8A002001 Self-directed Learning of Academic English and Disciplinary Literacies

Hiroshima University Syllabus

Japanese

Academic Year 2024Year School/Graduate School Writing Center (University Wide Courses for Graduate Students)

Lecture Code 8A002001 Subject Classification Specialized Education

Subject Name Self-directed Learning of Academic English and Disciplinary Literacies

Subject Name
（Katakana）セルフダイレクティッド　ラーニング　オブ　アカデミック　イングリッシュ　アンド　ディシプナリー　リテラシーズ

Subject Name in
English Self-directed Learning of Academic English and Disciplinary Literacies

Instructor WANG TINGJIA

Instructor
(Katakana) ワン　ティンジア

Campus Higashi-Hiroshima Semester/Term 1st-Year,  First Semester,  Intensive

Days, Periods, and Classrooms (Int) Inte：Online

Lesson Style Lecture Lesson Style
(More Details) 　

Credits 1.0 Class Hours/Week 　 Language of Instruction E : English

Course Level 5 : Graduate Basic

Course Area（Area） 21 : Fundamental Competencies for Working Persons

Course Area（Discipline） 06 : Globalization/International cooperation studies

Eligible Students All postgraduate students of all fields

Keywords Self-directed learning, Reading-to-Learn pedagogy, academic literacies, disciplinary literacies, English for Academic Purposes

Special Subject for Teacher Education 　 Special Subject 　

Class Status
within Educational
Program
(Applicable only to targeted subjects for undergraduate students)
Criterion referenced
Evaluation
(Applicable only to targeted subjects for undergraduate students)

Class Objectives
/Class Outline This 2-day intensive course will be held on June 29 and 30 (Saturday and Sunday), 2024.

This course aims to teach students a reading-based method known as Reading-to-Learn (R2L) approach for the independent learning of academic English in students’ own disciplines. The R2L cycle shows step by step how to identify technical vocabularies/expressions in a mentor text, learn technical expressions in the surrounding co-text, and to revise students’ own writing with newly-learned technical expressions to raise the academic tone of the writing. The R2L pedagogy is widely used in L1 context to facilitate L1 students’ transition from narrative or descriptive writing to technical or academic writing. This intensive course will adapt the R2L approach to L2 students’ levels, model the use of the adapted R2L approach on journal articles, and assist students in practicing the adapted R2L approach on academic publications in their own disciplines.

Day 1 will focus on the learning of the R2L approach and academic literacies. Day 2 will focus on the practice of the R2L approach and disciplinary literacies.

Class Schedule lesson1
Lesson 1 Introduction (Day 1, 8:45-10:15)
Introduction of the course outline, expectations, and assessment. Students’ introduction of their research topics and disciplines. Students will provide an introductory paragraph about their research topics and disciplines for the later practice in this course.

lesson2
Lesson 2 Reading-to-Learn approach (Day 1, 10:30-12:00)
This lesson will introduce the theory and practices of R2L approach in L1 context and model the adapted R2L approach in L2 context.

lesson3
Lesson 3 Guided practice of the R2L approach (Day 1, 12:50-14:20)
In this lesson, students will be guided by the teacher to practice the R2L approach on a journal article, to learn academic expressions from the article, and to revise their own introductory paragraphs.

lesson4
Lesson 4 Independent practice of the R2L approach (Day 1, 14:35-16:05)
In this lesson, students will independently practice R2L approach on journal articles in relation to their research topics and revise or expand their introductory paragraphs of their own research.

lesson5
Lesson 5 Recap academic literacies & Introduction of disciplinary literacies (Day 2, 8:45-10:15)
In this lesson, we will recap Day 1 content, respond to students’ questions, and introduce the Day 2 outline.

lesson6
Lesson 6 R2L in Arts and Humanities (Day 2, 10:30-12:00)
In this lesson, students from Arts and Humanities will demonstrate in front of the class about using the R2L approach to learn key language features in a journal article.

lesson7
Lesson 7 R2L in Science (Day 2, 12:50-14:20)
In this lesson, students from Science will demonstrate in front of the class about using the R2L approach to learn key language features in a journal article.

lesson8
Lesson 8 Wrap up and oral presentations (Day 2, 14:35-16:05)
In this lesson, students will conduct an oral presentation to show their rewriting of the introductory paragraph in Day 1 and reflect the reasons and purposes behind the revision.

lesson9
lesson10
lesson11
lesson12
lesson13
lesson14
lesson15

Text/Reference
Books,etc. No textbook will be used. Students are encouraged to bring in their own materials to practice. Materials from the instructor will be provided during the class.

