Academic Reading 2

Course Overview

Course Description

In this course, students will improve their academic reading skills through study and discussion of newspaper, magazine, and journal articles of varying lengths related to important issues in science and engineering. Emphasis will be placed on developing a deep understanding of sentence and text structure, and on developing micro- and macro-reading skills, so that relevant information can be found quickly and effectively, without the need for translation into the native language. In particular, students will be urged to start understanding written English in English. They will also be encouraged to read beyond the target texts to gain a deeper understanding of the topics covered and to express their reaction to readings both in oral and in written reports. In addition, students are required to master 270 academic words including their meaning and collocations by studying the Academic Word Lists (AWLs) 6a – 10 provided by CELESE. Students are expected to spend an average of 1.5 hours out of class on weekly assignments.

Download the detailed course description here.

Course Goals

G1: Develop knowledge of 270 academic words
G2: Recognize and comprehend common linguistic features of academic texts.
G3: Read and comprehend the gist of both short and long academic texts.
G4: Develop strategies and higher-level cognitive skills related to academic reading.
G5: Manage academic references sufficiently.
G6: Be familiar with a variety of recent topics in science and engineering.



  • Textbook: Academic Reading in Science and Engineering, Book 2 by R. Rose. DTP Publishing: Tokyo, Japan.
  • CELESE Academic Word Lists (AWL) sublists (link)
  • Spotlight article: Sakuta Y, Kanazawa S, Yamaguchi MK (2018) Infants prefer a trustworthy person: An early sign of social cognition in infants. PLoS ONE 13(9): e0203541. (link)
  • List of recent science news (see below)
  • Suggested extensive reading materials (link)
  • Other possible extensive reading materials can be found at the following web pages/sites.


  • Grades (A+, A, B, C, or F) are determined based on Student Performance Record which consists of five components: in-class AWL quizzes (20%), in-class science news quizzes (16%), intensive reading exercises (5%), extensive reading reports (27%), and final test (32%).
  • The Student Performance Record Sheet provides detailed assessment criteria.
  • To pass the course, the student must meet the university attendance requirement (attendance of 2/3 of classes offered) and the pass criteria (60%) in 4 of the 6 course goals.
  • Students who wish to question their final grades should make inquiries directly to their course teacher who will then consider each case based on the student's performance record. Inquiries of this nature can be made until the end of the 7th full day (1 week) after the final grades are made public by the Education Office. Once these 7 days have expired, no further inquires will be considered.

Final Test

Further information