|
Course Name
|
Year
|
Term
|
Period
|
Faculty / Graduate School
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All Instructors
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Credits
|
|
16226:IR18‐CB103 Academic Skills III (Advanced) (RG) § 16227:RUIR-1103 Academic Skills III (Advanced)(RG) |
2024 |
Spring |
Wed4,Fri2 |
College Of International Relations |
O’MOCHAIN ROBERT |
4 |
Campus
KIC/KIC
Class Venue
RYOYUKAN RY207/RYOYUKAN RY207
Language
English
Course Outline and Method
The aim of Academic Skills III is to solidify students' writing, research and academic interaction skills. Students will conduct in depth research on a topic of their choice within International Relations, integrating a wide range of academic sources, and present their findings in the form of a substantial academic paper accompanied by a conference-ready oral presentation. Class activities include a series of writing and editing sessions, critical discussions of research methods, research ethics and underlying research paradigms, as well as lectures and discussions on emerging theoretical and practical issues in IR. The focus of this course is on developing students' academic literacy and voice while creating a deeper understanding of the complex nature of academic research and scholarship.
Regarding content, the broad themes of this course are ‘Silence,’ ‘Solidarity,’ and ‘The Social Contract.’ The contract between rulers and ruled raises significant questions about the rights of groups versus the rights of individuals. These rights are synthesized when the circle of social solidarity is expanded. In the meantime, certain citizens who have a right to speak out about injustices, remain silent. These broad themes are explored through a case study of Japan from a gendered lens.
Japan’s entry into the international system produced a national trauma that reverberates even today in the phenomenon of International Status Anxiety (ISA). This course explains how ISA has affected the reception of calls to acknowledge historical crimes. The politicization of issues surrounding historical crimes of wartime sexual violence bears consequences for victims of sexual abuse in contemporary Japan, as well as shaping Japan’s image among its nearest neighbors.
Feedback is provided by the instructor for Manaba Forum contributions and for all written work. Students engage in groupwork, pairwork, and classroom discussion in response to material provided by the instructor
Student Attainment Objectives
By the end of this course, students will have refined and practised their academic skills in reading, writing, listening and speaking, with a strong focus on academic writing, research, and academic interaction skills. Students will have prepared individual writing and oral presentations, and will have participated in group discussions and debates on topics of contemporary interest. Each student will have prepared an academic research paper on a significant global society issue.
Recommended Preparatory Course
None
Course Schedule
| Lecture/Instructor（When there are multiple instructors) |
Theme |
| Keyword, References and Supplementary Information |
|
1-2 |
Introductory Matters |
Feminist theories: Psycho-Social Feminism: Internationalist Feminism. |
|
3-4 |
How researchers think about their projects
Gender Discrimination; Men’s Rights Movement; Masculinities studies
|
Conversing with your readers; Learning from readers’ comments
Harassment; Incivility and bullying
Academic Writing Module (AWM): Arguments/ Topic, Question, Significance |
|
5-6 |
How researchers think about their answers/ arguments
Gender Harassment: Quid pro quo: Unwanted sexual attention
|
How you can best think about your project; Planning your research schedule
Identifying Systemic Sexism in a country or region: Case Study Japan
Academic Writing Module (AWM): Arguments/ Claim, Reasons, Evidence
|
|
7-8 |
Research questions
Historical roots of sexism in a country or region
International Status Anxiety
|
Research questions and topics
Sexism and political leadership
Political discourse surrounding "Comfort Women" issues: A cross-state comparison
Counter-arguments: Acknowledgement and Response
Summaries/Quotations/Paraphrases
|
|
9-10 |
How to choose a research topic
Sexism and reactionary political groups; Identifying a “chilling effect”
Male hysterical subjectivity
|
Nationalism and gender issues in particular countries
Political discourse surrounding "Comfort Women" issues: A cross-state comparison
Academic Writing Module (AWM):Academic warrants: False views of research
Two kinds of research questions |
|
11-12 |
Question your topic
Issues surrounding sex work and human trafficking
|
How to find a topic and question in a source
Historical grievances surrounding “Comfort Women” and wartime labor cases
Academic Writing Module (AWM): Critical Thinking and Research Questions
|
|
13-14 |
Evaluate your questions
Legislation to deal with GBV: Criminal vs Civil Law
|
Proposing answers to research questions
Initiatives and campaigns to challenge sexual violence in areas of military conflict; male-directed sexual violence
