一ばんいいさくぶんです。
（セクション１）
（セクション２）Japanese 1
（セクション３）パトリックの日本語ブログ
（セクション４）Inconceivable!
（セクション５）Cherish!
Sunday, December 19, 2010
Friday, December 17, 2010
Tuesday, December 14, 2010
いちばんいいカタカナさくひん(work)
In the katakana project, we examined how Katakana is used in the actual context and compared those actual usages with the Katakana descriptions in various textbooks. We hope that you have had interesting insights through this project. As some of you already mentioned in your analysis, textbooks are never able to exhaust all rules. Textbook authors always need to select and organize particular constructions of reality from the vast universe of knowledge.
There are many notions that we all tend to consider as self-evident. For example, we may think that Katakana is used only for loan words, textbooks present correct, neutral, and essential information and knowledge, or Japanese people speak Japanese language. But do these “self-evident” notions truly reflect the realities? We believe that questioning or reflecting on your understanding of these “self-evident” notions is the first step in making yourself involved in the target Japanese community, not as passive receivers of knowledge but as active producers of knowledge. We should not just wait for the community to take the initiative to change but change the community by ourselves. Hence the katakana project was an attempt to put this concept into practice.
Another reason why we conducted this project is because we wanted to encourage students to explore Japan- related topics. In order to focus on content learning foremost, we emphasized researching and writing in any language, not limited to Japanese.
As educators we feel that it is extremely important for us to help students gain critical thinking skills and cross-cultural understanding. With these abilities and knowledge, we will be able to become responsible for our future community. Let’s make a better world together!
先週の木曜日に、クラスメートのせんりゅうやマンガを評価（ひょうか:evaluation）しましたね。その中で、とてもいい作品（さくひん:piece of work）を紹介します（しょうかいします:to introduce）。
セクション１
Monday, December 13, 2010
１２月１３日のアクティビティ（セクション５）
きょうのアクティビティです。There are 5 activities. If you do not finish within class time please finish at home. Use your time effectively!
If you haven't finished "Evaluation of katakana literary works" and/or "Evaluation of the katakana project," click here and finish them before doing today's activities.
1. Course Evaluation (If you haven't finished)
2. Evaluation of the blog (15 minutes)
transition into using more Japanese, use Japanese as much as possible, use the grammar structure and vocabulary we learned, not always playing it safe with what we have learned in class
3. Evaluation of the blog project. (10 minutes)
4. Evaluation of the コロテレ project. (5 min.)
5. Play the Jeopardy game. (30 minutes)
If you haven't finished "Evaluation of katakana literary works" and/or "Evaluation of the katakana project," click here and finish them before doing today's activities.
1. Course Evaluation (If you haven't finished)
- Go to the Courseworks, first year Japanese, and then Evaluation.
- Evaluate this Japanese class. Please write as much as possible so that we can improve our Japanese classes for students who will be studying Japanese at Columbia.
2. Evaluation of the blog (15 minutes)
- Read the evaluation categories shown below.
- Click the form below and rate your classmates' blog and your blog between the scale of 1-10.
- Evaluate them and type comments. Make sure to write at least one sentence in Japanese.
- Your comments will be given to the bloggers.
- If you are ケンディ、ジーン、ホミン、ロラン、ジリアン、アンジェラ、ジム、ジョナサン、メイリン, Click here.
- If you are ピーター、まや、セボム、ジン、ジョニ、アレックス、エド、アンドリュー、エド、アンドリュー、チェリー、リチャード, Click here.
transition into using more Japanese, use Japanese as much as possible, use the grammar structure and vocabulary we learned, not always playing it safe with what we have learned in class
2. Content
• a good name, catchy titles,
• a good topic or theme, some sort of continuity in the theme/topic of the blog, topics that somehow relate to Japanese, Topic should be related to Japanese culture to raise people's common interests, culture observation,
• various subjects, new content, informing, updated material, genuine value, learning life lessons, sentimental value, addictive material, opinions,
• clarity,
• interesting to reader and writer, interesting topics that lead to good discussions coherent, controversial information, entertaining, nothing too explicit or controversial, original/creative, fun, appropriate/polite content,
• regional reaction to international events, about something that actually matters,
• don't self-reference language learning
3. Layout
compelling graphic elements, easy on the eyes, aesthetics, Appealing wallpapers, legible (ex. the background should not be the same or similar color of the text). not too many shiny bright colors, Ability to scroll through quickly (lots of pictures, videos, etc.), include some pictures, videos, links, etc,Different colored text can help make certain parts stand out
4. Communication
responds to comment, interacting with other blogs, try to interact with other bloggers not only from our class but also the blogs of students from other universities, use this place to make friends and communicate with people, comments should be answered if they include questions, presence of new words, english translation when relevant, should pose questions to invite comments, references to other people's blogs
5. Consideration
personal and honest in nature, be sincere, aware of the language level of one's readers, try to post at the class' level so we can all read your posts, no offensive words or posts.
