D Class
Fourth-Year Japanese Syllabus
Fall Semester 2023
Contact Information
な か た

Instructor: 中⽥ かおり kn2345@columbia.edu
Office: Fuso-kan 203
TEL: (075)251-4996
Office Hour：11:30am-4pm M-F (By appointment)

Course Details
Meeting times: M-F 9:00-11:10 (1st period: 9:00-10:00; 2nd period: 10:10-11:10)
Classroom: F205b
Credits: 8 points

Objective of KCJS's Japanese Program
The objective of KCJS’s Japanese Program is to enhance the student’s communicative competence
and to enable interactions with others in Japanese. In particular, a KCJS student will come to:
1. Understand the intentions of others when Japanese is spoken;
2. Understand the intentions of others when written materials of various genres and media arepresented;
3. Control the use of Japanese expressions, both spoken and written, in order to fit the sociocultural settings and purposes of communication;
4. Expand the modes of communication used to include such genres as formal presentations,
negotiations, projects, the organization of events, and their follow-up.

Course Description
The 4th-year Japanese program is designed for those who have completed at least three years ofcollege-level Japanese or the equivalent (around 450 hours of Japanese study). The students who wantto take this course are expected to be at the Intermediate-High level or above of the ACTFL(American Council on the Teaching of Foreign Languages) Proficiency Guidelines at the beginning of
the course.
For a more detailed description, please follow the links provided below:
ACTFL Proficiency Guidelines Intermediate: Speaking | Writing | Listening | Reading(see the section of “INTERMEDIATE HIGH”)
Please note that the language levels used at KCJS (i.e. 2nd-year, 3rd-year, etc.) may not exactly match
those used at your home institution. The placement test, however, will help ensure that you areenrolled in a class that will improve your skills most effectively.
In addition to the classroom activities, students will have the opportunity to pursue an individualized
project that is based on their own interest. They will deliver a presentation on their project at the endof the program.

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Course Objectives
Our goals are for students to: 1) learn how to study Japanese effectively to become an independent
learner for oriented toward life-long language learning; and 2) further develop competence ininterpersonal, interpretive, and presentational modes of communication and to expand their overall
abilities to function effectively in Japanese in various socio-cultural settings. To this end, we willassist students to:
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learn effective study methods,
establish good study habits,
acquire a command of advanced-level grammar in order to use them accurately and more
effectively,
expand vocabulary, idiomatic expressions and kanji including kango 漢語 vocabulary andidiomatic expressions,be able to participate in discussions on a wide range of topics,
be able to narrate and describe people, places, and events effectively and at length.

Course Materials
1.

「TRY!⽇本語能⼒試験 N1 ⽂法から伸ばす⽇本語」
ABK 財団法⼈ アジア学⽣⽂化協会 (著)出版社: アスク; 改訂版 (2014/4/30)
ISBN-10 : 4872179048
ISBN-13 : 978-4872179040

2.

「⽇本語能⼒試験問題集 N1 漢字スピードマスター」
倉品 さやか (著)
出版社: J リサーチ出版
ISBN-10 : 4863924992
ISBN-13 : 978-4863924994

Supplementary Materials
A wide range of authentic materials such as newspaper, novels, movies, and documentaries will be
used alongside the textbooks.
1) A Dictionary of Basic Japanese Grammar
2) A Dictionary of Intermediate Japanese Grammar
Note: 1) – 2) are available in the library.
IMPORTANT: You are not allowed to, unless otherwise instructed:•••

Share all materials distributed in class, such as, but not limited to, handouts in paper/PDFs,
grammar videos, Zoom recordings, with others including classmates;
Audio- or video-record class meetings;
Take screenshots at any time during online class meetings.

Useful Tools
See the Resources page on CourseWorks

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Course Policy
General
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In the event of illness or other absence, please notify your language instructor by the
beginning of the class hour (i.e. 9am) by E-mail.
Students are expected to abide by the “Terms of Participation” they signed during theadmissions process for KCJS, as well as the code of Academic Conduct outlined in Columbia
University's General Handbook and your KCJS Handbook.
Students with disability paperwork should contact their instructors as soon as possible at the
beginning of the term in order to discuss accommodations.
You are strongly encouraged to communicate with each other in Japanese in the Japaneseclassroom.
No consuming food in class.
Use formal speech ( です / ます ) style when talking to Japanese instructors and staff
members.
Emails sent after 5pm Monday through Thursday will NOT be answered until the following
morning. Emails sent after 5pm on Friday as well as on Saturday and Sunday will NOT be
answered until Monday morning.
It is your responsibility to check time and keep the deadline of homework, quizzes, etc.

