ENGL 116 COLLEGE READING AND WRITING II 116 UNE.pdf · for you. Special Assignment . Prepare a Word Log. Include all the terms new to you and/or of up most importance in readings

ENGL 116

COLLEGE READING AND WRITING II

Universidad del Este, Universidad Metropolitana, Universidad del Turabo © Sistema Universitario Ana G. Méndez, 2003 Derechos Reservados

Prep. Feb. 14 05. Prof. Estella Márquez, MA

Escuela de Estudios Profesionales

Programa Ahora Universidad del Este

TABLE OF CONTENTS Page Syllabus .................................................................................. 3 Workshop One ....................................................................... 8 Workshop Two........................................................................ 10 Workshop Three .................................................................... 12 Workshop Four ..................................................................... 14 Workshop Five ...................................................................... 16 Appendix A ............................................................................ 19 Appendix B ........................................................................... 20 Appendix C ........................................................................... 21 Appendix D ........................................................................... 22 Appendix E ........................................................................... 23 Appendix F ........................................................................... 24

Prep. Feb.14 05 Estella Marquez, MA English 116 College Reading and Writing II

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SYLLABUS

Title: College Reading and Writing II Course Code: English 116 Duration: Five Weeks

Pre-requisite: None

Course Description: Basic reading comprehension and writing is strengthened. Emphasis on strategies for generating

ideas for writing, planning, and organizing material, intended to prepare students for the demand

of college writing, focusing on reading critically and incorporating source material in student’s own

writing. Research projects will be developed through the responsible use of technology by

individual, pair or group work.

General Objectives: By the end of this course the student will:

1. Improve reading understanding of given selections.

2. Use critical thinking initiatives.

3. Develop the ability to express one’s thoughts simply and clearly.

4. Develop silent-reading and tracking skills.

5. Develop and improve specific grammar skills.

6. Construct logical short essays.

7. Strengthen research and responsible use of technological resources.

Suggested Text: The following textbook is recommended for this course. Other textbooks and readings may be used to supplement and enrich the course. Brown, K. & Hood, S (2002). Academic Encounters: Life in Society. Cambridge, UK: Cambridge University Press. Chapter 6-10. ISBN O521666163


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Reference: Haughnes, N. & Maher, B. (2004). NorthStar: Reading and Writing (Basic and

Low intermediate). New York: Longman. ISBN 00201755696

Evaluation Will be based on information collected through various exercises, throughout the semester. For example, a minimum of four grades will be given, which may be distributed as follows: Grade 1 Oral reports (with rubric) 50 Word Log 50 Grade 2 Reading tests/quizzes 100 Grade 3 Research work 75 Attendance and participation 25 Grade 4 Portfolio/Writing Journal 50/50 The following table shows the value of the letter grades in the course. A 90-100 Excellent B 80-89 Good C 70-79 Average D 60-69 Needs improvement F 0-59 Did not approve course W Excessive absences or unauthorized withdrawals from the course WF students who do not take final exam, yet do have a chance to pass the course


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GUIDELINES FOR THE COURSE:

• The attendance is mandatory. The student should excuse him/herself with the

facilitator if there is any absence, to take a make up test or hand in an

assignment in order to be excused. The facilitator accepts or rejects student’s

excuse and assigned work unless there is a valid excuse from a doctor or

court.

• Any oral presentation or activities that will be done in the classroom will not

be replace another day if the student was absent, if the student present a

valid excuse by a doctor or from a court, the student will have a due date to

take a test substituting the oral presentation or activities.

• As this is an accelerated program, the student’s should know that they are

responsible for preparing before each workshop. An average of ten hours per

week is required for each workshop.

• Student’s work must be at all time original. Plagiarism is unaccepted;

therefore, the student should always give credit for each piece of information

used from an outside source.

• The facilitator will discuss all changes to these guidelines in the first workshop

and gives written description of them to students and to the Program.

• The facilitator will establish means of contact and communication of the

course.

• The use of cellular phones or beepers is unaccepted in the classroom.

• Children or relatives are not permitted in the classroom.


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• PLAGIARISM

All and every assignment, including oral and written reports must be an original product of the student. The students should not assume any person’s ideas, research, or work. Plagiarism will invalidate the student’s work and a grade of zero will be assigned.

