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UNIVERSIDAD DEL ESTE SCHOOL OF SOCIAL AND HUMAN SCIENCES ENGLISH DEPARTMENT

ENGLISH 115: COLLEGE READING AND WRITING I


COURSE OUTLINE PROFESSOR: E-MAIL: DURATION: CREDITS: LEVEL: PREREQUISITE: JOSE I. MORALES SOUSA MORALESJ2@SUAGM.EDU JANUARY-MAY 2014 THREE (3) CREDITS FIRST YEAR ENGLISH /GENERAL EDUCATION COMPONENT PLACEMENT TEST (70% OR HIGHER) OR COLLEGE ENTRANCE EXAMINATION (450-580)

COURSE DESCRIPTION

Emphasis will be given to strengthen basic reading comprehension and writing skills. An integrated language arts approach will be used; therefore, specific grammatical skills will also be emphasized along with oral communication, and listening skills. Students will develop the ability to organize their thoughts to express them in a clear and simple way, observing the standards and conventions of language usage. In order to acquire these academic skills, students will be exposed to the writing process by reinforcing the basic structure of a paragraph leading to the development of writing essays. Short research projects will be developed through the use of technology.

RATIONALE

College students need to develop critically reading, writing, and thinking skills as well as develop a better understanding of academic materials in order to be successful. This course introduces students to college reading and writing as processes in which they are responsible for constructing meaning. This course will give students the opportunity, both individually and as a class, to work with a variety of texts in order to produce their own interpretations. Through the integration of reading, writing, listening and speaking,

students will learn to value reading and writing skills as a way to enrich thinking, learning, and communicating in their personal lives and in various disciplines and professions.
COURSE OBJECTIVES

Throughout this course, students will: 1. Apply different readings strategies in order to achieve comprehension of academic texts. 2. Write various types of paragraphs and short essays using the writing process to ensure correctness and clarity of the message. 3. Analyze diverse reading selections to establish authors purpose, type of discourse, and central themes. 4. Develop oral presentations related to readings and class discussions integrating the use of technology. 5. Increase the basic understanding of grammar, sentence structure, and mechanics as well as vocabulary. 6. Develop short research projects related to reading and class discussions using various sources including the Internet. GENERAL DISPOSITIONS

Throughout the course, students must comply with the following responsibilities: 1. Make sure that you are registered in this course. 2. All cellular phones must be turned off while the class is in session. 3. You must provide an active e-mail address in case we need to communicate with you at any time. 4. Attendance will constitute part of your evaluation. 5. You must comply with the set requirements of the course. 6. Try to avoid interrupting classes by coming in and out of the classroom constantly. 7. Be on time to class. 8. Unless there is a sign on the door stating that the professor is going to be absent, you must wait twenty minutes. 9. Make-ups will be given at the discretion of the professor. You will be responsible for the material covered during your absence to class. 10. Bring textbooks, dictionaries, and other assigned materials at all times unless told otherwise. Photocopies from the assigned book will not be provided. 11. Assignments given will be collected and/or checked the date due. Do not leave any assignments/projects in the professors mailbox or under someones care. 12. All papers must be typed as clearly and legible as possible. Papers have to be written in double space to facilitate corrections. 13. All writing assignments will be given back for students to correct. Students must correct their papers following the professors feedback. A reasonable time will be provided for final drafts.
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14. Be prepared at all times for multiple tasks and evaluations. 15. You should maintain academic integrity and honesty. All your assignments must be your original product and you must give credit to your sources of information. Plagiarism will invalidate your work and you will be graded with a zero.
Students with Exceptional Needs

According to the American with Disability Act (ADA Law), all students reasonable accommodations will be coordinated in compliance with their particular needs. Students who receive services from Vocational Rehabilitation should inform the professor about their special needs during the first week of class. It is advisable to provide this information in order to plan reasonable accommodations and provide any necessary equipment recommended by the Office of the Vice-chancellor for Development and Retention.

COURSE CONTENT

Students are exposed to oral and writing communication skills using an integrated approach. These skills stem from the reading selections used to develop reading comprehension and critical thinking skills. This course empowers students to become independent writers by reinforcing editing and proofreading skills to become independent and critical thinkers. Students will then apply their knowledge of grammar and mechanics to express their thoughts and ideas properly in their writing. Reading:
1. Reading comprehension skills: a. Use vocabulary development and decoding skills b. Scan for main idea c. Skim for information d. Evaluate authors purpose e. Interpret graphs and charts f. Predict outcomes g. Use graphic organizers h. Differentiate main ideas from supporting details

Writing:
Apply the five elements of writing: Purpose, audience, clarity, unity, and coherence Identify the parts of a paragraph: Topic sentence, supporting sentences, and concluding sentences Develop paragraphs and essays using the writing process: Pre-writing, drafting, revising, editing, and proofreading Write different types of paragraphs: compare/contrast, cause/effect, descriptive and classification 3

Speaking

Grammar:
Apply knowledge of: 1. Simple present, past, and future tenses 2. Present, past and future progressive tenses 3. Present perfect 4. Comparative and superlative adjectives 5. Infinitives of purpose 6. Modals for requests 7. Relative pronoun

1. 2. 3. 4.

