Thomas-Wilhelm 3rd Year Dossier 2018

Instructional Faculty Review Dossier
Third-Year Review
(August 2015 – January 2018)
Dakota Thomas-Wilhelm, MA
Lecturer
English as a Second Language Programs

College of Liberal Arts and Sciences
The University of Iowa
February 2018
Third-Year Review Dossier
Dakota Thomas-Wilhelm
February 2018
Table of Contents
1 | Curriculum Vitae ................................................................................................................. 7
2 | Statement on Teaching ...................................................................................................... 11
2.1 | Growth in Teaching ................................................................................................................. 11
2.1.1 | Updating the ESL Grammar Curriculum ....................................................................... 11
2.1.2 | Time Management ............................................................................................................ 11
2.1.3 | One-Credit Course Design .............................................................................................. 12
2.2 | Innovations in Teaching .......................................................................................................... 13
2.2.1 | ESL Grammar: Grammar-In-Use Journal ...................................................................... 13
2.2.2 | ESL Grammar: Error Correction Packet ........................................................................ 14
2.2.3 | ESL Academic Writing: Major Research Essay Portfolio ............................................. 14
2.2.4 | ESL Academic Writing: Timed Writings Culmination .................................................. 15
2.3 | Student Evaluations ................................................................................................................. 16
2.4 | Collaboration & Collegiality .................................................................................................... 18
2.4.1 | Courses-in-Common ........................................................................................................ 18
2.4.2 | ESL Grammar Quiz Collaboration ................................................................................. 19
2.5 | Goals for the Future ................................................................................................................ 19
3 | Statement on Service .......................................................................................................... 21
3.1 | Service to the Department & University ................................................................................ 21
3.1.1 | ESL Programs Writing Final Exam Committee (FA15, SP16) ..................................... 21
3.1.2 | ESL Programs Research Projects Committee (SP16, FA16, SP17).............................. 21
3.1.3 | ESL Programs Grammar Final Exam Committee (FA16, SP17) ................................. 21
3.1.4 | ESL Programs Curriculum Committee (FA16, SP17) ................................................... 21
3.1.5 | ESL Programs Assessment – Student Achievement Committee (FA17) .................... 22
3.1.6 | ESL Programs Skill Area Leaders Committee (December 2017) ................................. 22
3.2 | External Collaboration............................................................................................................. 22
4 | Statement on Professional Development ..........................................................................24
4.1 | Trainings & Professional Development at the University of Iowa ...................................... 25
4.1.1 | TILE Essentials Training ................................................................................................. 25
4.1.2 | Safe Zone Training ........................................................................................................... 25
4.1.3 | Responding to Disclosures as an A/AO ........................................................................ 26
4.2 | Publications & Presentations .................................................................................................. 26
4.2.1 | Conference Presentations ................................................................................................ 26
4.2.2 | Publications ....................................................................................................................... 27
4.3 | Attendance & Participation in Professional Organizations .................................................. 27
4.4 | Work in Progress ...................................................................................................................... 27
4.4.1 | PhD at Universitat Autònoma de Barcelona .................................................................. 27
4.4.2 | Visiting Scholar at University of Illinois at Urbana-Champaign ................................... 28
Third-Year Review Dossier
February 2018
List of Appendices
Appendix A: Growth in Teaching
Appendix A.1: Syllabi
Appendix A.2: Course Calendars
Appendix A.3: Lesson Plans
Appendix B: Innovations in Teaching
Appendix B.1: Grammar-in-Use Journals
Appendix B.2: Grammar Error Correction Packet
Appendix B.3: Major Research Essay Portfolio
Appendix B.4: Timed Writings Culmination
Appendix C: Student Evaluations
Appendix D: Service to the Program
Appendix D.1: Committees Served
Appendix D.2: Collaboration within ESL Programs
Appendix E: Professional Development
Appendix E.1: Trainings & Professional Development
Appendix E.2: Conference Attendance & Presentations
Appendix E.3: Publications
1 | Curriculum Vitae
Dakota J. Thomas-Wilhelm
Curriculum Vitae
Campus Address: W607 Seashore Hall, English as a Second Language Programs, University of Iowa
Phone: 319.467.1246
E-mail: dakota-thomas@uiowa.edu
EDUCATION AND PROFESSIONAL HISTORY
Higher Education
2019 PhD, Linguistics, Universitat Autònoma de Barcelona
Thesis: The (Un)Countable Dilemma: Challenges in the acquisition of EFL
articles and noun type distinctions by speakers of Chinese and Spanish
2015 MA, Theoretical & Applied Linguistics, Universitat Pompeu Fabra
Supporting Areas / Minor: Research in Language Acquisition & Language
Learning
Thesis: This Counts for Something!: Understanding the use of (un)countable
nouns in the case of higher education EFL learners
2014 BA, Spanish, University of Iowa
2014 BA, Linguistics, University of Iowa
Supporting Areas / Minor: Teaching English as a Second Language
Professional and Academic Positions

2016 - 2017 ESL Grammar Skill Area Leader, English as a Second Language Programs, University
of Iowa
2014 - 2015 English as a Foreign Language Teaching Assistant, Department of Translation &
Language Sciences, Universitat Pompeu Fabra
Honors and Awards

2014 Pràctiques remunerades d'assistència a la docència (Paid internship supported
by teaching), Universitat Pompeu Fabra Department of Translation & Language
Sciences, I taught English in the Department of Translation and Language Sciences at
Universitat Pompeu Fabra.
Memberships
2016 - Present Iowa World Language Association
2015 - 2017 Mid-America Teachers of English to Speakers of Other Languages
TEACHING
Courses Taught at the University of Iowa

Term Course# Title Enrollment
Fall 2017 ESL:4130:0017 ESL Academic Listening Skills 13
Fall 2017 ESL:4190:0009 ESL Academic Writing 16
Fall 2017 ESL:4160:0005 ESL Grammar 16
Summer 2017 IIEP:0515:0002 IIE Communication Skills: Advanced 9
Summer 2017 IIEP:0565:0002 IIE Listening Skills: Advanced 9
Spring 2017 ESL:4160:0009 ESL Grammar 5
Spring 2017 ESL:1005:0001 ESL Special Topics: Creatively Speaking 25
Fall 2016 IIEP:465:6 IIE Listening Skills: High Intermediate 8
Summer 2016 IIEP:345:2 IIE Grammar: Intermediate 8
Summer 2016 IIEP:345:3 IIE Grammar: Intermediate 10
Summer 2016 IIEP:355:2 IIE Writing: Intermediate 8
Summer 2016 IIEP:355:3 IIE Writing: Intermediate 10
Spring 2016 ESL:1020:0001 ESL Special Topics: Creatively Speaking 10
Spring 2016 ESL:4190:0004 ESL Academic Writing 10
Spring 2016 ESL:4190:0011 ESL Academic Writing 14
Fall 2015 IIEP:0465:0005 IIE Listening Skills: High Intermediate 17
SCHOLARSHIP
Publications
* System * = Senior Author, Major Contribution, ** = Secondary Contribution *** = Equal Contribution, **** = Minor Contribution
Books
1. *** Learning context effects: Study abroad, formal instruction and international immersion
classrooms. C. Pérez-Vidal, S. López-Serrano, J. Ament, & D. J. Thomas-Wilhelm (Eds.),
EUROSLA Studies (vol. 1). Berlin: Language Science Press. http://langsci-
press.org/catalog/book/180 Accepted/In Press January 1, 2018
Master's Thesis
1. * Thomas, D. J. (2015). This counts for something!: Understanding the use of (un)countable nouns in the case of
higher education EFL learners.. Barcelona: e-Repositori. http://hdl.handle.net/10230/24845
Advisor: Carmen Pérez-Vidal
Publications In Progress
Book Chapter
2017 (submitted) Introduction
2017 (in press) Exploring the acquisition of countable and uncountable nouns in EMI and FI contexts
Areas of Research Interest
Cross-linguistic Influence
English as a Second Language
Foreign Language Acquisition
Hispanic Linguistics
Semantics
Syntax
Invited Lectures and Conference Presentations

Conference Presentation
International
2017 International Conference on Foreign/Second Language Acquisition, Developing
linguistically-informed materials for the acquisition of ESL articles & noun type distinctions,
University of Silesia, Szczyrk, Poland Peer-Reviewed/Refereed
Presenters/Authors: Thomas-Wilhelm, Dakota J.
2016 International Conference on Second/Foreign Language Acquisition, The
(Un)countable Dilemma in the case of Multilingual EFL Learners, University of Silesia,
Szczyrk, Poland Peer-Reviewed/Refereed Presenters/Authors: Thomas-Wilhelm,
Dakota J., Pérez-Vidal, Carmen
2016 Second Language Acquisition Workshop: The Effect of Different Learning
Contexts on Linguistic and Non-linguistic Development: Study Abroad,
Immersion, and Formal Instruction, A qualitative analysis of ESL written input: the
countable/uncountable distinction, Universitat Pompeu Fabra, Barcelona, Spain
Regional
2017 MIDTESOL, Courses in Common: An EAP Program-within-a-Program, Mid-America
Teachers of English to Speakers of Other Languages, Kansas City, Missouri,
United States Peer-Reviewed/Refereed Presenters/Authors: Harding, Meaghan,
Thomas-Wilhelm, Dakota, Burke, Maureen
2017 MIDTESOL, Linguistic Theory in the ESL Grammar Classroom, Mid-America
Teachers of English to Speakers of Other Languages, Kansas City, Missouri,
United States Peer-Reviewed/Refereed Presenters/Authors: Thomas-Wilhelm,
Dakota J.
2017 MIDTESOL, Meta-Cognitive Integration through "Grammar-in-Use" Journals, Mid-
America Teachers of English to Speakers of Other Languages, Kansas City,
Missouri, United States Peer-Reviewed/Refereed Presenters/Authors: Thomas-
Wilhelm, Dakota J., Cornell, Anna-Maria, Jennings, Ashley
2016 MIDTESOL 2016, A New Starting Point: Guiding ESL Students Through a More
Authentic Writing Process, Mid-America Teachers of English to Speakers of Other
Languages, Kansas City, Missouri, United States Presenters/Authors: Thomas-
Wilhelm, Dakota J.
2016 MIDTESOL, Optimizing "Courses in Common": Using Themes to Integrate Skills, Mid-
Missouri, United States Presenters/Authors: Thomas-Wilhelm, Dakota J., Harding,
Meaghan
Poster
International
2017 International Conference on Foreign/Second Language Acquisition, Exploring the
acquisition of EFL articles and noun type distinctions by native speakers of Chinese and
Spanish, University of Silesia, Szczyrk, Poland Peer-Reviewed/Refereed
Seminar
International
2017 Graduate Seminar on English Philology held at the Universitat Autònoma de
Barcelona, Using AJT & SPR to explore the acquisition of English articles and noun types,
Universitat Autònoma de Barcelona, Barcelona, Spain Student
Presenters/Authors: Thomas-Wilhelm, Dakota J
SERVICE
Department
2017 ESL Programs Skill Area Leaders Committee, Member
2017 ESL Programs Assessment - Student Achievement Committee, Committee Assignment
2016 - 2017 ESL Grammar, ESL Grammar Skill Area Leader
2016 - 2017 ESL Programs Curriculum Committee, Member
2016 - 2017 ESL Programs Grammar Final Exam Committee, Chair
2016 - 2017 ESL Programs Research Projects Committee, Member
2015 - 2016 ESL Programs Writing Final Exam Committee, Member
Professional Development Activities

2018 Fellowship, Visiting Scholar, University of Illinois at Urbana-Champaign
2017 Training/Development Program, Safe Zone Training (Phase 3: Trans Awareness
Workshop), University of Iowa Chief Diversity Office
2017 Training/Development Program, Safe Zone Training (Phase 2), University of Iowa Chief
Diversity Office
2017 Training/Development Program, Safe Zone Training (Phase 1), University of Iowa Chief
Diversity Office
2016 Training/Development Program, TILE Essentials Training, University of Iowa Office for
Teaching, Learning, & Technology
2016 Conference Attendance, Workshop on the Semantic Contribution of Det and Num:
(In)definiteness, genericity and referentiality, Universitat Autònoma de Barcelona
2015 Conference Attendance, MIDTESOL, Mid-America Teachers of English to Speakers of
Other Languages
2 | Statement on Teaching
I came to the University of Iowa in the fall of 2015 after a pursuing my Master’s degree at
Universitat Pompeu Fabra. My prior teaching experience had included working as a private ESL
instructor for kids in the Barcelona area, as well as a teaching assistantship at the university. Since
coming to the University of Iowa, I have had the privilege of teaching in both the intensive English
and the ESL Credit programs. In these programs, I have taught a wide range of skills at both
intermediate and advanced levels. The skills that I have taught include: Academic Writing, Academic
Listening, Communication Skills, and Grammar.
2.1 | Growth in Teaching
Since joining the faculty in ESL Programs that University of Iowa, I have had many growths in
teaching. I remember my first few weeks very clearly. Although we received in-depth information
about each of the curricula during our week of orientation, I found myself wanting to know more.
With the help of my mentor, I took it upon myself to meet with each of the Skill Area Leaders of
the skills I was going to be teaching to see what the course schedule should look like. To my
surprise, they were able to give me a general overview, but were unable to give me a day-to-day or
week-to-week schedule. This is one of the first areas that I remember seeing “growth” in becoming
a teacher. I often call this phase of my career “Teaching Becomes Him” (a little spin on the Death
Becomes Her movie from 1992).
In the first two weeks (during New Student Testing), I spent a lot of time studying the curriculum
and making a course calendar for my students. In Appendix A, you will find a copy of each of the
syllabi and course calendars that I have used for each semester since I began teaching. I tried to
make these calendars as comprehensive as possible so that my students could have a good overview
of the course, and, if they chose to do so, they would have the opportunity to work ahead on
readings or small homework assignments.
2.1.1 | Updating the ESL Grammar Curriculum
Another large step that I took in my growth in teaching was in the Spring 2016, when I put my name
in to become the next Skill Area Leader for ESL Grammar. I did not expect to get the position since
I was only one year into teaching, but Grammar instruction was where I had found my passion in
the first year of teaching at UI. I worked closely with Melissa Meisterheim over the Summer 2016
session to make changes to the ESL Grammar curriculum. This was before I even formally knew
that I was going to be the Skill Area Leader. During that time, I worked with her to change the
curriculum from being such a grammar-in-isolation focus to becoming more of a grammar for
academic writing course. This change allowed us to change textbooks and integrate grammar with
more context. At the end of the summer session, I learned that I was going to be Skill Area Leader,
so I felt that my hard work had paid off. More information about my work as Skill Area Leader will
be presented in section 3.
2.1.2 | Time Management
Since beginning my work at the University of Iowa, a major growth in teaching that I have made is
time management. In recent semesters, I have often found myself becoming more and more
efficient in my lesson planning and my grading. This has allowed me to pursue work within research
during my time in my office. I have learned how to schedule myself so that I get things done earlier
in the morning (lesson plans, grading, etc.) and then spend the afternoon working on my
professional development or service to the department. In Fall 2017 semester, I found myself
dedicating quite a bit of time to the committee that I was serving (Assessment – Student
Achievement), as well as making great strides in my professional development (to be explained
later).
2.1.3 | One-Credit Course Design
In the Fall of 2015, I submitted a proposal for a one-credit course. Although the course proposal is
not included in Appendix A, you will find two copies of the syllabus and be able to see how the
course evolved from one semester to the next.
I chose to submit a proposal for a one-credit course based on my experience in Large Group and
Individual Speech competitions in high school. My motivation for this was that I did not become
very comfortable with public speaking until after I had to “act crazy” in a controlled theater
environment. I feel that my personality today is very representative of my training in acting and
creativity for Individual and Large Group speech competitions.
With those experiences in mind, I developed the course “Creatively Speaking”. This course was
created to lower students’ affective filter and “loosen up” so that they could enjoy public speaking.
Many courses at the University of Iowa require students to complete some form of oral
presentation.
The course is designed around four main types of public speaking: (1) prose/poetry reading, (2)
expositor address, (3) after dinner speaking, and (4) improvisational acting. Each student had to give
one of each type of performance. In addition, they read chapters from the book Steal the Show
written by Michael Port. This book provided some valuable information and tips on how to seize
the moment and build confidence in everyday situations.
Each of these types of public speaking required the students to become more and more comfortable
with “acting goofy”. For instance, the first type, prose/poetry reading, required that the students
read a text that they selected, but also incorporate emotions and facial expressions into the
performance. Expository addresses allowed the students to choose a topic that they wanted to give
an informative presentation on. This allowed them to make a PPT and give a talk about whatever
(within reason) they wanted.
My personal favorite presentations are of the last two types. After dinner speaking is a very special
type of speech where the students have to construct a character who is giving the speech, as well as
the audience that is listening to it. The example that I give them is from my time in high school
Individual Speech Competition, where I was a garden gnome talking to other garden gnomes as a
“support group” telling them to break the mold and leave the garden. They always find this sample
speech very entertaining. One of my international students did an after dinner speech where they
pretended to be Gordon Ramsey at the Burge Cafeteria. I have to say, this was one of my proudest
moments in this class.
The final presentation type, improvisational acting, requires no preparation on the students. They
come to class, are assigned to groups, spend a few days practicing in groups, and then have to
perform in front of the class. They choose a topic out of a hat, get 1:00 minute to prepare what they
are going to do, and then have to sustain a performance for a minimum of 3:00 minutes, but a
maximum of 5:00 minutes. The most important aspect of this is that it is all improvisation and it
must have a plotline that has a definite beginning, climatic action point, and resolution/ending.
As will be presented later, the reviews for this class tend to be very positive, and it appears that the
students are getting what I was expecting out of the class. I consider this to be a growth in my
teaching because this course required me to build it from the ground up, including all of the
activities and preparation materials.
2.2 | Innovations in Teaching
In this section, I will highlight a few of the activities that I have designed, or collaborated on, and
how I feel that they are innovations in my teaching since joining the University of Iowa.
2.2.1 | ESL Grammar: Grammar-In-Use Journal
To shift the focus from explicit grammar instruction to student-led self-discovery of the meaning
behind English grammar, I designed and implemented “Grammar-in-Use Journals” in the Fall 2016
semester. These journals are composed of two main parts: (1) “Grammar-in-Use” and (2) “7-
Sentences Paragraph Writing”.
For the first part, the students have an article that had been published in an online newspaper or
periodical, and they have to search the article for certain grammar structures. The students then fill
out a table that has three columns in it. The first column is for them to copy and paste the sentence
they are analyzing. In the second column, they write why the author chose to use that specific
grammar in that sentence. This is intended to get them to focus on the meaning of the grammar that
is being used. An example would be “Why did the author choose to use passive voice instead of
active voice in this sentence?” In the third column, the students have to write out the rule for the
grammar point under examination. Each grammar journal covers anywhere from 3-5 units of the
textbook, which allows for the students to explore a variety of grammar points in each section.
For the second part of the grammar journals, students have to write a 7-sentence paragraph. This is
structured in the same way as their “Graded 7-Sentence Paragraph” that are done in class, as well as
the “Paragraph Writing” which appears on the final exam as 50% of their final exam grade. For this,
I assign them a prompt that is closely related to the content of the grammar textbook during that
part of the class. This paragraph requires students to write 7 sentences, one in each box, and have a
minimum of 4 dependent clauses. There is a special spreadsheet that Eric Bodin designed that is
used for grading this paragraph. This activity is accuracy-focused, since the students lose points
based on the number of grammar mistakes. There are four categories on which students are graded
for the paragraphs. These categories are word choice/form errors (W-errors), sentence formation
errors (S-errors), dependent clause errors (D-errors), and verb form errors (V-errors). The grading
system for S-errors and V-errors is minus one point for each mistake. W-errors are graded at
minutes one half of a point for each mistake since this category includes article choice, which is not
a component of our explicit instruction throughout the semester. The final category, D-errors, are
graded as a ratio to the number of dependent clauses the student uses. The more depended clauses
the student uses, the fewer points each error is worth. The fewer clauses, the more points each D-
error is worth. If the students properly follow directions, then their score will always start at 28
points (provided that they have 7 sentences and 4 dependent clauses). The score is then reduced
with each error that is found in the paragraph.
As sample of the “Grammar-in-Use Journal” can be found in Appendix B.
2.2.2 | ESL Grammar: Error Correction Packet
As aforementioned, the 7-sentence paragraph writing is an activity that the students find themselves
doing many times throughout the semester. In my ESL Grammar courses, I give 5 in-class
paragraph writings that are timed. The students have 15 minutes to write a 7-sentence paragraph on
the prompt that I provide them with during class. This is graded in the same way that the paragraph
in the “Grammar-in-Use Journal” is graded. As a follow-up activity to these in-class paragraph
writings, I have the students complete an “Error Correction Packet”. This activity has three parts:
(1) documentation of each error, (2) correction of each error, and (3) rewriting of the 7-sentence
paragraph.
In the first part, the students look at their graded paragraph that they have received from me and
specifically categorize their errors into the appropriate D-error, S-error, V-error, and W-error
categories. This requires them to really analyze the mistake that they made and decide, for a V-error
example, if the mistake was tense-related, voice-related, aspect-related, etc. In this part, the students
are able to see what types of mistakes they are actually making, and what they need to focus on in
order to get a better grade.
The second part of the packet requires them to fill out a table with their mistakes. In the first
column, they write the code for their mistake (e.g., D, S, V, or W). In the second column, they write
their incorrect sentence. In the third column, they write their corrected sentence. The fourth column
is where they make a personal reminder, or write the rule, so that they can try to avoid making the
mistake in the future. One thing that I really appreciate about this activity is that the students are
required to write multiple copies of the same mistake, so they can really help with repetition of the
corrections. Even more rewarding, if a student gets a perfect score on the in-class paragraph, they
don’t have to do this activity!
For the third part, the students are required to rewrite their 7-sentence paragraph so that it has no
errors. This requires the students to pay attention to detail because if they make a mistake that was
not originally in their paragraph, then they will lose points. Furthermore, if they have not made
proper corrections, then they will get a lower score on the paragraph, too. This paragraph is graded
in the same way as the other 7-sentence paragraphs that have been discussed.
A complete copy of the “Error Correction Packet” can be found in Appendix B.
2.2.3 | ESL Academic Writing: Major Research Essay Portfolio
After my first semester of teaching ESL Academic Writing, I worked hard to try and find a better
way to prepare the students for the Major Research Essay. To do this, I decided to make the project
a portfolio that had steps throughout the semester that needed to be completed in order to finish
the major research essay. These steps included submitted a proposed idea, narrowing that idea down
and developing it, and even proposing research questions. Materials that were used for this process
can be found in Appendix B.
There are various activities in this appendix. One of the first activities requires students to
freewrite/brainstorm on a topic and then walks them through narrowing and developing that topic
for their Major Research Essay. In some of the other documents, it can be seen how I have
developed supplemental material to help them use library resources, learn how to use APA citation
style properly, and even how to develop a good thesis statement.
I would also like to bring attention to the various rubrics that I have included. The first rubric is for
an annotated bibliography. In my ESL Academic Writing course, I require my students to complete
an annotated bibliography on a minimum of 3 sources (the maximum is 5). They are only allowed to
use a maximum of 5 sources for their Major Research Essay. For this project, I first have them
submit the sources using APA style. I give them feedback on their APA style. The students are then
expected to correct any formatting or stylistic issues with their citations and write an annotation.
After they submit their first attempt at an annotation (for only one source), I provide in-depth
feedback and ask them to make corrections and submit the other annotations. They do each source
and annotation one at a time so that I can provided feedback on each source. In the end, they
compile it into an annotated bibliography that gets graded as part of their Major Research Essay
Portfolio.
For the Major Research Essay, I assign the students two grades on the actual essay itself. In
Appendix B, you will see that there is a “Process Rubric” and a “Product Rubric”. Of course, the
“Process Rubric” is worth fewer points. The students write their first draft, and then have a day of
peer editing in my course (Peer Edit – Phase I). After this, they make corrections and then submit
the essay to me via ICON. I take the time to grade their second draft and give feedback that they
receive within a week. After that, I plan a day at the Main Library. Each of the students are required
to meet with me during the 50 or 75 minutes there to conference on the feedback that I gave them.
During the rest of the time, they are working at the computers to make corrections and updates to
their papers. In addition to conferencing with me, they are required to come see me at the end of the
class period to “sign-out” and leave.
Once students finish making updates based on the feedback that I gave them, we have a second peer
edit session. This is with the same partner as the first session because I want them to be familiar
with each other’s topics. This peer edit focuses on different issues and even takes time to look at the
formatting and other things that may have been missed while the students were making updates. At
the end of this peer edit, the students make any final changes to their essays before they submit a
hard copy to me a week or two before finals week.
2.2.4 | ESL Academic Writing: Timed Writings Culmination
Something new that I tried in the Fall 2017 semester was to build-up the students in their ability to
write a summary-response essay. For their diagnostic, I required them to read and article and write a
summary and a response. I graded that in the same way that I would if I were to grade their final
exams. This was only meant to give them a general idea of their current ability in my class.
Over the course of the semester, I did four in-class timed writings. Each of them built on the other
so that they had the chance to improve their skills, while learning a little more about the content
each time. The first timed writing required them to read an article and write a summary. This was
before I even taught them about summaries. They were supposed to just use what they knew about
summaries and the content from the article to write a summary that included all of the main ideas
and major details. After doing that, I graded these summaries and then taught the class how to write
a 5-sentence summary. This 5-sentence summary continued to be the requirement on summary-
response writings in the future. The second timed writing required the students to write a 5-sentence
summary and a response introduction, or transition paragraph. They were not required to provide a
thesis statement.
As the class content moved towards how to develop thesis statements and respond to arguments, I
gave the students a third timed writing, using the same article, in which they wrote a “better”
transition paragraph and made an outline for the response. Again, this was graded, using specific
parts of the final exam rubric. The fourth, and final, timed writing required the students to write a
full summary-response essay for the article that they had been using all semester. The students were
encouraged to bring their previous timed writings so that they could use my feedback to make
improvements and write a complete summary-response essay that met all of the requirements on the
rubric. The feedback at the end of the course did inform me that the students really did like this
method as a way of practicing summary-response writing.
2.3 | Student Evaluations
I have had the privilege of teaching at the University of Iowa for seven consecutive semesters Fall
2015 through Fall 2017). This means that I have quite the sampling of student evaluations to discuss.
All of the course evaluations can be found in Appendix C.
All selected student responses are presented [ sic ].
In my first semester at the University, I was very pleased with my student evaluations. I quickly
learned that as an instructor, you will “mesh well” with some students and others not-so-much.
Although I received, what I consider to be, great reviews from my ESL Credit courses during the
first semester at University of Iowa, I was taken aback by some of the feedback from my IEP E2
Listening “test-ins” group. One comment in particular followed me for a while because it seemed to
be more of an attack on my personality, rather than my teaching ability. The comment was as
follows:
This class is nice. It can improve our English ability. But instructor did not that well. He made lots of
students uncomfortable in the class. Even some students were late 10 second, he would write them “be late”.
He is too strict to let students have interest in his class. So it has bad effect on student’s progress. And he said
“he is a mean teacher” in the class before. Sometimes I sent email to him with my homework, he forgot to
check. And I sent email to him to let him correct my wrong grade, he ignored lots of times. I thought he has
some problems because of his families and his sex orientation. [ sic ]
This particular comment really affected me. I was very upset when I first read it because this was not
anything that would be helpful to me to progress as an instructor. After thinking about the comment
for a few weeks, I began to find the silver lining. Sure, this student seemed to have a problem with
my sexual orientation, but the fact that I had “failed to accept” homework via email was good since
my syllabi said that homework must be submitted in class or via email. In addition, the student
identified that this was a good class.
As the semesters continued, I started to get some more meaningful feedback on my teaching
abilities. Some of my favorite and most meaningful comments have come from my ESL Grammar
and ESL Academic Writing classes. For example, in the Spring 2016 semester, I received this
comment:
Q: “What parts of this course do you like best?”
A: “The writing teaching progress is really well-assigned and I like how Dakota explain my weakness and
slowly tell me how to improve during office hour.”
This was a very heartwarming comment at the time because I had struggled with wondering if I was
providing enough detailed feedback to my students. I was very pleased to see that many of my
students felt they had improved due to the feedback that I had given them.
In semesters since, I have received many different comments from students on what they have liked
and did not like about the course and my teaching ability. As the semesters go on, I am finding that
the feedback from the students tends to be more about my teaching and less about my personality,
which is a good thing.
In the Spring of 2016, I also taught a course that I designed, Creatively Speaking. This was a one-
credit course that was offered the last 5 weeks of the semester. Although not many students
completed the course evaluations for this course, I was pleased with the feedback that I did receive.
One of my favorite comments highlighted exactly what I had hoped the course would do:
Q: “Would you recommend this course to another student? Why?”
A: “Yes because it helps you to practice being more comfortable with public speaking of all different sorts.”
With my one-credit course, I had hoped that I would be able to make the students feel more
comfortable with public speaking. It appeared that with the comments that I received I had done
just that.
To highlight my most recent semester a little bit, I would like to discuss some of the feedback from
my Fall 2017 ESL Credit Grammar, Academic Listening, and Academic Writing courses. I was
pleased to see that the feedback that I received was, generally, at or above the departmental mean
for many of the categories. This is always surprising to me because I do not think of myself as being
any better than the other instructors in our department. I want to note, though, that the department
average is always quite high, so that definitely says something about myself and the other faculty that
I work with. Here are a few selective comments from Fall 2017.
ESL Academic Listening (Section 0017):
Q: “Additional comments”
A.1: “I do improve my listening skills a lot. Thanks to my professor. I think I got lost of home work every
week, but it is worth it! My professor always prepare a lot for the class, so I learnt more things that I thought
in this class.”
A.2: “Dakota, you are a wonderful instructor. Your excellent communication skills makes this class a lot
easier than most people think it is. Your pleasant demeanor helps bridge the gap between you and students
while making clear where you stand. I appreciate the respect you’ve given to each individual in the class and in
return I see that everybody easily respect you (myself included). But of all things great about you as an
instructor, you’ve inspired me (and I believe others in the class) to push ourselves a little more than we
intended to because you always give your 100% when you’re in class. Your energy and respect for all
regardless of differences is what makes me not want to miss a single class of yours.”
ESL Academic Writing (Section 0009):
Q: “Additional comments”
A.1: “Dakota is super good. Although I didn’t get a high score, I learn very much in the class. I get my goal
in the class.”
A.2: “I suggest grading of grammar in our essay sin details not just by a ,b,or c. [ sic ] The same way our
final paper was graded would be more effective. Giving the student a change for additional practicing in
writing center. I called the writing center that I need to write topics out of the class work, and get them
evaluated. But I have been told that it’s not allowed for under grad ESL students.”
ESL Grammar (Section 0005):
Q: “Which parts of this course do you like best?”
A.1: “The way we have class. Like Dakota.”
A.2: “The classes are interesting and well-organized. Dakota explains everything clearly to us.”
Q: “What would you change about this class?”
A.1: “No more online quiz.”
A.2: “We can put more thing in the class”
A.3: “more funny activities”
What I have tried to include here are some comments that are both positive and negative in nature. I
have always felt that I have had a good rapport with my students, but I that can also make it difficult
for them to give me critiques. This is one thing that I appreciate the most about the online ACE
forms. They are typed up, so that the students know that it is impossible for the instructor to even
attempt to find out who said what. Not to mention, I am receiving more and more valuable feedback
via these online forms. They are compiled nicely and I think are very representative of my rapport
with students, but also my teaching abilities in regard to the courses that I have instructed at the
University of Iowa.
2.4 | Collaboration & Collegiality
In this section, I will present and discuss the different things I have done over the past two and half
years that relate to collaboration and collegiality.
2.4.1 | Courses-in-Common
In the Spring 2016 semester, I worked closely with Meaghan Harding to really integrate content in
our Courses-in-Common. We had two sections that semester, and we chose to use the theme of
“Gender Issues” throughout our courses to integrate the skills. By providing a theme in our courses,
our students were able to take what they had learned in one class and apply it in another. Meaghan
and I worked from the beginning of the semester to choose similar readings and supplemental
material that would feed into the theme that we had chosen. A good example of this would be when
they wrote a summary-response essay in my Academic Writing course that was over a paper that
they had read in Meaghan’s reading course. Additionally, in their Major Research Essay for
Academic Writing, they were encouraged to use sources that they had already read and worked with
in both my classes and Meaghan’s classes.
These collaborations allowed for a closer integration of the skill. With this, we were able to present
at MIDTESOL in both 2016 and 2017 about Courses-in-Common and how our program has
initiated this program-within-a-program. Both of these presentations went very well, and it was clear
that the attendees of these presentations were very interested in starting a program quite similar to
ours at University of Iowa. I look forward to having the opportunity to work closely with other
colleagues in the Courses-in-Common setting
2.4.2 | ESL Grammar Quiz Collaboration
Another collaboration within ESL Programs that I am quite proud of leading is the ESL Grammar
Quiz Collaboration. When I first started teaching ESL Grammar, I knew that I wanted to give the
students a 15-20 question quiz over every, or every-other, chapter of the textbook. During my first
semester, I did these quizzes on paper. During my second, I updated them into ICON quizzes. In
the Fall 2016 semester, as Skill Area Leader, I spearheaded a collaboration to make quizzes on
ICON and collaborate with other instructors. We agreed on a schedule, who would program each
quiz, and even how long they would all be. The best part was that the work was now divided
amongst four or five faculty, which made writing the quizzes a lot easier. This has been something
that I have done for three semesters now (Fall 2016, Spring 2017, and Fall 2017).
Collaborating on these quizzes has given me the opportunity to work with many faculty in the ESL
Credit program. In addition, I have worked with some faculty on writing midterm exams together,
or at least workshopping midterm exams together. I find that collaboration is very important within
the department, and I will discuss in Section 3 how I worked as ESL Grammar Skill Area Leader to
place importance on collaboration within ESL Grammar.
2.5 | Goals for the Future
As I wrap up this section of the dossier, I begin to think about my goals for the future in regard to
my teaching. Nearly every semester, with the exception of Summer session, I have taught a
minimum of 3 preps. I have spent two fall semesters teaching in both IIEP (“test-ins” or
“transitional” courses) and ESL Credit. Within ESL Credit, I have had the privilege of teaching ESL
Grammar, ESL Academic Writing, and ESL Academic Listening. I have substituted for a wide range
of courses at a variety of levels, too.
My future in ESL is very dependent on how I evolve as a teacher. I am currently working on a
research project to see if there is a “better” way to teach grammar. As my research progresses, I find
myself implementing some of my findings into my pedagogy. To say the least, ESL Grammar is one
course that I never want to give up. In addition, I would like to continue my work in ESL Academic
Writing to provide feedback and suggestions to the new ESL Academic Writing Course Pack, as well as
the curriculum when possible. As for ESL Academic Listening, this course has not yet stolen my
heart. I would like to pursue it for another semester or two, to see if it starts to warm up with me. If
it does not, I would like to give a try at teaching ESL Reading.
As for the other programs within ESL Programs. I feel that my teaching is quite diverse since I teach
in IEP every summer. I would like to continue this and attempt to teach at all levels. So far, I have
had the opportunity to teach advanced (Level P) and intermediate (Level E1). Although I have
enjoyed both of these, I would like to try teaching a lower lever—some day! I do not see that in the
immediate future, but I do see it in the near-distant future.
Regardless of what happens in my next semester of teaching, I will continue to grow as an
instructor, and I look forward to seeing what my “Growth in Teaching” looks like three years from
now!
3 | Statement on Service
During my time at the University of Iowa, I have had the privilege of serving the department in
three different capacities: lecturer, committee member, and Skill Area Leader. In this section, I will
provide an overview of the committees that I served on and the work that I have done as service to
ESL Programs at the University of Iowa. A comprehensive list of my service to the Program can be
found in Appendix D.
3.1 | Service to the Department & University
In ESL Programs, I have served on a variety of committees in different capacities.
3.1.1 | ESL Programs Writing Final Exam Committee (FA15, SP16)
During my first year at the University of Iowa (2015-2016), I served on the ESL Academic Writing
Final Exam Committee. As part of this committee, I worked with Tamar Bernfeld (Skill Area Leader
at the time) and Matthew Garret to write the ESL Academic Writing final exam and make changes
to the rubric. My primary duties were to help find article that could be used, and then provide
feedback on the vocabulary glosses that were provided on the article chose. I also worked with them
to improve the rubric and then work with the other instructors in the skill area to write a practice
exam.
3.1.2 | ESL Programs Research Projects Committee (SP16, FA16, SP17)
I joined the Research Projects Committee after Ryan Kaduce sent out an email announcing that he
was creating this committee. On this committee, my primary duty was to create the Qualtrics form
that I was sent out to all of the instructors in the department, which helped to determined what
everyone’s research interests were. I also worked with the other members of the committee to host a
“research social” where instructors met with each other and discussed potential research projects.
Before the committee was later disbanded, I also helped to create the research projects database that
was a compilation of the data gathered from the survey that had been sent out to all of the
instructors.
3.1.3 | ESL Programs Grammar Final Exam Committee (FA16, SP17)
As the Skill Area Leader (August 2016 – August 2017), I was the chair for the ESL Grammar Final
Exam Committee. As the chair to this committee, I held meetings with the committee members and
delegated tasks so that the final exam would be completed in a timely manner. The first thing we did
in Fall 2017 was to revamp the exam. In an attempt to shift the grammar class to a more grammar-
for-writing focus, we attempted to make the exam feel that way, too. We (Eric Bodin, Ashley
Jennings, and myself) collaborated to design, what we thought would be, the best exam to hold this
focus. As a result, we added a second paragraph writing to the exam and lowered the number of
discrete tasks that had been on the exam previously. In addition, we made sure that the book and
the curriculum were accurately represented and tested on the new exam format. To my knowledge,
ESL Grammar is still using the format that we had designed that semester.
3.1.4 | ESL Programs Curriculum Committee (FA16, SP17)
Another duty as Skill Area Leader for ESL Grammar was to serve on the ESL Programs Curriculum
Committee. As a member of this committee, I worked with other Skill Area Leaders and members
of ESL Credit to take a look at the different curricula and tried our best to make some revisions and
updates. One of the things that I asked the committee chairs (Melissa Meisterheim & Sue Almén-
Whittaker) to do was to draft Student Learning Outcomes (SLOs). For the remainder of the time
that I was on the committee, we revised these SLOs and discussed how to best implement them in
to our ESL Credit courses.
3.1.5 | ESL Programs Assessment – Student Achievement Committee (FA17)
In the Fall of 2017, I was placed on the ESL Programs Assessment – Student Achievement
Committee, chaired by Jeffrey Knowling. As a member of this committee, I served as the Facilitator
for the ESL Academic Writing final exam and also held midterm and final exam review meetings
with various IEP skills and levels. I was able to work closely with the other members of the
committee to solve some of the issues that were raised concerning certain skills and their exams
and/or grading practices for assessments. As the facilitator for the ESL Academic Writing final
exam, I collaborated with Anna-Maria and Tamar Bernfeld to make changes to the format of the
ESL Academic Writing final exam. The primary changes to the exam included adding guided
questions as a prompt on the exam for students to respond to and updating the rubric to be more
specific in regard to how students wrote their response essays.
3.1.6 | ESL Programs Skill Area Leaders Committee (December 2017)
I submitted a one-paragraph application to be on a committee that would help to reinstate Skill Area
Leaders in the ESL Credit Program. This committee was chaired by Sue Almén-Whittaker and
Jeffrey Knowling. As a member of this committee, I worked closely with Jessica Klimesh, Andy
Lewis, Ryan Kaduce, and the committee chairs to recreate the position of Skill Area Leader. In
addition, we also created an Exam Coordinator position that would help to lighten some of the
duties that the Skill Area Leader had. The proposal that was submitted to the committee chairs was
drafted by Jessica, Andy, and myself, with substantive input from Ryan and other instructors and
former Skill Are Leaders in the ESL Credit program. As a result, in January of 2018, Skill Area
Leaders were reinstated, as well as the instatement of the Exam Coordinator position. Although I
am not teaching in ESL Programs this semester (Spring 2018), I have full faith that these two
positions will help to solve many of the issues and disorganization that was faced last semester (Fall
2017) in the ESL Credit program.
3.2 | External Collaboration
During my time at the University of Iowa, my collaboration has primarily been limited to
collaboration within ESL Programs. There are a few instances of external collaboration. For
instance, when I was collecting data for my PhD project, I worked very closely with Raychel and
Brianna in the Language Media Center to schedule my data collection in the Audio Lab in 17 Phillips
Hall.
As far as outside of the University of Iowa, my collaboration primarily falls under my professional
development work. I am pursuing a PhD in English Studies at Universitat Autònoma de Barcelona,
conducting a research stay at University of Illinois at Urbana-Champaign, and working on a
monograph for the EUROSLA Studies series. I am one of four editors for the volume and will have
a chapter in it as well. Each of these collaborations will be discussed in more detail in section 4,
Statement on Professional Development.
In regard to service to the ESL Programs, my goals for the future include continuing to serve on
committees and continuing collaboration within ESL Programs. I would like to see myself, as a
growing instructor, collaborate with more units outside of ESL Programs. This tends to be an issue
since we are a Program and not a Department, but I will try my best in the coming semesters and
years to collaborate with other University units and even some that are outside of the University of
Iowa. I look forward to being able to serve ESL Programs in new capacities in the future, whether it
be having some form of administrative duties, or serving as a liaison between ESL Programs and
some kind of external unit.
4 | Statement on Professional Development
Since joining the University of Iowa, I have worked hard to develop a very comprehensive record of
professional development, attending and/or presenting at many conferences and workshops
throughout my first two and a half years. In this section, I will present my professional development
both within and external of the University of Iowa and how it pertains to my career as an ESL
instructor. In Appendix E, you can find a list of Trainings & Professional Development activities, as
well as copies of presentation certificates.
4.1 | Trainings & Professional Development at the University of Iowa
At the University of Iowa, I have completed a couple of different trainings and professional
development activities.
4.1.1 | TILE Essentials Training
During the Summer 2016, I completed TILE Essentials Training offered through the Office of
Teaching, Learning, and Technology. In this training, I learned how to better integrate technology in
the classroom and how to make the most out of the TILE classrooms that are available at the
University of Iowa.
As part of the training, I volunteered to give a presentation where I made a mock activity and then
implemented in a TILE classroom setting. The activity that I designed was something that could be
implemented in an ESL Academic Writing course offered in a TILE classroom. The activity
involved the students accessing an article using Adobe Reader and then using the highlight function
to find the main ideas and major supporting details. There was an accompanying worksheet that
required the students to organize those main ideas and major details and write a summary paragraph
and then outline a response.
This activity was very well-received by the other instructors participating in TILE training, and I
hope that one day I will get the opportunity to teach ESL Writing in a TILE classroom.
4.1.2 | Safe Zone Training
In the Spring of 2017, I completed all three phases of Safe Zone training at the University of Iowa.
The purpose of these workshops is to identify members of the University who will model support,
affirmation, and inclusion of LGBTQ people. I chose to complete the project so that I could
provide a safe and welcoming environment for the international students in my classes.
As part of the training, I learned how to discuss, what could be considered at times, contentious
issues with my students, as well as how to provide them with appropriate resources in a time of
need. The training also helped me to develop as an LGBT person at the university and learn about
the resources that are available to me as well.
In the training, I got the opportunity to discuss the comment that I identified in my Statement on
Teaching in section 2. The other members of the University community who were in the training, as
well as the facilitators, helped me to understand this comment and how an instructor might be able
to approach an issue similar to this head-on in the classroom. This was a very valuable lesson.
I believe that the most valuable lesson of the Safe Zone training was learning how to be an active
listener to my students. One of the most important things as an ESL instructor, that I have learned
through both my teaching and this Safe Zone training, is that we are often their first contact with
American culture. In many instances, ESL students have not been experienced to open and inclusive
LGBT environments, and the training that I received as part of this program really helped me to
understand how to best approach these conversations in class.
4.1.3 | Responding to Disclosures as an A/AO
One of the final trainings that I did at the University of Iowa before preparing this dossier was
Responding to Disclosures as an A/AO provided by the University of Iowa Office of Sexual
Misconduct Response Coordinator. This professional development training taught us who in the
department is a mandatory reporter, and who in the department is not. We also learned how to
communicate any concerns that we might have in regard to students and the comments that they
may make to us about sexual misconduct. One of the most valuable things about this training was
the list of resources that we received that could be passed down to our students.
4.2 | Publications & Presentations
I have presented at a number of conferences during my time at the University of Iowa. A complete
list of presentations can be found in Appendix E.2: Conference Attendance & Presentations. I am
currently working on a publication, while also editing a book in the EUROSLA Studies series.
4.2.1 | Conference Presentations
During my first year at the University of Iowa, I attended MIDTESOL (Mid-America Teachers of
English to Speakers of Other Languages) 2015, held at the University of Iowa. One of the best
things about attending this conference was that I was able to just “take it all in” rather than having
to worry about giving my own presentation. It was a fantastic conference that was located right on
our campus. I attended a workshop given by Randi Reppen, as well as various talks about different
subjects (e.g., journal writing, textbooks for grammar and academic writing courses, and how to
integrate technology into grading and assessment practices).
The same year, I presented at two international conferences: (1) International Conference on
Foreign/Second Language Acquisition (ICFSLA) in Szczyrk, Poland and (2) Second Language
Acquisition Workshop: The Effect of Different Learning Contexts on Linguistic and Non-Linguistic
Development: Study Abroad, Immersion, and Formal Instruction (SLA Workshop).
During my second year at the University of Iowa, I gave four presentations: (1) two presentations at
MIDTESOL 2016 and (2) two presentations at ICFSLA. One of the presentations at MIDTESOL
was about my collaboration with Meaghan Harding with Courses-in-Common, while the other was
about the work I had done in my ESL Academic Writing course in attempt to make the course more
authentic. A lot of what I presented in the Major Research Essay Portfolio was talked about during
the second MIDTESOL presentation. In May 2017, I presented at ICFSLA for the second time—
one paper presentation and one poster presentation. The paper presentation was bout a theory that I
had developed to teach noun type distinctions (countable versus uncountable nouns) and articles to
L1-Chinese, L2-English and L1-Spanish, L2-English learners. I got a lot of substantial and critical
feedback during my presentation there and have since applied it to improve the theory that I am
working with, as well as continue my research in this area. At the same ICFSLA conference, I
presented a poster based on my PhD project. Again, I got a lot of feedback from linguists from
around the world, which led me on a new path with my PhD.
The most recent semester, Fall 2017, I presented three times at MIDTESOL. I collaborated with
Ashely Jennings and Anna-Maria Cornell on a presentation about our Grammar-in-Use Journals
(something that I talked about in Section 2: Growth in Teaching). I also gave a presentation with
Meaghan Harding and Maureen Burke (absent, filled in by Melissa Meisterheim) about the
administrative implementation and teacher’s day-to-day practices with Courses-in-Common. The
third presentation I gave was an individual presentation about the linguistically-informed materials
that I had designed for use in a grammar classroom to teach L2 English articles and noun type
distinctions based in Universal Grammar and using semantic universals to teach the differences
between each of the. MIDTESOL 2017 was a great opportunity for me to present on a variety of
topics, as well as attend a variety of talks and presentations on things that I had not tried before. I
got many new ideas during my time at the conference that I later used in my most recent semester at
the University.
4.2.2 | Publications
I have one current publication, although it can be difficult to access. At Universitat Pompeu Fabra,
they have a data base of all the Master’s and Doctoral dissertations that received a grade of 9 out of
10 or higher. My Master’s dissertation is available through this database. Although this is an
“informal publication”, the dissertation is in the process of being developed into a book chapter.
Currently, I am working with three colleagues in Barcelona (Carmen Pérez-Vidal, Sonia López-
Serrano, and Jennifer Rose Ament) on a book in the European Second Language Association
(EUROSLA) Studies series. This is the first book of the series. As an editor of the volume, I am
doing the final proofreading and formatting of all of the chapters before they are set for printing.
Additionally, I am working with the other editors to write the introduction chapter for the book. In
the end, I will also have a chapter published in this book. The book is in press and should be
published during the spring months of 2018.
4.3 | Attendance & Participation in Professional Organizations
The only organizations that I am a member of (currently) are Mid-America Teachers of English to
Speakers of Other Languages (MIDTESOL) and World Language Association. I have not held any
status other than a member in either of these organizations.
4.4 | Work in Progress
Other than the EUROSLA Studies book that I am editing and preparing a chapter for, my other
work in progress includes a long-distance PhD through the Universitat Autònoma de Barcelona and
a Visiting Scholar post at the University of Illinois at Urbana-Champaign.
4.4.1 | PhD at Universitat Autònoma de Barcelona
I am currently pursuing a PhD full-time (in my “free time”) through Universitat Autònoma de
Barcelona. The PhD is in English Studies with a focus on Second Language Acquisition.
In my project, I am looking at the teaching and learning of L2 English articles and noun type
distinctions (countable, uncountable, and flexible nouns). In my project, I am using the notions of
Universal Grammar and semantic universals to teach students the differences between definite,
indefinite, and zero articles, as well as the differences in countability and atomicity. My project takes
place over a five-week time period. In the first week, the participants come to the lab and complete
the four data collection tasks: an elicited sentence imitation task, a self-paced reading task, an
acceptability judgment task, and a forced-choice elicitation task. As you can see, two of the data
collection measure tap into implicit knowledge, while the other two tap into explicit knowledge.
With this research, I hope to be able to prove that Universal Grammar and semantic universals are
an appropriate way to teach linguistic and meta-linguistic knowledge in the classroom. I hope that
one of the implications of my project will be the ability to write an ESL grammar text that is unlike
in other. One in which grammar is taught using linguistics, rather than the current textbook jargon
that can be quite confusing to students at times.
As of now, I am still in the data collection phase of the project, with the hope of finishing my data
collection by the end of this academic year.
4.4.2 | Visiting Scholar at University of Illinois at Urbana-Champaign
In January 2018, I took a leave of absence from the University of Iowa for the Spring 2018 semester
to pursue a Visiting Scholar post at University of Illinois at Urbana-Champaign.
As of submitting this dossier, I have been at University of Illinois for a few weeks now. In the first
nine weeks of my stay here, I am auditing various graduate-level linguistics courses to expand my
theoretical knowledge in the subject area. The courses that I am auditing include: Design &
Methodology in Second Language Acquisition Research, Syntax II, Formal Semantics II, and a
seminar in Second Language Acquisition & Processing. The faculty at University of Illinois has been
phenomenal and I am looking forward increasing my knowledge in linguistics and acquiring a variety
of skills that I can bring back to my position at the University of Iowa.
My goals for professional development in ESL Programs at the University of Iowa include attending
more University-sponsored trainings and activities, as well as attending some new and innovative
international conferences. Within the next year of two, I hope to complete all of the requirements
for the BUILD certificate at the University of Iowa; an initiative at the University that is looking to
build leadership and diversity at the University of Iowa. In addition, I would like to continue to do
more research on ESL grammar pedagogy and collaborate with other instructors in regard to the
theories and frameworks that I am working with.
Appendix A: Growth in Teaching
In this appendix, course syllabi are presented as a sample of one syllabi from each course taught at
the University of Iowa. In addition, there is also a collection of course calendars (various semesters)
and lesson plans from the Fall 2017 semester.
Order of Presentation
ESL:4190:0006 ESL Academic Writing Fall 2015
ESL:4160:0012 ESL Grammar Fall 2015
ESL:1020:0001 Creatively Speaking Spring 2016
IIEP:0345:0002 IIE Grammar: Intermediate Summer 2016
IIEP:0355:0002 IIE Writing: Intermediate Summer 2016
IIEP:0465:0006 IIE Listening Skills: High Intermediate Fall 2016
ESL:1005:0001 ESL Special Topics (Creatively Speaking) Spring 2017
IIEP:0515:0002 IIE Communication Skills: Advanced Summer 2017
IIEP:0565:0002 IIE Listening Skills: Advanced Summer 2017
ESL:4130:0017 ESL Academic Listening Skills Fall 2017
ESL:1020:0001 Creatively Speaking Spring 2016
IIEP:0345:0002 IIE Grammar: Intermediate Summer 2016
IIEP:0355:0002 IIE Writing: Intermediate Summer 2016
IIEP:0465:0006 IIE Listening Skills: High Intermediate Fall 2016
ESL:1005:0001 ESL Special Topics (Creatively Speaking) Spring 2017
IIEP:0515:0002 IIE Communication Skills: Advanced Summer 2017
IIEP:0565:0002 IIE Listening Skills: Advanced Summer 2017
ESL:4130:0017 ESL Academic Listening Skills Fall 2017
ESL:4130:0017 ESL Academic Listening Fall 2017
Fall 2015 - ESL Writing (ESL:4190:0006/0016)
Instructor: Dakota J. Thomas E-mail: dakota-thomas@uiowa.edu

