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We're going to do a play in English. You will learn basic acting techniques, and discuss the style of classical and modern writers. At the end of semester, the class will present a play to an audience (either on a stage or online).
If our final presentation is live, you will also be able to learn directing, stage management, costume design, or any other skill you are interested in. If our final presentation is online, you will be able to provide technical design and support. Please discuss with the professor what your learning goals are for the course.
The Marketing and Advertising Strategies of International Health and Wellness Companies
Course Description:
This is an active class. You will learn about the marketing and advertising strategies of many well-known international health and wellness companies and organizations in fields such as 3D printing human hands, medical tourism, senior care, cosmetic surgery clinics, and NPO/NGOs. You will do a real-world marketing project to distribute clean water filters for Waves for Water. While you learn about marketing, you will also improve your presentation skills.
Below is a short video about Project Daniel - 3D printing human hands
https://www.youtube.com/watch?v=SDYFMgrjeLg
Below is a short video about Waves for Water
https://www.youtube.com/watch?v=1zRmofkyVis&nohtml5=False
***Please understand this class has a large amount of group work and you must come to class prepared. If you do not like group work and you do not have the time to prepare before class, this class is NOT a good match for you***
This English Writing Workshop is for business, tourism and general writing.
1. Weekly writing assignments for effective business communication.
English Section has its own on-line syllabi, please check the syllabus of each class you would like to take through the following URL.
【Project English Ｃ】
*http://english.sfc.keio.ac.jp/syllabus/list.php?level=C
There are many definitions of culture. Some would define it as the art, literature, and music of people, their architecture, history, religion, their traditions. Some others might focus more on the customs and specific behavior of the people. The course chooses a sociological definition of culture as the way of life of a group of people, developed over time and passed down from generation to generation. This broad definition includes every aspect of human life and interaction. The course is chosen to make a values approach focusing on the traditional mainstream values that have attracted people to the states. The course traces how values affect aspects of life.
Students are to read latest articles from weekly news magazine (mainly Time and occasionally Newsweek), Students will be given 2 (occasionally 3) articles every class (they are to choose one for classwork and one for homework or each student may choose any article from the provided news sites for homework). Each student will read, summarize, and analyze one article in class and one at home. Articles will vary from economics, politics to science and culture, but students will be given various types of articles every week. All summaries and analyses done at home must be handed in for the instructor to check the grammar and logic. Analyses will be presented (not by all students) orally in class. (The Instructor will mainly explain and analyze the articles in the first few lessons: students are expected to do the same in the remaining classes of the semester.) All summaries and analyses are to be handed one week after last day of class by email
We're going to do a play in English. You will learn basic acting techniques, and discuss the style of classical and modern writers. At the end of semester, the class will present a play to an audience (either online or on a stage).
If our final presentation is live, you will also be able to learn directing, stage management, costume design, or any other skill you are interested in. If our final presentation is online, you will be able to provide technical design and support. Please discuss with the professor what your learning goals are for the course.
This course uses a similar framework to Professor Rand's previously offered acting classes. However, you will consider different topics, use new materials and approaches, and perform a different play. It is suitable for first-time students as well as repeating students - all are welcome!
I saw the best minds of my generation destroyed by madness, starving hysterical naked,
dragging themselves through the negro streets at dawn looking for an angry fix,
angelheaded hipsters burning for the ancient heavenly connection to the starry dynamo in the machinery of night,
who poverty and tatters and hollow-eyed and high sat up smoking in the supernatural darkness of cold-water flats floating across the tops of cities contemplating jazz...
—from “Howl” by Beat poet Allen Ginsberg
After the US emerged as the last man standing from the global nightmare that was the Second World War, a new social order developed. Veterans—young men who were born during Prohibition, grew up in the Great Depression, and then endured the horrors of WWII before they were even adults—were desperate to “return” to an idealized version of “normal.” The rise of the Soviet Union resulted in communist witch hunts that further encouraged Americans to conform to this ideal—a situation that hid continuing problems of racial and social inequality, and which actively oppressed those who did not meet these expectations. Against this backdrop, a group of poets and novelists, referring to themselves as the Beat Generation, rose up against this smothering personal and cultural suppression to assert their own identities. Although the many writers and writings of the Beat Generation reflect a wide array of styles, subjects, and viewpoints, they share a central ideal of personal freedom and the rejection of false social norms—an ideal which came to define the latter half of the 1900s, and whose influence can still be very much felt today. In this course we will read and discuss these influential writers’ works, as well as the profound effects they had on the American—and international—mental landscape. We will read excerpts of their works and examine their impacts on literature, music, religion, and sexuality.
Improvisation!
Improvisation is speaking, acting or creating something without having prepared it. How do people do that? Where do they get their ideas from? And where do they get the confidence? Let's find out! You will play games together. You will learn to generate ideas, be flexible in your thinking, both work with a team and be confident improvising by yourself. Let's enjoy the thrill of trying something outside your comfort zone.
Your final project will be a group performance.
The course is firmly based on the idea that language is a powerful reflection of cultural values, and therefore uses translation as a means to explore the workings and characteristics of our own language as well as those of English. Making use of subtitled/dubbed movies and TV shows as material, we will mainly work on Japanese to English translations. In every class, we will challenge ourselves with the task of creating our own "sub-channel" scripts or subtitles. It is an activity-based course in which students are expected to learn from practical experience and experimentation. Creativity, imagination, and humor will be highly appreciated. We will also be working towards a common goal- producing a dubbed ("fukikae") English version of a segment from a Japanese video of your choice in groups. In the beginning of the course we will work on English-language videos translating the subtitles or dubbed versions and "re-creating" the English scripts. After writing Japanese dub scripts for English videos for a few weeks, we finally move on to using Japanese materials to create the English versions.
In class, we will use short video segments and work on the translation in pairs or small groups. Class activities will basically follow the same procedure every week:
1. Watching the video segment
2. Translating and discussing in pairs or groups
3. Presenting the script and sharing each other's work
4. Comparing our versions with the original version
5. Discussing the work and material
The course is firmly based on the idea that language is a powerful reflection of cultural values, and therefore uses translation as a means to explore the workings and characteristics of our own language as well as those of English. Making use of subtitled/dubbed movies and TV shows as material, we will mainly work on Japanese to English translations. In every class, we will challenge ourselves with the task of creating our own "sub-channel" scripts or subtitles. It is an activity-based course in which students are expected to learn from practical experience and experimentation. Creativity, imagination, and humor will be highly appreciated. We will also be working towards a common goal- producing a dubbed ("fukikae") English version of a segment from a Japanese video of your choice in groups. In the beginning of the course we will work on English-language videos translating the subtitles or dubbed versions and "re-creating" the English scripts. After writing Japanese dub scripts for English videos for a few weeks, we finally move on to using Japanese materials to create the English versions.
In class, we will use short video segments and work on the translation in pairs or small groups. Class activities will basically follow the same procedure every week:
1. Watching the video segment
2. Translating and discussing in pairs or groups
3. Presenting the script and sharing each other's work
4. Comparing our versions with the original version
5. Discussing the work and material
“A book must be the axe for the frozen sea within us.” –Franz Kafka
Though Kafka was referring to the act of reading with this comment, I believe that this idea can be extended to the process of writing. I would like to help each student to use his/her own “axe” to strike against the “frozen sea” of his/her inner self. I am especially interested in guiding students to create works of experimental literature (writing that uses innovative techniques to produce highly unique and expressive material). The course will be conducted as a workshop, with students generating new artistic output in each class. Students will receive extensive feedback on their work, which they will incorporate into the practice of rewriting the piece for homework. We will read poetry and short stories, watch short videos, and view images that induce a literary response. Students will submit an anthology of the best writing they’ve done throughout the course as a final project.
This English course is about developing adequate presentation skills. Speaking and discussion are the main language components of the course. Topics for class activities are based on themes related to the Japanese hospitality tradition known as “Omotenashi”. Lessons are designed to let students broaden their perspective of both global and cross-cultural issues.
The course will use a hybrid system of both face-to-face and online sessions. For sessions on campus, students are encouraged to take measures for preventing the spread of Covid-19. The sessions will still be streamed through Zoom for those outside of the campus. For online sessions, students who happen to be on campus can use the appointed classroom for attending the class.
Course Description:
This is an active class. You will learn about the marketing and advertising strategies of many well known international health and wellness companies and organizations in fields such as 3D printing human hands, medical tourism, senior care, cosmetic surgery clinics, and NPO/NGOs. You will also do a real-world marketing project to distribute clean water filters forWaves for Water. While you learn about marketing, you will also improve your writing and presentation skills.
Below is a short video about Waves for Water
https://www.youtube.com/watch?v=1zRmofkyVis&nohtml5=False
Below is a short video about Project Daniel - 3D printing human hands
https://www.youtube.com/watch?v=SDYFMgrjeLg
We will use the following technology to help us with our class: 3D printers, mobile phones, digital cameras, and the Internet.
***Please understand this class has a large amount of group work and you must come to class prepared. If you do not like group work and you do not have the time to prepare before class, this class is NOT a good match for you***
This is a Project course. Students are expected to create their own projects within the themes for the semester. A specific schedule for the semester will be set up for class as well as individual/small group online meetings.
The Power of Names: Reading A Wizard of Earthea
Type:Reading
Keyword:Discussion,Intensive Reading,Literature,Speaking,Vocabulary
Course Description:
Delivery : On Campus
In this class we will discuss the book, A Wizard of Earthsea. Students will read each chapter before class, and bring written notes regarding points that were difficult to understand, so that everyone can discuss them together. These will be handed in as a part of the participation grade. Students will be responsible for keeping up with the pace of reading: if they miss a class, they are still responsible for handing in their notes for that chapter. Because the events of each chapter build on the events of previous chapters, discussions will not be confined to only the pages read that week. There will be some consolidation each week, but we will not be reading the book in class. Discussion will cover mythic heroes and themes in stories from around the world, and how the book shares some of these themes. As a part of this, students will create their own hero and myth.
