
11/14 / Online Reading #5:
Free Choice; Text Report #2 Due / Text Reading #3:
Nakahama Manjiro / Text HW #3
11/21
11/28Nyushi / (Kyuukou) / (8th Class)
12/5
12/12
12/19
Xmas Fun! / Christmas Games & Virtual Santa Ex. Gifts (ECards) / Text Report #3 Due
Review either
/ Xmas Gifts Ex-change
Xmas Break
1/9
1/16
1/23 / Text Assignment#4 Neejima Joe, Due
2/14 Valentine’s Day / Edison; then Free Online Readings
02/6 / 15th Class before
2/13 / Final Exam Level Check:SFKA/Reading & Vocab Levels Check-up)

RESEARCH at least 25 WEB-TOOLS AND E-LEARNING TECHNOLOGY A-Z HERE:

DO MORE IN-DEPTH PERSONAL RESEARCH ON: 25/26 of these, Labeling each one A-Z.

CALL4ALL's A-Z Links

Here’s a quick overview of the site’s most helpful pages for language education. Using this Site Map, your embassy, school or country may freely add as many of the following Topic Links to give your students instant access to vast collections on these major language education topics:
A < Activities/Atlases; A Annotation Tools (for making notes on any Website); Apps for Language Learning.; Take this online Grammar Quiz about

Adjectives Study (Dr. JP Loucky)

CREATIVE VOCABULARY STORY for Learning Adjectives and Verbs

B < Blogs/Basic/Business English; Best ESL Resources (Larry Ferlazzo's)

C < CALL Organizations; Children's Links; Chatbots, Comics, Classics (Use to write a Comic Story with Animations!), Countries; Corpus Studies
D < Dictionaries and Glossing Engines or Portable Electronic Dictionaries; DIGITAL STORYTELLING APPS (Write 1-2 Digital Stories!): Try this one called MOO:

E < Encyclopedias Earth/Ecology; English/ESL/EFL/ELT Resources; E-Learning: Compare Einstein versus Edison at:

F Flashcard Programs; Famous People; Fashion; Foreign Language/ Jobs/Schools

G Games(ing); Gadgets; ; Graded Readers; Grammar Guides; Green/Global Issues
H < Holidays (Lessons/Songs); Homestay Programs; Homeschooling or Hope Movie Reaction at:

I < Internet-based Language Learning; Internet English courses/training; I-Pods/Pads and I-Tools; Inventors

J < Japanese Dictionaries/Japanese Language Learning/Teaching Sites; Jokes; Jobs
K < Kanji Study; Korean and Chinese Study Links;
L < Listening Sites; Language Teaching, Learning and Testing Programs; Literature and Linguistics Links
M < Maps; Media and Movie Links; Moodles; Museum and Music Sites; Magazines Online; Mysteries
N < News Sites; Newsfeeds
O < Online Search Engines; Online Schools and Tests; Occupations; Online Shopping; OneNote; Olympics
P < Programs; Poetry; Peace Education; Phonics; Picture Vocabulary; People, Puzzles and Proverbs
Q < Questions; Quiz Programs; Quotations
R < Reading Resources: Extensive Reading Database; (ORL) Online Reading Labs
S < Speaking Sites; Storytelling Sites (Digital); Storytelling Programs; Study Stream; Speech to Text (SST) Programs;

Scientists (Choose just one Unit to review!); Semantic Field Keyword Approach to Vocabulary Building (SFKA) at: Unit 1 at: (TRY TO DO ONE EACH!)

Reading Strategies Practice Site:

T < Programs (TTS); TESOL/TEFL

U < Universal Search Engines; Unorganized or Miscellaneous Links; US Government Education Sites

V < Vocabulary; Videos; Visualization Tools;

VKS Form or Vocabulary Knowledge Scales:
(Loucky’s for free use at:

VOA on Education and Science Articles

Virtual Baby Survives While Couple starves Real Baby!

W < Writing Sites and Programs; Word Lists for Study; Web-Tools; WordChamp.com’s WebReader (Join to help you read any English text online better!Water Treatment Technology and Programs. Use this form to review any Websites, Webtools or Programs:

WEBSITE REVIEW FORM: To file and organize sites you find useful, use this form:What do I do when I find a good website?

Firstly, don't forget to bookmark the site or add it to your favorites. Then, write a short review of the site for your colleagues or students - this will help them find what they are looking for. A good review can be far more useful than an obscure entry in your favorites or bookmarks. Includein review:

  • 1) Description: Add site URL and a short description of the site.
  • 2) Content Summary: Give a brief summary of the contents of the site.
  • 3) Information: Is the site content correct, reliable and accurate? Is the writer an expert in this subject?
  • 4) Currency: Is the site up-to-date? When was new information last added? When were the pages last updated?
  • 5) Content: Is the content interesting, relevant, funny, useful or entertaining? How would you describe it?
  • 6) Presentation: Is it attractive and easy to navigate? Does it use a lot of graphics, sound or multimedia files?
  • 7) Functionality: Does it all work? Are there any brokenlinks or missing pages? Does it take a long time to display pages?
  • 8) Language-Learning Potential: How useful is this site for learning foreign languages? Which of its features/functions most help you to learn or improve your English (or other language skills)? HOW can you use this site to improve/build up specific language skills? Alone or with others? Include a sample if you can.

DO 1-2 WEBQUESTS on: Scientists, Engineers or Inventors: 1-2 pages like our Edison vs. Einstein Example:

Inventors & Scientists:

X < X- X-Cellent Programs; X-Ray Technology compared with MRI and CT Scans
Y < to play and report of 1 each Kid’s Songs, Stories and Language Games from Young Learner Sites; Limited English Proficiency Level Programs for Youth; Kid's Music and Children’s Learning Websites
Z < Zoos; Zones of Proximal Development; Zero Tolerance for Spam and Porn (Blocking Programs); Zoho.