Office: W607 SSH Mailbox: W615 SSH
Office Phone: (319) 335-1724
Office Hours: 10:00-11:00 T/Th, 3:00-4:00 W or by appointment
Course Supervisor: Eric Bodin, Craig Dresser ESL Supervisor: Maureen Burke
Office: Eric: 1112 UCC, Craig: 1112 UCC Office: 1112 University Capitol Centre
Phone: Eric: 335-2885; Craig: 335-2868 Phone: 335-5630
E-mail: eric-bodin@uiowa.edu E-mail: maureen-burke@uiowa.edu
craig-dresser@uiowa.edu
Required Materials:
Longman Academic Writing Series 5: Essays to Research Papers – Meyers, Alan – Pearson
ISBN: 978-0-13-291274-7
Pocket Keys for Writers (5th ed.) – Raimes & Miller-Cochran – Cengage Learning
ISBN: 978-1-305-11067-0
The books will be available at the University bookstore. You are required to buy new books or used books that
have absolutely no markings. Possession of a used book with answers written in it will result in 0 participation
points received for every class period up until a new book is purchased or the markings have been removed
completely.
You are required to have a proper working copy of Microsoft Word for typing and processing written essays and
other writing assignments. If you do not have this software, contact the UIOWA ITS and they will help you install
it on your computer, or you have access to it at any of the ITCs on campus.
Course Goals: The primary goal of this course is to help develop each student’s fluency in writing and prepare them for
rhetoric. This course will help the students communicate clearly in writing so that they are able to compete successfully
in an academic program.
Grading Scale:
Participation = 5% 100% - 94% = A 76% - 73% = C
Homework = 10% 93% - 90% = A- 72% - 70% = C-
Take-home essays = 15% 89% - 87% = B+ 69% - 67% = D+
In-class essays & quizzes = 30% 86% - 83% = B 66% - 63% = D
Midterm Exam = 15% 82% - 80% = B- 62% - 60% = D-
Major Research Essay = 10% 79% - 77% = C+ Below 60%=
Final Exam = 15%
For undergraduates, a minimum grade of a C (2.0) is required to satisfy the University of Iowa’s English Language
Proficiency Requirement. This means that undergraduate students who earn a grade of C- or below will be required to
retake the course.
FINAL EXAM DATE AND TIME: The final exam for this course will be during the week of Dec 14-18, 2015. The exact
date and time will be announced later in the semester. STUDENTS MUST NOT MAKE TRAVEL ARRANGEMENTS UNTIL
THE FINAL EXAM SCHEDULE IS ANNOUNCED.
Course Policies
Attendance: Students must attend every class. Please note that an absence will be recorded in the following situations:
1) arriving more than 10 minutes late, 2) accumulating 3 late arrivals under 10 minutes, 3) leaving the classroom before
class ends, or 4) not attending the class.
Being absent from class can significantly affect your final grade (note: 75 minute classes = 1.5 hours):
0-3 hours = no final grade penalty
4-5 hours = final grade lowered by 1 grade (e.g. B lowered to B-)
6-7 hours = final grade lowered by 2 grades (e.g. B lowered to C+)
8-9 hours = final grade lowered by 3 grades (e.g. B lowered to C)
and so on.
The instructor may request that students report the reason for any absence. Instructors may request further
documentation of the absence.
If a student is absent from class, it is the student’s responsibility to contact the instructor or a classmate to find out what
was covered in class and when any homework is due.
Undergraduates are not allowed to drop ESL courses.
Make-up Exams: University policy requires that students be permitted to make up examinations (examinations=
midterm and final) missed because of illness, mandatory religious obligations, or other unavoidable circumstances, or
University sanctioned activities. Decisions regarding whether a make-up is allowed will be made in the ESL Office. It is
the student's responsibility to go to the ESL Office, 1112 University Capitol Centre, and to provide appropriate
documentation for the absence. Makeup examinations will be scheduled at a reasonable time and location. The makeup
examination, if different, will be equivalent to the original in form, content, difficulty, and time limits, and the standards
for scoring and grading will be equivalent to those used for the original examination.
Note: No electronic devices are allowed during any tests or exams.
Class schedule conflicts: When there is a conflict between another course’s examination and a regularly scheduled
course, the regularly scheduled course takes precedence (see http://clas.uiowa.edu/students/handbook/attendance-
absences#attendance). Should this happen to you, it is your responsibility to attend our regularly scheduled class and
arrange with the instructor of the other course an alternate time to take the exam.
Participation: Participation accounts for 5% of your final grade. You will have the opportunity to receive up to 3 points
each day for class attendance and participation. The first 2 points can be earned by arriving to class on time, bringing all
required materials to class, completing assigned activities, being respectful of your classmates, staying awake, speaking
only English, not working on assignments from other courses, and not using a cell phone or other electro0nic device
during class time. In order to receive the third point, you must actively participate during the class period. This includes,
but is not limited to: volunteer to answer, ask questions, and participate fully in small group/pair work, as well as large
group work.
Homework: Hand in homework on the date it is due. Late homework will receive a grade of zero. Unless told otherwise
by your instructor, know that all work for this class must be done on your own. Do not collaborate with anyone else on
work for this class. ESL Students are not allowed to use the Writing Center or Speaking Center for their ESL classes.
Out of Class Coursework

According to University policy, students should expect to spend two hours per semester hour per week preparing for
class sessions. This means that in your three-credit ESL course, standard out-of-class weekly preparation should be six
hours.
Class Policies Notice
The policies for this course are governed by the College of Liberal Arts and Sciences.
Making a Suggestion or a Complaint

Students with a suggestion or complaint should first visit the instructor, then the course supervisors (Eric Bodin, 1112
UCC, 335-2885 or Craig Dresser, 1112 UCC, 335-2868), and then the ESL Program Director, Maureen Burke, 1112 UCC,
335-5630. Complaints must be made within six months of the incident. See the CLAS Student Academic Handbook.
[http://clas.uiowa.edu/students/handbook/student-rights-responsibilities#rights]
Administrative Home
The College of Liberal Arts and Sciences is the administrative home of this course and governs matters such as the
add/drop deadlines, the second-grade-only option, and other related issues. Different colleges may have different
policies. Questions may be addressed to 120 Schaeffer Hall, or see the CLAS Student Academic
Handbook [http://clas.uiowa.edu/students/handbook].
Electronic Communication
University policy specifies that students are responsible for all official correspondences sent to their University of Iowa
e-mail address (@uiowa.edu). Faculty and students should use this account for correspondences. Students should check
this account at least once a day. (Operations Manual, III.15.2. [http://www.uiowa.edu/~our/opmanual/iii/15.htm#152]
Scroll down to k.11.)
Academic Honesty
The College of Liberal Arts and Sciences expects all students to do their own work, as stated in the CLAS Code of
Academic Honesty [http://clas.uiowa.edu/students/handbook/academic-fraud-honor-code]. All work for this class must
be done on your own. Do not collaborate with anyone else on work for this class unless your instructor tells you
otherwise.
Instructors fail any assignment that shows evidence of plagiarism or other forms of cheating, also reporting the student's
name to the College. A student reported to the College for cheating is placed on disciplinary probation; a student
reported twice is suspended or expelled. Examples of violations can be seen below, but violations are not limited to this
list and include other types of cheating, misrepresentation, and dishonesty.
Cheating
• using notes or texts during a quiz or exam when not permitted by the instructor
• using a cell phone or other technology to find information or to copy questions and answers to use or for others to
use for an exam or quiz
• allowing others to assist in the completion of your quiz, exam, homework, paper, or project when not permitted by
the instructor
• copying someone else's exam, homework, or laboratory work
• allowing others to view your answers or to copy your work and submit it as their own
• not following the guidelines specified by the instructor for an assignment or for a "take home" test
Plagiarism
• claiming the words, sentences, arguments, rhetorical structures, or ideas of another as your own
• failing to properly use quotation marks or to cite sources correctly
• submitting material as your own that was created or written by someone else
Misrepresentation
• providing false information about reasons for class absences when requesting a make-up for a quiz, exam, or
homework
• making up statistics or facts
• making up references or quotations for a works cited page
• accepting credit for a group project without doing your share of the work
• submitting the same paper in more than one course without the knowledge and approval of the instructors
involved
• failing to provide full information regarding academic performance or enrollments from other courses or
institutions
Forgery
• altering a score, grade, or schedule change on an academic record
• signing the name of an instructor, advisor, dean, or another student without proper authorization
• falsifying University correspondence or a student identification card
Facilitating academic dishonesty

• helping or attempting to help someone commit an act of academic dishonesty, such as helping a fellow student do
a take-home exam, giving answers to an exam, or collaborating with others on work that is supposed to be
completed independently
[You will need a comprehensive source for information on how to avoid plagiarism. The ESL program
recommends http://owl.english.purdue.edu/]
Understanding Sexual Harassment
Sexual harassment subverts the mission of the University and threatens the well-being of students, faculty, and staff. All
members of the UI community have a responsibility to uphold this mission and to contribute to a safe environment that
enhances learning. Incidents of sexual harassment should be reported immediately.
See http://www.sexualharassment.uiowa.edu/index.php for assistance, definitions, and the full University policy.
Accommodations for Disabilities

I need to hear from anyone who has a disability, which may require some modification of seating, testing or other class
requirements so that appropriate arrangements may be made. Please contact me during my office hours.
A student seeking academic accommodations must first register with Student Disability Services and then meet privately
with the course instructor to make particular arrangements. See www.uiowa.edu/~sds/ for more information.
Reacting Safely to Severe Weather

In severe weather, class members should seek appropriate shelter immediately, leaving the classroom if necessary. For
example, if a tornado or other severe weather is indicated by the UI outdoor warning system, members of the class
should seek shelter in rooms and corridors in the innermost part of a building at the lowest level, staying clear of
windows, corridors with windows, or large free-standing expanses such as auditoriums and cafeterias. The class will
continue if possible when the event is over. For more information on Hawk Alert and the siren warning system, visit the
Public Safety web site.
Fall 2015 - ESL Grammar (ESL:4160:0012/0021)
Instructor: Dakota J. Thomas E-mail: dakota-thomas@uiowa.edu

Office: W607 SSH Mailbox: W615 SSH
Office Phone: (319) 335-1724
Office Hours: 10:00-11:00 T/Th, 3:00-4:00 W or by appointment
Course Supervisor: Eric Bodin, Craig Dresser ESL Supervisor: Maureen Burke
Office: Eric: 1112 UCC, Craig: 1112 UCC Office: 1112 University Capitol Centre
Phone: Eric: 335-2885; Craig: 335-2868 Phone: 335-5630
E-mail: eric-bodin@uiowa.edu E-mail: maureen-burke@uiowa.edu
craig-dresser@uiowa.edu
Required Materials:
Grammar Sense 4 (2nd ed.) - Bland, Savage, & Mayer - Oxford University Press
ISBN: 978-0-19-448919-5
The textbook will be available at the University bookstore. You are required to buy a new book that has a valid
online access code. The online access will be required for some homework activities as well as some of the self-
study topics throughout the semester.
You will also need one standard-sized notebook (college rule) and one folder.
Course Goals: The primary goal of this course is to develop each student’s understanding and use of English structures in
writing. This course will help students communicate clearly and use advanced grammatical structures consistently in a
formal academic setting.
Grading Scale:
Participation = 5% 100% - 94% = A 76% - 73% = C
Homework = 10% 93% - 90% = A- 72% - 70% = C-
Take-home essays = 15% 89% - 87% = B+ 69% - 67% = D+
In-class essays & quizzes = 30% 86% - 83% = B 66% - 63% = D
Midterm Exam = 15% 82% - 80% = B- 62% - 60% = D-
Final Exam = 25% 79% - 77% = C+ Below 60%= F
For undergraduates, a minimum grade of a C (2.0) is required to satisfy the University of Iowa’s English Language
Proficiency Requirement. This means that undergraduate students who earn a grade of C- or below will be required to
retake the course.
FINAL EXAM DATE AND TIME: The final exam for this course will be during the week of Dec 14-18, 2015. The exact
date and time will be announced later in the semester. STUDENTS MUST NOT MAKE TRAVEL ARRANGEMENTS UNTIL
THE FINAL EXAM SCHEDULE IS ANNOUNCED.
Course Policies
Attendance: Students must attend every class. Please note that an absence will be recorded in the following situations:
1) arriving more than 10 minutes late, 2) accumulating 3 late arrivals under 10 minutes, 3) leaving the classroom before
class ends, or 4) not attending the class.
Being absent from class can significantly affect your final grade (note: 75 minute classes = 1.5 hours):
4-5 hours = final grade lowered by 1 grade (e.g. B lowered to B-)
6-7 hours = final grade lowered by 2 grades (e.g. B lowered to C+)
8-9 hours = final grade lowered by 3 grades (e.g. B lowered to C)
and so on.
The instructor may request that students report the reason for any absence. Instructors may request further
documentation of the absence.
If a student is absent from class, it is the student’s responsibility to contact the instructor or a classmate to find out what
was covered in class and when any homework is due.
Undergraduates are not allowed to drop ESL courses.
Make-up Exams: University policy requires that students be permitted to make up examinations (examinations=
midterm and final) missed because of illness, mandatory religious obligations, or other unavoidable circumstances, or
University sanctioned activities. Decisions regarding whether a make-up is allowed will be made in the ESL Office. It is
the student's responsibility to go to the ESL Office, 1112 University Capitol Centre, and to provide appropriate
documentation for the absence. Makeup examinations will be scheduled at a reasonable time and location. The makeup
examination, if different, will be equivalent to the original in form, content, difficulty, and time limits, and the standards
for scoring and grading will be equivalent to those used for the original examination.
Note: No electronic devices are allowed during any tests or exams.
Class schedule conflicts: When there is a conflict between another course’s examination and a regularly scheduled
course, the regularly scheduled course takes precedence (see http://clas.uiowa.edu/students/handbook/attendance-
absences#attendance). Should this happen to you, it is your responsibility to attend our regularly scheduled class and
arrange with the instructor of the other course an alternate time to take the exam.
Participation: Participation accounts for 5% of your final grade. You will have the opportunity to receive up to 3 points
each day for class attendance and participation. The first 2 points can be earned by arriving to class on time, bringing all
required materials to class, completing assigned activities, being respectful of your classmates, staying awake, speaking
only English, not working on assignments from other courses, and not using a cell phone or other electro0nic device
during class time. In order to receive the third point, you must actively participate during the class period. This includes,
but is not limited to: volunteer to answer, ask questions, and participate fully in small group/pair work, as well as large
group work.
Homework: Hand in homework on the date it is due. Late homework will receive a grade of zero. Unless told otherwise
by your instructor, know that all work for this class must be done on your own. Do not collaborate with anyone else on
work for this class. ESL Students are not allowed to use the Writing Center or Speaking Center for their ESL classes.
Out of Class Coursework

According to University policy, students should expect to spend two hours per semester hour per week preparing for
class sessions. This means that in your three-credit ESL course, standard out-of-class weekly preparation should be six
hours.
Class Policies Notice
The policies for this course are governed by the College of Liberal Arts and Sciences.

Students with a suggestion or complaint should first visit the instructor, then the course supervisors (Eric Bodin, 1112
UCC, 335-2885 or Craig Dresser, 1112 UCC, 335-2868), and then the ESL Program Director, Maureen Burke, 1112 UCC,
335-5630. Complaints must be made within six months of the incident. See the CLAS Student Academic Handbook.
[http://clas.uiowa.edu/students/handbook/student-rights-responsibilities#rights]
Administrative Home
add/drop deadlines, the second-grade-only option, and other related issues. Different colleges may have different
policies. Questions may be addressed to 120 Schaeffer Hall, or see the CLAS Student Academic
Handbook [http://clas.uiowa.edu/students/handbook].
University policy specifies that students are responsible for all official correspondences sent to their University of Iowa
e-mail address (@uiowa.edu). Faculty and students should use this account for correspondences. Students should check
this account at least once a day. (Operations Manual, III.15.2. [http://www.uiowa.edu/~our/opmanual/iii/15.htm#152]
Scroll down to k.11.)
Academic Honesty
Academic Honesty [http://clas.uiowa.edu/students/handbook/academic-fraud-honor-code]. All work for this class must
be done on your own. Do not collaborate with anyone else on work for this class unless your instructor tells you
otherwise.
Instructors fail any assignment that shows evidence of plagiarism or other forms of cheating, also reporting the student's
name to the College. A student reported to the College for cheating is placed on disciplinary probation; a student
reported twice is suspended or expelled. Examples of violations can be seen below, but violations are not limited to this
list and include other types of cheating, misrepresentation, and dishonesty.
Cheating
• using a cell phone or other technology to find information or to copy questions and answers to use or for others to
use for an exam or quiz
• allowing others to assist in the completion of your quiz, exam, homework, paper, or project when not permitted by
the instructor
Plagiarism
Misrepresentation
• providing false information about reasons for class absences when requesting a make-up for a quiz, exam, or
homework
involved
institutions
Forgery
Facilitating academic dishonesty

• helping or attempting to help someone commit an act of academic dishonesty, such as helping a fellow student do
a take-home exam, giving answers to an exam, or collaborating with others on work that is supposed to be
completed independently
[You will need a comprehensive source for information on how to avoid plagiarism. The ESL program
recommends http://owl.english.purdue.edu/]
enhances learning. Incidents of sexual harassment should be reported immediately.
See http://www.sexualharassment.uiowa.edu/index.php for assistance, definitions, and the full University policy.

A student seeking academic accommodations must first register with Student Disability Services and then meet privately
with the course instructor to make particular arrangements. See www.uiowa.edu/~sds/ for more information.

In severe weather, class members should seek appropriate shelter immediately, leaving the classroom if necessary. For
example, if a tornado or other severe weather is indicated by the UI outdoor warning system, members of the class
should seek shelter in rooms and corridors in the innermost part of a building at the lowest level, staying clear of
windows, corridors with windows, or large free-standing expanses such as auditoriums and cafeterias. The class will
Public Safety web site.
The College of Liberal Arts & Sciences
Department of English as a Second Language Programs
Creatively Speaking
CLAS:1020:0001
Instructor Dakota Thomas-Wilhelm Phone (319) 335-1724
Office W607 Seashore Hall (SSH) E-mail dakota-thomas@uiowa.edu
Office Hours T/Th 11:00-12:00, W 3:30-4:30, and by appointment
ESL Programs Information

DEO Maureen Burke Office 1112 University Capitol Centre
Course Information
Course Name: Creatively Speaking (CLAS:1020:0001; cross-listed as ESL:1020:0001)
Meeting Time & Location: Tuesdays/Thursday 9:30-10:45 (April 5 through May 5) in 219 North Hall (NH)
Some of the policies relating to this course (such as the drop deadline) are governed by its administrative
home, the College of Liberal Arts and Sciences, 120 Shaeffer Hall.
Course Description & Goals

Throughout your life, you will have many opportunities to speak both publicly and privately—to large groups and
to small groups. However, not all themes and events require the same format for speaking. There are times when
you have to speak independently, and other times as part of a group. In this course, we will focus on creative
speaking techniques. Through engaging in course material, students will learn how to produce different types of
speeches and presentations. We will study and practice the different types of speeches, while embracing our
inner thespian. Students will have the opportunity to learn improvisational skills, give an after dinner speech, and
partake in solo and ensemble acting. Don’t be shy!
Grading Scale
Attendance & Participation = 15% 100% - 94% = A 83% - 80% = B- 69% - 67% = D+
In-class Work = 15% 93% - 90% = A- 79% - 77% = C+ 66% - 63% = D
Presentations = 40% 89% - 87% = B+ 76% - 73% = C 62% - 60% = D-
Final Presentation = 30% 86% - 83% = B 72% - 70% = C- Below 60% = F
Required Materials
There is no textbook, but students will be required to access ICON and other online resources, as well as print-off
documents throughout the course.
Students should also have a proper working copy of Microsoft Word for typing and processing speeches and
other written assignments. This software is available to students for free through the University of Iowa Information
and Technology services. They can assist with downloading and installation. Microsoft Word is also accessible
on all computers and ITCs on campus.
Creatively Speaking
Final Exam Information
The final exam, in the form of final presentations, for this course will be Wednesday, May 11, 2016 from 7:30am to
9:30am in W228 Chemistry Building. Per University policy, all students should plan on being at the University of
Iowa through the final examination period. It is the student’s responsibility to know the date, time, and place of
the final exam.
Course Policies
Attendance
Students must attend every class. Please note that an absence will be recorded in the following situations:
1. Accumulating 3 tardy arrivals (less than 10 minutes)

2. Arriving more than 10 minutes late
3. Leaving the classroom before class ends
4. Not attending the class
In a 75-minute class, 1 absence = 1.5 hours.
Being absent from class can significantly affect your final grade.

4-5 hours = final grade lowered by 1 grade
6-7 hours = final grad lowered by 2 grades
8-9 hours = final grade lowered by 3 grades
If a student is absent from class, it is the student’s responsibility to contact the instructor or a classmate to find out
what was covered in class and when any homework is due.
Participation
Participation accounts for 15% of the student’s final grade. Each student will have the opportunity to earn up to
3 points each day for class attendance and participation.
The first point can be earned by arriving to class on time.
The second point can be earned by bringing all required materials to class, completing assigned activities, being
respectful to your classmates, staying awake, not working on assignments from other courses, and not using a
cell phone or electronic device during class time.
The third point can be earned by actively participating during the class period. This includes, but is not limited to:
volunteering to answer, asking questions, and participating fully in small group/pair work, as well as large group
work.
Participation in class discussions is a major part of the course grade. All participants in class and group discussions
have an equal voice. Student participation is not only measured on contributions, but also on how well students
facilitate the contribution of others. Lack of participation can results in the loss of more than one participation
point.
Electronic Devices
The use of electronic devices is not permitted within the classroom. If a student needs a laptop, tablet, or any
other electronic device for taking notes or otherwise participating in class, that is fine—upon prior approval from
the instructor. However, please do not use a personal device for any purpose unrelated to this class. All devices
should be silenced. Cell phones should be put away, except in the rare instance that they might be used for an
2
Creatively Speaking
activity. It is recommended that students power down their devices. If there is a serious need for a student to
have a cell phone on, such as a family emergency, please put it on vibrate and let the instructor know. The
instructor routinely reduces participation grades for cell phone use unrelated to class. Photos or video may not
be taken in class without prior permission.
CELL PHONE USE AND TEXTING ARE NOT ALLOWED IN CLASS. Either one will count as an absence.
Homework
Hand in homework on the date it is due. Late homework will receive a grade of zero.
Unless told otherwise by the instructor, know that all work for this class must be completed individually. Students
are not allowed to collaborate with anyone else on work for this class.
Unless instructed otherwise, all homework is to be typed in Microsoft Word (saved as .doc or .docx file) using 12-
point typeset following proper APA (American Psychological Association) citation style and formatting.
Audio/Video Recording
All presentations given in this class will be audio and video recorded. These videos will not be given public access,
and are only for the student’s development, study of their progress, and evaluation of their presentation. Each
audio/video file will be independently, and privately, uploaded to a private discussion for each individual student.
Resources for Students

Students may find the Writing Center and the Speaking Center very useful for this course; the Tutor Iowa site is
also very valuable for students seeking extra help:
• Writing Center: http://writingcenter.uiowa.edu

• Speaking Center: http://clas.uiowa.edu/rhetoric/for-students/speaking-center
• Tutor Iowa: http://tutor.uiowa.edu
Class Schedule Conflicts

When there is a conflict between another course’s examination and a regularly scheduled course, the regularly
scheduled course takes precedence (see the CLAS Student Academic Handbook at
http://clas.uiowa.edu/students/handbook/attendance-absences#attendance). Should this happen to you, it is
your responsibility to attend our regularly scheduled class and arrange with the instructor of the other course an
alternate time to take the exam.
Out-of-Class Work
According to University policy, students should expect to spend two hours per semester hour per week preparing
for class sessions. This means that for a one-credit course, the standard out-of-class weekly preparation should
be two hours.
Class Policies Notes

These policies for these course are governed by the College of Liberal Arts and Sciences.
Making a Suggestion or Complaint

Students with a suggestion or complaint should first visit the instructor (and the course supervisor), and then the
ESL Programs Director, Maureen Burke, 1112 UCC, 335-5630. Complaints must be made within six months of the
3
Creatively Speaking
incident. See the CLAS Student Academic Handbook at http://clas.uiowa.edu/students/handbook/student-
rights-responsibilities#rights.
Administrative Home
The College of Liberal Arts and Sciences is the administrative home of this course and governs matters such as
the add/drop deadlines, the second-grade-only option, and other related issues. Different colleges may have
different policies. Questions may be addressed to 120 Schaeffer Hall, or see the CLAS Student Academic
Handbook (http://clas.uiowa.edu/students/handbook).
University policy specifies that students are responsible for all official correspondences sent to their University of
Iowa e-mail address (@uiowa.edu). Faculty and students should use this account for correspondences. Students
should check this account at least once a day. (Operations Manual, III.15.2 [http://www.uiowa.edu/~our/
opmanual/iii/15.htm#152]; scroll down to k.11).
Academic Honesty
Academic Honesty (http://clas.uiowa.edu/students/handbook/academic-fraud-honor-code). All work for this
class must be done independently. Collaboration with anyone else on work for this class is forbidden unless told
otherwise by the instructor.
Instructors fail any assignment that shows evidence of plagiarism or other forms of cheating, also reporting the
student’s name to the College. A student reported to the College for cheating is placed on disciplinary
probation; a student reported twice is suspended or expelled. Examples of violations can be seen below, but
violations are not limited to this list and include other types of cheating, misrepresentation, and dishonesty.
Cheating
• using a cell phone or other technology to find information or to copy questions and answers to use or for
others to use for an exam or quiz
• allowing others to assist in the completion of your quiz, exam, homework, paper, or project when not
permitted by the instructor
Plagiarism
Misrepresentation
• providing false information about reasons for class absences when requesting a make-up for a quiz, exam,
or homework
involved
institutions
4
Creatively Speaking
Forgery

Facilitating Academic Dishonesty
• helping or attempting to help someone commit an act of academic dishonesty, such as helping a fellow
student do a take-home exam, giving answers to an exam, or collaborating with others on work that is
supposed to be completed independently
Students will need a comprehensive source for information on how to avoid plagiarism. The ESL program
recommends the Purdue University Online Writing Lab at http://owl.english.purdue.edu.

Sexual harassment subverts the mission of the University and threatens the well-being of students, faculty, and
staff. All members of the UI community have a responsibility to uphold this mission and to contribute to a safe
environment that enhances learning. Incidents of sexual harassment should be reported immediately. See the
UI Comprehensive Guide on Sexual Harassment for assistance, definitions, and the full University policy.
[http://www.uiowa.edu/~eod/policies/sexual-harassment-guide/index.html.]

I need to hear from anyone who has a disability, which may require some modification of seating, testing or other
class requirements so that appropriate arrangements may be made. Please contact me during my office hours.
A student seeking academic accommodations must first register with Student Disability Services and then meet
privately with the course instructor to make particular arrangements. See www.uiowa.edu/~sds/ for more
information.

In severe weather, class members should seek appropriate shelter immediately, leaving the classroom if
necessary. For example, if a tornado or other severe weather is indicated by the UI outdoor warning system,
members of the class should seek shelter in rooms and corridors in the innermost part of a building at the lowest
level, staying clear of windows, corridors with windows, or large free-standing expanses such as auditoriums and
cafeterias. The class will continue if possible when the event is over. For more information on Hawk Alert and the
siren warning system, visit the Public Safety website.
5
IIE Grammar & Writing: Intermediate
Summer 2016
IIEP:0345:0003 & IIEP:0355:0003
Instructor (session 1): Mary Christensen

Office: 572 English Philosophy Building (EPB)
Email: mary-christensen@uiowa.edu
Office phone number: 319-335-0209
Office Hours: M/Th 3:30-4:30, M 11:30-12:30, and by appointment
Instructor (session 2): Dakota Thomas-Wilhelm

Office: W607 Seashore Hall (SSH)
Email: dakota-thomas@uiowa.edu
Office phone number: (319) 335-1724
Office Hours: T/Th 3:30-4:30, W 11:30-12:30, and by appointment
Course Information
Course Goals
IIE Grammar: Intermediate
The goals of the intermediate grammar course are to build upon the students’ knowledge of
basic English structures/phrases/ idioms, and to expand this knowledge so that they can
communicate in oral and written form. The focus of this course is to increase knowledge of form
and meaning of structures at both the word/phrase level and the clause level.
IIE Writing: Intermediate

The goals of the intermediate level writing courses are to help students write coherent, unified
essays for an identified audience. Intermediate (E1) students will spend a little time on
paragraphs, especially under time constraints, and focus on three-to-five-paragraph essays. On
the final assessment, students will be evaluated minimally on their ability to write a paragraph,
write a 5-paragraph essay and edit.
Required Materials
Cooper, A., Eckstut-Didier, S., Jenkins, R., & Johnson, S. (2015). Grammar Explorer 3. National
Geographic Learning.
Folse, K., Solomon, E., & Clabeaux, D. (2015). Great Writing 3: From great paragraphs to great essays.
National Geographic Learning.
The books are available at the University bookstore. You are required to have your own
unmarked books by Tuesday, May 24.
Grading
IIE Grammar: Intermediate (E1) 100 - 94% = A

Participation = 10% 93% - 90% = A-
Out-of-class work: 10% 89% - 87% = B+
In-class, work & assessments= 40% 86% - 83% = B
Midterm Assessment = 15% 82% - 80% = B-
Final Assessment = 25% 79% - 77% = C+
76% - 73% = C
IIE Writing: Intermediate (E1) 72% - 70% = C-
Participation = 10% 69% - 67% = D+
Out-of-class work: 10% 66% - 63% = D
In-class, work & assessments= 40% 62% - 60% = D-
Midterm Assessment = 15% Below 60%= F
Final Assessment = 25%
Attendance
Attendance is required. IIEP requires that you attend 95% of the classes to receive a certificate
of completion. If you arrive 1-10 minutes late, you will be marked late. If you are more than 10
minutes late to class, you will receive an “absence”. If you fall asleep in class, you will be marked
absent.
There are no excused absences. If you miss a quiz, you will not be able to make it up. If you miss a test,
it is your responsibility to arrange a makeup with your teacher on the day you return to class. Grades on
make-up tests are automatically lowered by 10%. If you are absent because of an emergency or an
illness, you must show proof (something in writing that indicates you could not come to class). You must
bring this proof to the ESL Office on the day that you return to class. If the documentation is appropriate,
you will be allowed to make up the test. You cannot make up Midterm or Final Assessments without
documentation.
Participation
Participating in all class activities including pair work and group work is necessary for successful
learning and the benefit of all. Every day you can receive 3 points, one for each
category below:
• Bringing your materials: book, paper, pencil/pen, and homework (if there is
homework).
• Being respectful: being on time, listening, not interrupting, answering
questions when called on, using only English in the
classroom, not using electronic devices unless you get
permission first, not leaving class for more than 5
minutes
• Actively participating: Voluntarily answering or asking questions, staying
focused on in-class assignments, talking with group
members and partners
Homework
Hand in homework on the date and time it is due. Late homework will receive a grade of zero. You are
not allowed to use outside resources such as the Writing Center or Speaking Center for assistance on your
IIEP assignments. If you do, you will receive a grade of zero.
Paper Formatting:
All collected written assignments (except those completed in class) must be typed, double-
spaced, Times New Roman with one-inch margins on all sides on 8 ½ inch by 11 inch paper
(Standard US Size). If you are bringing a copy to class, then assignments of more than one page
must be stapled. Your name, the instructor’s name, the course title, and the date should all
appear in the paper’s heading (top left-hand corner of the first page). Assignments that are not
properly formatted will lose up to 5% of the grade. Electronic files should be saved as either
“.doc” or “.docx” files. If your program does not save in these file types, then you can download
Microsoft Word for free at http://uiowa.onthehub.com. File names should include your name
and the assignment name. If you need help with formatting, see your instructor for assistance.
A Note about Technology

There are many technological tools to assist you in learning the English language. Like all tools,
though, their appropriate use depends on the task in front of you. Used inappropriately, these
tools can stall your progress in learning English and can do more to hurt rather than help you in
this class. A translator or native language-to-English dictionary should only be used
after you have exhausted all other options you have. We will be learning new skills that
will help you with building your vocabulary. Looking for context clues, asking a friend to explain
new vocabulary, or guessing a meaning based on the main points of the reading will give you the
correct answer faster than a translator and improve your reading speed. Therefore, please
keep all electronic devices off your desk unless we are using them for an activity.
ICON
Our course will have an online presence using ICON (http://icon.uiowa.edu). Please check this
page frequently for assignments, class news, online discussions, and other supplemental
information. On occasion, I will ask you to turn in assignments using ICON’s dropbox feature.
Borrowed Materials
Students who damage or fail to return materials (e.g. books, dictionaries) borrowed from ESL
Programs will be charged a replacement fee on their UBill.
IIEP Information
Important Dates
Midterm exams will take place on June 21 and 22.
The Final Ceremony for IIEP is July 22.
Final exams will take place July 26-28.
You should not make plans to travel until after these dates.
Final Assessment
The Final Assessment will be given during the last week of classes. The assessment will cover all
the skills learned throughout the semester. If your score on the Final Assessment is below 75%,
and/or your final course grade is below C+, you will not be allowed to move to a higher level
next semester. Do not plan to leave Iowa City before the Final Assessment because you may not
take it early. If you do not take your final assessments, you have not completed the semester.
Therefore, you will not be allowed to continue in the IIEP. If you are a student who has been
conditionally admitted to the University, this will break your contract and you will dismissed
from the program and the University.
IIEP Certificate and re-admission

In order to receive a certificate of completion from the IIEP, you must: 1) attend at least 95% of
your IIEP classes 2) receive passing grades in all your classes, 3) take all final assessments and
finish and turn in all final projects. You must attend 85% of your IIEP classes and complete all
final projects in order to be re-admitted to the program next semester.
**********************
The College of Liberal Arts and Sciences: Important Policies and Procedures
Administrative Home
The College of Liberal Arts and Sciences is the administrative home of this course and governs matters
such as the add/drop deadlines, the second-grade-only option, and other related issues. Different colleges
may have different policies. Questions may be addressed to 120 Schaeffer Hall, or see the CLAS
Academic Policies Handbook at http://clas.uiowa.edu/students/handbook.
University policy specifies that students are responsible for all official correspondences sent to their
University of Iowa e-mail address (@uiowa.edu). Faculty and students should use this account for
correspondences (Operations Manual, III.15.2, k.11).
If you need to contact your instructor and cannot meet in their office, use their email address: mary-
christensen@uiowa.edu or dakota-thomas@uiowa.edu. Emails must be sent from your university email
account. The subject line of your email should include the class name and a short title (ex: “E1 Writing:
Homework Question”). Your instructor does not send grades through email, so questions about them
should be asked in their office. You are responsible for checking your email every day. Your instructor
may send you emails explaining or changing assignments.

The University of Iowa is committed to providing an educational experience that is accessible to all
students. A student may request academic accommodations for a disability (which include but are not
limited to mental health, attention, learning, vision, and physical or health-related conditions). A student
seeking academic accommodations should first register with Student Disability Services and then meet
with the course instructor privately in the instructor's office to make particular arrangements. Reasonable
accommodations are established through an interactive process between the student, instructor, and SDS.
See http://sds.studentlife.uiowa.edu/ for information.
Academic Honesty
All CLAS students or students taking classes offered by CLAS have, in essence, agreed to the
College's Code of Academic Honesty: "I pledge to do my own academic work and to excel to the best of
my abilities, upholding the IOWA Challenge. I promise not to lie about my academic work, to cheat, or to
steal the words or ideas of others; nor will I help fellow students to violate the Code of Academic
Honesty." Any student committing academic misconduct is reported to the College and placed on
disciplinary probation or may be suspended or expelled (CLAS Academic Policies Handbook).
Examples of Offenses against the Code of Academic Honesty
The following are examples of offenses against the Code of Academic Honesty in the College of Liberal
Arts and Sciences. Many of these categories overlap. Offenses are not limited to this list and include other
types of cheating, misrepresentation, and dishonesty.
Cheating on Quizzes and Exams
• Using notes, books, calculators, phones, photos, computers, web sites, tweets, social media, or
other aids during a quiz or an exam when not allowed by the instructor
• Talking during a quiz or exam when told by the instructor talking is not permitted
• Looking at another student’s exam or quiz during the testing period
• Continuing to work on a quiz or exam after the instructor has notified students that time for the
test has ended
• Stealing, reproducing, circulating, or otherwise gaining access to a quiz, exam, or homework
materials prior to the time authorized by an instructor
• Ignoring the guidelines specified by the instructor for an assignment or for a "take home" test and
instead using materials or study aids that the instructor has forbidden
Plagiarism
• Using the words, sentences, arguments, rhetorical structures, and ideas of another without proper
citation and acknowledgment
• Copying data, facts, graphs, computer programs, spreadsheets, images, photos, film/video, or
other materials and using them without proper citation or acknowledgment
• Copying homework, quiz, or exam answers from an answer key, solution manual, textbook, web
site, or other items from another student, thus presenting another’s work as your own
• Failing to use quotation marks properly or when needed
• Failing to give a source for quoted materials
• Failing to paraphrase language completely
• Failing to give a source for paraphrases
• Failing to cite sources correctly and completely
Unauthorized Collaboration
• Receiving help with homework, reports, labs, paper, data collection, or other activities when not
allowed by the instructor
• Accepting credit for a group project without doing your share of the work
• Helping others with their homework or other assignments when not allowed by the instructor
• Allowing others to view your answers or copy part of your homework, lab, quiz answers, exam
answers, or other related work when not permitted to do so by the instructor.
• A group doing another student’s work on a group project, lab, presentation, report, or
other activity while presenting the work as if done by the entire group equally
Willful Misrepresentation
• Fabricating quotations
• Fabricating sources
• Providing false information about reasons for class absences or late work when requesting a
make-up quiz or exam or an extension for homework
• Submitting the same paper in more than one class without the approval of the instructors involved
• Submitting a paper from a previous semester for a current class without the approval from the
instructor
• Altering documents affecting academic records, such as falsifying information on an official
academic document, form, grade report, letter of permission, clinical record, student ID cards, or
any other official document.
• Creating false university, college, or other official correspondences (such as medical
documentation)
Facilitating Academic Dishonesty of Others

• Writing a paper for another student
• Allowing another student to use your past homework assignments, papers, labs, or similar items
• Sharing homework with another student when told collaboration is not allowed
• Allowing or helping another student to look at your exam or quiz during a test
• Sharing with other students your notes, books, calculators, phones, photos, computers, web sites,
tweets, social media, or other aids during a quiz or an exam when not allowed by the instructor
• Completing another student’s exam or quiz by filling in the student’s scantron card or other
answer sheet or by attending the exam in place of the other student
• Providing any materials, information, or assistance to another person with the knowledge or
reasonable expectation that such would be used for dishonest purposes

Students with a suggestion or complaint should first visit with the instructor (and the course supervisor),
and then with the departmental DEO (Maureen Burke). Complaints must be made within six months of
the incident (CLAS Academic Policies Handbook).

