Need a Letter of Recommendation?

If you are a former student and would like a letter of recommendation from me, then please read the following policy and guidelines. You should know that if it has been more than three years since you took a class with me, then you will probably get a stronger, more convincing letter from someone familiar with you and your work now. If you still think you may benefit from a letter from me, keep in mind that I will mention in the letter how long it has been since I've seen you as well as the frequency of any correspondence--in person or in writing--between us since that time.

Eligibility

• You must have completed at least one of my courses that met at least twice a week (28 meetings in one semester). If you are applying for graduate school, you should have taken at least two courses, of which one required you to submit papers or essays. *Freshmen applying for non-academic part-time positions are exempt from this requirement if they are currently in my class for at least eight (8) weeks.
• You must have visited me in my office and talked to me at length on at least three (3) different occasions prior to your request. As a result of these visits, I should know your name without referring to a class list, and at least three of the following four: 1. Your school; 2. your major; 3. your interest in Japanese language and/or literature; 4. where you are from. If you are wondering whether or not I remember you, then chances are I don't know you well enough to write a strong and convincing letter of recommendation. I cannot write a recommendation for any student based solely on a grade or one aspect of the student's performance, such as writing ability, project presentations, or language proficiency. NOTE: I will fill out language proficiency/evaluation forms for students who have completed any of my language courses within two years of completion of the course.
• I reserve the right to refuse a request for a letter of recommendation for any reason. But in general, I will refuse because I don't know you well enough, or I don't think I can write you a solid letter of support.

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Making a Request

• A request for a letter of recommendation is a special request: In effect, you are asking for the time and effort of the writer. All such requests should be made in person at the convenience of the writer not the recipient. If you have a request, please come see me in my office during office hours. If you cannot physically come, a letter or phone call is sufficient. Faxes and emails should be a last resort. A request at the end of class--Hey sensei, can you write me a letter of recommendation? I need it by Friday!--tells me that the student regards the letter of recommendation as a simple, informal, and maybe even unimportant component of the application process. As perhaps an unintended consequence, I end up writing a letter that reflects the student's attitude.
• Your request must be made within two years of the last course you took from me--young people can change so much in just two years, that I would find it difficult to write anything with confidence--with the exception of those who have kept in touch with me continuously since that last class. (Regular correspondence through email or calling me on the phone counts, IM-ing me with a "Wazzup!" or writing on my fb wall, maybe not.)
• You must make your request for a letter during the first fourteen weeks of a given semester. I will not consider requests at the end of the semester, particularly during Final Examinations. If you make a request without contacting me directly at other times--i.e. during summer or winter break--I cannot guarantee timely delivery due to unforeseeable variables, including availability of computer/printer, research schedule, summer school schedule, vacation.

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Submissions

• The following must be submitted together.
• Necessary forms for the recommendation. If there is no specific form, or if recommendations are to be sent online, submit the name and address (or URL) of the institute(s) to which you are applying, typed on a separate sheet of paper with your name on it.
• Sign the waiver. Most, if not all, applications require your signature to waive your right to view the letter of recommendation. If you do not waive this right, I will not write you a letter. As a matter of principle and policy, a confidential letter of recommendation is no longer confidential if you do not waive this right. There is no exception to this. If you have already had a letter sent in for you and you did not waive this right, I can no longer write a letter for you.
• Copy of your "Statement of Purpose" or proposal if required by the institute(s) to which you are applying. An initial, rough draft is sufficient.
• Copy of your current resume.
• Copy of your most recent transcripts. Unofficial transcripts are sufficient.
• Copy of one graded paper or essay you submitted to me as course work with my comments on it. Do not send an ungraded paper or a paper for another class (I am not qualified to judge writings in other fields). Students who only took language courses(001-2; 105-6) are exempt. Copies will not be returned.
• If you are not presently a student or if you do not need to submit a "Statement of Purpose" with your application, submit a short one-page letter/essay addressing your current circumstances and goals.

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Timetable and delivery

• Make your request for a Letter of Recommendation and submit all of the above material at least three weeks before the deadline.
• Submit all material to me in person during office hours. If you cannot deliver it personally, please mail your request to me with all pertinent material.
• Please confirm your request--by e-mail or telephone--one week before the deadline. I admit that there are times when I may forget.
• If you cannot pick up your recommendation, you should provide for each letter a large, self-addressed envelope--approx. 9" X 12" --into which I can enclose the letter sealed in its own GW envelope. Requests without postage will be sent through the... um... GW mail system... If you include postage, please enclose it separately.
• As policy, I write only one letter of recommendation per request per institute. If you lose the recommendation, I will NOT provide another one.
• As a courtesy, you should refrain from asking for recommendations to a large number of institutes at any single time. (Large=more than five) Sending letters to different institutes is not just a matter of changing names. And I would rather prefer to avoid writing "To whom it may concern" letters. After the initial crafting of the letter, this requires 1. typing in the address; 2. ensuring that each appearance of the institute and program is changed and spelled correctly--I incorporate the name of the program and/or institute at least twice into the body of each letter; 3. occasionally tweaking the language to fit the program--a letter to a graduate program for literature is different than one for linguistics, an Asian studies program requires more focus on Japan than an international affairs program; 4. signing the letter; 5. filling in appropriate information on the institute's own cover sheet; 6. matching each letter with the appropriate cover sheet; 7. finally addressing and sealing the envelope. This takes about 15-20 minutes. If I was an automaton, it would still take me at least two hours to prepare eight different letters after crafting the letter. So, again, show courtesy.

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Other Considerations

• I respond to requests for letters of recommendations with the intent of helping the student fulfill his or her goals and aspirations. Consequently, I attempt to provide what the institute requiring a recommendation wants: As much pertinent info about you as I know, which typically includes not only your grades, but your analytical abilities, your academic potential, your leadership qualities, your social sensibilities, and others.
• I address these concerns by pointing to things such as:
  
  • Intellect: Good writing and analysis in essays/papers
  • Seriousness: Solid attendance, including not being tardy
  • Responsibility: Assignments--homework and papers--turned in on time
  • Demeanor: A regard for others in a group setting (class) as manifested in a notable lack of unnecessary chatting or disruptive tardy entrances, as well as cordial attitudes, actions and comments/responses toward classmates
  • Leadership: Volunteering in class, participating in study abroad sessions, demonstrating a willingness to advise underclassmen
  ...just to name a few.
• The submissions that accompany your request, as well as the totality of your presence in my class and office, help me to craft a solid, convincing and, hopefully, successful letter. In other words, YOU are the person who determines whether a letter of recommendation is good or not because ultimately, I need something to work with.
• This should go without saying, but you should know that I will be very honest in my letter. If I don't think I can write you a solid letter, I will tell you so. This is not to be mean to any one particular student, but to be fair to all my students. By being honest, I am being fair to all my past students, and I am giving a fair opportunity to all my future students.
• If you have read this far, then you have probably come to the conclusion that writing a letter of recommendation is a serious endeavor for me. If you think that the recommendation you require is just a formality--that it is "no big deal" and can be whipped out with minimal effort--then please consider asking someone else.
• Consider these issues if and when you decide to ask me for a letter of recommendation.

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Contact Information

• Academic Center, Rome Hall 457.
• Phone: 202-994-0050

Mailing Info

• East Asian Languages and Literatures
  The George Washington University
  Rome Hall 469
  801 22nd Street, N.W.
  Washington, DC 20052

(update history: 2005.02.09; 2006.01.20; 2007.05.01; 2009.01.22; 2010.12.18; 2019.03.26)

Amazing student

Some of my students are pretty amazing. This one posted on my facebook wall:

Sensei, I was supposed to do homework but instead I watched a documentary on Haruku Murakami on youtube. I'm reading Wind Up Bird Chronicle while listening to Jazz.

What a multi-tasker! Watching a documentary, reading a book and listening to jazz. He should leave his brain to science. ;-)

End of Fall 2010

Classes are over but grading is not. A final exam in bungo--literary Japanese--a final paper for the Genji class, and an annotated bibliography for the proseminar.

Y'know, there was a time when I used to like grading. But for the life of me, I can't remember why. Power? Authority? Hmmm... I don't think so. That wouldn't be a very good reason. An honest reason, maybe, but not a good one. Suffice it to say that grading, now, is rarely at the top of my To Do list. It's usually buried way down along with paying taxes and dealing with squirrels.

From GW Today

" The Japanese Language and Culture Institute is an 11-credit program that integrates the study of the Japanese language with culture through film. Students choose between a basic and an intermediate language course, depending on their proficiency, and all students take the same film class, where they watch Japanese movies with English subtitles. "

To read more--and to see a photo of our Aerobics-in-Japanese class (that's Mrs. Onigiriman up front)--click this link to the original article.

