Syllabus Entrance
Printer Friendly
Email Syllabus

EI 211 Intermediate Speaking and Listening 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 211 Speaking and Listening for International Students II

Semester

SP 2007 HO

Faculty

Torkelson, Susan I.

Title

Adjunct Faculty

Degrees/Certificates

M.A. English Literature
B.A. English Literature / 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

9:00 - 9:50 AM

Prerequisites

None

Credit Hours

3


Textbook:

Ferree, Tess and Sanabria, Kim, NorthStar High Intermediate Listening and Speaking,

Second Edition, Pearson Education, Inc., White Plains, NY, 2004
Keillor, Garrison, Lake Wobegon Days, audiotape, 1989

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 class teaches students speaking and listening skills necessary for academic success. Students will focus on improving spoken grammar, vocabulary, listening comprehension, pronunciation and fluency. Class activities will include in-class discussions, individual and group oral presentations, pronunciation exercises and spoken instruction. Students will be exposed to American rhetorical forms, including political debate, music lyrics, academic lectures and sports/entertainment/cultural commentary. 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.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify and demonstrate grammatical components of a well-formed English sentence
  2. Identify and create separate text components such as introductions, thesis statements, conclusions, cohesive elements, 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, consisting of 1000-1500 words
  6. Show through evaluation and revision that they have recognized grammatical and/or organizational problems
  7. Apply academic skills in presenting their assignments in prescribed form and on time


  Instructor Learning Outcomes
  1. Students will show less dependency on slowed speech and repetition and will demonstrate their understanding of sentence-length utterances on a wide variety of subjects.
  2. Students will summarize media broadcasts.
  3. Students will demonstrate accurate use of the telephone and will show mastery of conversations in uncomplicated social situations.
  4. Students will practice educated guessing and will demonstrate tools for sustaining conversation even when lacking some vocabulary.
  5. Students will express themselves in longer utterances using larger vocabularies with improved knowledge of grammar, and they will solve problems in communication.
  6. Students will practice a conversation on a wide range of topics, and will use discourse connectors in their narrations and descriptions.
Core Assessment:
Your core assessment in EI 211 will consist of a portfolio, submitted at the end of term, which will comprise all of the major writing assignments of the semester, in draft and final form. DO NOT DISCARD ANY ASSIGNMENTS. You will receive a list of all expected assignments a week before the portfolio is due. It should be submitted in a binder, neatly organized, with name and date of submission on the cover.

Link to Class Rubric

Class Assessment:
After listening to tapes, CDs, DVDs, and the instructor’s voice, students will be tested for comprehension in many ways.  Students will receive percentage grades, and test results will be discussed in class.  The average grade of these tests will determine 50% of a final grade. Grade equivalencies on all tests will be as follows:  A= 90-100%; B=82-89%; C=75-81%; D=65-74%, F=<65%. (Students with unexcused absences will receive a grade of zero for each test missed.)  Students will also be required to prepare and present several oral presentations.  The average grade of these presentations will determine 50% of the final grade. All presentations will be graded A thru F (including plus and minus) based on the discretion of the instructor.

Grading:
See Course Assessment

Late Submission of Course Materials:
Students will be required to deliver oral presentations on the day assigned unless they have an excused absence.  Absent students must arrange with the instructor to give their presentation as soon as possible.  Students who have missed a test based on class dictation must complete an alternate assignment for an equivalent grade.

Classroom Rules of Conduct:
Students must attend class regularly and arrive on time.  They should be prepared to concentrate on difficult material and apply all the listening tools they have learned to increase their comprehension.  Students must prepare and practice their oral presentations before they come to class.  They must prepare note cards or outlines when required.  Students should listen carefully to their fellow presenters and respect their efforts.

Course Topic/Dates/Assignments:


Weeks/Dates

Listening Assignments

Oral Presentations

Week 1

January 17-19, 2007

Formality and informality in introductions.  Conversations among old friends, new acquaintances and people of unequal age and rank

Complete exercise provided by instructor.
Role play various types of conversations while eating lunch in the cafeteria.
Weeks 2-3
JJanuary 22 thru February 2, 2007
Topic:  Definition of culture; food choices as a reflection of cultural change.
North Star, Chapter 8, "French Sandwiches" and "Food in a Bowl" 
Complete listening section exercises.  Complete "Vocabulary for Comprehension" and "Phrasal Verbs"  Vocabulary/spelling test on selected words.
Describe a family meal at home.  Discuss seating placement, food preparation, serving, typical foods, manners, and cleanup.  Compare your behavior at home to your behavior at college.
Weeks 4-5
 
February 5 thru 16, 2007

S

Introduction to Garrison Keillor and the fictional town of Lake Wobegon.  Listen to segments of audiotapes involving family meals and holiday events.

.

Discuss characters, setting, details of life, style of presentation.
Listening comprehension test on a"tale" from Lake Wobegon.
Students become characters in a radio play and role play a birthday party for a 100 year old uncle.

