Combining Cross-Cultural Understanding and Academic Writing

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Justin C. Foster-Sutherland, Kaiho Senior High School

A curriculum is presented that develops students’ cross-cultural understanding and academic writing through a process of small paragraph-based projects leading up to a final research paper. Japanese high school students were introduced to cross-cultural understanding through meaningful stages and shared their own findings through writing assignments that grew in complexity. To measure success, students took part in an informal survey and wrote comments on the course. Results indicate that the students believed they became better writers and grew more aware of other cultures. Though tested at a high school, the syllabus could be used in many other contexts.