Summer Institute: Award Winning Teachers

Alright... It's the middle of October and I've been gearing up for our Summer Institute already. The proposal is in and I hope the powers that be will accept it. I've made some changes from last year--no more "semi-immersion" approach. It was too difficult to monitor without having to be with students 24/7 and I'm sure they get enough of me in class as it is.

I'm still working out the details, but one thing is for sure: The two regular full-time faculty who will be teaching this summer are also recent award winners for innovative teaching.

Assistant Professor for Teaching, Takae Tsujioka, will be team teaching Intermediate Japanese (JAPN 006) with Rika Seya. Tsujioka sensei is the recipient of the 2010 Bender Teaching Award. I can vouch for her teaching skills. Whenever I go to her class to observe, I always come away in awe, and often end up stealing some of her ideas to incorporate into my own language courses.

The other award winner will be teaching Beginning Japanese (JAPN 005) along with Wakana Kikuchi, and that teacher is......... me. Those who know me, pretty much see me as outgoing and, well, narcissistic. I'm actually quite modest and reserved... but I'll tell ya' anyway: I was fortunate enough to receive the 2010 Robert W. Kenny Award for Innovative Teaching. (Okay, did it sound like I just couldn't wait to tell you?) Unfortunately, I can't vouch for myself, especially since I'm "borrowing" ideas--with permission, of course--from Tsujioka sensei. Then again, the award was for my literature course, Love and Politics: The Tale of Genji.

Anyway, as details are confirmed, I will post information about our Summer Institute for Japanese Language and Culture over the coming months.

JET: Japanese Exchange and Teaching Program

If you’re a senior and you’re considering applying for JET, take note: Their website—http://www.us.emb-japan.go.jp/JET/—says that the 2011 application will be available on October 25th, 2010, but Japanese major Rebecca Rowe (GW ’10) says it’s available online now. Be sure to go to their website for all relevant information. The Japan Exchange and Teaching Program (JET) is the largest program for English instructors in Japan, sponsored by the Japanese government. Each year 800-1000 American young professionals are selected to teach English in Japanese public schools. A small percentage of our participants also work in local government offices on international relations projects. This past summer, the local Japanese embassy sent approximately 75 new participants from the DC, Maryland, and Virginia area, to join a total of nearly 5,000 participants throughout Japan. Be sure to check out their site if you are interested.

Japanese Chat Room--日本語を練習しましょう

The Japanese program staff started its Japanese Chat Room, a gathering where students of all levels studying Japanese at GW can come to practice the skills they have acquired in class. It is also an opportunity to meet other students and teachers (!) you do not know... yet.

There have been three Chat Rooms so far—including the Mount Vernon Language Café--and we have had a warm response from student, mostly beginning level. It is an art to speak to first year students in Japanese for an hour--how many ways can you say, "My name is..." "I am from..." "My major is..."??? Whew! I'm not sure how many ways we said it but it was fun. But I hope students from second, third and fourth year come as well, because...

As I mentioned in the previous newsletter, studying in the classroom gets you all the basic tools and information you need to speak, but to become fluent, you must practice… and practice… and practice. So I hope we get to see you participate in our Chat Rooms sometime during the semester. The remaining schedule is as follows.

• October 8 (金) 佐藤 11-12am, Rome 470
• October 14 (木) 浜野 5-6 Phillips 210A
• October 19 (火) 瀬谷 2-3 Eckles Library, Mt. Vernon Campus
• October 27 (水) はなみ　5-6 Phillips 210A
• November 5 (金) 辻岡　3-4, Room Phillips 210A
• November 12 (金) 佐藤 11-12am, Rome 470
• November16 (火) 瀬谷 2-3 Eckles Library, Mt. Vernon Campus
• December 1 (水) 浜野 5-6 Phillips 210A
• December 7 (火) 瀬谷 2-3 Eckles Library, Mt. Vernon Campus
  

If you’re studying Japanese, take advantage of these opportunities. It should be fun, rewarding, and best of all, no quizzes.

Fall Semester

Jeepers. It's already October and Fall semester is in full swing. I meant to write a bit more about summer session but a colleague teaching one of the classes fell ill and I had to cover the class for the rest of the summer session. Teaching two intensive courses left little time to do things like blogging. Happily, the colleague is recuperating and getting better, but I was exhausted.

