Joel Swagman (Reviews / TESOL): Sample Academic Paper

(TESOL Worksheets--EAP Research Essay)
Google: drive, docs, pub

[One of the frustrations about teaching English for Academic Purposes (EAP) in my current program is that the students are expected to write academic research papers, but are given no models of what an academic research paper should look like. (In my current program, most of the required reading for EAP is newspaper or magazine articles, so the students become familiar with journalistic styles, but not with the conventions of an academic paper.) After several terms of teaching EAP, I learned the hard way that it was better to provide the students with a model of an academic paper first, rather than assign them to write an academic paper, and then afterwards have to tell them that they were doing it all wrong.
So, where to get a model of an academic paper?
For lack of better ideas, I just dug up one of my old college papers. It's not a great paper, but it was all I had at the moment to give the students a model. In spite of all its flaws, I hoped the paper would give the students a rough idea of how topic sentences were supposed to work, how references were supposed to look, and how the paper should be structured. (Although not perfect in organization, it is, at the very least, considerably more organized than most of the papers my students were writing.)
In order to emphasize all the things I wanted to emphasize, I re-worked this paper slightly from its original version to make the topic sentences and organization much clearer.
(In the course of moving several paragraphs around, I hope my original references are still referencing the information their supposed to be referencing. But to be honest, as this paper is 15 years old now, I really have no idea anymore. At any rate, it's still hopefully a good model of how an academic paper should "look".)
I use this paper for the following activities.
(1) Sometimes I've just read through this together with the students in class.
(2) Sometimes I give it to them to read at their leisure, and tell them to use it as a model when writing their own papers.
(3) I've designed two outlines to go with this paper, and sometimes I use these outlines to help make the structure clearer.
(4) Before assigning students to write outlines for their own research paper, I show them the outlines for this paper, to show them what an outline is supposed to look like. For students who are prone to write outlines in too much detail, I show them both the detailed outline and the simple outline, and then specifically emphasize that they do not need to write the detailed version.
(5) I cut the paragraphs up and shuffle them. The students have to re-assemble the paragraphs in the correct order. Often I give them one of the two outlines to help them do this. (Pages 11,12, and 13 on the Google Docs version are the shuffled paragraphs.)
(6) To emphasize topic sentences, the last pages of this document contain a version of this paper with the topic sentences removed. The students have to match the topic sentences, and a few of the transition sentences, to the appropriate blanks.]

The Japanese Student Protest Movement in the 1960s

Simple Outline

Thesis/Main Idea:

During the 1960s and 1970s, the Japanese student movement had a profound effect on Japanese society.

Outline of Structure/ Essay Map:

To understand the Japanese student protest movement, it is useful to give a brief history of the student protests, look at the various results of the students protests and then give a brief analysis of the character of the Japanese student protesters.

I. Brief History of Japanese Student Protests

A. 1960 Student Protest

1. Causes

2. Events

3. Results

B. Late 1960s Student Protests: Many different reasons for protests

1. Student opposition to the Vietnam War

a. Reasons

b. Events

2. Student opposition to the United States Occupation of Okinawa

a. Reasons

b. Events

3. Student Opposition to University Rules and Structures

a. Reasons

b. Events

C. Japanese Government Reaction

1. Increasing social unrest--students firebombing universities

2. Government passed bill to restore order

3. Reaction to government bill

II. Results of the Student Movement

A. Terrorism: Red Army Faction

B. Narita Airport

1. Causes

2. Events

C. National Politics: Students failed to affect political power of Liberal Democratic Party
D. End of Student Movement

III. The Character of the Student Protests

A. Generation gap between old left and new left

1. Old left

2. New Left

B. Decentralized: visible leaders discouraged

Conclusion

Detailed Outline

Introduction

--Start with broad general statement: (The 1960s were a time of student protest and discontent all over the globe)

--Narrow focus: (Japan was no exception)

--Background information on topic: (There was a large student protest movement in Japan in the 1960s. The student protestors in Japan became active in 1960, and would remain so until the 1970s ).

Thesis/Main Idea:

During the 1960s and 1970s, the Japanese student movement had a profound effect on Japanese society.

