Making the Most of You and ICU

NP Lecture with Ken Enochs, April 23^rd and 24^th

I. Why college?

A. Specifically, why have you chosen ICU?

B. Complete the following: “As an adult, I want others to think I am . . .”

___educated 教養がある	___efficient 効率的	___punctual 時間を守る
___hardworking 勤勉	___productive生産的	___creative 創造的
___articulate 雄弁な	___respected 尊敬される	___reliable 頼れる
___honest 正直	___interesting 興味深い	___conscientious真面目
___well-liked 人に好か れる	___understanding人の 気持ちがわかる	___trustworthy 信頼で きる

Which of these qualities do you feel you possess now? Circle them.

II. Having the right attitude

A. How often do you find yourself saying the following? What should you say? Instead say

“I can’t do it.”  __________________

___ Never ___ Sometimes ___ Often

“I don’t have the time.”  __________________

___ Never ___ Sometimes ___ Often

“l’ll do it later.”  __________________

___ Never ___ Sometimes ___ Often

“I got in, and that’s enough.”  __________________

___ Never ___ Sometimes ___ Often

B. According to John Langan, author of Ten Skills You Really Need to Succeed in College, what attitude is essential for college success?

C. What does Laurence Gonzales, author of Deep Survival, say is an essential attitude in serious survival situations?

III. What is a college “education”?

A. What was the Ken’s friend told when he went off to college?

“Don’t let your __________ get in the way of your college _____________.”

(interfere with)

How would you translate the above into Japanese?

B. What does Richard Light, author of Making the Most of College, say about non-study activity?

IV. Practical advice for making the most of college

1. Get ____________

(Especially through the _____)

2. Work ______________

3. ___________________ your time

a. Use your _____________

b. Keep a monthly calendar

c. Have a _________ ____________

d. Have a daily “to do” list

4. ___________ with your professors

5. Study ____________

6. Take classes that require ________________

V. In conclusion . . .

• College is when you develop the to be a successful adult.

• You need the right

• A college “ ” means more than just .

• The above practical advice will ensure a college experience.

ELP Reader
Meiland
College Thinking: How to Get the Best Out of College

I. Before reading & Chapter One: Introduction

General advice about reading

When you are given a reading assignment to do, what do you do first? Do you start with the first word of the first sentence of the first page and read every word until the last one of the last sentence of the last page? No. Why? Because this type of reading can slow you down and, in fact, make it more difficult for you to understand the difference between important ideas and small details. Furthermore, since everything you read is new and difficult, you don't know what to expect and can easily become lost in a forest of words.

Therefore, before you read anything, you should look it over from beginning to end and examine it to give you ideas about the content, the level of difficulty, and the importance of the piece. You will then be able to decide how to read it: carefully with much thought, quickly for general ideas, or casually for pleasure. In the case of a book, you’ll want to look at the front and back covers, the Preface, and the Table of Contents, in addition to the main text itself.

Certain chapters from the book, College Thinking, form the core reading of this unit on Educational Values and thus should be read carefully for full comprehension. Consequently, you will be asked to go through the reading in several different ways and for several different purposes: for general ideas about content by reading the headings, for basic comprehension, for fuller comprehension and understanding of the organization, and finally for writing activities.

See also: Previewing a Book & Previewing a Reading Assignment, SGW 92-93.

Before you start reading College Thinking

1. What is the complete title of the book? From the title, what do you think the book is about?

2. When was it written?

3. What is the author’s title?

4. How many main parts are there in the book? How many chapters? Where can you find this information?

5. According to the first paragraph, what was the author’s main intention in writing this book?

Chapter 1: Introduction

Now read the Introduction. A good introduction briefly describes the most important ideas in a text and shows how these ideas are organized. The following study questions may help you as you do the reading.

Study Questions for Chapter 1

1. What is Part 1 of the book about? What is the main idea in Part One?

2. What information is covered in Part 2? In Part 3?

3. From paragraph 2 on page 5 (“So far I...”) to the end of Chapter 1, the author discusses the controlling idea of the book. Most of the information presented in the book is directly related to this idea. In other words, this idea controls the development of the other ideas in the book. Because this controlling idea is so important, it is necessary for you to keep it in mind as you are reading. Using your own words, write down what you think is the controlling idea of College Thinking --

ELP Reader
Meiland
College Thinking: How to Get the Best Out of College

II. Before reading & Chapter 2: The Difference Between High School and College

General advice about annotating (or marking) the text

Marking a text as you read is key to understanding the ideas and issues raised in the text. And makes it quick and easy to review a text for discussion, writing an assignment, or studying for a test.