6. Frequency
update regularly, frequently updated
• a good name, catchy titles,
• a good topic or theme, some sort of continuity in the theme/topic of the blog, topics that somehow relate to Japanese, Topic should be related to Japanese culture to raise people's common interests, culture observation,
• various subjects, new content, informing, updated material, genuine value, learning life lessons, sentimental value, addictive material, opinions,
• clarity,
• interesting to reader and writer, interesting topics that lead to good discussions coherent, controversial information, entertaining, nothing too explicit or controversial, original/creative, fun, appropriate/polite content,
• regional reaction to international events, about something that actually matters,
• don't self-reference language learning
3. Layout
compelling graphic elements, easy on the eyes, aesthetics, Appealing wallpapers, legible (ex. the background should not be the same or similar color of the text). not too many shiny bright colors, Ability to scroll through quickly (lots of pictures, videos, etc.), include some pictures, videos, links, etc,Different colored text can help make certain parts stand out
4. Communication
responds to comment, interacting with other blogs, try to interact with other bloggers not only from our class but also the blogs of students from other universities, use this place to make friends and communicate with people, comments should be answered if they include questions, presence of new words, english translation when relevant, should pose questions to invite comments, references to other people's blogs
5. Consideration
personal and honest in nature, be sincere, aware of the language level of one's readers, try to post at the class' level so we can all read your posts, no offensive words or posts.
6. Frequency
update regularly, frequently updated
7. Others
Paragraphs should not be so long that the blog becomes difficult to read
3. Evaluation of the blog project. (10 minutes)
- Click here and evaluate blog project. Please write as much as possible so that we can improve the projects for students who will be studying Japanese at Columbia in the future.
- Click here and evaluate blog project. Please write as much as possible so that we can improve the projects for students who will be studying Japanese at Columbia in the future.
5. Play the Jeopardy game. (30 minutes)
- Make a group of 2 or 3.
- Go to Courseworks and download the PowerPoint file, “Jeopardy.”
Friday, December 10, 2010
１２月１３日のアクティビティー
きょうのアクティビティです。There are 4 activities. If you do not finish within class time please finish at home. Use your time effectively!
If you haven't finished "Evaluation of katakana literary works" and/or "Evaluation of the katakana project," click here and finish them before doing today's activities.
1. Course Evaluation (If you haven't finished)
2. Evaluation of the blog (15 minutes)
はまだ先生のクラス
If you haven't finished "Evaluation of katakana literary works" and/or "Evaluation of the katakana project," click here and finish them before doing today's activities.
1. Course Evaluation (If you haven't finished)
- Go to the Courseworks, first year Japanese, and then Evaluation.
- Evaluate this Japanese class. Please write as much as possible so that we can improve our Japanese classes for students who will be studying Japanese at Columbia.
2. Evaluation of the blog (15 minutes)
- Read the evaluation categories shown below.
- Click the form below and rate your classmates' blog and your blog between the scale of 1-10.
- Evaluate them and type comments. Make sure to write at least one sentence in Japanese.
- Your comments will be given to the bloggers.
パク先生のクラス
- If you are サイモン・レイチェル・ソーユン・パトリック・ジェイミー・トーマス・ケント・レイラ・ダン, Click here.
- If you are ティナ・ルイーズ・メン・ウック・ユンキュン・ソーヒー・ペンフェイ・リージュン, Click here.
まつい先生のクラス
さとう先生のクラス
transition into using more Japanese, use Japanese as much as possible, use the grammar structure and vocabulary we learned, not always playing it safe with what we have learned in class
3. Evaluation of the blog project. (10 minutes)
4. Play the Jeopardy game. (30 minutes)
さとう先生のクラス
- If you are ケンディ、ジーン、ホミン、ロラン、ジリアン、アンジェラ、ジム、ジョナサン、メイリン, Click here.