Outline of Structure/ Essay Map:

I. Brief History of Japanese Student Protests

A. 1960 Student Protest

1. Causes

a. Opposition to Security Treaty with the United States

b. Opposition to Prime Minister Nobusuke Kishi as Prime Minister

2. Events

a. Students occupied airport--removed by police

b. Students fought police outside Parliament

c. Student's entered prime minister's residence and burned police cars

d. 236 students, 570 police injured. Female student Michiko Kamba killed

3. Results

a. Demonstrators were unsuccessful in stopping security treaty

b. Kishi resigned as prime minister

c. A generation of Japanese students had been radicalized

d. Possibly the American student protest movement was influenced as a result of the Japanese

students

B. Late 1960s Student Protests: Many different reasons for protests

1. Student opposition to the Vietnam War

a. Reasons

1). Many U.S. military bases in Japan

2). Japanese government supported U.S. Policy in Vietnam

3). Students felt that Japan was partially responsible for the Vietnam War

b. Events

1). Prime Minister Sato attempted to visit South Vietnam to show support for U.S. policy.

2). Students blockaded roads, burned police vehicles

2. Student opposition to the United States Occupation of Okinawa

a. Reasons

1). In 1960s, Okinawa was still controlled by the U.S.

2). Okinawa bases were used for Vietnam War

3). Vietnam War made U.S occupation even more unpopular

b. Events

1). 6,000 students arrested for protesting in the first half of 1969

2). On Okinawa day, students took over trains in Tokyo

3). Riot police monitored student organizations like Anti-War Youth Committee and

Peace-For Vietnam Committee

4). Police arrested International 1,400 students on International Anti-War Day

3. Student Opposition to University Rules and Structures

a. Reasons

1). Students opposed tuition increases

2). Students wanted Universities to become more democratic

3). Students wanted to be able to vote for University President

4). Medical students objected to medical practitioners' law

b. Events

1). 100 protests in 1968 at Universities

2). Year long strike at Tokyo University--Police cleared out student barricades

3). Students boycotted classes

4). 1969, Tokyo University, students occupy Yasuda hall-- 400 arrested

5). 1968 Tokyo, march to mark anniversary of student death 140 students injured, 110

policemen injured

C. Japanese Government Reaction

1. Increasing social unrest--students firebombing universities

2. Government passed bill to restore order

a. Greater concentration of power in hands of university presidents,

severe penalties for disruptive students, staff, faculty

b. Provision for dissolution of trouble universities.

3. Reaction to government bill

a. College presidents resigned in protest

b. Kyoto University, 2,000 riot police needed to clear out student

barricades, classes under police guard

II. Results of the Student Movement

A. Terrorism: Red Army Faction

1. Hijacking Japan Airlines 1970

2. Hijacking Japan Airlines 1973

3. Blew up oil storage tank in Singapore 1974

4. Attack on Lod Airport, Israel

5. Factional fighting: 14 killed 1972

B. Narita Airport

1. Causes

a. Farmers protesting because losing land--students join farmers

b. Fear that the airport would be used by U.S. military

2. Events

a. Fighting police

b. 2 students killed, 4 police killed

C. National Politics: Students failed to affect political power of Liberal Democratic Party
D. End of Student Movement

1. End of American War in Vietnam

` 2. Negative public reaction to increasing student violence

III. The Character of the Student Protests

A. Generation gap between old left and new left

1. Old left

a. Focus on sacrifice and misery

b. Dogmatically Marxist

2. New Left

a. Focus on joy, hedonism

b. Influenced by Marx, but also borrowed from humanist figures

B. Decentralized: visible leaders discouraged

Conclusion

The Japanese Student Protest Movement in the 1960s

The 1960s were a time of student protest and discontent all over the globe, and Japan was no exception. There was a large student protest movement in Japan in the 1960s. The student protestors in Japan became active in 1960, and would remain so until the 1970s. During this time, the Japanese student movement had a profound effect on Japanese society. To understand the Japanese student protest movement, it is useful to give a brief history of the student protests, look at the various results of the students protests and then give a brief analysis of the character of the Japanese student protestors.

History of the Student Protests

The student movement in Japan was divided into two waves: the first occurred in the year 1960, and the second wave began in the late 1960s.

The first wave, in the year 1960, was a result of two causes.