2.

3.

Practice stress, rhythm, and intonation skills Increase active vocabulary Develop the ability to express ones thoughts Make effective oral presentations backed by researched information

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5. 6. 7. 8.

Summarize a reading selection with clarity Write a coherent 5paragraph essay Write thesis statements Use transitional devices

COURSE ITINERARY

DATES JANUARY 21

TOPICS COURSE INTRODUCTION

ACTIVITIES Introduction Course syllabus & outline Ice-breaking activity Initial Assessment Read and respond Parts of speech Simple Present tense Present continuous Conversation strategy READING COMPREHENSION WRITING CONVENSIONS Assessment Reading & Responding Vocabulary Pair work Simple past BODY LANGUAGE DIFFERENCES Present perfect in context Role-playing Conversation strategies

ASSIGNMENTS Unit 1

23 28 30 FEBRUARY 4

UNIT 1 UNIT 1

Writing

Unit 1

Unit 2: COMMUNICATION Unit 2 Present Perfect Statements & Questions Unit 2: Writing

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13 18

Review for Exam: Units 1&2 Exam: Units 1 & 2 Unit 3:CITIES

Describing places using sensory images Assign Project Respond to the exam Reading and Speaking Vocabulary Pair work modals modals Role-playing 4

Study for exam

Unit 3

20

Unit 3

Writing about problems and

25 Unit 3

Discussion /action plan

solutions

27

UNIT 3

Discussion/time clauses Reading and Writing emphasis /Megacities RESPONDING TO A SITUATION/ COMMUNICATION

WRITING/MAKING PREDICTIONS

MARCH 4

UNIT 3

DISCUSS ASSIGNMENT RESPONDING TO A VIDEO

BECOMING A TOUR GUIDE/ COMMUNICATION

UNIT 4: THE BODY

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UNIT 4

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UNIT 4

18 20 25 27

UNIT 4 UNIT 4 Unit 4 UNIT 4

HEALTHY LIFE-STYLES WAYS TO STAY HEALTHY WRITE AND DISCUSS YOUR RESEARCH ON NATURAL REMEDIES GRAMMAR: COMPARATIVE AND SUPERLATIVE ADJECTIVES USING ADJECTIVES IN CONTEXT DESCRIPTIVE WRITING/BAD HABITS EVERYDAY AILMENTS INFINITIVES ACTIONS & REASONS ROLE PLAYING/ CONVERSATION READING COMPREHENSION RESPOND TO A SITUATION IN WRITING

RESEACH: NATURAL REMEDIES

APRIL 1

UNIT 4

UNIT 4

RESEACH: REMEDIES FOR COMMON HEALTH PROBLEMS

8 10

UNIT 4 UNIT 4

PRESENTATION OF RESEARCH RESPOND TO A VIDEO

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UNIT 5: CHALLENGES

FACING CHALLENGES VOCABULARY IN CONTEXT GRAMMAR: SIMPLE PAST PAST CONTINUOUS GRAMMAR IN CONTEXT RESPOND TO A CONVERSATION DESCRIBING PAST ACCOMPLISHMENTS PHRASAL VERBS PHRASAL VERBS IN CONTEXT READING COMPREHENSION WRITING RESPOND TO VIDEO OPEN DISCUSSION Vocabulary in context Grammar Conversation strategies Writing process RESPOND TO THE STUDIED MATERIAL

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UNIT 5 UNIT 5 UNIT 5

READING ASSIGNMENT

29 MAY 1 6 8

UNIT 5

UNIT 5 Review for final

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FINAL EXAM

CRITERIA OF EVALUATION

The overall grade will be calculated according to the following percentages: Exams Reading Assessment Writing Assessments Class participation Collaborative writing Project & Presentation 15% 15% 30% 30% 10%

The following table shows the value of the letter grades in the course. A B C D F W WF 90-100 80-89 70-79 60-69 0-59 Excellent Good Average Needs improvement Unapproved course Official withdrawals Excessive absences or unauthorized withdrawals from the course I Students who do not take final exam, yet do have a chance to pass the course
TEXTBOOKS: UNITS (1-6)