Further information can be found at: Plagiarism: Questions and Answers for Work Citation http://www.Ehhs.cmich.edu/mspears/plagiarism.html


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WORKSHOP ONE

Specific Objectives At the end of the workshop the students will:

1. Use context clues for meaning 2. Skim to get the main idea 3. Build oral-reading fluency and expression 4. Increase active vocabulary 5. Defend an opinion 6. Improve test taking skills

Electronic References Writing simple sentences htttp://www.escalfe.com/ Britannica Online htttp://www.Britannica.com/ Understanding television http:school.discovery.com Recording Industry Association of America http://www.riaa.com Links The Farnsworth Chronicles Activities

1. Knowing each other.

2. Elect the student representative.

3. Discussion of course requirements (Go over Module).

4. Read passages, assigned by facilitator, about politician, a sport figure a movie star and T.V. personality. Discuss your article with a partner and summarize the main ideas presented.

5. Build vocabulary by guessing the meaning of words from context provided.

6. Read an extract from a text. Discuss with a partner one main argument in

favor and one main argument against. Be prepared for open discussion. Prep. Feb.14 05 Estella Marquez, MA English 116 College Reading and Writing II

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7. Skim a text quickly for a minute. (individual). Look at the subheadings

and at any words or phrases in italics or bold. Predict the main idea. Read the text again for

The main idea Building vocabulary: collocations Oral-reading fluency and expression

8. Read an article about television viewing habits and its effects on behavior

(sub-groups). Discuss positive and/or negative impact of television on your own life and in society.

1. Reinforce test taking skills by answering True/False questions, reading critically and using reporting verbs correctly. (Individual)

Assignment to be completed before Workshop One

1. Give the definition for each vocabulary word: a. Journalist b. Ethical issues c. Shocking event d. Shame e. Scandal f. Aggressiveness g. Embarrassing situation h. Paparazzi i. Propaganda

2. Read the following statement. Write a paragraph reacting to it (six

sentences minimum). To be handed in.

“The public has the right to know about the private lives of people who are public figures.” K. Brwon & S. Hood

3. Find a photograph from a news story in a local media. Is the photo

propaganda? Why or why not? Write a paragraph (6 sentences minimum) describing the photo and explaining the impression it creates for you.

Special Assignment Prepare a Word Log. Include all the terms new to you and/or of up most importance in readings done during Workshops 1, 2, 3 and 4.


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WORKSHOP TWO

Specific Objectives At the end of this workshop students will:

1. Build vocabulary related to technical terms and definitions.

2. Write chronological paragraphs.

3. Write chronological paragraphs.

4. Relate previous knowledge to information on the text.

5. Assess and evaluate situations according to criteria set forth in a text. Electronic References Writing simple sentences http:///www.eslcafe.com/ Media Studies http://cagle.slate.msn.com Parent’s guide to Violent Games http://familypc.zdnet.com Media Awareness Network http://www.media-awareness.ca/ Haughnes, N. and Maher, B. (2004) North Star: Reading and Writing (Basic and Low Intermediate). New York: Pearson Education (Longman Series) Assignment to be completed before Workshop Two

1. Find the meaning for the following:

- crime - high-tec crime - deviance - arson - Fraud - espionage - tax evasion - embezzlement - deviant behavior


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http:///www.eslcafe.com/http://cagle.slate.msn.com/http://familypc.zdnet.com/http://www.media-awareness.ca/



2. List different kinds of punishments for criminals. For each kind of punishment write a type of crime that should be punished in this way.

3. Bring a newspaper article about a crime. Come prepared to discuss it in

class and to assess and evaluate the situation (give your own verdict).

4. Conduct, outside the classroom, a survey about technology changing our ideas of what is right and wrong (Workshop Two). Write up the results and bring them to Workshop Three.

Activities

1. Technical terms and definitions, related to crime and criminals, will be discussed.

2. Students will write chronological paragraphs about texts related to crime

and criminals.

3. Read and discuss different types of techniques for solving crimes and complete a table with behaviors that relate to issues listed (create a graphic organizer for crime concepts).

4. Students will work, in groups on how to prepare and conduct a survey about the influence of computer technology in our ideas of what is right and wrong.


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WORKSHOP THREE

Specific Objectives By the end of this workshop the student will:

1. Develop silent reading skills

2. Improve oral skills

3. Reinforce written communications skills

4. Highlight sections of a text

5. