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English Academic Writing

Fall Semester 2022

Student’s Guide

Level 1 (Basic)

Class Number: W-

Your Name: __________________________

Your Code Number:____________________

Instructor’s Name: ____________________

Instructor’s e-mail Address:

____________________________________

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Course: English Academic Writing (Level 1)

Outline:
This course introduces students to the basics of English academic writing. Students
will begin by learning how to write a coherent paragraph and then apply the skill to
writing a five-paragraph essay. They will learn how to create an effective thesis
statement, topic sentences, introduction and conclusion, as well as how to organize
supporting sentences logically. The course will also focus on other essential skills
for academic writing, such as paraphrasing, summarizing and citation. Practice for
the TOEFL writing component is also incorporated in the course.
Schedule:
 Introduction
 Writing a paragraph
 Writing an essay
 Paraphrasing & summarizing
 Writing a research essay
 Citation
 Writing for the TOEFL
Requirements:
Active course participation is important. This includes class preparation, doing the
assigned readings, class discussions, writing, self and peer-editing, and revising
writing assignments. Students are required to submit one single-paragraph
composition, one essay outline, two assigned essays on pre-selected topics, and a
paraphrasing and summarizing task. They are also required to complete in-class
TOEFL practice writing.
Grading Criteria:
Grading is based on writing, participation, preparation and attendance.
Task 1 (Paragraph) 15 %
Task 2 (Expository Essay) 25 %
Task 3 (Research Essay) 25 %
Paraphrasing and Summarizing Task 10 %
TOEFL Essay Practice 10 %
Participation and preparation 15 %
Required Textbook:
Academic Writing Skills - Student’s Book 1 by Chin, Koizumi, Reid, Wray, and
Yamazaki. (Cambridge University Press, 2012)

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Submit & Return Schedule

Lesson #
Lesson #

Lesson Lesson
Student Instructor Student Instructor
date Lesson focus date Lesson focus
task submission dates return dates task submission dates return dates
(Tuesday) (Friday)

Course
1 Sep 30
Introduction
Unit 1, Part 1, Unit 1, Part 1,
2 Oct 4 3 Oct 7
Sections 1-3 Sections 4-6
Bring Task 1 outline
4 Oct 11 Unit 1, Part 2 5 Oct 14 Unit 1, Part 3
to class on this date
Submit Task 1 first
TOEFL Essay Unit 3, Part 1,
6 Oct 18 draft on Waseda 7 Oct 21
Practice 1 Sections 1-2
Moodle by this date
Return Task Unit 3, Part 1,
8 Oct 25 Unit 1, Part 4 9 Oct 28
1 first draft Section 3
Submit Task 1 final
10 Nov 1 Unit 2, Part 1 draft on Waseda
Moodle by this date
Bring revised Task 2
Unit 2, Part 2, Bring Task 2 outline Return Task Unit 2, Part 2,
11 Nov 8 12 Nov 11 outline to class by this
Sections 1-2 to class on this date 1 final draft Section 3
date
Writing skills Bring Task 2 first draft
13 Nov 15 14 Nov 18 Unit 2, Part 3
practice 1 to class on this date
In-class
Submit Task 2 second
Paraphrasing
draft on Waseda Task 3
15 Nov 22 and 16 Nov 25
Moodle by this date discussion 1
Summarizing
Do P&S Task in class
Task

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Lesson #
Lesson # Lesson Lesson
Student Instructor Student Instructor
date Lesson focus date Lesson focus
task submission dates return dates task submission dates return dates
(Tuesday) (Friday)

Task 2 editing Return Task

Task 3
17 Nov 29 Writing skills 2 second 18 Dec 2
discussion 2
practice 2 draft
Unit 4, Part 1, Unit 4, Part 1,
Submit Task 2 final Bring the researched
Sections 1-3 Return P&S Sections 4-6
19 Dec 6 draft on Waseda 20 Dec 9 article for Task 3 to
Research skills Task Task 3
Moodle by this date class on this date
practice discussion 3
Submit Task 3 outline
Return Task
21 Dec 13 Unit 3, Part 2 on Waseda Moodle by 22 Dec 16 Unit 4, Part 2
2 final draft
this date
Bring Task 3 intro and
Writing skills Return Task Writing skills
23 Dec 20 24 Dec 23 body 1 to class on this
practice 3 3 outline review
date
Submit Task 3 second
Bring Task 3 first draft on Waseda
TOEFL Essay
25 Jan 10 Unit 4, Part 3 draft to class on this 26 Jan 13 Moodle by this date
Practice 2
date Do TOEFL Essay
Practice 2 in class
Task 3 editing Return Task
Writing skills
27 Jan 17 28 Jan 20 Writing skills 3 second
practice 4
review draft
Different types Submit Task 3 final Return TOEFL
29 Jan 24 of academic 30 Jan 27 Course review draft on Waseda Essay
essays Moodle by this date Practice 2

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TASK 1 (Paragraph) – GUIDELINES

Task 1 (Paragraph) asks you to write a paragraph that explains a given topic to the reader.
The instructions that you will require to write this task are found in Unit 1 of Academic Writing
Skills - Student’s Book I.

Write a paragraph of 200 – 250 words about the following topic:

List three advantages of joining a student organization in

university and explain each one briefly.

Along with your clearly expressed ideas, the key components of this task that will be
evaluated are:
Content
 The paragraph is on topic and contains no irrelevant information.
 The paragraph is developed with an appropriate amount of information.
 The supporting points and details support the main idea of the paragraph.
Organization
 The following components are included and function effectively:
Title; Topic sentence; Concluding sentence
 The supporting sentences are ordered logically.
Grammar and style
 Conjunctions and transitional expressions are used correctly.
 The style of writing is appropriate for an academic paragraph.

Use the articles for Tasks 1 & 2 on the Waseda Moodle system to gather ideas for your
paragraph. You can also use ideas from other sources and from your own knowledge. You
do not have to identify the sources of information for this task, but if you use information from
outside sources, be sure to rewrite it in your own words.

The OUTLINE of Task 1 must be brought to class in Lesson 4.

The FIRST draft of Task 1 must be submitted via Waseda Moodle before Lesson 6.
The FINAL draft of Task 1 must be submitted via Waseda Moodle before Lesson 10.

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TASK 2 (Expository Essay) – GUIDELINES

Task 2 (Expository Essay) asks you to write an essay that explains a given topic to the reader.
The instructions that you will require to write this task are found in Unit 2 of Academic Writing
Skills – Student’s Book I.

Write a five-paragraph essay of 500 – 600 words about the following topic:

Explain three advantages of joining a student organization in university.

Use specific details to support your ideas.

Along with your clearly expressed ideas, the key components of this task that will be
evaluated are:
Content
 The essay is developed with appropriate amounts of information.
 The details support the main ideas effectively.
Organization
 The following components are included and are organized appropriately:
Introductory paragraph; Body paragraphs; Concluding paragraph
 The following components are included and function effectively:
Thesis statement; Topic sentences of body paragraphs
Grammar and style
 Conjunctions, transitional expressions, and pronouns are used correctly.
 The style of writing is appropriate for an academic essay.

You are expected to expand your paragraph for Task 1 into a five-paragraph essay by adding
specific details. Use the articles for Tasks 1 & 2 on the Waseda Moodle system to gather
ideas for your essay. You can also use ideas from other sources and from your own
knowledge. You do not have to identify the sources of information for this task, but if you use
information from outside sources, be sure to rewrite it in your own words.

The OUTLINE of Task 2 must be brought to class in Lesson 11.

The revised outline of Task 2 must be brought to class in Lesson 12.
The FIRST draft of Task 2 must be brought to class in Lesson 14.
The SECOND draft of Task 2 must be submitted via Waseda Moodle before Lesson 15.
The FINAL draft of Task 2 must be submitted via Waseda Moodle before Lesson 19.

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TASK 3 (Research Essay) – GUIDELINES

Task 3 (Research Essay) asks you to write a research essay about a given topic. In a research essay,
you should state your position clearly and explain why you support the position. The instructions that
you will require to write this task are found in Unit 4 of Academic Writing Skills - Student’s Book 1. Also
refer to Unit 3 of the same book for how to paraphrase, summarize, and cite the sources of information.

Write a five-paragraph research essay of 500 – 600 words about the following topic:

Some people like to keep exotic animals such as lizards and snakes as
pets while others believe that such animals should not be kept as pets. Do
you think people should be allowed to keep exotic animals as
pets? State your position and reasons for taking the position. Provide
details to support your arguments.

Along with your clearly expressed ideas, the key components of this task that will be evaluated are:
Content
 Your position is clear and consistent throughout the essay.
 Your arguments are supported by information from outside sources.
Organization
 The following components are included and are organized appropriately:
Introductory paragraph; Body paragraphs; Concluding paragraph
 The following components are included and function effectively:
Thesis statement; Topic sentences of body paragraphs
Citation
 The information from outside sources is quoted, paraphrased, or summarized appropriately.
 In-text citations and a works cited list are provided following the correct MLA format.
Grammar and style
 Conjunctions, transitional expressions, and pronouns are used correctly.
 The generalizations are accurate.
 The style of writing is appropriate for an academic essay.

Use the articles for Task 3 on the Waseda Moodle system for your essay sources as well as the
information you researched. Use at least two sources and cite at least three times in your essay.
Do not use more than one quotation.

The OUTLINE of Task 3 must be submitted via Waseda Moodle before Lesson 21.
The introductory paragraph and body paragraph 1 of Task 3 must be brought to class in Lesson
24.
The FIRST draft of Task 3 must be brought to class in Lesson 25.
The SECOND draft of Task 3 must be submitted via Waseda Moodle before Lesson 26.
The FINAL draft of Task 3 must be submitted via Waseda Moodle before Lesson 30.

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English Academic Writing - Weekly Schedule

(Level 1)

LESSON LESSON
DATE #
LESSON FOCUS LESSON PREPARATION

After Lesson 1, do the following:

Sep
 Read Unit 1, Part 1, Sections 1-3 (pp. 1-7).
30 1 Course Introduction
 Read Tasks 1 & 2 Article 1 and answer the questions on the worksheet (the article and the
(Fri)
worksheet are available on Waseda Moodle).
After Lesson 2, do the following:
Oct 4
Unit 1, Part 1, Sections 1-3  Read Tasks 1 & 2 Article 2. Gather ideas for your paragraph.
28 2
Getting ready to write  Brainstorm ideas for Task 1. Bring the result to the next class.
(Tue)
 Read Unit 1, Part 1, Sections 4-6 (pp. 7-12).
After Lesson 3, do the following:
Oct
Unit 1, Part 1, Sections 4-6  Read Tasks 1 & 2 Article 3. Gather ideas for your paragraph.
7 3
Getting ready to write  Complete Task 1 Outline and bring it to the next class.
(Fri)
 Read Unit 1, Part 2 (pp. 13-20). Do Exercise 1.
After Lesson 4, do the following:
Oct
Unit 1, Part 2  Read Tasks 1 & 2 Article 4.Gather ideas for your paragraph.
11 4
Writing a paragraph  Start writing the first draft of Task 1 First Draft
(Tue)
 Read Unit 1, Part 3 (pp. 21-31).

Oct Unit 1, Part 3 After Lesson 5, do the following:

14 5 Writing a coherent
 Complete Task 1 first draft and submit it via Waseda Moodle before the next class.
(Fri) paragraph

Oct
After Lesson 6, do the following:
18 6 TOEFL Essay Practice 1
 Read Unit 3, Part 1, Sections 1-2 (pp. 72-76).
(Tue)

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Oct
Unit 3, Part 1, Sections 1-2 After Lesson 7, do the following:
21 7
Paraphrasing  Read Unit 1, Part 4 (pp. 32-36). Do Exercise 1.
(Fri)

Oct After Lesson 8, do the following:

Unit 1, Part 4
25 8  Edit Task 1 first draft.
Editing a paragraph
(Tue)  Read Unit 3, Part 1, Section 3 (pp. 76-80).

