JAPN 404 - aDVANCED JAPANESE PRESENTATIONAL COMMUNICATION
This course aims to develop advanced proficiency in communication through oral presentations and developing research papers to present in Japanese using appropriate media. Taught in Japanese.
For proof, please follow the link to my Capstone Project page.
Spring 2014 / MLO 4
This class fulfills my MLO through its focus on Power Point Development and study of formal Japanese. The class would periodically have each other present their updated power points and the teacher would comment and point out what was right and wrong about the power point's layout and information. In order to write a proper formal Japanese research paper, we have been using a packet weekly that contained information pertinant to the overall capstone project.
You can see the final results of my Power Point Development in the Capstone Project section. As for formal Japanese acquisition, we were assigned to do homework from a packet that provided examples and explanations about the difference and use of formal Japanese and casual Japanese.
I have come to understand that the diversity of Japanese language based on situational factors has a drastic change on the words to be properly used is very concise. For example, there's a difference in how someone would write a letter to a friend, a newspaper article, and research paper. The level of casualty goes from being short and simple into the use of more complex words and Kanji.
This class has shown me first that long-term projects, such as a senior thesis, takes time and Power Point development requires as much time as would be put into the research. The final product needs to be concise and appealing to everyone in the audience. Second, the ability to understand Japanese language isn't just translation, but it's also needing to understand where and when certain words become more or less formal.
For proof, please follow the link to my Capstone Project page.
Spring 2014 / MLO 4
This class fulfills my MLO through its focus on Power Point Development and study of formal Japanese. The class would periodically have each other present their updated power points and the teacher would comment and point out what was right and wrong about the power point's layout and information. In order to write a proper formal Japanese research paper, we have been using a packet weekly that contained information pertinant to the overall capstone project.
You can see the final results of my Power Point Development in the Capstone Project section. As for formal Japanese acquisition, we were assigned to do homework from a packet that provided examples and explanations about the difference and use of formal Japanese and casual Japanese.
I have come to understand that the diversity of Japanese language based on situational factors has a drastic change on the words to be properly used is very concise. For example, there's a difference in how someone would write a letter to a friend, a newspaper article, and research paper. The level of casualty goes from being short and simple into the use of more complex words and Kanji.
This class has shown me first that long-term projects, such as a senior thesis, takes time and Power Point development requires as much time as would be put into the research. The final product needs to be concise and appealing to everyone in the audience. Second, the ability to understand Japanese language isn't just translation, but it's also needing to understand where and when certain words become more or less formal.