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EI 301 Academic Reading and Writing
Cunningham, Darren Joseph


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

EI 301 Academic Reading and Writing

Semester

FA 2006 HO

Faculty

Joe Cunningham

Title

Instructor

Degrees/Certificates

Master's Degree in Teaching Foreign Languages

Office Location

Herr House 8

Office Hours

By appointment

E-Mail

darren.cunningham@park.edu

Class Days

-M-W-F-

Class Time

8:00 - 8:50 AM

Credit Hours

3


Textbook:

Blanchard, K. and Root, C. (2004) Ready to Write. (2nd ed.) White Plains, New York: Longman.  

Malarcher, C. (2004) Reading Advantage 4. (2nd ed.). Boston: Thomson Heinle.

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:

This advanced course introduces students to increasingly more sophisticated reading selections, such as they will encounter in academic courses. Students continue to increase their vocabulary and develop advanced reading skills such as skimming. Writing tasks are based mainly, but not exclusively, on the readings and include essay-length compositions of different rhetorical categories, as well as an autobiography, cover letters and resumes. 3:0:3

 

Educational Philosophy:
The instructor believes that students are best able to achieve their learning goals in a secure environment. Mutual respect and cooperation are therefore essential at all times in the classroom. By working closely with both the instructor and classmates, students will become more aware and independent language learners. The instructor's ultimate goal is to equip students with the necessary skills and knowledge so that they may take control of and direct their own learning.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify and demonstrate grammatical components of a well-formed English sentence
  2. Identify and create text components such as introductions, thesis sentences, supporting paragraphs, themes, etc.
  3. Identify and produce written work representing different types and genres
  4. Construct and expand a working vocabulary of English, from 1500-3000 words
  5. Show through evaluation and revision that they have recognized grammatical and/or organizational problems
  6. Apply information from diverse sources in their written compositions, and provide appropriate references
  7. Apply academic skills in presenting their assignments in prescribed form and on time


  Instructor Learning Outcomes
  1. Practice paragraph and essay development skills, utilizing cohesive textual elements such as adverbs, coordinating and subordinating conjunctions, and adverbial phrases
  2. Recognize and practice different rhetorical forms of writing in essays, expository reports, autobiographies, letters, and resumes
  3. Practice and apply reading techniques to show the ability to efficiently read and demonstrate comprehension of an academic text
  4. Apply vocabulary expansion techniques to master the Academic Word List and other technical vocabulary
  5. Analyze and critique their own work and that of others
  6. Demonstrate cultural and academic expertise in presenting their assignments in prescribed form and on time; recognizing and avoiding plagiarism; and properly referencing sources
Core Assessment:

Your core assessment in this course will consist of two portfolios, one due at the midterm and one due at the end of term. These portfolios will consist of grammar exercises and quizzes, vocabulary exercises, written work such as journal entries, and essay drafts and final versions. For each portfolio, a complete list will be furnished one week before it is due. DO NOT DISCARD ANY OF YOUR WORK. Portfolios should be presented neatly organized in a binder, with name and date of submission clearly marked on the front.

Link to Class Rubric

Class Assessment:

Attendance and active participation   15%

Reading journal                                   15%

Vocabulary log                                    10%

Vocabulary quizzes                             10%

Essays                                                 25%

Portfolios                                            25%

Grading:

   90-100%: A

   80-89%: B

   65-79%: C

   55-64%: D

   Below 55%: F

Late Submission of Course Materials:
The instructor will accept late work by the end of the week that the assignment is due.  There will be a deduction of points if the assignment is late.  The degree of this penalty will be decided by the instructor. If you are absent from a class, it is your responsibility to learn about the assignment and complete it.  If good reason if given prior to the due date, there will be no penalty. Please note that students are responsible for obtaining any missed material from a classmate or the instructor.  

Classroom Rules of Conduct:

  • Please come to class prepared to learn     and ready to participate. 
  • Turn off all cell phones while class is     in session. 
  • English should be spoken while class is     in session. 
  • Respect for others is essential in the     classroom.   
  • Three     tardies equal one day of unexcused absence.
  • Students     are expected to check their Park      University e-mail     account regularly.

Course Topic/Dates/Assignments:

                                                                                                     
 

Week

 
 

Topic(s)

 
 

Assignments

 
 

8/21-8/25

 
 

Introductions and  course overview

 

Audience and  purpose in reading and writing

 
 

Writing focus: Language  Learning History (LLH)

 
 

8/28-9/1

 
 

Reading: “The Story of  Numbers”

 

Introduction to  the writing process

 
 

Reading journal  entry 1 (“Hop, Skip … and Software?”)