Oct After Lesson 9, do the following:

Unit 3, Part 1, Section 3
28 9  Read Unit 2, Part 1 (pp. 38-51). Do Exercises 1 and 6.
Summarizing
(Fri)  Complete Task 1 final draft and submit it via Waseda Moodle before the next class.
After Lesson 10, do the following:
Nov Unit 2, Part 1  Read Tasks 1 & 2 Articles 5-6.
1 10 From a paragraph to an  Review Tasks 1 & 2 Articles 1-4.
(Tue) essay  Make Task 2 outline and bring it to the next class.
 Read Unit 2, Part 2, Sections 1-2 (pp. 52-59) Do Exercise 1.

Nov After Lesson 11, do the following:

Unit 2, Part 2, Sections 1-2
8 11  Revise Task 2 outline (add details) and bring it to the next class.
Writing an essay
(Tue)  Read Unit 2, Part 2, Section 3 (pp. 60-65).

Nov After Lesson 12, do the following:

Unit 2, Part 2, Section 3
11 12  Start writing the first draft of Task 2.
Writing an essay
(Fri)  Review Unit 1, Part 3 (pp. 21-31).

Nov After Lesson 12, do the following:

15 13 Writing skills practice 1  Complete Task 2 first draft and bring it to the next class.
(Tue)  Read Unit 2, Part 3 (pp. 66-70).

Nov After Lesson 14, do the following:

Unit 2, Part 3
18 14  Complete Task 2 second draft and submit it via Waseda Moodle before the next class.
Editing an essay
(Fri)  Review paraphrasing and summarizing (Unit 3, Part 1, Sections 2-3 (pp. 72-80).

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Nov
In-class Paraphrasing and After Lesson 15, do the following:
22 15
Summarizing Task  Read Task 3 Article 1 and answer the questions on the worksheet.
(Tue)

Nov
After Lesson 16, do the following:
25 16 Task 3 discussion 1
 Read Task 3 Article 2.
(Fri)

Nov After Lesson 17, do the following:

Writing skills practice 2
29 17  Revise Task 2 second draft.
Task 2 editing
(Tue)  Read Task 3 Article 3.

Dec After Lesson 18, do the following:

2 18 Task 3 discussion 2  Complete Task 2 final draft and submit it via Waseda Moodle before the next class.
(Fri)  Read Unit 4, Part 1, Sections 1-3 (pp. 92-98). Do Exercise 1.

Unit 4, Part 1, Sections 1-3

Dec After Lesson 19, do the following:
Developing and organizing
6 19  Find information for Task 3 and bring it to the next class.
a research essay
(Tue)  Read Unit 4, Part 1, Sections 4-6 (pp. 98-105). Do Exercise 5.
Research skills practice

Dec Unit 4, Part 1, Sections 4-6 After Lesson 20, do the following:
9 20 Developing and organizing  Complete Task 3 outline and submit it via Waseda Moodle before the next class.
(Fri) a research essay  Read Unit 3, Part 2 (pp. 81-90).

Dec Unit 3, Part 2 After Lesson 21, do the following:

13 21 Citing the sources of
 Read Unit 4, Part 2 (pp. 106-111).
(Tue) information

Dec
Unit 4, Part 2 After Lesson 22, do the following:
16 22
Supporting arguments  Review the articles for Task 3 and choose information to use in your essay.
(Fri)

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Dec After Lesson 23, do the following:

20 23 Writing skills practice 3  Complete the introductory paragraph and body paragraph 1 of Task 3, and bring them to the
(Tue) next class.

Dec After Lesson 24, do the following:

23 24 Writing skills review  Complete Task 3 first draft and bring it to the next class.
(Fri)  Read Unit 4, Part 3 (pp. 112-118).

Jan
Unit 4, Part 3 After Lesson 25, do the following:
10 25
Editing a research essay  Complete Task 3 second draft and submit it via Waseda Moodle before the next class.
(Tue)

Jan
After Lesson 26, do the following:
13 26 TOEFL Essay Practice 2
 Review the skills learned in lesson 26.
(Fri)

Jan After Lesson 27, do the following:

17 27 Writing skills practice 4  Review the skills learned in lesson 27.
(Tue)  Review Unit 2, Part 2, Section 3 (pp. 60-65).

Jan
After Lesson 28, do the following:
20 28 Task 3 editing
 Revise Task 3 second draft.
(Fri)

Jan
Different types of academic After Lesson 29, do the following:
24 29
essays  Complete Task 3 final draft and submit it via Waseda Moodle before the next class.
(Tue)

Jan
27 30 Course review
(Fri)

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COURSE REQUIREMENTS & REGULATIONS

ATTENDANCE
STUDENT
 Students must attend a minimum of 20 lessons in order to pass the course.
 If a student is not present in class for more than 30 minutes of a lesson, that student can be
recorded as absent.
 If a student is late to a face-to face lesson due to a train delay, a chien shomeisho (遅延証明書,
train delay certificate) must be submitted to the instructor upon arrival to class.
 If a student is unable to attend any part of an online lesson due to an Internet connection
problem, they must contact the instructor immediately via email.
 Even if less than 30 minutes, if a student is repeatedly late for class or leaves class early, the
instructor can record the student as absent.
 Students may have absences excused in the following circumstances:
 If a student is absent on compassionate grounds (忌引き) or infectious diseases (such as
influenza), contact the SILS office (Building 11, 4th floor) to get an official document*, and
submit it to Waseda University Academic Solutions via email or in person.
 For long-term sickness or hospitalization, students need to get an official doctor’s certificate*
and submit it to Waseda University Academic Solutions.
 Excused absences in the following situations are not automatically granted, but they will be
considered case by case:
 For routine illness (such as common cold, fever, nausea, etc), students need to get an official
doctor’s certificate* and submit it to Waseda University Academic Solutions.
 For students absent due to playing in a tournament, go to the Athletic Center (Toyama
Campus “競技スポーツセンター”) to get an official document and take the original copy*
to the SILS office (Building 11, 4th floor).
 Do not ask your instructor for an excused absence for any of the above conditions – follow the
above procedures.
*The last day to submit documents for excused absences is seven days from the final day of this course.

Waseda University Academic Solutions

email: eap@w-as.jp
INSTRUCTOR Office: Building 29-2
Office hours: Monday-Friday (9:00-17:30)
 If an instructor is more than 20 minutes late to class it is considered cancelled. Students must wait
in the classroom for 20 minutes after the official class start time. If the instructor has not arrived
after 20 minutes, the class is considered cancelled and students are permitted to leave. Should a
student leave before 20 minutes have passed, they will be considered absent.
 If an instructor is absent, a make-up class will be held the following week (or at the earliest
possible time) on the same day that the class is usually taught (when possible). Make-up classes

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are scheduled for either period 6 or 7 of this day. This means there may be two lessons on the
same day.
 Students will be informed of the date, time and location of the make-up class by email, a Waseda
Moodle announcement, and a posting on the bulletin board. Please pay attention to this
information as students who do not attend the make-up class will be marked as absent.

SUBMISSIONS
 Students must submit a minimum of 4 of the 5 assessed tasks in order to pass the course.
 All tasks in this course must be submitted on Waseda Moodle. The deadline for every task is
before the start of class time on the day stated in this Student’s Guide.
 If a task cannot be submitted on Waseda Moodle because Waseda Moodle is not operating
properly, check Waseda Moodle periodically until it is operating properly to submit the task.
 Tasks submitted on time on Waseda Moodle will be returned with feedback and a grade via
Waseda Moodle or in class (if applicable) on scheduled dates.
 Late work will lose 2 marks per day to a maximum of 30 marks on that task.
 If any task is not submitted on time, in addition to a grade penalty, instructors do not have to
provide feedback on it. The student’s preparation grade may also be affected.
 Students can request an extension on any Task. They must notify their instructor in person or via
e-mail at least 24 hours before the Task deadline. For an extension to be official, the instructor
must reply granting permission. Without such a reply, a student must assume that an extension
has not been granted.
 The last possible day to submit a Task is the last day of this course (Lesson 30). ANY work
submitted after this deadline will not be graded.

EXPECTATIONS
 Students are expected to come to class with their textbooks, completed lesson preparation, and
any materials necessary for study.
 Telephones must be turned off during the lessons unless permitted by the instructor.

PLAGIARISM
 Submitting a Task that has been written in whole or in part by somebody else will be severely dealt
with. Discipline may include: receiving a zero grade on the Task; meeting your Academic Advisor
and / or your College staff for further disciplinary action.
 Any Waseda student who loans or gives a Task to another student may also face similar disciplinary
actions.
English Academic Writing
Presentation of Work (MS Word 2010)
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Follow these format rules when completing tasks involving writing:

1. Use MS Word. 5. Include a title – centered. Skip a line
2. Use A4 paper size (usually the default between your title and text.
paper size). 6. Double-space your writing.
3. Use Times New Roman, 12 pt font. 7. Indent the first line of each paragraph.
4. In a header, indicate the following 8. Put only one space after all
information: punctuation. Do NOT put two spaces
 your code number (your teacher between sentences.
will give it to you) 9. Include the word count at the end of
 class information and task name the writing.
 page number

Step 1: Put Necessary Information in the Header

① Click on the “Insert (挿入)” tab. Click on “Header (ヘッダー)” and select the first option
“Blank (空白)” (①-1).

①-1

② In the header area, click on the “Home (ホーム)” tab and “Align Text Right (文字列を右
に揃える)” (②-1).
③ Select the font (Times New Roman) and size (12 pt).
④ Write the following information:
 Your code number (e.g. 05) *Ask your teacher for your code number.
 Class information and task name (e.g. W-01 Task 1 first draft)
 Type “Page” and hit a space key (e.g. Page_)

②-1
③
④

⑤ Click on the “Insert (挿入)” tab. Click on “Page Number (ページ番号)” (⑤-1), select
“Current Position (現在の位置)” (⑤-2) and “Plain Number (番号のみ)” (⑤-3). The page
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number will be automatically inserted (⑤-4).

⑤-2
⑤-1

⑤
⑤-3

⑤-4

Step 2: Write the Task Title

① In the main text area (get out of the header area by clicking the main text area), click
on the “Home (ホーム)” tab and “Center (中央揃え)” to place the cursor in the center
(①-1).
② Make sure that the font and size stay the same as Step 1 and write the task title (②-1).

①-1

①
②

②-1

Step 3: Write the Text

① Press the Enter key on the keyboard a few times to make a space between the title and
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the text.
② Click on “Align Text left (文字列を左に揃える)”to move the cursor to the left hand side
(②-1).

②-1
①

③ Click on “Line and Paragraph Spacing (行間)” and select double space (2.0).

④ Press Tab key once on the keyboard to indent the paragraph, and start writing the text.
⑤ Repeat at the beginning of a new paragraph.

Step 4: Indicate the Word Count at the End of the Text

① Click on the “Review (校閲)” tab and “Word Count (文字カウント)” (①-1). Check the word
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count (単語数) on the window which appears (①-2).

①-1

①-2

② Write the word count at the end of the text in the parenthesis.

③ ②

*You can also use the spell check function to check the spelling of your work (③).

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Worksheet 1: TOEFL Essay Practice 1

Section 1: Integrated Writing Task on the TOEFL test

One of the writing tasks for the TOEFL test is an integrated writing task, which asks the
test taker to do the following:

1. Read a passage (230-300 words long) about an academic topic (3 minutes)

2. Listen to a lecture on the same topic (about 2 minutes)
3. Write the answer by summarizing the points made in the lecture and how these
points support or cast doubt on the points made in the reading (20 minutes)

Section 2: Organization of the answer

Your answer should be organized as follows:
Part 1: Overall summary of the lecture and the statement of whether the lecture
supports or opposes the reading
Part 2: Summary of the first point made in the lecture and how it supports or opposes
the reading
Part 3: Summary of the second point made in the lecture and how it supports or
opposes the reading
Part 4: Summary of the third point made in the lecture and how it supports or
opposes the reading
Part 5: Final sentence to conclude the answer

Practice 1
Read the sample answers below and answer the questions which follow them.
Sample 1
The lecture discussed the Mozart Effect, in which listening to classical music is
supposed to increase intelligence. The professor said that classical music does
not increase intelligence. The lecture supports the reading, which also explains
limitations to the effect of classical music on intelligence.

The professor claimed that people could perform slightly better on intelligence
tests after listening to their favourite music, but this trend applies to any kind
of music. This point backs up the reading which further explains that the brain
works faster after any kind of pleasurable stimulation.

