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EI 211 Intermed Spkg & Listening II
Manning, Estelle Simmons


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 211 Intermed Spkg & Listening II

Semester

SP 2013 HO

Faculty

Manning, Estelle

Title

Adjunct Faculty Einglish as an International Language

Degrees/Certificates

M.A., TESOL University of Missouri Kansas City

Office Location

Herr House

Office Hours

By appointment

Daytime Phone

816-560-0135

E-Mail

a.manning@park.edu

estellemanning@aol.com

Semester Dates

Jan.14 - May 10, 2013

Class Days

-M-W-F-

Class Time

11:00 - 11:50 AM

Credit Hours

3


Textbook:

North Star 4 Listening and Speaking, Third Edition, Pearson Longman, by Tess Ferree and Kim Sandabria
 (ISBN 10:0-13-205677-1)

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:
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.

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:

Oral presentations:        35%
Homework/Classwork:  20%
Unit Tests:                   20%
Final:                           25%
 

Grading:

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

Late Submission of Course Materials:
No late work is accepted without pre-arrangement with the instructor. 

Classroom Rules of Conduct:
Be respectful and polite.

Course Topic/Dates/Assignments:

1/14, 1/16, Review and short presentation drills
1/18,  1/23, 1/25 Unit 2 Achilles Heal 
1/28, 2/1            Oral Presentation:  Personal story
 
2/4, 2/6, 2/8        Unit 3: Early to Bed, Early to Rise
2/11                   Oral Presentation: Survey Results using graphs 
2/13                   Test: Units 2 & 3
 
2/15, 2/18, 2/20  Unit 4: Animal Intelligence
2/22                   Oral presentation: Class Presentations: For and against
 
2/25, 2/27, 3/1    Unit 5: Longevity: Refusing to Be Invisible
3/4, 3/6              Oral presentation: Senior Citizens Around the World
3/8                     Test: Units 4 & 5
 
3/11-3/15            Spring Break
 
3/18,3/20,3/22     Unit 6: Giving to Others
3/25                    Oral Presentations: Public Service Announcements and Visual
 
3/27, 3/29, 4/1     Unit 7: What's the Use of Homework? 
4/3                      Oral Presentation: Power Point
4/5                      Test: Units 6 & 7
 
4/8, 4/10, 4/12     Unit 8: Goodbye to the Sit-Down Meal
4/15                    Oral Presentation: Your 7 day Menues on Your Budget
 
4/17, 4/19, 4/22   Unit 9: Finding a Niche: The Challenge for Young Immigrants
4/24                    Oral Presentation: Interview
4/26                    Test: Unit 8 & 9
 
4/29, 5/1, 5/3       Unit 10: No Technology? No Way! Interactive Presentations
 
 

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 2012-2013 Undergraduate Catalog Page 97

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 2012-2013 Undergraduate Catalog Page 95

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 2012-2013 Undergraduate Catalog Page 98

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:1/24/2013 9:29:39 PM