日本語 English
| 開講年度/ Academic YearAcademic Year |
20262026 |
| 科目設置学部/ CollegeCollege |
社会デザイン研究科（MSDA）/Graduate School of Social Design Studies (MSDA)Graduate School of Social Design Studies (MSDA) |
| 科目コード等/ Course CodeCourse Code |
VP214/VP214VP214 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
Academic Writing as Conversation and Ethical Practice in the Age of AI |
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
Face-to-face (all classes face-to-face). |
| 授業形式/ Class StyleCampus |
講義/LectureLecture |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
秋学期/Fall semesterFall semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
水3/Wed.3 Wed.3 ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
SDM6211 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
その他登録/"Other" Registration"Other" Registration |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
履修登録システムの『他学部・他研究科履修不許可科目一覧』で確認してください。 |
| 履修中止可否/ Course CancellationCourse Cancellation |
－（履修中止制度なし/ No system for cancellation) |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 https://www.rikkyo.ac.jp/about/disclosure/educational_policy/sd.html |
| 備考/ NotesNotes |
By the end of this course, students should be able to:
1. Understand academic writing as a form of disciplinary communication with its own conventions, expectations, and ethical responsibilities.
2. Read academic texts critically and accurately, identifying authors’ arguments, methods, and positions within scholarly conversations.
3. Summarize, paraphrase, and quote academic sources appropriately, demonstrating academic integrity and awareness of plagiarism.
4. Use APA 7 style conventions for in-text citation and reference lists with clarity and consistency.
5. Compile an annotated bibliography that reflects careful listening to sources and emerging research interests.
6. Develop confidence and responsibility in using digital tools, including AI, as part of academic writing and research processes.
This course introduces graduate students to academic writing as both a skill and a scholarly practice. Rather than treating writing as a purely technical activity, the course emphasizes academic writing as participation in ongoing disciplinary conversations.
Students learn core academic writing conventions such as summarizing, quoting, paraphrasing, citation, and APA 7 style, while also developing strategies for reading academic texts attentively and ethically. Particular attention is given to academic integrity, plagiarism, and the responsible use of AI tools in academic contexts.
The course is process-oriented and scaffolded: students move gradually from understanding academic writing culture and conventions, to engaging with sources, and finally to preparing an annotated bibliography as a foundation for future research writing, including literature reviews.
| 1 | The Writing Compass: Orienting Academic Writing Introduction to graduate-level academic writing expectations; writing as journey; self-reflection on writing histories and challenges. |
| 2 | A Meta-Relational Approach to AI and Academic Research Understanding AI through relational, ecological, and cultural frameworks, with a view to cultivating more responsible engagement in research processes. |
| 3 | AI, Academic Writing, and Academic Responsibility Critical discussion of AI tools in academic writing; ethical use, risks, and responsibilities; writing as relational practice. |
| 4 | Academic Writing as a Language and a Culture Academic writing as a disciplinary culture; unspoken rules, conventions, and hierarchies; voice and formality. |
| 5 | Entering the Academic Conversation Academic writing as conversation; the “They Say / I Say” framework; listening before responding. |
| 6 | “They Say” and the Art of Summarizing Summarizing academic texts accurately and fairly; building credibility through listening. |
| 7 | The Art of Quoting Quoting as dialogue; quotation integration; the quotation “sandwich” technique. |
| 8 | Mid-Semester In-Class Assignment Assessed practice focusing on quotation, interpretation, and academic integrity. |
| 9 | Plagiarism and Academic Integrity Plagiarism, paraphrasing, patchwriting; ethical source use; AI and responsibility. |
| 10 | APA 7 Style Essentials Purpose and logic of APA style; in-text citations and reference lists; paraphrasing vs. quoting. |
| 11 | Introduction to the Annotated Bibliography Annotated bibliographies as research tools; summary, evaluation, and relevance. |
| 12 | Writing Effective Annotations Structure and models of annotated bibliographies; evaluating and positioning sources. |
| 13 | From Annotated Bibliography to Literature Review Listening across sources; identifying patterns and conversations; preparing for future research writing. |
| 14 | Course Reflection and Looking Ahead Reflection on academic writing development; connecting course learning to future graduate research. |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
| 補足事項 (Supplementary Items) |
|---|
| Classes combine short lectures, guided practice, discussion, peer work, and reflective activities. Emphasis is placed on active reading, incremental skill development, and transparency of expectations. Students are encouraged to approach academic writing as a practice that develops over time through feedback, revision, and sustained engagement with texts. The course supports diverse linguistic and educational backgrounds while maintaining clear academic standards. |
Students should complete the required reading assignments and practical exercises prior to each class.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Class participation and in-class exercises(40%) Homework assignments and short reflections(20%) Mid-semester in-class assignment (quoting and source use)(10%) Final annotated bibliography(30%) |
| 備考 (Notes) | ||
| Details and rubrics for each assignment will be provided on Canvas. Students are expected to attend classes regularly and need to attend a minimum of 11 classes to pass the course. Late arrivals will be penalized and, when systematic, counted as absences. | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| There are no assigned textbooks for this course. Required and recommended readings will be provided via Canvas. Key texts include selected chapters from: - Graff, G. & Birkenstein, C. (2024). They Say / I Say: The Moves That Matter in Academic Writing (6th ed.). W. W. Norton & Company. - APA Style (7th Edition) online resources. - Supplementary academic articles relevant to students’ research interests. |
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Graff, G. & Birkenstein, C. | They Say / I Say: The Moves That Matter in Academic Writing (6th ed.) | W. W. Norton & Company | 2024 |
Students are expected to bring assigned readings and written work to class (on their laptops / mobile devices or printed).
