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Summer Intensive English A (Advanced): TOEIC 800 or above
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Summer Intensive English A (Advanced): TOEIC 800 or above
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[SUZUKI Steven Taro, Monday]
Goals of the course:
1. The primary goal is to learn or improve academic presentation skills and understand the basic differences between spoken language in presentations and written language in academic papers.
2. The secondary goal is to learn or improve formal academic writing skills, which include proper citation and reference conventions.
3. While engaged in achieving the first two goals, learn or improve analytical, rhetorical, and critical thinking skills.
[YAP Cherry Amor, Friday]
Through this class, students are expected to 1) understand basic elements of public management through case study analyses, 2) to improve communication skills through active class participation, and 3) enhance abilities for academic presentations through a final classroom demonstration.
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[SUZUKI Steven Taro, Monday]
Overview of the course
The course will primarily involve learning how to give good academic presentations. The basic difference between spoken and academic written language will be learned. A lessor goal is to learn the basic conventions used in formal academic writing style. The importance of citations and references to avoid plagiarism for both presentations and writing academic papers will also be covered.
[YAP Cherry Amor, Friday]
Government decisions directly affect our day-to-day lives, often without us noticing, especially when the desired objectives are achieved. However, attention shifts when we hear about scandals or personally feel the impact of poor decisions. As members of civil society, potential leaders, and future taxpayers, we are all invested stakeholders in public management. This course will equip students with the skills to analyze and assess the successes and failures of contemporary governments in public policy through selected case studies that reflect real-world challenges and solutions.
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[SUZUKI Steven Taro, Monday]
Key Words
Presentations, Academic Writing, Citations, References
[YAP Cherry Amor, Friday]
Government decisions, public management, civil society, case analyses, academic communication
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| No. | 内容 | Content |
第1回
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[SUZUKI Steven Taro, Monday]
Week 1 Lesson 1: Introduction to academic presentations – Difficulties of giving presentations and body language"
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第2回
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[SUZUKI Steven Taro, Monday]
Week 1 Lesson 2: Deciding your presentation topic and collecting background information
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第3回
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[YAP Cherry Amor, Friday]
Week 1 Lesson 1
Overview of the class
Introduction to government and public policy
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第4回
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[YAP Cherry Amor, Friday]
Analysis and Discussion of Representative Case
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第5回
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[SUZUKI Steven Taro, Monday]
Week 2 Lesson 3: Macro- and micro- organization, and outlining your presentation
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第6回
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[SUZUKI Steven Taro, Monday]
Week 2 Lesson 4: Effective slide designs and the difference between spoken language and formal academic written language"
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第7回
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[YAP Cherry Amor, Friday]
Analysis and Discussion of a Failed Public Policy #1
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第8回
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[YAP Cherry Amor, Friday]
Analysis and Discussion of a Successful Public Policy #2
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第9回
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[SUZUKI Steven Taro, Monday]
Week 3 Lesson 5: Importance of citations and references to avoid plagiarism in both presentations and writing. Asking and answering questions.
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第10回
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[SUZUKI Steven Taro, Monday]
Week 3 Lesson 6: Presentations – First half
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第11回
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[SUZUKI Steven Taro, Monday]
Week 3 Lesson 7: Presentations – Second half; Teacher feedback
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第12回
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[YAP Cherry Amor, Friday]
Analysis and Discussion of a Failed Public Policy #3
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第13回
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[YAP Cherry Amor, Friday]
Analysis and Discussion of a Successful Public Policy #4
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第14回
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[YAP Cherry Amor, Friday]
Presentation of Selected Public Policy Topic
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第15回
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[SUZUKI Steven Taro, Monday]
ALH: Active Learning
Write a 500-700-word paper on the presentation topic in formal academic written language.
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[YAP Cherry Amor, Friday]
ALH: Case Analysis of a given Public Policy
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[SUZUKI Steven Taro, Monday]
Grading system for assessment
1. Participation and class work (includes presentation Q&A sessions and peer evaluations) 30%
2. Presentation: 40%
3. Active learning paper: 30%
[YAP Cherry Amor, Friday]
ALH 20%
Participation (class discussions) 35%
Homework (reading tasks) 15%
Final Presentation 30%
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[SUZUKI Steven Taro, Monday]
Preview/review
Students should try to think of some topics of interest that they may want to make a presentation on before the first class. The topic could be related to their field of study or could be purely personal interest.
[YAP Cherry Amor, Friday]
Students are expected to have read each assigned case study and/or related handouts before coming to class so the content can be covered in a timely manner.
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[SUZUKI Steven Taro, Monday]
Notes
Autonomous learning is promoted. Therefore, students are empowered, and are encouraged to take responsibility for their own education and accumulation of knowledge. Ergo, their decisions and actions during the course will be reflected in their performance.
[YAP Cherry Amor, Friday]
Students will be informed at the beginning of the course about the particular case studies to be taken up in class. A selection of case topics will also be provided for their ALH and final presentation.
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[SUZUKI Steven Taro, Monday]
Textbook
All materials will come from the teacher or be created by the students.
[YAP Cherry Amor, Friday]
The catalog of case studies are all publicly accessible through multiple websites.
“All case studies are licensed under a Creative Commons license and can be used for any purpose.”
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[SUZUKI Steven Taro, Monday]
n/a
[YAP Cherry Amor, Friday]
n/a
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