Rest was in order... but right after grading finals I participated in series of workshops to learn about the tools for creating and implementing online courses. After which, I helped to organize the Japanese Program retreat to discuss and plan our methods of assessing students--and thereby assessing ourselves. Before I knew it, Fall semester was here, and I found myself preparing for classes.

I regret that I didn't get to touch my research... Wait... Did I say "regret"? What I should have said is "afraid". Like, I'm afraid of that tap on the shoulder... "Dude, did you publish anything this year?" *shudder*

Freer Gallery

On June 10, we went to the Freer Museum on the National Mall for a tour of Japanese Art. Our docent, Jo Kinkaid--in the middle of the right photo--led us through a detailed explanation of the various exhibits.

On the train on the way back from the Museum, I took a head count--1-2-3...8-9... um... Who's not here? I wondered out loud. Sara, Nidhi, er... Abe, Kamilah, uh... Rachel, Debbie went to her internship, Jon said he's stay behind... Alex! Where's Alex? Wasn't he just here?

Well as best as I can remember this is what happened: At the Smithsonian station, we had noticed that a westbound train had just entered the station. We hurried down the escalator to the platform and hopped onto the train. But Alex didn't make it before the door closed. Fortunately, all the students were adults and it wasn't likely that any of them--certainly not the studious Alex who came from Iowa--would get lost. As I waited at the turnstiles at Foggy Bottom, Alex came strolling down the concourse toward the exit turnstile.

"Glad your back," I said in relief.

"I just got on the next train," he said, rather matter-of-factly, seemingly bemused at why anyone would have to worry...

Summer Weekly Lunch

For the Summer Institute for Japanese Language and Culture, we usually ate lunch together everyday. Of course, that depended on the students--some of whom insisted that they wanted to eat on their own. But every Thursday the Institute bought lunch for everyone and nary was there a student who insisted on eating out.
The first pace we ordered from was a fast food place found in 2000 Penn. It was... um... unsatisfying. I don't want to go into details as I am not a professional food critic, but if you want to eat quasi-Asian food, do not buy it in 2000 Penn. You have been warned.

Fortunately, there were better options for us. One place we tried was Kaz's Bistro. It was pretty good. The Thursday bento box special is chicken teriyaki and came with salad and sushi. But except for the specials, Kaz's can be a bit pricey for our budget. So we actually ordered out from a Korean place that serves both Korean and Japanese food. It's called Yee Hwa 李花. The first time, we order Bi bim bap, which is a Korean rice bowl of spicy meat and vegetables. I kind of liked it. Other days we ordered more conventional Japanese food such as teriyaki beef, salmon or chicken. (Okay, before you say anything, I am aware that these are not strictly Japanese, that in fact teriyaki "meats" are mostly an American invention--or more likely the invention of Japanese Americans who adjusted this style of cooking to their American palates and and the availability of certain meats.) In the photos above, we ordered tempura--full disclosure: strictly speaking it was vegetable tempura and shrimp fry; if you want to know the difference, send me an email.

So anyway, during these meals, we attempted to speak Japanese, to foster a Japanese language eating environment, but many students hung out with friends and chatted away in English. I thought about putting a stop to this, but I soon realized that students at different levels of Japanese who didn't know each other before summer session, soon became friends through these joint lunches. So I had to make a choice, divide them by language ability and foster their Japanese skills or to allow them to develop friendships--Japanese courses being the link--and figure out a different venue for language. I decided that it would be easier to create a different language venue than to foster an environment they themselves created to make friends. As far as I can tell, they are becoming very good friends, indeed, and I do not regret my decision.

So we will be eating our way through the summer every Thursday, making friends.

Summer Session Begins

The Japanese Institute for Language and Culture has begun and I cautiously optimistic. All students actually showed up and they are rather enthusiastic. So I'm keeping my fingers crossed that the summer institute will be successful and productive.

Graduation 2010

Congratulations to the class of 2010. Glad to see you graduated without incident. Always a good thing. It was a pleasure meeting the parents of some of my favorite students and see where they actually got their genes from. I was very impressed.

Classes are over...

...and all that's left are Finals. Believe me when I say, I do NOT like to give bad grades, but I also do not give out grades like candy. You have to earn it, so study hard.