- If you are ピーター、まや、セボム、ジン、ジョニ、アレックス、エド、アンドリュー、エド、アンドリュー、チェリー、リチャード, Click here.
transition into using more Japanese, use Japanese as much as possible, use the grammar structure and vocabulary we learned, not always playing it safe with what we have learned in class
2. Content
• a good name, catchy titles,
• a good topic or theme, some sort of continuity in the theme/topic of the blog, topics that somehow relate to Japanese, Topic should be related to Japanese culture to raise people's common interests, culture observation,
• various subjects, new content, informing, updated material, genuine value, learning life lessons, sentimental value, addictive material, opinions,
• clarity,
• interesting to reader and writer, interesting topics that lead to good discussions coherent, controversial information, entertaining, nothing too explicit or controversial, original/creative, fun, appropriate/polite content,
• regional reaction to international events, about something that actually matters,
• don't self-reference language learning
3. Layout
compelling graphic elements, easy on the eyes, aesthetics, Appealing wallpapers, legible (ex. the background should not be the same or similar color of the text). not too many shiny bright colors, Ability to scroll through quickly (lots of pictures, videos, etc.), include some pictures, videos, links, etc,Different colored text can help make certain parts stand out
4. Communication
responds to comment, interacting with other blogs, try to interact with other bloggers not only from our class but also the blogs of students from other universities, use this place to make friends and communicate with people, comments should be answered if they include questions, presence of new words, english translation when relevant, should pose questions to invite comments, references to other people's blogs
5. Consideration
personal and honest in nature, be sincere, aware of the language level of one's readers, try to post at the class' level so we can all read your posts, no offensive words or posts.
6. Frequency
update regularly, frequently updated
• a good name, catchy titles,
• a good topic or theme, some sort of continuity in the theme/topic of the blog, topics that somehow relate to Japanese, Topic should be related to Japanese culture to raise people's common interests, culture observation,
• various subjects, new content, informing, updated material, genuine value, learning life lessons, sentimental value, addictive material, opinions,
• clarity,
• interesting to reader and writer, interesting topics that lead to good discussions coherent, controversial information, entertaining, nothing too explicit or controversial, original/creative, fun, appropriate/polite content,
• regional reaction to international events, about something that actually matters,
• don't self-reference language learning
3. Layout
compelling graphic elements, easy on the eyes, aesthetics, Appealing wallpapers, legible (ex. the background should not be the same or similar color of the text). not too many shiny bright colors, Ability to scroll through quickly (lots of pictures, videos, etc.), include some pictures, videos, links, etc,Different colored text can help make certain parts stand out
4. Communication
responds to comment, interacting with other blogs, try to interact with other bloggers not only from our class but also the blogs of students from other universities, use this place to make friends and communicate with people, comments should be answered if they include questions, presence of new words, english translation when relevant, should pose questions to invite comments, references to other people's blogs
5. Consideration
personal and honest in nature, be sincere, aware of the language level of one's readers, try to post at the class' level so we can all read your posts, no offensive words or posts.
6. Frequency
update regularly, frequently updated
7. Others
Paragraphs should not be so long that the blog becomes difficult to read
3. Evaluation of the blog project. (10 minutes)
- Click here and evaluate blog project. Please write as much as possible so that we can improve the projects for students who will be studying Japanese at Columbia in the future.
4. Play the Jeopardy game. (30 minutes)
- Make a group of 2 or 3.
- Go to Courseworks and download the PowerPoint file, “Jeopardy.”
Tuesday, December 7, 2010
１２月９日のアクティビティー
きょうのアクティビティです。There are 5 activities. If you do not finish within class time please finish at home. Use your time effectively!
Today’s activities are all individual work.
1. Evaluation of the katakana literary works (25 minutes)
パク先生のクラス→Clich here
はまだ先生のクラス：
(Katakana Literary Work Evaluation Categories)
2. Evaluation of the katakana project. (10 minutes)
3. Listen to your classmates’ compositions #3 and choose the one you think is best. (15 min.)
4. Course Evaluation (10 minutes)
5. Think of questions for Jeopardy. (If you have extra time)
Today’s activities are all individual work.
1. Evaluation of the katakana literary works (25 minutes)
- Read the evaluation categories shown below.
- Click the form below and rate your classmates' work between the scale of 1-10.
- In addition, leave comments about their literary works on their blog. (Make sure to write at least one sentence in Japanese.)
