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• W1567007116 abstract "In Japanese colleges and universities, native speaker teachers in English departments are sometimes called on to teach courses that furnish English majors with the necessary tools to write their graduation theses in English. This study was undertaken at one university to determine what constitutes a graduation thesis, what aspects of the thesis are deemed important, criteria used to assess the quality of both the process and the product, what that process is, the meaning and importance of originality and research in such a thesis, the meaning of plagiarism and how it is treated, who can give help to the student, and what students see as helpful in thesis preparation. The results provide an analysis of student needs that may be useful to native English-speaking teachers in developing a thesis course syllabus. The report outlines the methodology used in developing needs assessment questionnaires, conducting and revising them, and surveying 29 teachers and 6 students. Results are summarized. Data summaries and questionnaires are appended. (Contains 12 references.) (MSE) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Defining the Graduation Thesis & Identifying Student Needs (1) Eloise Pearson Hamatani et. Tokyo Metropolitan University FA Native speaker teachers in departments of English are sometimes called upon to teach courses which are to furnish English majors with the tools necessary for them to write their graduation theses in English. As most often those teachers have not grown up within the Japanese education system and are, therefore, not endowed with the cultural background that would help them intuit what would be expedient in a syllabus for such a course, developing a syllabus can be a daunting task. In addition, quite a few English departments do not have a uniform set of standards or set of guidelines for the students, let alone for the teacher. It is therefore up to the individual teacher's ingenuity, knowledge and experience to formulate a syllabus for such a course. The first step would naturally be to determine the needs of the students in writing such a thesis (Reid 78). Although doing a simple needs analysis (2) is not a difficult task, some cultural factors embedded within many Japanese universitiescan handicap the researcher who might be perceived of as snooping into what her colleagues are doing in their classrooms. Snooping does not carry a positive connotation in any culture, but the boundaries of what is defined as snooping are drawn up differently in different cultures. In some of the older, more traditional universities in Japan, the teachers do not discuss what they do in the classroom. Each classroom is an island, and any attempt to determine what a teacher requires of his or her students can be perceived of as snooping. This can make doing a needs analysis somewhat dicey for a new foreign teacher in a department where he or she may already be in the spotlight. In such cases, a needs analysis may have to be put off for several years until the new teacher has established an environment of trust with his or her colleagues. The department in which this research was carried out is a Department of English consisting of British Literature, American Literature, Linguistics and Philology making it a department of many disciplines and therefore of many needs in terms of its graduation theses. One of the purposes for hiring a native speaker teacher was to make it possible to offer a class for third year students to improve the writing in their graduation theses. The only existing writing courses at that time were two OF composition courses taught by Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION TMU Graduation Thesis CENTER (ERIC) Hamatani originating it. received from the person or organization Minor changes have been made to improve reproduction quality. ° Points of view or opinions stated in this document do notnecessarily represent official OERI position or policy. 1 PERMISSION TO REPRODUCE AND 1 DISSEMINATE THIS MATERIAL HAS This document has been reproduced as BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" @default.
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• W1567007116 date "1997-10-01" @default.
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• W1567007116 title "Defining the Graduation Thesis & Identifying Student Needs" @default.
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