AI tools may be used responsibly for specific purposes (e.g., brainstorming, language support, formatting), but misuse constitutes academic misconduct.
By the end of this course, students should be able to:
1. Understand academic writing as a form of disciplinary communication with its own conventions, expectations, and ethical responsibilities.
2. Read academic texts critically and accurately, identifying authors’ arguments, methods, and positions within scholarly conversations.
3. Summarize, paraphrase, and quote academic sources appropriately, demonstrating academic integrity and awareness of plagiarism.
4. Use APA 7 style conventions for in-text citation and reference lists with clarity and consistency.
5. Compile an annotated bibliography that reflects careful listening to sources and emerging research interests.
6. Develop confidence and responsibility in using digital tools, including AI, as part of academic writing and research processes.
This course introduces graduate students to academic writing as both a skill and a scholarly practice. Rather than treating writing as a purely technical activity, the course emphasizes academic writing as participation in ongoing disciplinary conversations.
Students learn core academic writing conventions such as summarizing, quoting, paraphrasing, citation, and APA 7 style, while also developing strategies for reading academic texts attentively and ethically. Particular attention is given to academic integrity, plagiarism, and the responsible use of AI tools in academic contexts.
The course is process-oriented and scaffolded: students move gradually from understanding academic writing culture and conventions, to engaging with sources, and finally to preparing an annotated bibliography as a foundation for future research writing, including literature reviews.
| 1 | The Writing Compass: Orienting Academic Writing Introduction to graduate-level academic writing expectations; writing as journey; self-reflection on writing histories and challenges. |
| 2 | A Meta-Relational Approach to AI and Academic Research Understanding AI through relational, ecological, and cultural frameworks, with a view to cultivating more responsible engagement in research processes. |
| 3 | AI, Academic Writing, and Academic Responsibility Critical discussion of AI tools in academic writing; ethical use, risks, and responsibilities; writing as relational practice. |
| 4 | Academic Writing as a Language and a Culture Academic writing as a disciplinary culture; unspoken rules, conventions, and hierarchies; voice and formality. |
| 5 | Entering the Academic Conversation Academic writing as conversation; the “They Say / I Say” framework; listening before responding. |
| 6 | “They Say” and the Art of Summarizing Summarizing academic texts accurately and fairly; building credibility through listening. |
| 7 | The Art of Quoting Quoting as dialogue; quotation integration; the quotation “sandwich” technique. |
| 8 | Mid-Semester In-Class Assignment Assessed practice focusing on quotation, interpretation, and academic integrity. |
| 9 | Plagiarism and Academic Integrity Plagiarism, paraphrasing, patchwriting; ethical source use; AI and responsibility. |
| 10 | APA 7 Style Essentials Purpose and logic of APA style; in-text citations and reference lists; paraphrasing vs. quoting. |
| 11 | Introduction to the Annotated Bibliography Annotated bibliographies as research tools; summary, evaluation, and relevance. |
| 12 | Writing Effective Annotations Structure and models of annotated bibliographies; evaluating and positioning sources. |
| 13 | From Annotated Bibliography to Literature Review Listening across sources; identifying patterns and conversations; preparing for future research writing. |
| 14 | Course Reflection and Looking Ahead Reflection on academic writing development; connecting course learning to future graduate research. |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
| 補足事項 (Supplementary Items) |
|---|
| Classes combine short lectures, guided practice, discussion, peer work, and reflective activities. Emphasis is placed on active reading, incremental skill development, and transparency of expectations. Students are encouraged to approach academic writing as a practice that develops over time through feedback, revision, and sustained engagement with texts. The course supports diverse linguistic and educational backgrounds while maintaining clear academic standards. |
Students should complete the required reading assignments and practical exercises prior to each class.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Class participation and in-class exercises(40%) Homework assignments and short reflections(20%) Mid-semester in-class assignment (quoting and source use)(10%) Final annotated bibliography(30%) |
| 備考 (Notes) | ||
| Details and rubrics for each assignment will be provided on Canvas. Students are expected to attend classes regularly and need to attend a minimum of 11 classes to pass the course. Late arrivals will be penalized and, when systematic, counted as absences. | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| There are no assigned textbooks for this course. Required and recommended readings will be provided via Canvas. Key texts include selected chapters from: - Graff, G. & Birkenstein, C. (2024). They Say / I Say: The Moves That Matter in Academic Writing (6th ed.). W. W. Norton & Company. - APA Style (7th Edition) online resources. - Supplementary academic articles relevant to students’ research interests. |
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Graff, G. & Birkenstein, C. | They Say / I Say: The Moves That Matter in Academic Writing (6th ed.) | W. W. Norton & Company | 2024 |
Students are expected to bring assigned readings and written work to class (on their laptops / mobile devices or printed).
AI tools may be used responsibly for specific purposes (e.g., brainstorming, language support, formatting), but misuse constitutes academic misconduct.