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EI 202 Intermediate Reading and Writing II
Torkelson, Susan I.


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 202 Intermediate Reading and Writing II

Semester

SP 2007 HO

Faculty

Torkelson, Susan I.

Title

Adjunct Faculty

Degrees/Certificates

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

Office Hours

By appointment

Daytime Phone

816-741-8007

E-Mail

susan.torkelson@park.edu

storkelson@kc.rr.com

Semester Dates

January 15 - May 13, 2007

Class Days

-M-W-F-

Class Time

8:00 - 8:50 AM

Prerequisites

None

Credit Hours

3


Textbook:

English, Andrew K. and English, Laura Monahonn , North Star Reading and Writing, High Intermediate, Second Edition, Pearson Education, Inc., 2004
 
Bailey, Judith, From the Beginning: A First Reader in American History, Second Edition, JAG Publications, 2005

Textbooks can be purchased through the MBS bookstore

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 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.

Grading:
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:

Weeks

Reading Assignments

Writing Assignments

Weeks 1
January 17-19, 2007

"Reading and Writing no Longer Elementary" by Elizabeth Schuett, syndicated columnist.

Discuss content, vocabulary and skills necessary for writing compositions. Writing assignment: compare apples to oranges as suggested in Schuett essay..

Weeks 2-3

January 22-February 2, 2007

Unit 8, Norton
Vocabulary for Comprehension,
"The Chinese Kitchen" with exercises." 'Slow Food' Movement" plus exercises.

Vocabulary and spelling test on selected words in Unit 8.
Reading comprehension test on "The Chinese Kitchen"
Write a narrative essay: "A Memorable Meal with my Family"

Weeks 4-6

February 5-23, 2007

Topic: Civil Rights in The United States.
Read and listen to speech by Martin Luther King.
Listen to and read lyrics of "Strange Fruit (Billie Holiday) and "We Shall Overcome" (Boys Choir of Harlem). Examine photos of Civil Rights marches.
Read "Slavery," "Harriet Tubman" and, "The Underground Railway" in From the Beginning.

Complete exercises for each assigned essay in From the Beginning. Essay topic: Use encyclopedias, chapters from a list of books provided by instructor and Internet to reasearch the life of one of the people we have discussed in class. Write a brief summary of that person's life from notes. Summary will be written in class.

Weeks 7-8
February 26-March 9, 2007
Read "Mr. Singer's Sewing Machine," "The Wright Brothers and Their Flying Machine," and "The Chinese in California" in From the Beginning.
A field trip to the Harley Davidson factory will occur at or close to this time.
Discuss indistrial age and its effects on individuals and nations. Do exercises accompanying reading selections.
Highlight and test on vocabulary.
Write an essay of explanation, "The Many Reasons [blank] is My Favorite Invention.
Weeks 9 - Spring Break
March 12-16, 2007

Weeks 10-11
March 19-30, 2007
Unit 4, Norton: "Monologue of Isabel Watching It Rain in Macondo"
Unit 9, Norton, "Poor Visitor" and "Nostalgia"
Examine details and language used to create mood. Use Exercise, P. 205, Norton, to collect and sort vocabulary that can be used to suggest various emotional states.
Reading comprehension test on "Poor Visitor"
Write a letter home communicating homesickness and nostalgia.
Write another letter to a friend communicating excitement and a sense of wonder and feeling of freedom.
Weeks 12-13
April 2-13, 2007
Read "Over There - Parts 1 and 2" and "The War to End All Wars - Parts 1 and 2" in From the Beginning. Read "In Flanders Field" by Ltd. Colonel John McCree. Listen to and ready lyrics of "Over There" and "Waltzing Matilda" from web site.
Tour World War I Memorial Museum sometime in April.
Do exercises accompanying reading selections. Build a vocabulary based on readings and museum tour. Test on vocabulary.
Write an impression and evaluation of your museum tour with explicit reference to displays and factual information.
Weeks 14-15
April 16-27

 

Topic:  Immigration in The United States.
Read "The Statue of Liberty" in From the Beginning.
Read and discuss news articles on legal and illegal immigration from The Kansas City Star.
Discuss the 5-paragraph essay.

 

Write a 5-paragraph essay detailing the process of applying for a visa and passport and entering The United States.  Discuss problems you encountered and helpful people. Describe the emotions you enperienced.
Week 16
April 21-27, 2007
 
 
From "Research Topic, PP. 214-215, Norton, choose one of the famous immigrants listed.  Research this person using biographical sketches, encyclopedia articles and the Internet.  Compile notes and bring them to class. Write 5-paragraph biographical sketch based on notes.  One day to write, and a second day to complete and edit.

Week 17 -Final Exam, Monday and Wednesday, May 7-9, 2007

 

Write a 5-paragraph essay on a topic that will be made available the day of the exam.

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:
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 .

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:1/14/2007 1:06:59 PM