After this class, You will be able to discuss the book A Wizard of Earthsea, and the idea of what makes a hero from various cultures. You will gain a deeper understanding of mythic literature, and its effect on, and importance to us as an audience.
This class will be delivered on campus. There will be two makeup classes. These dates will be announced on the first day of class.
There are many definitions of culture. Some would define it as the art, literature, and music of people, their architecture, history, religion, their traditions. Some others might focus more on the customs and specific behavior of the people. The course chooses a sociological definition of culture as the way of life of a group of people, developed over time and passed down from generation to generation. This broad definition includes every aspect of human life and interaction. The course is chosen to make a values approach focusing on the traditional mainstream values that have attracted people to the states. The course traces how values affect aspects of life.
Students are to read latest articles from weekly news magazine (mainly Time and occasionally Newsweek), Students will be given 2 (occasionally 3) articles every class (they are to choose one for classwork and one for homework or each student may choose any article from the provided news sites for homework). Each student will read, summarize, and analyze one article in class and one at home. Articles will vary from economics, politics to science and culture, but students will be given various types of articles every week. All summaries and analyses done at home must be handed in for the instructor to check the grammar and logic. Analyses will be presented (not by all students) orally in class. (The Instructor will mainly explain and analyze the articles in the first few lessons: students are expected to do the same in the remaining classes of the semester.) All summaries and analyses are to be handed one week after last day of class by email
Understanding India
The course will help students understand the intellectual traditions of India, provide knowledge about key themes, and develop presentation and analytical skills. We will study the making of the Indian nation, imagining of communities, orientalist ideas, the rise of Sanskrit, growth of religious and secular politics, population explosion, colonial writing, caste system, federalism, diaspora, the spread of modernity, food, films and fashion. The course will include online discussion with students from India and end with a project presentation.
In this class, you will learn and apply marketing strategy to create an online marketing campaign.
You will learn and apply the following: market research, Internet ad creation, salesmanship and copywriting, Internet ad placement, and online advertising results analysis, etc.
The course will use active learning in every class (discussion and group work).
There will be a lecture each week followed by a hands-on activity to put the information learned into action. Some activities will be done individually, but several activities will be group-based. Homework will be given every week, including discussions and presentations.
You will do extensive research, ad creation, and real-world marketing work of value.
We will use the following to help us with our homework and projects: media software and sites such as YouTube, Google, and Facebook
You will need to read marketing news and come prepared to lead a discussion about a topic of interest you found each week.
We will actively apply what we learn to current real-world cases.
This course will be conducted in the style of a writer's workshop. Students will write a series of formal essays, and receive feedback from the teacher and other students. This class has a lot of homework. There will be weekly short readings, followed by in-class quizzes and conversation practice. Students are asked to write about their lives, and to provide analysis of the writing of classmates. There is in-class writing every week. Please be prepared to write a lot on SFC Moodle. This class also asks you to speak a lot, and read a lot.
Each week we will cover one core topic related to Japanese social problems.
The course will use active learning in every class (discussion and group work).
There will be a lecture followed by a hands-on activity to put the information learned into action. Some activities will be done individually, but several activities will be group-based. Homework will be given every week, including discussions and presentations.
We will actively apply what we learn to current real-world cases.
This class is designed to provide students with the opportunity to experience the intellectual challenges and satisfactions of writing an argumentative research paper on a topic of their choice in the field of EFL or in other fields. For example, students choose a controversial issue on English education (e.g. Should English be taught at elementary schools in Japan?) or on another academic area (e.g. Should the possession of firearms be prohibited in the U.S. ? )and present/defend their point of view using the information gathered. Through this semester-long project, students become accustomed to the process of writing a research paper: reviewing the techniques/rules necessary for academic writing (e.g. paragraph/essay development), using the library and the Internet to get necessary information, conducting a questionnaire /interview to support their position on the issue, and weaving the work of others into their own research paper in the APA style. At the end of this semester, students must submit a final paper (8 or more than 8 typed pages including a cover, abstract, and reference pages). In this class, students interact a great deal with one another, so active participation in pair/group work is essential.
This class is designed to prepare students for the iBT TOEFL but will be good for those wanting to succeed academically in English-speaking colleges and universities as well. The iBT TOEFL test is different from the paper version of the test in that it puts more emphasis on authentic communication; the test requires test-takers to use not only all four language skills (listening, reading, speaking, writing) in isolation but a combination of two or more of those skills. This means no longer would students be able to boost their overall score just by studying grammar. In response to the change, an integrated-skills approach will be incorporated in this class; students will be provided with tasks that challenge them to use more than one skill at a time. For instance, students will synthesize and summarize the academic lectures they have heard/read and present it through speaking or writing. Students will complete these tasks in pairs/groups, in class or individually at home. In addition to these integrated tasks, students will write essays on a variety of TOEFL-type topics using Criterion (online writing evaluation system) developed by ETS. Good attendance and active participation in class are essential.