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EI 211 Intermed Spkg & Listening II
Woodford, Jennifer


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 Speaking & Listening II

Semester

FA 2010 HO

Faculty

Woodford, Jennifer

Title

Instructor, English as a Second Language/Adjunct Faculty

Degrees/Certificates

M.A., Adult Education - English as a Second Language
B.A., Spanish - Grammar and Literature

Office Location

Herr House

Office Hours

By appointment

Daytime Phone

816-718-5255

E-Mail

jennifer.woodford@park.edu

jnnwoodford@yahoo.com

Semester Dates

August 16 - December 20, 2010

Class Days

-M-W-F-

Class Time

10:00 - 10:50 AM

Credit Hours

3


Textbook:
North Star High Intermediate Listening and Speaking,Third Edition, Pearson Longman, by Tess Ferree and Kim Sanabria.

Textbooks can be purchased through the MBS bookstore

Additional Resources:
Additional materials will be furnished by the instructor.

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 begin_of_the_skype_highlighting              800-270-4347      end_of_the_skype_highlighting.
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 begin_of_the_skype_highlighting              800-927-3024      end_of_the_skype_highlighting
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


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:
EI 211 Intermediate Speaking and Listening II: 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. 3:0:3.

Educational Philosophy:
The instructor's educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues and writings.  The classroom should be a safe, creative, and respectful environment where all are encouraged and expected to participate.  The instructor's role is not only to help students improve their academic skills, but also to further develop the critical thinking and independent learning skills students will need throughout their lives.

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:

Attendance: 10%
Participation: 5%
Unit Tests: 20%
Midterm exam 10%
Final Exam 20%
Oral Presentations: 20%
 Portfolio 15%

Grading:

90 - 100%:  A
80 - 89%:    B
65 - 79%:    C
55 - 64%:    D
below 55%:  F

 

Late Submission of Course Materials:

All assignments are due the following class, with the exception of oral presentations which are due according the the schedule posted.  The instructor will NOT accept assignments submitted late, except by pre-arrangement, or under extenuating circumstances.
 
Attendance is mandatory and has a big influence on your grade.  Advance notification of an absence may qualify you for an excused absence.  Students providing a legitimate excuse for their absence (doctor's note or medical certificate) may submit work when they return to class without penalty.  All athletes are expected to submit game schedules prior to any absences, as well as permission slips from coaches stating when and for how long they will be absent from class.  Late work due to unexcused absences will be docked 1 letter grade per day late. 
 
Missed daily quizzes cannot be made up.
If a student is absent on a test day, it is THE STUDENT'S responsibility to contact the testing center in the academic underground (816-584-6887 begin_of_the_skype_highlighting              816-584-6887      end_of_the_skype_highlighting) to schedule a re-take.  Make up tests will be available for one (1) week in the testing center following the actual test date.  If you are unable to take the test within that week, you must contact me before the test is collected to avoid receiving a 0 on the test.  Missed tests resulting from an unexcused absence will result in an automatic deduction of 1 letter grade from the test score.
 
Missing work will receive a grade of 0.  Zeroes carry significantly lower scores than an F.  It is in the best interest of your final grade to complete all course assignments

Classroom Rules of Conduct:

NO electronic devices of any kind will be allowed in the classroom:  no cell phones, no iPods, no computers visible or audible during class.  Earphones must be removed and put away prior to the start of class.  I will confiscate any electronic devices that I see or hear.

An open learning environment is critical to language learning success.  Students will respect each other as well as the instructor.  Unkind or derogatory comments about other students will not be tolerated.  Class and group discussions are expected to be conducted in English.  You are in this class to improve your English; I assume you do not need improvement in your own languages.

Students are expected to actively contribute to their education and the education of others in the class by sharing their ideas and expertise.  Passive attendance in class and in group work will result in a 0 for the 5% final participation grade.
 
Group presentations are accorded one grade, which is shared by all students in the group.  If a student fails to participate in a group presentation, the other group members should notify the instructor IN ADVANCE in order that appropriate steps be taken to redress the situation. 
 
Students who wish to work alone for all presentations should make that wish known to the instructor at the beginning of the semester.

Course Topic/Dates/Assignments:
   

Week 1 (8/16-8/20) Introductions, ice breakers, pre-listening & speaking activities. Pre-test. Taking notes on listening activities. Begin Unit 1.Information Overload.

Week 2 (8/23-8/27) Unit 1 Information Overload. Writing activity with oral presentation (1) - sports report. NPR listening activity.

Week 3. (8/30-9/3)  Unit 1 continued. Listening activity with oral presentation (2) – television commercials.

Week 4. Monday Sept. 6 – ***Labor Day – no classes. (9/7-9/10) Unit 2, The Achilles Heel. Oral presentation (3) - A person you admire, on Friday 9/10.
Week 5. (9/13 – 9/17) Unit 3 Early =To Bed, Early To Rise. Oral presentation (3) Your daily routine, on Fri 9/17. NPR listening activities.

Week 6. (9/20- 9-24) Test #1 Units 1-3 on Friday 9/24. Oral presentation (4) – Sleep disorders on Fri 9/24.

Week 7. (9/27-10/1) Unit 4 Animal Intelligence. NPR listening activity. Oral presentation (5) -on animal behavior.

Week 8. (10/4-10/8) Review for midterm exam. Units 1-4. Midterm exam Fri. 10/8. Listening activities on yes/no questions.

Week 9: (10/10 -10/15) Fall Break – no classes.

Week 10: (10/18 -10/22) Unit 5 Longevity: Refusing to be Invisible. Oral presentation (6) on aging and senior citizens, due Friday 10/22. NPR listening activity.

Week 11: (10/24 – 10/29) Unit 5 continued. Oral presentation (7) on family, due Friday 10/29.

Week 12: (11/1-11/5) Unit 6 Giving to others. Oral presentation (8) on philanthropy and philanthropists in our world., due on Friday 11/5. NPR listening activity.

Week 13 (11/8-11/12)  *** No class Thursday 11/11 – Veterans Day. Unit 6 continued Grammar review on relative pronouns in adjective clauses. Oral presentation (9) on your favorite non-profit or charitable organization, due on Friday 11/12.

Week 14 (11/15-11/19). Unit 7 What’s the use of homework? Oral presentation (10) on favorite school subject/college major, due on Friday 11/19. NPR listening activity.

Week 15 (11/22-11/24) Unit 7 continued. Speaking activity with stressed and unstressed vowel. Chapter 8 if have time, Goodbye to the sit-down meal. Oral presentation (11) Topic you strongly agree with and topic you disagree with, due Friday 11/24

***Thanksgiving break (11/25-11/28) no classes.

Week 16 (11/29 – 12/3) Review for final exam. Final oral presentation (12), Eating habits - how they've changed over time, due Friday 12/3.

Week 17 (12/6-12/10) Final exam week - no classes.

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

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 "F".
  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 2010-2011 Undergraduate Catalog Page 95-96

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:8/13/2010 7:37:49 PM