Japanese 101: Class Intro, Writing Homework, and Early Language-Learning Concepts

Instructor and Class Logistics

  • Topic: First class in a UW Whitewater Japanese language course; focus on self-introduction, course logistics, handwriting/kanji homework, and initial grammar/kanji practice.

  • Trace-and-stroke technique emphasis: students should trace basic characters with correct stroke order first, then progress to writing the best examples for submission.

  • Registrar and contact logistics:

    • Registrar’s office location not clearly known in class, may need to check in person.

    • To communicate, student should email instructor; syllabus and Canvas provide contact details.

  • Digital access and communication:

    • Canvas is the primary platform for course materials and communications.

    • Check Canvas for class access; if not yet accessible, coordinate via email.

  • Printing and materials:

    • Some handouts are available on Canvas; students can print multiple copies of the writing-practice sheets as needed.

    • You can bring all printed materials to class; instructor doesn’t limit quantity.

  • Book rental and tuition discussion:

    • Idea that renting a book can be free if returned; otherwise charges apply.

    • Emphasis on not delaying getting a new book; reading assignments due over the weekend.

  • On-campus location cues given:

    • Reference to UC building, Highland, and the university vicinity; guidance provided for bookstore location and access.

  • Monday’s class expectations about materials:

    • First homework packet must be brought to class on Monday; name must be on the cover.

- If you weren’t in class Wednesday, you still must complete and submit homework via Canvas by Monday.

  • Academic background and personal philosophy (Minas Sensei):

    • Education and credentials:

    • Graduate of Global Education (institution name appears slightly unclear in transcript).

    • Certificate in the International Baccalaureate (IB) program teaching.

    • Professional history:

    • English teacher in secondary schools.

    • Worked in several food-related ventures (anecdotal); emphasis on reading books, watching movies, journaling, candles.

    • Travel and cultural interests:

    • Visited more than 20 countries; enjoys Bali (jungle, Balinese scenery), Cambodia, Morocco, and other places.

    • Favorite Japanese culture aspects:

    • Hot springs (onsen), wearing kimono and yukata, traditional Japanese attire.

    • Mansai: traditional Japanese comedy (manzai) – a stand-up style with two performers; intensive talking and humor.

    • Omuraisu (omelette rice) – explanation of how it’s made (omelette wrapped around ketchup-flavored chicken rice).

    • Personal philosophy on learning:

    • English teachers often study English for many years; self-deprecating humor about mistakes.

    • Belief in lifelong learning; desire to broaden students’ perspectives and connect with diverse cultures.

  • Experiences in Japan and the United States:

    • Time spent in Japan: roughly 20 years total (20 years abroad before returning to the U.S.).

    • Education in Japan: studied at Hokkaido University; master’s in Japanese literature; doctoral coursework.

    • Regions and cultural notes:

    • Lived in Hokkaido (Sapporo) for nine years; northernmost island of Japan; known for winter and beer (Sapporo).

    • Hokkaido’s indigenous Ainu people; historical context of modernization and settlement.

    • Returning to the U.S.:

    • In 40s-50s, sought better work-life balance; seven-day-a-week work routine in Japan described as unhealthy; shift to American work-life rhythm.

    • Fluency discussion:

    • Fluency requires immersive exposure; classroom study provides foundation, but true fluency comes from living and using the language daily.

    • Reading and writing in Japanese (kanji) require extensive study; up to around 2,000 Kanji characters commonly encountered; continuous practice.

  • Language-learning guidance and terminology:

    • Four skills in language learning: speaking, listening, reading, writing; all require different approaches and time to develop equally.

    • Expats and language communities:

    • Expat communities existed in Japan; formal training in Japanese language among some expatriates was relatively rare; balanced ability across all four skills was valuable.

    • The importance of immersion for fluency:

    • Living in the language environment improves fluency beyond classroom learning alone.

  • Personal anecdotes about food and travel:

    • Sushi and Japanese cuisine experiences:

    • Japanese sushi in the U.S. often not as good as in Japan; emotional reaction when tasting authentic sushi in Japan; important cultural context for food.

    • Mention of a local restaurant Sushi Bay (Tai Ten Sushi) in Kenosha; conveyor-belt sushi experience highlighted as memorable; approximate location near Kenosha.

  • Icebreaker and name-usage in class:

    • Instructor goes through a name-by-name roll call to learn correct pronunciations and preferred forms.

    • Several students’ preferred names and pronunciations noted (e.g., Hana → Hana in Japanese, Hana becomes Hana; some students request shorter forms like Dan for Daniel).

    • Emphasis on student participation and comfort in speaking Japanese; encouragement to help peers with background knowledge.

  • Homework structure and writing-practice handout (Nina Sensei leads the explanation):

    • Handout described as a blank writing-practice sheet with grids; each big box contains four small quadrants to show stroke-start points.

    • Process for the writing homework:

    • Step 1: Trace the characters using the stroke order; ensure you understand the quadrant and shape.

    • Step 2: Move to the writing practice sheet; copy and practice repeatedly ("Write it. Write it. Write it.").

    • Step 3: After practice, write four best examples in the four empty boxes; instructor(s) will circle the best model for future practice.

    • Step 4: All characters must be traced before choosing the four best examples.

    • Characters and sequences:

    • First character introduced: あ (ah) with three strokes; guidance on stroke order and starting points:

      • Start at the side opposite the arrow for stroke 1; stroke 2 goes up then down; stroke 3 loops around without lifting the pen.

    • After the basic kana, move to larger characters and the four-box tracing method.

    • Additional practice resources:

    • If you don’t want to use the printed sheet, you can use a notebook.

    • Emphasis on memorization and pacing for quizzes in the following week.