The first cause was the renewal of the Security Treaty with the United States. After the horrors of World War II, many people in Japan, especially young people had become strongly anti-war. They wanted Japan to be a neutral country that took no part in the Cold War. However, Japan had a security treaty with the United States. The United States promised to protect Japan from other countries in return for stationing U.S. military bases in Japan. Many of the students feared that this would drag Japan into the wars of the United States, such as the Vietnam War, and opposed the treaty. The treaty was up for renewal in 1960. The students opposed the renewal, but the Japanese government supported it (Dower, 1993).

The second reason for protesting was Nobusuke Kishi. Nobusuke Kishi became Prime Minister in 1957, and was still prime minister in 1960. Nobusuke Kishi had been the vice minister of munitions under Tojo, and after World War II had been held as a suspected Class A War Criminal. When he became prime minister of Japan, the students saw this as a sign that Japan was giving up on its post war ideals of democracy and demilitarization. Unlike their parents' generation, the students in 1960 were strongly opposed to the old fascist government, and they always feared that the fascists would come back into power (Dower, 1993).

There were several dramatic events in 1960. When Kishi left Tokyo to sign the Security Treaty on January 16, 1960, the airport had to be cleared of 700 students, members of the All-Japan Federation of Student Self Government Associations (or Zengakuren for short, in Japanese), who had occupied and vandalized it the night before. The same group clashed with police four times that year as they attempted to enter the parliament building. They also succeeded twice in entering the Prime Minister’s residence and burning police cars. When the treaty was passed, student demonstrations increased. On the night of June 15, 1960, a massive demonstration occurred in which 236 students along with 570 police were injured and one female student, Michiko Kamba, was killed (Seligmann, 1968).

The student demonstrations in 1960 had many effects in both Japan and the world. The demonstrators were never successful in overturning the treaty. However, they were able to force Kishi to resign from his post as Prime Minister (Seligmann, 1968). Moreover, the experience of that first year in 1960 was a radicalizing one for the Japanese students involved, and it would sow the seeds for many of them to become active again in the latter half of the 1960s. It is also believed that these first demonstrations in Japan had an influence on American student radicals. Clark Kerr, the administrator at Berkeley during the Free Speech Movement, is on record as saying that given what was happening in Japan, it was inevitable student unrest would eventually spread to America. “Given the nature of San Francisco and the tradition of the Berkeley campus and what was going on around the world, in Japan in 1960 and the movement of the blacks, Berkeley was going to be in trouble at some time” (Kerr in Worst, 1979 p. 276).

After these demonstrations Japan had relative quiet until the end of the 1960s, when the whole globe erupted in student movements. There were many reasons for the Japanese student protests at the end of the 1960s.

Japanese student protests in the late 60s, as in America, were largely fueled by opposition to the Vietnam War. Because of the security treaty between Japan and America, Japan was considered an ally of America. Moreover, there were many US military bases in Japan, some of which were used as launching areas for the Vietnam War. Furthermore, the Japanese government officially supported US policy in Vietnam. Therefore, Japanese students felt that Japan bore some responsibility for the American War in Vietnam (Kublin, 1968).

In 1967, Prime Minister Sato attempted to visit South Vietnam to demonstrate his support for the South Vietnamese government, and the American War. Student rioters blockaded the approaches to Tokyo National Airport and burned police vehicles. They were ultimately unsuccessful in stopping the visit (Kublin, 1968).

A related issue was the United States occupation of Okinawa. From the years after World War II until 1972 Okinawa was controlled directly by the United States. The United States had many military bases on Okinawa, which were also used as a launching area for the Vietnam War. By 1969, United States occupation of Okinawa was becoming an issue in the student movement. The Vietnam War had made the United States military presence in Japan even more unpopular (Burkes, 1969).

There were several protests against the U.S. military bases on Okinawa. 6000 people were arrested for protesting these bases in the first half of 1969. On Okinawa Day, April 28, Students took over the trains in Tokyo and brought them to a halt. Student organizations such as the Anti-War Youth Committee and the Peace-For-Vietnam Committee were active student groups that always had riot police surrounding their meetings. On International Antiwar Day, October 21, police arrested more than 1,400 students from these organizations (Burkes, 1969).