You can mark a text in many ways: write a question, an objection, or supporting comment, summarise an idea or write an idea in your own words, underline a key word or idea, draw a line connecting two or more ideas, use colours to code different information e.g. blue = unknown key word, purple = main idea, yellow = supporting reason, orange = objection. There are almost limitless ways to mark a text, the most important thing is that you develop a system over time that works well for you.

A good way to check whether you are marking effectively is to re-read your marking up and if your markings allow you to quickly review and understand the main ideas in that section, then that is a positive sign that you are marking up effectively.

See also: Marking a Text, SGW 92-93

Pre-reading Questions

Try give two (2) specific examples in your answer to each question:

1. What did you like/dislike about high school?

2. How do you expect university to be different from high school?

3. What criteria should Japanese universities use in selecting incoming students?

4. What do you think your teachers expect from you in your ELP classes?

5. What are your expectations of your ELP teachers?

6. What do you think should be the purpose of a university education?

7. Some of our beliefs are rational, i.e. we have reasons to support these beliefs. Other beliefs are irrational and we have no reasons (or at least we may not have thought about any good reasons) to support them. Examine the following commonly accepted beliefs. Do you think that they are rational or irrational? If they are rational, what are the reasons that support these beliefs? If they are irrational, why do so many people believe them?

a. The Earth is round.

b. A college education is important.

c. Tokyo University is the best university in Japan.

d. We should show respect for old people.

e. Smoking is dangerous to your health.

f. It is important for Japanese to learn English.

8. What makes a reason (for holding a belief) a good reason?

Study Questions for Chapter 2

1. What, according to Meiland, is the most common method of study for high school students.

2. How does the typical student view the difference between high school and college.

New Types of Intellectual Work

3. How is college work a “different kind” of intellectual activity from high school work?

4. What is the distinction between a normative statement and a descriptive statement?

5. What is W. K. Clifford’s philosophy with regard to accepting information from others?

6. What does the author mean by “rational justification of belief”?

7. What is the difference in treatment of “theories” between high school and university study?

Basis of Belief

8. What must we do to ensure our beliefs are true?

9. What two questions should college work be concerned with, as stated by Meiland?

10. What is the point being made in the example of the kidnapped businessman?

11. To be successful in college, what attitude should you maintain?

12. Why is it important to examine even the most “obvious” held belief?

College as a Subversive Institution

13. Why might colleges be labeled as “subversive” institutions in society?

14. Why have college professors come under attack by certain segments of society?

15. Socrates was put to death for his beliefs. What were they? What other individuals can you think of who were punished for their beliefs?

16. What is meant when referring to college as an “ivory tower”? What reason does the author give to argue against this belief?

17. Explain the difference in attitudes between “doubting the belief” and “suspending the belief.”

18. Which attitude appears to be the more reasonable one and why?

Why Reasons Matter

19. Using your own words, explain the five justifications given to support the importance of backing up or supporting ones beliefs through reasons.

20. The five justifications give support or reasons to illustrate the importance of each. What are these supporting points or reasons?

21. Explain Socrates’ logic with reference to the importance of having a justified belief as opposed to just a belief.

22. What example does he give to illustrate his logic?

23. Do you think beliefs should always be justified? Why or why not?

24. How can you as individuals go about the process of justifying, defending, or testing beliefs and information in your classes at ICU?

Beyond Chapter 2

1. What examples does the author give of teachers/students who have been threatened or punished for questioning established beliefs? Can you think of any similar examples (in the past or more recently) in Japan?

2. Have you gathered any evidence at ICU of "college as a subversive institution"? Explain.

3. Can you think of a time when you questioned your parents' (or another family member's) beliefs? Did you discuss it with them? If so, what happened?

4. What generally accepted beliefs are being threatened these days in Japan?

5. Explain the difference between doubting a belief and suspending a belief. Which does the author recommend?

6. Do you think ICU is an "Ivory Tower" (or an Isolated Crazy Utopia)? Do you think what happens here can have any real impact on Japanese society? Be specific.

7. How do "beliefs based on good reasons help us to get along better in the world"? Can you think of examples from outside the text?

8. What is the third reason Meiland gives to explain why it is important to have reasons for our beliefs? Do you think this reason applies to Japanese as well as non-Japanese?

9. Perhaps everyone has some beliefs for which they cannot give good reasons. Do you? Discuss. (examples: superstitions, religious beliefs, etc.)