Attendance/Participation
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Daily attendance is mandatory. NO make-up classes will be given.
If you are absent from or late to class, one point will be deducted from your participation
score for every 5 minutes you are absent. Tardiness of 1, 2, 3, or 4 minutes will be treated as 5
full minutes.
Any absence from class over 20 minutes will be treated as one class absence.
At the end of the semester, your lowest six performance scores, regardless of reason (e.g., illness,poor performance) will be dropped from your record when your grade is calculated. You shouldsave them for illness and emergencies that prevent you from attending class.
From the seventh class absence, you will receive a zero for each class missed, including thefirst and second sessions. [Note that this refers to class absences, not days absent. If you areabsent for a whole day, it will be counted as two zero grades.]If you fail to notify your language instructor about your absence by the beginning of the classhour (i.e. 9am) by E-mail, then your score for that day will NOT be dropped at the end of thesemester and it will remain as zero.
For absences arising due to extenuating circumstances beyond the seven class absences (e.g.,
return to your country for the funeral of a relative), please write an explanation of the situation
within five business days upon your return and submit that to the Director with a copy to yourlanguage instructor for consideration with respect to your final grade. If you fail to submit awritten explanation within five business days upon your return, then your score for that day
will NOT be dropped at the end of the semester and it will remain as zero.
Do not come to class if you have 37.5 Celsius (99.5 Fahrenheit) or higher regardless of
infectious disease test results.

Quizzes & Review Tests
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If you are not present when the quiz is distributed, you will not be allowed to take the quiz.
The lowest two quiz grades will be dropped from the final score at the end of the semester.
All quizzes that must be submitted online must be uploaded by 9AM on the assigned day.
You will not be allowed to make up or reschedule quizzes under any circumstances.
You may be permitted to make up review tests at the discretion of the instructor, except for
personal reasons.

3Homework
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All assignments must be submitted on time, i.e. by 9am on due date or otherwise instructed.
Read the instructions carefully and follow them.
It will be considered one-day late if it is turned in after the class on the assigned day.
If an assignment is submitted in one-day late, 10% will be deducted from the grade for every
day it is late.
No homework submitted beyond two days after the due date will receive a grade.
Outstanding homework assigned during your absence must be submitted no later than thesecond day of your return to class. A 10% grade penalty will be applied to the outstanding
assignment after the third day of your return to class. Completed homework assigned during
your absence will not be accepted beyond the fourth day of your return to class.
All homework must be done INDIVIDUALLY. If it is discovered that the students havedone any action against the Columbia University's Honor Code, you will be penalizedaccordingly.
You will be required to re-submit homework assignments that require self-corrections forʻredoing (やり直し)ʼ. You must correct and resubmit the homework within three days or theoriginal grade you received for that work will stand.
To submit homework/quizzes that are required to be handwritten, you may want to use oneof the following tools to digitize them before uploading them to CourseWorks (Canvas).
Under no circumstances will students be allowed to submit redo homework after the last dayof class.

Grading Scale for Preparation, Participation, AttendancePreparation, Participation, Attendance
Homework
Quizzes
Review Tests
Final Exam
Individual Project
CIP

10

8

6

5
0

20%
15%
15%
20%
15%
10%
5%

Preparation for assigned materials is thoroughly done.
The student is able to actively participate in class activities, and their performance issmooth. In student’s preparation, unclear areas are identified clearly.
The content of the material is understood accurately.
Performance clearly reflects the feedback instructors have given previously.
Participation is active, but preparation has not been thoroughly performed.
In the student’s preparation, unclear areas are not identified clearly.
The content of the assigned material is not understood thoroughly or accurately.
Performance is not smooth in order to communicate without difficulty.
Mistakes are repeatedly made in the same areas where instructors have given
feedback previously.
Lack of thorough preparation hinders active participation in class activities.
In the student’s preparation, unclear areas are not identified clearly.
The content of the assigned material is only partial or greatly misunderstood.
Preparation has not been performed, and nor is there participation in class activities.
In the student’s preparation, unclear areas are not identified clearly.
The content of the assigned material is not understood.
Absent4