Another issue of discontent in the late 1960s was the students' demand for campus reforms. Students protested against tuition increases, and pressed the University to become more democratic. Some students even asked for a vote in choosing the university president. At Tokyo University, medical students objected to the medical practitioners law (Burke, 1969)

This discontent resulted in much more protesting. In 1968 almost 100 incidents of protest occurred in Japanese Universities. In Tokyo University, medical students began a year long strike. The police were finally called in on June 17 to evict students who were barricaded in the administration building. Students boycotted all classes in response, and ultimately the president, dean of the faculty of medicine, and the director of the university hospital were forced to resign. The following January 400 students were arrested at Tokyo University when they occupied Yasuda Hall. The police were able to clear the students out only after two days of “pitched battles”(Burkes, 1969 p.384). In another Tokyo protest in 1968, to mark the anniversary of the death of a student protester the year before, 140 students were arrested and 110 policemen injured (Burkes, 1969).

Finally, there was the reaction of the Japanese government. As images of students battling riot police became increasingly common, and in some cases students were even fire-bombing university buildings, the Japanese government was under pressure to react. The government reacted to the increasing social unrest by legislating a bill to restore order. It included a greater concentration of power in the hands of the university administrations, severe penalties for disruptive students, staff and faculty, and even a provision for dissolution of the universities in cases of prolonged trouble.

The bill was very controversial, and produced several reactions. The Liberal Democratic Party was able to pass this bill through the parliament despite intense opposition. Once it passed, college presidents all over Japan resigned in protest. In Kyoto University, students reacted so adversely to this bill that 2,000 riot police were used to clear student barricades and arrest radical students. When classes finally began again, they did so under police guard (Burkes, 1969).

The Results of the Student Movement

As in Europe and America, some of the more radical student groups of the 1960s turned to terrorism in Japan. The most famous of these was the Red Army Faction. The Red Army Faction was responsible for hijacking a Japan Airlines plane to North Korea in March of 1970. The Red Army also hijacked a Japan Airlines plane in Libya in 1973, and in 1974 blew up an oil storage tank in Singapore. Their most famous action was an attack on Lod Airport in Israel, in which 26 people were killed. Yet perhaps the greatest enemy the Red Army Faction ever had was itself. Factional fighting almost tore it apart, and in 1972 fourteen members of the group were killed by more radical elements. These fourteen included five women, and several of them were killed by being tied naked to trees and left to freeze to death (Hayes, 1992).

Another event at the end of the student movement was the protests against the building of Narita Airport.

There were two main causes for opposition to the building of Narita Airport. The plans for the Narita Airport generated opposition from farmers who would lose their land. The student radicals were able to give ideological justification to the farmers' opposition, and at the same time enjoyed the public sympathy for the farmers. There was also fear among the anti-war student movement that, because of the size of the proposed airport, it could be used to land U.S. military planes (White, 1993).

Although opposition to the proposed airport began as soon as it was announced in 1966, most of the fighting took place in the 1970s. Throughout the 1970s, students opposed to the airport constructed forts, towers, tunnels and underground bunkers as they battled the police. In the end two students were killed as well as four riot police. (Three of the riot police were killed by the Red Army Faction, which used Bamboo spears). The airport was completed in 1978 (Hayes, 1992).

The results of the student movement had little direct political impact. Despite all the efforts of the students, the movement had little success in affecting the firmly entrenched power of the Liberal Democratic Party. The student movement died out due to the end of an American presence in Vietnam, continuing national prosperity, and a negative public reaction as the student radicals turned violent (Hayes, 1992).

The Character of the Student Protests

Many of the same remarks that have been made on the 1960s movement in Europe and in the United States can also be made about Japan.

For example, there was a generation gap between the old left in Japan and the new student left. The old communist left had focused on sacrifice and misery, enduring torture and imprisonment in the 1930s (Tsurumi, 1975). The old left was also dogmatically Marxist (Milieu et al. 1968). Whereas the new student left focused on joy, hedonism, excitement and happiness (Tsurumi, 1975). Moreover, while the new left showed a high interest in Marx, they also borrowed heavily from humanist and existentialist thinkers. In fact the student protests in 1960 were significant because they were the first leftist protests in Japan not controlled by the Communist party (Milieu et al. 1968).

Also similar to Europe and America, many of the student organizations resisted the urge to organize themselves into well structured hierarchies despite large public support. A minimalist approach to structure was adopted, with an egalitarian emphasis. Visible leaders were discouraged. The Peace-in-Vietnam committee is an excellent example of this (Koschmann, 1993).

