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  1. E100 教養教育院
  2. E100b 紀要
  3. NU ideas
  4. 2(2)

Academic Writing in a Liberal Arts Curriculum in Asia: Culture and Criteria

https://doi.org/10.18999/nuid.2.2.19
https://doi.org/10.18999/nuid.2.2.19
0bb64084-7a50-438a-a74a-4ba0fb2a1608
名前 / ファイル ライセンス アクション
HALE-WADDEN_NUIdeas_2-2.pdf HALE-WADDEN_NUIdeas_2-2.pdf (412.8 kB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2014-12-25
タイトル
タイトル Academic Writing in a Liberal Arts Curriculum in Asia: Culture and Criteria
言語 en
著者 Hale, Chris Carl

× Hale, Chris Carl

WEKO 55230

en Hale, Chris Carl

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Wadden, Paul

× Wadden, Paul

WEKO 55231

en Wadden, Paul

Search repository
アクセス権
アクセス権 open access
アクセス権URI http://purl.org/coar/access_right/c_abf2
抄録
内容記述 Western-heritage academic writing—which presents an argument with logical reasoning and supporting evidence within particular rhetorical forms—has for centuries been an integral part of liberal arts education in North America and Western Europe. In Asia, where liberal arts education and its concomitant emphasis on critical thinking is gaining momentum at the university level, there are significant challenges in implementing a pedagogical and curricular model so fundamentally different from the students’ secondary school experience. At International Christian University, the first liberal arts university in Japan, students are guided through this paradigmatic and cognitive shift from what could be loosely called the Confucian-style transmission model to the Socratic argumentative model in their first-year English program. In this paper the authors—writing teachers and liberal arts educators—argue that clear and coherent rubrics for evaluating writing are an invaluable aid in helping students make this transition: Explicit criteria make the cultural and educational assumptions of students’ new context more transparent and help them understand and internalize the principles of good academic writing. This paper introduces two problematic rubrics used in their English for Liberal Arts curriculum and contrasts them with a third that they recommend be used—due to its simplicity and focus—across courses and curricula (with individual adaptation) in a liberal arts setting. In the main, the authors argue against excessive emphasis on discrete grammar-related language usage in assessing writing and providing feedback and instead for an emphasis on the ideas presented and their logical, critical, and creative exposition.
言語 en
内容記述タイプ Abstract
内容記述
内容記述 Proceedings of the Symposium on Academic Writing and Critical Thinking (February 16, 2013, Nagoya University)
言語 en
内容記述タイプ Other
出版者
言語 ja
出版者 名古屋大学教養教育院
言語
言語 eng
資源タイプ
資源 http://purl.org/coar/resource_type/c_6501
タイプ departmental bulletin paper
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
ID登録
ID登録 10.18999/nuid.2.2.19
ID登録タイプ JaLC
関連情報
関連タイプ isVersionOf
識別子タイプ URI
関連識別子 http://nuideas.ilas.nagoya-u.ac.jp/Volume2-2/2-2_Contents.html
ISSN(Online)
収録物識別子タイプ EISSN
収録物識別子 2186-3660
書誌情報 en : NU ideas

巻 2, 号 2, p. 19-28, 発行日 2013-12
著者版フラグ
値 publisher
URI
識別子 http://nuideas.ilas.nagoya-u.ac.jp/Volume2-2/2-2_Contents.html
識別子タイプ URI
URI
識別子 http://hdl.handle.net/2237/21058
識別子タイプ HDL
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