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EI 211 Intermed Spkg & Listening II
Grunewald, Jovilin


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 Intermed Spkg & Listening II

Semester

SP 2008 HO

Faculty

Grunewald, Jovilin

Title

Adjunct Faculty

Degrees/Certificates

MAT, Applied Linguistics (TESOL)
BS, Linguistics

Office Hours

By Appointment

Daytime Phone

(816) 505-1316

E-Mail

jovilin.grunewald@earthlink.net

jovilin@earthlink.net

Semester Dates

14 Jan - 9 May 2008

Class Days

-M-W-F-

Class Time

10:00 - 10:50 AM

Credit Hours

3


Textbook:

Ferree, Tess and Sanabria, Kim, NorthStar High Intermediate Listening and Speaking, Second Edition, Pearson Education, Inc., White Plains, NY 2004

Additional Resources:
Keillor, Garrison, Lake Wobegon Days, audiotape, 1989.

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.
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Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
Students continue to develop the speaking and listening skills necessary for academic success. They will be exposed to listening material of an academic nature, such as recorded lectures, news broadcast, etc. and will participate in oral activities of an academic nature, such as presentations, debates, discussions, and so on. The course will also emphasize communicative skills and strategies to enable students to check on meaning, clarify misunderstandings, and get their own meaning across more clearly.

Educational Philosophy:

The role of the teacher is to create a lively, challenging but safe learning environment, to present new information in an interesting, relevant manner, and to 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


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 the 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-F (including plus and minus) at the discretion of the instructor. 

Grading:
See class 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 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:

Week 1: 14-18 Jan               

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

Assignment: Complete exercises provided by instructor. Role play various types of conversations.

Weeks 2-3: 21 Jan – 1 Feb3

Listening: Definition of culture; food choices as a reflection of cultural change. NorthStar, Chapter 8, “French Sandwiches” and “Food in a Bowl."                                

Assignment: Complete listening section exercises. Complete “Vocab for Comprehension” and “Phrasal Verbs.” Quiz on selected words. Describe a family meal at home. Discuss seating, food preparation, serving, typical foods, manners, cleanup. Compare your behavior at college to your behavior at home.

Weeks 4-5: 4-15 Feb

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

Assignment: 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 for the class.

Weeks 6-8: 18 Feb – 7 Mar 

Listening:  Courtship and Marriage in the United States.  Listen to segments of Lake “Wobegon Days” and song lyrics. Examine questions on eHarmony.com (internet dating service).                 

Assignment: Discuss courtship in your culture. Discuss role of family, religion, wealth, education, and class in determining a suitable mate. Use the Internet to show wedding scenes.

Week 9:  10-15 Mar                   Spring Break

Weeks 10-11: 17-28 Mar     

Listening: Charitable giving as an aspect of culture. NorthStar, Chapter 6, “Better to Give than Receive” and “Oseola McCarty.”               

Assignment: Complete listening exercises and Vocab for Comprehension. Quiz on selected words. Using the Research Topic on p. 133, choose a charity or philanthropist and use an outline provided by the instructor to present information about this to the class.

Weeks 12-13: 31 Mar – 11 Apr

Listening:  Natural Disasters. NorthStar, Unit 4, “The Hurricane of 1938,” and “Hurricane Hunters.”               

Assignment : Complete listening exercises 1 & 2, and Vocab for Comprehension. Listening comprehension quiz on an article 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 to it.

 Weeks 14-15: 14-25 Apr

Listening:  Noise Pollution.  NorthStar, Unit 10, “The Paradox of our Time,” and “Noise in the City.”                  

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

Weeks 16-17: 28 Apr – 9 May         

Listening: All students participate in a class survey concerning circumstances of daily living. They will then receive the raw data from the survey.               

FINAL PRESENTATION: Each student presents the results of the survey to the class in his/her own manner. S/he should give specific numerical results and interpret the data. S/he may also use the internet to illustrate or clarify results.
 
This schedule 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 2007-2008 Undergraduate Catalog Page 85-86

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 2007-2008 Undergraduate Catalog Page 85

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.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. 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 "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. 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.
  7. 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 2007-2008 Undergraduate Catalog Page 87-88

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
 

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Last Updated:1/8/2008 10:06:13 PM