パク先生のクラス→Clich here
はまだ先生のクラス：
- サイモン・レイチェル・ソーユン・パトリック・ジェイミー・トーマス・ケント・レイラ・ダン→ Click here
- ティナ・ルイーズ・メン・ウック・ユンキュン・ソーヒー・ペンフェイ・リージュン → Click here
まつい先生のクラス→Click here
さとう先生のクラス：
さとう先生のクラス：
- ケンディ、ジーン、ホミン、ロラン、ジリアン、アンジェラ、ジム、ジョナサン、メイリン→ Click here.
- ピーター、まや、セボム、ジン、ジョニ、アレックス、エド、アンドリュー、エド、アンドリュー、チェリー、リチャード→ Click here.
(Katakana Literary Work Evaluation Categories)
1. Emotiveness (Appeal to heart)
Capture the readers, appeals to the senses, inspire reaction
Thought provoking
Relatable to the reader
2. Delivering message (Message)
Eternal verities, providing lessons (underlying deeper messages), depth beyond the plot, has a point to it
Controversial/thought provoking content,
Star-crossed romance, sense of fantasy (mythos)
3. Aesthetic Factors (Beauty)
Aesthetically pleasing,
Follows a structure , style, formation of a style and consistency
Provokes image, songs, and etc, can picture in your head
Sounds beautiful, should flow, have rhythm, rhythmical
4. Creativity (Interest)
Unique, exciting, interesting, fun, not boring, wit, smart, funny, humorous, entertaining, well developed, not repetitive/ cliché, sparking new ideas and questions, original, imaginative, innovative, challenging societal conventions, question the typical standards
5. Consideration for Others (Ease of Reading)
Coherent, clear, thoughtful, an appropriate length
Easy to interpret and/or understand
Ability to reach wide audiences across ages and cultural backgrounds, potentially carry universal values
Vocabulary that takes into account the audience's level of understanding
6. Language (Relation to Language)
Use of language, meaning either a unique use of diction perhaps
Well crafted (i.e.- put thought/effort into it, strategic choice of words, etc.)
Wordplay, fun with language
Haiku & Senryu
Rhythms, rhymes, and catchy sounds
Correct form and style
Express an aspect of human nature (Senryu)
Express an aspect of the natural world (Haiku)
Story & Manga
1) Plot & Structure
Good, interesting, clear story line
Depth of character and plot
Beginning, middle, and end
2) Characters
Character development, characters that you can relate, memorable characters
- Click here and evaluate katakana project. Please write as much as possible so that we can improve the projects for students who will be studying Japanese at Columbia in the future.
3. Listen to your classmates’ compositions #3 and choose the one you think is best. (15 min.)
- Go to Audio Discussion, and listen to the 8 compositions listed below your own introduction. Choose the best introduction out of the 8.
- E-mail the name of the person who had the best composition #3 and the reason you chose the person to your instructor (Nazikian: fn2108@, Park: jp2194@, Hamada: hh2373@, Matsui: kml2168@, Sato: ss903@).
4. Course Evaluation (10 minutes)
- Go to the Courseworks, "first year Japanese," and then "Evaluation."
- Evaluate this Japanese class. Please write as much as possible so that we can improve our Japanese classes for students who will be studying Japanese at Columbia.
5. Think of questions for Jeopardy. (If you have extra time)
Monday, November 29, 2010
助数詞（じょすうし：Counter suffix）
レッスン１１で、たくさん助数詞をべんきょうしましたね。にほんごには、たくさん助数詞があります。
この助数詞は、なにに つかいますか？
1. 部（ぶ）
2. 泊（はく）
3. 匹（ひき）
答（こたえ：answer）は↓ここにあります！
http://en.wikipedia.org/wiki/Japanese_counter_word
この助数詞は、なにに つかいますか？
1. 部（ぶ）
2. 泊（はく）
3. 匹（ひき）
答（こたえ：answer）は↓ここにあります！
http://en.wikipedia.org/wiki/Japanese_counter_word
Wednesday, November 24, 2010
１１月２４日のアクティビティー（セクション５）
There are 4 activities today. If you don’t finish within the class period, finish them at home.
1. Watch コロテレ show and leave comments. (30 min.)
- Click コロテレ on the right side and search “cjprogram.”
- Leave your comments. (Write at least one Japanese sentence.)
- Read at least 3 literary works from other sections.
- If you think it is necessary, leave your comments.
3. Revise your literary work or create a new literary work. (15 min.)(Deadline １２月９日（木）)
- Read the comments for your literary work entry.
- If you think it is necessary, revise your literary work.
- If you would like to create a new literary work, you may create another one.
4. Write in your own blog. (15 min.)
- Write in your blog in Japanese.