Sexual harassment subverts the mission of the University and threatens the well-being of students,
faculty, and staff. All members of the UI community have a responsibility to uphold this mission and to
contribute to a safe environment that enhances learning. Incidents of sexual harassment should be
reported immediately. See the UI Office of the Sexual Misconduct Response Coordinator for assistance,
definitions, and the full University policy.

In severe weather, class members should seek appropriate shelter immediately, leaving the classroom if
necessary. The class will continue if possible when the event is over. For more information on Hawk
Alert and the siren warning system, visit the Department of Public Safety website.
IIEP: E2 Listening
ESL:4160:0012/0019
Office Hours T/Th 10:30-11:30, W 3:30-4:30, and by appointment
ESL Programs Director

Name Maureen Burke Phone (319) 335-5630
Office 1112 University Capitol Centre (UCC) E-mail maureen-burke@uiowa.edu

The goal of Listening Skills at level E2 (high intermediate) is to familiarize students with listening to American English
pronunciation patterns, academic and idiomatic vocabulary, and organization patterns of spoken texts heard within US
communities and classrooms. US culture both within and outside of a university setting is interwoven throughout all course
materials to provide guidance for students in assessing situations and audiences and in responding appropriately in a given
situation.
Grading Scale
Participation = 5% Out-of-class Work = 15%
In-class Work & Assessments = 40% Midterm Exam = 15%
Final Exam = 25%
100 - 94% = A
Consistently exceeds student learning outcomes
93% - 90% = A-
89% - 87% = B+
86% - 83% = B Meets and for some areas exceeds student learning outcomes
82% - 80% = B-
79% - 77% = C+
76% - 73% = C Meets most student learning outcomes, but may not meet a few
72% - 70% = C-
69% - 67% = D+
66% - 63% = D
Fails to meet most/all student learning outcomes
62% - 60% = D-
Below 60%= F
IIEP:XXXXX | FALL 2016

IIEP: E2 Academic Listening Skills
Required Materials
Dunkel, P. & Pialorsi, F. (2014). Listening and Notetaking Skills 3: Advanced Listening Comprehension (4th ed.). Boston, MA:
National Geographic / Cengage Learning.
The textbook is available at the University Bookstore in the Iowa Memorial Union. Students are required to buy a
book that has no markings.
The workbook is required for homework activities and self-study topics throughout the semester.
Possession of a used book with answers written in it will result in 0 participation points received for every class period
up until a new book is purchased or the markings have been removed completely.
Students are also required to have a proper working copy of Microsoft Word for typing and processing written essays and other
writing assignments. This software is available to students for free through the University of Iowa Information and Technology
services. They can assist with downloading and installation. Microsoft Word is also accessible on all computers and ITCs on
campus.
Students will also need one standard-sized notebook (college rule) and one folder.
Course Policies
Attendance
Attendance is required. IIEP requires that you attend 95% of the classes to receive a certificate of completion. If you arrive 1-
10 minutes late, you will be marked tardy; 3 “tardies” equal an absence. If you are more than 10 minutes late to class, you will
receive an “absence”. If you fall asleep in class, you will be marked absent.
There are no excused absences. If you miss a quiz, you will not be able to make it up. If you miss a test, it is your responsibility
to arrange a makeup with your teacher on the day you return to class. Grades on make-up tests are automatically lowered by
10%. If you are absent because of an emergency or an illness, you must show proof (something in writing that indicates you
could not come to class). You must bring this proof to the ESL Office on the day that you return to class. If the documentation
is appropriate, you will be allowed to make up the test. You cannot make up Midterm or Final Assessments without
documentation.
Participation
Participating in all class activities including pair work and group work is necessary for successful learning and the benefit of all.
For each class period, students will receive one of the grades, depending on their participation in class.
Very Good: 3 pts Arrives to class on time
Comes to class prepared with all assignments completed
Speaks only in English
Participates in all activities with enthusiasm and a positive attitude
Contributes voluntarily during whole class discussions and during small group activities
Doesn’t dominate or interrupt his/her classmates during whole class discussions and small
group activities
Always listens attentively while others speak
Asks questions when something isn’t clear
Doesn’t use electronic devices without getting permission first
2
IIEP:XXXXX|FALL 2016
Satisfactory: 2 pts Arrives to class no more than 5 minutes late
Comes to class prepared with all assignments completed
Speaks only in English
Participates in all activities, usually with enthusiasm
Contributes voluntarily during whole class activities and answers to questions are complete
and well thought out
Only rarely doesn’t listen while others speak
Sometimes asks questions when something isn’t clear
Rarely uses electronic devices without getting permission first
Unsatisfactory: 1 pt Arrives no more than 10 minutes late
Comes to class semi-prepared
Participation is limited to answering instructor’s questions and little effort is given to the
answers
Is usually an active listener while others talk
Sometimes contributes actively during small group activities
Sometimes uses electronic devices without getting permission first
Unacceptable: 0 pts Arrives 10 minutes (or more) late.
Uses his/her native language when speaking with classmates
Comes to class unprepared
Doesn’t listen while others talk
Doesn’t contribute much to getting the task done in small group work
Often uses electronic devices without getting permission first
Works on assignments for other classes, sleeps, or otherwise doesn’t pay attention
Note: Merely showing up for class does not guarantee you will receive participation points.
Homework
Hand in homework on the date it is due. Late homework will receive a grade of zero.
Unless told otherwise by the instructor, know that all work for this class must be completed individually. Students are not
allowed to collaborate with anyone else on work for this class. IIEP students are not allowed to use the Writing Center or the
Speaking Center for IIEP classes. Students are allowed to schedule appointments and attend events through the Conversation
Center, but this is for conversational English practice only.
Unless instructed otherwise, all homework is to be typed in Microsoft Word (saved as .doc or .docx file) using 12-point typeset
following proper APA (American Psychological Association) citation style and formatting.
Paper Formatting
All assignments that are uploaded to ICON should be saved as either “.doc” or “.docx” files (or “.ppt” or “.pptx”, for slides).
If your program does not save in these file types, then you can download Microsoft Word for free at http://uiowa.onthehub.com.
File names should include your name and the assignment name. If you need help with formatting, see your instructor for
assistance.
Borrowed Materials
Students who damage or fail to return materials (e.g. books, dictionaries) borrowed from ESL Programs will be charged a
replacement fee on their U-Bill.
Electronic Devices
The use of electronic devices is not permitted within the classroom. If a student needs a laptop, tablet, or any other electronic
device for taking notes or otherwise participating in class, that is fine—upon prior approval from the instructor. However,
3
please do not use a personal device for any purpose unrelated to this class. All devices should be silenced. Cell phones should
be put away, except in the rare instance that they might be used for an activity. It is recommended that students power down
their devices. If there is a serious need for a student to have a cell phone on, such as a family emergency, please put it on vibrate
and let the instructor know. The instructor routinely reduces participation grades for cell phone use unrelated to class. Photos
or video may not be taken in class without prior permission.
CELL PHONE USE AND TEXTING ARE NOT ALLOWED IN CLASS.
IIEP Information
Important Dates
Midterm exams will take place on October 13-14.
The Final Ceremony for IIEP is December 2.
Final exams will take place December 6-8.
Final Ceremony
At the end of the semester, students are invited to a Final Ceremony in which classes come together to celebrate their
achievements. Individuals and groups give presentations and/or showcase talents. You are encouraged to dress nicely or in
your country’s traditional clothing. Refreshments and a party follow the ceremony. Plan on attending so mark your calendars
now.
Final Assessment
The Final Assessment will be given during the last week of classes. The assessment will cover all the skills learned throughout
the semester. If your score on the Final Assessment is below 75%, and/or your final course grade is below C+, you will not be
allowed to move to a higher level next semester. Do not plan to leave Iowa City before the Final Assessment because you may
not take it early. If you do not take your final assessments, you have not completed the semester. Therefore, you will not be
allowed to continue in the IIEP. If you are a student who has been conditionally admitted to the University, this will break your
contract and you will be dismissed from the program and the University.
IIEP Certificate & Re-admission

In order to receive a certificate of completion from the IIEP, you must: 1) attend at least 95% of your IIEP classes, 2) receive
passing grades in all your classes, 3) take all final assessments and finish and turn in all final projects. You must attend 85% of
your IIEP classes and complete all final projects in order to be re-admitted to the program next semester.
Student Appeals
Any new student who wishes to appeal the results of the IIEP placement exam must come to the IIEP office in 1112 UCC
during the first week of classes and ask for a form to request a level change. After one week of classes, the Director and the
teachers will meet to discuss student placements and make changes. Students will be notified if there are any changes on the
day following the meeting. Students who want more details about the placement exam should make an appointment to talk with
the IIEP Director.
At the end of the semester, students will be notified of their progression and also receive a report of their demonstrated
proficiency. Students who still have questions after receiving these notifications may make an appointment to talk with the IIEP
Director.
4
CLAS Policies Notes

Administrative Home
The College of Liberal Arts and Sciences is the administrative home of this course and governs matters such as the add/drop
deadlines, the second-grade-only option, and other related issues. Different colleges may have different policies. Questions may
be addressed to 120 Schaeffer Hall, or see the CLAS Student Academic Handbook at http://clas.uiowa.edu/students/
handbook.
University policy specifies that students are responsible for all official correspondences sent to their University of Iowa e-mail
address (@uiowa.edu). Faculty and students should use this account for correspondences (Operations Manual, III.15.2, k.11).

The University of Iowa is committed to providing an educational experience that is accessible to all students. A student may
request academic accommodations for a disability (which includes but is not limited to mental health, attention, learning, vision,
and physical or health-related conditions). A student seeking academic accommodations should first register with Student
Disability Services and then meet with the course instructor privately in the instructor's office to make particular arrangements.
Reasonable accommodations are established through an interactive process between the student, instructor, and SDS.
Academic Honesty
All CLAS students or students taking classes offered by CLAS have, in essence, agreed to the College's Code of Academic
Honesty: "I pledge to do my own academic work and to excel to the best of my abilities, upholding the IOWA Challenge. I
promise not to lie about my academic work, to cheat, or to steal the words or ideas of others; nor will I help fellow students to
violate the Code of Academic Honesty." Any student committing academic misconduct is reported to the College and placed
on disciplinary probation or may be suspended or expelled (CLAS Academic Policies Handbook).
Cheating
using notes or texts during a quiz or exam when not permitted by the instructor
using a cell phone or other technology to find information or to copy questions and answers to use or for others to use for
an exam or quiz
allowing others to assist in the completion of your quiz, exam, homework, paper, or project when not permitted by the
instructor
copying someone else's exam, homework, or laboratory work
allowing others to view your answers or to copy your work and submit it as their own
not following the guidelines specified by the instructor for an assignment or for a "take home" test
Plagiarism
claiming the words, sentences, arguments, rhetorical structures, or ideas of another as your own
failing to properly use quotation marks or to cite sources correctly
submitting material as your own that was created or written by someone else
5
Misrepresentation
providing false information about reasons for class absences when requesting a make-up for a quiz, exam, or homework
making up statistics or facts
making up references or quotations for a works cited page
accepting credit for a group project without doing your share of the work
submitting the same paper in more than one course without the knowledge and approval of the instructors involved
failing to provide full information regarding academic performance or enrollments from other courses or institutions
Forgery
altering a score, grade, or schedule change on an academic record
signing the name of an instructor, advisor, dean, or another student without proper authorization
falsifying University correspondence or a student identification card
helping or attempting to help someone commit an act of academic dishonesty, such as helping a fellow student do a take-
home exam, giving answers to an exam, or collaborating with others on work that is supposed to be completed independently
CLAS Final Examination Policies

All students should plan on being at the UI through the final examination period. It is the student's responsibility to know the
date, time, and place of the final exam.

Students with a suggestion or complaint should first visit with the instructor (and the course supervisor), and then with the
departmental DEO. Complaints must be made within six months of the incident (CLAS Academic Policies Handbook at
https://clas.uiowa.edu/students/handbook).

Sexual harassment subverts the mission of the University and threatens the well-being of students, faculty, and staff. All members
of the UI community have a responsibility to uphold this mission and to contribute to a safe environment that enhances learning.
Incidents of sexual harassment should be reported immediately. See the UI Office of the Sexual Misconduct Response
Coordinator for assistance, definitions, and the full University policy.

In severe weather, class members should seek appropriate shelter immediately, leaving the classroom if necessary. The class will
Department of Public Safety website.
6
The College of Liberal Arts & Sciences
Department of English as a Second Language Programs
Creatively Speaking
CLAS:1005:0001
Office Hours M/W/F 9:00-10:00 and by appointment

DEO Maureen Burke Office 1112 University Capitol Centre
Course Information
Course Name: Creatively Speaking (CLAS:1005:0001; cross-listed as ESL:1005:0001)
Meeting Time & Location: Tuesdays/Thursday 9:30-10:45 (April 4 through May 4) in 67 Van Allen Hall (VAN)
Some of the policies relating to this course (such as the drop deadline) are governed by its administrative home, the College of Liberal Arts and Sciences, 120 Shaeffer Hall.

Throughout your life, you will have many opportunities to speak both publicly and privately—to large groups and to small
groups. However, not all themes and events require the same format for speaking. There are times when you have to speak
independently, and other times as part of a group. In this course, we will focus on creative speaking techniques. Through
engaging in course material, students will learn how to produce different types of speeches and presentations. We will study and
practice the different types of speeches, while embracing our inner thespian. Students will have the opportunity to learn
improvisational skills, give an after dinner speech, and partake in solo and ensemble acting. Don’t be shy!
Grade Categories Grading Scale
In-class Work = 5% 100% - 94% = A 83% - 80% = B- 69% - 67% = D+
Homework = 20% 93% - 90% = A- 79% - 77% = C+ 66% - 63% = D
Discussion Forums = 20% 89% - 87% = B+ 76% - 73% = C 62% - 60% = D-
Presentations = 25% 86% - 83% = B 72% - 70% = C- Below 60% = F
Final Presentation & Portfolio = 30%
Required Materials
Port, M. (2015) Steal the Show: From speeches to job interviews to deal-closing pitches. New York, NY: Houghton Mifflin Harcourt
Publishing Company.
[ISBN: 978-0-544-5518-1 (hardcover), 978-0-544-80084-7 (paperback), 978-0-544-55519-8 (e-book)]
Students should also have a proper working copy of Microsoft Word for typing and processing speeches and other written
assignments. This software is available to students for free through the University of Iowa Information and Technology services.
They can assist with downloading and installation. Microsoft Word is also accessible on all computers and ITCs on campus.
1
CLAS:1005:0001
The final exam, in the form of final presentations and portfolios, for this course will be Thursday, May 11, 2017 from 12:30 to
5:00 in 67 Van Allen Hall. Per University policy, all students should plan on being at the University of Iowa through the final
examination period. It is the student’s responsibility to know the date, time, and place of the final exam.
Course Policies
Attendance & Participation
This class has no dedicated participation grade, but it is expected that students will attend every class. If a student is absent from
class, it is the student’s responsibility to contact the instructor or a classmate to find out what was covered in class and when any
homework is due. When there is time dedicated to “In-class Work”, it is expected that all students are actively participating.
Failure to do so will affect the grades for “In-class Work” assignments.
Electronic Devices
device for taking notes or otherwise participating in class, that is fine—upon prior approval from the instructor. However,
please do not use a personal device for any purpose unrelated to this class. All devices should be silenced. Cell phones should
be put away, except in the rare instance that they might be used for an activity. It is recommended that students power down
their devices. If there is a serious need for a student to have a cell phone on, such as a family emergency, please put it on vibrate
and let the instructor know. The instructor routinely reduces participation grades for cell phone use unrelated to class. Photos
or video may not be taken in class without prior permission.
Homework
Hand in homework on the date it is due. Late homework will receive a grade reduction of 10% per day after the assignment’s
due date . If a document is due in-class and there are multiple pages to the assignment, the pages must be stapled together.
Additionally, if an assignment is due on ICON, it must be turned in before the dropbox closes. The instructor will not accept
homework via email. Moreover, if you are absent and miss a class, it is your responsibility to turn in the homework to the
instructor’s mailbox or office before the end of the regularly scheduled class period.
Unless told otherwise by the instructor, know that all work for this class must be completed individually. Students are not
allowed to collaborate with anyone else on work for this class.
Online Discussion Boards
Every week students will be asked to reflect on and respond to at least one Discussion Board question and post their contribution
to the Discussion Board. The contribution to the topic should be clear, complete, and accurate. This assignment requires that
students read the answers posted by their classmates and each week respond to those postings. For the first round of responsive
comments students are required to read and respond to one classmate. For the second round of responsive comments, students
need to comment on a minimum of two posts from their classmates within their group.
Each discussion board will have a “Group Leader” who will be responsible for “breaking the ice” or making the first post for
that week. Be sure to look at the timeline below as there are different deadlines for the “Group Leader” and the “Participants.”
For each Discussion Board assignment, enter the appropriate Forum, and read the posted questions. Posts/Responses must be
posted no later than the date and time provided in the timeline below. The discussion boards will open on Sundays at 8:00 AM
and close the following Saturday at 11:59 PM. Students must post by the date and time in the timeline in order to receive credit
CLAS:1005:0001
for an on-time submission. Do not wait to the last minute to post a response! Posting early allows students to write thoughtful
answers and be the first one to make important points. Posting early also ensures that a deadline will not be missed.
Online Discussion Timeline
Initiator Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Group Initial Post 1st RC RRC
Leader Discussion Discussion
(11:59 PM) (11:59 PM) (11:59 PM)
Board Opens Board Closes
Group (8:00 AM) Initial Post 1st RC RRC (11:59 PM)
Members (11:59 PM) (11:59 PM) (11:59 PM)
KEY: “Initial Post” refers to a substantive reply to the discussion prompt due Mondays, 11:59 PM.
“1st RC” refers to the first responsive comments due Wednesdays, 11:59 PM.
“RRC” refers to the remaining responsive comments (minimum of two) due Thursdays, 11:59 PM.
Audio/Video Recording
All presentations given in this class will be audio and video recorded. These videos will not be given public access, and are only
for the student’s development, study of their progress, and evaluation of their presentation. Each audio/video file will be
independently, and privately, uploaded to a private discussion for each individual student.
Resources for Students
Students may find the Writing Center and the Speaking Center very useful for this course; the Tutor Iowa site is also very
valuable for students seeking extra help:
• Writing Center: http://writingcenter.uiowa.edu

• Speaking Center: http://speakingcenter.uiowa.edu
• Tutor Iowa: http://tutor.uiowa.edu
When there is a conflict between another course’s examination and a regularly scheduled course, the regularly scheduled
course takes precedence (see the CLAS Student Academic Handbook at https://clas.uiowa.edu/students/handbook
/attendance-absences). Should this happen to you, it is your responsibility to attend our regularly scheduled class and arrange
with the instructor of the other course an alternate time to take the exam.
Out-of-Class Work
According to University policy, students should expect to spend two hours per semester hour per week preparing for class
sessions. This means that for a one-credit course, the standard out-of-class weekly preparation should be two hours.
Class Policies Notes

Students with a suggestion or complaint should first visit the instructor (and the course supervisor), and then the ESL Programs
Director, Maureen Burke, 1112 UCC, 335-5630. Complaints must be made within six months of the incident. See the CLAS
Student Academic Handbook at https://clas.uiowa.edu/students/handbook/student-rights-responsibilities#rights .
Administrative Home
CLAS:1005:0001
be addressed to 120 Schaeffer Hall, or see the CLAS Student Academic Handbook at https://clas.uiowa.edu/students
/handbook.
address (@uiowa.edu). Faculty and students should use this account for correspondences. Students should check this account
at least once a day. (Operations Manual, III.15.2, k.11 [https://opsmanual.uiowa.edu/human-resources/professional-ethics-
and-academic-responsibility#15.2]).
Academic Honesty
The College of Liberal Arts and Sciences expects all students to do their own work, as stated in the CLAS Code of Academic
Honesty (https://clas.uiowa.edu/students/handbook/academic-fraud-honor-code). All work for this class must be done
independently. Collaboration with anyone else on work for this class is forbidden unless told otherwise by the instructor.
Instructors fail any assignment that shows evidence of plagiarism or other forms of cheating, also reporting the student’s name
to the College. A student reported to the College for cheating is placed on disciplinary probation; a student reported twice is
suspended or expelled. Examples of violations can be seen below, but violations are not limited to this list and include other
types of cheating, misrepresentation, and dishonesty.
Cheating
• using a cell phone or other technology to find information or to copy questions and answers to use or for others to use for
an exam or quiz
• allowing others to assist in the completion of your quiz, exam, homework, paper, or project when not permitted by the
instructor
Plagiarism
Misrepresentation
• providing false information about reasons for class absences when requesting a make-up for a quiz, exam, or homework
• submitting the same paper in more than one course without the knowledge and approval of the instructors involved
• failing to provide full information regarding academic performance or enrollments from other courses or institutions
Forgery

CLAS:1005:0001
• helping or attempting to help someone commit an act of academic dishonesty, such as helping a fellow student do a take-
Students will need a comprehensive source for information on how to avoid plagiarism. The ESL program recommends the Purdue University Online
Writing Lab at http://owl.english.purdue.edu.
Incidents of sexual harassment should be reported immediately. See the UI Comprehensive Guide on Sexual
Harassment for assistance, definitions, and the full University policy (https://opsmanual.uiowa.edu/community-
policies/sexual-harassment).
A student seeking academic accommodations must first register with Student Disability Services and then meet privately with
the course instructor to make particular arrangements. See https://sds.studentlife.uiowa.edu for more information.
In severe weather, class members should seek appropriate shelter immediately, leaving the classroom if necessary. The class
will continue if possible when the event is over. For more information on Hawk Alert and the siren warning system, visit the
Department of Public Safety website (https://police.uiowa.edu).
Level P Listening and Communication Skills Section 2
Summer 2017
IIEP:0565:0002 and IIEP:0515:0002
Mondays – Thursday 12:30 – 3:20 pm in 132 MH
Fridays 8:30 – 11:30 in your morning class or other classroom
Instructor (session 1): Sarah Lowen Email: sarah-e-lowen@uiowa.edu

Office: W412 SSH Office phone number: 319-335-0261
Office Hours: Mondays 3:45 – 5:45, Wednesdays 3:45 – 4:45, and by appointment
Instructor (session 2): Dakota Thomas-Wilhelm Email: dakota-thomas@uiowa.edu

Office: W607 SSH Office phone number: 319-467-1246
Office Hours: TBD and by appointment
Course Information
Course Goals
• Identify topic and main idea of an academic listening • Produce accurate and appropriate pronunciation in
sample speaking (segments, reductions, stress, rhythm, thought
• Distinguish between major and minor details groups, intonation, etc.)
• Identify and interpret discourse markers and organization • Improve use of various grammatical structures in speaking
• Recognize and ignore redundant or unimportant • Enhance presentation skills through organizing information,
information using cohesive devices, using visual aids, summarizing and
• Listen to find answers to specific questions and paraphrase paraphrasing cited sources, using appropriate speed, etc.
• Develop note-taking skills (to answer questions) • Develop speaking functions for group and class discussions,
• Understand pronunciation and grammatical features while such as giving and supporting opinions, asking for and giving
listening clarifications, agreeing and disagreeing, turn-taking and
• Increase knowledge of academic vocabulary as well as interrupting, giving and responding to advice, hedging, etc.
common idioms and fixed expressions • Improve understanding of American culture
Required Materials
• Four Point Listening and Speaking 2 (2nd ed), by Parrish (ISBN: 978-0-472-03535-9)
• Electronic device (smart phone, laptop, tablet, etc.) and earbuds or other headphone
device
• Dedicated folder/binder for the class with loose-leaf paper
The books are available at the University bookstore. You are required to have your own
unmarked books by Tuesday, May 23.
Grading
Listening
Out-of-class work: 10% 100 - 94% = A Consistently exceeds student learning
In-class work & assessments= 50% 93% - 90% = A- outcomes
Midterm exam = 15% 89% - 87% = B+
Meets and for some areas exceeds
Final Assessment = 25% 86% - 83% = B
student learning outcomes
82% - 80% = B-
Communication Skills 79% - 77% = C+
Meets most student learning outcomes,
Out-of-class work: 15% 76% - 73% = C
but may not meet a few
In-class work & assessments= 45% 72% - 70% = C-
Midterm Assessment = 15% 69% - 67% = D+
Final Assessment = 25% 66% - 63% = D Fails to meet most/all student learning
62% - 60% = D- outcomes
Below 60%= F
In-class work & Assessment Breakdowns
Listening (50%) Communication Skills (45%)
10% Discussion Debriefs 10% Discussion Debriefs
10% Pronunciation-Focused Work 10% Discussion Leaders
10% Harvard Lecture Quizzes 15% Chapter Tests
20% Chapter Tests 10% Pronunciation-Focused Work
Attendance
Attendance is required. IIEP requires that you attend 95% of the classes to receive a certificate of completion.
If you arrive 1-10 minutes late, you will be marked late. Three “lates” equal one absence. If you are late or leave
class for more than 10 minutes, you will receive an “absence”. If you fall asleep in class, you will be marked
absent. If you don’t have your book, you may be marked absent. Remember that each absence is worth 1.5
hours.
There are no excused absences. If you miss a quiz, you will not be able to make it up. If you miss a test, it is
your responsibility to arrange a makeup with your teacher on the day you return to class. Grades on make-up
tests are automatically lowered by 10%. If you are absent because of an emergency or an illness, you must
show proof (something in writing that indicates you could not come to class). You must bring this proof to the
ESL Office on the day that you return to class. If the documentation is appropriate, you will be allowed to make
up the test for full credit. You cannot make up Midterm or Final Assessments without documentation.
Participation
Participating in all class activities including pair work and group work is necessary for successful learning and the benefit
of all. You are expected to be on time to class, be prepared, and be respectful throughout the entire class period.
Homework
Hand in homework on the date and time it is due. Late homework will receive a grade of zero. You are not allowed to
use outside resources such as the Writing Center or Speaking Center for assistance on your IIEP assignments. If you do,
you will receive a grade of zero. Students are allowed to schedule appointments and attend events through the
Conversation Center, but this is for conversational English practice only. Go to
https://clas.uiowa.edu/rhetoric/conversation-center for more information and to make an appointment.
Paper Formatting:
All collected written assignments (except those completed in class) must be typed, double-spaced, using a readable,
reasonably sized, serif font with one-inch margins on all sides. If you are bringing a copy to class, then assignments of
more than one page must be stapled. Your name, the instructor’s name, the course title, and the date should all appear
in the paper’s heading (top left-hand corner of the first page only). Assignments that are not properly formatted will lose
up to 5% of the grade. Electronic files should be saved as either “.doc” or “.docx” files. If your program does not save in
these file types, then you can download Microsoft Word for free at http://uiowa.onthehub.com. File names should
include your name and the assignment name. If you need help with formatting, see your instructor for assistance.

Borrowed Materials
Students who damage or fail to return materials (e.g. books, dictionaries) borrowed from ESL Programs will be charged a
replacement fee on their UBill.
IIEP Information
Important Dates
Midterm exams will take place on June 20 and 21.
The Final Ceremony for IIEP is July 21.
Final exams will take place July 26-27.
Final Ceremony
At the end of the semester, student are invited to a Final Ceremony in which classes come together to celebrate
their achievements. Individuals and groups give presentations and/or showcase talents. You are encouraged
to dress nicely or in your country’s traditional clothing. Refreshments and a party follow the ceremony. Plan
on attending so mark your calendars now.
Final Assessment and Progression

The Final Assessment will be given during the last week of classes. The assessment will cover all the skills
learned throughout the semester. As it is stated in the Student Handbook, to progress automatically to the next
level, you must have a final assessment grade of at least 70% as well as a course grade of at least a C- (1.67) and
a total GPA of 2.0 (C average in all classes). Do not plan to leave Iowa City before the Final Assessment
because you may not take it early. If you do not take your final assessments, you have not completed the
semester. Therefore, you will not be allowed to continue in the IIEP. If you are a student who has been
conditionally admitted to the University, this will break your contract and you will dismissed from the program
and the University.
IIEP Certificate and re-admission

In order to receive a certificate of completion from the IIEP, you must: 1) attend at least 95% of your IIEP
classes 2) receive passing grades in all your classes, 3) take all final assessments and finish and turn in all final
projects. You must attend 85% of your IIEP classes and complete all final projects in order to be re-admitted to
the program next semester.
Student Appeals
Any new student who wishes to appeal the results of the IIEP placement exam must come to the IIEP office in
1112 UCC during the first week of classes and ask for a form to request a level change. After one week of
classes, the Director and the teachers will meet to discuss student placements and make changes. Students will
be notified if there are any changes on the day following the meeting. Students who want more details about
the placement exam should make an appointment to talk with the IIEP Director.
At the end of the semester, students will be notified of their progression and also receive a report of their
demonstrated proficiency. Students who still have questions after receiving these notifications may make an
appointment to talk with the IIEP Director.
**********************
The College of Liberal Arts and Sciences: Important Policies and Procedures
Administrative Home
add/drop deadlines, the second-grade-only option, and other related issues. Different colleges may have different policies.
Questions may be addressed to 120 Schaeffer Hall, or see the CLAS Academic Policies Handbook at
http://clas.uiowa.edu/students/handbook .
University policy specifies that students are responsible for all official correspondences sent to their University of Iowa e-
mail address (@uiowa.edu). Faculty and students should use this account for correspondences (Operations Manual,
III.15.2 https://opsmanual.uiowa.edu/human-resources/professional-ethics-and-academic-responsibility#15.2, scroll to
k.11).
If you need to contact me and cannot meet in my office, use my email address: first name-lastname@uiowa.edu. Emails
must be sent from your university email account. The subject line of your email should include the class name and a short
title (ex: “E1 Listening: Homework Question”). I do not send grades through email, so questions about them should be
asked in my office. You are responsible for checking your email every day. I may send you emails explaining or changing
assignments.

The University of Iowa is committed to providing an educational experience that is accessible to all students. A student
may request academic accommodations for a disability (which includes but is not limited to mental health, attention,
learning, vision, and physical or health-related conditions). A student seeking academic accommodations should first
register with Student Disability Services and then meet with the course instructor privately in the instructor's office to
make particular arrangements. Reasonable accommodations are established through an interactive process between the
student, instructor, and SDS. See http://sds.studentlife.uiowa.edu/ for information.
Academic Honesty
Honesty (see https://clas.uiowa.edu/students/handbook/academic-fraud-honor-code): "I pledge to do my own academic
work and to excel to the best of my abilities, upholding the IOWA Challenge (https://newstudents.uiowa.edu/iowa-
challenge). I promise not to lie about my academic work, to cheat, or to steal the words or ideas of others; nor will I help
fellow students to violate the Code of Academic Honesty." Any student committing academic misconduct is reported to the
College and placed on disciplinary probation or may be suspended or expelled (CLAS Academic Policies Handbook at
https://clas.uiowa.edu/students/handbook).
Examples of Offenses against the Code of Academic Honesty
The following are examples of offenses against the Code of Academic Honesty in the College of Liberal Arts and Sciences.
Many of these categories overlap. Offenses are not limited to this list and include other types of cheating,
misrepresentation, and dishonesty.
Cheating on Quizzes and Exams

• Using notes, books, calculators, phones, photos, computers, web sites, tweets, social media, or other aids
during a quiz or an exam when not allowed by the instructor
• Talking during a quiz or exam when told by the instructor talking is not permitted
• Looking at another student’s exam or quiz during the testing period
• Continuing to work on a quiz or exam after the instructor has notified students that time for the test has
ended.
• Ignoring the guidelines specified by the instructor for an assignment or for a "take home" test and instead
using materials or study aids that the instructor has forbidden
Plagiarism
• Using the words, sentences, arguments, rhetorical structures, and ideas of another without proper citation
and acknowledgment
• Copying data, facts, graphs, computer programs, spreadsheets, images, photos, film/video, or other materials
and using them without proper citation or acknowledgment
• Failing to use quotation marks properly or when needed
• Failing to give a source for quoted materials
• Failing to cite sources correctly and completely
Unauthorized Collaboration
• Receiving help with homework, reports, labs, paper, data collection, or other activities when not allowed by
the instructor
• Accepting credit for a group project without doing your share of the work
• Helping others with their homework or other assignments when not allowed by the instructor
• Allowing others to view your answers or copy part of your homework, lab, quiz answers, exam answers, or
other related work when not permitted to do so by the instructor.
Willful Misrepresentation
• Fabricating quotations
• Fabricating, dishonestly adjusting, omitting, or otherwise misrepresenting research results and records,
including information, data, statistics, research facts, and its analysis
• Submitting the same paper in more than one class without the approval of the instructors involved
• Submitting a paper from a previous semester for a current class without the approval from the instructor
• Creating false university, college, or other official correspondences (such as medical documentation)
Facilitating Academic Dishonesty of Others
• Writing a paper for another student
• Allowing another student to use your past homework assignments, papers, labs, or similar items
• Sharing homework with another student when told collaboration is not allowed
• Allowing or helping another student to look at your exam or quiz during a test
• Sharing with other students your notes, books, calculators, phones, photos, computers, web sites, tweets,
social media, or other aids during a quiz or an exam when not allowed by the instructor
• Completing another student’s exam or quiz by filling in the student’s scantron card or other answer sheet or
by attending the exam in place of the other student
• Providing any materials, information, or assistance to another person with the knowledge or reasonable
expectation that such would be used for dishonest purposes

All students should plan on being at the UI through the final examination period. It is the student's responsibility to know
the date, time, and place of the final exam.

Students with a suggestion or complaint should first visit with the instructor (and the course supervisor), and then with
the departmental DEO. Complaints must be made within six months of the incident (CLAS Academic Policies Handbook
at https://clas.uiowa.edu/students/handbook).

enhances learning. Incidents of sexual harassment should be reported immediately. See the UI Office of the Sexual
Misconduct Response Coordinator (https://osmrc.uiowa.edu/) for assistance, definitions, and the full University policy.

In severe weather, class members should seek appropriate shelter immediately, leaving the classroom if necessary. The
class will continue if possible when the event is over. For more information on Hawk Alert and the siren warning system,
visit the Department of Public Safety website at https://police.uiowa.edu/emergency-communications.
ESL Credit: Academic Writing
ESL:4190:0009
Office Hours M/W 2:00-3:00, F 8:30-9:30, and by appointment

ESL Course Supervisors

Eric Bodin Sue Almén-Whittaker Craig Dresser
Office W418 Seashore Hall W418 Seashore Hall 1112 University Capitol Centre
Phone (319) 335-1416 (319) 335-1416 (319) 335-2868
Email eric-bodin@uiowa.edu sue-almen-whittaker@uiowa.edu craig-dresser@uiowa.edu

The emphasis of this course is on more complex grammatical constructions, discourse considerations, and the usage of formal
vocabulary of the type expected of university students. Students practice various styles of organization, types of argumentation,
and methods of analysis used in academic writing.
The primary goal of this course is to help develop each student’s fluency in writing and prepare them for Rhetoric. This course
will help students communicate clearly in writing so that they are able to compete successfully in an academic program.
Grading Scale
Essays = 30% 100% - 94% = A 76% - 73% = C
Assessments = 25% 93% - 90% = A- 72% - 70% = C-
Midterm Paper = 10% 89% - 87% = B+ 69% - 67% = D+
Midterm Exam = 10% 86% - 83% = B 66% - 63% = D
Major Research Essay Portfolio = 10% 82% - 80% = B- 62% - 60% = D-
Final Exam = 15% 79% - 77% = C+ Below 60% = F
For undergraduates, a minimum grade of a C (2.0) is required to satisfy the University of Iowa’s English Language Proficiency
Requirement. This means that undergraduate students who earn a grade of C- or below will be required to retake the course.
Undergraduate students are not allowed to drop ESL courses.
ESL:4190:0009 |FALL 2017

Required Materials
Bernfeld, T., & Dresser, C. (Eds.). 2017. The University of Iowa ESL Academic Writing Course Pack. Iowa City, Iowa: The University
of Iowa.
The course pack is available at the University Bookstore in the Iowa Memorial Union. Students are required to buy a
course pack that has no markings.
Services. They can assist with downloading and installation. Microsoft Word is also accessible on all computers and ITCs on
campus.

The final exam for this course will be during the week of December 11-15, 2017. The exact time will be announced later in the
semester. Students must not make travel arrangements until the final exam schedule is announced.
Course Policies
Attendance
Students are expected to attend every class and there are no excused absences. However, students may have three hours of
absences without any grade penalty.
Please note that an absence will be recorded in the following situations:
In a 50-minute class, 1 absence = 1 hour; in a 75-minute class, 1 absence = 1.5 hours.
If a student is absent from class, it is the student’s responsibility to contact the instructor or a classmate to find out what was
covered in class and when any homework is due.
Participation
Participation is assessed with in-class activities that require student participation. Failure to participate in in-class activities will
result in lower grades for those activities. There is no dedicated grade category for participation.
2
ESL:4190:0009|FALL 2016
Electronic Devices
device for taking notes or otherwise participating in class, that is fine—upon prior approval from the instructor. However, please
do not use a personal device for any purpose unrelated to this class. All devices should be silenced. Cell phones should be put
away, except in the rare instance that they might be used for an activity. It is recommended that students power down their
devices. If there is a serious need for a student to have a cell phone on, such as a family emergency, please put it on vibrate and
let the instructor know. The instructor routinely reduces participation grades for cell phone use unrelated to class. Photos or
video may not be taken in class without prior permission.

course takes precedence (see http://clas.uiowa.edu/students/handbook/attendance-absences). Should this happen to you, it is
your responsibility to attend our regularly scheduled class and arrange with the instructor of the other course an alternate time
to take the exam.
Make-Up Exams
University policy requires that students be permitted to make up examinations (examinations= midterm and final) missed
because of illness, mandatory religious obligations, or other unavoidable circumstances, or University sanctioned activities.
Decisions regarding whether a make-up is allowed will be made in the ESL Office. It is the student's responsibility to go to
the ESL Office, 1112 University Capitol Centre, and to provide appropriate documentation for the absence. Students must bring
documentation to the ESL Office within one week of when they return to class. After one week, the exam makeup cannot be
authorized.
Makeup examinations will be scheduled at a reasonable time and location. The makeup examination, if different, will be
equivalent to the original in form, content, difficulty, and time limits, and the standards for scoring and grading will be equivalent
to those used for the original examination.
Note: No electronic devices are allowed during any tests or examinations.
Homework
Hand in homework on the date it is due. Late homework will receive a reduced grade of 10% per day late. A late assignment
will not be accepted beyond 4 days late.
Unless told otherwise by the instructor, know that all work for this class must be completed individually. Students are not allowed
to collaborate with anyone else on work for this class. ESL students are not allowed to use the Writing Center or the Speaking
Center for ESL classes.
Out-of-Class Work
sessions. This means that for a three-credit ESL course, the standard out-of-class weekly preparation should be six hours.
3
ESL:4190:0009|FALL 2016
CLAS Policies Notes

These policies for this course are governed by the College of Liberal Arts and Sciences.
Administrative Home
handbook.

Nondiscrimination in the Classroom

The University of Iowa is committed to making the classroom a respectful and inclusive space for all people irrespective of their
gender, sexual, racial, religious, or other identities. Toward this goal, students are invited to optionally share their preferred names
and pronouns with their instructors and classmates. The University of Iowa prohibits discrimination and harassment against
individuals on the basis of race, class, gender, sexual orientation, national origin, and other identity categories set forth in the
University’s Human Rights policy. For more information, contact the Office of Equal Opportunity and
Diversity, diversity@uiowa.edu, or visit diversity.uiowa.edu.
Academic Honesty
Cheating
an exam or quiz
instructor
4
ESL:4190:0009|FALL 2016
Plagiarism
Misrepresentation
Forgery

The final examination schedule for each class is announced by the Registrar generally by the fifth week of classes. Final exams
are offered only during the official final examination period. No exams of any kind are allowed during the last week of
classes. All students should plan on being at the UI through the final examination period. Once the Registrar has announced
the date, time, and location of each final exam, the complete schedule will be published on the Registrar's web site and will be
shared with instructors and students. It is the student's responsibility to know the date, time, and place of a final exam.

Students with a suggestion or complaint should first visit the instructor, then the course supervisors (Sue Almen-Whittaker, Eric
Bodin, or Craig Dresser), and then the ESL Programs Director, Maureen Burke. Complaints must be made within six months
of the incident (CLAS Academic Policies Handbook).


Department of Public Safety website
5
ESL:4190:0009|FALL 2016
ESL Credit: Grammar
ESL:4160:0005/0007


Phone (319) 335-1416 (319) 335-1416 (319) 335-2868

The class studies the structures of English with particular focus on patterns of grammar which are frequently troublesome for
nonnative speakers of English. Students practice applying these structures through extensive speaking and writing, and by
completing a variety of exercises and writing brief essays.
The primary goal of this course is to develop each student’s understanding and use of English structures in writing. This course
will help students communicate clearly and use advanced grammatical structures consistently in a formal academic setting.
Grading Scale
Homework = 25% 100% - 94% = A 76% - 73% = C
Assessments = 30% 93% - 90% = A- 72% - 70% = C-
Midterm Exam = 20% 89% - 87% = B+ 69% - 67% = D+
Final Exam = 25% 86% - 83% = B 66% - 63% = D
82% - 80% = B- 62% - 60% = D-
79% - 77% = C+ Below 60% = F
ESL:4160:0005/0007 | FALL 2017

ESL Credit: Grammar
Required Materials
Bunting, J., Diniz, L., & Reppen, R. (2013). Grammar and Beyond 4. New York: Cambridge University Press.
Blass, L., Denman, B., & Iannuzzi, S. (2013). Grammar and Beyond Workbook 4. New York: Cambridge University Press.
The textbook is available at the University Bookstore in the Iowa Memorial Union. Students are required to buy a book
that has no markings.
The workbook is required for homework activities and self-study topics throughout the semester.
campus.

The final exam for this course will be during the week of December 11 – 15, 2017. The exact time will be announced later in
the semester. Students must not make travel arrangements until the final exam schedule is announced.
Course Policies
Attendance
Participation
2
ESL:4160:0005/0007|FALL 2017
ESL Credit: Grammar
Electronic Devices
Make-Up Exams
authorized.

to take the exam.
Homework
Center for ESL classes. Unless instructed otherwise, all homework is to be typed in Microsoft Word (saved as .doc or .docx
file) using 12-point typeset following proper APA (American Psychological Association) citation style and formatting.
Out-of-Class Work
3
ESL:4160:0005/0007|FALL 2017
ESL Credit: Grammar
CLAS Policies Notes

Administrative Home
handbook.


Academic Honesty
Cheating
an exam or quiz
instructor
4
ESL:4160:0005/0007|FALL 2017
ESL Credit: Grammar
Plagiarism
Misrepresentation
Forgery




Department of Public Safety website.
5
ESL:4160:0005/0007|FALL 2017
ESL Credit: Academic Listening
ESL:4130:0017


Phone (319) 335-1416 (319) 335-1416 (319) 335-2868

This course focuses on developing listening skills necessary for success in a U.S. academic setting. Students learn strategies for
listening to academic lectures, practice note-taking skills, and participate in classroom discussions. Students will improve their
ability to listen for content, infer meaning, listen for details, and listen for “big-picture” ideas. This will include work on lecture
structure, note-taking, strategies for building vocabulary, inference, making predictions, reflecting on challenges and progress,
as well as study skills. Through exposure to a range of spoken English, students will increase their familiarity with English
structure, rhythm, and sounds.
Grading Scale
Recurring Assignments = 30% 100% - 94% = A 76% - 73% = C
Assessments = 20% 93% - 90% = A- 72% - 70% = C-
Midterm Exam 1 = 10% 89% - 87% = B+ 69% - 67% = D+
Midterm Exam 2 = 15% 86% - 83% = B 66% - 63% = D
Final Exam = 25% 82% - 80% = B- 62% - 60% = D-
79% - 77% = C+ Below 60% = F
ESL:4130:0017 |FALL 2017

Required Materials
1 – One-Subject Spiral-Bound Notebook (preferably college-ruled, not wide-ruled) with pockets
1 – Two-Pocket Folder
1 – 3 x 5 inch Memo Notebook
These materials are available at the University Bookstore, Iowa Book & Supply, Staples, and Amazon.com. You must have these materials
by the beginning of the second week of class.
campus.

The final exam for this course will be during the week of December 11-15, 2017. The exact time will be announced later in the
semester. Students must not make travel arrangements until the final exam schedule is announced.
Course Policies
Attendance
Participation
Electronic Devices
2
ESL:4130:0017|FALL 2017

to take the exam.
Make-Up Exams
authorized.
Homework
Center for ESL classes.
Out-of-Class Work
3
ESL:4130:0017|FALL 2017
CLAS Policies Notes

Administrative Home
handbook.