 

 

 
 

9/4-9/8*

 
 

Reading: “Traditional  Medicine”

 

Pre-writing  techniques

 
 

Vocabulary log

 

 

Revised LLH due

 
 

9/11-9/15

 
 

Reading: “The History of  English”

 

Controlling ideas  and supporting details

 
 

Writing focus: Do  you believe English should be the “global language”?

 

 

Vocabulary quiz!

 
 

9/18-9/22

 
 

Reading: “The Tiger in  the Living Room”

 

From paragraph to  essay

 
 

Reading journal  entry 2 (“Middle Children and Their Position in the Family”)

 

 

 
 

9/25-9/29

 
 

Reading: “Car Culture”

 
 

Vocabulary log

 

 

Revised essay due

 
 

10/2-10/6

 
 

Reading: “The Temple of Borobudur

 
 

 

 

Vocabulary quiz!

 
 

10/9-10/13

 
 

Reading: “Mr. Right”

 
 

Reading journal  entry 3 (“Small Wonders”)

 

 

Portfolios due on  Friday!

 
 

Fall  recess 10/15-10/22

 
 

10/23-10/27

 
 

Reading: “Plagiarism”

 

Writing: Using  citations correctly

 
 

Vocabulary log

 

Writing focus:  Report based on online research

 
 

10/30-11/3

 
 

Reading: “The Love Bug”

 
 

 

 

Vocabulary quiz!

 
 

11/6-11/10*

 
 

Reading: “Cloning  Extinct Animals”

 
 

Reading journal  entry 4 (“Predators on the Prowl”)

 

 

Revised report  due

 
 

11/13-11/17

 
 

Reading: “College Stress”

 

Analyzing an  essay assignment

 
 

Vocabulary log

 

Writing focus:  Analytical essay

 

 
 

11/20-11/24*

 
 

Reading: “The Great  Illusionist”

 

Portfolio  guidelines

 
 

Reading  journal entry 5 (“A Nuclear Graveyard”)

 

 
 

11/27-12/1

 
 

Reading: “From Elvis to  Eminem”

 

 
 

Revised analytical  essay due

 

 

Vocabulary quiz!

 
 

12/4-12-8

 
 

Review

 
 

 

 

Portfolios due on  the last day of class!

 
 

Final  exams 12/11-12/15

 
 

*Indicates two-day week due to school holiday (Labor  Day, Veteran's Day and Thanksgiving)

 

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2006-2007 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
2. identify and create text components such as introduction, thesis sentence, supporting paragraphs, theme, etc.  8. apply information from diverse sources in their written compositions                                                                                                                                                                                                                                                                                                                            
•Student has incorporated information from course and outside readings in essays
•Essays contain all component parts, demonstrate superior organization, and the appropriate use of cohesive elements
•Essays demonstrate use of a dominant and clearly-articulated theme, consistently maintained 
•Student has incorporated information from course readings in essays
•Essays contain most component parts, demonstrate good organization though some revision may be necessary, and use of cohesive elements
•Demonstrate use of a dominant theme, somewhat consistently maintained
 
•Student has incorporated some information from course readings in essays
•Essays may be missing some component parts, require reorganization, and lack cohesive elements
•Demonstrate a dominant theme inconsistently
 
•Student has not incorporated any relevant information from course readings
•Essays are incomplete, disjointed, and lack cohesion
•Do not demonstrate a dominant theme
 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1. identify and demonstrate grammatical components of a well-formed English sentence   5. construct and expand a working vocabulary of English, from 1500-3000 words  7. show through evaluation and revision that they have recognized grammatical and/or organizational problems                                                                                                                                                                                                                                   
•Essays demonstrate near-perfect grammatical and appropriate use of English for this level
•Student has collected and incorporated superior vocabulary in essays
•Student demonstrates superior ability to troubleshoot and edit their own work and that of fellow students for grammar and organization
 
•Essays demonstrate grammatical and appropriate use of English for this level, with 10-20% margin of error
•Student uses some new vocabulary, but tends to rely on old
•Student demonstrates some ability to troubleshoot and edit their own work and that of fellow students for grammar and organization, but consistently misses errors
 
•Essays demonstrate grammatical problems and inappropriate usage 30-40% of the time
•Student uses no new vocabulary
•Student demonstrates little ability to troubleshoot and edit their own work or that of fellow students for grammar and organization; many errors go undetected
 