- The topic can be anything. If you don’t have any ideas, write about what you did during the long weekend (Oct. 29-Nov.2) and how it was. Use counters if you can.
Monday, November 22, 2010
１１月２４日のアクティビティ
There are 5 activities today. If you don’t finish within the class period, finish them at home.
1. Read literary works from other sections. (10 mins)- Read at least 3 literary works from other sections.
- If you think it is necessary, leave your comments.
2. Revise your literary work or create a new literary work. (15 mins)
- Read the comments for your literary work entry.
- If you think it is necessary, revise your literary work.
- If you would like to create a new literary work, you may create another one.
3. Check the comments made on your own blog, as well as if others have/have not responded to comments that you made on their blogs. (10 minutes)
- Check the comments that others have made on your blog, as well as check if others have responded to comments that you have made on their blogs.
- If you think it is necessary, respond to any questions or comments.
- Record where you have commented on your comment sheet so you know where you have commented.
4. Write in your own blog. (15 minutes)
- Write in your blog in Japanese.
- The topic can be anything. If you don’t have any ideas, write about what you did during the long weekend (Oct. 29-Nov.2) and how it was. Use counters if you can.
5. Watch the podcasts and leave your comments. (15 mins)
Next semester, we will make a podcast. A podcast is a series of digital media files (audio/video) that are released via the Internet. In our Japanese class, we will make a podcast video by using various types of modality (voice tone, gesture, font color, font style, picture, etc). In order to see how the podcasts are like, watch some of the podcast videos that were created by our past students.
- Go to the website below and be aware of the purpose of creating the podcasts.
- Go to the website below.
http://nyjapanesetime.
http://www.youtube.com/columbiajp
- Watch at least two podcast videos that appeal to you.
- Leave your comments on the comment section of each video you watched.
- Think of ideas about the type of podcast videos that you would like to make for the next semester.
Monday, November 15, 2010
Katakana Literary Work Evaluation Categories
Literary Work Evaluation Categories
1. Emotiveness (Appeal to heart)
Capture the readers, appeals to the senses, inspire reaction
Thought provoking
Relatable to the reader
2. Delivering message (Message)
Eternal verities, providing lessons (underlying deeper messages), depth beyond the plot, has a point to it
Controversial/thought provoking content,
Star-crossed romance, sense of fantasy (mythos)
3. Aesthetic Factors (Beauty)
Aesthetically pleasing,
Follows a structure , style, formation of a style and consistency
Provokes image, songs, and etc, can picture in your head
Sounds beautiful, should flow, have rhythm, rhythmical
4. Creativity (Interest)
Unique, exciting, interesting, fun, not boring, wit, smart, funny, humorous, entertaining, well developed, not repetitive/ cliché, sparking new ideas and questions, original, imaginative, innovative, challenging societal conventions, question the typical standards
5. Consideration for Others (Ease of Reading)
Coherent, clear, thoughtful, an appropriate length
Easy to interpret and/or understand
Ability to reach wide audiences across ages and cultural backgrounds, potentially carry universal values
Vocabulary that takes into account the audience's level of understanding
6. Language (Relation to Language)
Use of language, meaning either a unique use of diction perhaps
Well crafted (i.e.- put thought/effort into it, strategic choice of words, etc.)
Wordplay, fun with language
Haiku & Senryu
Rhythms, rhymes, and catchy sounds
Correct form and style
Express an aspect of human nature (Senryu)
Express an aspect of the natural world (Haiku)
Story & Manga
1) Plot & Structure
Good, interesting, clear story line
Depth of character and plot
Beginning, middle, and end
2) Characters
Character development, characters that you can relate, memorable characters
1. Emotiveness (Appeal to heart)
Capture the readers, appeals to the senses, inspire reaction
Thought provoking
Relatable to the reader
2. Delivering message (Message)
Eternal verities, providing lessons (underlying deeper messages), depth beyond the plot, has a point to it
Controversial/thought provoking content,
Star-crossed romance, sense of fantasy (mythos)
3. Aesthetic Factors (Beauty)
Aesthetically pleasing,
Follows a structure , style, formation of a style and consistency
Provokes image, songs, and etc, can picture in your head
Sounds beautiful, should flow, have rhythm, rhythmical
4. Creativity (Interest)
Unique, exciting, interesting, fun, not boring, wit, smart, funny, humorous, entertaining, well developed, not repetitive/ cliché, sparking new ideas and questions, original, imaginative, innovative, challenging societal conventions, question the typical standards
5. Consideration for Others (Ease of Reading)
Coherent, clear, thoughtful, an appropriate length
Easy to interpret and/or understand
Ability to reach wide audiences across ages and cultural backgrounds, potentially carry universal values
Vocabulary that takes into account the audience's level of understanding
6. Language (Relation to Language)
Use of language, meaning either a unique use of diction perhaps
Well crafted (i.e.- put thought/effort into it, strategic choice of words, etc.)