Academic Honesty
Cheating
an exam or quiz
instructor
4
ESL:4130:0017|FALL 2017
Plagiarism
Misrepresentation
Forgery




Department of Public Safety website
5
ESL:4130:0017|FALL 2017
ESL Credit - Undergraduate Academic Writing Skills
ESL:4190:0006/0016
Week Date Day Topic READINGS HOMEWORK DUE IN-CLASS Book Chapter
24-Aug Mon. Syllabus; Guidelines for journal writing Obtain books and course materials,
1 26-Aug Wed. Introduction to Journal Writing; Diagnostic bring a notebook to Wednesday's Diagonistic: Narrative Chapter 1: Expository Essays
28-Aug Fri. Plagiarism / Academic Honesty and Friday's classes Assign: Journal #1
31-Aug Mon. Citing Sources & MLA Formatting Pocket Keys : pp. 48-53 Rough Draft: Journal #1
Writing as a process; Pre-writing, Introductions:
2 2-Sep Wed. Longman: pp. 2, 12-17 Chapter 1: Expository Essays
models and examples
4-Sep Fri. Thesis Statements: models and rough drafts Final: Journal #1 Assign: Journal #2
7-Sep Mon. NO CLASS - Labor Day Rough Draft: Journal #2
Prompt & Rubric:
9-Sep Wed. Problem/Solution Essays; Introduction Models Longman: pp. 110
Problem/Solution Essay Pocket Keys : "Citing Sources" (pp. 48-53)
3
Final: Journal #2, Rough Draft: Chapter 6: Problem / Solution Essays
11-Sep Fri. Problem/Solution Essays; Body Models Longman: pp. 115; 122-123 Problem/Solution Essay Peer Review: Introduction
outline & introduction
Problem/Solution Essays; Conclusion Models; Rough Draft:
14-Sep Mon. Longman: pp. 116 Peer Review: Body Paragraph
Peer Review: Problem/Solution Essay Problem/Solution Essay body
Chapter 6: Problem / Solution Essays;
Rough Draft:
4 Chapter 8: Argumentative Essays ;
16-Sep Wed. Argumentative Essays; MLA Formatting Longman: pp. 147, 155-157 Problem/Solution Essay Peer Review: Conclusion
Pocket Keys : "MLA Paper Format" (pp. 62-105)
Conclusion
18-Sep Fri. Argumentative Essay Models Longman: pp. 158, 160-163 Final: Problem/Solution Assign: Journal #3
Guidelines for timed essay writing; Prompt & Rubric:
21-Sep Mon. Rough Draft: Journal #3
Argumentative Essays Argumentative Essay
Peer Review: Outline &
23-Sep Wed. Writing as Process; Classification Essays Longman: pp. 22, 26-230 Chapter 8: Argumentative Essays;
5 Introduction
Chapter 2: Classification Essays
In-class writing (Classification Essay); Peer Timed Writing #1
25-Sep Fri. Final: Journal #3
Review: Argumentative Essay Peer Review: Body Paragraphs
Bring an interesting/high
28-Sep Mon. Summary Writing Longman: pp. 129, 132-133 Rough: Argumentative Essay
profile new article
6 Sumamry/Response Writing; Group work with Bring an interesting/high Chapter 7: Summary / Response Essays
30-Sep Wed. Longman: pp.135-136
articles profile new article
2-Oct Fri. Summary/Response Writing Final: Argumentative Essay Assign: Journal #4
Prompt & Rubric:
5-Oct Mon. Summary/Response Writing Pocket Keys : pp. 54-60 Rough Draft: Journal #4
Summary/Response Essay
Bring an interesting/high Chapter 7: Summary / Response Essays;
7 7-Oct Wed. Response Writing Longman: pp. 138-139
profile new article Pocket Keys : "Quoting & Paraphrasing" (pp. 54-60)
Group work: Responding to paragraphs and
9-Oct Fri. Final: Journal #4
articles
Fall 2015
ESL Credit - Undergraduate Academic Writing Skills
ESL:4190:0006/0016
Week Date Day Topic READINGS HOMEWORK DUE IN-CLASS Book Chapter
More practice and feedback on summarizing and Rought Draft:
12-Oct Mon. Chapter 7: Summary / Response Essays
responding Summary/Response Essay
8
14-Oct Wed.
16-Oct Fri.
MIDTERM EXAM
Prompt & Rubric: Annotated
Works Cited Formatting; Plagiarism Revisited;
19-Oct Mon. Longman: pp. 170, 173-174 Bibliography; Prompt &
Summary/Response Essay Corrections
Rubric: Major Research Essay
Chapter 9: Research Papers;
9 Group Work: Works Cited, Plagiarism,
21-Oct Wed. Pocket Keys : "MLA Paper Format" (pp. 62-105)
Sumamry/Response
Final: Summary/Response
23-Oct Fri. Library Visit
Essay
Bring: 5 reliable, relevent
sources for bibliography;
26-Oct Mon. Group work: works cited Longman: pp. 170, 173-174 Submit RESEARCH ESSAY
topic to Dakota by 4:00pm for
Chapter 7: Summary / Response Essays;
10 approval
Chapter 9: Research Papers
Peer Review: Annotated
28-Oct Wed. Peer Review Longman: pp. 177
Bibliography
Rough Draft: Annotated
30-Oct Fri. Freewriting & Halloween Stories
Bibliography
Rough Draft: Outline for
Agument Structure: analyze and discuss
2-Nov Mon. Longman: pp. 147, 155-163 Major Research Essay; Bring
examples Chapter 8: Argumentative Essays;
11 thesis to class
Refer to Pocket Keys as needed
4-Nov Wed. In-class Writing Timed Writing #2
6-Nov Fri. Group work: outline an argument Final: Annotated Bibliography
Rough Draft: Introduction for Peer Review: Major Research
9-Nov Mon. Writing Process: Revision & Editing
Major Research Essay Essay Intro.
Peer Review: Major Research
12 11-Nov Wed. Writing Process: Revision & Editing Longman and Pocket Keys as needed
Essay
Rough Draft: Major Research Peer Review: Major Research
13-Nov Fri. Peer Review
Essay Essay, Assign: Journal #5
16-Nov Mon. Catch-up Rough Draft: Journal #5
13 18-Nov Wed. Catch-up Longman and Pocket Keys as needed
20-Nov Fri. In-class Work: Major Research Essay Final: Journal #5
23-27 November Fall Break - No classes .
30-Nov Mon. In-class Writing Timed Writing #3
2-Dec Wed. Error Analysis & Peer Discussions
14
Final: Major Research Essay
4-Dec Fri. Conferences: Major Research Essay Individual Conferences
(4:00pm to Dakota's office)
7-Dec Mon. Review for Final Exam
15 9-Dec Wed. Review for Final Exam Final Exam information sheet
11-Dec Fri. Review for Final Exam
14-18 December Finals Week
Fall 2015
ESL Credit - Grammar Skills
ESL:4160:0012/0021
Week Date Day Topic READINGS IN-CLASS BOOK (due next class) ONLINE (suggested) Book Chapter
25-Aug Tues. Syllabus, Academic Honesty Obtain books and course
1
27-Aug Thurs. Plagiarism materials, bring a notebook
1-Sep Tues. Avoiding Sentence-level Errors Chapter 11: pp. 193-194 Quiz: Plagiarism Chapter 11: B3.A, B3.B Activities 1, 2, 3, 4 Chapter 11: Coordination
2
3-Sep Thurs. Avoiding Word-level Errors Chapter 11: pp. 197-200 Chapter 11: C3, C5, D3 Activities 5, 6, 7, 8 Conjuntions & Transitions
8-Sep Tues. Verb tense - Present Chapter 1: pp. 4-6 Quiz: Conj./Trans. Chapter 1: B4, B6.A Activities 1, 2, 3, 4
3 Chapter 1: The Present
10-Sep Thurs. Verb tense - Present Assign: Essay #1 Chapter 1: B5.A, C1 Activities 5, 6, 7, 8
15-Sep Tues. Verb tense - Past Chapter 2: pp. 18-19 Chapter 2: B2, B4 Activities 1, 2, 3, 4
4 Chapter 2: C2, C5, D2; Chapter 2: The Past
17-Sep Thurs. Verb tense - Past Chapter 2: pp. 23-24 Activities 5, 6, 7, 8
Due: Essay #1
22-Sep Tues. Verb tense - Future Chapter 3: pp. 37-39 Chapter 3: B2.A, B3, B9, C3.A Activities 1, 2, 3, 4
5 Chapter 3: The Future
24-Sep Thurs. Verb tense - Future Activities 5, 6, 7, 8
Modals - Advice, Necessity, Prohibition,
29-Sep Tues. Chapter 4: pp. 54-56 Quiz: Tenses Chapter 4: B2, B3, B4.A Activities 1, 2, 3, 4
6 Obligation Chapter 4: Modals
1-Oct Thurs. Modals - Possibility Chapter 4: pp. 62-63 Chapter 4: C6, D1, D2.A Activities 5, 6, 7, 8
6-Oct Tues. Passive Voice - usage; with modals Chapter 5: pp. 76-78 Chapter 5: B2, B3 Activities 1, 2, 3, 4
7 Passive Voice - cont. with modals; participial Chapter 5: The Passive
8-Oct Thurs. Chapter 5: B9, C1, C3 Activities 5, 6, 7, 8
adjectives
13-Oct Tues. Catch-up / Midterm Review
8
15-Oct Thurs. Midterm
20-Oct Tues. Gerunds & Infinitives - as subjects and objects Chapter 9: pp. 152-154 Writing: Sentences #1 Chapter 9: B2, B3 Activities 1, 2, 3, 4
Chapter 9: Gerunds &
9 Gerunds & Infinitives - after adjectives,
22-Oct Thurs. Chapter 9: pp. 159-160 Chapter 9: C3.A, C4, D1 Activities 5, 6, 7, 8 Infinitives
prepositions, and nouns
27-Oct Tues. Adverb Clause - time; reason; contrast Chapter 12: pp. 214-216 Chapter 12: B2, B3.A, B5 Activities 1, 2, 3, 4 Chapter 12: Adverb Clauses
10
29-Oct Thurs. Adverb Clause - condition; reductions Chapter 12: pp. 222-224 Chapter 12: C3, C6 Activities 5, 6, 7, 8 and Adverb Phrases
3-Nov Tues. Conditionals Chapter 13: pp. 240-243 Chapter 13: B2, B3 Activities 1, 2, 3, 4
11 Chapter 13: Conditionals
5-Nov Thurs. Conditionals Chapter 13: pp. 248-250 Chapter 13: C5.A, C6.A, C7 Activities 5, 6, 7, 8
Adjective Clause - subject/object relative
10-Nov Tues. Chapter 10: pp. 172-175 Writing: Setences #2 Chapter 10: B2, B7, B8 Activities 1, 2, 3, 4
pronouns Chapter 10: Relative Clauses
12
Adjective Clause - whose, where, when ; and Adjective Phrases
12-Nov Thurs. Chapter 10: pp. 181-182 Chapter 10: C5, D1 Activities 5, 6, 7, 8
reductions
17-Nov Tues. Noun Clause - beginning with question words Chapter 14: pp. 265-267 Chapter 14: B3, B10 Activities 1, 2, 3, 4
13 Chapter 14: Noun Clauses
19-Nov Thurs. Noun Clause - beginning with whether, if, that Chapter 14: C1 Activities 5, 6, 7, 8
23-27 November Fall Break - No classes.
Quiz: Gerunds & Infintives;
Conditionals; Dependent
1-Dec Tues. In-class Writing
Clauses
14 Chapter 7: Articles
Writing: Sentences #3
Chapter 7: pp. 115-16 & Chapter 7: B2, B3.A, B4.B,
3-Dec Thurs. Articles Activities 1, 2, 3, 4,
pp. 120-121 B5.A
8-Dec Tues. Articles Chapter 7: C3.A, C3.B, C6 Activities 5, 6, 7, 8 Chapter 7: Articles
15
10-Dec Thurs. Finals Review Final Exam information sheet
Fall 2015
Creatively Speaking
Course Calendar
Spring 2016
WEEK THEME DATE DAY TOPIC HOMEWORK
Syllabus / Introduction to Course
Introduction 5-Apr Tues. Introduction to Public Speaking Read: Pose Interpretation
1
& Prose/Poetry Interpretation What is Prose Interpretation?
7-Apr Thurs. Model Analysis / Workshop: Prose Interpretation Prepare: PRO Presentation
12-Apr Tues. Presentations: Prose/Poetry Interpretation Prepare: PRO Presentation
What is Expository Address?
2 Prose/Poetry Interpretation Read: Expository Address
14-Apr Thurs. What is After Dinner Speaking?
Read: After Dinner Speaking
Model Analysis
Model Analysis / Workshop: Expository Address
19-Apr Tues. Choose: EXP or ADS & Topic
Expository Address Model Analysis / Workshop: After Dinner Speaking
3
& After Dinner Speaking Presentations: After Dinner Speaking
21-Apr Thurs. Prepare: EXP/ADS Speech
Presentations: Expository Address
What is Impromptu Speaking?
Read: Impromptu Speaking
26-Apr Tues. What is Improvisational Theatre?
Impromptu Speaking & Read: Improvisational Acting
4 Practice: Impromptu Speaking & Improvisastional Acting
Improvisational Acting
Presentations: Impromptu Speaking
28-Apr Thurs. Choose: Final Speech & Topic
Presentations: Improvisational Acting
3-May Tues. Workshop: Final Presentations Prepare: Final Presentation
5 Final Presentations
5-May Thurs. Workshop: Final Presentations Prepare: Final Presentation
IIEP E1: Grammar/Writing
2nd Session Course Calendar
Summer 2016
WEEK DAY DATE DAY TOPIC RELEVANT BOOK SECTION ASSIGNMENTS

Grammar Unit 12: Adverb Clauses REVIEW: Adverb Clauses
Thursday 23-Jun
Writing Email Etiquette Using proper email etiquette
6
Group
Friday 24-Jun
Activity
Grammar Unit 11: Relative Clauses Lesson 1: Subject Relative Clauses Quiz: Adverb Clauses
Monday 27-Jun Introduction to Classification Essays
Writing Unit 7: Classification Essays Email to Mr. Thomas-Wilhelm Due
Organization of a Classification Essay
Grammar Unit 11: Relative Clauses Lesson 2: Object Relative Clauses
Tuesday 28-Jun
Writing Unit 7: Classification Essays Grammar for Writing
Lesson 3: Relative Clauses: Reduced, with Where and
Grammar Unit 11: Relative Clauses
7 Wednesday 29-Jun When
Writing Unit 7: Classification Essays Original Student Writing: Classification Essay
Review the Grammar
Grammar Unit 11: Relative Clauses
Thursday 30-Jun Connect the Grammar to Writing
Writing Unit 7: Classification Essays Peer Edit: DRAFT 1 Classification Essay DRAFT 1 Classification Essay Due
Group
Friday 1-Jul
Activity
Grammar UNIVERSITY HOLIDAY
Monday 4-Jul
Writing --NO CLASS--
Grammar Unit 14: Noun Clauses Lesson 1: Noun Clauses Quiz: Relative Clauses
Tuesday 5-Jul
Writing Unit 7: Classification Essays Timed Writing DRAFT 2 Classification Essay Due
Grammar Unit 14: Noun Clauses Lesson 2: Reported Speech: Part 1
8 Wednesday 6-Jul
Writing Unit 7: Classification Essay In-class work: Classification Essay
Grammar Unit 14: Noun Clauses Lesson 3: Reported Speech:Part 2
Thursday 7-Jul
Writing Unit 7: Classification Essays Timed Writing FINAL Classification Essay Due
Group
Friday 8-Jul
Activity
Review the Grammar
Grammar Unit 14: Noun Clauses
Connect the Grammar to Writing
Monday 11-Jul
Introduction to Cause-Effect Essays
Writing Unit 6: Cause-Effect Essay
Organization of a Cause-Effect Essay
Grammar Units 11, 12, 14 In-class work: Grammar Mini-Project Quiz: Noun Clauses
Tuesday 12-Jul Grammar for Writing
Writing Unit 6: Cause-Effect Essay
Working with Language in a Cause-Effect Essay
9
Grammar Units 11, 12, 14 REVIEW: Adverb, Relative, & Noun Clauses Grammar Mini-Project Due
Wednesday 13-Jul
Writing Unit 6: Cause-Effect Essay Original Student Writing: Cause-Effect Essay
Grammar Unit 6: Gerunds & Infinitives Lesson 1: Gerunds: Review and Expand
Thursday 14-Jul
Writing Unit 6: Cause-Effect Essay Peer Edit: DRAFT 1 Cause-Effect Essay DRAFT 1 Cause-Effect Essay Due
Group
Friday 15-Jul
Activity
Lesson 2: Infinitives: Review and Expand
Grammar Unit 6: Gerunds & Infinitives
Monday 18-Jul Lesson 3: More about Gerunds and Infinitives
Writing Unit 6: Cause-Effect Essay Timed Writing DRAFT 2 Cause-Effect Essay Due
Review the Grammar
Grammar Unit 6: Gerunds & Infinitives
Tuesday 19-Jul Connect the Grammar to Writing
Writing Unit 6: Cause-Effect Essay In-class work: Cause-Effect Essay
10 Grammar Unit 6: Gerunds & Infinitives In-class work: Grammar Mini-Project Quiz: Gerunds and Infinitives
Wednesday 20-Jul
Writing Unit 6: Cause-Effect Essay In-class work: Cause-Effect Essay
Grammar Unit 6: Gerunds & Infinitives REVIEW FOR FINAL Grammar Mini-Project Due
Thursday 21-Jul
Writing REVIEW FOR FINAL REVIEW: Essay Structure FINAL Cause-Effect Essay Due
Group
Friday 22-Jul
Activity
Grammar REVIEW FOR FINAL Grammar Mini-Project Due
Monday 25-Jul
Writing REVIEW FOR FINAL
Tuesday 26-Jul IIEP FINAL EXAMS

11
Wednesday 27-Jul IIEP FINAL EXAMS
Thursday 28-Jul IIEP FINAL EXAMS
IIEP: E2 Listening
Course Calendar
Fall 2016
WEEK BOOK CHAPTER DATE DAY TOPIC READINGS DUE HOMEWORK DUE IN-CLASS ACTIVITIES
1 Introduction 26-Aug Fri. Syllabus & First Day Handouts
29-Aug Mon. Diagnostic Test
30-Aug Tues. Vocabulary Preview; Notetaking Preparation Notetaking Preparation (p. 4)
2 Unit 1: Chapter 1 31-Aug Wed. First Listening; Second Listening
1-Sep Thurs. Second Listening; Third Listening Expansion Reading (pp. 9-10)
2-Sep Fri. REVIEW: "Cosmos" - Episode 1 "Cosmos" - Episode 1 Review Day
5-Sep Mon. Labor Day -- No Class
6-Sep Tues. Vocabulary Preview; Notetaking Preparation Notetaking Preparation (p. 13)
3 Unit 1: Chapter 2 7-Sep Wed. Second Listening; Third Listening
8-Sep Thurs. Guest Speaker / Lecture Practice Expansion Reading (ppp. 18-19) Lecture w/ Q & A
9-Sep Fri. REVIEW: Chapters 1 & 2; "Cosmos" - Episode 2 "Cosmos" - Episode 2 Review Day - Unit 1 Video
12-Sep Mon. QUIZ: Unit 1 - Chapters 1 & 2
4 Unit 2: Chapter 3 14-Sep Wed. First Listening, Second Listening, Third Listening
15-Sep Thurs. Review / Discussion Expansion Reading (pp. 31-32)
16-Sep Fri. REVIEW: "Cosmos" - Episodes 1-3 "Cosmos" - Episode 3 Review Day
19-Sep Mon. QUIZ: "Cosmos" - Episodes 1-3
20-Sep Tues. Vocabulary Preview, Notetaking Preparation Notetaking Preparation (p. 35)
22-Sep Thurs. Guest Speaker / Lecture Practice Expansion Reading (pp. 40-41) Lecture w/ Q & A
23-Sep Fri. REVIEW: Chapters 3 & 4; "Cosmos" - Episode 4 "Cosmos" - Episode 4 Review Day - Unit 2 Video
26-Sep Mon. QUIZ: Unit 2 - Chapters 3 & 4
29-Sep Thurs. Review / Discussion Expansion Reading (pp. 53-54)
30-Sep Fri. REVIEW: "Cosmos" - Episode 5; Specific Skills "Cosmos" - Episode 5 Review Day
3-Oct Mon. QUIZ: Skill Specific
4-Oct Tues. Vocabulary Preview; Notetaking Preparation Notetaking Preparation (p. 57)
7 Unit 3: Chapter 6 5-Oct Wed. First Listening, Second Listening, Third Listening
6-Oct Thurs. Guest Speaker / Lecture Practice Expansion Reading (pp. 62-63) Lecture w/ Q & A
7-Oct Fri. REVIEW: "Cosmos" - Episode 6 "Cosmos" - Episode 6 Review Day - Unit 3 Video
10-Oct Mon. QUIZ: "Cosmos" - Episodes 4-6
11-Oct Tues. REVIEW / PRACTICE
8 Review/Practice 12-Oct Wed. REVIEW / PRACTICE
13-Oct Thurs. IIEP Midterm Exams
14-Oct Fri. IIEP Midterm Exams
IIEP: E2 Listening
Course Calendar
Fall 2016
WEEK BOOK CHAPTER DATE DAY TOPIC READINGS DUE HOMEWORK DUE IN-CLASS ACTIVITIES
17-Oct Mon. In-service Day -- No Class
20-Oct Thurs. Review / Discussion Expansion Reading (pp. 75-76)
21-Oct Fri. REVIEW: "Cosmos" - Episodes 7 "Cosmos" - Episode 7 Review Day
24-Oct Mon. QUIZ: Skill Specific
27-Oct Thurs. Guest Speaker / Lecture Practice Expansion Reading (pp. 84-85) Lecture w/ Q & A
28-Oct Fri. REVIEW: Chapters 7 & 8; "Cosmos" - Episode 8 "Cosmos" - Episode 8 Review Day - Unit 4 Video
31-Oct Mon. QUIZ: Unit 4 - Chapters 7 & 8
1-Nov Tues. Vocabulary Preview; Notetaking Preparation Notetaking Preparation (p. 92)
11 Unit 5: Chapter 9 2-Nov Wed. First Listening, Second Listening, Third Listening
3-Nov Thurs. Reading Expansion Expansion Reading (pp. 97-98)
4-Nov Fri. REVIEW: "Cosmos" - Episode 9; Specific Skill "Cosmos" - Episode 9 Review Day
7-Nov Mon. QUIZ: "Cosmos" - Episodes 7-9
8-Nov Tues. Vocabulary Preview; Notetaking Preparation Notetaking Preparation (p. 101)
12 Unit 5: Chapter 10 9-Nov Wed. First Listening, Second Listening, Third Listening
10-Nov Thurs. Unit 5 Video Expansion Reading (pp. 106-107)
11-Nov Fri. REVIEW: Chapters 9 & 10; "Cosmos" - Episode 10 "Cosmos" - Episode 10 Review Day - Unit 5 Video
14-Nov Mon. QUIZ: Skill Specific
15-Nov Tues. REVIEW / PRACTICE
13 Review/Practice 16-Nov Wed. REVIEW / PRACTICE
17-Nov Thurs. QUIZ: Unit 5 - Chapters 9 & 10
18-Nov Fri. REVIEW: "Cosmos" - Episodes 8-11 "Cosmos" - Episode 11 Review Day
21-Nov to 25-Nov NO CLASS - FALL BREAK -
28-Nov Mon. REVIEW: "Cosmos" - Episode 12 "Cosmos" - Episode 12
29-Nov Tues. REVIEW / PRACTICE
14 Review/Practice 30-Nov Wed. REVIEW / PRACTICE
1-Dec Thurs. REVIEW / PRACTICE
2-Dec Fri. QUIZ: "Cosmos" - Episodes 10-12
5-Dec Mon. REVIEW: Final Exam / Practice Review Day
6-Dec Tues. IIEP Final Exams
15 Review/Practice
7-Dec Wed. IIEP Final Exams
8-Dec Thurs. IIEP Final Exams
Creatively Speaking
Course Calendar
Spring 2017
WEEK THEME DATE DAY TOPIC READINGS PRESENTATIONS HOMEWORK ACTIVITIES
Introduction to Creatively Speaking
4-Apr Tues.
Introduction to Speaking Syllabus & Course Expectations
1
Creatively
6-Apr Thurs. Introduce: Prose / Poetry Reading Author's Note & Prologue
Discussion: Part I
11-Apr Tues. Chapters 1, 2, & 3 Reflection Assignment #1
Workshop: Prose/Poetry Reading
2 The Performer's Mindset
Prose-Poetry Presentations
13-Apr Thurs. Prose & Poetry DISCUSSION: Chapters 1, 2, & 3
Introduce: Expository Address
Discussion: Part II
18-Apr Tues. Chapters 4, 5, 6, 7, 8, & 9 Reflection Assignment #2
Powerful Performance Workshop: Expository Addresses
3
Principles Expository Address Preentations
20-Apr Thurs. Expository Address DISCUSSION: Chapters 4, 5, 6, 7, 8, & 9
Introduce: After Dinner Speaking
Discussion: Part III (A)
25-Apr Tues. Chapters, 10, 11, & 12 Reflection Assignment #3
A Master Class in Public Workshop: After Dinner Speaking
4
Speaking After Dinner Speaking Presentations
27-Apr Thurs. After Dinner Speaking DISCUSSION: Chapters 10, 11, & 12
Introduce: Improvisational Acting
Discussion: Part III (B)
2-May Tues. Chapters 13, 14, & 15 Reflection Assignment #4
Final Presentations Workshop: Improvisational Acting
5
& Portfolios Group Improvisational Acting Presentations
4-May Thurs. Group Improvisational Acting DISCUSSION: Chapters 13, 14, & 15
Workshop: Final Presentations & Portfolios
FINALS 12:30 PM - 5:00 PM 11-May Thurs. Final Presentations & Final Portfolio
IIEP - Level P - Communication Skills Listening
Summer 2017
Session 2: June 19 - July 27 (Vanessa, Niki, Dakota)
Monday Tuesday Wednesday Thursday Friday
Week 6 12:30-1:50 Specific Listening Individual Classrooms --
MIDTERMS MIDTERMS NO CLASS
Midterm Reports
June 10-23 2:00-3:20 Midterm Presentations
MOV: Intonation & Thought
Week 7 12:30-1:50 TXT: Chapter 5 TXT: Chapter 5 Reading/Writing
HLS: Lecture 5 Groups
LAB: Intonation / Thought CUL: Roseanne FINAL: Citations &
June 26-30 2:00-3:20 FINAL: Assignment Info.
Groups "Workin' Overtime" Rhetorical Appeals
Week 8 12:30-1:50
HLS: Lecture 5 Experts
SLD: Discussion 5 EXM: Chapter 5 Reading/Writing
NO CLASS
HLS: Lecture 6 FINAL: Prospectus / Ch. 5 FINAL: Outline / PowerPoint
July 3-7 2:00-3:20 EXM: Chapter 5 Disc.
Exam Prep / Prospectus
Week 9 12:30-1:50 HLS: Lecture 6 Experts SLD: Discussion 6 TXT: Chapter 4 MOV: Linking/Reduction Reading/Writing
HLS: Lecture 7 CUL: Roseanne
July 10-14 2:00-3:20 TXT: Chapter 4 LAB: Linking/Reduction MOV: Presentation Work
"Dances with Darlene"
HLS: Lecture 8 Experts
Week 10 12:30-1:50
HLS: Lecture 7 Experts MOV: Presentations EXM: Harvard Lecture Reading/Writing
SLD: Discussion 7
HLS: Lecture 8 CUL: Roseanne
July 17-21 2:00-3:20 FINAL: Peer Workshop TXT: Chapter 4
"White Men Can't Kiss"
FINAL: Anything
Week 11 12:30-1:50 FINAL: Discussion
FINAL
Techniques / Listening FINAL EXAMS FINAL EXAMS NO CLASS
PRESENTATIONS
July 24-27 2:00-3:20 Review
HLS Harvard Lecture Series Workload Distribution
TXT Textbook - Cultural activities (Thursday): Dakota
MOV Movie Script Project - Justice Notes: Vanessa
CUL Cultrual Activities - Final Presentation: Niki
EXM Exam - Week PPT: Niki
SLD Student-Led Discussion
FINAL Work on final presentation / disc.
Course Calendar
WEEK BOOK CHAPTER DATE DAY TOPIC Fall 2017 READINGS DUE HOMEWORK DUE IN-CLASS ACTIVITIES
22-Aug Tues. Introduction & Syllabus
1 INTRODUCTION
24-Aug Thurs. Diagnostic Diagnostic
Introduction to Academic 29-Aug Tues. Writing & Learning pp. 1-4
2
Writing 31-Aug Thurs. Expectations & Conventions pp. 5-9
The Basics of Academic 5-Sep Tues. Reading: "One Percent Solution" pp. 13-18
3
Writing 7-Sep Thurs. Summary Writing pp. 18-20 Graded Writing #1
The Basics of Academic 12-Sep Tues. Response Writing pp. 21-27 Graded Writing #1
4
Writing 14-Sep Thurs. Reading: "Rich People Just Care Less" pp. 28-31
19-Sep Tues. Support & Sources pp. 32-37
Academic Honesty
5 Plagiarism & Academic Honesty
& Plagiarism 21-Sep Thurs. Plagiarism & Email Ettiquette (Supplemental readings on ICON) Graded Writing #2
Quiz (FRI - ICON)
26-Sep Tues. Arguments & Counterarguments pp. 43-45
6 Strong Arguments
28-Sep Thurs. "Working" Thesis Statements; The Use of "I" pp. 47; 50-53
3-Oct Tues. Where Can I Find Sources? pp. 71-73 Graded Writing #2
7 Strong Arguments
5-Oct Thurs. Research Work: An Introduction to Library Research Library Visit #1 (4037 LIB)
Review 10-Oct Tues. Review Academic Honesty / Midterm Review
8
MIDTERM 12-Oct Thurs. MIDTERM EXAM
Strong Arguments 17-Oct Tues. Editing Sentence Structure pp. 54-57
9
Academic Research 19-Oct Thurs. Why Research? pp. 61-62
Introduction to Academic 24-Oct Tues. Developing & Narrowing a Topic pp. 63-65 MRE: Topic, RQs, & Keywords
10
Research
26-Oct Thurs. Research Work: Finding Sources pp. 71-73 (refresher) Graded Writing #3
31-Oct Tues. Student Example: Major Resaerch Essay pp. 74-81 Graded Writing #3
Introduction to Academic
11 MRE: Rationale, 3 Sources, 1
Research 2-Nov Thurs. Research Work: Summarizing & Syntehsizing
Article Summary
7-Nov Tues. Introductions & Conclusions pp. 85-88
Introductions &
12
Conclusions 9-Nov Thurs. Research Work: Annotated Bibliographies MRE: Annotated Bibliography
14-Nov Tues. Strategies for Writing a Conclusion pp. 89-91 MRE: Body Paragraphs
Introductions &
13 Midterm Paper &
Conclusions 16-Nov Thurs. Research Work: Feedback & Error Analysis
MRE: Draft #1
14 20-Nov to 24-Nov Fall Break -- No Class
Major Research Essay 28-Nov Tues. Research Work: Preparing the Final Product Graded Writing #4
15
Portfolio 30-Nov Thurs. Research Work: Preparing the Final Product MRE: Final Portfolio
5-Dec Tues. Catch-up / Finals Review Final Exam Timed Practice
16 Review
7-Dec Thurs. Finals Review; Final Exam Information Sheet Final Exam Info. Sheet -----ACE FORMS----- Final Exam Info. Sheet
11-Dec to 15-Dec Finals Week
ESL Credit: Grammar
Course Calendar
Fall 2017
WEEK BOOK CHAPTER DATE DAY TOPIC WORKBOOK ACTIVITIES OTHER HOMEWORK IN-CLASS ACTIVITIES
21-Aug Mon. Introduction & Syllabus
1 Introduction 23-Aug Wed. Diagnostic Syllabus Agreement Diagnostic
25-Aug Fri. Grammar Book Terminology & Meta-language Quiz 0 - Syllabus
Part 1 - Unit 1 28-Aug Mon. Simple, Compound, & Complex Sentences 1, 2, (p. 2); 1, 2 (p. 4)
2 Part 1 - Unit 2 30-Aug Wed. Subordinators, Prepositions, Transition Words & Phrases 1, 4 (pp. 12-15); 1 (p. 15)
Academic Honesty 1-Sep Fri. Plagiarism: What is it & How to Avoid it; Academic Honesty Quiz 1 - Units 1 & 2
4-Sep Mon. Labor Day -- No Class
3 Part 1 - Unit 3 6-Sep Wed. Real Conditionals 1, 3 (pp. 24-26) Error Analysis Diagnostic
Part 1 - Unit 3 8-Sep Fri. Unreal Conditionals 1, 2, 3, (pp. 26-27) Paragraph #1
Part 1 - Unit 4 11-Sep Mon. –ing Participle Phrases 3 (p. 35); 1, 2 (pp. 36-37)
4 Part 2 - Unit 5 13-Sep Wed. Identifying Relative Clauses 1, 2, 3 (pp. 42-43) Grammar Journal #1
Part 2 - Unit 5 15-Sep Fri. Comparatives with As .. As 1, 2, 3, (pp. 45-46) Quiz 2 - Units 3 & 4
Part 2 - Unit 6 18-Sep Mon. Complex Noun Phrases 1, 2 (pp. 52-53)
Part 2 - Unit 6 20-Sep Wed. Parallel Structure 1 (p. 55); 3 (pp. 58-59)
5
Error Analysis #1
Part 2 - Unit 7 22-Sep Fri. Comparative & Superlative Adjectives & Adverbs 1, 2, 3 (pp. 62-63)
Quiz 3 - Units 5 & 6
Part 2 - Unit 7 25-Sep Mon. Articles 1, 2, 3 (pp. 64-65)
6 Part 2 - Unit 8 27-Sep Wed. Adverb Clauses of Contrast & Concession 1, 2 (pp. 70-71); 2 (p. 73) Paragraph #2
Review 29-Sep Fri. Dependent Clause Review: Adverb, Conditionals, Relative Quiz 4 - Units 7 & 8
Part 3 - Unit 9 2-Oct Mon. Past Perfect & Past Perfect Progressive 1 , 2 (pp. 78-79)
7 Part 3 - Unit 9 4-Oct Wed. Past Modals 1, 2 (pp. 80-81); 1 (p. 82) Grammar Journal #2
Part 3 - Unit 10 6-Oct Fri. Demonstratives 1A, 1B, 2 (pp. 86-88) Quiz 5 - Units 9 & 10
9-Oct Mon. Catch-up / Midterm Review Error Analysis #2
Review
8 11-Oct Wed. Midterm Review MIDTERM STUDY GUIDE
MIDTERM 13-Oct Fri. MIDTERM EXAM
ESL Credit: Grammar
Course Calendar
Fall 2017
WEEK BOOK CHAPTER DATE DAY TOPIC WORKBOOK ACTIVITIES OTHER HOMEWORK IN-CLASS ACTIVITIES
Part 4 - Unit 11 16-Oct Mon. The Passive 1, 2, 3 (pp. 94-97)
9 Part 4 - Unit 12 18-Oct Wed. The Language of Definitions 1, 2 (pp. 104-105)
Part 4 - Unit 12 20-Oct Fri. Appositives 1, 2 (pp. 107-109)
Part 5 - Unit 13 23-Oct Mon. Present Perfect & Present Perfect Progressivve 1, 2, 3 (pp. 114-116)
10 Part 5 - Unit 13 25-Oct Wed. Noun Phrase Structure 1, 2, 3 (pp. 118-120) Grammar Journal #3
Part 5 - Unit 14 27-Oct Fri. Reporting Verbs (Review: Giving Credit to Sources) 1, 2, 3 (124-126) Quiz 6 - Units 11 & 12 Paragraph #3
Part 5 - Unit 14 30-Oct Mon. Adverb Clauses & Phrases with As 1, 2 (pp. 126-127); 1 (p. 127)
11 Part 5 - Unit 15 1-Nov Wed. Adverb Clauses & Infinitives of Purpose 1, 2, 3A (pp. 132-134)
Part 5 - Unit 15 3-Nov Fri. Reducing Adverb Clauses 1, 2 (135-136) Quiz 7 - Units 13 & 14
Review 6-Nov Mon. Review: Adverb Clauses
12 Part 6 - Unit 17 8-Nov Wed. Past Unreal Conditionals 1, 2, 3, 4 (pp. 150-153) Grammar Journal #4
Review 10-Nov Fri. Review: Conditionals Quiz 8 - Units 15 & 16
Part 6 - Unit 18 13-Nov Mon. Nonidentifying Relative Clauses 1, 2, 3 (158-160) Error Analysis #3
13 15-Nov Wed. Dependent Clause Review: ALL TYPES
Review
17-Nov Fri. Catch-up / Review Quiz 9 - Units 17 & 18 Paragraph #4
Part 6 - Unit 19 27-Nov Mon. Noun Clauses with Wh- Words and If/Whether 1, 2, 3 (pp. 166-168)
15 Part 6 - Unit 20 29-Nov Wed. Expressing Future Action 1, 2, 3, 4 (pp. 174-176)
Review 1-Dec Fri. Verb Tense Review: Past, Present, Future Quiz 10 - Units 19 & 20
Error Analysis #4
4-Dec Mon. Catch-up / Finals Review
Grammar Journal #5
16 Review
6-Dec Wed. Finals Review; Final Exam Information Final Exam Info. Sheet -----ACE FORMS----- Final Exam Info. Sheet
8-Dec Fri. Finals Review FINAL STUDY GUIDE
Course Calendar
Fall 2017
WEEK SKILL FOCUS DATE DAY TOPIC RECURRING HOMEWORK OTHER ACTIVITIES IN-CLASS ACTIVITIES
21-Aug Mon. Introduction & Syllabus
1 INTRODUCTION
23-Aug Wed. Diagnostic Quiz 0 - Syllabus Quiz (Friday) Dignostic
Role Play Scenarios
Plagiarism & Academic 28-Aug Mon. Email Ettiquette; Student Code of Academic Honesety Listening Log #1 Discuss: LL01
2 Start: Office Hours Assignment
Honesty
30-Aug Wed. How to Avoid Plagiarism Great Courses #1 (BBV01)
4-Sep Mon. Labor Day -- No Class Reflection Journal #1 (Tues.)
3 Notetaking Skills
6-Sep Wed. Cornell Notetaking: Symbols & Abbreviations Q & A and Q's Great Courses #2 (BBV06)
Listening Log #2 &
11-Sep Mon. Cues / Body Language Discussion: LL02 & VJ02
Vocabulary Journal #2
4 Spoken English
Q & A and Q's
13-Sep Wed. Introduction to Features Great Courses #3 (TSLOW23)
End: Office Hours Assignment
Quiz 1 - Plagiarism & Academic
18-Sep Mon. Identifying Reductions, Linking, Assimilation, Fillers, Ellipsis Reflection Journal #2
5 Spoken English Honesty (ICON)
20-Sep Wed. Stress, Intonation, Focus Words & Thought Groups Quiz 2 - Great Courses 1-3
Listening Log #3 &
Review 25-Sep Mon. Review: Spoken English Discussion: LL03 & VJ03
6 Vocabulary Journal #3
Accents & Dialects 27-Sep Wed. Quiz 3 - Unit 2: Spoken English Q & A and Q's Great Courses #4 (TSLOW13)
Accents & Dialects
2-Oct Mon. Reflection Journal #3
7 Accents & Dialects International Phonetic Alphabet
4-Oct Wed. Noticing Differences in th International Phonetic Alphabet Q & A and Q's Great Courses #5 (BBV15)
Listening Log #4 &
Review 9-Oct Mon. Catch-up / Midterm Review Discussion: LL04 & VJ04
MIDTERM #1 11-Oct Wed. MIDTERM EXAM #1
Headings/Signposts 16-Oct Mon. Big Picture Listening: Signal Words Reflection Journal #4 PPT: How to Take Tests
9
Review 18-Oct Wed. Review: Midterm Exam #1 Great courses #6 (BBV31)
Listening Log #5 &
23-Oct Mon. Lectures: Introductions & Announcements Discussion: LL05 & VJ05
10 Lecture Listening Vocabulary Journal #5
25-Oct Wed. Lectures: Introductions & Announcements Quiz 4 - Great Courses 4-6
30-Oct Mon. Lectures: Summary Statements Reflection Journal #5
11 Lecture Listening Q & A and Q's
1-Nov Wed. Lectures: Summary Statements Great Courses #7 (BBV24)
Notetaking Checklist
Listening Log #6 &
Lecture Listening 6-Nov Mon. Lectures: Encountering New Words Discussion: LL06 & VJ06
Review 8-Nov Wed. Review: Lectures & Test Taking Great Courses #8 (TSLOW18)
Spoken English 13-Nov Mon. Discussion: Midterm #2 Reading Materials Reflection Journal #6
13
Review 15-Nov Wed. Practice: Notetaking Skills Great Courses #9 (BBV13)
MIDTERM #2 16-Nov Thurs. MIDTERM EXAM #2 - 6:30PM - 8:30 PM in C20 PC
27-Nov Mon. Review: Midterm Exam #2 Reflection Journal #7
15 Review
29-Nov Wed. Review: Listening Strategies Q & A and Q's Quiz 5 - Great Courses 7-9
Listening Log #7 &
4-Dec Mon. Catch-up / Finals Review -----ACE FORMS----- Discussion: LL07 & VJ07
16 Review Vocabulary Journal #7
6-Dec Wed. Finals Review; Final Exam Information Sheet Final Exam Info. Sheet Final Reading Materials Final Exam Info. Sheet
Unit X: Plagiarism & Academic Honesty
Friday, September 1, 2017 9:30 AM
Introduction
- Attendance
Outline
I. Plagiarism
a. What is plagiarism?
i. Can words and ideas really be stolen?
ii. Examples of Plagiarism
iii. Additional Resources
b. What is common knowledge?
Examples of Common Knowledge
c. What is a unique phrase?
i. Examples of Unique Phrases
II. Academic Honesty

a. UI Code of Academic Honesty
i. Short discussion of academic honesty
b. Academic Honesty Scenarios
III. Email Etiquette

a. Look at handouts
b. Go through activities on handouts
Homework
1. Quiz 1: Units 1 & 2 - available today until 11:59 PM
2. Workbook Activities: 1, 3 (pp. 24-26)
3. Error Analysis: Diagnostic - due Wednesday, September 6
ESL Grammar Page 12

Unit 3: Real & Unreal Conditionals
Wednesday, September 6, 2017 9:30 AM
Introduction
- Attendance
- Check homework
- Collect: Error Analysis - Diagnostic
Outline
I. Grammar Presentation: Present & Future Real Conditionals
a. ACTIVITY: Socrative (Sign-in: DAKOTA4160)
b. Go over Chart 2.1: Present Real Conditionals
c. Go over Chart 2.2: Using Present Real Conditionals
d. Go over Chart 2.3: Future Real Conditionals
e. Go over Chart 2.4: Using Future Real Conditionals
f. Write these skeletons on the board
i. If _____, _____ might _____.
ii. If _____ makes _____, _____ will _____.
g. Tell the students that a store may donate part of its profits to the local school system.
h. Have them work in pairs to write two sentences about this situation using the
skeletons on the board.
II. Grammar Application

a. Exercise 2.1: Present Real Conditionals
i. In pairs, have the students work together to complete Parts A and B.
b. Exercise 2.2: Future Real Conditionals
i. In pairs, have the students work together to complete Parts A and B.
ii. If there is time, move on to Part C.
Homework
1. PRINT & BRING: Boxes for in-class paragraph writing
2. Workbook Activities: 1, 2, 3 (pp. 26-27)
ESL Grammar Page 13

Unit 3: Real & Unreal Conditionals
Introduction
- Attendance
- Check homework
○ Activities 1, 2, 3, (pp. 24-26) & 1, 2, 3 (pp. 26-27)
Outline
I. Paragraph Writing #1
a. PROMPT: Garbage recycling should be mandatory for all citizens.
II. Grammar Presentation: Present & Future Unreal Conditionals

a. Go over Chart 3.1
b. Go over Chart 3.2
c. Write this on the board: The food is not healthy. The restaurant doesn't support local farmers.
i. Ask the students to convert the information into an unreal conditional if clause.
ii. Have the students work in pairs to write a research for each if clause.
III. Grammar Application

a. SONG LYRICS: If I Were a Boy
b. Exercise 3.1: Present & Future Unreal Conditionals
c. Exercise 3.2: More Present & Future Unreal Conditionals
Homework
1. Workbook Activities: 3 (p. 35); 1, 2 (pp. 36-37)
2. Grammar Journal: Units 1, 2, 3, & 4 due Wednesday, September 13
ESL Grammar Page 14

Unit 4: -ing Participle Phrases
Monday, September 11, 2017 9:30 AM
Introduction
- Attendance
- Check homework
○ Activities 3 (p. 35); 1, 2 (pp. 36-37)
Outline
I. Grammar Presentation: -ing Participle Phrases That Show Effect
a. Before going over Chart 2.1:
i. Write on the board:
1) There are large windmill farms around the country.
2) This makes wind energy less expensive for consumers.
ii. What are the different ways to combine the sentences to show a cause-effect
relationship?
1) Because there are large windmill farms around the country, wind energy is less expensive
for consumers.
2) There are large windmill farms around the country, which makes wind energy less
expensive for consumers.
iii. The second one can be reduced to form an -ing participle phrase
1) There are large windmill farms around the country, making wind energy less expensive
for consumers.
iv. We can also use thus and thereby to connect an -ing clause:
1) Some countries build large windmill farms, thus making wind energy less expensive for
consumers.
c. Go over Chart 2.2

a. Exercise 2.1: -ing Participle Phrases That Show Effect
i. Parts A & B
b. Exercise 2.2: -ing Participle Phrases That Show Effect
i. Part A only
III. Grammar Presentation: -ing Participle Phrases That Show Cause

c. After going over the charts:
i. Write the two clauses with a cause-effect relationship on the board:
1) The government is offering tax breaks on solar panels.
2) This makes it easier for consumer to buy them.
ii. Have the students combine the sentences with participle phrases.
iii. Remind the students that the omitted subject in the participle phrase and the
subject of the main clause must be the same
1) By offering tax breaks on solar panels, the government has made it easier for consumers
to by them.
IV. Grammar Application

a. Exercise 3.1: -ing Participle Phrases That Show Cause
i. Part A only
Homework
ESL Grammar Page 15