•Essays contain so many grammatical errors and inappropriate usages that they are difficult to comprehend
•Student uses limited vocabulary
•Student is incapable of troubleshooting or editing
 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
7. show through evaluation and revision that they have recognized grammatical and/or organizational problems                                                                                                                                                                                                                                                                                                                                                                                                         
•Student submits drafts and good versions 100% of the time
•no more than 1 or 2 drafts needed
 
•Student submits  drafts and good versions most of the time
•2 or 3 drafts needed
 
•Student submits some drafts and good versions, some of the time
•More than 3 drafts needed
 
•Student submits few or no drafts
•Multiple drafts required, if submitted
 
Terminology                                                                                                                                                                                                                                                
Outcomes
2. identify and create text components such as introduction, thesis sentence, supporting paragraphs, theme, etc.  4. paragraphs, theme, etc.                                                                                                                                                                                                                                                                                                                                                                         
•Student is able to name component parts of essays, grammatical structures, cohesive elements, and rhetorical types with 100% accuracy •Student can name some component parts of essays, grammatical structures, cohesive elements, and rhetorical types, achieving 80% accuracy on average •Student has difficulty naming component parts of essays, grammatical structures, cohesive elements, and rhetorical types, achieving 60% accuracy on average •Student can name few component parts of essays, grammatical structures, cohesive elements, or rhetorical types 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1. . identify and demonstrate grammatical components of a well-formed English sentence  2.. identify and create text components such as introduction, thesis sentence, supporting paragraphs, theme, etc.  7.  . show through evaluation and revision that they have recognized grammatical and/or organizational problems                                                                                                                                                                                           
•Student demonstrates superior ability in recognizing structure, appropriate grammar, textual cohesion, and rhetorical categories by achieving 90-100% accuracy in writing, editing, and identification exercises •Student demonstrates good ability in recognizing structure, appropriate grammar, textual cohesion, and rhetorical categories by achieving 70-89% accuracy in writing, editing, and identification exercises •Student demonstrates mediocre ability in recognizing paragraph structure, appropriate grammar, textual cohesion, and rhetorical categories by achieving 50-69% accuracy in writing, editing, and identification exercises •Student  demonstrates little or no ability in recognizing paragraph structure, appropriate grammar, textual cohesion, and rhetorical categories by achieving less than 50% in writing, editing, and identification exercises 
Application                                                                                                                                                                                                                                                
Outcomes
1. . identify and demonstrate grammatical components of a well-formed English sentence  2. . identify and create text components such as introduction, thesis sentence, supporting paragraphs, theme, etc.  4. . identify and produce written work representing different types and genres                                                                                                                                                                                                                           
•Student's final versions demonstrate superior structure, grammar, cohesion, and rhetorical accuracy, 100% in each essay •Student's final versions demonstrate good structure, grammar, cohesion, and rhetorical accuracy, 70-89% in each essay •Student's final versions demonstrate fair structure, grammar, cohesion, and rhetorical accuracy, 50-69% in each essay •Student's final versions demonstrate poor structure, grammar, cohesion, and rhetorical accuracy 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
8. apply academic skills in presenting their assignments in prescribed form and on time                                                                                                                                                                                                                                                                                                                                                                                                                              
•Student produces neatly typed and properly organized essays
•All components, such as title, name, course, etc. are present
•essays are submitted on time
 
•Student produces typed or handwritten essays
•Some components may be incomplete
•essays are submitted on time or one class period late
 
•Student produces poorly typed or handwritten essays that may be difficult to decipher
•Some components may be missing or incomplete
•essays are consistently submitted late
 
•Student produces illegible paragraphs
•Some components are missing; the rest may be incomplete
•essays are always submitted late
 
Component                                                                                                                                                                                                                                                  
Outcomes
2. . identify and create text components such as introduction, thesis sentence, supporting paragraphs, theme, etc  8.apply academic skills in presenting their assignments in prescribed form and on time                                                                                                                                                                                                                                                                                                            
•Each organizational and typographical component is well and neatly done
•Theme or topic of essays shows creativity and thought

 
•Organizational and typographical components may be lacking or less neat
•Theme or topic shows some thought
 
•Organizational and typographical components may be missing and messily done
•Theme or topic shows little thought and may be banal
 
•Organizational and typographical components are lacking, and/or sloppy
•Theme or topic may be unfocused and/or simplistic and show no thought or creativity
 

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Last Updated:8/17/2006 10:50:15 PM