Wordplay, fun with language
Haiku & Senryu
Rhythms, rhymes, and catchy sounds
Correct form and style
Express an aspect of human nature (Senryu)
Express an aspect of the natural world (Haiku)
Story & Manga
1) Plot & Structure
Good, interesting, clear story line
Depth of character and plot
Beginning, middle, and end
2) Characters
Character development, characters that you can relate, memorable characters
Wednesday, November 10, 2010
１１月のうた（「大きなくりの木の下で」）
こんげつは１１月です。もうあきですね。あきはくりがとてもおいしいです。（くりはえいごでchest nutです。）１１月のうたは「大きなくりの木の下で」です。
http://www.ita-ten.com/song/1013.htmlから
わたしはくりがだいすきです。たとえば、モンブラン（くりのケーキ）やマロングラッセはとてもおいしいです。
モンブラン
マロングラッセ
これはゆうめいなゴスペラーズの「大きなくりの木の下で」です。うたがとてもじょうずですね。
http://www.ita-ten.com/song/1013.htmlから
モンブラン
マロングラッセ
www.kanshin.com/keyword/979420より
これはゆうめいなゴスペラーズの「大きなくりの木の下で」です。うたがとてもじょうずですね。
Monday, November 1, 2010
俳句（はいく）と川柳（せんりゅう）
（しゃしんはwikipediaから)
みなさんは川柳（せんりゅう）をしっていますか？川柳（せんりゅう）は日本の短い（みじかい：short）詩（し：poet）です。It consists of 3 lines with 17 (5-7-5) or more/fewer morae. The below is the example from Wikipedia.
- どろぼうを
- とらえてみれば
- わがこなり
- The robber,
- when I catch,
- my own son
There are people who make senryu in English. Click here and here.
Senryu is similar to haiku. However, haiku usually have seasonal expressions which senryu don't have to have.
Sunday, October 31, 2010
１１月１０日（水）のアクティビティ
We have 3 activities today. If you don’t finish within the class period, finish them at home.
1. Form a group of 3-4 and discuss what makes a good literary work (e.g., haiku, senryu, story, manga, poem, etc). (10 minutes)After you have created your own literary work, your teacher as well as your classmates will evaluate your work mutually. Based on today’s discussion, we will create an evaluation criteria that will be used at the end of the semester.
- In a group of 3-4, discuss some of the characteristics that would make a good literary work (e.g., haiku, senryu, story, manga, poem, etc)..
- Share what you have discussed by posting comments on this blog entry. Include all the group members’ names or initials.
(1) Read other people’s comments on “what makes a good literary work”. (2 minutes)
- Scroll down to the comment section of this entry and read other people’s comments on “what makes a good literary work”.
(2) By using katakana words/expressions, create your own literary work and post it on your own blog. (18 minutes)
So far, we have searched and categorized various usages of katakana. We have also analyzed the purposes and effects of each katakana word/expression. By making the most of what we have learned through our katakana project, create literary work using various usages of katakana, instead of using just a single usage of katakana (e.g. loanword only).
- Choose the type of your literary work among haiku, senryu, manga, story, poem, etc. If you want to do 2 different types of literary works, you may create another one.
- If you choose to write senryu, read the previous blog entry about haiku, and senryu and review the rules. You have to write at least 3 senryu works.
- Leave your own comment for the same blog entry (the one where you published your literary work) and explain why you have used the particular katakana words in your literary work as well as their effects.
3. Read comments on your katakana analysis (draft) and revise your analysis. (Deadline: December 1)(15 minutes)
- Revise your analysis and post it on your blog. For the title, write "Katakana Analysis (final)."
- Do not delete your Katakana analysis (draft). Write a new entry.
- The final analysis will be graded by the instructor.
Katakana Analysis Checklist
- Did you clearly state the source(s) for your data (e.g., newspaper "Asayomi shinbun," women's magazine "Kitty")?
- Did you gather enough information from varied sources to support your conclusion?
- Were you able to exchange your opinion with people who know Japanese (i.e., advanced level Japanese learners, Japanese people)?