Academic Writing Module (AWM): Storyboards: Finding a logical order
|
|
15-16 |
Three kinds of research sources
Role of demographic pressures and sexist discourse
|
Systematic search for sources
Trans-national campaigns for gender equality
Backlash against Gender Justice campaigns
Academic Writing Module (AWM): Primary and Secondary Sources
|
|
17-18 |
Relevance and reliability of sources
Global impact of the #MeToo campaign
Chilling effects on victims of sexual abuse
|
Full and accurate citations
Academic Writing Module (AWM): Tertiary Sources
|
|
19-20 |
Participants in research; Ethical issues in research
Linking sexual violence and sexually objectifying media
|
Reading sources critically
Activism against sexual exploitation: IGO and NGO initiatives
Academic Writing Module (AWM): Critical Reading: 4 Types of Disagreement
|
|
21-22 |
Taking notes systematically
Activism against sexual exploitation: Case study: Japan
|
Taking useful notes
Sexual Abuse and gender harassment in education: IGO and NGO initiatives
Academic Writing Module (AWM): Taking Notes: Luhmann Method: Fleeting/ Literature/Permanent |
|
23-24 |
Constructing your argument
Sexual Abuse and gender harassment in education: Case Study Japan
|
Drafting your paper; Revision strategies for research papers;
Masculinities studies and Men’s Rights Movement: Global perspectives
Academic Writing Module (AWM): Making a core argument: Counter-arguments
|
|
25-26 |
Delivering your research as a presentation
Projections for gender equality in the 21st century
|
Academic Writing Module (AWM):Planning drafts: Key terms
Avoiding plagiarism
|
|
27-28 |
Citing sources
Academic Style
|
The Johnny Kitagawa Sexual Exploitation Scandal and the "Big Lie"
Masculinities and the state: China's campaigns against "feminization" |
|
29-30 |
Final Presentations |
Final Overview; Evaluations |
Class Format
All classes are to be conducted face to face; however, in the case of an emergency, the instructor may elect to provide online (live-streamed) classes. Please note that the maximum number of online classes must be less than 1/2 of the total number of classes for the specified course. If an instructor does conduct a live-streamed class, then the link will be posted on Manaba+R.
Recommendations for Private Study
As much as possible, develop habits of intellectual curiosity. Take note of any issues that might form interesting research questions. Students are expected to come to class prepared (readings, short assignments) and spend about 180min on course-related studies outside of class per week Keen an active interest in global news events and analysis of political events. Make use of useful academic resources such as Google Scholar, but refrain from accessing Internet sources that lack credibility. Check out books and journals on the shelves of the campus library as a way to stimulate your imagination as a producer of knowledge, not just a passive consumer of data. Use the Writing Tutorial Centre to hone your skills in the production of academic style texts that reflect and deepen your own research interests. Use the Beyond Borders Plaza to form friendships that broaden your outlook and interests. Focus on your own academic excellence and improvement
Grade Evaluation Method
| Kind |
Percentage |
Grading Criteria etc. |
| Final Examination (Written) |
0 |
|
Report Examination
(A report to be submitted by the unified deadline) |
0 |
|
Exams and/or Reports other than those stated above, and Continuous Assessment
(Evaluation of Everyday Performance in Class) |
100 |
Mid-term paper: 15%
Final research paper: 20%
Quiz 15% (Based on 3 key texts)
Mid-term presentation (Individual: 8 minutes): 15%
Final presentation: 20%
Attendance, Punctuality, and Participation in classroom discussion: 15%
|
Grade Evaluation Method （Note）
It is important to focus on formulating a research question that motivates you early in the course. The literature review and research paper that you present are essential ingredients for success in this course. You also need to demonstrate understanding of the arguments from academic texts, even if you articulate a contrasting perspective. However, if you do not back up your claims with evidence from credible authorities, you lessen your chances of obtaining satisfactory grades. Remember also that I (O'Mochain) need to understand what you are saying at all times during class times; if you are not speaking in English you are not participating and your grade will be negatively affected.
Advice to Students on Study and Research Methods
Textbooks
| Title |
Author |
Publisher |
ISBN Code |
Comment |
| |
|
|
|
|
Textbooks （Frequency of Use, Note）
No textbook is required for this course. Materials will be provided in the classroom and will be uploaded onto Manaba+R
Reference Books
Reference Books （Frequency of Use, Note）
Web Pages for Reference
How to Communicate with the Instructor In and Out of Class(Including Instructor Contact Information)
Other (Separate instructions will be provided)
Other Comments
If you have any questions or problems you can contact me at my institutional e-mail address
robert01@fc.ritsumei.ac.jp