Homework
2. Grammar Journal: Units 1, 2, 3, & 4 due Wednesday, September 13 @ 11:59 PM
ESL Grammar Page 16

Unit 5: Identifying Relative Clauses
Wednesday, September 13, 2017 9:30 AM
Introduction
- Attendance
- Check homework
○ Activities 1, 2, 3 (pp. 42-43)
Outline
I. Grammar Presentation: Identifying Relative Clauses
a. Before going over Chart 2.1:
1) Not everyone who participated in the study had the predicted personality.
ii. Is this a simple, compound, or complex sentence?
iii. Why is this a complex sentence?
1) There is an independent clause and a dependent clause.
a) IC: Not everyone had the predicted personality
b) DC: who participated in the study
iv. Ask for a volunteer and have the volunteer write a sentence of their own.

a. Exercise 2.1: Identifying Relative Clauses
i. Part A only
b. Penny Ur: 19.2 Relative Quizzes
i. Give each student one of the lists of vocabulary words.
ii. Have each student pick three words from their list and write a definition for
each of the words.
1) Two of the words should have FAKE definitions
2) One word should have a REAL definition
iii. Put the students in groups to have them share their definitions and have their
group members guess which one is the "real" one.
iv. Have the groups work together to choose the best two fake and best real
definitions.
1) Share them and have other groups guess.
Homework
2. Grammar Journal: Units 1, 2, 3, & 4 due tonight @ 11:59 PM
ESL Grammar Page 17

Unit 5: Comparatives with As … As
Introduction
- Attendance
- Check homework
○ Activities 1, 2, 3 (pp. 45-46)
Outline
I. Review: Identifying Relative Clauses
a. Any questions?
II. Grammar Presentation: Comparatives with As … As

a. After going over Chart 3.1:
1) Insightful, passive, unique
ii. Ask the students to write as … as sentences using the adjectives.
iii. Call on students to write sentences on the board for each adjective.
c. After going over Chart 3.2:
1) _____ (just) as … as _____
2) _____ almost/nearly/about/not quite as … as _____
3) _____ not nearly as … as _____
ii. Give the students a few minutes to think or write; then call on individuals to say
their own sentences using the skeletons.

a. Exercise 3.1: Comparatives with As … As
i. Part A only
b. Exercise 3.2 Comparatives with As … As
i. Parts A and B
Homework
1. Workbook Activities: 1, 2 (pp. 52-53)
2. Error Analysis: Paragraph 1 - due in class next Friday
3. Quiz: Quiz 2 - Units 3 & 4 on ICON -- available from 8:00 AM to 11:59 PM
ESL Grammar Page 18

Unit 9: Past Modals & Modal-like Expressions
Wednesday, October 4, 2017 9:30 AM
Introduction
- Attendance
- Check homework
○ Activities 1, 2 (pp. 78-79)
○ Activities 1, 2 (pp. 80-81)
○ Activity 1 (p. 82)
Outline
I. Grammar Presentation: Past Modals & Modal-like Expressions
d. Socrative Activity
i. was/were supposed to vs. was/were going to
1) Give an original sentence
2) Give an explanation about why the action wasn't completed

a. Exercise 3.1 Past Modals & Modal-like Expression
b. Exercise 3.2 Used To and Would
c. Exercise 3.3 Was/Were Supposed To and Was/Were Going To
d. Avoid Common Mistakes
Homework
1. Workbook: Activities 1A, 1B, 2 (pp. 86-88)
2. Grammar Journal: Grammar Journal #2 -- due at 11:59 PM on Wednesday
3. Error Analysis: In-class Paragraph #2 -- due on Monday, October 9
4. Quiz: Quiz 5 - Units 9 & 10 -- available on Friday 8:00 AM to 11:59 PM
5. Midterm Study Guide: available on ICON -- due on Monday in-class
ESL Grammar Page 25

Unit 12: The Language of Definitions
Wednesday, October 18, 2017 9:30 AM
Introduction
- Attendance
- Check homework
○ Activities 1, 2 (pp. 104-105)
Outline
I. Grammar Presentation: The Language of Definitions
a. Go over Charts 2.1 & 2.2
i. Explain that there are different ways of defining people and terms.
ii. Point out that it is important to learnt eh definition terms as collocations
(that is verb + word(s) that follows).
b. Write on the board: A doctor who specializes in children's health _____ as a pediatrician.
i. Ask the students which of the following phrases can be sued to complete
the sentence:
1) means
2) is referred
3) is known
4) is called
ii. The term is known is the only possible answer because it is followed by as.
d. Socrative Activity: Quiz - Unit 12: The Language of Definitions
i. Give the students five minutes to complete the sentences with a partner.
ii. Go through the answers in Socrative.
iii. As a class, ask students to correct any errors.

a. Exercise 2.1 Identifying the Parts of Definitions
i. Parts A & B
b. Exercise 2.2 Writing Definitions
i. Parts A & B
Homework
1. Workbook: Activities 1, 2 (pp. 107-109)
2. Grammar Journal #3 has been cancelled
ESL Grammar Page 31

Unit 12: Appositives
Friday, October 20, 2017 9:30 AM
Introduction
- Attendance
- Check homework
○ Activities 1, 2 (pp. 107-109)
Outline
I. REVIEW: The Language of Definitions
a. Put in groups of 4
b. Share their definitions and then have their group members guess which ones are fake
and which one is true.
i. Assignment: Think of 2 words and write 3 definitions for each work suing the
terminology from the book on page 175. Remember, two of the definitions
should be FAKE but close enough to TRICK your classmates.
II. Grammar Presentation: Appositives

a. Go over Charts 3.1 & 3.2
b. Refer the students back to Grammar in the Real World (pp. 172-173)
i. It is in the first paragraph, lines 5-6: The most popular of these tests was created by John
Holland, a leading researcher in vocational psychology.
c. Talk with the students about how appositives are similar in meaning to non-identifying
relative clauses. The only difference is that the relative pronoun and be verb are left out.
i. Relative Pronouns: who, whom, which, that, whose (also includes: whoever, whomever)
ii. Have the students write a sentences with a non-identifying relative clause that
can be changed into an appositive.
1) EXAMPLE: Dakota, who is my Grammar teacher, is wearing a green and
blue shirt.

a. Exercise 2.1 Identifying the Parts of Definitions
i. Parts A & B
b. Exercise 2.2 Writing Definitions
i. Parts A & B
IV. Review Graded Midterm Exams

a. Put phones away! I will be collecting the exams!
b. Allow the students some time to look at the exams and prepare questions they might
have.
c. Let the students has 1-2 questions each… if they have more questions, they can
schedule a time to come to my office to review their exam in detail.
Homework
1. Workbook: Activities 1, 2, 3 (pp. 114-116)
2. Quiz 6 - Units 11 & 12 has been moved to next Friday
ESL Grammar Page 32

Unit 15: Reducing Adverb Clauses to Phrases
Friday, November 3, 2017 9:30 AM
Introduction
- Attendance
- Check homework
○ Activities 1, 2 (pp. 135-136)
Outline
I. Grammar Application
a. Review answers to Exercise 2.2A More Adverb Clauses and Infinitives of Purpose
II. Grammar Presentation: Reducing Adverb Clauses to Phrases

b. After going over the chart, write on the board:
i. The patient asked questions while _______________.
ii. Before I take medication, _______________.
iii. The doctor saw the patient after _______________.
iv. Have the students write a completion for each sentence and then write the
reduction of their adverb clauses.

a. Exercise 3.1A Reducing Adverb Clauses
b. Avoid Common Mistakes
Homework
1. Bring any questions that you have over Adverb Clauses
2. Quiz: Units 13, 14 -- available on ICON from 8:00AM to 11:59PM on FRIDAY
ESL Grammar Page 38

Introduction
Monday, August 21, 2017 3:30 PM
Introduction
- Attendance
Outline
I. Names & Introductions
a. Notecard activity: fill out the notecard following the example on the document
camera
II. Syllabus
a. Instructor Information
b. Course Description & Goals
c. Grading Scale
d. Required Materials
e. Final Exam Information
f. Attendance Policy
g. Electronic Devices
i. Talk about "Pocket Points"
h. Make-Up Exams
i. Class Schedule Conflicts
j. Homework
k. Out-of-Class Work
l. CLAS Policies
III. Recurring Assignments
a. Timed Writings
b. Essays
c. Quizzes
Homework
1. "Syllabus Agreement" - available on ICON
2. Get required materials
3. DIAGNOSITC - on Thursday
ESL Writing Page 57

Chapter 1: Writing & Learning
Tuesday, August 29, 2017 11:00 AM
Introduction
- Attendance (on ICON)
Outline
I. Chapter 1: Writing & Learning
a. Give the students a few minutes to review the pages
b. Discussion: "Academic Writing: Why is It So Hard?!"
i. How is academic writing different than other types of writing?
1. In this case, the reader knows more than the writer, and that's okay!
2. Academic writing requires the writer to understand what the intended
purpose of an assignment is, how the requirements of the assignment
contribute to that purpose, and what aspects the writer is free to decide
for themselves.
ii. What is one of the goals of this class?
1. There are two goals for this class: (1) better understand what is expected
when a student writes for a class and (2) the kinds of decisions a student
should think about during the process of writing.
c. Discussion: "Why Write?"
i. In small groups, review this section and make your own list of reason for why you
write. Share them with the class.
ii. Why do you write? How can we bring that motivation and those skills into the
Academic Writing class?
d. Discussion: "The Paper Represented the Writer"
i. A survey conducted at a university showed three things that all professors could
agree were necessary for all assignments
1. Must be careful and thorough -- use the information and strategies talked
about and demonstrated through class
2. Must search for and provide reasonable logic to support or explain their
personal opinions and experiences
3. Must present ideas in a way that recognize the reader (the teacher) wants
to engage with, and possibly debate, the student's ideas
e. Discussion: "Things to Understand"
i. The reader knows more than the writer
ii. The writer (most times) does not make their own goals
Homework
1. Gather required materials.
2. READ: "Expectations & Conventions" (pp. 5-9)
3. "Syllabus Agreement Form" - available on ICON
ESL Writing Page 60

Chapter 2: Expectation & Conventions
Tuesday, August 29, 2017 11:00 AM
Introduction
- Hand back diagnostics
Outline
I. In-Class Graded Writing #1
a. Summary Writing of "Rethinking Ethics Training in Silicon Valley"
b. Give the students 30 minutes to write a summary paragraph
II. Chapter 2: Expectations & Conventions

a. Discussion: "Academic Writing: What Is Expected?"
i. Academic writing is about showing you are a good student
ii. There are things that your teachers expect to see and those things tell your
teacher about you as a student.
b. Discussion: "You Can Read Well"
i. Academic writing is always about something and that something often comes for
a text that you have been asked to read, maybe as research, but also as regular
readings like your textbook
ii. Class discussions and writing assignments are what the teacher uses to make
sure that you understand not only what the facts are, but why they are the
facts and how we know they are true
iii. It's not enough to simply report the facts from the things you read
iv. You need to do things like make connections with them, evaluate them, or
predict the effects of them
v. More often than not, you need to combine these different kinds of information
to give your teacher the complete picture of you as a learner
c. Activity: "Writing Analysis: Reading in Writing"
i. Exchange diagnostic papers with a classmate. Read over your classmate's paper
and try to mark which parts show details that come from the reading and which
parts show the writer's ideas.
1) Does the writer seem to have more details from the reading or more of
his or her own ideas?
2) Do you feel that these amounts are good?
3) Discuss your thoughts and your reasons with your classmate. He or she
will also discuss your paper in the same way.
d. Discussion: "You Understand the Context of the Assignment"
Homework
1. Gather required materials.
2. READ: "Reading: "One Percent Solution"" (pp. 13-18)
3. "Syllabus Agreement Form" - available on ICON
ESL Writing Page 61

Reading: "One Percent Solution"
Tuesday, September 5, 2017 11:00 AM
Introduction
- Hand back diagnostics
Outline
I. Read pages 13-15 (Reading: "One Percent Solution")
a. Have the student identify the main ideas
b. Can the student identify the arguments / counterarguments?
c. What are the supporting details?
II. Vocabulary (p. 16)

a. Work through the examples and the vocabulary search
b. There will be a vocabulary quiz later this week or next week
III. Comprehension & Analysis (p. 17)

a. Work through the questions on page 17
Homework
1. READ: "You Might be Among the Riches People in the World and Not Realize it" (pp.
13-18)
ESL Writing Page 63

Chapters 4, 5, & 6: Response Writing; Strong Thesis Statements; Reading
Response Essays
Introduction
Outline
I. DISCUSSION: Response (p. 21)
a. It is important to share your own claims and to be subjective in the response
b. Response might be spontaneous, or might have a significant time to read, think, and
do research
c. You should always try to determine your position before starting your response
II. DISCUSSION: Strong Thesis Statements (pp. 22-24)

a. Thesis statements are very important
b. They appear at the beginning of the paper and identify the main idea of the paper
c. They also demonstrate whether or not the student understand the goals of the
assignment
d. In general, thesis statements should
i. Introduce a specific topic
ii. Make a claim
iii. Give the reader an idea about the direction of the essay--generally by answering
the questions How? or Why? about the claim.
e. Thesis statements tend to use adverb clauses of contrast
i. A strong thesis statement ends with a statement about your viewpoint
ii. Use words like although, even though, or while
iii. Ideally, the independent clause shares the writer's claim
III. DISCUSSION: Reading Response Essays (pp. 25-27)

a. Response essays have a short summary followed by an original essay in which they
develop a claim related to a reading (and support this claim in an original essay)
b. The introductory paragraph of a reading response should be a concise summary of
the text
i. The first paragraph uses objective language
c. The second paragraph should establish a clear connection with the article and create a
clear thesis statement
i. The second paragraph makes a clear connection to the original text
ii. The second paragraph ends with the thesis statement
Homework
1. READ: "Reading: "Rich People Just Care Less"" (pp. 28-34)
ESL Writing Page 65

Unit X: Plagiarism & Academic Honesty
Thursday, September 21, 2017 11:00 AM
Introduction
Outline
I. LECTURE: Plagiarism
a. What is plagiarism?
b. What is common knowledge?
c. What is a unique phrase?
II. LECTURE: Academic Honesty

a. What is academic honesty?
b. UI Specific Examples
c. How can someone tell?
d. What are the consequences?
III. LECTURE: Email Etiquette

a. Why is email etiquette important?
b. How to write a non-annoying email
c. Email Format
d. Elements of Proper Email Etiquette
e. The Basics
IV. GRADED WRITING: Summary & Response Introduction

a. Give the students 45 minutes to write a summary and a response introduction
Homework
1. QUIZ: Vocabulary Quiz 1 -- available on ICON from 8:00AM to 11:59PM
2. QUIZ: Plagiarism & Academic Honesty -- available on ICON from 8:00AM to 11:59PM
on FRIDAY
3. READ: "Reading: "Skin Color Affects Ability to Empathize with Pain"" (pp. 38-39)
4. SUMMARIZE: "Reading: "Skin Color Affects Ability to Empathize with Pain""
5. READ: "Arguments & Counter Arguments" (pp. 43-45)
ESL Writing Page 68

Chapter 9: Arguments & Counterarguments
Introduction
Outline
I. REVIEW: Graded Writing #2
a. Let the student see their grades
b. Answer any questions that they have
II. DISCUSSION: "Reading: "Skin Color Affects Ability to Empathize with Pain"" (pp. 38-39)
a. In small groups, compare your summaries for the reading.
b. Individually, write a "transition paragraph" with a thesis statement
III. DISCUSSION: "Arguments & Counterarguments" (pp. 43-45)

a. How do you create a strong argument?
b. Things to remember:
i. Your viewpoint is your position on the topic
ii. The reasons you use to support this position are your arguments
iii. The reasons someone might use to support the opposite position are called
counterarguments
c. Go through the examples together
Homework
1. READ: ""Working" Thesis Statements" (pp. 47)
2. READ: "The Use of "I"" (pp. 52-53)
ESL Writing Page 70

Chapters 9, 10, & 11: Arguments & Counterarguments; Thesis
Statements; & "I"
Thursday, September 28, 2017 11:00 AM
Introduction
Outline
I. Groups Discussions
a. Put the class into three groups.
b. Have each group work with ONE of the sections
c. Give the students 15 minutes to put together their discussion and some
comprehension questions
d. Have the groups teach each other.
II. DISCUSSION: "Arguments & Counterarguments" (pp. 43-45)

a. How do you create a strong argument?
b. Things to remember:
i. Your viewpoint is your position on the topic
ii. The reasons you use to support this position are your arguments
iii. The reasons someone might use to support the opposite position are called
counterarguments
c. Go through the examples together
III. DISCUSSION: ""Working" Thesis Statements" (p. 47)

a. What is a "working" thesis statement?
b. How do you revise a "working" thesis statement?
IV. DISCUSSION: "The Use of "I"" (pp. 52-53)

a. When is it and when is it not acceptable to use "I"?
Homework
1. READ: "Where Can I Find Sources?" (pp. 71-73)
2. ESSAY 2: At-Home Graded Writing #2 due on Tuesday
ESL Writing Page 71

Library Research Visit
Thursday, October 5, 2017 11:00 AM
Introduction
Outline
I. Visit with a Library -- learn how to use online library resources
a. 4037 Mail Library
b. Librarian will discuss the resources available to students
Homework
1. REVIEW: Practice Exam for Monday
ESL Writing Page 73

Chapter 12: Editing: Sentence Structure
Tuesday, October 17, 2017 11:00 AM
Introduction
Outline
I. Discussion: "Editing: Sentence Structure" (pp. 54-57)
a. Sentence (Independent Clause) = S + V (+ O)
b. Dependent Clause = S + V (+ O)
c. Simple Sentence = S + V (+ O)
d. Compound Sentence = two or more simple sentences joined by a coordinating
conjunction
i. Coordinating Conjunctions = FANBOYS
1) For
2) And
3) Nor
4) But
5) Or
6) Yet
7) So
e. Complex Sentence = DC + IC
II. PRACTICE:
a. Sentence Structure: Self-Analysis A
i. Look through one of your essays and find an example of a simple sentence,
compound sentence, and a complex sentence. Think about why you used each
type of sentence in that particular context. Is it effective? If so, why/how? If
not, how would you revise?
b. Sentence Structure: Self Analysis B
i. Find an example of a sentence your instructor has identified as problematic.
Analyze this sentence. Is it a fragment (incomplete or a dependent clause
alone)? A run-on (too many clauses)? A comma splice (clauses linked with
commas rather than conjunctions?
ii. Are there multiple ideas you are trying to express? What is the relationship
between the ideas?
iii. Revise the sentence and explain why you chose to make the changes.
Homework
1. READ: "Why Research?" (pp. 61-62)
ESL Writing Page 74

Chapter 13: Why Research?
Thursday, October 19, 2017 11:00 AM
Introduction
Outline
I. Discussion: "Why Research?" (pp. 61-62)
a. What Does Research Communicate?
i. Who You Listen To
ii. How Thorough You Are
iii. What You Understand About the Context
II. Discussion: Major Research Essay Ideas
a. Think of your future career after you graduate from university. What is your dream
career? When thinking about that career, will empathy be important? Why or why
not? If yes, will it be a need in your future career or a want? If not, why do you think it
will be important to minimize empathy in your future career?
i. I want you to freewrite/brainstorm/mindmap on 1-2 pages of notebook paper
and bring it to class. I want you to start thinking about ideas for your Major
Research Essay. We will be spending the remainder of the semester on this
essay.
Homework
1. READ: "Developing & Narrowing a Topic" (pp. 63-65)
ESL Writing Page 75

Chapter 14: Developing & Narrowing a Topic
Tuesday, October 24, 2017 11:00 AM
Introduction
Outline
I. Discussion: "Developing & Narrowing a Topic" (pp. 63-65)
a. Sometimes in your courses, you are given a very specific research topic or question.
b. In all cases, though, the topic you choose will not be just any topic--it will have to be
related to the course you are taking.
c. Where do you begin? How can you find a topic that is narrow (specific) enough for 6
or 7 pages?
i. A good place to start is your own interests.
ii. This could be related to what you plan to major in, or related to a career you
hope to have in the future.
d. Once you have a preliminary topic, you will need to begin doing research.
e. You should start looking for sources to help answer your research questions.
f. Keywords will also help you find sources.
II. PRACTICE: Developing & Narrowing a Topic

a. General Topic Area
b. Interests? Goals?
c. How do your interests/goals relate to the general topic area?
d. (Preliminary) Research Topic
e. What do you already know?
f. What do you need to find out (before you can develop a thesis)?
Homework
1. MRE: Type up your "Developing & Narrowing a Topic" activity
a. General Topic Area: 2-3 sentences
b. Interests? Goals?: 2-3 sentences
c. How do your interests/goals relate to the general topic area?: 1 paragraph
d. (Preliminary) Research Topic: 1-2 sentences (more specific now)
e. What do you already know?: 1 paragraph
f. What do you need to find out (before you can develop a thesis)?: 3-5 research
questions
g. Keywords: 3-5
ESL Writing Page 76

Student Essay: Major Research Essay
Thursday, November 2, 2017 11:00 AM
Introduction
Outline
I. Discussion: "Student Essay: How Walt Disney's movies helped American people to
overcome the Great Depression in the 1930s"
a. Let's look at your outlines
i. INTRODUCTION
1) Background information
a) What is the Great Depression?
b) What caused the Great Depression?1
2) Important terminology
a) Black Thursday
b) Great Depression
3) Thesis Statement
a) Movies like Snow White and the Seven Dwarfs and especially Three Little
Pigs were symbolic for the struggle of the American fold and helped
to shape the American people's identity in the aftermath of the stock
market crash.
4) Preview
a) The Great Depression
b) Significance of the Theater
c) Identifying with Disney Characters
ii. PART I: The Great Depression
1) Topic Sentence 1: On October 29, 1929, the world turned upside down
(Scaliger, 2008).
a) DETAILS
2) Topic Sentence 2: The stock market crash had some sever consequences
for the entire country.
a) DETAILS
3) Transition Paragraph
a) DETAILS
iii. PART II: Movies & Movie Theaters
1) Topic Sentence 1: Going to the movie theater was indeed something
many people did not want to forgo.
a) DETAILS
2) Topic Sentence 2: The studios understood that if they wanted to make the
people watch their movies they had to provide an alternative to real life,
which was not very rosy.
a) DETAILS
3) Topic Sentence 3: How influential Hollywood and its movies were can be
recognized by a movement that took place in 1933.
a) DETAILS
4) Topic Sentence 4: Movie theaters and Hollywood had a really important
role during this period.
a) DETAILS
5) Transition Paragraph
a) DETAILS
iv. PART III: Disney Movies & Characters
1) Topic Sentence 1: Although the Disney Company did not suffer from the
ESL Writing Page 78

1) Topic Sentence 1: Although the Disney Company did not suffer from the
consequences of the Great Depression, the depression did indeed affect
the themes and the plots of the stories (Watts, 2014).
a) DETAILS
2) Topic Sentence 2: Furthermore, most of Disney's movies dealt with the
struggle of the "little guy" for survival against powerful forces in a
unfriendly world and the inherent goodness of the American "folk"
(Watts: 2014).
a) DETAILS
3) Topic Sentence 3: Besides these examples of delighting shorts, there are
two movies which were very popular and stood characteristic for the
Great Depression.
a) DETAILS
4) Topic Sentence 4: Snow White and the Seven Dwarfs was by then Disney's
most successful movie but 4 years earlier another short movie mesmerized
the American people: Three Little Pigs.
a) DETAILS
v. CONCLUSION
1) Restated Thesis Statement
a) The stock market crash and the following Great Depression has a
tremendous impact on the life of millions of Americans in the
1930s.
2) Summary of main ideas
II. APA Referencing & Citing Sources

a. SEE PPT
Homework
1. MRE: Library Consultation Worksheet - due November 2
2. MRE: Reference list for 3 sources submitted on ICON (using proper APA format)
a. Annotation for one of them
ESL Writing Page 79

Chapter 16: Introductions & Conclusions
Tuesday, November 7, 2017 11:00 AM
Introduction
Outline
I. Discussion: "Introductions & Conclusions" (pp. 85-88)
a. Based on the title, what can you determine about the purpose of the article?
b. Read the first 6 paragraphs of the article and think about the author's introduction…
i. Practice (p. 86)
1) How is the introduction above different than an academic essay?
2) Where is the controlling idea/"thesis" in these paragraphs?
3) Using the information in paragraphs 4, 5, and 6, write and introduction
and thesis statement for an academic essay. Do NOT use the exact
language from the text; use the content to create a 5-7 sentence
introduction and thesis statement.
4) Now think about how you would use the information in the first three
paragraphs of the article in your essay. Where would you put this
information?
ii. Practice (continued from p. 86)
1) In the last three paragraphs, what does the author do beyond
conclude/restate his primary argument?
2) Use the author's ideas in the last three paragraphs to create one
concluding paragraph using more formal/academic sentence structure and
vocabulary.
Homework
1. MRE: Annotated Bibliography due at 9:00 AM on Thursday
2. MRE: Body Paragraphs due at 9:00 AM on Tuesday, November 14 -- bring a printed copy
to class for peer review
3. MIDTERM PAPER: Revision of Essay 1, 2, or 3 due on Thursday, November 16
4. MRE: Draft 1 (Introduction, Body Paragraphs, Conclusion, & Annotated Bibliography)
compiled and due on November 16 -- due on ICON and in-class
ESL Writing Page 81

Unit X: Plagiarism - UIOWA Code of Academic Honesty &
Plagiarism
Wednesday, August 30, 2017 3:30 PM
Introduction
- Sign-in Sheet
Outline
I. Office Hours Visit
a. Discuss these questions
i. What do you think is the reason American professors have “office hours”?
ii. Do you regularly go to your professors’ office hours? Why or why not?
iii. Why might it be important to use a professor’s office hours?
b. Why is it important?
i. Meet one-on-one for individualized help
ii. Get questions answered you can’t get answered in class
iii. Instructor has more time than immediately before or after class
iv. Your tuition pays for this privilege
v. Can get to know professors/TAs better – you understand them and they
understand you
c. Assignment
i. Come prepared to ask me at least 1-2 questions or have a discussion about a
problem you are experiencing with listening outside of class.
ii. Please be on time! The appointments are short, so if you're late, you can make
everyone else late!
iii. Due dates
1) M/W - 13 September
2) T/Th - 14 September
II. Review: Recurring Assignments

a. Reflection Journals
i. Purpose
1) To get you to think about how much English you are listening to inside
and outside of class
2) Help you discover the types of English you are listening to
3) Help you identify individual challenges and compensation strategies for
difficult situations
4) Track your progress and development over time
ii. Assignment
1) 6 Entries (minimum)
2) Due every-other Monday/Tuesday before class (8:00 AM)
3) Reflect on listening activities inside and outside of class
a) What works well for you?
b) What are you struggling with?
c) What is your plan to get better?
d) What’s your greatest surprise from a listening or notetaking
experience this week?
e) Etc.
4) If you have questions for Dakota, ask them in the journal and he will
answer them on ICON.
iii. Examples (on PPT)
ESL Listening Page 91

iii. Examples (on PPT)
b. Listening Log
i. Purpose
1) Every-other week new assignment to listen to a topic outside of class
2) Some weeks topic chosen for you
3) Some weeks you choose topic
4) Studies show ESL students with low listening skills who are exposed to
English more often increase their listening ability faster than those who
aren’t
ii. Assignment
1) Download assignment from ICON every-other week
2) Due usually on Mondays/Tuesdays
3) Due by 8:00 AM
4) Upload worksheet to ICON
5) Will have class discussion about listening
III. Plagiarism Day 2 - Academic Honesty

a. UI Code of Academic Honesty
i. Discussion in small groups:
1) What is the purpose of the Code of Academic Honesty?
2) What happens if you don’t follow the Code?
3) There are a lot of rules…what if you don’t know all of them, but you
break one anyway? What will happen?
ii. Academic Honesty Scenarios
1) Do these violate the UI's Code of Academic Honesty?
a) My friend and I are in several of the same classes, so we often talk
about what we are reading and learning outside of class.
i) NO! Talking with others is a good way to consolidate your
learning. And some people might be verbal processers.
b) My friend and I are in several of the same classes. We like to write
our assignments and do our homework together. Because we are all
in different sections of the same class, we turn in one assignment
with different names.
i) YES! If it is an individual assignment, it needs to be individual
work.
c) My friend and I are in several of the same classes. We like to write
our assignments and do our homework together. Because we are all
in different sections of the same class, we turn in one assignment
with different names.
i) YES! If it is an individual assignment, it needs to be individual
work.
d) I am unsure of my English ability, so sometimes I have my friend (a
native speaker) check my assignments before I turn them in. I don’t
pay my friend, but sometimes I buy him/her dinner for his/her
help.
i) It depends. If this assignment is for an ESL course, you are
not allowed to get outside help with your English. However,
if it is for a university course that is not evaluating your
English ability, it may be ok.
e) I have an amazing memory. I can read something and remember it
word for word. When I write, I use a lot of those memorized
phrases and passages. I don’t remember where exactly they came
from, so I don’t mention the source.
i) YES! If you use someone else’s words, you need to put those

i) YES! If you use someone else’s words, you need to put those
words in quotations and cite where you found them.
f) My homework is to prepare a summary about chapters 1-2 of our
class novel. I want a good grade, so I look online for summaries. I
find one that I like, and I change a few words.
i) Yes! This is plagiarism, you can never take credit for other
people’s words. You must paraphrase and still give credit for
where you paraphrased from.
g) My friend asks me to share my textbook answers before class starts
because he/she didn’t have time to finish the homework. I want to
help, so I share the answers.
i) Yes! Unauthorized collaboration is breaking academic honesty!
h) I was assigned to write a summary of a news article for my reading
class. I submitted that assignment and received a grade. A few
weeks later, my homework for writing class is to write a summary of
a news article. I want to submit the same reading summary for my
writing class.
i) If given permission, NO. If not, YES. (willful representation)
i) My assignment in reading class is to write a response to an article I
read. I use direct sentences from the article with quotes in my
response.
i) No, if you use quotes and give source, it’s fine.
IV. Great Courses Lecture: Building Better Vocabulary

a. Lecture 1: Five Principles for Learning Vocabulary
i. TAKE OUT YOUR NOTEBOOK!
ii. Take notes as if this was a regular lecture.
iii. After the lecture, write a summary using your notes.
iv. Lastly, write down any questions that you might have or identify any gaps in
your notes.
1) We will go over these questions the following week!
Homework
1. Office Hours Assignment
a. M/W Due: Wednesday, September 13
b. T/Th Due: Thursday, September 14
2. Reflection Journal #1
a. ALL SECTIONS Due: Tuesday, September 5

Unit 1: Notetaking - Symbols & Abbreviations
Wednesday, September 6, 2017 3:30 PM
Introduction
- Sign-in Sheet
- Collect Great Course #1 rewritten notes (in Cornell Style)
Outline
I. Notetaking Strategies: Notetaking Symbols
a. REVIEW: Cornell Notes
i. Take out your notes from the video we watched earlier
ii. In small groups:
1) Compare the information you gathered in the three sections
a) Main notes (section 1)
b) Left column (section 2)
c) Summary section (section 3)
2) Do you have similar notes in #1?
3) Do you have key ideas, definitions, and/or questions in #2?
4) Are your summaries the same/similar?
b. BBV 01: Comprehension Questions
i. Explain the “dimmer-switch phenomenon.”
ii. What are the 4 levels of vocabulary learning? List them.
iii. What is the 2nd principle of vocabulary learning?
iv. List two “personal connection” examples that the speaker mentioned for
factotum.
v. What is the 4th principle? Explain how the professor used the 4th principle to
remember the meaning of factotum.
c. Notetaking Strategies
i. Tips
ii. Outlining
iii. Charting
iv. Abbreviations
v. Numbers
II. Great Course Lecture: Building Better Vocabulary

a. Lecture 6: Going beyond Dictionary Meanings
ii. Take notes as if this was a regular lecture--using the Cornell Method
iv. Lastly, write down any questions that you might have or identify any gaps in your
notes.
Homework
2. Listening Log #2
a. M/W Due: Monday, September 11
b. T/Tj Due: Tuesday, September 12
3. Vocabulary Journal #2
b. T/Th Due: Tuesday, September 12

Unit 2: Spoken English - Cues / Body Language
Monday, September 11, 2017 3:30 PM
Introduction
- Sign-in Sheet
- Collect Great Course #1 rewritten notes (in Cornell Style) (MONDAY class only)
Outline
I. DISCUSSION: Vocabulary Discussion (7 minutes)
a. What words were the most interesting that you heard?
b. Are most of your words academic or informal?
c. What were you doing when you heard some of your vocabulary words?
d. Are there any words you have in common with your group members?
e. Are there any words on your list that you think are important for academic success?
f. Is there anything you plan on doing differently next week?
g. Any other questions you can think of?
II. DISCUSSION: Listening Log (10 minutes)

a. Share the name of the Radio Lab podcast you listened to.
b. Why did you choose that episode?
c. How much did you know about this topic before you started listening?
d. What was the main idea of this episode?
e. Was the podcast easy or difficult to listen to? Why?
f. What did you think about the sound design (background music, sound effects, etc) of
your episode?
III. Spoken English: Cues & Body Language

a. Intonation
b. Other Auditory Cues
c. Intonation & Auditory Cues (video)
d. Body Language
e. Gestures
i. Examples of Gestures
ii. More Gestures
f. On-Screen Cues
g. Listen Again
i. Listen again to the 4 minute clip and see if you can find one example each of:
1) Intonation, pausing, increased/decreased volume, lengthening of a stressed
syllable/word, or change in speed that highlights an idea
2) Use of a gesture to emphasize a point
3) An on screen cue that helps you understand the information she is
explaining
Homework

Unit 2: Spoken English - Introduction to Features
Wednesday, September 13, 2017 3:30 PM
Introduction
- Attendance
Outline
I. How to see feedback on ICON
a. Go through the screen-shots
II. DISCUSSION: Academic Listening Strategies (pp. 34-43)

a. Assign each group a section
i. Contractions
ii. False Starts
iii. Linking
iv. Slang & Fillers
v. Reduction
vi. Ellipsis
vii. Assimilation
b. Jigsaw (teach your classmates about your section)
i. With your group, prepare to explain your section to your classmates. Your
explanation should include:
1) Briefly defining your feature and how it works
2) Showing examples from the transcript
3) Saying your own example out loud (from the reading, transcript, or your
own idea)
III. Great Course Lecture: Building Better Vocabulary

a. Lecture 6: Going beyond Dictionary Meanings
ii. Take notes as if this was a regular lecture--using the Cornell Method
iv. Lastly, write down any questions that you might have or identify any gaps in your
notes.
Homework
a. M/W Due Date: Monday, September 18, 2017 @ 9:00 AM
b. T/TH Due Date: Tuesday, September 19, 2017 @ 9:00 AM
2. Quiz 1 – Plagiarism & Academic Honesty (ICON)
a. M/W: Monday, September 18, 2017 – available from 8:00 AM to 11:59 PM
b. T/Th: Tuesday, September 19, 2017 – available from 8:00 AM to 11:59 PM

Unit 2: Spoken English - Identifying Reductions, Linking,
Assimilation, Fillers, & Ellipsis
Introduction
- Attendance
Outline
I. DISCUSSION: Reflection Journal #2
a. The strategies you use for lectures and how they affect your comprehension:
i. What are you doing when you are listening to lectures? How is that
changing/being affected as you learn new techniques?
ii. How successful are you in getting the knowledge you need to from the speaker?
iii. What strategies do you think you still need to gain? How do you know? (E.G.
you think other students are doing better on the exams because they are able to
take more notes faster than you)
b. Your reactions to the listening and notetaking activities you do in class:
i. Is there something getting in your way of being successful?
ii. How are you applying the new strategies we discuss in class?
c. The strategies you use outside of class (example: listening log or vocabulary journal
activities or conversations with native speakers)
i. What challenges did you encounter? How did you overcome those challenges (or
how do you plan to overcome that next time?)
ii. What is your plan for growth/progress in relation to those challenges?
iii. What questions do you have about your interactions or development?
d. What was your greatest surprise from a listening or notetaking experience this week?
Describe what happened and why it was surprising
II. REVIEW: Spoken Language

a. Contractions
i. Common contractions
ii. Some contractions don't follow standard rules
b. False Starts
i. Beginning to speak, stopping, (backtracking - sometimes), then starting again
1) More frequent in personal interactions
2) Less frequent in lectures/rehearsed speeches but still can occur
c. Linking
i. Connecting certain sounds together
1) Word final vowel + word initial consonant (e.g., see that)
2) Word final consonant + word initial vowel (e.g., this is)
3) Sounds that have the same or very similar place of articulation (tongue or
lips are in the same, or nearly similar, position) as the next sound (e.g., that
lady)
d. Fillers
i. Words or sounds that don't really have meaning
ii. Used to fill sapce for a few seconds while speaker is thinking
iii. Um, uh, er, whatnot, you know, like, all that stuff, etc.
e. Reductions
i. Loss of certain sounds or words
ii. When used with linking, makes speech smoother and easier for native speakers
to say
iii. Examples

iii. Examples
1) Want to → wanna
2) Going to → gonna
3) Let me → lemme
iv. Other examples
1) His → /Is/
2) Her → /3r/
3) Him → /Im/
4) About → loses the "a" when said after other words
f. Ellipsis
i. Shorten or leave out elements
1) Helping verbs (e.g., have, do, be, & modal auxiliaries)
a) Example: tom can play the piano, and Emma (can play) the guitar.
2) Main subject
a) Example: Emma has a test on Monday, (bust she does) not (have a test) on
Tuesday.
3) Main verb
a) Example: What (do you think) about going to this restaurant for lunch?
g. Assimilation
i. Similar sounds blend together into a new sound
ii. Examples
1) t + y → “ch” /tʃ/
2) d + y → “j” /ʤ/
h. Stressed words
i. Louder
ii. Words lengthened
iii. Tone higher pitch
iv. Usually nouns, verbs, adjectives, and adverbs
1) Not stressed: articles (e.g., the, an, a), prepositions, and conjunctions
III. Transcript Review: I'm Good .. Or am I well? (0:12 - 4:02)

a. With a partner
i. Read the transcript out loud.
ii. Predict the types of spoken English you think you will hear (use your notes)
b. Listening for features
i. Listen to Dr. Curzan
ii. Identify the features she uses.
c. Gestures
i. Watch the video again.
ii. What gestures does Dr. Curzan use to help make her point?
iii. Write them down in your notebook.
Homework
1. Great Courses Quiz 1
a. M/W: Wednesday, September 20
b. T/Th: Thursday, September 21

Unit 2: Spoken English - Thought Groups, Stress, &
Speaking Speed
Introduction
- Attendance
Outline
I. REVIEW: Cues & Spoken English
a. Intonation
b. Gestures / Body Movement
c. Contractions
d. Linking
e. Assimilation
f. Reductions
g. Ellipsis
h. Fillers
i. False Starts
II. More Features of Spoken English

a. Thought Groups
i. Definition: is a group of approximately two to five words that form a unit of
meaning. A thought group could also be called a phrase.
ii. Example: The English language uses thought groups for clear communication.
1) The English language / uses thought groups / for clear communication.
iii. Example: To communicate effectively, you have to be careful just how you
group the words you use.
1) To communicate effectively, /you have to be careful/ just how you group/
the words you use.
b. Rules to Identify THOUGHT GROUPS
i. Nouns + their modifiers (such as prepositional phrases, quantifiers, etc.):
1) “at all places” and “several good books”
ii. Subject + verb (and their objects sometimes):
1) “she will call her friends” and “you should group words together”
iii. Verb complement phrases:
1) “to be a better teacher”
iv. Non-restrictive relative clauses are not grouped together:
1) “Jim, / who cuts my hair, / …
v. Restrictive relative clauses are always grouped together with the noun:
1) “the store where you buy your clothes”
vi. Introductory words and phrases:
1) “However” and “Today” and “To begin with”
c. Stress / Focus
i. Words that are louder, longer, higher pitch
ii. Content words (nouns, verbs, adjectives, adverbs, question words)
iii. Function words (prepositions, articles, conjunctions, pronouns) reduced
iv. A couple of words in each thought group will be stressed
1) To communicate effectively, / you have to be careful / just how you group
/the words you use.
d. Rules to Identify STRESS
i. The last content word in a TG
ii. If a word or idea has been previously mentioned focus usually shifts to the

ii. If a word or idea has been previously mentioned focus usually shifts to the
second to last content word in a TG
iii. Any word can be emphasized depending on what the speaker wants highlight as
important
e. Rate of Speech
i. Fast speed may be speaker nerves, 1st language, perceived fluency
ii. Fast speed makes listeners tired and frustrated
iii. If given a chance, ask the speaker to slow down
III. TRANSCRIPT: I'm Good .. Or am I well? (0:12 - 4:02)

a. Practice with the transcript
b. Predict thought groups
c. Watch the video
d. Notice focus/stress (bold words), speed
Homework
a. M/W Due: Monday, September 25, 2017 @ 9:00 AM
b. T/Th Due: Tuesday, September 26, 2017 @ 9:00 AM
2. Listening Log #3 - 99% Invisible
a. M/W Due: Monday, September 25, 2017 @ 9:00 AM
b. T/Th Due: Tuesday, September 26, 2017 @ 9:00 AM
3. PRINT & BRING: Handout on ICON "Tips for Speaking (& Listening) Clearly"

Unit 2: Spoken English - Accents & Dialects
Monday, October 2, 2017 3:30 PM
Introduction
- Attendance
Outline
I. REVIEW: Spoken English
a. What is a Thought Group?
b. What words are commonly stressed in English?
c. How do speakers show stress or emphasis?
II. Accents & Dialects

a. How do you say…?
i. Neither
ii. Aunt
iii. Often
iv. Caramel
v. Pecan
vi. Syrup
b. "21 Accents" by Amy Walker
c. Terminology
i. Accent: differences in pronunciation
ii. Dialect: differences in pronunciation, grammar, and vocabulary
d. Dialects
i. National
1) American English, British English, Indian English, Singapore English, etc.
ii. Regional
1) Midwestern, New England, Southern, Western, etc.
iii. Cultural
1) African-American Vernacular English (AAVE), Latino English,
Pennsylvania Dutch English
iv. Age
1) “That’s rad!” vs. “That lit.” “Cool AF”
v. Gender
1) Women – Vocal Fry
III. DISCUSSION: Accents & Dialects

a. What dialects do you hear in your daily life?
b. Do you experience difficulties when listening to different dialects?
i. Why?
c. What strategies could you use when listening to speakers with different dialects?
IV. Introduction to the International Phonetic Alphabet

a. What is the IPA?
i. The IPA is an alphabet that is used to represent sounds across languages
regardless of spelling or alphabet.
1) Each language has a different set of sounds and symbols; the IPA is used
to show how words sound no matter how they are spelled.
ii. Some symbols in the IPA are the same as their English alphabet equivalents,
some are not. Be careful!
b. Why use the IPA when learning ESL?
i. The IPA can be used to show differences in pronunciation of words that may

i. The IPA can be used to show differences in pronunciation of words that may
not be clear from spelling alone.
ii. The IPA can help us to practice difficult contrasts in English.
iii. The IPA gives a visual representation of speech sounds that can help students
understand differences more clearly.
c. What are some important concepts?
i. Vowels/consonants
1) Vowels – a, e, i, o, u
2) Consonants – b, d, f, g, k… etc.
ii. Voiced/voiceless
1) Voiced – Closed Vocal Chords (z)
2) Voiceless – Open Vocal Chords (s)
iii. All Vowels are Voiced!
iv. Place of Articulation: places of sounds
1) Bilabial = Lip: b, m, p, w
2) Labiodental = Teeth +Lips: f, v
3) Interdental/Alveolar/Alveopalatal = Gums – t, d, n, s, z, θ, ð, tʃ, dʒ, j
4) Velar/Glottal = Throat – k, g, ŋ, ʔ, h
v. Manner of Articulation: types of sounds
1) Stops – Complete close (b, f, d)
2) Fricatives, Affricate– Not complete close (s, z, tʃ)
3) Nasal
4) Approximate
5) Glide
V. ACTIVITY: Accents & Dialects

a. Visit the database at https://accent.gmu.edu
b. Look for differences
i. Pronunciation
ii. Stress/Emphasis
iii. Thought Groups
iv. Intonation
Homework
1. Accent Database Work
a. Go to this website: https://accent.gmu.edu
b. Click "browse"
c. Click "language/speakers"
d. Choose 3-5 different languages to hear their English accent.
i. REMBMER: They must have the IPA/Phonetic Transcription available.
e. Record the speaker/language code in a word document and copy the phonetic
transcription
i. REMEMBER: Your word document should have an appropriate heading in the
top left corner.