Conclusion

Many people have an image of Japan as a conformist and non-political society. And although it is true that Japan has gone through long periods of political apathy, it would be a mistake to conclude that this is inherently part of the Japanese character. As the history of the student movement shows, at certain times in Japanese history, young people have become passionately involved in political causes.

(Word Count: 2,028)

Bibliography

Burks, Adrath. Japan. New York: Americana Corporation. 1969

Dower, John. Peace and Democracy in Two Systems: External Policy and Internal Conflict.

Berkeley: University of California Press. 1993.

Hayes, Louis. Introduction to Japanese Politics. Missoula: University of Montana. 1992

--. Japan. New York: Americana Corporation. 1970.

Koschmann, Victor. Intellectuals and Politics. Berkeley: University of California Press. 1993.

Kublin, Hyman. Japan. New York: Americana Corporation. 1968.

Milieu, Its and Kazuko Tsurumi. “The Japanese Student Movement.” Japan Quarterly: Oct-Dec.

1968.

Seligmann, Albert. Japan. New York: Americana Corporation. 1968.

Tsurumi, Kazuko. Student Movements in 1960 and 1969: Continuity and Change. Tokyo: Tokyo

Press. 1975.

White, James. Dynamics of Political Opposition. Berkeley: University of California Press. 1993.

Worst, Milton. Fire in the Streets: America in the 1960s. New York: Simon and Schuster. 1979.

Rearrange Paragraphs: Correct Order

The student movement in Japan was divided into two waves: the first occurred in the year 1960, and the second wave began in the late 1960s.

The first wave, in the year 1960, was a result of two causes.

The second reason for protesting was Nobusuke Kishi, who became prime minister in 1957, and was still prime minister in 1960. Nobusuke Kishi had been the vice minister of munitions under Tojo, and after World War II had been held as a suspected Class A War Criminal. When he became prime minister of Japan, the students saw this as a sign that Japan was giving up on its post war ideals of democracy and demilitarization. Unlike their parents' generation, the students in 1960 were strongly opposed to the old fascist government, and they always feared that the fascists would come back into power (Dower, 1993).

When Kishi left Tokyo to sign the Security Treaty on January 16, 1960, the airport had to be cleared of 700 students, members of the All-Japan Federation of Student Self Government Associations (or Zengakuren for short, in Japanese), who had occupied and vandalized it the night before. The same group clashed with police four times that year as they attempted to enter the parliament building. They also succeeded twice in entering the prime minister’s residence and burning police cars. When the treaty was passed, student demonstrations increased. On the night of June 15, 1960, a massive demonstration occurred in which 236 students along with 570 police were injured and one female student, Michiko Kamba, was killed (Seligmann, 1968).

The student demonstrations in 1960 had many effects in both Japan and the world. The demonstrators were never successful in overturning the treaty. However, they were able to force Kishi to resign from his post as prime minister (Seligmann, 1968). Moreover, the experience of that first year in 1960 was a radicalizing one for the Japanese students involved, and it would sow the seeds for many of them to become active again in the latter half of the 1960s. It is also believed that these first demonstrations in Japan had an influence on American student radicals. Clark Kerr, the administrator at Berkeley during the Free Speech Movement, is on record as saying that given what was happening in Japan, it was inevitable student unrest would eventually spread to America. “Given the nature of San Francisco and the tradition of the Berkeley campus and what was going on around the world, in Japan in 1960 and the movement of the blacks, Berkeley was going to be in trouble at some time” (Kerr in Worst, 1979 p. 276).

Another event at the end of the student movement was the protests against the building of Narita Airport.

Many of the same remarks that have been made on the 1960s movement in Europe and in the United States can also be made about Japan.

Rearrange Paragraphs: Scrambled Order

The student movement in Japan was divided into two waves: the first occurred in the year 1960, and the second wave began in the late 1960s.

The first wave, in the year 1960, was a result of two causes.

The student demonstrations in 1960 had many effects in both Japan and the world. The demonstrators were never successful in overturning the treaty. However, they were able to force Kishi to resign from his post as prime minister (Seligmann, 1968). Moreover, the experience of that first year in 1960 was a radicalizing one for the Japanese students involved, and it would sow the seeds for many of them to become active again in the latter half of the 1960s. It is also believed that these first demonstrations in Japan had an influence on American student radicals. Clark Kerr, the administrator at Berkeley during the Free Speech Movement, is on record as saying that given what was happening in Japan, it was inevitable student unrest would eventually spread to America. “Given the nature of San Francisco and the tradition of the Berkeley campus and what was going on around the world, in Japan in 1960 and the movement of the blacks, Berkeley was going to be in trouble at some time” (Kerr in Worst, 1979 p. 276).

