Poster Presentation

Training First-Year Science Students

for Basic Writing Skills: A Field Report
Yoshiko Matsumoto
Rikkyo University
Learning how to write paragraphs in correct formats and structures is critical for all ESPstudents. Science and Technology major students are no exception. Once they learn how
to write a single paragraph, they can easily move on to writing multiple paragraphs. But
how should we instruct them effectively? This paper presents one example: class exercisesthat would help students acquire basic writing skills. This example is based on the author’s
experience in the science and engineering /technology departments of two universities.

With the growing demand that Japanese universities should adjust toglobalization, all Japanese students—ESP students—need to learn ways to writein English. Students of science and engineering are no exception, and their firstyear training is crucial for their further development in foreign language skills.
Once these first-year students properly learn how to write a single paragraph,they can easily move on to writing multiple paragraphs—eventually to writing
a full-fledged essay in due course. But how should we instruct them effectively?
This paper presents one example: class exercises that would help students
acquire basic writing skills. This example is based on the author’s experiencein the science and engineering/technology departments of two Japaneseuniversities.1 In other words, the paper presents a field report.
In these departments, students majoring in science and engineering/
technology are required to acquire basic writing skills in their first-year
mandatory English class. Within a limited time frame, they learn how to writea paragraph (in the spring term) and an essay/multiple paragraphs (in the fallterm). The rationale for sequencing these training stages derives from Kamimura
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and Oi’s A Handbook for Writers of Essay and Research Papers (2004).
A typical class exercise, which consists of three stages, can be summarized
as follows. The first stage involves a single paragraph writing exercise. Students
write on the topic, “A scientist/engineer/physicist I respect.” In the second stage,
students write five or so paragraphs in an essay style on the topic, “An ideal robot.”
Finally, before submitting their final assignments, students make presentations ina group setting where they get comments from their peers.
The paper will elaborate each stage with some student writing samples. It willthen conclude with some reflections.

Three Stages of Writing Training
Stage One
Step 1: Formatting and paragraph structure (spring term)
Students learn the basic of formatting (Zemach & Rumisek, 2011) first, andthen they learn paragraph structure (CELESE (ALC1)2).
It is essential to master format and structure first, so that students will be able
to learn the knack of writing well-organized paragraphs. It is an efficient way tolearn a system of writing. Figure 1 identifies the function of each category (topicsentence, supporting sentences and concluding sentence). By following thistemplate, they can produce their own paragraph.
A visual image helps them to remember the correct format and structure ata first glance. Therefore, they can use it for their writing assignment without fail.
Step 2: A sample paragraph
The following paragraph (Figure 2) shows an example of how the template
above is applied. As an exercise, students read this kind of one paragraphsummary of an academic lecture on a science topic (Dunkel & Lim, 2006). To
identify the functions of the topic sentence, supporting sentences, transitions
and concluding sentence, they are bolded or underlined.
A good writing sample paragraph helps students to write their own
paragraph, as it allows them to follow an explicit model. They are reassured about
the pattern and structure of a proper paragraph. Through the sample paragraph,the students could logically explore a topic and build persuasive arguments in143

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Figure 1. Structure of paragraph. Source: Zemach & Rumisek, (2003, p.12).

Figure 2. Applying the paragraph template. Source: Dunkel & Lim (2006, p.141).

their work.
Step 3: Transitional expressions
Students focus on learning various types of transitional expressions or logicalconnectors which make the whole sentences logical, sequential, and coherent.
Instructors emphasize that writers should guide readers like the tour guide takes
travellers on a tour (Harrington & LeBeau, 2009). Before they write a paragraph,144