Weeks 6-8

February 19 thru March 9, 2007

Topic: Courtship and Marriage in The United States.
Listent to segment of "Lake Wobegon Days"  Listen to and read lyrics of "It Ain't Me, Babe," Bob Dylan, "Why Don't You Do Right?", Sinead O'Connor, and "Good Hearted Woman," Willie Nelson.
Examine questions on Internet dating service, "Harmony.com" 
Presenation:  Describe courtship in your culture.  Discuss role of family, religion, wealth and class in determining a suitable mate.
Use the Internet to show wedding scenes.
Valentines Day, February 14, a party will be held in Herr House lobby in lieu of class, and students will have the opportunity to sing and listen to karioke.  Instructor can provide a favorite song and lyrics.

Week 9, March 12-16, SSpring Break

No Class

Weeks 10 thru 11

March 19 thru 30, 2007

Topic:  Charitable Giving as an Aspect of Culture.
North Star, Unit 6, "Better to Give Than to Receive" and "Oseola McCarty"
Complete listending exercises and Vocabulary for Comprehension.  Vocabulary test on selected words.
Presentation:  Using Research Topic, p. 133, North Star, choose a charity or philanthropist from the list given.  Use an outline provided by the instructor to find out information and present this material to the class.
Weeks 12- 13
April 2 thru 13, 2007

North Star, Unit 4, "The Hurricane of 1938" and "Hurricane Hunters"

North Star, Unit 4:  Background, Vocabulary for Comprehension, Listening One and Two, Focus on Vocabulary
Listening comprehension test on exerpt from "Into Thin Air" read by instructor.
Presentation:  Describe a dangerous natural event you witnessed or were otherwise affected by.  Use dramatic words to describe what happened and your response.
Weeks 14-15
April 16-27, 2007

North Star, Unit 10, "The Paradox of our Time" and "Noise in the City"

All class members participate in debates concerning the positive and negative effects of devices such as cell phones, I Pods and security cameras.  Each student will participate in a positive presentation and negative one and also serve as a judge.

Weeks 16 thru 17
April 30 thru May 9, 2007
(We may use May 7 and May 9 so that all students have adequate time to present their results.)

All students participate in a class survey concerning circumstances of daily living.  They will then receive the numerical results of the survey.

Final Presentation:  Each student presents the results of the survey to the class in his own manner.  He/She should give numerical resuls and interpret those results.  He/She may also use the Internet to illustrate or clarify results. 

 

 

 

 

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
2. identify and create separate text components such as introduction, thesis statement, conclusion, cohesive elements, etc. 7. apply information from readings in their written compositions                                                                                                                                                                                                                                                                                                                         
• Student has incorporated information from course readings and independently-found outside sources 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 over 100% of each paper
 
• 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
• Demonstrates use of a dominant theme, somewhat consistently maintained over most of each essay
 
• Student has incorporated some information from course readings in essays
• Essays may be missing some component parts, require reorganization, and lack cohesive elements
• Demonstrates a dominant theme inconsistently

 
• Student has not incorporated any relevant course information from course readings
• Essays are incomplete, disjointed, and lack cohesion
• Does 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 1000-1500 words                                                                                                                                                                                                                                                                
• Essays demonstrate near-perfect grammatical and appropriate use of English
• 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, style, organization, and cohesion

 
• Essays demonstrate grammatical and appropriate use of English, with 10-20% margin of error over the paper
• 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, style, organization, and cohesion, 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, style, organization, or cohesion; 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
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 essay proposals, outlines, checksheets, drafts, and good versions 100% of the time
• no more than one draft needed
 
• Student submits essay proposals, outlines, checksheets, drafts, and good versions most of the time
• 2 drafts needed
 
• Student submits some essay proposals, outlines, checksheets, drafts and good versions, some of the time
• 3 or more drafts needed
 
• Student submits few or no outlines, proposals,  checksheets, or drafts
• Multiple drafts required
 
Terminology                                                                                                                                                                                                                                                
Outcomes
2. identify and create separate text components such as introduction, thesis statement, conclusion, cohesive elements, etc. 4. identify and produce written work representing different types and genres                                                                                                                                                                                                                                                                                                             
• 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 separate text components such as introduction, thesis statement, conclusion, cohesive elements, 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 essay structure, grammatical structure, textual cohesion, and rhetorical categories by achieving 90-100% accuracy in writing, editing, and identification exercises • Student demonstrates good grasp of essay structure, grammatical structure, textual cohesion, and rhetorical categories by achieving 70-89% accuracy in writing, editing, and identification exercises • Student demonstrates incomplete grasp of essay structure, grammatical structure, textual cohesion, and rhetorical categories by achieving 50-69% accuracy in writing, editing, and identification exercises • Student fails to demonstrate grasp of essay structure, grammatical structure, 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 separate text components such as introduction, thesis statement, conclusion, cohesive elements, 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 page, reference page, bibiliography, 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 submitted late
 
• Student produces illegible essays
• Some components are missing; the rest may be incomplete
• Essays are submitted late
 
Component                                                                                                                                                                                                                                                  
Outcomes
2. identify and create separate text components such as introduction, thesis statement, conclusion, cohesive elements, 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
 

Copyright:

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

Last Updated:1/14/2007 2:54:34 PM