Grading Scale for Individual Projects
10 You submitted a final individual project that demonstrates a high level of preparation and

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6

5
0

achievement. You engaged fully in independent consultations, making strong use of new
vocabulary and phrases with accurate articulation. Your grammar was strong and you
contributed culturally appropriate explanations, assessments, and arguments. You handledquestions from the instructors well, providing responses that encourage smoothcommunication.
A reasonably high level of accomplishment was demonstrated in your final submission.
However, there were some insufficiencies in your accuracy, cultural appropriateness, and/or
your ability to make full use of new vocabulary and phrases. The work was such that the
instructor needed to think quite hard to comprehend your main ideas. You might haverepeated mistakes that were addressed in the pasts. You attended independent consultations
enthusiastically, however, there remained weaknesses in vocabulary, grammar, and cultural
appropriateness. As a result, the instructor may have experienced difficulty ascertaining youropinion accurately, therefore placing a burden on the former to ensure conversations progress.
Thorough preparation on your individual project was not apparent. Participation in individual
consultations was passive. There was either a lack of sufficient understanding or there were
misunderstandings about the topic. As a result, you were not able to understand the questions
or ideas put forth by the instructor. Conversation did not progress smoothly and there was agreat burden on the instructor to ensure conversations continued.
There was clearly a lack of preparation on your individual project. You attended independent
consultations, however, you did not develop a project sufficiently.
AbsentAcademic Integrity
As members of an academic community, each one of us bears the responsibility toparticipate in scholarly discourse and research in a manner characterized by intellectualhonesty and scholarly integrity. Collaborative scholarship requires the study of other
scholars' work, the free discussion of such work, and the explicit acknowledgement of
those ideas in any work that inform our own. This exchange of ideas relies upon a mutual
trust that sources, opinions, facts, and insights will be properly noted and carefully
credited. In practical terms, this means that, as students, all work submitted in thiscourse, whether in draft or final form, must be your own. You must be responsible forthe full citations of others' ideas in all of your research papers and projects; you must be
scrupulously honest when taking your examinations; you must always submit your own
work and not that of another student, scholar, or internet agent. Any breach of thisintellectual responsibility is a breach of faith with the rest of our academic community. It
undermines our shared intellectual culture, and it cannot be tolerated.
The use of ChatGPT or any other AI tools for course assignments (with the exception of
artificial neural networks like DeepL for machine translations, duly cited) is tantamountto plagiarism. Any cases of plagiarism or cheating will be reported to Columbia
Undergraduate Global Engagement and the academic advisor at your home institution
and are subject to the code of academic conduct there. In such cases, your final grade
will be determined by your home institution and not by KCJS.
<Plagiarism>
The use of words, phrases, or ideas that do not belong to the student, without properly
citing or acknowledging the source, is prohibited whether in draft or final form. This may
include, but is not limited to, copying computer code for the purposes of completing
assignments for submission.
To avoid committing plagiarism, cite all sources properly.

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Example:[Text on the Web]
いま、私たちが「⼥⾔葉」と認識している「だわ」「のよ」といった⾔葉づかいの起源
は、明治時代の⼥学⽣の話し⾔葉です。ただ、当時は正しい⽇本語とは扱われず「良妻賢⺟には似合わない」「下品で乱れた⾔葉」だと、さんざん⾮難されていたのです。
⼥⾔葉が正統な⽇本語に位置づけられたのは、朝鮮半島や台湾などの植⺠地でとられた同化政策の中でのことです。「⼥と男で異なる⾔葉遣いをする」のが⽇本語のすばらしさであるとされ、多様な⾔葉づかいの⼀部だけを「⼥⾔葉として語る」ことで、概念が⽣み出されました。
朝⽇デジタル Think Gender 「下品から上品に変わった⼥⾔葉 「⼥は⼥らしいはずだ」 の幻想は続く」⾔語学者・中村桃⼦さん 「⼥⾔葉」の位置づけ、変わる⽇もある?
聞き⼿・⽥中聡⼦ 聞き⼿・藤えりか 聞き⼿・⼑祢館正明 2021 年 11 ⽉ 13 ⽇ 16 時 00 分