Unit 2: Spoken English - Accents & Dialects
Wednesday, October 4, 2017 3:30 PM
Introduction
- Attendance
Outline
I. REVIEW: Spoken English Quiz
a. Go through the quiz.
b. Let the students see their scores.
II. ACTIVITY: This American Life

a. Source: https://www.thisamericanlife.org/radio-archives/episode/241/20-acts-in-60-
minutes?act=15#play
b. Directions:
i. Follow the transcript as you listen to the audio. Mark the focus/stressed words
with a circle and put a / between all of the thought groups and // at the end of a
sentence.
III. HANDOUT: International Phonetic Alphabet

a. All possible consonantal sounds
b. English consonants
c. All possible vowel sounds
d. American English vowel sounds
e. American English diphthongs
IV. REVIEW: Accents & Dialects

a. Discussion Questions
i. What is the difference between an accent and a dialect?
ii. What accents or dialects have you heard before?
1) Think about your instructors and TAs in the University:
2) What accents do you hear when they are speaking?
3) Do you know their country of origin?
4) What about dialects?
5) Do you know where they are from within the United States?
V. DISCUSSION: Accents Database

a. Compare with your classmate, did you choose samples from different languages?
b. Go through your transcriptions together and compare where sounds are different and
where they are the same.
c. When you come across different sounds, visit this interactive chart and see if you can
notice the different sounds.
i. http://www.yorku.ca/earmstro/ipa/consonants.html
VI. WATCH: Great Courses Lecture 5

a. Building Better Vocabulary
i. Lecture 15: Words for the Way We Talk
Homework
1. Listening Log #4: due on ICON at 9:00 AM on Monday, October 9 (Office365 Cloud
Assignment)
2. Vocabulary Journal #4: due on ICON at 9:00 AM on Monday, October 9 (Office365 Cloud
Assignment)
3. Midterm Exam: Wednesday, October 11 in class

Midterm Exam 1 Review
Introduction
- Attendance
Outline
I. DISCUSSION: Vocabulary Journal
a. What words were the most interesting that you heard?
b. Are most of your words academic or informal?
c. What were you doing when you heard some of your vocabulary words?
d. How do your strategies match the principles from the Building Better
Vocabulary lectures that we have listened to?
II. DISCUSSION: Listening Log

a. Share the name of the podcast you listened to.
b. Why did you choose that episode?
c. What was the main idea of this episode?
d. How much did the accompanying information help you learn about this topic?
e. Was the podcast easy or difficult to listen to? Why?
III. MIDTERM EXAM OVERVIEW

a. 75-minute exam
b. Short Listening & Identification Section
c. Definition & Example Section
d. Cornell Notetaking
e. Note Review and Q&A
f. Short Answers Based on
IV. REVIEW: Notetaking

a. Cornell Method
b. Symbols & Abbreviations
V. REVIEW: Spoken English

a. Cues & Body Language
b. Features
i. Linking
ii. Reduction
iii. Assimilation
iv. False Starts
v. Fillers
vi. Ellipsis
c. Thought Groups
i. What are thought groups?
ii. What are focus words?
d. International Phonetic Alphabet
i. Consonant Sounds
ii. Vowel Sounds
VI. REVIEW: Midterm Readings

a. Why do you think Mr. Engel says that English is anarchic in “Viewpoint: Why
do some Americanisms irritate people?”
b. What is “Globish” and why does the Mr. Engel think it’s a negative thing?

b. What is “Globish” and why does the Mr. Engel think it’s a negative thing?
c. Mr. Engel mentioned three events, but didn’t go into detail about how or why
they increased American English’s influence in Britain. What’s your guess about
how/why these events were so influential?
d. What is Mr. Engel’s worry when Brits use American phrases that they don’t
understand?
e. What is Matthew Engel’s main point of “Viewpoint: Why do some
Americanisms irritate people?”
f. In his critique of Viewpoint: Why do some Americanisms irritate people?”,
Denis Baron reveals two interesting facts about Matthew Engel’s argument.
What are they?
g. In what ways was John Witherspoon, who first created the term Americanism in
1781, similar to Matthew Engel? Name at least two.
h. What does Mr. Baron mean when he writes, “the question of who owns English
will ultimately become irrelevant?”
i. In the video of Ellen DeGeneres and Hugh Laurie, neither person could guess
the meanings of the words the other presented. What possible reasons might
that be?
VII. ACTIVITY: This American Life

a. Source: https://www.thisamericanlife.org/radio-archives/episode/241/20-acts-
in-60-minutes?act=15#play
b. Directions:
i. Follow the transcript as you listen to the audio. Mark the focus/stressed
words with a circle and put a / between all of the thought groups and //
at the end of a sentence.
Homework
1. Study for Midterm Exam
2. Bring your Vocabulary Notebook for Midterm Grading

Unit 3: Lecture Listening - Signal Words
Introduction
- Attendance
Outline
I. DISCUSSION: Reflection Journal #4
Describe what happened and why it was surprising
II. REMINDGER: Listening Log - Community Events 2

a. Listening Log #6: Community Events 2
i. Due: November 10 @ 9:00 AM
ii. You can complete this early!
iii. Look at the available events on the list!
III. NOTETAKING PRACTICE: History of English

a. DVD 1: Clips 10 & 11 (merged)
i. Listen & take Cornell-style notes
ii. There will be a brief period after the lecture for you to review your notes and ask
questions.
iii. Then, you will be asked to answer some questions.
b. What are 3 main periods of English?
i. 700-1100 Old English (Anglo-Saxon)
ii. 1100-1500 Middle English
iii. 1500 -> Modern English
c. What important event happened in 1066? Explain the importance.
i. Northern French (Normans) invaded England
ii. They were French-speaking conquerors
d. Explain why the words "cow" and "beef" are different.
i. "Cow" is the animal and is from German
1) English (Anglo-Saxon)-speaking peasants in the field raised the animals
(lower class)
ii. "Beef" is the meat and is from French
1) French-speaking conquerors were in their castles eating the animals (upper
class)

class)
e. What’s different about the technical terms used in chemistry versus the technical
terms used in computer science?
i. Chemistry words are from Latin or Greek but computer science are from every
day life
ii. Very few people knew much Latin or Greek in the 1950s by the time computer
science was starting to be developed
f. What is special about English’s rise in becoming a major world language?
i. It was very rapid (only about 200 years)
IV. How to Take Exams

a. Read all instructions carefully
i. Gives you the parameters of the exam
ii. May give you clues/ideas how to approach the exam
iii. Helps you identify EASY vs HARD questions
iv. Might help you find answers or clues to answers elsewhere in exam
v. Can give you an idea of how to split your time
vi. Make sure you understand what the question is asking
b. Repeat Keywords
i. Repeating keywords in your short/long answer helps keep you focused on what
is being asked
c. Short Answer Types
i. List…
ii. Explain…
iii. Compare…
iv. Describe…
v. Name…
vi. Discuss…
vii. Define…
viii. Illustrate…
ix. Summarize…
x. Trace…
xi. Contrast…
xii. Apply…
xiii. Cause…
xiv. Relate…
xv. Prove/Justify…
xvi. Evaluate/Respond/Assess…
xvii. Synthesize…
xviii. Analyze…
xix. Argue…
d. Answer All Questions
i. Try not to leave any questions unanswered
ii. You may get partial credit even for a question you think you don’t fully know the
answer to
iii. For multiple choice you have a chance at getting it right, even if you just
randomly guess during the last few minutes (don’t do this on Computer Adaptive
tests, like the GRE, GMAT, LSAT, etc.)
e. Quality is better than quantity
i. Just answer the question – don’t write everything you know
ii. Clear, concise (short and to the point) answers are best
iii. Do ONLY what is asked of you
iv. Writing more than what you need to, can actually harm you by
f. Planning during the test

f. Planning during the test
i. Write legibly and proofread your answers
ii. Watch the clock carefully to make sure you don't spend too much time on one
answer
iii. If you finish the test early, double-check all answers
iv. Get rest before the test
v. Eat some healthy energy-boosting snack/meal before the test
vi. Use the restroom before entering the room where the test is given
vii. Breath deeply for a couple of minutes to remove anxiety
viii. Do some light stretching before sitting down in your seat
ix. Remember that “It’s just a test”
Homework
1. Listening Log #5: due on ICON at 9:00 AM on Monday, October 23 (Office365 Cloud
Assignment)
2. Vocabulary Journal #5: due on ICON at 9:00 AM on Monday, October 23 (Office365
Cloud Assignment)
3. Read: Big Picture Listening (pp. 49-54)

Unit 3: Lecture Listening - Headings & Signposts
Introduction
- Attendance
Outline
I. DISCUSSION: Listening Log
a. What topic did you choose, why?
b. What did the hosts say about their personal feelings towards this topic? What are your
personal feelings towards this topic?
c. What was difficult about listening to this podcast? What was easy?
d. What was the most interesting thing you learned from this podcast?
II. DISCUSSION: Vocabulary Journal

a. What were you doing when you heard your words?
b. On which days did you collect the most words? Why?
c. Did you choose to include L1 translation or a definition in English with your words?
Why or why not?
d. What were the most interesting words that you heard?
e. How do you usually review and remember your new words?
III. REVIEW: Headings & Signposts

a. Many speakers state a plan or preview at the beginning of their lecture
b. May use phrases to announce a new topic or signal a transition
i. (see Salehzadeh p. 49-53 for examples)
c. Key Phrases/Signals for Topic
i. Today, I’m (or we’re) going to talk about…
ii. So, let’s get on (or start) with today’s topic…
iii. In today’s class, we’ll focus on…
iv. We’ll be looking at…
v. Last time we discussed…and this week we’re going to…
d. Key Phrases/Signals for Plan
i. I’ll give you an overview of…
ii. There are a few things we’ll be covering today…
iii. We’ll start out with _____ and then look at ____...
iv. I’ll be covering two areas in today’s lecture…
v. First, we’ll look at ____, then ___, and finally we’ll move on to ____.
e. Key Phrases/Signals for Transitions
i. Let’s move on to another aspect…
ii. Ok, next I wanna talk about…
iii. First, I want to talk about…
iv. I’m gonna try to illustrate three reasons for…
v. We can see…
vi. So why is this important? (rhetorical question)
f. Closed-Style Lecture
g. Open-Style Lecture
IV. PRACTICE: Listening for Headings & Signposts

a. Slides 15, 16, 17, 18, 19
V. REVIEW: Great Courses 4, 5, 6

a. Homework Assignment

a. Homework Assignment
i. For quiz practice, prepare 2-3 comprehension questions for each Great Courses
lecture we have watched recently (Great Courses 4, 5, & 6)
1) Lecture 4: The Pop/Soda/Coke Divide
2) Lecture 5: Words for the Way We Talk
3) Lecture 6: Spelling as a Vocabulary Tool
Homework
1. Reflection Journal #4 due on Monday at 9:00 AM
2. Quiz 4: Great Courses 4, 5, 6 on WEDNESDAY
a. Great Courses #4: The Pop/Soda/Coke Divide
b. Great Courses #5: Words for the Way We Talk
c. Great Courses #6: Spelling as a Vocabulary Tool

Unit 3: Lecture Listening - Recognizing Topic Change
Wednesday, October 25, 2017 3:30 PM
Introduction
- Attendance
Outline
I. DISCUSSION: Recognizing Topic Change
a. In addition to headings (signals/keywords) what other things can signal a topic
change?
b. These are more likely to indicate a topic change if several of these happen together
i. Summary/repetition of previous ideas
ii. Emphasis/evaluative comments
iii. Verbal fillers in a group
iv. Visual cues
v. Voice cues
vi. Commands
vii. Questions
c. READING: Task 25
i. Listen to the first 30 seconds of Professor Winful's lecture and identify the topic
change signals.
ii. Check all the signals that you notice on the list.
d. READING: Task 26
i. For more practice, listen to the following clip (14:55-16:30) and check off the
signals that you hear.
e. READING: Task 27
i. Here are some statements from Ricardo Carvajal's talk. Describe the type of
signal each is referring to from pages 106-107.
1) “Any practice that covers that much area is gonna have very important
ecological consequences.”
a) Evaluative Comment
2) “Um, now, for me, what I’ve elected to focus on is coffee.”
a) Statement of Topic
3) “What kinds of information did you get?”
a) Direct Question
4) “How many of you drink coffee?”
a) Direct Question
II. PRACTICE: Listening & Notetaking

a. TED TALK: The shared experience of absurdity by: Charlie Todd
b. COMPREHENSION QUESTIONS
i. Describe the first improv project that Charlie Todd did.
ii. Describe the second improv project in detail.
iii. Describe the third improv project in detail.
1) How did the managers react to the Best Buy experiment?
a) How did the police react to it?
iv. What is a common criticism that the speaker mentioned?
v. According to Charlie Todd, what is the point of improv?
III. QUIZ: Great Courses Lecture 4, 5, 6

a. You will have the remainder of the class period to complete the quiz.
b. There are three parts—one for each lecture that we watched.
c. Once you are finished, bring the quiz to me and you may leave.

c. Once you are finished, bring the quiz to me and you may leave.
d. PUT EVERYTHING EXCEPT YOUR LECTURE NOTES AWAY – IF I SEE
YOUR CELL PHONE, I WILL TAKE YOUR QUIZ.
Homework
1. Reflection Journal #4 due on Monday at 9:00 AM

Unit 3: Lecture Listening - Announcements & Lecture
Introductions
Introduction
- Attendance
Outline
I. DISCUSSION: Reflection Journal
Describe what happened and why it was surprising.
II. Introductions & Announcements

a. Lecture Introductions
i. What kind of information is typically given during the first few minutes of your
lecture classes?
1) Handouts, announcements, exam information, rules, information about
reading materials, campus events, information about past or future lectures,
definitions of key terms, outline of main points, joking, invitations for
interaction, preview or overview of that day's lecture, questions to think
about during the lecture
ii. What is the importance?
1) Helps orient listeners to the day’s topic
2) Provides important background information for the topic
3) Takes care of administrative details (exams, announcements, events, etc.)
a) The instructor thinks these are important or he/she wouldn’t
announce them and so should you. Write them down so you don’t
forget them!
4) Trains your ear to accent and speaking style
5) The audience often determines length of introduction
6) Don’t be late or you’ll miss all that!
a) Also, don’t leave early, or you may miss announcements that come at
the end!
b. Lecture Introductions & Announcements
i. Part I on the Final Exam
ii. We will practice by listening to short introductions & taking notes

ii. We will practice by listening to short introductions & taking notes
iii. Answer questions about details
1) 5 WH’s are good goal to try to answer
iv. Use prediction strategies & background knowledge to help you get info
III. PRACTICE: Announcement 1

a. Listen to this announcement for a sociology class
i. Take notes on the important info the prof. tells the class
ii. There will be questions after the video
iii. https://www.youtube.com/watch?v=XPAcVFErEVg (00:00-3:00)
b. Comprehension Questions
i. How can the students get a syllabus?
1) A person (T.A.) in the back of the room has one (his name is: Cyrus Diun).
Raise your hand and he’ll give it to you.
ii. How will Professor Swigler know if you’re on Facebook while she’s lecturing?
1) The kid behind you will be distracted.
iii. What is the punishment if you are caught using your computer for something
other than taking notes?
1) She will stop the class and ask you to leave.
iv. Why doesn’t she want students to do anything other than use their computer for
notes?
1) Because it’s incredibly rude.
2) They have an interpersonal relationship – of sorts
v. What 2 other things does Professor Swigler not want students to do in class?
1) Gossip with their friends
2) Borrow a piece of gum
vi. How long will her lecture be today?
1) About 20-25 minutes
vii. What are the two things she’ll do after that?
1) Do some administrative things
2) Give a tiny lecture with in-class written assignment
viii. What kind of assignment is the professor giving at the end of class and why is it
important
1) An in-class written assignment
2) The students can’t stay in the course unless they complete it
ix. Can the students complete the written assignment at home?
1) No
IV. PRACTICE: Announcement 2

a. Listen to this announcement for a psychology class
i. Take notes on the important info the prof. tells the class
ii. There will be questions after the video
iii. https://www.youtube.com/watch?v=2uK4T_bFz2c (00:00-00:48)
i. What week is this for discussion section?
1) The first week
ii. What should the students be doing in terms of discussion section?
1) Attending
iii. What if they can’t go this week?
1) They should contact their GSI (Graduate Student Instructor= T.A.)
iv. If they don’t contact their GSI, what might happen?
1) They risk being dropped from the course
v. What should they do if they are waitlisted for a discussion section?
1) Go to the discussion section

1) Go to the discussion section
vi. What does the professor mean by “If there’s a seat available, we will do our best
to accommodate you”?
1) It means They will try to get you into the course
V. PRACTICE: Documentary Listening

a. History Channel: The Real Story of Halloween https://www.youtube.com/watch?
v=bgraSB-eui0 (00:00 – 18:48)
i. Directions: Preview the vocabulary below, which will be used in the video.
1) Celt/Celtic: people/language from Britain and Ireland in Iron Age and
Medieval Europe
2) Samhain: Gaelic (Celtic) festival
3) Pagan: type of religion
4) Purgatory: a place/state of suffering after death before souls get to heaven
5) Secular: non-religious
6) Puritan: type of Protestants
7) Turnip: type of vegetable
i. Explain the origin of Halloween as relates to the Celts. Summarize their beliefs
and what they did.
1) Goes back to ancient Celtic calendar (thousands of years ago); divided into
dark half and light half; festival Samhain (precursor to Halloween) was the
beginning of the dark half; had a bonfire on Oct. 31 to welcome new year;
dependent on harvest; believed that time and space became permeable, so
spirits of dead or other realities could wander into our reality and humans
could wander out and get lost/trapped; living and dead could comingle;
bats attracted to light and bugs of Samhain bonfire à bats at night = scary
ii. Explain how/why Halloween became a Christian holiday. What did the Church
do? Why?
1) In order to convert pagans, they adopted and reimagined pagan folk ways;
ex: Lemuria, May 13th, where celebrants placated the dead so they
wouldn’t come haunt them; Church changed it to All Saints (Hallows) Day
to Christianize it; Church leaders then moved it to Nov. 1 to “drain the life
out of” Samhain; Samhain then became known as All Hallows Evening à
Halloween; Church then added All Souls’ Day on Nov. 2.
iii. Explain how/why the Christian Church invented trick-or-treating.
1) Priests told people to pray for souls of dead trapped between Heaven and
Hell in Purgatory; children/beggars would go door-to-door “souling”—
asking for cakes in exchange for praying for souls of the dead
iv. Explain the origin of witches and our idea of what’s associated with them (what
they look like, their personality, their accessories, etc.).
1) 16th century, medieval times, witch panic à current image/picture;
probably healers with oral history or remedies à suspicious for whatever
reason (lived alone, eccentric); became accused of witchcraft and their
everyday accessories (broom, cauldron, hat, cat) became associated with
evil
v. Explain how masks and destructiveness became part of Halloween.
1) People would drink alcohol and their begging became more
demanding/threatening, and masks helped hide their identities. 17th
century England, this survived in rural areas, but then started showing up
in cities, thanks to pro-Catholic terrorist Guy Fawkes. On Nov. 5, 1605,
Fawkes tried to blow up House of Lords with 36 kegs of gunpowder; he
was tried, found guilty, hanged, drawn and quartered, then pieces thrown
into fire; on the anniversary, kids mocked memory of Fawkes by causing

into fire; on the anniversary, kids mocked memory of Fawkes by causing
chaos in the streets—Guy Fawkes Day or Bonfire Night.
vi. Explain how ghosts became associated with Halloween in the US.
1) Civil War ended in 1865 with half million dead, many of whom were
unclaimed/unknown à obsession with death; sense of “they could come
back”; first Halloween ghost stories of people coming back home
vii. Explain the origin of Jack-O-Lanterns.
1) Legend about Jack O’Lantern—troublemaker who got thrown out of Hell;
devil had pity on him and gave him an ember, which he put in hollowed-
out turnip; children began to carve turnips and light them with candles;
Americans substituted big pumpkins, and then started putting them on a
stick with a sheet and scared people through windows.
Homework
1. Assignment: Over the next two days (until we see each other again on Wednesday), take
notes during the announcements of your lectures and discussions. Try to get all of the
important information written down.

Unit 3: Lecture Listening - Introductions & Summary
Statements
Wednesday, November 1, 2017 3:30 PM
Introduction
- Attendance
Outline
I. DISCUSSION: Announcements & Summary Statements
a. THINK ABOUT THESE QUESTIONS:
i. Since our last class, what kinds of information have your heard in your other
courses?
ii. Are your instructors using ANNOUNCEMENTS and SUMMARY
STATEMENTS?
iii. Are you noticing these things MORE now that we have discussed them in class?
II. PRACTICE: Understanding Exam Questions

a. What are these questions asking?
i. According to the author, what is the relationship between tendons and
ligaments?
1) ACCORDING TO THE AUTHOR, WHAT IS THE RELATIONSHIP
BETWEEN TENDONS AND LIGAMENTS?
2) I NEED TO DESCRIBE THE CONNECTION BETWEEN
TENDONS AND LIGAMENTS.
ii. Justify why is ethics in accounting important.
1) JUSTIFY WHY IS ETHICS IN ACCOUNTING IMPORTANT.
2) I NEED TO EXPLAIN WITH SUPPORTED REASONS WHY
ETHICS IN ACCOUNTING IS IMPORTANT
iii. The book mentioned two types of job design: job enlargement and job rotation.
Summarize how studies after WWII showed that these two design types would
improve other job aspects.
1) SUMMARIZE HOW STUDIES AFTER WWII SHOWED THAT
THESE TWO DESIGN TYPES WOULD IMPROVE OTHER JOB
ASPECTS.
2) I NEED TO WRITE THE MAIN REASONS THAT AFTER WWII,
STUDIES SHOWED OTHER JOB ASPECTS WOULD BE
IMPROVED BY JOB ENLARGEMENT AND JOB ROTATION.
iv. Explain why metal atoms generally pack together in crystals so that they can be
as close as possible.
1) EXPLAIN WHY METAL ATOMS GENERALLY PACK TOGETHER
IN CRYSTALS SO THAT THEY CAN BE AS CLOSE AS POSSIBLE.
2) I NEED TO GIVE A REASON FOR WHY METAL ATOMS ARE AS
CLOSE AS POSSIBLE IN CRYSTALS.
v. Compare the “iceberg metaphor” in relation to the unconscious mind and
illustrate how the author connected these ideas.
1) COMPARE THE “ICEBERG METAPHOR” IN RELATION TO THE
UNCONSCIOUS MIND AND ILLUSTRATE HOW THE AUTHOR
CONNECTED THESE IDEAS.
2) I NEED TO ANALYZE/CONTRAST THE “ICEBERG METAPHOR”
AND THE UNCONSCIOUS MIND, AND…
3) EXPLAIN WHAT THE AUTHOR DID TO CONNECT THE
“ICEBERG METAPHOR” AND THE UNCONSCIOUS MIND.

“ICEBERG METAPHOR” AND THE UNCONSCIOUS MIND.
III. NOTETAKING ANALYSIS: Cornell Notetaking Checklists

a. What do checklists do?
i. Help you make sure things are completed
ii. Help with consistency, regularity
iii. Help remind you of things you might forget (memory/attention/focus)
iv. Are used to minimize failure
v. Are a good study/life skill to use
b. We will use a checklist with your Cornell notes to:
i. Evaluate your progress with notetaking
ii. Help you see what you are doing well
iii. Help you see what things you might want to focus more on
iv. Remind you of things you can do to improve
c. Notetaking Analysis
i. Look at your Cornell notes from Monday's class (The Real Story of Halloween)
1) Fill in the "Notetaking Portfolio: Checklist Sheet"
IV. LECTURE LISTENING: Great Courses #7

a. Building Better Vocabulary
i. Lecture 24: Reviewing Spelling through Literature
b. Take Cornell Notes
Homework
1. Listening Log #6: Community Events -- due at 9:00AM on MONDAY
2. Vocabulary Journal #6 -- due at 9:00AM on MONDAY

Midterm Exam 2 Review
Monday, November 13, 2017 3:30 PM
Introduction
- Attendance
Outline
d. What was your greatest surprise from a li
II. REVIEW: Midterm Exam 2

a. Multiple Choice Questions
i. English shares many words with _____ because of borrowing
1) Punjabi
2) Khmer
3) French
4) Navaho
ii. English is a member of the _____ language group.
1) Germanic
2) Finno-Ugric
3) Viking
4) Latin
iii. We can tell that languages are related to one another because _____.
1) scribes recorded when the language split
2) the language was written down
3) they have some similar grammar
4) they show regular, consistent changes
iv. Words that start with a “pf” sound in German start with a _____ in English.
1) “pf”
2) “p”
3) “b”
4) “f”
v. Words that start with a “sk” sound in Swedish start with a _____ in English.
1) “sk”
2) “sh”

2) “sh”
3) “s”
4) “k”
vi. Proto-Indo-European was most likely spoken in _____.
1) India
2) Australia
3) America and Mexico
4) Russia and Ukraine
b. Discussion Questions
i. How can researchers find out if languages are related to one another?
1) They look into the roots of the language. They strip away all of the changes that have
happened over time (sometime reverse them) and are able to find the language(s) that
came before.
ii. What is Indo-European, and why is it important to linguistics?
a) Indo-European is the language that English, German, and other European
languages evolved from. It is important to linguistics because it can give us an
understanding of where these languages came from and how they have evolved over
time.
1) Where was it spoken?
a) Indo-European was spoken on the Pontic Steppe in modern day Ukraine and
Russia.
2) When was it spoken?
a) Proto-Indo-European was spoken about 6,000 years ago.
iii. Why do researchers have different ideas about the origin of Proto-Indo-
European?
1) I'm not sure what answer is supposed to go here…
iv. Do you know which language family your native language belongs to?
1) Depends on the students
v. Words that start with “pf” in German start with _____ in English.
1) "p"
vi. Words that start with “d” in Latin have _____ in English.
1) "t"
vii. Words that start with “p” in Latin have _____ in English.
1) "f"
viii. How many years of history are shared between English and other languages?
1) 6,000
ix. What is the connection between Christianity and written English?
x. What are the English alphabet’s origins?

xi. What is Beowulf?
1) What is interesting about the language of Beowulf?
xii. How is Old English’s grammar different from modern English?
xiii. In what ways is Old English similar to modern English?
xiv. Why is the plural of “foot” “feet” and not “foots”?
xv. Who were the Vikings?
1) How did they affect the development of English?
2) Why did they affect the development of English?
Homework
1. Reflection Journal #7: due Monday, November 27, 2017 at 9:00 AM on ICON

Unit Z: Finals Review
Monday, November 27, 2017 3:30 PM
Introduction
- Attendance
Outline
a. How was your break?!
II. DEBRIEF: Midterm Exam 2

a. Part I: Cornell Notes (10 points)
i. Average: 8.77
ii. High: 10
iii. Low: 5
b. Part II: Announcement Questions (7 points)
i. Average: 3.88
ii. High: 6.5
iii. Low: 0
c. Part III: Lecture Questions (23 points)
i. Average: 28
ii. High: 33
iii. Low: 15.5
d. Any questions?
III. REVIEW: Great Courses Lectures 7, 8, & 9

a. We are going to get into groups and review our notes from Great Courses Lectures 7,
8,&9
i. Lecture 7: Reviewing Vocabulary through Literature
ii. Lecture 8: The Tough Stuff of English Spelling
iii. Lecture 9: High-Frequency Greek & Latin Roots
b. Tasks:
i. As a group you need to write 10 questions (with corresponding answers) on a
piece of notebook paper.
ii. You need to have
1) 6 "Main Idea" Questions
2) 4 "Specific Information" Questions
iii. All questions should be able to be answered with your notes!
IV. IN-CLASS WORK: Notetaking Portfolio

a. Take out your Great Courses notes (& the notes from your Diagnostic -- available on
ICON)
b. Use the worksheets and begin work on your Notetaking Portfolio
Homework
1. Notetaking Portfolio: due Wednesday, November 29th at 9:00 AM on ICON
2. Listening Log: LL07 - Mind Games -- due on Monday, December 4 at 9:00 AM on ICON
3. Vocabulary Journal: VJ07 -- due on Monday, December 4 at 9:00 AM on ICON

Appendix B: Innovations in Teaching
In this appendix, various activities that were designed and produced for various ESL Credit courses
are presented. These activities are presented in the same order in which they are discussed in the
dossier.
Guidelines for Grammar-in-Use Journals
Article for Grammar-in-Use Journals
Worksheet for Grammar-in-Use Journals
Symbols for Error Correction
Worksheet for Error Correction Packet
Prompt for Major Research Essay
APA citation sample for Major Research Essay
“Finding Purpose” worksheet for Major Research Essay
“Purpose-Thesis Connections” handout for Major Research Essay
“Research Paper Process” handout for Major Research Essay
“Library Consultation” worksheet for Major Research Essay
“Peer Edit 1” worksheet for Major Research Essay
“Peer Edit 2” worksheet for Major Research Essay
“Annotated Bibliography Rubric” for Major Research Essay
“Process Rubric” for Major Research Essay
“Product Rubric” for Major Research Essay
“Portfolio Rubric” for Major Research Essay
Timed Writing 1: Summary Paragraph
Timed Writing 2: Summary Paragraph & Response Introduction
Timed Writing 3: Transition Paragraph & Response Essay Outline
Timed Writing 4: Summary Paragraph & Response Essay
Rubric for Timed Writing 4
Grammar in Use Journals
General Instructions
Journal writing is a proven method to help build fluency and accuracy in grammar and writing. Journal writing in
our classes will have four parts that have specific requirements. The journals are a graded homework assignment,
not just “completion.” Journals must be typed and will be turned in with the completed 8-sentence paragraph on
ICON by 11:59pm on the date they are due.
The JOURNAL and 7-SENTENCE PARAGRAPH will be graded separately. Each journal will be worth 15
points (rubric on ICON). Each paragraph will be worth 28 points.
# Due Date Units Paragraph Prompt
What has been the hardest thing about moving to the United
1 2/9/17 Units 1, 2, 3, 4
States?
2 2/23/17 Units 5, 6, 7, 8 Describe how your life is different now than it was 5 years ago.
Read about the different types of intelligence on p. 184 of your
3 3/28/17 Units 9, 10, 11, 12
grammar book. Which type best describes you? Explain.
Write about a problem in your life and how you might solve it or
4 4/18/17 Units 13, 14, 15, 16
how you have solved it.
You’ve won a free trip to anywhere in the world. Where do you go
5 5/2/17 Units 17, 18, 19, 20
and who do you take with you? Why?
Journal (15 points)
Identification (1 pt. each; 5 pts. total)
Throughout the semester, we will use the same article, but identify different grammatical structures related to the
units being covered in class. The article can be found in the Grammar Journal folder under the “Files” tab on
ICON. For this part of the journal, you need to identify 5 examples of grammar points from the units covered for
that journal. You must you must copy and paste the sentence where the grammar point appears and circle,
underline, or highlight the specific grammar structure you are focusing on.
Explanation (1 pt. each; 5 pts. total)
In this part of the journal, you need to give an explanation of why the author is using that grammatical function. You
should explain what purpose the grammar structure has in the sentence. What does it do? How does it help the
author communicate an idea? For example, if the author used the subordinating conjunction “because,” you should
not just say that the author needed to use a subordinator. There are many subordinators that the author could have
chosen. Why did the author choose “because” specifically? This needs to be an explanation, do not list the rule—that
is for the next part.
Rules (1 pt. each; 5 pts. total)
The last part of the journal is to identify the rule for using that grammatical structure in writing. This can be found
in your grammar textbook. You may also write a note for yourself to remember how to use this structure.
8-Sentence Paragraph (32 points)
With each grammar journal, you will be required to do a 7-sentence paragraph using the boxes that are provided on
ICON. This is an accuracy-focused activity to practice using the grammar in writing. The paragraph will be graded
separately of the journal and count as 28 points. Remember, you must write ONLY 7 sentences and AT LEAST 4
dependent clauses.
*****EXAMPLE WORKSHEET ON THE FOLLOWING PAGES*****
Grammar in Use Journal 1
Student:_Dakota Thomas-Wilhelm___________________________ Date:_____________
Units Covered:_28_____ Grammar Topics:_Pronouns______________________________
Grammar in Use
Identification Explanation Rule
The author has chosen to use “I”

Subject pronouns are subjects of
Today I went to the store. here because he is narrating a
the sentence or dependent clause.
story.
Referring to the author and his

We have not seen each other in friend, the author has chosen to
over a year, and I couldn’t believe it! use the first person plural
pronoun.
I had thought she was in Germany,

but she explained to me that she The author is talking about his
had returned last month to do female friend.
research.
In the story, the third person

She said, “We are doing well, he singular pronoun refers to
treats me very nicely.”
Chelsea’s boyfriend.
This goes to show that you never The author is using the second
know who you are going to see at person pronoun to have a
the grocery store! conversation with the reader.
Paragraph Writing
Princess came into my life as a puppy.
She was the runt of about 11 in the litter.
She was very small and I raised her with some help from my parents.
When Princess was about two or three years old, my parents got divorced and we had to move.
At first I was very worried that she would not like our new neighborhood, but I quickly learned that
wasn’t the case.
We moved a few different times in our many years together.
Each time we moved, she always s oriented herself to know exactly where our house was.
# Sentences: _____ # Dependent Clauses: _____
D-errors: _____ W-errors: _____ S-errors: _____ V-errors: _____
Paragraph Score: _____ / 28

ESL Credit: Grammar
Grammar Journal Article
Making College Matter

By: Leo Lambert and Peter Felten
Over the next several weeks 18.4 million students will be headed to colleges and universities in the United States.
They, their families, and taxpayers are making a monumental investment in the futures of these students, believing,
correctly, that an undergraduate education is foundational to success in a global and knowledge-based economy.
Many students arrive in college without a clear sense of purpose or direction. That is to be expected. A significant
part of the undergraduate experience, after all, involves grappling with big questions about professional, personal
and civic identity. Who am I? What do I want to do with my life? How can I contribute to my community and the
world? The best students pursue these questions with vigor.
But many others come to college with too little appreciation for the vast opportunities before them, gloss over
foundational curricular requirements as merely hurdles to be cleared, show far too little drive in developing a plan to
make the most of their educations, and focus too heavily on the party scene.
Analyzing data from a study of more than two dozen institutions, sociologists Richard Arum and Josipa Roksa
conclude that many students “enter college with attitudes, norms, values, and behaviors that are often at odds with
academic commitment.” And many universities reinforce these beliefs by building lavish amenities and marketing
themselves as something akin to a resort with a curriculum. An undergraduate education is simply too precious an
opportunity to squander or to approach halfheartedly. And while college should ultimately prepare graduates to
make a living, it can be – it must be – far more than that.
The good news is that there are simple yet powerful things students can do to ensure that they have a
transformative undergraduate experience, no matter where they go to college. In our book “The Undergraduate
Experience,” drawing on decades of work and scholarship in higher education and also interviews with leaders and
students from many institutions, we identified what matters most for students. Two factors are most important.
Take responsibility for learning

Too often students (and others) think learning is a simple process of taking knowledge from the professor during
class and then returning it, unharmed, on the test. When sociologist Mary Grigsby interviewed scores of
undergraduates at a large Midwestern university, many students echoed the words of one who told her: “I hate
classes with a lot of reading that is tested on. Any class where a teacher is just gonna give us notes and a worksheet
or something like that is better. Something that I can study and just learn from in five [minutes] I’ll usually do pretty
good in.”
Real learning – that is, learning that makes a significant and lasting change in what a person knows or can do –
emerges from what the student, not the professor, does. Of course, professors are critical actors in the process, but
students are the ones doing the learning. To take responsibility for their own learning, students need to move past
what psychologist David Perkins has called possessive and performative understandings of knowledge, where
learning is about acquiring new facts or demonstrating expertise in classroom settings. Instead, meaningful learning
emerges from a proactive conception of knowledge, where the student’s goal is to experiment with new and
unexpected ways of using what he or she is learning in different settings. This requires students to see themselves as
the central actors in the drama of learning.
Whether students choose to take the stage or sit in the balcony matters immensely. When students jump into
Page 1 of 3
ESL Credit: Grammar
learning, challenging themselves to stretch and grow, college is most powerful. Reflections from an Ohio University
engineering student show what this looks like: “[My goal for my senior] year was to try to do things that maybe I’m
not good at already so that I can learn to do these things. I will have to do this once I have a job so avoiding
projects that are uncomfortable for me now won’t help me NOT avoid them when I’m a part of the work force.”
Develop meaningful relationships

The relationships students form in college also have a profound influence on their experiences, shaping not only
who they spend time with but how they will spend their time. When scholars asked graduates at Hamilton College
to think back on their undergraduate years, these alumni pointed to specific individuals (often professors, coaches
or classmates) who shaped their paths.
Students typically think first about relationships with peers. These are essential, of course. Finding friends and
cohort groups can be reassuring, but scholars have found that students who interact frequently with peers who are
different in significant ways (racially, ethnically, religiously, socioeconomically and so on) show more intellectual and
social growth in college than those who don’t. Again, as with learning, students need to move beyond the familiar to
find meaning.
And peer relationships are not only about fun. Decades of research have demonstrated that students who study
together learn more and more deeply. As the mathematician Uri Treisman reported in a classic study of
undergraduate calculus courses that has been replicated in other disciplines, students from many different
backgrounds are more academically successful when they “work with their peers to create for themselves a
community based on shared intellectual interests and common professional aims.”
Relationships with faculty also are highly significant. A large 2014 survey by Gallup and Purdue University revealed
that college graduates who believed they had a professor who (1) cared about them as individuals, (2) made them
excited about learning and (3) encouraged them to pursue their dreams reported being far happier and more
successful than their peers years after graduation.
A recent graduate of the University of North Carolina at Charlotte’s Levine Scholars Program, a prestigious
scholarship for academically talented students interested in civic engagement, told us how the mentoring of
sociologist Diane Zablotsky transformed her view of herself: “I arrived at UNC-C shy and uncertain. But Dr.
Zablotsky taught me how to go and get what I wanted. She made me do all the work, but coached along the way
and helped me develop great confidence in myself.”
What matters for all students

Critically, what we’re describing here doesn’t apply only to privileged, 18-22-year-olds at elite institutions. In fact,
Ashley Finley and Tia Brown McNair, scholars at the Association of American Colleges and Universities, have
shown that high-impact educational experiences like internships, undergraduate research, capstone courses and
study abroad have particularly positive outcomes for students who traditionally have been underserved in American
higher education.
A study at the University of California, Davis reinforces this finding by demonstrating that engaging in mentored
undergraduate research beyond the typical requirements for biology courses is particularly significant in preparing
African-American undergraduates to successfully pursue graduate study and careers in the sciences.
Results from the National Survey of Student Engagement (NSSE) also show that institutional prestige and financial
Page 2 of 3
ESL Credit: Grammar
resources do not determine the quality of student opportunities: “Institutions with lower selectivity profiles can and
often do offer experiences with faculty that are at least comparable to those at more selective institutions.” As the
NSSE director notes: “Doing those things may not cost any more than not doing them.”
Powerful education, in other words, is available to all students at all institutions, if they intentionally choose
experiences that are challenging and relationship-rich.
Acting on what matters most

Douglas Spencer, a 2016 Elon University graduate and now young alumnus trustee, captured what’s at stake in
recent remarks to fellow students.
Elon University, Author provided Doug described coming to campus without a strong sense of who he was as a
black man or of what he might do with his life. Then, challenged by friends and professors to think more deeply
about his own identity, “I unlocked some sort of hidden energy I did not know I possessed.” He began to read not
just for class, but (even more) in his free time. Inspired by this reading and his other studies, and echoing W.E.B.
Du Bois, “It became clear to me that the only way I would find real success was if I learned to thrive in times of
uncertainty.”
Colleges and universities play an outsized role in shaping the lives of individual students like Doug. Indeed, we, as
educators, cannot recall a time when it mattered more for higher education to cultivate students capable of acting
entrepreneurially, ethically, cooperatively and creatively to address complex problems in local, national and global
contexts. That starts with students beginning the academic year ready to act on what matters most for their own
learning.
Adapted from:
Lambert, L. M., & Felten, P. (2016). Making college matter. TheConversation.com. Retrieved January 17, 2017 from
http://theconversation.com/making-college-matter-63480
Page 3 of 3
Grammar Journal – No. ___
Student:______________________________________________________________ Date:_____________
Units Covered:____________ Grammar Topics:_____________________________________________
Grammar in Use
Identification of Grammar Explanation of Use Grammar Rule
Paragraph Writing

Paragraph Score: _____ / 28
Error Correction Symbols
This is a chart of error correction symbols with correct and incorrect example sentences with the symbols in use. It is suggested that you discuss and study
these symbols so that you are not unsure what is being asked of you to correct.
Symbol Specific Error Type Original Revision
Subordinator/ D
D Relative Pronoun/ The person which I met yesterday was nice. The person whom I met yesterday was nice.
Y
Complementizer Choice
Verb Errors in D
D While you was driving yesterday, I read a book. While you were driving yesterday, I read a book.
Dependent Clauses Y
D
Modal Verb Choice in Although he should play the piano, he can’t play the Although he can play the piano, he can’t play the
D
Dependent Clauses flute. flute.
D
Word Order in I know what did Yyou do yesterday. I know what you did yesterday.
D
Dependent Clauses
S
S Sentence Fragment [Because I go to school at Iowa.] I like the Hawkeyes because I go to school at Iowa.
S
Missing and/or Extra I don’t know nothing about computers. I know nothing about computers.
S
Elements
S Since the fog was thick, he could not find his way
S Run-on Sentence [The fog was thick he could not find his way home.]
home.
S I like vanilla ice cream and you like chocolate ice
S Comma Splice I like vanilla ice cream, you like chocolate ice cream.
cream.
Missing/Incorrect S S
S I like apples^bananas^and oranges. I like applies, bananas, and oranges.
Punctuation
S
S Parallel Structure Errors I like running and to Yswim. I like running and swimming.
Simultaneous use of S
S I like living in Iowa butYalthough
tr I don’t like the winter. I like living in Iowa although I don’t like the winter.
Subordinator & Conjunction
Improper use of S
S Indirect/Direct Object I gave the apple to she.
Y I gave the apple to her.
Pronouns
Missing Preposition in S
S Dogs are something I care^. Dogs are something I care about.
Sentence Formation
Missing Conjunction in S
S Laura has red^blue shoes. Laura has red and blue shoes.
Sentence Formation
S A branch hit my car while driving home in the
S Dangling Participial Phrases [Driving home in the storm,] a .branch hit my care.
storm.
Word Order in Independent S
S I notYdid go to the game yesterday. I did not go to the game yesterday.
Clauses
V
V Tense Yesterday I go to the store. Yesterday, I went to the store
V
International students are hard International students have difficulty
V Aspect Y tot dunderstand
I English.
understanding English.
V
V Voice [Florida was arrived by me.] I arrived in Florida.
V
V Subject-Verb Agreement She ask
Y for water when we eat dinner. She asks for water when we eat dinner.
V
V Modal Verb Choice You shall
Y get rid of the ESL requirement. You should get rid of the ESL requirement.
V
V Inappropriate Tense Shift Yesterday, I went to the store and buy
Y apples. Yesterday, I went to the store and bought apples.
W
W Part of Speech Word Form Lectures make me feel boring. Lectures make me feel bored.
W
Inappropriate I like apples; however, you do too. I like apples and you do too.
W Y t
Conjunction/Transition
W
W Missing/Incorrect Article I went to^doctor yesterday. I went to the doctor yesterday.
W
Incorrect Pronoun/Number I went to she house yesterday. I went to her house yesterday.
W
Agreement
W
Unreasonable Vocabulary The test was uncomfortable. The test was difficult.
W Y t d
Substitutions
W
W Participial Adjective Errors The computer is broke.
Y The computer is broken.
W
Gerund/Infinitive Substitution I believe to Y
study is beneficial. I believe studying is beneficial.
W
Errors
W
W Incomplete Collocation I didn’t do well because
Y my poor study habits. I didn’t do well because of my poor study habits.
Error Analysis Packet
Student: _______________________________________ Date: __________________ Paragraph No._____
Part I: _____ / 2 Part II: _____ / 5 Part III: ____ / 28
TOTAL SCORE: _____ / 35

Directions
Review your paragraph and fill out the tables below. The red symbols and circles are various grammar and spelling
mistakes. The goal of this exercise is for you to recognize the types of mistakes you are making while writing your
paragraphs so that you can be more conscience of them for your next paragraph writing.
Part I—Identifying Error Types
Look at the symbols on your paragraph. What kinds of errors are you making? Count the number of errors of each
type to see the kinds of errors in your assignment. Give one example of each type of error you made.
# of Error
Specific Error Type Example
Errors Symbol
Subordinator/
D Relative Pronoun/
Complementizer Choice
Verb Errors in
D
Dependent Clauses
Modal Verb Choice in

D
Dependent Clauses
Word Order in
D
Dependent Clauses
Fragments & Detached

S
Dependent Clauses
Missing and/or Extra

S
Elements
S Run-on Sentences
S Comma Splices
Missing/Incorrect
S
Punctuation
S Parallel Structure Errors
Simultaneous use of
S Subordinator &
Conjunction
Improper use of
S Indirect/Direct Object
Pronouns
Missing Preposition in
S
Sentence Formation
Missing Conjunction in
S
Sentence Formation
Dangling Participial
S
Phrases
Word Order in
S
Independent Clauses
V Tense
V Aspect
V Voice
V Subject-Verb Agreement
V Modal Verb Choice
V Inappropriate Tense Shift
W Part of Speech Word Form
Inappropriate
W
Conjunction/Transition
W Missing/Incorrect Article
Incorrect
W Pronoun/Number
Agreement
Unreasonable Vocabulary
W
Substitutions
Participial Adjective
W
Errors
Gerund/Infinitive
W
Substitution Errors
W Incomplete Collocation
Part II—Error Correction
As you look through the errors, record all of the errors—including multiple times for repeated errors—in the
table below. Use your previous knowledge and grammar textbook to reflect on the rules and correct your errors.
Error
Incorrect Sentence Corrected Sentence Rule or Reminder
Symbol
Part III—Corrected Paragraph
In this section you need to rewrite the paragraph with the corrections. This will be part of the grade for your error
analysis packet.

