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Arabic to English: An Introductory Course

Instructor: Franchesca Jones
Meeting Location and Time: Online
Course Prerequisites: This is an introductory course, thus there is no English prerequisite. Students will need to be able to navigate through a website and interact with
Format and Timeframe of Course: Because this is an online course, and all of the
materials are available, students have two options. They may follow the provided
schedule and complete the course in 7 weeks. Students may also complete the course at
their own pace, before or after the 7 week recommendation.
Course Description/Overview: Arabic to English a course for entry level learners is
designed to help students with little to no English language skills transition into an
English program. Completing this course will familiarize students with:
a) The English alphabet
b) Rules of Capitalization
c) Punctuation
d) Conjunctions
e) Verbs
f) Vocabulary building
g) Sentence Construction
The course provides videos, online activities/games, assignments, and quizzes to
reinforce the goals of the website. Students will take a pretest and a posttest to
demonstrate progress as a result of taking the course from beginning to end.
Optional Text:

Date of syllabus preparation: January 18, 2016

Harrison, R. (1989). Keep writing 1: A Writing course for Arab students.
Harlow: Longman.

Course Goals/Objectives:
The instructional goals for this course help ensure that students obtain a basic
understanding of:

Date of syllabus preparation: January 18, 2016

Course Requirements/Grading Scale:
Instructional Program
Web-based Program
Web-based Project
Practice Test


Proposal for the web-based instructional
Respond to questions on the textbook
Create a course/tutorial site
Written report that represents the development
of the multimedia web-based program.
Tests on the book chapters

Weighted semester average will be rounded to one decimal place, and be used to
determine the course grade based upon the following scale that has been set for the
Instructional Technology program. This grade distribution has been approved by the
Graduate Council and can be found under the Graduate Bulletin.
A- =
B+ =
B- =
C+ =
C- =
D+ =

93 - 100
90 - 92.9
87 - 89.9
83 - 86.9
80 - 82.9
77 - 79.9
73 - 76.9
70 - 72.9
65 - 69.9
60 - 64.9
0 - 59.9

Date of syllabus preparation: January 18, 2016

** All assignments should be turned in on the date indicated by the instructor. Late work
will be accepted with a penalty of points lost per day.
** The instructor reserves the right to post copies of students' work on the Web or
distribute in class.
Makeup Policy: All homework should be turned in before 11:30 pm on the date
indicated by the instructor. Late work will be accepted with a penalty of points lost for
each day overdue. If there are extenuating circumstances that cause a problem with
submitting homework on Blackboard (e.g. documented illness, academic travel), the
student must contact the instructor at least one day before the due date to receive a date
Bibliography/additional readings:
Richey, C; Klein, J; & Tracey, M. (2010). The Instructional Design Knowledge
Base: Theory, Research, and Practice. ISBN-10: 0415802016 | ISBN-13: 9780415802017
Cennamo, K., & Kalk. D. (2005). Real world instructional design.

Stamford, CT: Wadsworth Publishing. ISBN: 0534642675

Gagne, R. M., Wager, W. W., Golas, K., & Keller, J. M. (2007). Principles of
instructional design (5th ed. ). Stamford, CT: Wadsworth Publishing. ISBN:

Robert Maribe Branch (2009). Instructional Design: The ADDIE Approach,

ISBN-10: 0387095055 | ISBN-13: 978-0387095059.
International Journal of Technology and Design Education,
Journal of Interactive Media in Education,
The Use of Traditional Instructional Systems Design Models for eLearning,
Bulletproof Instructional Design: A Model for Blended Learning by Frank J.
Web site resources:

Applying a Basic Instructional Design Model,
Big Dogs ISD Page by Donald Clark,
Definitions of Instructional Design,
Instructional Design,
Instructional Design and Learning Theories,
Instructional Design Theories Home page,
Learning Theory and Instructional Design,
Instructional Design Resources,
Gagne's Nine Events of Instruction: An Introduction,
Disability Statement: If a student has a disability that qualifies under the American with
Disabilities Act (ADA) and requires accommodations, he/she should contact the Office
for Disability Accommodations (ODA) for information on appropriate policies and
procedures. Disabilities covered by ADA may include learning, psychiatric, physical
disabilities, or chronic health disorders. Students can contact ODA if they are not certain
whether a medical condition/disability qualifies.
The University of Southern Mississippi
Office for Disability Accommodations
118 College Drive # 8586
Hattiesburg, MS 39406-0001
Voice Telephone
(601) 266-5024 or (228) 214-3232 Fax: (601) 266-6035
Individuals with hearing impairments can contact ODA using the Mississippi Relay
Service at 1-800-582-2233 (TTY) or email Suzy Hebert at
USM Non-discrimination Policy Statement: The University of Southern Mississippi
offers to all persons equal access to educational, programmatic and employment
opportunities without regard to age, sex, sexual orientation, religion, color, national
origin, Vietnam era veteran status or disability status. These provisions are pursuant to
applicable federal and state regulations. Inquiries concerning discrimination should be
directed to the following:

Office of Affirmative Action/Equal Employment Opportunity

The University of Southern Mississippi
118 College Drive #5168
310 McLemore Hall
Hattiesburg, Mississippi 39406-0001
Office: (601) 266-6618
Fax and TTY: (601) 266-6344
This non-discrimination policy protects students whenever they are involved in activities
related to USM, both on and off campus.
Plagiarism/Integrity Statement: Integrity is of the highest importance in the academic
community and at The University of Southern Mississippi. Students are expected to
conduct themselves with complete honesty and integrity. Nothing less is acceptable.
Please refer to the Code of Student Conduct in the Student Handbook for greater
Offenses involving academic dishonesty include, but are not limited to, the following:
-cheating on quizzes or examinations
-computer dishonesty
-grade falsification
In the event of student dishonesty, the instructor may award failing grades either on the
pertinent assignment or for the course; and, at his/her discretion, report the student to the
office of the Dean of Students for possible judicial proceedings under the Universitys
Code of Student Conduct. Faculty members are expected to enforce rigorously the
Universitys Academic Honesty Policy.
For further information on Academic Honesty, please refer to the current Bulletin or to
the Student Handbook. Additionally, the University library provides a Web site that
reviews the topic of plagiarism at Students are encouraged to
review the information on this site.
Students are expected to adhere to the highest standards of academic honesty as outlined
in the Student Handbook. Academic dishonesty will result in the grade of a 0 on the
assignment or for the entire course, and/or the student may be reported to the Vice
President for Academic Affairs for further action.