Many of the same remarks that have been made on the 1960s movement in Europe and in the United States can also be made about Japan.

Another event at the end of the student movement was the protests against the building of Narita Airport.

The Topic sentences from this paper have been removed. Read through the paper, and see if you can match the topic sentences in the box to the appropriate blanks.

The Japanese Student Protest Movement in the 1960s

(B)____________________________________________________________________________________.

(C)____________________________________________________________________________________. After the horrors of World War II, many people in Japan, especially young people had become strongly anti-war. They wanted Japan to be a neutral country that took no part in the Cold War. However, Japan had a security treaty with the United States. The United States promised to protect Japan from other countries in return for stationing U.S. military bases in Japan. Many of the students feared that this would drag Japan into the wars of the United States, such as the Vietnam War, and opposed the treaty. The treaty was up for renewal in 1960. The students opposed the renewal, but the Japanese government supported it (Dower, 1993).

(D)____________________________________________________________________________________. Nobusuke Kishi became Prime Minister in 1957, and was still prime minister in 1960. Nobusuke Kishi had been the vice minister of munitions under Tojo, and after World War II had been held as a suspected Class A War Criminal. When he became prime minister of Japan, the students saw this as a sign that Japan was giving up on its post war ideals of democracy and demilitarization. Unlike their parents' generation, the students in 1960 were strongly opposed to the old fascist government, and they always feared that the fascists would come back into power (Dower, 1993).

(E)____________________________________________________________________________________. When Kishi left Tokyo to sign the Security Treaty on January 16, 1960, the airport had to be cleared of 700 students, members of the All-Japan Federation of Student Self Government Associations (or Zengakuren for short, in Japanese), who had occupied and vandalized it the night before. The same group clashed with police four times that year as they attempted to enter the parliament building. They also succeeded twice in entering the Prime Minister’s residence and burning police cars. When the treaty was passed, student demonstrations increased. On the night of June 15, 1960, a massive demonstration occurred in which 236 students along with 570 police were injured and one female student, Michiko Kamba, was killed (Seligmann, 1968).

(F)____________________________________________________________________________________. The demonstrators were never successful in overturning the treaty. However, they were able to force Kishi to resign from his post as Prime Minister (Seligmann, 1968). Moreover, the experience of that first year in 1960 was a radicalizing one for the Japanese students involved, and it would sow the seeds for many of them to become active again in the latter half of the 1960s. It is also believed that these first demonstrations in Japan had an influence on American student radicals. Clark Kerr, the administrator at Berkeley during the Free Speech Movement, is on record as saying that given what was happening in Japan, it was inevitable student unrest would eventually spread to America. “Given the nature of San Francisco and the tradition of the Berkeley campus and what was going on around the world, in Japan in 1960 and the movement of the blacks, Berkeley was going to be in trouble at some time” (Kerr in Worst, 1979 p. 276).

(G)____________________________________________________________________________________. (H)____________________________________________________________________________________.

(I)____________________________________________________________________________________. Because of the security treaty between Japan and America, Japan was considered an ally of America. Moreover, there were many US military bases in Japan, some of which were used as launching areas for the Vietnam War. Furthermore, the Japanese government officially supported US policy in Vietnam. Therefore, Japanese students felt that Japan bore some responsibility for the American War in Vietnam (Kublin, 1968).

(J)____________________________________________________________________________________. Student rioters blockaded the approaches to Tokyo National Airport and burned police vehicles. They were ultimately unsuccessful in stopping the visit (Kublin, 1968).

(K)____________________________________________________________________________________. From the years after World War II until 1972 Okinawa was controlled directly by the United States. The United States had many military bases on Okinawa, which were also used as a launching area for the Vietnam War. By 1969, United States occupation of Okinawa was becoming an issue in the student movement. The Vietnam War had made the United States military presence in Japan even more unpopular (Burkes, 1969).