Kudos Ryan

Congratulations to Ryan Buyco, graduating senior and Japanese major, who has been accepted into the Asian Studies program at the University of Hawai'i starting Fall 2010. Ryan was also recently accepted into the Japanese Exchange and Teaching (JET) programme and had been weighing his options, until he just got an email informing him that the Asian Studies Program at Hawai'i has awarded him a $15,000 Starr Fellowship for Academic Year 2010-2011:

The Asian Studies Starr Fellowship Committee was impressed by your academic preparation, and your commitment to research that crosses national boundaries in Asia. We hope to see you in the Fall.

Well, Ryan, this is great news and I hope that it narrows down your options.

Congratulations, again

Summer Session 2010

Just got the word recently that out Summer Institute for Japanese Language and Culture is a go. I will be adding information as we go along, but for now we have about 9 or 10 students. Six will be taking Intermediate Japanese with Seya Sensei, the rest will be taking Beginning Japanese with Kikuchi sense and me. All will be enrolled in the Japanese Culture through Film course with Heusch sensei. Students who have elected the residential option will be housed in Ivory Tower, much to the delight of our proctor, Miki Furuya, a rising junior who will be living with the students for tutoring and advice.

If there is anyone who is still interested, deadline for the residential option is Friday, April 30.

I'll keep posting stuff as information becomes available.

JET Kudos

Congratulations to Marissa Lubong and Ryan Buyco, graduating seniors and Japanese majors, for being accepted into the Japanese Exchange and Teaching (JET) programme. Spencer Barnes, another graduating senior and Japanese major--incredibly, double majoring as a student from GW's School of Business--was selected as an alternate. If past history is any indication, there is a good chance he will get in too. I'd congratulate him too, but I don't want to jinx him.

Unfortunately, not all of our students who applied got in, as this program has become highly competitive recently, particularly with the dearth of job opportunities these days. But each was outstanding and qualified, and I have no doubt that they will find other opportunities soon. So keep pluggin' away. Your time will come.

Meeting Sulu

My brother is art director at the Japanese American National Museum in Los Angeles. He came by in January to set up an exhibit at the National Archives called Fighting Democracy. My brother invited me and the missus to the exhibit's unveiling and soiree. It was a nice exhibit called Fighting Democracy. Apparently, it is a "traveling" exhibit that has been to New Orleans, Tuskegee, and soon to Memphis at the Martin Luther King Museum.

While the exhibit was nice and the food adequate--actually much better than most of the fare I get at school functions--the highlight of the evening was meeting George Takei. Musubichan was so excited to meet a celebrity. I have to admit that meeting Sulu was more interesting than addressing Senator Dan Inouye in the elevator: "By all means, after you, Sir." Yeah, that's all I could muster.

Anyway, it was a nice evening, but even nicer was getting reacquainted with my brother who stayed at our place for a week. Living out in Virginia/DC, you kind of lose touch of the people who are important to you, especially family.

Japanese Summer Institute: Movies, Museums, and Karaoke

Okay, so the title sounds kinda crazy. Karaoke? Haha. I'll do anything to get my students to actually vocalize Japanese--whether they understand it or not.

The action of voicing new and unfamiliar words--its pronunciation, intonations, and rhythms--help a language learner become more familiar and hence more comfortable with speaking Japanese. So if they're going to voice Japanese, why just limit it to the dialogue and exercises in a textbook? Why not sing along with J-pop?

Not that I should be the model of a perfect student (long story), but I sang Japanese songs a lot in my early years of learning Japanese and it helped me a lot.

Anyway, I felt compelled to write this post when I read this article published in the CCAS Newsletter. It's nice to get a write up in the school newsletter, but I'm sure the word karaoke will raise a few eyebrows, so I wanted to elucidate just a bit.

Major Fair--postscript

Thanks to all those who came to the Major Fair tonight to show your support! The Chinese teachers were like: "Wow, you guys are like a family. You help and support each other." Indeed, one student looking to minor wanted some advice and Marshall and Natasha (right) were talking to him giving him pointers--Yeah, avoid bungo at... all cost!--and the Chinese teachers were so envious to see our Japanese majors pitching in without having to be asked! I felt like a proud papa. :-P

Japanese Institute for Language and Culture

Just to let you know, summer session IS ON... well, if we get enough students to register, that is.

I've been working since last October to put together a program that will help our students and generate interest in Japanese for those GW students who want a taste of Japanese language and culture and as well as those who are not GW students. Hopefully this is the ticket.

We are integrating language and culture and hope students will feel invested in the program as we try to get instructors and students involved in all aspects of the program, including events outside of class, which is where students can aply what they are learning in class.