Wednesday, October 27, 2010
Monday, October 25, 2010
ひらがなとカタカナとかんじのれきし(History)
ひらがなとカタカナのれきしはおもしろいですよ。つぎのリンクをクリックしてください。http://en.wikipedia.org/wiki/Hiragana
http://en.wikipedia.org/wiki/Japanese_writing_system
800ねんごろに にほんのおぼうさん(Buddhist monk)が たくさん ちゅうごくのほんをよみました。そして、クラスへいきました。でも、かんじはむずかしかったです。それで(therefore)、カタカナをつくり(make)ました。
これはにっきです。かんじとひらがなですね。おとこのひとがかきましたか、おんなのひとがかきましたか。
これはめいじのけんぽう（Constitution）ですが、かんじとカタカナです。
http://www.h4.dion.ne.jp/~ishii/old/old_literat.htm
http://www.lib.yamaguchi-u.ac.jp/exhibition/2004kin/tenji_mokuroku.htmlから
Sunday, October 24, 2010
１０がつ２５にちのアクティビティ
This is today’s activity. If you cannot finish within class time, finish at home.
1. Read the comments on your own blog. (10 min.)
2. Confirm if comments you have made on others’ blogs have been responded to, or not. (10 min.)
3. Comment on the blogs of students in other sections, and other universities (at least 2). (10 min.)
In 1-3 below, write in Japanese as much as you can.
From here, work on your own.
From here, work on your own.
1. Read the comments on your own blog. (10 min.)
- Read the comments of the people who commented on your blog.
- If you feel that it is necessary, respond back to the people who commented on your blog.
2. Confirm if comments you have made on others’ blogs have been responded to, or not. (10 min.)
- Check the status of comments you have left on others’ blogs.
- If you think it is necessary, respond to any comments.
- To ensure that you remember where you commented, make sure to record on yourcomment sheet.
3. Comment on the blogs of students in other sections, and other universities (at least 2). (10 min.)
- To go to blogs in other sections, look at the link list on the right-hand side of the page.
- To go to the blogs of students in other universities and countries, click on the link on the right-hand side of the page that says, "せかい(WORLD)" under “ともだちをつくろう(Let's make friends)!” At this site you will see にほんご１ねんせい as a link on the right, and underneath it there are various university’s names. If you click these links you will be brought to university homepages which have student blogs either on the right side or on the left side.
- When you read the blogs and think they are interesting, comment on their blogs.
- To ensure that you remember where you commented, make sure to record on yourcomment sheet.
From here, work as a group of 3~4.
4. Work on categorizing katakana words/expressions. (15 min.)
- Discuss with your group members in which category each of the katakanas you found should fit. (If you don’t know the answer, please seek opinions from the instructor and the TAs.)
(Category) Onomatopoeia - Emphasis - Loanwords
- If a katakana word/expression doesn’t fit into any of the categories written above, create a new category for it.
- Write (1) the category, (2) the katakana words, (3) the English translation/transcription, and (4) the place where you found the katakana in the comment section of the blog. See the example below.
(Example) Loanword, スタイル, style, Newspaper
From here, work on your own.
5. Think about katakana use and write your analysis on your blog. (15 min.)
Other people will read your analysis and make comments on your analysis.
- Choose at least 2 katakana words/expressions that you found and think about what kinds of effects / purposes there may be in these words/expressions writing in katakana instead of hiragana or kanji.
- Also, think why there are such effects/purposes.
- Think about why each textbook is different in explaining katakana, and why the textbooks explained katakana in the manners that they did.
* Write what you have written in the above questions on your blog. In title, write "Katakana Analysis Draft." (deadline: November 3rd)
Katakana Analysis Checklist
- Did you clearly state the source(s) for your data (e.g., newspaper "Asayomi shinbun," women's magazine "Kitty")?
- Did you gather enough information from varied sources to support your conclusion?
- Were you able to exchange your opinion with people who know Japanese (i.e., advanced level Japanese learners, Japanese persons)?
*After exchanging comments, revise your analysis and post it on your blog.(deadline: December 1) The final analysis will be graded by the instructor.
Sunday, October 17, 2010
Katakana Project
Objectives of the Project
Outline of the Project
- Explore various uses of katakana.
- Practice using various katakana expressions.
- Observe how Japanese textbooks explain katakana and think about why those textbooks explain katakana in such manners.
Outline of the Project
- Understand the manners in which Japanese textbooks explain katakana.
- Gather various katakana expressions from sources such as books and magazines.