(L)____________________________________________________________________________________. 6000 people were arrested for protesting these bases in the first half of 1969. On Okinawa Day, April 28, Students took over the trains in Tokyo and brought them to a halt. Student organizations such as the Anti-War Youth Committee and the Peace-For-Vietnam Committee were active student groups that always had riot police surrounding their meetings. On International Antiwar Day, October 21, police arrested more than 1,400 students from these organizations (Burkes, 1969).

(M)____________________________________________________________________________________. Students protested against tuition increases, and pressed the University to become more democratic. Some students even asked for a vote in choosing the university president. At Tokyo University, medical students objected to the medical practitioners law (Burke, 1969)

(N)____________________________________________________________________________________. In 1968 almost 100 incidents of protest occurred in Japanese Universities. In Tokyo University, medical students began a year long strike. The police were finally called in on June 17 to evict students who were barricaded in the administration building. Students boycotted all classes in response, and ultimately the president, dean of the faculty of medicine, and the director of the university hospital were forced to resign. The following January 400 students were arrested at Tokyo University when they occupied Yasuda Hall. The police were able to clear the students out only after two days of “pitched battles”(Burkes, 1969 p.384). In another Tokyo protest in 1968, to mark the anniversary of the death of a student protester the year before, 140 students were arrested and 110 policemen injured (Burkes, 1969).

(O)____________________________________________________________________________________. As images of students battling riot police became increasingly common, and in some cases students were even fire-bombing university buildings, the Japanese government was under pressure to react. The government reacted to the increasing social unrest by legislating a bill to restore order. It included a greater concentration of power in the hands of the university administrations, severe penalties for disruptive students, staff and faculty, and even a provision for dissolution of the universities in cases of prolonged trouble.

(P)____________________________________________________________________________________. The Liberal Democratic Party was able to pass this bill through the parliament despite intense opposition. Once it passed, college presidents all over Japan resigned in protest. In Kyoto University, students reacted so adversely to this bill that 2,000 riot police were used to clear student barricades and arrest radical students. When classes finally began again, they did so under police guard (Burkes, 1969).

The Results of the Student Movement

(Q)____________________________________________________________________________________. The most famous of these was the Red Army Faction. The Red Army Faction was responsible for hijacking a Japan Airlines plane to North Korea in March of 1970. The Red Army also hijacked a Japan Airlines plane in Libya in 1973, and in 1974 blew up an oil storage tank in Singapore. Their most famous action was an attack on Lod Airport in Israel, in which 26 people were killed. Yet perhaps the greatest enemy the Red Army Faction ever had was itself. Factional fighting almost tore it apart, and in 1972 fourteen members of the group were killed by more radical elements. These fourteen included five women, and several of them were killed by being tied naked to trees and left to freeze to death (Hayes, 1992).

(R)____________________________________________________________________________________.

(S)____________________________________________________________________________________. The plans for the Narita Airport generated opposition from farmers who would lose their land. The student radicals were able to give ideological justification to the farmers' opposition, and at the same time enjoyed the public sympathy for the farmers. There was also fear among the anti-war student movement that, because of the size of the proposed airport, it could be used to land U.S. military planes (White, 1993).

(T)____________________________________________________________________________________. Throughout the 1970s, students opposed to the airport constructed forts, towers, tunnels and underground bunkers as they battled the police. In the end two students were killed as well as four riot police. (Three of the riot police were killed by the Red Army Faction, which used Bamboo spears). The airport was completed in 1978 (Hayes, 1992).

(U)____________________________________________________________________________________. Despite all the efforts of the students, the movement had little success in affecting the firmly entrenched power of the Liberal Democratic Party. The student movement died out due to the end of an American presence in Vietnam, continuing national prosperity, and a negative public reaction as the student radicals turned violent (Hayes, 1992).

The Character of the Student Protests

(V)____________________________________________________________________________________.

(W)____________________________________________________________________________________. The old communist left had focused on sacrifice and misery, enduring torture and imprisonment in the 1930s (Tsurumi, 1975). The old left was also dogmatically Marxist (Milieu et al. 1968). Whereas the new student left focused on joy, hedonism, excitement and happiness (Tsurumi, 1975). Moreover, while the new left showed a high interest in Marx, they also borrowed heavily from humanist and existentialist thinkers. In fact the student protests in 1960 were significant because they were the first leftist protests in Japan not controlled by the Communist party (Milieu et al. 1968).