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According to the lecture, there is no evidence to confirm the original

experiment which found that listening to Mozart increases intelligence. The
professor stated that recent experiments have not had the same results as the
first experiment. The reading passage similarly describes how a 2002 study did
not produce the same outcome, so again the lecture supports the information
in the reading.

The final point the professor talked about was that classical music helps reduce
the symptoms of patients with Alzheimer’s disease. She argued that this
relates to disease control, which is not a factor in intelligence. Likewise, the
reading described reports from doctors that patients with depression
sometimes made progress if they listened to classical music often.

In conclusion, the lecture and the reading support each other because they
both argue that the Mozart Effect is untrue and that listening to classical music
does not increase intelligence.

Questions:
1. In this sample answer, does the lecture support or oppose the reading?
2. Underline the phrases which helped you decide the answer for the above question.
3. Underline the additional phrases which will be useful when you write your answer
on the actual TOEFL test.

Sample 2
The lecture was about the Mozart Effect, in which listening to classical music is
supposed to increase intelligence. The professor believed that classical music
does not increase intelligence. This position opposes the reading, which claims
that intelligence can be improved by exposure to classical music.

In the lecture, the professor said that people could perform slightly better on
intelligence tests after listening to their favourite music, but this trend applies
to any kind of music. This casts doubt on the point made in the reading which
said that studies have found only the classical music genre produced better
scores on tests.

According to the listening, there is no evidence to confirm the original

experiment which found that listening to Mozart increases intelligence. The

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professor insisted that recent experiments have not had the same results as
the first experiment. This contradicts the reading which claims that the results
of two subsequent tests were similar to the results of the original test.

The lecturer finished by talking about how classical music helps reduce the
symptoms of patients with Alzheimer’s disease. She states that this relates to
disease control, which is not a factor in intelligence. However, this point is
different from the reading which argues that the efficiency and speed of brain
functions, which Alzheimer’s affects, are considered important factors in
intelligence.

To summarize, the lecture casts doubt on the reading because it holds

different beliefs from the reading as to the relationship between classical
music and intelligence.

Questions:
4. In this sample answer, does the lecture support or oppose the reading?
5. Underline the phrases which helped you decide the answer for the above question.
6. Underline the additional phrases which will be useful when you write your answer
on the actual TOEFL test.

Practice 2
1. Read the following passage and write its main ideas in point form. To write your
answer, use the “Reading” column of the T-table after the reading passage.

Reading passage:
As the author of classics such as Othello, Romeo and Juliet, King Lear, and
Hamlet, William Shakespeare is widely considered to be the greatest writer in
history. In the 20th century, a theory arose that Shakespeare was not the real
author of the plays which are attributed to him. Although this idea may seem
interesting, it does not seem realistic.

It is known that Shakespeare was poor. Some people argue that a common
person from Shakespeare’s small hometown, Stratford upon Avon, would not
have had enough education about classical storytelling to be able to write such
wonderful plays. However, he attended a grammar school, a kind of school that
was open to common people who had good academic ability. Grammar schools

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had a standard curriculum teaching Latin and classics, which explains how
Shakespeare learned about the art of writing.

Another issue which causes critics to doubt his authorship is a lack of historical
records. Shakespeare lived from 1582 to 1616, an age in which it is hard to be
completely sure of facts because records and evidence are scarce. Therefore, it
is not unusual that there are no surviving records of him attending school.

A few scholars have suggested that another prominent writer at the time, Francis
Bacon, was the real author. Close inspection of the writings styles of both men
does not show enough similarity in their works to support this conclusion,
however.

Reading Listening
 

 

 

2. Listen to part of a lecture on the same topic and write its main ideas in point form.
To write your answer, use the “Listening” column of the above T-table.

3. Using the notes you took in the above T-table and the phrases you underlined in
Practice 1, write your answer to the following question:

Summarize the points made in the lecture, being sure to specifically explain how
they support explanations in the reading passage.

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Practice 3
1. Read the following passage. You have 3 minutes.
The world is currently facing an energy crisis, as our methods of producing
energy will soon run out. The energy needed for transportation cannot be
sustained into the future using fossil fuels, so the world needs to develop
alternative sources of energy. One way of solving this problem is by using
biofuels which are energy sources which come from living organisms such as
wood, crops, alcohol, or plants. In 2008, biofuels accounted for only 1.8% of all
transport fuel used around the world, so there is clearly room for an increase in
this area.

The major advantage of biofuels is that they are a practical substitute for oil.
Because they come from natural matter, biofuels are easy to produce and are
renewable. There are already many farms and forests which can produce the
material needed to create this source of energy. Switching from using gasoline
to using biofuels would reduce our reliance on oil, with all the political and social
problems this causes.

Biofuels are a suitable alternative because it would be easy to switch to this

source of energy. Biofuels are produced in liquid form just the same as gasoline,
so they can be easily poured into cars in the same way as regular gasoline.

Another advantage of biofuels is that their impact on the environment is limited.

They do not contribute to global warming because they do not have the same
polluting effect as gasoline. These fuels release carbon dioxide into the air, but
this is the same carbon dioxide that the plants which make biofuels absorbed
out of the atmosphere to begin with. This means that there is no environmental
imbalance.

2. Listen to part of a lecture on the topic you just read about.

3. Write your answer to the following question. You have 20 minutes.

Summarize the points made in the lecture, being sure to explain how they cast
doubt on specific points made in the reading passage.

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Worksheet 2: Writing Skills Practice 1

The following expressions are useful for showing the relationship between two ideas.

Focus

Effect Cause/Reason
Many students choose to live with their families because they can depend on their families for
different kinds of housework.

Effect Cause/Reason
Some students find it uncomfortable to live with their families because of the watchful eyes of their
parents all the time.

Action Purpose
Students move into a dormitory so that they can save time on commuting from far away.

Effect Cause/Reason
Students can be free from the rules and stress of dormitory life as a result of living alone in an
apartment.

Effect Cause/Reason
Some students move out from their dormitory due to its inconveniences.

Condition Expected result

If students live in a dormitory, they can learn important social skills that might help them in the
future.

Negative condition Undesirable result

Unless students follow the dormitory rules, the dormitory will not allow students to stay.