[Plagiarism Case]
現在、「だわ」「のよ」といった「⼥⾔葉」と認識されている⾔葉づかいの起源
は、明治時代の⼥学⽣の話し⾔葉だった。しかし、当時は正しい⽇本語とは考えられていず「良妻賢⺟には似合わない」「下品で乱れた⾔葉」だと、強く⾮難されていた。
⼥⾔葉がきちんとした⽇本語と考えられるようになったのは、朝鮮半島や台湾などの植⺠地でとられた同化政策の中でのことだった。「⼥と男で違う⾔葉を使う」のが⽇本語のすばらしさであるとされ、多様な⾔葉づかいの⼀部だけを「⼥⾔葉として語る」ことで、⼥⾔葉という概念が⽣み出されたのだ。
[Source Properly Cited]
朝⽇デジタルの「Think Gender」シリーズの 2021 年 11 ⽉ 13 ⽇の「下品から上品に変わった⼥⾔葉 『⼥は⼥らしいはずだ』の幻想は続く」という記事に⾔語学者、中村桃⼦⽒のインタビューが掲載されていた。
中村⽒によると、「だわ」「のよ」といった現在「⼥⾔葉」と認識されている⾔葉
づかいは、もともと明治時代の⼥学⽣の話し⾔葉だったそうだ。しかし、当時は正しい⽇本語とは考えられていず「良妻賢⺟には似合わない」「下品で乱れた⾔葉」
だと、強く⾮難されていたということだ。
それが、⼥⾔葉がきちんとした⽇本語と考えられるようになったのは、朝鮮半島
や台湾などの植⺠地でとられた同化政策の中でだったそうだ。中村⽒は、「⼥と男で違う⾔葉を使う」のが⽇本語のすばらしさであるとされ、多様な⾔葉づかいの⼀部だけを「⼥⾔葉として語る」ことで、⼥⾔葉という概念が⽣み出されたと、⼥⾔葉の起源について説明している。

Grade
Based on the relative weights indicated on the previous section, a composite numerical grade will becomputed, to which a letter grade will be assigned as follows:A

100 - 94B

86.9 - 83C76.9 - 73

D

66.9 - 63A-

93.9 - 90B-82.9 - 80C-72.9 - 70D-62.9 - 60

B+

89.9 - 87

C+ 79.9 – 77D+

69.9 - 67

F

59.9 -

Please note that we do not round number when we determine your final grade. To earn the
below letter grades your final numerical grade must fall within the given ranges.

6Grade ReportYour grade is updated in the online grade book. You should access the grade book regularly to gauge
your progress. If you find an error, it is your responsibility to let the instructor know immediately sothat necessary adjustments are made in a timely manner.
To Ensure a Successful Working Relationship:
In our course, there will be many opportunities to discuss ideas in small groups. To support a
productive, respectful, and learning-focused discussion, I ask that you participate with the followingclassroom norms, which we will review and add to together as a class:• Listen respectfully. Comments that you make (whether asking for clarification, sharing
critiques, or expanding on a point) should reflect that you have paid attention to the previous
speakers’ comments.
• Be open to changing your perspectives based on what you learn from others.
• Understand that we are bound to make mistakes in this space, as anyone does whenapproaching complex tasks or learning new skills. Strive to see your mistakes and others’ asvaluable elements of the learning process.
• Understand that your words have effects on others. Speak with care.
• Understand that others will come to these discussions with different experiences from yours.
Be careful about assumptions and generalizations you make based only on your own
experience.
• Understand that there are different approaches to solving problems. If you are uncertain about
someone else’s approach, ask a question to explore areas of uncertainty.
• Differentiate between opinion--which everyone has--and informed knowledge, which comesfrom sustained experience, study, and practice. Hold your opinions lightly and with humility.
Language learning is a cumulative process that requires discipline and daily efforts. Missing even one
class can create a gap affecting your entire subsequent study. COME TO EVERY CLASS! You are
urged to bring ANY problem you have to the coordinating instructor’s attention, no matter how minor
you may think it is.
がんばりましょう！

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