(X)____________________________________________________________________________________. A minimalist approach to structure was adopted, with an egalitarian emphasis. Visible leaders were discouraged. The Peace-in-Vietnam committee is an excellent example of this (Koschmann, 1993).

Conclusion

See if you can match these topic sentences to the appropriate blanks in the paper.

1.___	The first cause was the renewal of the Security Treaty with the United States.
2.___	Japanese student protests in the late 60s, as in America, were largely fueled by opposition to the Vietnam War.
3.___	After these demonstrations Japan had relative quiet until the end of the 1960s, when the whole globe erupted in student movements.
4.___	A related issue was the United States occupation of Okinawa.
5.___	The student movement in Japan was divided into two waves: the first occurred in the year 1960, and the second wave began in the late 1960s.
6.___	Many of the same remarks that have been made on the 1960s movement in Europe and in the United States can also be made about Japan.
7.___	Another issue of discontent in the late 1960s was the students' demand for campus reforms.
8.___	The first wave, in the year 1960, was a result of two causes.
9.___	There were several protests against the U.S. military bases on Okinawa.
10.___	There were several dramatic events in 1960.
11.___	Finally, there was the reaction of the Japanese government.
12.___	The student demonstrations in 1960 had many effects in both Japan and the world.
13.___	For example, there was a generation gap between the old left in Japan and the new student left.
14.___	There were many reasons for the Japanese student protests at the end of the 1960s.
15.___	The second reason for protesting was Nobusuke Kishi.
16.___	This discontent resulted in much more protesting.
17.___	Another event at the end of the student movement was the protests against the building of Narita Airport.
18.___	Although opposition to the proposed airport began as soon as it was announced in 1966, most of the fighting took place in the 1970s.
19.___	In 1967, Prime Minister Sato attempted to visit South Vietnam to demonstrate his support for the South Vietnamese government, and the American War.
20.___	The results of the student movement had little direct political impact.
21.___	Also similar to Europe and America, many of the student organizations resisted the urge to organize themselves into well structured hierarchies despite large public support.
22.___	There were two main causes for opposition to the building of Narita Airport.
23.___	As in Europe and America, some of the more radical student groups of the 1960s turned to terrorism in Japan.
24. __	The bill was very controversial, and produced several reactions.

Answers:

1._C__	The first cause was the renewal of the Security Treaty with the United States.
2._I__	Japanese student protests in the late 60s, as in America, were largely fueled by opposition to the Vietnam War.
3._G__	After these demonstrations Japan had relative quiet until the end of the 1960s, when the whole globe erupted in student movements.
4._K__	A related issue was the United States occupation of Okinawa.
5._A__	The student movement in Japan was divided into two waves: the first occurred in the year 1960, and the second wave began in the late 1960s.
6.__V_	Many of the same remarks that have been made on the 1960s movement in Europe and in the United States can also be made about Japan.
7._M__	Another issue of discontent in the late 1960s was the students' demand for campus reforms.
8._B__	The first wave, in the year 1960, was a result of two causes.
9.__L_	There were several protests against the U.S. military bases on Okinawa.
10._E__	There were several dramatic events in 1960.
11._O__	Finally, there was the reaction of the Japanese government.
12._F__	The student demonstrations in 1960 had many effects in both Japan and the world.
13.__W_	For example, there was a generation gap between the old left in Japan and the new student left.
14._H__	There were many reasons for the Japanese student protests at the end of the 1960s.
15._D__	The second reason for protesting was Nobusuke Kishi.
16._N__	This discontent resulted in much more protesting.
17.__R_	Another event at the end of the student movement was the protests against the building of Narita Airport.
18._T__	Although opposition to the proposed airport began as soon as it was announced in 1966, most of the fighting took place in the 1970s.
19._J__	In 1967, Prime Minister Sato attempted to visit South Vietnam to demonstrate his support for the South Vietnamese government, and the American War.
20._U__	The results of the student movement had little direct political impact.
21._X__	Also similar to Europe and America, many of the student organizations resisted the urge to organize themselves into well structured hierarchies despite large public support.
22._S__	There were two main causes for opposition to the building of Narita Airport.
23._Q__	As in Europe and America, some of the more radical student groups of the 1960s turned to terrorism in Japan.
24. _P_	The bill was very controversial, and produced several reactions.

Joel Swagman (Reviews / TESOL)

Thursday, February 12, 2015

Sample Academic Paper

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