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EI 102 Beginning Reading and Writing II
Greenlaw, Cybelle


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

EI 102 Beginning Reading and Writing II

Semester

SP 2012 HO

Faculty

Greenlaw, Cybelle

Title

Adjunct Instuctor/English as an International Language

Degrees/Certificates

PhD Classical Art/Archaeology, Trinity College Dublin
TESOL/TESL Certification, Oxford Seminars
MA Library Science, University of Missouri, Columbia

Daytime Phone

913-562-4659

E-Mail

Cybelle.Greenlaw@park.edu

cybellegreenlaw@yahoo.com

Class Days

-MTWRF-

Class Time

9:00 - 9:50 AM

Credit Hours

3


Textbook:

Natasha Haugnes and Beth Maher. Northstar 2: Reading and Writing, 3rd ed.
ISBN: 0-13-240991-7

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:
EI102 Beginnning Reading and Writing II: 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 teacher's role is to help students become effective learners. Language acquisition should be an organic process that allows indivduals to work at their own pace, and the teacher must respect each learner's abilities and needs.

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


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 (explained above): 40%
2. Quizzes: 30%
3. Journal exercises: 10%
4. Participation: 20%

Grading:

90-100%: A
80-98%:   B
66-79%:   C
50-65%:   D
 

Late Submission of Course Materials:
Late assignments will not be accepted, except by prearrangement or for extenuating circumstances.

Classroom Rules of Conduct:
Please come to class on time with a positive attitude and willingness to participate. Respect the opinions and contributions of your classmates. Please turn off cell phones during class.

Course Topic/Dates/Assignments:
Week 1: Jan. 17-19


Introductions

Exercises provided by instructor

First Journal entry: Equality

Week 2: Jan. 23-27

Ideal Job

Unit 1, text

Week 3: Jan. 30-Feb. 3

Country Life vs. City Life

Unit 2, text

Week 4: Feb. 6-10

Making Money

Unit 3, text

Week 5: Feb. 13-17

Making Money

Unit 3, text

Week 6: Feb. 21-24

(Feb. 20, President’s Day, no class)

Path to Justice

Unit 4, text

Week 7: Feb. 27-Mar. 2

Path to Justice

Unit 4, text

Week 8: Mar. 5-9

Subway etiquette

Unit 5, text

Week 9: Mar. 12-16

Spring break—no class

Week 10: Mar. 19-23

Serious Fun/Gaming

Unit 6, text

Week 11: Mar. 26-30

Produce

Unit 7, text

Week 12: Apr. 2-5

(Apr. 6, Good Friday, no class)

Produce

Unit 7, text

Week 13: Apr. 9-13

Climate Train

Unit 8, text

Week 14: Apr. 16-20

Medicine

Unit 9, text

Week 15: Apr.23-27

Endangered Cultures

Unit 10, text

Week 16: Apr. 30-May 4

Endangered Cultures

Unit 10, text

Final essays

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 2011-2012 Undergraduate Catalog Page 93

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 2011-2012 Undergraduate Catalog Page 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 2011-2012 Undergraduate Catalog Page 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 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:1/16/2012 9:51:11 AM