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Practice 1
Complete the sentences below. Use your own ideas or ideas from page 15 of your
textbook.

(1) Because high schools require students to take a wide range of classes, __________

___________________________________________________________________.

(2) In each major in university, a number of specialized courses are offered so that __

___________________________________________________________________.

(3) Unless people have a university degree, __________________________________

___________________________________________________________________.

(4) If students join a student organization, they _______________________________

___________________________________________________________________.

(5) As a result of attending university, _______________________________________

___________________________________________________________________.

Practice 2
Write sentences using the two pieces of information below. Change the wording of the
information if necessary.

Example:
Cause/Reason Effect
Doing a part-time job Extra money

Students can make extra money as a result of doing a part-time job.________________

_______________________________________________________________________

(1) Action Purpose

University internship programs Valuable work experience

_______________________________________________________________________

_______________________________________________________________________

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(2) Cause/Reason Effect

Use of emails Faster and cheaper communication

_______________________________________________________________________

_______________________________________________________________________

Condition Expected results

(3)
Excellent time-management skills Achieve good grades and enjoy university life

_______________________________________________________________________

_______________________________________________________________________

Negative condition Undesirable result

(4)
Do not submit assignments in time Fail the course

_______________________________________________________________________

_______________________________________________________________________

Practice 3
Find sets of two pieces of information that are related from Tasks 1 and 2 Articles on
Waseda Moodle.

Cause/Reason Effect
(1)

Cause/Reason Effect
(2)

Action Purpose
(3)

Condition Expected result

(4)

Negative condition Undesirable result

(5)

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Practice 4
Write sentences using the information from Practice 3.

(1) ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

(2) ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

(3) ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

(4) ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

(5) ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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Worksheet 3: Writing Skills Practice 2

Step 1
Imagine you are writing a paragraph on the topic “living in the city.” Brainstorm ideas in
the space below.
Topic: Living in the city
 

 

 

 

 

Step 2
Write a short paragraph using the ideas from Step 1. (Note: You do not have to use all
the ideas.)
1. Write a topic sentence.
2. Write supporting sentences. Use:
 conjunctions to connect two sentences (p. 120).
 transitional expressions to the relationship between two sentences (p. 121).
3. Write a concluding sentence.
Living in the City
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Continue to Step 3.

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Step 3
Exchange the paragraph you wrote in Step 2 with a partner and read each other’s work.
1. Circle the conjunctions and transitional expressions used in the paragraph.
2. Are the conjunctions and transitional expressions used correctly? If not, suggest
changes.
3. What other advice can you give to your partner to improve his/her paragraph?

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Worksheet 4: Research Skills Practice

Section 1: Finding information

For Task 3, you have read three articles on Waseda Moodle to get some ideas about the
essay topic. To find information which supports your opinion more specifically and
effectively, you will need to find one more source by yourself by conducting research on
the Internet.

Practice 1
Discuss the following questions in a small group.

A) Talk about your experience of searching for information on the Internet for your
classes. Consider the following questions.
 What kind of information did you look for?

 Which websites or search engines did you use?

 Was it easy to find the information you were looking for?

B) It is said that information found on the Internet is not always reliable. From your
experience, how have you decided the reliability of information on the Internet?

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Section 2: Researching on the Internet

There are three steps you should follow when you research on the Internet.
1. Prepare research questions
2. Search for the answers on the Internet
3. Examine the search results and decide which information to use

Step 1: Prepare research questions

Before you actually conduct research on the Internet, you need to ask yourself, “What
kind of information do I need to look for?” If you were writing an essay about the
influence of TV on children and would like to argue that watching TV is actually beneficial
for children, you could prepare such questions as “What are examples of specific TV
programs which have good influences on children?” and “Is there evidence which really
shows the negative relationship between TV and children?”

Practice 2
Review the topic for Task 3. Decide your position on the topic, and think of questions
which you would like to ask so that you can look for information which supports your
position.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Step 2: Search for the answers on the Internet

Based on the questions you made in Step 1, choose key words and type them in the
search engines. The following search engines may be useful:
 General search engines (yahoo, google, ask.com, etc.)
They may be good for internet beginners.
 University library website
You can search for books in the library. It also lets you connect to the databases
(newspapers, journals, etc.) which the university subscribes to.
 Google scholar
You can search for academic books and articles through this search engine.

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Practice 3
Using the example essay topic in Step 1 (“the influence of TV on children”), choose key
words for the following questions and type them in the search engines. Does the result
seem useful? If not, choose different key words and try again.

1. What are examples of specific TV programs which have a good influence on

children?

2. Is there evidence which really shows the negative relationship between TV and
children?

Practice 4
Choose key words for the questions you generated in Practice 2 and type them in the
search engines. Does the result seem useful? If not, choose different key words and try
again.

Step 3: Examine the search results and decide which information to use
When you find seemingly useful information, the next step is to check if it is reliable and
thus appropriate to use in your writing. Ask the following questions to check the
information’s reliability.

Question Why do we need to ask this question?

1 What is the source of Sources of information on the Internet can range from
the information? personal blogs to websites of public or private organizations
such as companies, schools, NPOs/NGOs, and governments.
Generally, information from respected organizations (.org),
governments (.gov), or universities (.edu or .ac) can be
considered credible. Certain publications are also respected
for their credibility (The Economist, The New York Times, etc.).
You need to be careful about the information on personal or
company websites as it may lack credibility.

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2 What is the purpose Information on the Internet is written for many purposes. For
of this information? example, information on a company’s website may be written
so that people want to buy their product. In other words, it
can purposefully exclude unfavorable details about the
product. You need to be careful and choose information which
is free from such biases as much as possible.
3 Who is this Information on the Internet is often written for different
information written audiences. Some websites provide information for general
for? people while others are aimed at very specific groups of
people such as nuclear scientists. When you find information,
you need to consider its audience. Information written for
young children is usually not appropriate for university essays.
4 When was this When you find information, check when it was written. As the
information written? information on the Internet is updated often, you should
always look for the most recent information available.

Practice 5
From the search results in Practice 4, find information which seems useful for your
writing. Confirm the reliability of this information by answering the questions in Step 3.

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Worksheet 5: Writing Skills Practice 3

The following phrases are useful for expressing contrasting ideas.

