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EI 102 Beginning Reading and Writing II
Osborne, Deborah


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 102 Beginning Reading and Writing II

Semester

SP 2007 HO

Faculty

Osborne, Deborah

Title

Coordinator of EIL at Park University

Degrees/Certificates

Ph.D.

Office Location

Herr House 8

Office Hours

TBA

Daytime Phone

816-584-6517

E-Mail

deborah.osborne@park.edu

Semester Dates

Jan. 16 - May 11, 2007

Class Days

MWF

Class Time

8:00 - 8:50

Credit Hours

3


Textbook:

 

Beamont, John. NorthStar Focus on Reading and Writing, Introductory. Longman, 2002.

Textbooks can be purchased through 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 continues to introduce the beginning level speaker of English to basic reading texts and elementary writing tasks. In this course, students encounter more challenging reading assignments, ranging from 500 - 800 vocabulary words. More varied writing tasks will be assigned. Students continue to practice grammatical and textual analysis. 3:0:3

Educational Philosophy:

 

The role of a teacher is to help students develop the skills they need in order to be active and involved learners. Language learning must proceed at the learner's pace, with respect and attention paid to each individual's strengths and weaknesses.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify and demonstrate the grammatical components of a well-formed English sentence
  2. Identify and create text components such as topic sentences, supporting sentences, theme, etc.
  3. Evaluate their own and others' work for grammatical and organizational accuracy
  4. Identify and produce written work representing different types and genres
  5. Construct and expand a working vocabulary of English, from 500-1000 words
  6. Apply information from reading in their written compositions
  7. Show through revision that they have recognized grammatical and/or organizational problems
  8. Apply academic skills in presenting their assignments in prescribed form and on time


  Instructor Learning Outcomes
  1. Identify and construct text constituents such as topic sentences, supporting sentences, and conclusions
  2. Apply methods acquired in class to build their vocabulary
  3. Recognize and practice basic sentence constituents such as simple noun phrases and verb phrases
  4. Formulate well-formed pieces of writing such as paragraphs and short reports
  5. Identify strengths and weaknesses, 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
Core Assessment:

Your core assessment in this course consists of a portfolio containing the drafts and final versions of five different types of paragraph. This portfolio, due at the end of the semester, should comprise what you consider to be your best work. It should be presented in a binder, neatly organized. (The specifications for each type of paragraph will be given as they are taught, throughout the term: please see course outline for details).

Link to Class Rubric

Class Assessment:

1. Writing portfolio: Students will collect a selection of 10 writing assignments, according to their choice, and submit it at the end of the semester. The portfolio should reflect a variety of types of writing and should show progress and improvement (i.e. include drafts as well as final versions). 30% of mark

2. Quizzes: Students will write frequent vocabulary and reading comprehension quizzes. 20% of mark

3. Journal: Students will write weekly journal entries on subjects provided. 20% of mark

4. Essay test: during the last class period students will write an essay on a pre-arranged subject. 10% of mark

5. Homework: Weekly homework assignments will be given. 10% of mark

6. Participation: Students are expected to attend class, participate in all activities and discussions, and prepare as requested. 10% of mark.

Grading:

 

See above

Late Submission of Course Materials:

 

The instructor will not accept assignments submitted late, except by pre-arrangement, or due to extenuating circumstances.

Classroom Rules of Conduct:

 

Please come to class with a positive attitude. For courtesy's sake, turn off your cell phone while in class. It is expected that you will listen to the opinions and contributions of others with the same respect that you would like to receive yourself.

Course Topic/Dates/Assignments:

Week

Topic

Assignments

1: Jan. 16 - 19

Introduction

Exercises (provided by instructor)

First journal entry: Me
vocab quiz

2: Jan. 22-26

Special Possessions

Unit 3, text
start paragraph 1
vocab quiz

3. Jan. 29 - Feb. 2

 

Special Possessions, cont.

Unit 3, text
edit and submit paragraph 1
vocab quiz

4. Feb. 5 - 9

Strength in Numbers

Unit 4, text
start paragraph 2
vocab quiz

5. Feb. 12 - 16
no class Feb. 14

Strength in Numbers, cont.

Unit 4, text
edit and submit paragraph 2
vocab quiz

6. Feb. 19 -23
no class Feb. 19

Business

Unit 5, text
start paragraph 3
vocab quiz

7. Feb. 26 - Mar. 2

Business, cont.