- Think of the ways in which the various katakana expressions could be categorized. Consider what kinds of effects and purposes there are in writing in katakana.
- Think about why the textbooks explain katakana in such manners.
- Prior to producing literary works (such as senryu, manga, or stories) using katakana, discuss how you can make your literary works interesting. Based on this discussion, the class will create the criteria by which the literary works should be evaluated.
- Produce literary works using katakana.
- Based on the evaluation criteria decided in step 5, write comments on the literary works of the classmates.
- According to the comments from the classmates, revise and/or re-produce the literary works.
- Appreciate the classmates’ literary works once again, and based on the evaluation criteria decided in step 5, choose the top 3 literary works in class.
- Write comments on the project itself.
Friday, October 15, 2010
Blog Evaluation Categories
1. Language
transition into using more Japanese, use Japanese as much as possible, use the grammar structure and vocabulary we learned, not always playing it safe with what we have learned in class
transition into using more Japanese, use Japanese as much as possible, use the grammar structure and vocabulary we learned, not always playing it safe with what we have learned in class
2. Content
• a good name, catchy titles,
• a good topic or theme, some sort of continuity in the theme/topic of the blog, topics that somehow relate to Japanese, Topic should be related to Japanese culture to raise people's common interests, culture observation,
• various subjects, new content, informing, updated material, genuine value, learning life lessons, sentimental value, addictive material, opinions,
• clarity,
• interesting to reader and writer, interesting topics that lead to good discussions coherent, controversial information, entertaining, nothing too explicit or controversial, original/creative, fun, appropriate/polite content,
• regional reaction to international events, about something that actually matters,
• don't self-reference language learning
3. Layout
compelling graphic elements, easy on the eyes, aesthetics, Appealing wallpapers, legible (ex. the background should not be the same or similar color of the text). not too many shiny bright colors, Ability to scroll through quickly (lots of pictures, videos, etc.), include some pictures, videos, links, etc, Different colored text can help make certain parts stand out
4. Communication
responds to comment, interacting with other blogs, try to interact with other bloggers not only from our class but also the blogs of students from other universities, use this place to make friends and communicate with people, comments should be answered if they include questions, presence of new words, english translation when relevant, should pose questions to invite comments, references to other people's blogs
5. Consideration
personal and honest in nature, be sincere, aware of the language level of one's readers, try to post at the class' level so we can all read your posts, no offensive words or posts.
6. Frequency
update regularly, frequently updated
• a good name, catchy titles,
• a good topic or theme, some sort of continuity in the theme/topic of the blog, topics that somehow relate to Japanese, Topic should be related to Japanese culture to raise people's common interests, culture observation,
• various subjects, new content, informing, updated material, genuine value, learning life lessons, sentimental value, addictive material, opinions,
• clarity,
• interesting to reader and writer, interesting topics that lead to good discussions coherent, controversial information, entertaining, nothing too explicit or controversial, original/creative, fun, appropriate/polite content,
• regional reaction to international events, about something that actually matters,
• don't self-reference language learning
3. Layout
compelling graphic elements, easy on the eyes, aesthetics, Appealing wallpapers, legible (ex. the background should not be the same or similar color of the text). not too many shiny bright colors, Ability to scroll through quickly (lots of pictures, videos, etc.), include some pictures, videos, links, etc, Different colored text can help make certain parts stand out
4. Communication
responds to comment, interacting with other blogs, try to interact with other bloggers not only from our class but also the blogs of students from other universities, use this place to make friends and communicate with people, comments should be answered if they include questions, presence of new words, english translation when relevant, should pose questions to invite comments, references to other people's blogs
5. Consideration
personal and honest in nature, be sincere, aware of the language level of one's readers, try to post at the class' level so we can all read your posts, no offensive words or posts.
6. Frequency
update regularly, frequently updated
7. Others
Paragraphs should not be so long that the blog becomes difficult to read
にほんじん、にほんのひと
Japanese society of Yamato people is linguistically homogeneous with small populations of Koreans (0.6 million), Chinese/Taiwanese(0.5 million), Brazilians (300,000, many of whom are ethnically Japanese), and Filipino (245,518, some being Japanese Filipino; children of Japanese and Filipino parentage).[5] Japan has indigenous minority groups such as the Ainu and Ryukyuans and social minority groups like the burakumin.(wikipediaから)
にほんのかんこくじん、ちゅうごくじん、ブラジルじん、フィリピンじんはいつきましたか？どうして(why)きましたか？アイヌのひととおきなわのひとはなにごをはなしましたか？
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