I'll have more as information becomes available, but for the time being, click on the flier and take a look at some of the details. Contact me or GW Summer Session for more information.

Become a J major!

CCAS is holding a Major Fair to help students decide on a major. They want a couple of current majors to come to explain to potential majors what its like to... Um... Fall in with love bungo? Eat three big serving of curry rice? er... ask for a letter of recomendation THREE weeks in advance? :-)

So if you're a major, in the area and have the time, come on by, say hello and support the Japanese Major at the Marvin Center Great Hall March 8, 7-9PM.

Grading Rubric

Once upon a time (okay, until last semester) I graded in an holistic manner. This means that I read, made comments and applied a grade that represented an amalgamation of all the impressions I had of the paper. While there is nothing wrong with this approach--I'd bet most professors grade in the same way--I always ran into trouble when a student came to ask me about his or her grade.

Now, as I said, I write comments, sometimes detailed comments--at times funny or sarcastic, too--in the margins: "excellent intro" "dic." "This doesn't make sense" "sp" "Good point" "inc. sent." "if you say this here, whe say it there?" "I like this". I will also write copious comments at the end of he paper to spell out what I think is both good and what needs improvement. As a result, I don't get a whole lot of students coming in asking about why they got a certain grade, but every so often they come in.

"Hey, I got a B on this paper, but I thought I'd get at least an A-. Can you tell me what I did wrong so I can get a better grade the next time?"

I will look at their paper and read the comments I wrote, but I've read anywhere between 20 to 50 papers for any given class, so I don't always remember exactly why I write something. The fact that I grade holistically doesn't help me recall either.

Well, fortunately for me, just when I was thinking about what to do, we get a message from those above talking about how we need to spell out "learning outcomes". One step in this process is to detail exactly how we evaluate so we can articulate exactly what we expect from our students and what we see as the learning outcome from an assignment and ultimately from the course. So I set out to analyze and break down my mental process so students may gain a better idea of how I evaluate an essay, thereby allowing them the opportunity to write a better paper. The result was the concrete rubric of criteria below. You will notice that I apply a letter grade to each section which represents a percentage of your entire paper. This is, of course, a general outline of how I grade and, to a greater or lesser extent, I am still influenced by the general impressions I develop as I read. I'm only human.

Still, please consider these criteria as a check list when you write your paper. If you successfully follow them, chances are you will get the grade you want.

Grading Rubric

Structure/Style (25%): A) Information organized in a logical and interesting sequence with balanced sections and clear transitional sentences. B) Information organized in a logical sequence but progression is not smooth. C) Information is poorly organized; difficult to follow. D) Stream of consciousness approach. Introduction→ Body [Motivation→ Argument 1 w/evidence→ Argument 2 w/evidence→ (Argument 3 w/evidence)]→ Conclusion	Idea/Knowledge (25%): A) Demonstrates a firm understanding of the topic/subject and knowledge of its details. B) Demonstrates an understanding of the topic/subject but manifests a few errors in the details. C) Demonstrates a tentative understanding of the topic/subject and manifests errors in the details. D) Demonstrates little to no understanding of the topic/subject.
Argumentation (25%): A) Presents an argument with an original point of view, providing convincing evidence in a logical manner. B) Presents an argument with evidence that is logical but mostly regurgitates the position and evidence of others—previous scholars or in class discussion. C) Presents an argument based on thin or incomplete evidence. D) Presents an argument that is wholly unconvincing—evidence is inconsistent, unrelated or illogical.	Presentation—Grammar and spelling (15%) A) Virtually no spelling or grammatical errors B) No more than 2 obvious errors C) 3-5 obvious errors D) More than 5 errors
	Layout (10%) Typed Margins: 1” Line spacing: 1½ Word count included Long quotes: Indented Paginated, page numbers☺ Font: Times New Roman, Arial, 12 point Citations: formatted correctly (both inline and footnotes). A) properly formatted; B) missing 1 item; C) missing 2; D) missing 3 or more

New Semester

The semester as begun. This semester, I'm teaching J-Lit in Translation and Beginning Japanese II. I haven't taught Lit in Translation in a couple of years so I'm kinda apprehensive. I'm sure my students can tell I'm nervous. I'm also teaching Beginning Japanese for the first time in... 6 years? It's been a while so I get kinda nervous there too. It's only the first week of school and I'm already a nervous wreck! But I look forward to the semester because I just love to teach Japanese.