Adv-Comp / 2006-04-28

Adv-Comp 目次

Last week's addition †

• Effectiveness of feedbacks, and Mindmap<--Click

OneCampus Portal Groupware †

Installed over the weekend!! at KG Law CALL Labo A-302

1. What is OneCampus? 4/22/06<--Click
2. <---学内のPCからのみアクセス可能、認証必要 ログインの後、講義科目選択 から「英作文(特）金５時限」を(tentatively I have not installed rooster restriction for this course: After login, choose Friday 5th period.)。フォーラム、掲示板、コースウェアの選択が可能です。乞うご期待。（これで、週末はヘトヘトです(^_^)

Lecture notes †

1. Intro. of OneCampus Portal
2. Group Projects
3. Podcast
   1. Brain storming
   2. Forums posting
   3. Lecture notes posting by groups

Group Projects †

Form the group of 4 to 5 students and carry out the following agenda. The report shall be presented orally in class, as well as post at the forum to be instructed in class

Projects include:

1. Choose one of Kurashima's Japanese paragraphs and suggest revisions and critics. Do not look up his model critics or answers
2. Contrastive Analysis of Rhetoric across languages and genres
3. Research Mothods
   Carry out the library and web research on essays or paragraphs in both Japanese and English to generate four differences and comparisons. The first genre is to be 'Japanese Langauge,' and sources are to be suggested in class. The other genre is to be chosen by the group, e.g. Psychology, Applied Linguistics. Topic: 'Contrastive Analysis of Rhtoric' is strongly suggested for the second genre, as you would eventually read these articles and to produce another assignment of 'Outlines.'
4. Outline projects<--Click

Reports: four 'comparisons' in tables †

1. Encarta project: 閲覧（要認証）stylewritingEncarta050604.html<--Click
2. Table 1

   番号	分野	論文の使用言語		課題：比較の種類
   NO.	genre or topic	English	Japanese	report
   1	Japanese Language 日本語	E-1	J-1	言語別　E-1 vs. J-1
   2	to be decided by the group	E-2	NA	分 野 別　E-1 vs. E-2
   3	the same as above	NA	J-2	分 野 別　J-1 vs. J-2
   4	the same as above	E-2	J-2	言語別　E-2 vs. J-2

3. Table 2

   same or different	分野	言語	Legend 分野と言語別
   same	1	2	same topic and same languages
   different	3	4	different topics and diffenret languages

   • Explanation
   1. Compare genre differences in both Japanese and English
   2. Compare language differences in the same gnenre: Engish and Japanese
4. Related links
   1. Last year's memo on the Group Project<--Click and see, if you please, this page as the content is almost the same.

      一覧

   2. 一覧<-Click
      
   3. try OldPages

Topics: †

Japanese writing †

1. 思考の訓練 - 倉島氏ＨＰ（認証不要)<--Click, --- New Link as of 4/23/06Last year's link was broken.
2. 思考の訓練 - 倉島氏ＨＰ（認証必要)<--Click Yahoo Group Syllabus.f -- Kurashima.f
3. 橋本喜代太 (1998) 国語/英語教育におけるパラグラフ構成の扱いについて No: 217　04/04/15<--Click and scroll down to thread #217
4. Alternate site: Hashimoto(1998) PDF 18 pages 橋本　喜代太氏＠大阪女子大<--look for "hash1998c.pdf" 認証必要

Research on Contrastive Analysis of Rhetoric †

Why? Web Search †

Why we have to do such research on Japanese and English writing? The reason is explained in the following in detail. Suffice it to say, here, that we have unfotunately little training on paragraph writing in Japanese, let alone English, and almost no knowledge of English paragraph writing...

1. Intro. of Sapier Whorf Hypothesis<--Click
2. infoseek mirror site, partial listing<-Click
   • Alternate and full text at Yahoo JPN Group site<--Click, look for the file: 'contrastiverhetoric.html' - Search on Kaplan (1966) and others - 5/15/04
3. Google with Contrastive Analysis of Rhetoric<--Click to locate what the issue is all about on your own

Journal Artciles in English †

1. Rober Kaplan

• Search Google for Robert Kaplan on Contrastive Analysis of Rhetoric<--Click to locate an article and reviews on your own

1. Ulla Connor: pdf file<--Click 認証必要
2. Zamel, Vivian. (1985). -->Library back issue available

   Zamel, Vivian. (1985).
   Responding to student writing. TESOL Quarterly, 19:1, 79-101.

3. Japanese and English
   1. By language
   2. By Genre

Online journal web search †

is down all day today (4/24/06) for unknown reasons, I have to post a link or two here for online journals. Sorry for the inconvenience.

Brown, Denise D. (1998). 
Academic Protocol and Targeted Rhetoric, Literacy Across Cultures
(February 1998 1/2). 
University of Library and Information Science, Tsukuba, Japan

This has a few diagrams originally appeared in Kaplan (1966), one of the earliest publications on the issue of 'Contrastive Analysis of Rhetoric.' You can't afford to miss it.