ADVERB CLAUSES
 To contrast two things or ideas → while, whereas

People who are against whaling argue that it is unethical to kill intelligent animals for food
while others claim that it is natural for humans to kill animals for food.

 To show that the idea in the main clause is surprising or unexpected

→ although, even though, while
Although the method of catching and killing whales has changed greatly over the years, it
still remains cruel and ineffective.

TRANSITIONAL EXPRESSIONS
(However is the most common transitional expression that shows direct contrast.)

 To present two differing aspects of one issue → on the other hand

An increasing number of people oppose commercial whaling globally. On the other hand,
whalers would lose their jobs if whaling is banned.

 To show that one statement on a topic is incorrect and to propose that another statement
on the same topic is true → on the contrary

The danger to whale populations is not due to the persistence of commercial whaling by some
countries. On the contrary, whales are at a greater threat from loss of habitat, pollution and
man-made marine hazards like fishing nets.

 To present two contrasting ideas of the same topic → in contrast

Commercial whaling is no longer economically sustainable, so many traditional whaling

communities are becoming impoverished. In contrast, commercial whale watching is a
booming industry which is greatly benefitting other communities.

 To show unexpected facts or ideas → nevertheless, nonetheless

Whale meat has been an important part of diet in the regions that practice whaling.
Nevertheless, the consumer demand for whale meat has been decreasing for decades.

PREPOSITIONS
 To express an unexpected fact or idea → despite, in spite of

Only 40% of the whales die immediately by explosive harpoons in spite of their cruelness.
Despite the international criticism, some countries are still hunting whales.

 To replace one idea or thing with another → instead of

Many whaling countries such as Brazil, Argentina, and South Africa are now promoting
whale watching instead of hunting whales.

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Practice
Look through the articles you have read for Task 3, and:
1. find information which expresses contrasting ideas (this information is preferably
what you are planning to use in your essay), and

2. paraphrase or summarize the information, using the phrases introduced in this

worksheet. To paraphrase and summarize, follow the steps on pp. 75-79 of the
textbook.

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Worksheet 6: Writing Skills Practice 4

Practice
Read the following essay and answer the questions which follow it.
Essay topic:
Do you think that child actors should be banned from the entertainment industry?
State your position and reasons for taking that position. Provide details to support
your arguments.

No More Child Actors

It is said in the Japanese television industry that a program can earn a high viewing rate

if it shows children and cute animals. Not only on television but also in other forms of

entertainment such as movies and theater arts, child actors seem to play important roles.

Wanting to see them shine under the spotlight, many parents send their children to acting

schools. However, child actors should be banned in the entertainment world because they tend

to be under tremendous amount of pressure when they perform, are deprived of chances to

have a “normal” childhood, and can suffer unfavorable consequences later in life.

First, the amount of pressure child actors feel when they perform is enormous.

According to “The Pressures of a Child Star,” Judy Garland, who played the role of Dorothy

in the movie The Wizard Of Oz in 1939 when she was 17, became heavily dependent on

sleeping pills and other addictive drugs to make herself look thin and full of energy, and

eventually died of drug overdose at the age of 47. In addition, when children start working in

the show business, it is not usually the children’s decision but their parents’. For example,

Kirsten Dunst started appearing on television as a child fashion model when she was only

three years old, and has become a very famous actor through such movies as Interview with

the Vampire and the Spider-Man series (“Kirsten Dunst”).

The entertainment business should not use child actor so that children can enjoy

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“normal” childhood. Many child actor experience entirely different life from ordinary child.

They have to miss school when program or movie which they appear is shot on the same day.

And they cannot catch up with the class when they come back to school. Their friends at

school may treat them different. Because they appear on television or movie. Sometimes they

suffer from bullying. Also, the types of people child actor meet and spend time with is

different. Ordinary children play with their friends every day after school and only adults are

their teachers and parents. Child actor, they don’t have many chances to play with same age

friends. They have to work after school and work with many other adults like costars and

producers and have to behave good to work smoothly. In conclusion, child actors shouldn’t

appear on television in order to enjoy ordinary life, not treated like special.

Finally, life as a child actor seems to have a negative influence on a person’s adult life.

Questions:
1. In the thesis statement in the introductory paragraph, identify 1) the topic of the
essay, 2) the writer’s opinion about the essay topic, and 3) the main ideas supporting
the writer’s opinion.

2. The first body paragraph has errors in organization. Find them and suggest ways to
improve them.

3. The second body paragraph has errors in grammar. Find them and correct them.

4. In the third body paragraph, suggest ways to improve the topic sentence.

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Worksheet 7: Different Types of Academic Essays

Practice 1
If you are writing an essay about the Olympics, what would you write about? Write down
some possible essay topics regarding the Olympics.

Practice 2
Below are descriptions of different types of academic essays (A, B, C) and example essay
questions (1, 2, 3). Match the essay types on the left with the essay questions on the
right.
Essay types Essay questions

A. Argumentative essay
1. Explain how hosting the
(Essays that convince the reader
  2012 Olympics affected
that the writer’s position is
London.
acceptable)

B. Compare and contrast essay 2. Did hosting the 2012

(Essays that explain the similarities   Olympics benefit
and differences of two or more London?
subjects)
3. Compare the 1948
C. Expository essay   London Olympics and the
(Essays that explain, inform, or 2012 London Olympics.
describe a topic with facts)

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Practice 3
It is often the case that you can understand which type of essay you need to write by
reading the question. Read the following essay questions and label them according to
essay type (expository, argumentative, or compare and contrast).

1. Why did the number of doping scandals decrease in the 2012 London
Olympics?
2. Have recent doping scandals destroyed the credibility of the modern Olympics?
3. Examine Australian and Japanese Olympic Organization policies regarding
testing for doping.
4. Oliver Perot argues that “holding the Olympics in exclusively developed
countries raises questions over inclusivity, power politics, and global
inequality.” Should the Olympics be awarded to a developing nation?
5. The Olympic Committee has never awarded the Olympics to a country in the
lower half of world GDP rankings, such as India. Why has no developing country
ever hosted the Olympics?
6. Considering infrastructure, accommodations, and sporting facilities, examine
the ability of Sao Paulo and Los Angeles to host the Olympics.
7. Although both India and Brazil are emerging economies with large populations
they claim differing shares of gold medals. Account for the relatively low medal
count of India and the relatively higher medal count of Brazil.
8. As a well-populated nation with a rapidly growing economy, which strategy is
more effective for India to increase its Olympic success – investment in school
athletics sports facilities or investment in coaching development programs?
9. Historically, there is very little connection between population size and Olympic
success. Account for the lack of connection.