PC or AV used in
Class,etc. 　

(More Details) PC – projector for PowerPoint - handouts - Microsoft Teams

Learning techniques to be incorporated 　

Suggestions on
Preparation and
Review Lesson Instructions and relevant materials will be provided through email and/or uploaded on Teams before the class. Students are required to regularly check their Hiroshima email accounts and prepare the course before entering the class. Students are required to save the in-class practice outcomes from each lesson, which will be needed for the final exam.

Requirements Students should have some experiences in English reading and writing. Students should have knowledge of basic academic etiquettes, such as checking the university email regularly, preparing lessons before entering a class, bringing required materials to attend a class, actively participating in class activities and so on.

Registration limit of this course is 30.

Grading Method Preparation & Attitude: 20%; Oral presentation: 50%; Reflective Writing: 30%

Oral presentation (50%) will be conducted in the final lesson 8. It will include students’ demonstration of R2L approach, self-evaluation of their Day 1 writing and the critical reflection of their Day 2 revision. The breakdown is presented below:
Demonstration of R2L approach: 10%
Summary of new language features learned through the R2L approach: 10%
Self-evaluation of the Day 1 writing: 10%
Critical reflection of the Day 2 revision: 10%
Discussion about English in disciplines: 10%

Students are required to submit the presentation materials for the final assessment.

Reflective Writing (30%) is an approximately 800-1000 word writing to respond following topics: What did you learn from this course? What are the aspects in your English reading and writing that need to be improved after taking this lesson? Why? And how?

Self-evaluative skills are significant to the development of English literacies, especially in students' own practice. The reflective writing (30%) is designed to examine whether students have developed a certain level of self-evaluative capacity by learning and practicing knowledge of critical reading in this lesson.  The content, the paragraphing and the grammar of the reflective writing will be assessed in the grading system.

Practical Experience

Summary of Practical Experience and Class Contents based on it

Message This course will be delivered and facilitated in English.

This 2-day intensive course will be held on 6/29 and 6/30, 2024.

Students need to participate in the class discussion. Students need to ensure that the internet and the microphone function stably for the course.

Students are encouraged to speak in this course, asking questions, participating in group discussions and so on.

Other

Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching.

Academic Year	2024Year	School/Graduate School	Writing Center (University Wide Courses for Graduate Students)
Lecture Code	8A002001	Subject Classification	Specialized Education
Subject Name	Self-directed Learning of Academic English and Disciplinary Literacies
Subject Name （Katakana）	セルフダイレクティッド　ラーニング　オブ　アカデミック　イングリッシュ　アンド　ディシプナリー　リテラシーズ
Subject Name in English	Self-directed Learning of Academic English and Disciplinary Literacies
Instructor	WANG TINGJIA
Instructor (Katakana)	ワン　ティンジア
Campus	Higashi-Hiroshima	Semester/Term	1st-Year, First Semester, Intensive
Days, Periods, and Classrooms	(Int) Inte：Online
Lesson Style	Lecture	Lesson Style (More Details)