    • Reading and Romaji practices:

    • Page 9 includes reading practice; if printing issues occurred, you should write Romaji (Roman letters) underneath the Kana.

    • The term Romaji (Roman letters) is introduced and used for pronunciation guidance.

    • The CAH sequence and I-E-U-A-O vowels:

    • After learning the I, E, U, A, O sequence, students will learn a second sequence CAH, following the same pattern for consonant-vowel combinations.

    • Font considerations:

    • Different fonts can alter how characters look; students may write in font styles but should try to follow the book’s standard forms.

    • Assessment and expectations:

    • The test/quiz next Wednesday may include identifying stroke order or thickening a stroke in a given character.

    • You must show both writing ability and stroke-order knowledge.

  • More homework and textbook readings:

    • Additional homework requires reading pages 41-42 (grammar point): learn the explained grammar point on page 41 and continue to page 42; watch instructional videos on Canvas if needed.

    • Learn counting from 1 to 10; refer to page 35 for numbers and multiple readings; use the first reading for counting; some numbers (4, 7, 9) have multiple readings.

  • Class expectations and submission rules:

    • Homework must have the student’s name on the cover and be submitted at the very beginning of class on Monday; late submissions are marked late.

    • Homework should not be completed in class; students should work on it beforehand at home.

  • Naming and pronouncations exercise (roll call):

    • Instructor attempts to match students with preferred names and pronunciations; asks for corrections when mispronouncing.

    • Examples of student names discussed: Blake, Lily, Didi, Quinn, Aiden, Skyler, Arfid, Jordan, Devin, Ava, Hayden, Saul, Angel, Malachi, Aden, Oliver, Dan/Daniel, Charlie, Nolan, Tyler, Jacob, Cab, Alexandra, etc.

    • Purpose: respect students’ preferred names and facilitate smooth classroom communication;

    • Encouragement for students with some Japanese background to help peers who are learning.

  • Closing tone and motivation:

    • Instructor wishes students a good start to the week; emphasizes study, study, and more study; light humor about needing to study hard.

  • Miscellaneous observations and practical tips:

    • The class emphasizes experiential learning (trace → write → memorize → read) to build muscle memory for kanji and kana.

    • There is an ongoing emphasis on culture, language, and real-world experiences (travel, food, customs) to motivate learning.

    • Practical on-campus guidance includes where to find the bookstore, UC building, and local eateries that can enhance cultural immersion.

Connections to foundational principles and real-world relevance

  • Stroke order and handwriting practice connect to long-standing kanji-learning pedagogy: correct stroke order aids legibility, writing speed, and memory, and is foundational for kanji proficiency.

  • Immersion and exposure principle: fluency emerges from using language in authentic contexts, not only from classroom drills.

  • Reading vs writing vs speaking vs listening distinctions reflect the multi-skills model in language learning, highlighting that proficiency in one skill does not automatically ensure proficiency in others.

  • Cultural literacy and global awareness: personal stories about living in Japan, Shinto reverence for nature, Kyoto’s historical sites, and the distinction between sushi experiences abroad vs in Japan illustrate real-world intercultural communication and appreciation.

  • Educational philosophy: lifelong learning, balancing career and personal life, and the importance of mentorship and peer support in language aquisition are underscored.

Key terms and items to remember (with references)

  • Stroke order basics:

    • Start top-down and left-to-right; begin with stroke 1 at the indicated starting point; never lift the pen between strokes in a continuous stroke example (for certain kana like あ).

  • Writing practice workflow:

    • Trace → write on practice sheet → select four best examples → instructor feedback and model selection.

  • Kana and Kanji practice components:

    • First kana character: あ with 3 strokes; stroke order demonstration steps 1–3.

    • Four quadrant grids for each big character to guide shape and stroke placement.

  • Romaji and phonetics:

    • Romaji underneath Kana on reading pages when printouts fail; awareness of font differences in Romanization and character rendering.

  • Grammar and counting homework:

    • Grammar: pages 41–42 introduce the first grammar point; related instructional videos on Canvas.

    • Numbers: page 35; count from 1 to 10 using the first readings; note multiple readings for 4, 7, 9.

  • CAH sequence:

    • A structured sequence for consonant-vowel combinations following I-E-U-A-O with a second CAH set to learn.

  • Culture and food anecdotes:

    • Omuraisu recipe and explanation; Mansai concept; contrasts in sushi quality and experiences between Japan and the U.S.; local sushi recommendations.

Practical study tips distilled from the session

  • Practice technique:

    • Start with tracing to internalize stroke order, then replicate more boldly on practice sheets; keep repeating until comfortable enough to choose four best examples.

  • Organization and submission:

    • Always print extra copies of practice sheets; keep your name clearly on every submitted item; submit at the start of class to avoid lateness.

  • Language-immersion mindset:

    • Plan to engage with Japanese outside class (movies, books, conversation) to build fluency beyond what is possible in class alone.

  • Reading and pronunciation:

    • When encountering fonts or foreign script variations, focus on recognizing sounds and mapping to Romaji when needed; use the book’s examples as models.

  • Engagement and community:

    • Use peer support by helping classmates with background knowledge; respect preferred names and pronunciations to foster inclusive learning.

Summary of actionable items for Monday

  • Bring the handwriting/writing-practice book with your name on the cover.

  • Complete the writing-practice process: trace all listed characters, then write your four best examples in the provided boxes.

  • Ensure a completed Romaji-reading portion for any missing pages if printouts failed (page 9 method).

  • Review pages 41–42 for the first grammar point and watch any Canvas instructional videos if confusion persists.

  • Practice counting 1–10 using the first readings from page 35; be prepared to count aloud in class.

  • Have your name attached to all submitted homework;

  • Be prepared to discuss your preferred name and pronunciation during roll call.