Johannsen, K. (2010). World English 2. Boston, MA: Heinle Cengage Learning Johannsen, K. (2010). World English 2: Workbook. Boston, MA: Heinle Cengage Learning

BIBLIOGRAPHY

Anderson, N. J. (2003). Active Skills for Reading: Book 3. Boston, MA: Thompson Learning. Broukal, M. (2004). Weaving It Together: Connecting Reading and Writing 3: Boston, MA: Thompson Learning. Butler, L. (2004). Password 2: A Reading and Vocabulary Text: New York: Longman Baker-Gonzalez, J. & Blau, E. K. (2009). World of reading: A thematic approach to reading comprehension. White Plains, NY: Pearson Education.
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Baxter, T. (2001). Activities for oral communication and presentations. Westminster, CA: Teacher Created Materials. Blass, L. (2007). Quest 2: Listening and speaking. NY: McGraw Hill. Carderonello, A. H. (2003). Grammar for language arts teachers. NY: Longman. Carter, B. (2000). Best books for young adults. Chicago, IL: American Library Association. Gaetz, l. (1999). Before Brass Tacks: Basic Skills in English. Ontario, Canada: Prentice Hall, Allyn and Bacon. Haugnes, N.& Maher, B.( 2004). NorthStar: Reading and writing. (2nd.ed.). Pearson Longman. Markman, R. H. (2001). 10 steps in writing the research paper. Hauppauge, NY: Barrons McKee, N. P. & Kennedy, G. E. (2002). Correcting Common Errors in Writing. (3rd ed.). Kendall/Hunt Publishing Company. Oxford, R. L. & Pike-Baky, M. (2000). Tapestry: Writing 1. Boston, MA: Thompson Learning Pando, L. ( 2005). Pathways to success: Readings for Hispanics learning ESL. San Juan, PR: Editorial Plaza Major. Richards, J. C. & Eckstut- Didier, S. (2003). Strategic Reading 1. MA: Cambridge University Press
Saslow, J. & Ascher, A. (2006). Top notch: English for todays world 2. White Plains, NY; Pearson Longman.

Shoenberg, I. (2000). Focus on grammar: a basic course for reference and practice. White Plains, NY: Addison Wesley. Smith-Palinkas, B. & Crosghan,K. (2010). Key concepts 2: Reading and writng across the disciplines. Boston, MA: Heinle, Cengage Learning. Winkler, A. & McCuen-Metherell, J.(2006). Writing talk: Sentences and paragraphs with readings (4th. Ed.). Upper Saddle River, NJ: Pearson Prentice Hall. Vestri, E. & Shelly, J. ( 2006). Key concepts 2: listening, note taking, and speaking across the disciplines. Boston, MA: Heinle, Cengage Learning.

Online Resources

Dictionary .com http://dictinary.reference.com English to English; English t Spanish, Spanish to English Thesaurus http://dictinary.referece.com Synonyms and Antonyms Verb Conjugation http://humanities.uchicago.edu/orgs/ARTFL/forms_unrest/inflect.query.html

Sentence Structure: Simple Sentences http://www.ihes.com/Sresource/Sstudy?simplesentence.html Irregular Verbs in English http://www.library.pitt.edu/~coops/verbs.html Britannica Online http://www.britannica.com/ Electronic encyclopedia. Look up references to enrich your Reading. Writing Centers The University of Maine Writing Center http://www.ume.maine.edu/~wcenter/ The Perdue University Online Writing Lab http://owl.english.perdue.edu/ Style Manuals MLA Writing Style http://www.mla.org/ APA Publication Style

http://www.apa.org Internet Searching the Internet http://owl.english.perdue.edu/internet/search.index.html Evaluating online sources http://www.umstout.edu/lib/reference/evalation.htm Online dictionary and thesaurus http://www.m-w.com/ Grammar and punctuation The Blue Book of Grammar and Punctuation http://www.grammarbook.com/ Purdue grammar handouts http://owl.english.purdue.edu/handouts/grammar Punctuation made simple http://www.stpt.usf.edu/pms/ Elements of style- William Strunk http://www.bartleby.com/141/ Common errors in English http://www.wsu.edu/~brians/errors/ English usage http://www.bartleyby.com/64/ The Grammar Lady http://www.grammarlady.com/ Guide to grammar and style http://andromeda.rutgers.edu/~jlynch/Writing/

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The online English grammar http://www.edufind.com/english/grammar/index.cfm Writing The research paper http://www.wsu.edu:8080/~brians/general_handouts/research_guide.html#Sixth Paradigm online writing assistant http://www.powa.org/ Writing argumentative essays http://www.eslplanet.com/teachertools/argueweb/frontpage.htm

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