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students learn to logically connect sentences with transitional expressions. The
following (Figure 3) are some useful transitions:
It is effective for students to learn various types of transitional expressions
intensively. Students are then willing to include appropriate transitions in order
to discuss their points of view more effectively.
Step 4: Writing a paragraph – PracticeAt this stage, they understand what to write in what order with transitional
expressions (e.g., first, second, finally). They also understand the function of the
topic sentence and supporting sentences (e.g., details/ reasons/ examples). In
regards to prewriting activities, they learn brainstorming: listing, word-mapping,and free-writing. So, before they start writing, they practice brainstorming. Thisfacilitates organizing their ideas and thoughts. Finally, students start writing
their own paragraph by referring to the template in Step 1 and the sample
paragraph in Step 2. They write a paragraph (in the spring term) with the titleof “A Scientist/Physicist/Engineer I admire.” A science-oriented topic motivates
students to write in English, as it relates to their field of study. Figure 4 is an
example of student writing.
The previous preparations enable students to write their own pragraph with1) formats and structures, 2) a sample paragraph, and 3) transitional expressions
in minds.
Stage Two
Step 5: Essay structure (the fall term)

Figure 3. Useful transition types and expressions. Source: CELESE (ALC1), 20132.

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Figure 4. Sample paragraph of student work.

Students learn a fundamental structure pattern for multiple paragraphs in
the fall term. Based on paragraph writing they have mastered in the spring term,students go a step further. The present author reminds them in a handout (Figure5) that knowing this structure pattern is very important for writing an essay.
Learning this structure clarifies the organizational pattern of essay style. Sucha template helps students to write their own essay. Having mastered paragraphwriting thoroughly, it is easy for them to expand a paragraph to multiple
paragraphs.
Additionally, a paragraph and multiple paragraphs are systematicallycompared on the board so that the students fully understand the similarities anddifferences between them. It is essential to have students understand that while
the topic sentence is the main idea of a paragraph (see the diagram in Step 1), thethesis statement is the main idea of an essay (see the diagram in Step 5).
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Figure 5. Outline of a five-paragraph structure. Source: CELESE (ALC2), 2013 3.

Step 6: Sample Essay (in the fall term)
Students are given a sample essay which has the same formats and structures
as the template in Step 5 (This sample is omitted here due to the limitation ofwords). It gives them a good idea as to the complete and concrete form of writing
when they have to write their own.
By referring to the sample essay, they can easily write their own essay. It meansthat all the students have a map to go to their destination. Giving clear examples
are the most effective way to teach any kind of subject. This surely applies towriting a long essay.
Step 7: Writing an essay – Practice.
Students are assigned to write multiple paragraphs with the title of “Anideal robot” (in the fall term). Again, a science-related topic is chosen to attract
students’ interests in their fields. In this writing exercise, they should create theirown invention (i.e., a robot) by following the paragraph structure pattern they
have learned in Step 5 and by referring to the sample in Step 6. They are to writeup the features and functions of their imagined robots in detail. See an example
of a student’s work below (Figure 6).
This type of assignment inspires students to write multiple paragraphs andarouses their interest due to its familiar topic. In terms of correctness, minor
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MatsumotoFigure 6. Sample of a student’s multiple paragraph essay.

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mistakes are not meticulously corrected. One reason is that students are expected
to write comprehensible English sentences at this point. Another reason isthat many corrections in writing could discourage a beginner’s motivation forwriting. In other words, the structure and content (discussion and logical flow)
are regarded as more important than correct grammar and choice of words in thefirst year.
Stage Three
Presentation and discussion will follow after they write their assignments
in order for them to practice presentation and receive feedback from peers. Thestudents make a mini-presentation based on the writing assignment in a groupsetting before submitting their writing. First, they explain their imagined robots
while showing the visuals they have drawn. Next, other students ask questions
or make comments on each presenter so that they can clarify the points thatthe presenter wants to convey. With positive comments received, presenters
get encouraged, and even after receiving critical comments, they can find areas
for improvement for their future performance. Instead of reading sentence bysentence, they are supposed to speak in their own words so that they can practicepresenting in constructive manners. This group work helps create a rapport inclass. As Nakanishi (2006) indicated, linguistic and social benefits are gained
through interactive peer feedback. Such interactive exercises are rewarding forboth improving their performance and rapport in class.