Credits	1.0	Class Hours/Week		Language of Instruction	E : English
Course Level	5 : Graduate Basic
Course Area（Area）	21 : Fundamental Competencies for Working Persons
Course Area（Discipline）	06 : Globalization/International cooperation studies
Eligible Students	All postgraduate students of all fields
Keywords	Self-directed learning, Reading-to-Learn pedagogy, academic literacies, disciplinary literacies, English for Academic Purposes
Special Subject for Teacher Education		Special Subject
Class Status within Educational Program (Applicable only to targeted subjects for undergraduate students)
Criterion referenced Evaluation (Applicable only to targeted subjects for undergraduate students)
Class Objectives /Class Outline	This 2-day intensive course will be held on June 29 and 30 (Saturday and Sunday), 2024. This course aims to teach students a reading-based method known as Reading-to-Learn (R2L) approach for the independent learning of academic English in students’ own disciplines. The R2L cycle shows step by step how to identify technical vocabularies/expressions in a mentor text, learn technical expressions in the surrounding co-text, and to revise students’ own writing with newly-learned technical expressions to raise the academic tone of the writing. The R2L pedagogy is widely used in L1 context to facilitate L1 students’ transition from narrative or descriptive writing to technical or academic writing. This intensive course will adapt the R2L approach to L2 students’ levels, model the use of the adapted R2L approach on journal articles, and assist students in practicing the adapted R2L approach on academic publications in their own disciplines. Day 1 will focus on the learning of the R2L approach and academic literacies. Day 2 will focus on the practice of the R2L approach and disciplinary literacies.
Class Schedule	lesson1 Lesson 1 Introduction (Day 1, 8:45-10:15) Introduction of the course outline, expectations, and assessment. Students’ introduction of their research topics and disciplines. Students will provide an introductory paragraph about their research topics and disciplines for the later practice in this course. lesson2 Lesson 2 Reading-to-Learn approach (Day 1, 10:30-12:00) This lesson will introduce the theory and practices of R2L approach in L1 context and model the adapted R2L approach in L2 context. lesson3 Lesson 3 Guided practice of the R2L approach (Day 1, 12:50-14:20) In this lesson, students will be guided by the teacher to practice the R2L approach on a journal article, to learn academic expressions from the article, and to revise their own introductory paragraphs. lesson4 Lesson 4 Independent practice of the R2L approach (Day 1, 14:35-16:05) In this lesson, students will independently practice R2L approach on journal articles in relation to their research topics and revise or expand their introductory paragraphs of their own research. lesson5 Lesson 5 Recap academic literacies & Introduction of disciplinary literacies (Day 2, 8:45-10:15) In this lesson, we will recap Day 1 content, respond to students’ questions, and introduce the Day 2 outline. lesson6 Lesson 6 R2L in Arts and Humanities (Day 2, 10:30-12:00) In this lesson, students from Arts and Humanities will demonstrate in front of the class about using the R2L approach to learn key language features in a journal article. lesson7 Lesson 7 R2L in Science (Day 2, 12:50-14:20) In this lesson, students from Science will demonstrate in front of the class about using the R2L approach to learn key language features in a journal article. lesson8 Lesson 8 Wrap up and oral presentations (Day 2, 14:35-16:05) In this lesson, students will conduct an oral presentation to show their rewriting of the introductory paragraph in Day 1 and reflect the reasons and purposes behind the revision. lesson9 lesson10 lesson11 lesson12 lesson13 lesson14 lesson15
Text/Reference Books,etc.	No textbook will be used. Students are encouraged to bring in their own materials to practice. Materials from the instructor will be provided during the class.
PC or AV used in Class,etc.
(More Details)	PC – projector for PowerPoint - handouts - Microsoft Teams
Learning techniques to be incorporated
Suggestions on Preparation and Review	Lesson Instructions and relevant materials will be provided through email and/or uploaded on Teams before the class. Students are required to regularly check their Hiroshima email accounts and prepare the course before entering the class. Students are required to save the in-class practice outcomes from each lesson, which will be needed for the final exam.
Requirements	Students should have some experiences in English reading and writing. Students should have knowledge of basic academic etiquettes, such as checking the university email regularly, preparing lessons before entering a class, bringing required materials to attend a class, actively participating in class activities and so on. Registration limit of this course is 30.
Grading Method	Preparation & Attitude: 20%; Oral presentation: 50%; Reflective Writing: 30% Oral presentation (50%) will be conducted in the final lesson 8. It will include students’ demonstration of R2L approach, self-evaluation of their Day 1 writing and the critical reflection of their Day 2 revision. The breakdown is presented below: Demonstration of R2L approach: 10% Summary of new language features learned through the R2L approach: 10% Self-evaluation of the Day 1 writing: 10% Critical reflection of the Day 2 revision: 10% Discussion about English in disciplines: 10% Students are required to submit the presentation materials for the final assessment. Reflective Writing (30%) is an approximately 800-1000 word writing to respond following topics: What did you learn from this course? What are the aspects in your English reading and writing that need to be improved after taking this lesson? Why? And how? Self-evaluative skills are significant to the development of English literacies, especially in students' own practice. The reflective writing (30%) is designed to examine whether students have developed a certain level of self-evaluative capacity by learning and practicing knowledge of critical reading in this lesson. The content, the paragraphing and the grammar of the reflective writing will be assessed in the grading system.
Practical Experience
Summary of Practical Experience and Class Contents based on it
Message	This course will be delivered and facilitated in English. This 2-day intensive course will be held on 6/29 and 6/30, 2024. Students need to participate in the class discussion. Students need to ensure that the internet and the microphone function stably for the course. Students are encouraged to speak in this course, asking questions, participating in group discussions and so on.
Other
Please fill in the class improvement questionnaire which is carried out on all classes. Instructors will reflect on your feedback and utilize the information for improving their teaching.

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