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Practice 4
Below is an introductory paragraph for the expository essay question:
 Explain how hosting the 2012 Olympics affected London.
Read the paragraph and identify the elements of an introductory paragraph that you
have studied in this course.
The Olympics Games are the most widely-viewed sporting event in the world. It is a
huge event lasting two weeks, involving more than 10,000 athletes and requiring
tremendous preparation. As a result, hosting the games has a significant impact on a
city. In 2012 the Olympics was held in London for the second time. Hosting the
2012 Olympics increased the pressure on London’s public transportation, increased
revenue for local businesses, and encouraged participation in sporting activities
among locals.

Practice 5
Below is an introductory paragraph for the argumentative essay question:
 Did hosting the 2012 Olympics benefit London?
Read the paragraph and identify differences from the introductory paragraph of an
expository essay.
The Olympic Games are the most widely-viewed sporting event in the world. It is a
huge event lasting two weeks, involving more than 10,000 athletes and requiring
tremendous preparation. As a result, hosting the games has a significant impact on a
city. It has been argued that hosting the Games was a mistake because of the cost of
construction. However, the Olympics were advantageous to London because it
gained status as a holiday destination, local residents became proud of the city, and
the tourist economy gained significant profits.

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Practice 6
Below is an introductory paragraph for the compare and contrast essay question:
 Compare the 1948 and 2012 London Olympics.
Read the paragraph and identify differences from the introductory paragraph of an
expository essay.
The Olympics Games are the most widely-viewed sporting event in the world. It is a
huge event lasting two weeks, involving more than 10,000 athletes and requiring
tremendous preparation. How a host city prepares for the Olympics is influenced by
many significant factors. In the case of London, despite being held in the same city,
the 1948 London Olympics were quite different than the 2012 London Games due to
financial investment, the amount of international participation, and the message of
the Games.

Practice 7
Read the following body paragraphs. To which essay type (expository, argumentative,
or compare and contrast) does each paragraph belong?

Body paragraph A
Some analysts have claimed that the impact of the Games was not a significant boost
to the tourism sector because London is already well-visited in the summer. As a city
destination, London is ranked second only to Paris in overall visitor numbers.
According to the U.K. government, around 15 million international tourists visit each
year (“Tourism in London”). The Olympics are held during the most popular tourist
season, summer, leading some people to argue that the Games were an insignificant
temporary boost. However, this underestimates the sheer number of people who came,
and the extra financial impact of extended stays. Tourists were likely to stay longer
than average because the Olympics are a two week event. Longer stays equate to more
spending, and the International Olympic Committee estimates that “During July and
August, visitors spent about GBP 760 million in the UK, averaging GBP 1,290 per
person – almost double the normal amount” (“Factsheet” 2). People are more willing
to spend money on a once-in-a-lifetime unique event, for example by buying
souvenirs and by celebrating their country’s sporting success. To sum up, the kind of
tourism associated with the Olympics was more beneficial than the average tourism
visit.

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Body paragraph B
Whereas the 1948 Olympics were organized as cheaply as possible, in 2012 a great
deal of money was available for investment. In 1948 Britain was economically
exhausted from World War 2, as were many other nations that were involved in the
conflict. All available capital was needed to rebuild cities, infrastructure and
manufacturing; sport was not a priority. For instance, the British government could
not afford to build an Olympic Village, and instead the athletes and officials were
accommodated in military facilities, schools, and nursing homes (“Olympics - 50
Things”). In contrast, the economic climate in 2012 was much different from the
shoestring budget of 1948. Government funding for preparation came to a total of 8.5
billion pounds (AccountingWeb). While much of this was spent on infrastructure,
money was also available for extravagances that would have been unthinkable in
1948. The opening and closing ceremonies alone were 81 million pounds, and the 533
million security budget included missiles stationed on the roofs of nearby apartment
buildings (Guardian). This reflects not only improved economic conditions but also
the increasing significance attributed to the games themselves. In short, Britain’s
financial circumstances in 2012 were much more favorable than in 1948.

Body paragraph C
Another effect of hosting the Games was increased profits for local businesses.
Tourists spend money on food, accommodations, and shopping. The estimated
revenue generated from tourists was 2.1 billion pounds (“Olympic Facts and
Figures”). In addition to tourists, a total of 10,568 athletes, 2,961 technical officials
and 5,770 team officials participated in the Games, along with 21,000 media
representatives (Olympic.org). All of these people contributed to the London
economy. In addition to revenue from the time of the Games period itself, an
enormous amount of construction work was undertaken beforehand. This work
included such things as rail links, stadiums, and land redevelopment in the East
London area. An Oxford Economics report states that “72% of these contracts were
awarded to small or medium sized companies” (“Economic Impact” 4). In other
words, it was local businesses rather than multinational companies that benefitted
most from government investment. In short, the generation of new business
opportunities prior to the Games taking place is likely to have been an even more
significant economic boost than tourism.

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Practice 8
From the body paragraphs in Practice 7, identify the following elements.
Expository essay
1. Topic sentence
2. First argument
3. Second argument
4. Concluding sentence

Argumentative essay
1. Counter-argument (opposite opinion to the position stated in the thesis)
2. Rebuttal (rejection or refutation of the counter-argument)
3. Concluding sentence

Compare and contrast essay

1. Topic sentence
2. Argument about first item
3. Argument about second item
4. Concluding sentence

Practice 9
Brainstorm ideas for the following essay questions.

Essay topic: cell phones

Expository: Explain the benefits of having a cell phone.

Argumentative: Smoking is punished by fine in public areas and on the street in many
places. Should the use of cell phones in some prohibited areas (trains,
hospitals, etc.) be fined as well?

Compare and contrast: Compare and contrast the recent advertising campaigns of
AU and Softbank.

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