EI202 Intermed Reading & Wrtng II

for FA 2006

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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.


EI 201 Intermediate Reading and Writing


FA 2006 HOZ


Torkelson, Susan I.


Adjunct Faculty


M.A. English Literature
B.A. English Literature and Secondary Education

Office Hours

By appointment




Semester Dates

Aug 21 - Sept 15, 2006

Class Days


Class Time

8:00 - 8:50 AM



Credit Hours


English, Andrew K. and English, Laura Monahonn , North Star Reading and Writing, High Intermediate, Second Edition, Pearson Education, Inc., 2004

Textbooks can be purchased though the Parkville Bookstore

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 course introduces the intermediate level speaker of English to readings of more challenging vocabulary and more varied type, such as newspaper articles, short stories, and brief technical selections. An emphasis is placed on vocabulary building skills and reading skills such as scanning for detail. Writing tasks are based mainly, but not exclusively, on the readings and include short essay-length compositions of different rhetorical categories, as well as summaries, outlines, paraphrases, and letters. 3:0:3

Educational Philosophy:
The role of the teacher is to create a lively, challenging forum, provide interesting information and help students formulate and express their ideas with improved tools of communication.

  Instructor Learning Outcomes

  1. Students will restate and summarize information gleaned from learner books with vocabulary of 1000-2500 words.
  2. Students will identify details, recognize main ideas, and interpret author.
  3. They will recognize different types of rhetorical styles.
  4. Students will compose short essays in several rhetorical styles.
  5. Students will demonstrate competence in composing thesis statements and introductory and concluding statements in paragraphs as well as statements supporting those theses.
  6. Students will demonstrate their ability to write a personal letter and book report, to summarize or paraphrase a reading selection and to answer questions about it.
Class Assessment:

Reading will be assessed in a number of short quizzes and homework assignments.

Vocabulary, comprehension, author's tone and intent, and the student summaries will make up the subjects of these quizzes.  Writing will be assessed by grades assigned to final drafts of certain essays.  (Student will be aware when he/she is writing for a grade or when he/she is “free” writing to relax his focus on grammar and experiment with style.  On all quizzes grade equivalencies will be as follows:  A=90-100%; B=82-89%, C=75-81%, D=65-74%; F=<65%.  Students will receive grades of A thru F (including plus and minus) on essays at the instructor's discretion.




Fifty percent of the course grade will be based on reading quizzes, and the other fifty percent will be based on graded essays.  If the student misses many classes, he will also receive a grade of zero on several quizzes as these will be given frequently and cannot be given during another class session or easily duplicated for homework.

Late Submission of Course Materials:
The instructor will accept completed essays one or two sessions late at her own discretion for good reason.  A student who fails to turn in several essays or is habitually late with them will surely receive a failing grade based on the simple law of averages.

Classroom Rules of Conduct:
Students are asked to attend class every session, to arrive on time, to work hard and show respect for other students who may read more slowly or need more help with their compositions.  During sessions devoted to writing, students who finished early are asked to edit their work, refrain from conversations, and wait patiently for the instructor's help

Course Topic/Dates/Assignments:


Reading Assignments

Writing Assignments

Weeks 1-2

August 21 thru September 1, 2006

Unit 1, Background and Focus on Reading, pp. 2-7. Pp 9-11.

Exercises and discussion. Richard Jewell – events, dates, outcome.

“City Slinkers” by Christine Dell'Amore from Smithsonian, March, 2006

Write topic sentences. Write paired sentences in active and passive voice.

“How I would feel if I were Richard Jewell”.

Weeks 3-5

September 4 thru 22, 2006

Unit 2, Background and Focus on Reading, pp 24-29, exercises, comprehension test.

“The Miracle,” p. 32

“How Mr. Dewey Decimal Saved My Life,” Barbara Kingsolver

Timeline and Details, pp. 29-30.

Paragraphs, pp 40-44.

Write narrative inspired by Frank McCord or Barbara Kingsolver.:”How another person changed my life”

Weeks 6-8

September 25 thru October 13, 2006

Unit 3, Background and Focus on Reading, pp 48-53. Pp60-62, vocabulary test, comprehension test.

Class library research project on topic of Christian Science

Unit 4, pp 71-72.

Write an essay of opinion in three paragraphs based on writing sample on p. 63.

Write a three- paragraph description of a natural phenomenon you experienced.

Write an outline based on information about Christian Science found in the library.

Week 9 – Spring Break

October 16 thru 20

Weeks 10-12

October 23 thru November 10, 2006

Unit 6, Background and Focus on Reading, pp. 112-118, exercises, comprehension test.

Class discussion: NGOs, philanthropy, micro loans.

Internet Search: Research “The Bill Gates Foundation”

“Virtuous Circles and Fragile States” by Jeffrey D. Sachs in Scientific American, August, 2006

Take notes on “The Bill Gates Foundation.” Submit the notes along with a 3 to 5 paragraph essay about the foundation.

Summarize the Jeffrey D.. Sachs article.

Weeks 13-15

November 13 thru December 1, 2006

Unit 7, pp. 139-151, vocabulary test, comprehension test.

Internet Search: Home schooling

Using material from internet and classroom discussion write an essay comparing home schooling to public and/or parochial schooling. Develop your own criteria for comparison. Use data as well as opinion.

Weeks 16-17

December 4 thru 15

Reading comprehension tests on material provided by instructor.

Write and edit a five paragraph essay. You will be given several choices of topics. All are related to discussions in class.

The week of December 11 thru 15 can be used by students to complete or rewrite essay topics. Instructor will be available for students by appointment on an individualized basis.

The above is subject to change.

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 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 .


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Last Updated:8/21/2006 11:22:38 AM