Unit 5, text
edit and submit paragraph 3
vocab quiz

8. Mar. 5 - 9

Famous People

Unit 6, text
compile portfolio for submission
vocab quiz

9. Mar. 12 - 16

SPRING BREAK

10.. Mar. 19 - 23

Famous People, cont

Unit 6, text
start letter

11. Mar. 26 - 30

Driving Problems

Unit 7, text
edit and submit letter
vocab quiz

12. Apr. 2 - 6
no class Apr. 6

Driving Problems, cont.

Unit 7, text
pre-writing exercises for story

13. Apr. 9 - 13

Family

Unit 8, text
first draft, story
vocab quiz

14. Apr. 16 - 20

Family, cont.

Unit 8, text
edit and submit story
vocab quiz

15. Apr. 23 - 27

Money

Unit 9, text
complete journal entries
vocab quiz
 

16. Apr. 30 - May 4

Money, cont.

Unit 9, text
submit journal
submit portfolio
in-class writing

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 .



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 topic sentence, supporting sentences, theme, etc. 7. apply information from reading in their written compositions                                                                                                                                                                                                                                                                                                                                                     
• Student has incorporated information from course readings in paragraphs
• Paragraphs contain all component parts, demonstrate superior organization, and the appropriate use of cohesive elements
• Paragraphs demonstrate use of a dominant and clearly-articulated theme, consistently maintained
 
• Student has incorporated information from course readings in paragraphs
• Paragraphs 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 paragraphs
• Paragraphs may be missing some component parts, require reorganization, and lack cohesive elements
• Demonstrate a dominant theme inconsistently

 
• Student has not incorporated any relevant course information from course readings
• Paragraphs 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 3. evaluate their own and others' work for grammatical and organizational accuracy 5. construct and expand a working vocabulary of English, from 500-1000 words                                                                                                                                                                                                                                                                 
• Paragraphs demonstrate near-perfect grammatical and appropriate use of English for this level
• Student has collected and incorporated superior vocabulary in paragraphs
• Student demonstrates superior ability to troubleshoot and edit their own work and that of fellow students for grammar and organization,

 
• Paragraphs 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
 
• Paragraphs 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
 
• Paragraphs 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
3. evaluate their own and others' work for grammatical and organizational accuracy 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 topic sentence, supporting sentences, theme, etc. 4. identify and produce written work representing different types and genres                                                                                                                                                                                                                                                                                                                                        
• Student is able to name component parts of paragraphs, grammatical structures, cohesive elements, and rhetorical types with 100% accuracy • Student can name some component parts of paragraphs, grammatical structures, cohesive elements, and rhetorical types, achieving 80% accuracy on average • Student has difficulty naming component parts of paragraphs, grammatical structures, cohesive elements, and rhetorical types, achieving 60% accuracy on average • Student can name few component parts of paragraphs, 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 topic sentence, supporting sentences, theme, etc.  3. evaluate their own and others' work for grammatical and organizational accuracy 7. show through evaluation and revision that they have recognized grammatical and/or organizational problems                                                                                                                               
• Student demonstrates superior grasp of paragraph structure, appropriate grammar, textual cohesion, and rhetorical categories by achieving 90-100% accuracy in writing, editing, and identification exercises • Student demonstrates good grasp of paragraph structure, appropriate grammar, textual cohesion, and rhetorical categories by achieving 70-89% accuracy in writing, editing, and identification exercises • Student demonstrates incomplete grasp of paragraph structure, appropriate grammar, textual cohesion, and rhetorical categories by achieving 50-69% accuracy in writing, editing, and identification exercises • Student fails to demonstrate grasp of 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 topic sentence, supporting sentences, 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 paragraph • Student's final versions demonstrate good structure, grammar, cohesion, and rhetorical accuracy, 70-89% in each paragraph • Student's final versions demonstrate fair structure, grammar, cohesion, and rhetorical accuracy, 50-69% in each paragraph • 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 paragraphs
• All components, such as title, name, course, etc. are present
• Paragraphs are submitted on time
 
• Student produces typed or handwritten paragraphs
• Some components may be incomplete
• Paragraphs are submitted on time or one class period late
 
• Student produces poorly typed or handwritten paragraphs that may be difficult to decipher
• Some components may be missing or incomplete
• Paragraphs are consistently submitted late
 
• Student produces illegible paragraphs
• Some components are missing; the rest may be incomplete
• Paragraphs are always submitted late
 
Component                                                                                                                                                                                                                                                  
Outcomes
2. identify and create text components such as topic sentence, supporting sentences, 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 paragraphs 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:1/12/2007 11:21:48 AM