10. Are there any ideas in College as a Subversive Institution or Why Reasons Matter with which you disagree? Discuss.

NP One ARW Spring 2007

Welcome to NP (Narrative Presentation)

About NP, Lecture Listening and Note Making, and College Thinking

Ken Enochs, April 11 & 17, 2006

I. Hello!

A. Intro of lecturer(s)

B. NP policies, grades, attendance

Essential NP Policies Collect the handout & computer card on the way in (two locations only). Cheating during the quiz—such as taking two cards, looking at another's card, or talking—may result in failure of NP and a meeting with the ELP Director and Dean of Students. Questions about NP should be directed to the lecturer or NP Coordinator (Ken Enochs in ILC 363B), ­Do not go to the ELP Office with any NP questions. Late computer cards will not be accepted.

II. Purpose of Lectures & NP

A. Provide information related to content topics

1. Introduce ARW and/or RCA readings (often the first NP on a topic)

2. Link readings & ARW/RCA classes

3. Give additional info on topic—info not in readings

4. Stimulate your intellect

B. Preparation for lecture-style courses in major

1. Note-making

2. Listening to different types of English

3. Asking questions in a large group

III. Tapes of NP

A. Can listen/copy in ILC Office (I–212)

B. Bring _______________ & _______________ min. tape

IV. Lecture Activities: Active or Passive?

Activity	Active	Passive
1. Copying down what you see on the board or screen.
2. Writing things down that the lecturer says.
3. Writing down your own thoughts and ideas.
4. Asking the lecturer questions.
5. Asking yourself questions–jotting them down so you can research the answers later.
6. Answering question posed by the lecturer.
7. Doing calculations, solving problems, and so on.
8. Yawning, shuffling, fidgeting, staring out of the window (if there is one), watching other students, chatting with them, talking to yourself.
9. Thinking about what you will be doing later on.
10. Looking at the lecturer, the blackboard, or the screen.
11. Discussing things with students near to you, when directed to do so by the lecturer.

V. Listening & Making Notes

VI. Symbols and Suggestions for Abbreviations

1. Symbols (ALN: Learn to Listen; Listen to Learn)

= equals	~ about	> is more than
= does not =	/ per	< is less than
go up, increase	therefore	1990~ since 1990
go down, decrease	because	~ 1990 before 1990
w/ with	man/men	& and
w/o without	woman/women	vs against

2. Leave out the periods in standard abbreviations.

for example ___ compare ___

department ___ New York City ___

3. Use only the first syllable of a word.

student ___ college ___

4. Use the entire first syllable and only the first letter of a second syllable.

subject ___ individual ___

5. Cut final letters. Use just enough from the start of a word to make an abbreviation that is easy to understand and remember.

information ___ introduction ___

chemistry ___ maximum ___

6. Cut vowels from the middle of words, and keep only enough consonants to provide a recognizable skeleton of the word.

background ___ problem ___

7. Use an apostrophe.

government ___ amount ___

continued ___

8. Make plurals by adding an "s."

pages ___ chapters ___

9. Use "g" to represent "ing" endings.

checking ___ experimenting ___

10. Short words should usually be spelled out: in, at (@), to, but, for, key.

11. Leave out unimportant verbs and the words "a" and "the."

13. If a term, phrase, or name is first written out in full during the lecture, initials can be substituted when the term, phrase, or name is used again.

College Thinking CT

VII. College Thinking

VIII. Quiz for this NP Lecture (answer on your computer card)

1. Which of the following is an active learning activity?

a. Copying down what is written on the board

b. Writing down what the lecturer says.

c. Writing down your own thoughts and ideas.

d. Looking at the lecturer or the blackboard.

2. Which of the following is false?

a. Neither the lecturer nor ELP Office will accept late computer cards.

b. Handouts and computer cards can be picked up at any of the four doors.

c. Questions about NP should be directed to the lecturer or NP Coordinator.

d. The punishment for cheating on NP computer cards is very serious.

3. How much homework is required for NP class?

a. Some reading b. Some worksheets

c. None d. Every week is different

4. How much does it cost to copy an NP tape in the ILC office?

a. 50 yen b. 100 yen

c. 200 yen d. It's free

5. What should be the primary work of college students (according to Meiland's College Thinking)?

a. Critically examine and evaluate reasons for beliefs.

b. Memorize the most complex facts of human knowledge.

c. Learn the truth according to current human knowledge.

d. Attend all classes and complete all assignments on time.