Prompt
Major Research Essay: Significant Figures in Human Rights

Timeline
Date Task
October 21, 2016 Prompt & Rubric
October 26, 2016 Topic & Topic Rationale (on ICON @ 11:59 PM)
October 28, 2016 The Writing Process (assigned as homework; due in-class)
October 31, 2016 Introduction Paragraph & Working Thesis Statement (due on ICON @ 10:30 AM)
October 31, 2016 1st Source & Annotation (due on ICON @ 10:30 AM)
November 2, 2016 2nd Source & Annotation (due on ICON @ 10:30 AM)
November 2, 2016 Workshop: Computer Lab (W240 AJB)
November 4, 2016 3rd Source & Annotation (due on ICON @ 10:30 AM)
November 7, 2016 Draft 1 (due in-class)
November 7, 2016 Peer Edit: Draft 1 (in-class)
November 9, 2016 Draft 2 + Outline (due in-class & on ICON)
November 11, 2016 Annotated Bibliography (due on ICON)
November 16, 2016 Feedback Analysis
November 18, 2016 Error Analysis
November 28, 2016 Draft 3 & Outline + Annotated Bibliography (due in-class)
December 2, 2016 Final Portfolio (due in-class)
Prompt
We have spent the semester working through our course (as well as your listening and reading
courses) discussing and writing about human rights movements and issues. From discussing what
every human’s basic right(s) should be, to synthesizing and responding to one of the historical
movements (women’s suffrage or civil rights), to taking a position on LGBT rights and equality,
human rights has been our overall theme.
For this essay, you will write about a FIGURE in a human rights movements and (if possible) who
also had/has the same career that you are interested in.
Some examples include:
Movement/Issue Figure/Activist Career/Education
Elizabeth Cady Stanton Writer, Activist
Women’s Suffrage
Frederick Douglass Author, Editor, Activist
Rosa Parks Activist
Civil Rights Movement
Martin Luther King Jr. Sociology/Theology, Activist
Alan Turing Mathematician
LGBT Figure
Sylvia Rivera Activist, Participated in Stonewall
**These are only examples . I encourage that you do some research and choose a figure that you are interested in.**
Prompt
Guidelines
Paper Formatting
• 8.5” x 11”
• 1” margins
• 12-point font size
• Times New Roman or Arial
• Extension: 1,000 words (approximately 3-4 pages)
• Proper APA formatting (see handbook in Pocket Keys)
Source Material
You must use at least 3 sources, but you may use a maximum of 5. The first three sources you will
choose on your own, the remaining two can be any of the sources that we have used so far this
semester. The sources you use must be from one of the following types:
• Magazine
• Newspaper
• Encyclopedia
• Academic Website
All sources need to be properly documented in APA format with in-text citations and in an
annotated references list at the end of the essay.
Annotated Bibliography
For each of your sources, you will be required to do an annotated bibliography, which will go at the
end of your paper. Please read the following information about an annotated bibliography, adapted
from Cornell University Library (http://guides.library.cornell.edu/c.php?g=32342&p=203789):
What is an annotated bibliography?
An annotated bibliography is a list of citations to books, articles, and documents. Each citation is
followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation.
The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the
sources cited.
What is the process?
Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise
exposition, succinct analysis, and informed library research.
First, locate and record citations to books, periodicals, and documents that may contain useful
information and ideas on your topic. Briefly examine and review the actual items. Then choose those
works that provide a variety of perspectives on your topic.
Cite the book, article, or document using the appropriate style.
Prompt
Write a concise annotation that summarizes the central theme and scope of the book or article.
Include one or more sentences that (a) evaluate the authority or background of the author, (b)
comment on the intended audience, (c) compare or contrast this work with another you have cited,
or (d) explain how this work illuminates your bibliography topic.
Sample Annotated Bibliography for a Journal Article (APA Style)
Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of
traditional family orientations among young adults. American Sociological Review, 51, 541-554.
The authors, researchers at the Rand Corporation and Brown University, use data from the National
Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily
living by young adults alters their attitudes, values, plans, and expectations, moving them away from
their belief in traditional sex roles. They find their hypothesis strongly supported in young females,
while the effects were fewer in studies of young males. Increasing the time away from parents before
marrying increased individualism, self-sufficiency, and changes in attitudes about families. In
contrast, an earlier study by Williams cited below shows no significant gender differences in sex role
attitudes as a result of nonfamily living.
Citing Sources
Sample Reference List
Here is a sample reference list from the following book chapter:

Thomas-Wilhelm, D. & Pérez-Vidal, C. (in press). Exploring the acquisition of countable and
uncountable nouns in EMI and FI contexts. In C. Pérez-Vidal, S. López-Serrano, J. Ament,
& D. Thomas-Wilhelm (Eds.), Learning context effects: Study abroad, formal instruction and
international immersion classrooms. Berlin: Language Science Press.
Reference List
Ament, J. R., & Pérez-Vidal, C. (2015). Linguistic outcomes of English medium instruction Comment [DT1]: Notice that the entire reference list is in
ALPHABETICAL (A-B-C-…) ORDER.
programmes in higher education: A study on economics undergraduates at a Catalan
university. Higher Learning Research Communications, 5(1), pp. 47–67.
Barner, D. & Snedeker, J. (2005). Quantity judgments and individuation: evidence that mass nouns
count. Cognition, 97, pp. 41–66. Comment [DT2]: Journal Article
Bloom, P., & Keleman, D. (1995). Syntactic cues in the acquisition of collective nouns. Cognition, 56,
pp. 1–30.
Bruyne, J. (1995). A Comprehensive Spanish Grammar. Cambridge, MA: Blackwell. Comment [DT3]: Book
Butt, J. & Benjamin, C. (2004). A New Reference Grammar of Modern Spanish. London: E. Arnold.
Chierchia, G. (1998). Plurality of mass nouns and the notion of ‘semantic parameter’. Events and
Grammar, 70, pp. 53–103.
Chaudron, C. (2003). Data collection in SLA research. In C.J. Doughty & M.H. Long (Eds.), The
Handbook of Second Language Acquisition (pp. 762-828). Malden, MA: Blackwell. Comment [DT4]: Chapter in Edited Book
Coleman, J.A. (2006). English-medium teaching in European higher education. Language Teaching
39(1): pp. 1–14.
Dafouz Milne, E. & Guerrini, M. (Eds.) (2009). CLIL Across Educational Levels: Experiences from
Primary, Secondary and Tertiary Contexts. Madrid: Santillana Educación.

Citing Sources
DeKeyser, R. (Ed.). (2007). Practice in a second language. Perspectives from Applied Linguistics and Cognitive
Psychology. Cambridge: CUP.
Gillon, B. (1992). Towards a common semantics for English count and mass nouns. Linguistics and Comment [DT5]: AUTHOR:
Last, F. M.
Philosophy, 15, pp. 597–640. Comment [DT6]: YEAR PUBLISHED:
(YYYY).
Gillon, B. (1996). The lexical semantics of English count and mass nouns. Paper presented at the workshop Comment [DT7]: TITLE OF ARTICLE:
The title of the article is written in “sentence case”.
on the breadth and depth of semantic lexicons, Santa Cruz. Comment [DT8]: JOURNAL INFORMATION:
Title of the Journal, Volume(Issue#), pp. Pages.
Izumi, S. (2013). Focus on Form (FonF). In P. Robinson (Ed.), The Routledge Encyclopedia of Second
Language Acquisition (pp. 244–249). New York and Oxon: Routledge.
Landman, F. (2011). Count nouns – mass nouns, neat nouns – mess nouns. The Baltic International
Yearbook of Cognition, Logic and Communication, 6, pp. 1–67.
Leech, G., & Svartvik, J. (1975). A communicative grammar of English. London: Longman.
Nikula, T. & Marsh, D. (1997). Language and Content Integrated Learning in the Primary and Secondary
School Sector. Helsinki: National Board of Education.
Norris, J., & Ortega, L. (2003). Defining and Measuring SLA. In C.J. Doughty & M.H. Long (Eds.),
The Handbook of Second Language Acquisition (pp. 716-761). Malden, MA: Blackwell.
Ogawa, M. (2008). The acquisition of English articles by advanced EFL Japanese learners: Analysis
based on noun types. Journal of Language and Culture, 3, pp. 122-151.
Pérez-Vidal, C. (2009). The integration of content and language in the classroom: a European
approach to education (the second time around). In E. Dafouz & M. Guerrini (Eds.), CLIL
Across Educational Levels: Experiences from Primary, Secondary and Tertiary Contexts (pp. 25-40).
Madrid: Santillana Educación.
Pérez-Vidal, C. (2011). Language Acquisition in three Different Contexts of Learning: Formal
Instruction, Study Abroad, and Semi-immersion (CLIL). In Ruiz de Zarobe, Y. & Gallardo
Citing Sources
del Puerto (Eds.), Content and Foreign Language Integrated Learning (pp. 103-129). Bern. Peter
Lang Academic Publishers.
Quine, W. V. O. (1960). Word and object. Cambridge, MA: MIT Press.
Roehr, K. (2013). Explicit learning. In P. Robinson (Ed.), The Routledge Encyclopedia of Second Language
Acquisition (pp. 229–234). New York and Oxon: Routledge.
Sanz, C. (2005). Adult SLA: The interaction between external and internal factors. In C. Sanz (Ed.),
Mind and Context in Adult Second Language Acquisition: Methods, Theory, and Practice (pp. 3–20).
Washington, DC: Georgetown University Press.
The Center for Writing Studies. (2013). Grammar Handbook: Mass and Count Nouns. Retrieved
April 15, 2015 from http://www.cws.illinois.edu/workshop/writers/massnouns/ Comment [DT9]: Website
Wächter, B. & Maiworm, F. (Eds). 2014. English-taught programmes in European higher education: The state
of play in 2014. Lemmens Medien GmbH.
Wächter, B., & Maiworm, F. (2008). English-taught programmes in European higher education: The picture in
2007. Bonn: Lemmens.
Wheeler, M., Yates, A., & Dols, N. (1999). Catalan: A Comprehensive Grammar. London: Routledge.
Wilkinson, B. (2004). Integrating Content and Language: Meeting the Challenge of a Multilingual Higher
Education. The Netherlands: Maastrict University.
Williams, J. (2013). Form-meaning connection (FMC). In P. Robinson (Ed.), The Routledge
Encyclopedia of Second Language Acquisition (pp. 249–252). New York and Oxon: Routledge.
Woolf, D. (2000). Towards an Advanced Language Programme in Content-Based Language
Education. In P. Van Craen & C. Pérez-Vidal (Eds.), The Multilingual Challenge / Le défi
Multilingue. Final Report 2000 (pp. 27-41). Barcelona: Commission of the European
Commissions DG: XXII – Universitat Pompeu Fabra

Citing Sources
Zou, X., Feng, J., and Zheng, Y. (2013). Grammatical number of English nouns in English learners’
dictionaries: An overview of problems of English-Chinese learners’ dictionaries in treating
grammatical number of English nouns. English Today, 29(3), pp. 40-46. Comment [DT10]: This is the JOURNAL VOLUME.
Comment [DT11]: This is the (ISSUE NUMBER)
Comment [DT12]: This is the PAGES.
The Writing Process

Author:____________________________________________________ Date:_____________
Prompt
Write the prompt for your essay here: _______________________________________________
______________________________________________________________________________
______________________________________________________________________________
Step 1: Consider the task

What are you being asked to do? Do you have to answer a specific question, or respond to a
specific prompt? Do you have to come up with your own topic related to class material?
Take some notes here:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Step 2: Think
Think about the figure you are considering: Who is this person? How do you plan to inform others about
him/her? What do you specifically want to know about this person?
1
The Writing Process
Step 3: Identify
Topic
You need to consider the task. What does the prompt say? What does that mean to you?
After you have taken some time to freewrite/brainstorm about a topic, you need to decide who you
want to write about.
You need to choose an important person/figure for your essay. As you consider the possible
figures, ask yourself, “What do I know about this person? What do my readers know? What else do
I need to know? Do I need to research this topic?”
Who will you write about? _______________________________________________________
Why did you choose this figure? __________________________________________________

______________________________________________________________________________
______________________________________________________________________________
How well do you know this figure? ________________________________________________

______________________________________________________________________________
______________________________________________________________________________
Purpose(s)
Now, you need to consider the purpose of the topic you have chosen.
Why are you writing about this? ___________________________________________________
______________________________________________________________________________
What are other purposes/motivations for your writing? ________________________________

______________________________________________________________________________
______________________________________________________________________________
What is the primary purpose of this essay: to inform, to persuade, to classify? What are the
secondary purposes: to review, to explain, to demonstrate?
Primary Purpose: ______________________________________________________________
Secondary Purpose: ____________________________________________________________
Audience
Now, consider your audience for your future piece of writing.
Who is your audience? __________________________________________________________
Do they know anything about your topic? ___________________________________________
If so, what? ____________________________________________________________________
______________________________________________________________________________
2
The Writing Process
Rhetorical Patterns or Genre
What rhetorical pattern(s) will you use? Is it a summary/response related to a text? Is it a position
paper in which you develop an argument? Are you going to write a letter? A story? If you are
writing in a genre outside of the traditional essay, how do you create a clear controlling idea to
respond to the task?
Rhetorical Pattern/Genre: _______________________________________________________
Take some additional notes here: __________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Tone
Remember, your tone is your attitude in your writing. You need to think about the sentence structure,
grammar, vocabulary, etc.
How will your purpose and audience affect your tone? _________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Will it be formal or informal? _____________________________________________________
What adjective(s) can you use to describe the tone you wish to achieve? __________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How will your tone affect your language choices? ____________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3
The Writing Process
Step 4: Plan
Write notes, outlines, draw pictures, use graphic organizers—whatever works for you.
Outline
Prepare a simple outline of your essay.
Title: _________________________________________________________________________
I. Introduction
a. Hook:____________________________________________________________
__________________________________________________________________
b. Background information: ____________________________________________
__________________________________________________________________
__________________________________________________________________
c. Thesis statement: __________________________________________________
__________________________________________________________________
__________________________________________________________________
II. Topic for Body Paragraph 1:_____________________________________________
a. Topic sentence:____________________________________________________
__________________________________________________________________
4
The Writing Process
b. Supporting Details
i. ____________________________________________________________
ii. ____________________________________________________________
iii. ____________________________________________________________
III. Topic for Body Paragraph 2:_____________________________________________
a. Topic sentence:____________________________________________________
__________________________________________________________________
i. ____________________________________________________________
ii. ____________________________________________________________
iii. ____________________________________________________________
IV. Topic for Body Paragraph 3:_____________________________________________
a. Topic sentence:____________________________________________________
__________________________________________________________________
i. ____________________________________________________________
ii. ____________________________________________________________
iii. ____________________________________________________________
V. Topic for Body Paragraph 4:_____________________________________________
a. Topic sentence:____________________________________________________
__________________________________________________________________
i. ____________________________________________________________
ii. ____________________________________________________________
iii. ____________________________________________________________
VI. Conclusion
a. Restated Thesis Statement: __________________________________________
__________________________________________________________________
b. Key Vocabulary: ___________________________________________________
c. Summary of Main Ideas: _____________________________________________
__________________________________________________________________
__________________________________________________________________
5
The Writing Process
Step 6: Draft.
Now that you have written out your ideas and a plan for your essay, you can write your first draft.
Step 71: Get feedback.
Once you have completed your first draft (due _______________________.), you will submit it for
peer review. Use the peer review sheet for classification essays, available on ICON.
Step 81: Revise.
After receiving feedback from a peer, through the peer edit process, make updates and revisions to
your essay.
Step 72: Get feedback.
With the submission of DRAFT 2, the instructor will give feedback.
Step 82: Revise.
After receiving feedback from the instructor, make updates and revisions.
Step 9: Submit.
The FINAL DRAFT of the essay is due on ______________ at 11:59pm to the dropbox on ICON.
Please remember to save your file specifically as:
First Name_Last Name-_______________________.docx
Timeline
Date Task
October 21, 2016 Prompt & Rubric
October 26, 2016 The Writing Process (assigned as homework; due in-class)
October 28, 2016 Topic & Topic Rationale (on ICON @ 11:59 PM)
October 31, 2016 Introduction Paragraph & Working Thesis Statement (due on ICON @ 10:30 AM)
October 31, 2016 1st Source & Annotation (due on ICON @ 10:30 AM)
November 2, 2016 2nd Source & Annotation (due on ICON @ 10:30 AM)
November 4, 2016 3rd Source & Annotation (due on ICON @ 10:30 AM)
November 7, 2016 Draft 1 (due in-class)
November 9, 2016 Draft 2 + Outline (due in-class & on ICON)
November 11, 2016 Annotated Bibliography (due on ICON)
November 16, 2016 Feedback Analysis
November 18, 2016 Error Analysis
November 28, 2016 Draft 3 & Outline + Annotated Bibliography (due in-class)
December 2, 2016 Final Portfolio (due in-class)
6
Major Research Essay
Research Paper
Purpose – Thesis Connections
What are the purposes/goals of your paper? (Check all that apply.)
_____ compare/contrast something _____ argue for/against something
_____ discuss problems _____ offer solutions
_____ other: ________________________ _____ other: ________________________
Write your thesis statement below:

Although ____________________________________________________________________ ,
______________________________________________________________________________
is significant/interesting/more accurate because ___________________________________
______________________________________________________________________________
Label each part of your thesis statement with the goal it corresponds to.
• REMEMBER: Each example you give or point you make in the body paragraphs MUST
relate back to some part of your thesis.
• Pay attention to TENSE—especially PAST tense.
• Do NOT begin sentences with coordinating conjunctions (e.g. And, But, So, etc.)
• Check your APA format—both in-text and end-of-text citations.
Research Paper Process

I have a topic. I have some sources. Now what?
Example topic: Gender gap in China

Research question: Why do women get paid less for doing the same job in china?
After you have narrowed down your topic and found some good sources to work with, you need to
determine your PURPOSE. What is your GOAL for this paper? What do you want to
COMMUNICATE to your reader(s)?
If you were writing on the example above, you might decide to do the following:
1. Introduce the problem of the gender gap in china
2. Offer solutions for closing this gap
Your purpose or goals would be to describe the problem and offer solutions.
As you continue to do research, you might discover that you have very strong feelings about this
topic and the solutions you have offered. You might realize that you are not just offering solutions,
but arguing for them.
In this way, your purpose has grown.
Knowing your purpose(s) can help you develop a preliminary outline, introduction, and working
thesis statement.
Example introduction:
The huge difference in pay between men and women in
China is well documented. There are many explanations
for this gender gap; however, they all have their
roots in a long history of gender discrimination in
China. Individuals, the government, and companies
need to all work on closing the gender gap for Chinese
society to become equitable.
Key:
• Show this PROBLEM using sources as support

• Thesis - argument AND solutions-- use personal experience and sources as support
• Strong opinions expressed in introduction and thesis make it clear that this is the author’s
perspective/argument.
Library Research Consultation

Instructions
For this part of the research paper assignment, I will be asking you to go to the Main Library for a
research consultation. Knowing that this service exists and how to use it will help you a great deal
both with this paper and with future assignments.
You can make an appointment by using the Research Consultation form or simply use the walk-up
service during the hours of 9-5 Monday through Friday. Please note that the walk-up service is often
very busy in the afternoons. Go in as soon as possible. DO NOT try to go in on November 2nd!
Remember: the sooner you finish this assignment, the more prepared you will be for the
next step of this paper. The longer you wait, the harder it will be to find an appointment
time. If you cannot get an appointment or find a walk-in time, you will get a zero for this
assignment.
You do not need to do a great deal of preparation before going to a library consultation, but
preparation will help the librarian give you the most valuable assistance. Fill out the form below.
You will turn this in on Tuesday, November 2nd.
Prior to Consultation
1. This paper is for my ________________________________________ class.
2. My topic is ___________________________________________________________.
3. The assignment details are: a 1,000-word research essay, due at the end of the semester.
The assignment is worth 10% of the course grade.
4. Is this the first time you have written a research essay for a university class?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Do you already know something about this topic? If so, what?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(Parts of this adapted from Mary C.’s Library Consultation Worksheet) LIBRARY RESEARCH CONSULTATION | 1
6. Think of at least three research questions you might answer in your paper. (These are
questions about your topic that begin with how, when, where, why, who. See “Unit 4:
Introduction to Academic Research” in the course pack for help. You may write more than
3 questions if you can think of more.)
• ___________________________________________________________________________
___________________________________________________________________________
• ___________________________________________________________________________
___________________________________________________________________________
• ___________________________________________________________________________
___________________________________________________________________________
• ___________________________________________________________________________
___________________________________________________________________________
• ___________________________________________________________________________
___________________________________________________________________________
7. Think of at least five keywords.

• ___________________________________________________________________________
• ___________________________________________________________________________
• ___________________________________________________________________________
• ___________________________________________________________________________
• ___________________________________________________________________________
• ___________________________________________________________________________
• ___________________________________________________________________________
During the Consultation

1. Show the front of this paper to the librarian helping you.
2. Use the space below to take notes. Take as many notes as possible.
These are the kinds of things you should write down: What keywords can you search for?
What resources can you use? What other helpful advice did you get? Get help with
spelling if necessary.
3. REMEMBER TO THANK THE LIBRARIAN.
4. Ask the librarian to sign in the box below. If there is no signature, you will not get credit
for this assignment!
Signature:______________________________________________ Date:_________________
After the Consultation

1. What did you learn?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Were you able to find sources? If so, where and how?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. On the following pages, write out citations and annotations for each of your sources.
Remember, you should have at least three, but no more than five.
Source 1
__Reference book / __Book / __Magazine / __Newspaper / __Database
__Journal Article / __Website / __Other – Identify:___________________
AUTHOR/EDITOR:
TITLE:
PERIODICAL: PAGES:
DATABASE:
PUBLISHER: PLACE PUBLISHED:
DATE PUBLISHED: VOL #: DATE ACCESSED:
URL:
Citation: ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Annotation: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Source 2
AUTHOR/EDITOR:
TITLE:
PERIODICAL: PAGES:
DATABASE:
URL:
Citation: ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Annotation: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Source 3
AUTHOR/EDITOR:
TITLE:
PERIODICAL: PAGES:
DATABASE:
URL:
Citation: ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Annotation: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Source 4
AUTHOR/EDITOR:
TITLE:
PERIODICAL: PAGES:
DATABASE:
URL:
Citation: ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Annotation: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Source 5
AUTHOR/EDITOR:
TITLE:
PERIODICAL: PAGES:
DATABASE:
URL:
Citation: ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Annotation: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Peer Edit 1

Author:____________________________________________________ Date:_____________
Peer Editor:___________________________________________________________________
Author:
Please assist your reader in giving the kind of feedback that you need at this stage in your writing
process. What, specifically, do you want feedback on? Please write three questions below which
you would like your readers to answer after reading your initial draft.
1. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Reader:
Paper Requirements & Formatting
Does the paper meet the requirements? Write your initials next to each requirement that is properly
completed.
_____ Title Page _____ References / Annotated Bibliography
_____ Outline _____ Total # Sources: __________
_____ Proper APA Formatting _____ Proper In-text Citations
_____ Total No. of Words: __________ _____ Proper documentation in
Reference List
1
Peer Edit 1
Purpose
After reading the thesis statement, try to determine what the purpose is of this essay.
Topic:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Purpose(s):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Audience:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Tone:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Introduction
Does the paper opens smoothly (e.g. with a series of rhetorical questions, compelling short story,
shocking statistic, etc.) and in a way that makes you want to read more? If yes, what do you find
especially effective? If no, suggest a way this author could start the paper.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2
Peer Edit 1
What is the thesis of the paper?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Do you find the information to be clear? Interesting? Innovative? What do you find to be
especially compelling about the thesis? What needs work?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Does the introduction preview the purpose of the paper? YES NO
Body
Is the paper well organized? Can you follow it easily? Does the organization make sense in light of
the overall argument and purpose stated in the introduction? What changes would you suggest?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Is the argument situated/analyzed within, political, cultural, and/or historical contexts? What do you
need to know more about in order to appreciate the paper’s thesis?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Are sources appropriately integrated and cited? YES NO

Suggest at least two specific ways this person could improve the paper.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3
Peer Edit 1
In the space below, please respond to the author’s questions listed above.
1. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Do you have any additional comments for the author? Write any additional comments or
suggestions in the space below.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4
Peer Edit 2

Author:____________________________________________________ Date:_____________
Peer Editor:___________________________________________________________________
Directions
Review your classmate’s paper and rate them on each of the categories below.
Good (3)
Satisfactory (2)
Needs Improvement (1)
THESIS STATEMENT: 1-2 sentences that clearly take(s) a position on the topic. Includes
reasons or pieces of evidence that supports the writer’s opinion and shows their purpose.
1 2 3
What does the thesis statement suggest?
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What is the writer’s position on the topic?

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INTRODUCTION: What are the main ideas that the writer presents in their paper?
1 2 3
List the MAIN POINTS:
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1
Peer Edit 2
BODY PARAGRAPHS:
1 2 3
Does each paragraph begin with a topic sentence?
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Do all of the details in each body paragraph support the topic sentence?
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Does each paragraph end with a concluding statement?

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MECHANICS: In-text citations, errors in spelling/punctuation, correct use of

quotations/paraphrase
1 2 3
Areas for improvement?
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2
Peer Edit 2
FOCUS/ORGANIZATION:
1 2 3
The paper’s topic is neither too broad nor too narrow.
YES NO
Comments:
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The introduction includes a thesis statement that presents the topic and the writer’s purpose.
YES NO
Comments:
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The ideas are logically sequenced.

YES NO
Comments:
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The conclusion reinforces the thesis and main points.

YES NO
Comments:
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3
Peer Edit 2
ELABORATION:
1 2 3
General ideas are supported with facts, examples, opinions, and taken from a variety of sources.
YES NO
Comments:
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Quoted statements are set with quotation marks; credit is given to paraphrased and quoted sources.
YES NO
Comments:
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The writer’s own ideas are supported by cited material.

YES NO
Comments:
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What is your overall rating for this student’s paper?

1 2 3
Justification and explanation of grade and additional comments:
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4
Annotated Bibliography Rubric

Annotated Bibliography
Author:____________________________________________________ Date:_____________
Category Criteria Score

10.0 – 9.0 = A
• Sources chosen are highly relevant to the topic 8.9 – 8.0 = B
Source
• Sources add greatly to research potential 7.9 – 7.0 = C _____ / 10
Selection 6.9 – 6.0 = D
• Few, if any, additional sources needed
Below 6.0 = F
10.0 – 9.0 = A
8.9 – 8.0 = B
• All sources are from credible, scholarly materials
Credibility 7.9 – 7.0 = C _____ / 10
• NO USE of Wikipedia, Baidu, About.com, etc. 6.9 – 6.0 = D
Below 6.0 = F
10.0 – 9.0 = A
• Annotations succinctly and comprehensively describe 8.9 – 8.0 = B
Annotations the source material 7.9 – 7.0 = C _____ / 10
• Annotations offer great insight into the source material 6.9 – 6.0 = D
Below 6.0 = F
• Evaluation clearly explains why the sources were 10.0 – 9.0 = A
chosen 8.9 – 8.0 = B
Evaluations • Demonstrates a clear understanding of research 7.9 – 7.0 = C _____ / 10
process 6.9 – 6.0 = D
• Offers insight into source Below 6.0 = F
• Each source has a proper citation 7.5 – 6.8 = A
Assignment 6.8 – 6.0 = B
• All citations are complete
5.9 – 5.3 = C _____ / 7.5
Criteria • All citations are in the proper APA format 5.2 – 4.5 = D
• All annotations are 100-150 words long Below 4.5 = F
2.5 – 2.3 = A
Mechanic, 2.2 – 2.0 = B
• Virtually free from mechanical, grammatical,
Grammar, punctuation, and spelling error
1.9 – 1.8 = C _____ / 2.5
& Proofing 1.7 – 1.5 = D
Below 1.5 = F
Comments
Number of Sources: _____
Where are the sources from?
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________

Process Rubric

Process Grade
Author:____________________________________________________ Date:_____________
Title:_________________________________________________________________________
Introduction & Thesis Statement
Introduction includes information and a thesis statement that:
1. establishes a specific figure and relevance to topic
2. provides background information giving the direction of the essay
3. thesis statement is a complex sentence that states the importance of named figure
_____ / 10
Support
Body paragraphs include:
1. topic sentences that address specific points/topics
2. specific, detailed, and relevant support
3. supporting details connect back to the topic sentences and thesis statement
4. in the form of examples, explanations, and analysis of ideas/arguments
_____ / 10
Connections
Body paragraphs (particularly including topic sentences and concluding sentences) make:
1. strong connections back to the controlling idea/thesis
2. variety of transition words/phrases (avoiding the use of first, second, third, etc.)
_____ / 10
Integration of Sources & Paper Formatting
1. Sources are properly documented and integrated throughout the essay using APA
formatting.
2. Page formatting is 8.5” x 11” with 1” margins on all sides.
3. All paragraphs are properly indented.
4. Source material does not make up more than 20% of the essay.
_____ / 10
Grammar & Mechanics
Grammar and vocabulary errors do not obscure meaning.
A variety of sentences structures are used (simple, compound, complex)—particularly in thesis statement
and topic sentences—to connect complex ideas and create smooth, sophisticated transitions.
_____ / 10
Product Rubric

Product Grade
Author:____________________________________________________ Date:_____________
Title:_________________________________________________________________________
Category Criteria Score

• The topic is appropriate for the scope of this
assignment. 15.0 – 13.5 = A
Topic • An introduction and thesis statement provides 13.4 – 12.0 = B
direction for the paper by making the purpose of the 11.9 – 10.5 = C _____ / 15
& Focus essay clear. 10.4 – 9.0 = D
• Thesis statement is specific and goes beyond what? to Below 9.0 = F
address why? and/or how?
• Specific examples are provided to illustrate key ideas. 25.0 – 22.5 = A
Development • Clear connections to thesis/controlling idea are made 22.4 – 20.0 = B
throughout paper. 19.9 – 17.5 = C _____ / 25
& Cohesion 17.4 – 15.0 = D
• Transitions within and between paragraphs create
smooth and logical connections between ideas. Below 15.0 = F
• Writing demonstrates comprehension and application
of course content and concepts.
• Author’s writing demonstrates an understanding of the 30.0 – 27.0 = A
sources. 26.9 – 24.0 = B
Analysis
• Sources are well-integrated throughout the paper and 23.9 – 21.0 = C _____ / 30
& Critical are used to support and illustrate the writer’s ideas. 20.9 – 18.0 = D
Thinking • The writer provides concluding remarks that go Below 18.0 = F
beyond simply restating what was written, and
demonstrate critical thinking and analysis
10.0 – 9.0 = A
• Level appropriate grammar, spelling and sentence 8.9 – 8.0 = B
Grammar structure. 7.9 – 7.0 = C _____ / 10
& Mechanics • Grammar does not impede comprehension. 6.9 – 6.0 = D
Below 6.0 = F
• At least 3 sources cited.
• Sources are appropriate and relevant. 10.0 – 9.0 = A
Use of 8.9 – 8.0 = B
Sources • Author cites all language, data, and ideas from other 7.9 – 7.0 = C _____ / 10
sources. 6.9 – 6.0 = D
& Citation • APA citation style is used both in-text and reference Below 6.0 = F
list.
• Paper is well organized with appropriate headings and 10.0 – 9.0 = A
Organization 8.9 – 8.0 = B
sub-headings.
7.9 – 7.0 = C _____ / 10
& Formatting • Document is formatted according to assignment 6.9 – 6.0 = D
specifications. Below 6.0 = F
Comments

The Writing Process Checklist

Portfolio Rubric
Author:____________________________________________________ Date:_____________
Title:_________________________________________________________________________
Criteria Score
• “The Writing Process” packet is properly completed
The Writing Process Packet and gives evidence to preparation for writing the _____ / 10
Major Research Essay.
• First source and annotation were submitted on-time
Source 1 + Annotation on 10/31/2016.
_____ / 1
• Second source and annotation were submitted on-
Source 2 + Annotation time on 11/2/2016.
_____ / 1
• Third source and annotation were submitted on-time
Source 3 + Annotation on 11/4/2016.
_____ / 1
• Draft #1 was printed and available in-class on
Draft #1 11/7/2016 for peer editing. _____ / 2
• Proper formatting
Peer Edit – Phase I
• Peer editing form completed on 11/7/2016. _____ / 1
Partner:__________________
• Draft #2 was turned-in during class on 11/9/2016.
Draft #2 _____ / 2
• Annotated bibliography completed and turned-in on
Annotated Bibliography time on 11/11/2016. _____ / 2
• Draft #3 was complete, printed, and available in-class
Draft # 3 on 11/30/2016. _____ / 2
Peer Edit – Phase II
• Peer editing form completed on 11/30/2016. _____ / 1
Partner:__________________
• Final portfolio of the following components was
submitted (1 point each):
o Draft #1
o Peer Edit – Phase I
o Draft #2 + Outline (+ Graded Rubric)
Final Portfolio o Annotated Bibliography
_____ / 7
o Draft #3
o Peer Edit – Phase II
o Draft #4 (Final Draft) + Outline + Annotated
Bibliography
Comments
TOTAL: _____ / 30
In-Class Graded Writing
Graded Writing #1: Summary

Student:________________________________________ Score: _____ / 30
Introduction
Read the following article, “Do you wear your income on your face”. For today’s class, you will have
30 minutes to write a summary of the article. Remember, summaries should only include the main
ideas and should not rely on strict paraphrase. Do not forget to include necessary information such as:
the author, the title of the article, and where it was published.
Reading
Do you wear your income on your face?
A new study suggests that perceived wealthy could play into our unconscious biases.
By: RJ Skinner
28 August 2017
Retrieved from http://www.cbc.ca/life/do-you-wear-your-income-on-your-face-1.4265868 on
August 31, 2017 (Edited by Tamar Bernfeld)
When you look at a stranger's face, what do you see? Their personality and their energy,
along with their distinct physical features, instantly get imprinted in your mind, creating an
impression for you to read and remember. Of course, that stranger is almost assuredly reading you
in the same way, so what's written on your face? While we may think we're just making cursory scans
when we see someone for the first time, new research suggests our brains actually read a lot more
into what a person's face says about them — like whether they're rich or poor — and those
assumptions can inform our interactions with them.
The study, conducted at the University Of Toronto, aimed to see if social class could be
distinguishable from simply viewing a person's face. Using an annual family income of $75,000 as a
median benchmark, researchers took photos of student volunteers with family incomes of either
more than $100,000 or below $60,000 wearing neutral expressions. Upon viewing said photos,
another group of student volunteers were asked to instinctually determine whether the faces they
saw were either "rich" or "poor". While not overwhelmingly accurate, photo viewers did guess
whether the faces were "rich" or "poor" at a rate that was statistically better than random chance.
The findings held steady regardless of the genders or ethnicities of those photographed,
which suggests that we're picking up more universal facial cues, rather than being influenced by
sexism or racial bias, both of which are already pressing issues in the workforce and beyond. The
results seemed to stay the same no matter how much time the viewer had to study the images too,
meaning our brains start analyzing the faces we see immediately (and certainly before we're
consciously aware of it). What we seem to be looking for in a "rich" face, (especially in a neutral state
without expression) are signs of general happiness, as opposed to appearances that seem bogged
down, stressed out or tired.
Two interesting details spring from this. Firstly, by our late teens, we appear to have enough
character in our faces that others can already make assumptions about us (researchers are eager to
retest this experiment with older faces). Secondly, what we're looking for reveals the inherent bias
that seems to be wired into our brains. The fact that we'd assume a face with a greater sense of well-
being to be the "rich" face, suggests that we also assume wealthier people live better lives. It's not
hard to see why we'd think that, but it's definitely not always the case (someone with a high-paying
job could be under a lot of stress, for example).
While this particular study is only a small glimpse into the complexity of facial recognition,
the researchers suggest that this dynamic could contribute to something as significant as the poverty
cycle. The wealth gap may be the biggest problem facing our global economy and such hardwired
biases could end up becoming a self-fulfilling prophecy. Say you're hiring someone for a job. It's not
illogical to think that you'd gravitate towards the "happier" face, though that's only one of the
limitless factors we're analyzing in our brains.
So what happens when we add those other factors? Adding race, gender and sexual
orientation (just to name a few) to the equation opens up so many opportunities to make conscious
and subconscious assumptions, that a world of judgement can take place before we even say hello.
Prompt
Write a summary of the article “Do you wear your income on your face?”.
Purpose
The purpose of this in-class graded writing is for me to get an idea of your ability to summarize the
main ideas of a 1.5 – 2-page article. Yes, some of the ideas in the article are complex, but try your
best to summarize the ideas without relying on strict paraphrase and without using any
quotations.
Expectations & Conventions

Your summary should:
Only be 5 sentences in length

Include the author and the title of the text
Summarize the main ideas and relevant details
Use your own words and language
Remain objective
Summary
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Summary Paragraph Points

OBJECTIVITY & ORIGINALITY
Introduces the author and article
Remains objective and makes it clear that this information comes 10.0 – 9.0 = A
from the article/author by using reporting language (The author 8.9 – 8.0 = B
states…) 7.9 – 7.0 = C
No subjective language used 8.9 – 8.0 = D
Completely original language (Not plagiarized) Below 8.0 = F
Main ideas summarized without reliance on strict paraphrase
COMPREHENSION & CONTENT
Demonstrates comprehension of text through accurate summary of
article 15.0 – 13.5 = A
Limits the paragraph to main ideas/does not include unnecessary 13.4 – 12.0 = B
details 11.9 – 10.5 = C
No main ideas/major details are missing 10.4 – 9.0 = D
Main idea in topic sentence and major details follow logical Below 9.0 = F
progression
GRAMMAR & SENTENCE STRUCTURE
5.0 – 4.5 = A
4.4 – 4.0 = B
Writes in complete sentences using correct grammar, punctuation, 3.9 – 3.5 = C
and spelling; grammar does not interfere with comprehension 3.4 – 3.0 = D
Below 3.0 = F
Comments:

Graded Writing #2: Summary & Response Introduction

Student:________________________ Score: _____ / 45
Introduction
Read the following article. After the article, you will be given instructions for the writing tasks.
Reading
Today’s College Students Lack Empathy
By: Jeanna Bryner
28 May 2010
Retrieved from https://www.livescience.com/9918-today-college-students-lack-empathy.html on
September 14, 2017 (Edited by Tamar Bernfeld)
College students today are less likely to "get" the emotions of others than their counterparts
20 and 30 years ago, a new review study suggests. Specifically, today's students scored 40 percent
lower on a measure of empathy than their elders did. The findings are based on a review of 72
studies of 14,000 American college students overall conducted between 1979 and 2009.
"We found the biggest drop in empathy after the year 2000," said Sara Konrath, a researcher
at the University of Michigan's Institute for Social Research. The study was presented this week at
the annual meeting of the Association for Psychological Science in Boston.
Compared with college students of the late 1970s, current students are less likely to agree
with statements such as "I sometimes try to understand my friends better by imagining how things
look from their perspective," and "I often have tender, concerned feelings for people less fortunate
than me."
"Many people see the current group of college students – sometimes called 'Generation Me'
– as one of the most self-centered, narcissistic1, competitive, confident and individualistic in recent
history," said Konrath, who is also affiliated with the University of Rochester Department of
Psychiatry.
Konrath's colleague graduate student Edward O'Brien added, "It's not surprising that this
growing emphasis on the self is accompanied by a corresponding devaluation of others.”
Other recent studies have shown mixed results on the character of today's youth. For
instance, one study of more than 450,000 high-school seniors born at different time periods showed
today’s youth are no more self-centered than their parents were at their age.
Even so, Konrath and O'Brien suggest several reasons for the lower empathy they found,
including the ever-increasing exposure to media in the current generation.
"Compared to 30 years ago, the average American now is exposed to three times as much
nonwork-related information," Konrath said. "In terms of media content, this generation of college
students grew up with video games, and a growing body of research, including work done by my
1 Narcissistic: extreme selfishness/obsession with self; self-centeredness

colleagues at Michigan, is establishing that exposure to violent media numbs people to the pain of
others."
"The ease of having 'friends' online might make people more likely to just tune out when
they don't feel like responding to others' problems, a behavior that could carry over offline,"
O'Brien said. In fact, past research has suggested college students are addicted to social media.
Other possible causes include a society today that’s hypercompetitive and focused on
success, as well as the fast-paced nature of today, in which people are less likely than in time periods
past to slow down to really listen to others, O'Brien added.
"College students today may be so busy worrying about themselves and their own issues that
they don't have time to spend empathizing with others, or at least perceive such time to be limited,"
O'Brien said.
Summary Paragraph
Write a summary of the article on the lines below.
Your summary should:
Only be 5 sentences in length

Include the author and the title of the text
Summarize the main ideas and relevant details
Use your own words and language
Remain objective
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Summary Paragraph: _____ / 35


Remains objective and makes it clear that this information comes 15.0 – 13.5 = A
from the article/author by using reporting language (The author 13.4 – 12.0 = B
states…) 11.9 – 10.5 = C
Demonstrates comprehension of text through accurate summary of
article 15.0 – 13.5 = A
Limits the paragraph to main ideas/does not include unnecessary 13.4 – 12.0 = B
details 11.9 – 10.5 = C
Main idea in topic sentence and major details follow logical Below 9.0 = F
progression
5.0 – 4.5 = A
4.4 – 4.0 = B
Writes in complete sentences using correct grammar, punctuation, 3.9 – 3.5 = C
and spelling; grammar does not interfere with comprehension 3.4 – 3.0 = D
Below 3.0 = F
Response
Now imagine you are going to write a response to this article. What specific point in the article will
you respond to? Write your introduction to your response (ONLY the intro paragraph 2—3
sentences) below. You are NOT writing the entire essay here.
Remember to:
1. Make a clear connection to the article and address the specific points you are going to
respond to.
2. Create a clear thesis statement.
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Response Introduction: _____ / 10

Response introduction connects/relates to article. 15.0 – 13.5 = A
Clear thesis statement/controlling idea 13.4 – 12.0 = B
Thesis includes 1) a claim (could be a purpose, critique, argument, etc.) and 11.9 – 10.5 = C
2) insight into the direction of the essay (could be a preview, summary of 10.4 – 9.0 = D
a concept, etc.) Below 9.0 = F
Graded Writing #3: Transition Paragraph & Response Outline

Student:________________________ Score: _____ / 30
Introduction
Read the following article. After the article, you will be given instructions for the writing tasks.
Reading
By: Jeanna Bryner
28 May 2010
than me."
Psychiatry.

others."
O'Brien said.
Prompt for Response

For your transition paragraph/response introduction and the response outline that you are writing
for this assignment, please respond to the following question:
Should we emphasize the importance of empathy with college students?

Transition Paragraph
Now imagine you are going to write a response to this article. What specific point in the article will
you respond to? Write your introduction to your response (ONLY the introduction paragraph 5-7
sentences) below. You are NOT writing the entire essay here.
Remember to:
1. Make a clear connection to the article and address the specific points you are going to
respond to.
2. Create a clear thesis statement.
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Transition Paragraph: _____ / 15
Response introduction connects/relates to article. 15.0 – 13.5 = A
Thesis includes 1) a claim (could be a purpose, critique, argument, etc.) and 11.9 – 10.5 = C
2) insight into the direction of the essay (could be a preview, summary of 10.4 – 9.0 = D
a concept, etc.) Below 9.0 = F
Response Outline
After writing your transition paragraph / response introduction, make an outline / notes of how you
would response to this reading.
Remember to:
1. Present clear positions / claims and support them with examples.
2. Demonstrate analysis of the topic.
3. Make sure that there is a clear connection to the article / ideas presented
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Response Outline: _____ / 15

Clear connection to the article established. 15.0 – 13.5 = A
Position/claims are supported with specific, detailed examples. 13.4 – 12.0 = B
Information/claims from source are summarized/ paraphrased 11.9 – 10.5 = C
effectively rather than copied. 10.4 – 9.0 = D
Discussion demonstrates analysis of the topic. Below 9.0 = F
Graded Writing #4: Summary Paragraph & Response Essay
Author:_______________________________________________________ Date:_____________________

Remains objective and makes it clear that this information comes from the article/author by using 7.0 – 6.3 = A
reporting language (The author states…) 6.2 – 5.6 = B
5.5 – 4.9 = C
Demonstrates comprehension of text through accurate summary of article 7.0 – 6.3 = A

6.2 – 5.6 = B
Limits the paragraph to main ideas/does not include unnecessary details
5.5 – 4.9 = C
Main idea in topic sentence and major details follow logical progression Below 4.2 = F
3.0 – 2.7 = A
2.6 – 2.4 = B
Writes in complete sentences using correct grammar, punctuation, and spelling; grammar does not 2.3 – 2.1 = C
interfere with comprehension 2.0 – 1.8 = D
Below 1.8 = F
Response Essay Points

ORGANIZATION
Response introduction connects/relates to article 12.0 – 10.8 = A
Body paragraphs and ideas are arranged in a logical order. 9.5 – 8.4 = C
Transitional words/expressions are used effectively to establish clear relationships between ideas 8.3 – 7.2 = D
Paragraphs demonstrate unity: A topic sentence clearly states main ideas and support is relevant Below 7.2 = F
CONTENT
Clear connection to the article established.
Thesis includes 1) a claim (could be a purpose, critique, argument, etc.) and 2) insight into the direction of
the essay (could be a preview, summary of a concept, etc.) 15.0 – 13.5 = A
13.4 – 12.0 = B
Position/claims are supported with specific, detailed examples.
11.9 – 10.5 = C
Information/claims from source are summarized/ paraphrased effectively rather than copied. 10.4 – 9.0 = D
Conclusion goes beyond restatement of thesis and uses some strategy to further help readers understand
why the topic is important or interesting.
Vocabulary is precise and correct word forms are used 6.0 – 5.4 = A
5.3 – 4.8 = B
There is variety in vocabulary, sentence length, and sentence structure
4.7 – 4.2 = C
Style, tone, and voice are appropriate for the audience, purpose, and topic 4.1 – 3.6 = D
Grammar and sentence structure errors do not obscure meaning or require excessive effort for reader Below 3.6 = F
TOTAL: _____ / 50
Graded Writing #4: Summary Paragraph & Response Essay

Student:________________________ Score: _____ / 50
Introduction
Read the article below. You may take notes if you wish. Use the lined pages that follow to complete
the following tasks. Only the writing on the lined pages will be graded.
1. Write a one paragraph summary of the article in your own words. Please include the
main ideas and the key supporting details.
2. Write a response essay in which you present your thoughts on the following:
In the article, Konrath reports some details of her research: “Many people see the current
group of college students – sometimes called 'Generation Me' – as one of the most self-
centered, narcissistic, competitive, confident and individualistic in recent history.”
She goes on to say that “Compared to 30 years ago, the average American now is exposed to
three times as much nonwork-related information. In terms of media content, this
generation of college students grew up with video games, and a growing body of research,
including work done by my colleagues at Michigan, is establishing that exposure to violent
media numbs people to the pain of others.”
In addition to what students might do to increase their empathy, what could other
groups or organizations do to encourage students to become more empathetic
and show higher levels of empathy?
Relate your ideas about why students should have empathy to content from the
article.
In your analysis, consider the following question: what challenges do you think
students and/or universities might encourage if they try to increase levels of
empathy on campus?
Be sure to include an introduction, at least 2 body paragraphs, and a conclusion.
Reading
By: Jeanna Bryner
28 May 2010
than me."
Psychiatry.
others."
O'Brien said.