Summary

The above mentioned step-by-step procedures seem effective for science/engineering/technology major students to learn writing paragraphs and essays at
the basic level. On the basis of my personal teaching experiences, the following
points are worth noting.
1. Giving a template and a sample makes it possible for students tosuccessfully complete their paragraph/essay writing.
2. Instruction time is limited, so important points should be emphasized,
and the instructor should constantly check if students understand theorganization and functions of the paragraph and essays. For example,
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students need to understand that the topic sentence comes at thebeginning of the paragraph (see the sample in Step 4), whereas thesis
statement usually comes at the end of introductory paragraph (see thesample in Step 6) (Kamimura & Oi, 2004).
3. Students are motivated to write autonomously by mastering thesystematic way of writing. In fact, they became confident about writing
after going through the three stages explained above. Many of the students
commented that they feel more comfortable to write English sentences
after the lessons.
4. Peer feedback is effective for improving their performance as they learn
from each other objectively and interactively. Asking a question and/or giving a comment is not so easy, since they have to understand thepresenter’s perspective well. However, this process encourages theirinvolvement to the cooperative group work and the development of theircritical thinking.

Future Prospects

Students will learn more advanced writing in their second and/or third year,
and they can also learn more technical writing skills in elective courses. Thesewriting exercises are probably more challenging and complicated, and they willneed to write longer paragraphs. Therefore, mastering fundamentals of writingin the first year is critical for their further studies. In the future, the present
author plans to use topics involving their extensive research. This must include
quotations, citations, and references in their writing. In order to carry out thispractice, a certain time should be spared for instruction. In such a case, teaching
will be conducted in the classroom, but research and writing will be assigned as a
final project that requires students to submit research papers. It will be a valuabletraining experience for them to develop their research skills.

Notes1. These are Keio and Waseda Universities. They were selected by theMinistry of Education, Culture, Sports, Science and Technology (MEXT)
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for the 2014 Top Global University Project. MEXT’s Web site (2014)
explains this project as follows: “The Top Global University Project isa funding project that aims to enhance the international compatibility
and competitiveness of higher education in Japan. It provides prioritizedsupport for the world-class and innovative universities that lead theinternationalization of Japanese universities. Selected universities areexpected to press forward with comprehensive internationalization anduniversity reform.” In this project, Japan’s top universities are providing aworld-class level of research and education.
2. CELESE Basics of Paragraph Writing (ALC1). Internal material only,April 4, 2013. http://www.celese.sci.waseda.ac.jp/
3. CELESE Writing Multiple-Paragraph-Long Passages (ALC2). Internalmaterial only, September 26, 2013. http://www.celese.sci.waseda.ac.jp/

References

Dunkel, A. P., & Lim, L.P. (2006). Intermediate listening comprehension:
Understanding and recalling spoken English (3rd ed.). Boston, MA:
Thomson Heinle.
Harrington, D., & LeBeau, C. (2009). Speaking of speech (new ed.). Tokyo,
Japan: Macmillan Language House.
Kamimura, T., & Oi, K. (2004). A handbook for writers of essay and research
papers. Tokyo, Japan: Kenkyusha.
MEXT, Ministry of Education, Culture, Sports, Science, and Technology.
(2014, September 26). Press Release. Selection for the FY 2014 Top Global
University Project, List of Selected Plans, [Type B: Global Traction Type].
Retrieved from http://www.mext.go.jp/b_menu/houdou/26/09/__
icsFiles/afieldfile/2014/10/07/1352218_02.pdf
Nakanishi, C. (2006). A teaching approach to Japanese college students’ EFL
writing. Tokyo, Japan: Keiogijuku Daigaku Shuppankai.
Zemach, D. Z., & Rumisek, L. A. (2003). College writing. Oxford, England:
MacMillan Publishers.
Zemach, D. Z., & Rumisek, L. A. (2011). Writing paragraphs. Oxford, England:151

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MacMillan Publishers.

Author bio

Yoshiko Matsumoto is currently a full-time lecturer at Rikkyo University. She
has taught English at Foreign Service Training Institute, Hosei University andUeno Gakuen University. She teaches part-time at Waseda University and KeioUniversity. Her research interests include presentation as a strategic pedagogical toolfor EFL learners and material development. yoshma0331@gmail.com
Received: December 22, 2014
Accepted: February 2, 2015152