• http://www2.aasa.ac.jp/~dcdycus/LAC98/FEB98/BROWN298.HTM
  

Source of the above article

 Literacy Across Cultures,
A publication of the Foreign Language Literacy N-SIG of JALT,
February 1998 Vol. 2, No. 1

• http://www2.aasa.ac.jp/~dcdycus/LAC98/FEB98/LACFEB98.HTM

 Mulvey, Bern (1997). 
Japanese and English Rhetorical Strategies:
A Contrastive Analysis. [English abstract of a Japanese article],
Fukui University. Literacy Across Cultures (September, 1997 1/2)

• http://www2.aasa.ac.jp/~dcdycus/LAC97/rhetoric.htm
  quote:
  This presentation examines English and Japanese "preferred" rhetorical strategies as identified by Hinds (1980, 1983, 1984), Takemata (1976), Mulvey (1992), Ricento(1987) and Yutani (1977), among others. Three Japanese strategies will be discussed: the "return to baseline theme," the "kishoutenketsu" approach, and the "tempura" or "quasi inductive" approach. These rhetorical tendencies will be compared to what is known as the American academic English model, though it should be noted here that very little difference exists between written British and written American academic English. (See, for instance, David Crystal's discussion of this subject in The Cambridge Encyclopedia of the English Language on pages 300 and 311.)
  

Another issue of the same online journal †

Literacy Across Culture, Vol. 5    2001 , Feature Articles

(PDF files to download)

• http://www2.aasa.ac.jp/~dcdycus/LAC2001/LAC2001.HTM

Recommended are the following:

Christopher Bond. (2001). 
  A Comparison of Front-page News in Japanese and British Quality Press
Newspapers: Cultural Differences Reflected in the Press,
Literacy Across Culture, Vol. 5. (PDF)

Conclusion
Academic convention, both spoken and written, is a culture-specific construct. Most protocols are 'top-down', in that they depend on what the speaker psychologically brings to the written discourse (cf. Jannuzi 1997). They are therefore culturally introspective, and by extension, universally inefficient. However, I hope that the above discussion convincingly conveys that the protocol of the target code (i.e., the requisite principles and expectations of the L2 rhetoric) can be acquired through systematic and explicit instruction in cross-cultural modes of literacy. I stress 'systematic' here because rhetoric is often haphazardly and uncomprehensively taught, if at all.

Jannuzi, Charles (2001). 
 Can Native Literacy Practices Implact EFL Learning?
 The Example of Japan. Literacy Across Culture, Vol. 5
 Fukui University.

直接作文教育には無関係ですが、カタカナについての論文です。 The link on the web page is wrong:

• http://www2.aasa.ac.jp/~dcdycus/LAC2001/LAC2001.HTM

the corected PDF url is the following:

• http://www2.aasa.ac.jp/~dcdycus/LAC2001/jannuzi_lac2001.pdf

quote:
Katakana eigo is a Japanese term referring to English rendered into a written form that uses one of the two syllabaries of written Japanese. On the one hand, it aids a legitimate process: the borrowing and subsequent nativization of terms from English into Japanese. On the other hand, its use in EFL teaching and learning because of its cross-lingual, L2 to L1 orientation) may well hinder literacy and language development in the L2. In this paper, the author looks at why katakana eigo is used in the EFL learning in Japan. The reasons center most on teachers’ and learners’ responses to the complex nature of the writing system of English. The author then goes on to cover katakana eigo in relation to the pedagogical stances possible. Finally, the author lists and describes methods and activities that could help to make katakana eigo and other such graphic translation 'crutches' unnecessary in the EFL classroom in Japan (and in other countries where non-alphabetic writing systems are used).

Quizzes on VOA at quia.com †

Yahoo JAPAN Group　MLですでに同報通信していますが、ここにもpostしておきます。 １、２回生のクイズを英語教職の諸君にも課題として提供します。今年は厳しいですね。満点が合格です。締め切り、パスワードが付加されています(ヒントはquia classページ、簡単に類推できるはずです。練習問題にも。替え玉、代理受験が不可能ですね。 I thought you might be interested in this Web page that I created. Click http --<---Quia class page for Adv-Comp and Ling. classes Quia activities

1. VOA-Special Eng-012003-4Qs-practice http://www.quia.com/quiz/765313.html 1) password VOA
2. VOA-022306-10Qs-Adv-Comp http://www.quia.com/quiz/767740.html 2) deadline by 5/12/06 Password - surname of a Japanese gold medalist in Romaji
3. VOA-022306-3Qs-Practice http://www.quia.com/quiz/765435.html 3) practiced password GOLD
4. 042506VOA-Special Eng-10Qs - Adv-Comp http://www.quia.com/quiz/767745.html 4) deadline by 5/19/06 Password - Education Organization for English Teachers in 5 letters in the audio story
5. http://www.quia.com/pages/ling.html
6. Quia - home pages: http://www.quia.com

Links posted †

• <--4/24/06 クラス参観の伊藤佳代子先生他の書籍メモ -- myasuda 2006-04-25 (火) 09:27:41
• <---php 掲示板開設 for weblog and 'chain story' projects. web shotにも搭載 php, KG http://s.phpspot.org/u/myasuda/-- myasuda 2006-04-27 (木) 22:08:00

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