Summary Paragraph
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Response Essay
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Rubric
7.0 – 6.3 = A
Remains objective and makes it clear that this information comes from the article/author by using
6.2 – 5.6 = B
reporting language (The author states…)
5.5 – 4.9 = C
No subjective language used
4.8 – 4.2 = D
Demonstrates comprehension of text through accurate summary of article 7.0 – 6.3 = A

6.2 – 5.6 = B
Limits the paragraph to main ideas/does not include unnecessary details
5.5 – 4.9 = C
No main ideas/major details are missing
4.8 – 4.2 = D
Main idea in topic sentence and major details follow logical progression Below 4.2 = F
3.0 – 2.7 = A
2.6 – 2.4 = B
Writes in complete sentences using correct grammar, punctuation, and spelling; grammar does not
2.3 – 2.1 = C
interfere with comprehension
2.0 – 1.8 = D
Below 1.8 = F
Response Essay Points

ORGANIZATION
Thesis includes 1) a claim (could be a purpose, critique, argument, etc.) and 2) insight into the direction
12.0 – 10.8 = A
of the essay (could be a preview, summary of a concept, etc.)
10.7 – 9.6 = B
9.5 – 8.4 = C
Information/claims from source are summarized/ paraphrased effectively rather than copied.
8.3 – 7.2 = D
CONTENT
Thesis adequately responds to the prompt.
Thesis includes 1) a claim (could be a purpose, critique, argument, etc.) and 2) insight into the direction 15.0 – 13.5 = A
of the essay (could be a preview, summary of a concept, etc.) 13.4 – 12.0 = B
Position/claims are supported with specific, detailed examples. 11.9 – 10.5 = C
Information/claims from source are summarized/ paraphrased effectively rather than copied. 10.4 – 9.0 = D
Thesis includes 1) a claim (could be a purpose, critique, argument, etc.) and 2) insight into the direction
6.0 – 5.4 = A
of the essay (could be a preview, summary of a concept, etc.)
5.3 – 4.8 = B
4.7 – 4.2 = C
Information/claims from source are summarized/ paraphrased effectively rather than copied.
4.1 – 3.6 = D
TOTAL: _____ / 50
Appendix C: Student Evaluations
In this appendix, student evaluations are presented in chronological order (Fall 2015 to Fall 2017).
Although the first semester is presented as individual documents for each evaluation, as of Spring
2016, course evaluations were completed online and the documents with data and comments were
made much shorter.
Summary of Course Evaluations
This table includes the means and medians for selected questions, as well as the course numbers and
enrollments. The selected statements highlighted in the table are:
2. The instructor is effective in teaching the subject matter of this course.
5. The instructor is prepared for each class.
(IEP Form Question #7)
7. My work is evaluated in ways that are helpful to my learning.
13. The instructor has helped me develop confidence in my own abilities.
(IEP Form Question #12)
15. I know what improvement is needed from feedback on tests/assignments.
Fall 2015
ESL:4190:0006 ESL Academic Writing
ESL:4160:0012 ESL Grammar
IIEP:0465:0005 IIE Listening Skills: High Intermediate (SPOT Forms)
Spring 2016
ESL:1020:0001 Creatively Speaking
Summer 2016
IIEP:0345:0002 IIE Grammar: Intermediate
IIEP:0345:0003 IIE Grammar: Intermediate
IIEP:0355:0002 IIE Writing: Intermediate
IIEP:0355:0003 IIE Writing: Intermediate
Fall 2016
IIEP:0465:0006 IIE Listening Skills: High Intermediate
Spring 2017
ESL:1005:0001 ESL Special Topics (Creatively Speaking)
Summer 2017
IIEP:0515:0002 IIE Communication Skills: Advanced
IIEP:0565:0002 IIE Listening Skills: Advanced
Fall 2017
ESL:4130:0017 ESL Academic Listening Skills
Summary of Course Evaluations
Means of Selected ACE Scores
Term Corse # Title Enrollment Response Rate 2 5 7 13 15 Notes
Fall 2015 ESL:4190:0006 ESL Academic Writing 18 100% 5.88 5.94 5.94 5.97 6.00
Fall 2015 ESL:4160:0012 ESL Grammar 18 100% 6.00 6.00 6.00 5.89 5.94
Fall 2015 IIEP:0465:0005 IIE Listening Skills: High Intermediate 17 100% N/A 1.53 N/A 1.82 N/A SPOT Forms: highest score is 1, lowest score is 5
Spring 2016 ESL:1020:0001 Creatively Speaking 10 30% 5.67 N/A N/A N/A N/A
Spring 2016 ESL:4190:0004 ESL Academic Writing 10 100% 6.00 6.00 5.90 5.90 5.80
Spring 2016 ESL:4190:0011 ESL Academic Writing 14 93% 5.15 5.31 4.85 4.69 5.00
Spring 2016 ESL:4160:0008 ESL Grammar 14 93% 5.15 5.54 5.00 5.00 5.23
Summer 2016 IIEP:0345:0002 IIE Grammar: Intermediate 8 44% 5.86 5.86 N/A 5.86 N/A
Summer 2016 IIEP:0345:0003 IIE Grammar: Intermediate 10 40% 5.75 5.75 N/A 5.62 N/A
Summer 2016 IIEP:0355:0002 IIE Writing: Intermediate 8 44% 5.86 5.86 N/A 6.00 N/A
Summer 2016 IIEP:0355:0003 IIE Writing: Intermediate 10 35% 6.00 6.00 N/A 5.71 N/A
Fall 2016 IIEP:0465:0006 IIE Listening Skills: High Intermediate 8 88% 5.71 6.00 N/A 5.71 N/A
Spring 2017 ESL:1005:0001 ESL Special Topics 25 12% 2.33 N/A N/A N/A N/A ACE Forms only completed by 3 of 25 students
Summer 2017 IIEP:0515:0002 IIE Communication Skills: Advanced 9 100% 5.67 5.78 N/A 5.56 N/A
Summer 2017 IIEP:0565:0002 IIE Listening Skills: Advanced 9 100% 5.67 5.89 N/A 5.56 N/A
Fall 2017 ESL:4130:0017 ESL Academic Listening Skills 13 92% 5.42 5.42 5.17 5.08 5.17
Creatively Speaking (Spring 2016)
Instructor: Thomas-Wilhelm, Dakota Enrollment: 30
Subject: ESL Responses Incl Declines: 9
Catalog & Section: 1020 0001 Declines: 0
Course ID: 169843
:
CLAS Core
Number of Response Course Dept. Course Dept.
Question Responses Rate Mean Mean Median Median
The Ins tructor is effective in teaching the cours e materials . 9 30% 5.67 5.45 5.90 5.70
The work as s igned by the ins tructor is worthwhile and helped me 9 30% 5.67 5.40 5.80 5.70
learn the cours e material.
The ins tructor s upports s tudent learning in this clas s . 9 30% 5.67 5.51 5.80 5.70
Note: 6:Strongly Agree (6); 5:5; 4:4; 3:3; 2:2; 1:Strongly Dis agree (1);
College of Liberal Arts & Sciences (9 comments)
Q: What did you enjoy most about this course?
1 How much going out of your comfort zone was encouraged and the overall positivity of the class
2 Thinking outside the box most of the time made it interesting.
Q: Was there an appropriate amount of work for the course? Please explain your answer.
1 Yes, for a 1 credit class we covered a lot of material over 5 weeks
2 Yes because it's only a 5 week class.
Q: Was (Were) the instructor(s) knowledgeable about the course subject matter?
1 Yes obviously, he won state in the speeches and taught in an affective way
2 Yes
Q: Would you recommend this course to another student? Why?
1 Yes because it's a lot of fun and not hard if you pay attention and do your work
2 Yes because it helps you to practice being more comfortable with public speaking of all different sorts.
Q: What changes to the course would you recommend?
1 None
Written Comments (4 comments)
Q: Additional comments
1 Dakota, you rock! Thanks for a great final five weeks.
2 no
3 Thank you!
4 VERY EFFICIENT
ESL Academic Writing (Spring 2016)
Course ID: 157613
:
CLAS Core
ESL Writing
This cours e is well planned and organized. 10 100% 5.70 5.44 5.90 5.70
Cours e requirements are clear. 10 100% 6.00 5.41 6.00 5.70
Difficult concepts are explained in a helpful way. 10 100% 5.90 5.37 5.90 5.60
This ins tructor is prepared for each clas s . 10 100% 6.00 5.52 6.00 5.70
Students are encouraged to s ee the ins tructor if they are 10 100% 6.00 5.59 6.00 5.80
having difficulty.
My work is evaluated in ways that are helpful to my learning. 10 100% 5.90 5.33 5.90 5.60
The grading criteria for this cours e are clearly defined. 10 100% 5.90 5.36 5.90 5.70
I have learned to unders tand my s trengths and weaknes s es 10 100% 5.90 5.28 5.90 5.60
in this area.
This ins tructor has helped me develop confidence in my own 10 100% 5.90 5.32 5.90 5.70
abilities .
I know what improvement is needed from feedback on 10 100% 5.80 5.34 5.90 5.60
tes ts /as s ignments .
This cours e has improved my writing s kills . 10 100% 5.90 5.36 5.90 5.60
I would recommend a cours e taught by this ins tructor to other 10 100% 5.80 5.30 5.90 5.70
s tudents .
1 I think we are supposed to have different topics to write our essay each time.
2 thanks for teaching us (฀•̀฀•́)‫✧و‬
3 Thank you Dakota for teaching me, I'm really appreciate that.
Koe.
ESL Writing (25 comments)
Q: Which parts of this course do you like best?
1 I like the activities which the teacher has done in the class
2 we have music in class when we do our assignments.
3 Nice teacher.
4 Many information to learn
5 Listening songs
6 the research essay part, I never done this before but i readlly like this.
7 The teacher always makes jokes which is fun, and his topic of writing class is very interesting.
8 This class I think I can improve writting skills during write an essay.Because have same topic and different small idea to write.
9 The writing teaching progress is really well-assigned and I like how Dakota explain my weakness and slowly tell me how to improve during
office hour.
Q: Which parts of this course do you like least?
1 I think the book is not useful
2 nothing...
3 Too low scores and much homework
4 Time writing
5 nope
6 The teacher is a little bit harsh on giving grades.
7 I think an essay can give more time to write.
8 Not really like the Writing book TSIS because I don't really find the templates are useful. The only good thing about that book is the idea
of how to organize the essay.
Q: What would you change about this class?
1 No thing
2 nothing...
3 Re
4 Improve my Writing
5 i think we can have more topic in each esemester, even though i like the topic, I also want to try more topic
6 We should have 2 minor essays and one major research essay instead of 3 minor essays, so that we can have enough time for each
essay.
7 I think should add more style of an paper.
8 The textbook maybe can change to another one or use the idea to teach instead of buy the book and not really fully use on it.
ESL Academic Writing (Spring 2016)
Course ID: 157613
:
CLAS Core
ESL Writing
having difficulty.
in this area.
abilities .
s tudents .
1 There are too much articles need to write in the whole semester and the topic is too borining his grade is not very high
2 Interesting courses.
3 Dakota is a nice teacher
4 No
5 When teacher gives us feedback, we want more advices about content but nor grammar.
6 The class is good preparation for next courses.
1 I like the error analyze.
2 Time writing peer edit work sheet
3 The part of going out of the classroom.
4 My favorite part of this class is Dakota let us edit our essays in the class
5 everything
6 peer editing
7 We listen to music in the class.
8 Communication
9 the quantity of this course is suitable.
10 timed-writing
1 I do not like always write same topic essays.
2 Homework
3 Articles writing
4 The topic is gender roles for the whole semester, which is kind of boring.
5 I think time length of timed writing is a little bit short
6 always the similiar topic......
7 time writing
8 The topics for the passages are the samethe homework is a lotand the class is boring.
9 The timed writing in class
10 we need to print too many things.
11 peer edit.
1 I hope to have different topics next time.
2 Less homework
3 Too much articles have to write and topic is not fresh
4 Have more topics.
5 Everything are really good
6 spend less time on peer editing
7 the homework and the topics of passages
8 No
9 I want to use the textbook that related more with writing.
10 read more materials

ESL Grammar (Spring 2016)
Course ID: 157611
:
CLAS Core
ESL Graduate Writing & Grammar

having difficulty.
in this area.
abilities .
This cours e has improved my oral communication s kills . 13 92% 4.85 5.21 5.00 5.60
s tudents ?
1 After students presentation, teacher should explain more to let us understand.
2 It's helpful for international students
3 Dakota is a good teacher
4 The professor is good but his grade is not very high though you study hard I don't think the topic of writing is a good thesis
5 I think this book's orgnization is not good.
ESL Graduate Writing & Grammar (30 comments)
1 Time of the class
2 we have self presentation class which let students to teach. This is a very good way.
3 in-class practice
4 the atmosphere of whole class
5 atmosphere, interesting
6 l like all of parts of Dakota's class
7 Dakota encourage me to talk with him if I have any questions.
8 group projects & presentation
9 Group games
10 I like grammar journals which are good way to practice.
11 class atmosphere
12 sometimesthe class is interesting
1 the onling homework is not so good.
2 No.
3 in class paragraph
4 the definition part in grammar journal
5 I don't have anythings that I don't like.
6 The essay part of the journals because the topics are always strange. kkk...^_^
7 Grammar preposition
8 I like online grammar the least.
9 homework
10 the grammar is boring and homework are too many. I always confused with the knowledge.
1 change the way that our homework looks like.
2 increase times of presentation
3 Everything are good.
4 Higher grades for homework and time writings may help me be more confident.
5 Too much essay need to write and topic is too single
6 I hope to have more paper practice next year.
7 Less homework please
8 The book and the teaching way.

Course ID: 157611
:
CLAS Core

having difficulty.
in this area.
abilities .
s tudents ?
1 Use other practices to replace grammar online practices.
2 I want to say thank you for everything that you have learned us
3 I have learned a lot in this class, and thanks again for teaching me English.
Koe.
4 grammar class is great even though i am not do this very great, but i like it.
1 Class is interesting.
2 Have the group project.
3 I like the method which the teacher uses to explain the course.
4 The grammar sense textbook really helped me a lot and I learned more grammar points than I expected.
5 The teacher's teaching is not boring, he always makes joke which is fun.
6 the time writing part in grammar,it is amazing to practice both grammar and writing.
7 Dakota treats us so nice, he usually makes some jokes in class, and plays games with us. his class is very interesting.
1 I don't like grammar online practices.
2 I like least is we don't have more activities.
3 The journals which some time have difficult articles
4 The overload of homework but it's really helpful anyway, haha.
5 The teacher is a little bit harsh on giving grades.
6 nope
7 nothing.
1 I think we can have more activities with group.
2 Maybe can change the textbook exercise into more funnier activities because sometime it is really sleepy to use one and a half hour to
just focusing on the textbook.
3 The teacher should give higher scores based on students' skills.
4 nope
5 i would like to listen to more music I like in his class, he always plays his favourite music.
IIE Grammar: Intermediate (Summer 2016)
Subject: IIEP Responses Incl Declines: 7
Course ID: 157592
:
CLAS Core
Iowa Intensive English Program

Cours e goals and grading procedures were clear to me. 7 43% 6.00 5.52 6.00 5.80
The cours e was well planned and organized. 7 43% 5.86 5.56 5.90 5.80
Clas s time was us ed efficiently. 7 43% 6.00 5.52 6.00 5.80
The clas s was interes ting. 7 43% 6.00 5.34 6.00 5.70
The ins tructor was concerned about my academic needs . 7 43% 5.86 5.53 5.90 5.80
The ins tructor appeared to be prepared for clas s . 7 43% 5.86 5.64 5.90 5.80
The ins tructor returned homework in a reas onable 7 43% 5.71 5.61 5.80 5.80
amount of time.
The ins tructor ans wered my ques tions fully and 7 43% 5.86 5.65 5.90 5.80
completely.
The ins tructor encouraged me to do my bes t work. 7 43% 5.86 5.61 5.90 5.80
The ins tructor helped me develop confidence in my own 7 43% 5.86 5.52 5.90 5.80
abilities .
Help was available to me outs ide of clas s if I had 7 43% 5.86 5.64 5.90 5.80
ques tions .
I would recommend this ins tructor to others . 7 43% 6.00 5.52 6.00 5.80
I attended this clas s . 7 43% 6.00 5.78 6.00 5.90
I participated in this clas s . 6 37% 6.00 5.75 6.00 5.90
Iowa Intensive English Program (14 comments)
Q: Tell three things you like about this class.
1 The class time is interesting.

The teacher is good to teach.
We have lots of activities that we can do
2 very good teacher

enjoyed his class a lot
leaned a lot of things i dont know about
3 Nothing
4 use book
per week quiz
organization class
5 Great instructor!!!
1 perfect
2 i would absolutely change nothing
3 Nothing
4 noting
Q: If you have other comments about this class or instructor, please write them.
1 I like this class, and I think teacher is very cute. I also enjoy the class.
2 We need write a short sentences by practicing each unit.
3 very good teacher he makes a good atmosphere in class
4 Nothing
5 I really want to study in iiep with him again
1 I like Dakota
IIE Grammar: Intermediate (Summer 2016)
Course ID: 157592
:
CLAS Core

amount of time.
completely.
abilities .
ques tions .
1 Our teacher is interesting and young, but sometimes he is too strict to make me feel can't get along well with him, so disappointed.
2 Dakota is a nice teacher

Very patient
not patient to me
3 I can understand all his classes.
4 Nice Interactions
1 Please, teach E2 next semester because I do not think I can skip to the level P
IIE Writing: Intermediate (Summer 2016)
Course ID: 157602
:
CLAS Core

amount of time.
completely.
abilities .
ques tions .
1 understand our weakness and improve it
2 Nothing
3 fun class,
fun teacher,
fun activities.
4 process prints help me what I do writing

also feedback is good.
use book
5 teacher activities
6 The teachers are Freindly and helpful
1 nothing
2 Nothing
3 more writing activities,
4 noting
5 My last was better than the IIEP in writing because we were writing everyday. It was university of Missouri-columbia
I hope change some rules in the writing class
The students want to improve their writing skill
Here we wrote just 3 essays in two months!!!
1 great teacher
2 Nothing
3 Dakota is a wonderful teacher. I like him very much.
1 I would like to be a friend with Dakota.
2 Dakota is a very good teacher, his class is so active and efficient

IIE Writing: Intermediate (Summer 2016)
Course ID: 157602
:
CLAS Core

amount of time.
completely.
abilities .
ques tions .
1 Sometimes makes me feel too strict and can't get along very well.
2 He is a patient teacher.
1 Please, teach E2 next semester because I do not think I can skip to the level P
ESL Academic Writing (Fall 2016)
Course ID: ESL:4190:0006
:
CLAS Core
ESL Writing
having difficulty.
in this area.
abilities .
s tudents .
1 No
2 This is a very effective class to teach me about writing.
3 No so many essays please

1 Research essay
2 Group discussion
3 computer lab
4 Peer edit
5 We mainly discussed about some popular topics in modern society. It can expand our horizon.
6 peer edit
7 Working in the computer lab
8 Background music
9 peer editing
1 Timed writing
2 Timed writing
3 class writing
4 The topic for the essay sometimes is difficult to write
5 I need to finish a lot of assignment and writing stuff during the whole semester.
6 time writing
7 Writing essay
8 homework is too much
9 the writing process
1 Everything is good
2 To have more flexible topic
3 give more time to write essays
4 Have more interesting topic
5 I hope we can get less things to write but more things that are fun and interesting.
6 the topic of the essays we wrote is a little difficult and some of them were unfamiliar.
7 None
8 do less homework
9 more activities during the class

ESL Grammar (Fall 2016)
:
CLAS Core

having difficulty.
in this area.
abilities .
s tudents ?
1 Good
2 Less paragraph writing please

1 teaching new knowledge
2 There are a lot of things we should do during class time and most of them are needed to interact with others.
3 in-class group working
4 The communication part.
5 Group practices
6 The group discussion about textbook exercises.
7 Homework
8 Discuss the exercise
1 8 sentences paragraph
2 The basic grammar rules are very annoying, it is very exhausting for us to that for a long time
3 homework
4 The way of teaching.
5 Paragraphs writing
6 In class paragraph
7 Quiz
8 Eight sentence: independent clause
1 so confused with my grades. When the semester began, my grades was good but later, it decreased......
2 I wish in this class we can learn more from our daily life not only from the textbook.
3 less homework
4 no.
5 None
6 None
7 Everything is good
:
CLAS Core

having difficulty.
in this area.
abilities .
s tudents ?
1 this course must change their grading system. they have to quite their weird grading system.
2 nothing
3 Thx for your help Dakota. Nice semester.
4 No
5 Very good teacher.
1 class
2 Writing
3 We are separated to different group for discussion.
4 this class is awful class in my UI life because this course tackled trivial point like a the etc.
5 group work in class
6 Class atmosphere
7 discussion
8 Very good class environment. Teacher is nice and humor.
9 In-class paragraph
10 My grammar skill becomes better and better.
11 The process of deciding groups
12 communication
1 homework
2 Too many quizzes.
3 Sometimes, we are required to read the book, it is kind of boring
4 grading system is most awful.
5 nothing
6 8 sentence paragraph
7 honework
8 Writing paragraph in classes
9 Maybe he can announce the quiz earlier.
10 No
11 None.
12 none
1 Giving less quizzes.
2 Nothing
3 this class`s in class writing grading system have to change because this system hamper improving of student`s writing skill.
4 nothing
5 8 sentence paragraph itself is very good way to learn because I can notice my weakness very clearly, but I don't like grading. One whole
point deduction for every mistake is really tough for students, so I kept using easy words and easy expressions which may not be
appropriate for college level writing. It is impossible to get used to new vocabs and expressions by the 8 sentence paragraph. It is not
effective at all.
6 more activities
7 Learn to use more academic ways to write

8 No
9 None.
10 Nothing
11 none
IIE Listening Skills: High Intermediate (Fall 2016)
Course ID: IIEP:0465:0006
:
CLAS Core

amount of time.
completely.
abilities .
ques tions .
1 friendly
dakota is very niiiiiiiiiiiice!!!!!
Helpful
2 The teacher has responsibilities.

3 1: Dakota is good
2: classmates are nice
3: The class scale is just right.
4 interesting funny active
5 Teacher is really funny,

I really love his class,
The homework is about COSMOS which can let us both practice the listening skills and learn more about science and world.
6 1. Good teacher
2. Friendly classmates
3. Interesting listening material
1 The time is sooooooo early
2 The class is really early in the morning.
3 The 8:30 class is kind of too early
4 no
5 The time! It is too early to attend every class on time, especially after weather gets cold.
6 The time to take class
7 The class was too early hope we can choose the time by ourselves
1 Like Dakota!:)
2 I think the cosmos is too tough for an E2 student
3 my teacher is a good teacher
4 The only thing is just change the course time, it's toooooo early!
5 The teacher is good so I do not have other comments.
1 thanks
2 No
:
CLAS Core

having difficulty.
in this area.
abilities .
s tudents ?
1 More recommend for good music.

1 The teacher is very nice.
2 display music.
1 None.
2 embsrassing games.
1 Quizzes are too much.
2 all is good.
:
CLAS Core

having difficulty.
in this area.
abilities .
s tudents ?
1 Our instructor did a really good job. He is really nice.
2 I love Dakota a lot. He is a good teacher.

1 Teacher
2 The teacher is really nice and funny during the class period,we also learned a lot during this class
3 G Dragon
4 The way my instructor teaching.
5 relaxing ambience
6 Teaching style
7 Teacher is very friendly.
1 the weather cuz its really cold in spring semester
2 About the grammar journal that we should write, I think it is helpless for me.
3 strict attendance and grade policy.
4 no
5 Not many interesting activities.
1 Maybe change a classroom
2 The assignment that we did.
3 no
4 Add more interesting activities.

ESL Special Topics (Spring 2017)
Subject: CLAS Responses Incl Declines: 3
Course ID: CLAS:1005:0001
:
CLAS Core
College of Liberal Arts & Sciences (10 comments)
Q: What did you enjoy most about this course?
1 None much.
2 Learning to speak better in front of others.
Q: Was there an appropriate amount of work for the course? Please explain your answer.
1 The workload is definitely too much. The system of point accumulation is more complicated than most of my major classes.
2 No- there was a TON more work for this class than there has been in any other 1 credit hour course I've taken.
Q: Was (Were) the instructor(s) knowledgeable about the course subject matter?
1 He seemed to be.
2 YEs.
Q: Would you recommend this course to another student? Why?
1 Definitely not. This is the most time-consuming and least worthwhile ESL classes I have ever taken.
2 No, it's such a huge waste of time for the amount of work required to the class, when you could be putting that time and effort towards
your core classes.
Q: What changes to the course would you recommend?
1 First, reduce the workload. This is a one credit class, yet people have to spend more than 2 hours to complete so many assignments. For
example, being required to write a 500-word review per week is too much, let alone other assignments.
Second, make the point accumulative system simpler, and easy to understand.
2 An appropriate amount of homework.
1 The instructor said this is the first time he taught this class. I hope he can do better in the future.
IIE Communication Skills: Advanced (Summer 2017)
:
CLAS Core

amount of time.
completely.
abilities .
ques tions .
1 We have lots of activities and great discussions.
2 Dakota is very nice and funny!!!

Dakota gives us a wonderful class experience!!!
My classmate are nice!
3 Discussions
Watching some culture movies !
Relax classes
4 The classes are so fun!!! The way that Dakota teach comm skills is effective and we learned a lot! Like him!
5 our instructor is really nice
6 1. a very interesting and helpful teacher.
1 Nothing should change, everything is good.
2 Nothing need to be changed
1 Dakota should give us more feedback on our assignments.
2 I have a great summer class with you. I would see you in ESL. Thanks for your help in summer.
IIE Listening Skills: Advanced (Summer 2017)
:
CLAS Core

amount of time.
completely.
abilities .
ques tions .
1 Dakota is a good teacher! He helps us a lot!
2 Dakota gave us a good class!!!

Dakota is nice!!!
everything is good!!!
3 reasonable homework
lectures' contents are pretty meaningful
4 Discussions about Against Empathy
1 Harvard Lectures are too long
2 I am not sure that where my improvement is.
3 Nothing should change.
4 more practise.
5 This book is too hard!
1 Thanks for your help in summer class. And I enjoy the time with you.
2 Dakota comments "it is great", then give 80% grade. Therefore, Dakota should write more about our assignment.
ESL Academic Listening Skills (Fall 2017)
:
CLAS Core
ESL Academic Oral, Listening, and Note Taking Skills

having difficulty.
As s ignments contribute to my learning. 12 92% 5.00 5.13 5.50 5.50
in this area.
abilities .
s tudents .
1 I do improve my listening skills a lot. Thanks to my professor. I think I got lots of homework every week, but it is worth it! My professor
always prepare a lot for the class, so I learnt more things than I thought in this class.
2 My teacher is best
3 Dakota, you are a wonderful instructor. Your excellent communication skills makes this class a lot easier than most people think it is. Your
pleasant demeanor helps bridge the gap between you and students while making clear where you stand. I appreciate the respect you've
given to each individual in the class and in return I see that everybody easily respect you (myself included). But of all things great about
you as an instructor, you've inspired me (and I believe others in the class) to push ourselves a little more than we intended to because
you always give your 100% when you're in class. Your energy and respect for all regardless of differences is what makes me not want to
miss a single class of yours.
ESL Academic Oral, Listening, and Note Taking Skills (18 comments)
Q: Which part of this course do you like best?
1 I like to learn different accent.
2 Class
3 Listening to lectures and learning new things.
4 Talking
5 The bi-weekly reflection journals were fun for me to fill out since I was able to take on a more personal stance in this particular
assignment.
6 Every time we take the lessons, it is really interesting and helpful.
1 It is very hard for me to learn English history, but I still like it.
2 None
3 Reflection journal and vocab journal
4 Exam is the worst.
5 I guess every part since Dakota made them clear, straightforward and easy to understand. He's also a really approachable person so
going to him for help or feedback is easy and not at all intimidating.
6 When I submit the homework on ICON and I failed to submit it.

Also, the deadline of each weekly assignment is on Monday morning at 9:00 am. I just feel sick when I write the homework at Sunday
midnight... you know, a lot of people will delay their assignment until the last night... So I prefer the deadline is on Sunday night 12PM. In
that way, students will start doing homework earlier and it will good for student's health.
1 Everything is good in the class.
2 None
3 There shouldn’t be any reflection journal
4 Exam difficulty
5 Nothing, really. I liked the fact that we didn't have to use a textbook or get any books for this class, so that's good enough for me.
6 Everything is pretty good.

:
CLAS Core

having difficulty.
in this area.
abilities .
s tudents .
1 Dakota is a very charming teacher, he makes the class very interesting and I enjoy every class! He explained concept in an interesting
way, and give enough time for me to finish my note on class. If he leave more longer comments on homework will be better, so I will know
he really read the thing I spend several hours on but not just a cold grade.
2 he is very humorous
1 Both Dakota and Jamie are kind and are patient to us.
2 Spoken English
3 I love great courses
4 The class is funny!
5 discuss homework
1 Personally speaking, I don’t think the reflection journal has any impact on myself.
2 Vocabulary notebook
3 The great courses
4 The assignment like Reflection journal is not necessary and don't helpful.
5 Great Cources
1 No.
2 Cancel vocabulary notebook
3 The more great courses I take, the better I will be
4 More listening practicing, no reflection journal.
5 the more quizs we take the better we will be

:
CLAS Core

having difficulty.
in this area.
abilities .
s tudents .
1 I like Class discussion
2 homework
3 We learn a lot of listening skills in the class.
4 The community events.

5 I like Cornell Note taking part.
1 I don't like reflection journal
2 words
3 We do not have a lot of opportunities to play outside of class.
4 refection journal
5 The great course lecture.
6 Vocabulary Journal.
1 no words sections
2 Have more funny activities
3 The listening skills.

ESL Academic Writing (Fall 2017)
:
CLAS Core
ESL Writing
having difficulty.
in this area.
abilities .
s tudents .
1 Dokota is super good. Although I didn’t get a high score, I learn very much in the class. I get my goal in the class.
2 I suggest grading of grammar in our essays in details not just by a ,b,or c

The same way our final paper was graded would be more effective.
Giving the student a chance for additional practicing in writing center.I called the writing center that I need to write topics out of the class
work
, and get them evaluated. But I have been told that it's not allowed for under grad ESL students.
3 the teacher is very good
4 Communication center sign-up sheet is useful. Absence sheet is nearly useless. However, requiring no Chinese and no phone in class to
gain extra credits is very interesting and helpful for students’ success! This idea can apply to every class.
1 When ever I met difficulty, teacher is very nice to help me.
2 in class writing
3 writing
4 Group work
5 The instructor's helpfulness
6 The rubric and fun discussions
7 The reading materials and the discussion the class.
8 Instructor
9 I like the teacher very much
10 Hollywood story-telling activity

Library lecture
Research consultation
Communication center experience
Analysis of my essays
1 The all topics is just about empathetic. We can involve to more other topics.
2 grading system.
3 I love them all
4 Essay
5 The amount of papers we had to write
6 None
7 That the class doesn't include very few grammar.

Adding grammar packet or book for self study, that match the grammar requirements of this class , will be helpful.
8 Not efficient Small group discussion. One time, two students argued for a whole class but I learnt nothing.
Many students have difficulty understanding ideas so they just ask you questions instead of talking with others. Maybe try to just talk in
two-people group.
1 Try to involve to more other topics.
2 give more feedback to students
3 nothing
4 None
5 I will add more samples of all types of essays.

Will add more grammar materials.
6 Less small discussions. Participation should make a part of final grades. Try to create more credits for preview of class materials not just
vocabulary tests and essays. Try to have students conference after midterm. Not every student is positive.
:
CLAS Core

having difficulty.
in this area.
abilities .
s tudents ?
1 no
2 Happy holiday!!!
3 keep the great work

1 The way we have class. Like Dakota.
2 working in groups
3 We always have music when we do practices .a
4 all
5 The classes are interesting and well-organized. Dakota explains everything clearly to us.
6 no
7 studying different units every week.
8 Dakota is really humorous and cute. I like his teaching style!
9 everything
10 The young teacher and the assignment for the class
1 Don't like the weekly quiz on Friday. Too stupid.
2 taking a quiz every week
3 Nothing
4 nothing
5 No.
6 no
7 Grammar Journal
because it takes time, but I know it is good way to know the structure of the sentences.
8 I don’t like grammar quiz per week
9 no, i like them all
10 nothing
1 No more online quiz.
2 We can put more thing in the class
3 nothig
4 No.
5 no
6 I am satisfied this class. we can interact other classmate.
I want to know the answer of workbook.
7 Nothing
8 Less homework!
9 more funny activities

:
CLAS Core

having difficulty.
in this area.
abilities .
s tudents ?
1 Want teachers to change the partten of the Error analysis cuz it time wasting and paper wasting. A lot of things are just the same thing
but need to write too many times
2 If there are grammar class separated with undergraduate student, It would be better for graduate student.
3 Dakota is an expert in Grammar and patient to fix our questions.

4 best
1 Course Activity
2 Communication.
3 The teacher is great
4 Prepractice the section we will learn
5 N/A
6 Make opportunity to write paragraph in the class.
7 My favorite part is paragraph writing exercise. Through this practice, I found many mistakes that had existed for many years.
8 This class is very interesting for me to learn knowledge.
9 Everything
10 reviewing the things that we learned
11 Professor is good
1 no activities out of the class
2 Error Analysis.
3 nothing
4 I don’t like the 7 sentence paragraph, it’s useless, I doesn’t improve our grammar skill.
5 To read the textbook out loud but most of the times does not go further beyond the text.
6 Nothing.
7 The part I like least is Grammar Journal since we already have paragraph writing exercise. I think we don't need additional paragraph
writing on Grammar Journal.
8 every Friday's online quiz, and the way we upload the grammar journal
9 No
10 organized material
11 Nothing
1 no
2 Ummm...
3 it is good enough for me
4 To make it more discussion-base by having the instructor encourage students to give their opinions rather than just ask "is there any
question?"
To go more depth in course materials.
The homework can be relatively not challenging for some student. Pushing a boundary will be a benefit for everyone.
5 Nothing.
6 I would like to add more exercise to solidify my knowledge learned in class.
7 Best
8 Nothing
Appendix D: Service to the Program
In this appendix, a comprehensive list of committees that I have served on is presented, as well as
notes on projects and collaborations that took place within ESL Programs.
Appendix D.1: Committees Served

2017 ESL Programs Skill Area Leaders Committee, Member
2017 ESL Programs Assessment - Student Achievement Committee, Member
*Final Exam Facilitator for ESL Credit: Academic Writing
2016 - 2017 ESL Programs Curriculum Committee, Member
2016 - 2017 ESL Programs Grammar Final Exam Committee, Chair
2016 - 2017 ESL Programs Research Projects Committee, Member
2015 - 2016 ESL Programs Writing Final Exam Committee, Member
Appendix D.2: Collaboration within ESL Programs

2016 Courses-in-Common Collaboration with Meaghan Harding
*Theme used was “Gender Identity & Issues”
2016 Textbook piloting of They Say, I Say with Tamar Bernfeld for ESL Writing
2016 Grammar-in-Use Journal collaboration with Ashley Jennings
2016 - 2018 ESL Grammar ICON Quiz Collaboration with other Grammar instructors
2017 Courses-in-Common Presentation with Meaghan Harding & Maureen Burke
*MIDTESOL Presentation
2017 Grammar Journals Presentation with Anna-Maria Cornell & Ashley Jennings
*MIDTESOL Presentation
Appendix E: Professional Development
In this appendix, you will find a comprehensive presentation of my professional development. This
includes trainings and professional development at the University of Iowa, conference attendance
and presentations, and publications. Copies of available presentation certificates and other
professional development activities are in order of presentation.
Appendix E.1: Trainings & Professional Development

2016 Training/Development Program, TILE Essentials Training, University of Iowa
Office for Teaching, Learning, & Technology
2017 Training/Development Program, Safe Zone Training (Phase 1), University of Iowa
Chief Diversity Office
2017 Training/Development Program, Safe Zone Training (Phase 2), University of Iowa
Chief Diversity Office
2017 Training/Development Program, Safe Zone Training (Trans Awareness Workshop),
University of Iowa Chief Diversity Office
2017 Training/Development Program, Responding to Disclosures as an A/AO,
University of Iowa Office of the Sexual Misconduct Response Coordinator
2018 Visiting Scholar, University of Illinois at Urbana-Champaign Department of
Linguistics (Host: Tania Ionin)
Appendix E.2: Conference Attendance & Presentations

Conference Attendance
2016 Conference Attendance, Workshop on the Semantic Contribution of Det and Num:
(In)definiteness, genericity and referentiality, Universitat Autònoma de Barcelona
2015 Conference Attendance, MIDTESOL, Mid-America Teachers of English to
Speakers of Other Languages
Conference Presentations
2017 MIDTESOL, Meta-cognitive Integration through "Grammar-in-Use" Journals, Mid-
Missouri, United States Peer-Reviewed/Refereed Presenters/Authors: Thomas-
Wilhelm, Dakota J., Cornell, Anna-Maria, Jennings, Ashley
2017 MIDTESOL, Linguistic Theory in the ESL Grammar Classroom, Mid-America
Teachers of English to Speakers of Other Languages, Kansas City, Missouri, United
States Peer-Reviewed/Refereed Presenters/Authors: Thomas-Wilhelm, Dakota J.
2017 MIDTESOL, Courses in Common: An EAP Program-within-a-Program, Mid-
Missouri, United States Peer-Reviewed/Refereed Presenters/Authors: Harding,
Meaghan, Thomas-Wilhelm, Dakota, Burke, Maureen
2017 International Conference on Foreign/Second Language Acquisition, Developing
linguistically-informed materials for the acquisition of ESL articles & noun type
distinctions, University of Silesia, Szczyrk, Poland Peer-Reviewed/Refereed
2017 International Conference on Foreign/Second Language Acquisition, Exploring the
acquisition of EFL articles and noun type distinctions by native speakers of Chinese
and Spanish, University of Silesia, Szczyrk, Poland Peer-Reviewed/Refereed
2016 Second Language Acquisition Workshop: The Effect of Different Learning Contexts
on Linguistic and Non-linguistic Development: Study Abroad, Immersion, and
Formal Instruction, A qualitative analysis of ESL written input: the
countable/uncountable distinction, Universitat Pompeu Fabra, Barcelona, Spain
2016 MIDTESOL, Optimizing "Courses in Common": Using Themes to Integrate Skills,
Mid-America Teachers of English to Speakers of Other Languages, Kansas City,
Missouri, United States Presenters/Authors: Thomas-Wilhelm, Dakota J., Harding,
Meaghan
2016 MIDTESOL 2016, A New Starting Point: Guiding ESL Students Through a More
Authentic Writing Process, Mid-America Teachers of English to Speakers of Other
Languages, Kansas City, Missouri, United States Presenters/Authors: Thomas-
Wilhelm, Dakota J.
2016 International Conference on Second/Foreign Language Acquisition, The
(Un)countable Dilemma in the case of Multilingual EFL Learners, University of
Silesia, Szczyrk, Poland Peer-Reviewed/Refereed Presenters/Authors: Thomas-
Wilhelm, Dakota J., Pérez-Vidal, Carmen
Appendix E.3: Publications

(in press) Learning context effects: Study abroad, formal instruction and international immersion classrooms.
C. Pérez-Vidal, S. López-Serrano, J. Ament, & D. J. Thomas-Wilhelm (Eds.),
EUROSLA Studies (vol. 1). Berlin: Language Science Press.
(Accepted/In Press January 1, 2018)
2015 Thomas, D. J. (2015). This counts for something!: Understanding the use of (un)countable nouns
in the case of higher education EFL learners. Barcelona: e-Repositori.
(Advisor: Carmen Pérez-Vidal)
Course # Course Title Delivery Method Session # Completion Date
ORIENT New Faculty/Staff Orientation In Person 127 8/11/15
527 Overview of Harassment Prevention In Person 288 8/4/15
WFERPA FERPA Training Online 16 8/4/15
150 Safe Zone Training (Phase 1) In Person 59 3/2/17
648 Safe Zone Phase II In Person 33 3/7/17
834 SAFE ZONE: TRANS AWARENESS WORKSHOP In Person 4 3/22/17
Certificate of Completion
THIS ACKNOWLEDGES THAT
has successfully completed
Responding to Disclosures as an A/AO
Presented by Emily Milke for the Rape Victim Advocacy Program
and Liz Willmore for the Office of the Sexual Misconduct Response Coordinator
1 hour on Friday, April 21, 2017, 1:30pm – 2:30pm
This certifies that
University of Iowa / Universitat
Autònoma de Barcelona
presented at
MIDTESOL 2017: Crossroads of Cultures
September 29-30, 2017
Kansas City Marriott Downtown
Kansas City, Missouri
Conference Program Chair, Lily Sorenson
This certifies that
University of Iowa
presented at
MIDTESOL 2016:
Innovation and Improvisation
September 30 - October 1, 2016
Kansas City Marriott Downtown
Kansas City, Missouri
Conference Program Chair, Vicki Anderson

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Instructional Faculty Review Dossier

English as a Second Language Programs

The University of Iowa

EDUCATION AND PROFESSIONAL HISTORY

Professional and Academic Positions

Honors and Awards

Courses Taught at the University of Iowa

Invited Lectures and Conference Presentations

Professional Development Activities

Instructor: Dakota J. Thomas E-mail: dakota-thomas@uiowa.edu

Undergraduates are not allowed to drop ESL courses.

Note: No electronic devices are allowed during any tests or exams.

Out of Class Coursework

Making a Suggestion or a Complaint

Facilitating academic dishonesty

Accommodations for Disabilities

Reacting Safely to Severe Weather

Instructor: Dakota J. Thomas E-mail: dakota-thomas@uiowa.edu

Undergraduates are not allowed to drop ESL courses.

Note: No electronic devices are allowed during any tests or exams.

Out of Class Coursework

Making a Suggestion or a Complaint

Facilitating academic dishonesty

Accommodations for Disabilities

Reacting Safely to Severe Weather

Office W607 Seashore Hall (SSH) E-mail dakota-thomas@uiowa.edu

Office Hours T/Th 11:00-12:00, W 3:30-4:30, and by appointment

ESL Programs Information

Course Description & Goals

In-class Work = 15% 93% - 90% = A- 79% - 77% = C+ 66% - 63% = D

Presentations = 40% 89% - 87% = B+ 76% - 73% = C 62% - 60% = D-

Final Presentation = 30% 86% - 83% = B 72% - 70% = C- Below 60% = F

1. Accumulating 3 tardy arrivals (less than 10 minutes)

In a 75-minute class, 1 absence = 1.5 hours.

0-3 hours = no final grade penalty

The first point can be earned by arriving to class on time.

Resources for Students

• Writing Center: http://writingcenter.uiowa.edu

Class Schedule Conflicts

Class Policies Notes

Making a Suggestion or Complaint

• altering a score, grade, or schedule change on an academic record

Understanding Sexual Harassment

Accommodations for Disabilities

Reacting Safely to Severe Weather

Instructor (session 1): Mary Christensen

Instructor (session 2): Dakota Thomas-Wilhelm

IIE Writing: Intermediate

IIE Grammar: Intermediate (E1) 100 - 94% = A

A Note about Technology

IIEP Certificate and re-admission

Accommodations for Disabilities

Examples of Offenses against the Code of Academic Honesty

Cheating on Quizzes and Exams

Facilitating Academic Dishonesty of Others

Making a Suggestion or a Complaint

Understanding Sexual Harassment

Reacting Safely to Severe Weather

Office W607 Seashore Hall (SSH) E-mail dakota-thomas@uiowa.edu

Office Hours T/Th 10:30-11:30, W 3:30-4:30, and by appointment

ESL Programs Director

Office 1112 University Capitol Centre (UCC) E-mail maureen-burke@uiowa.edu

Course Description & Goals

IIEP:XXXXX | FALL 2016

IIEP Certificate & Re-admission

CLAS Policies Notes

Accommodations for Disabilities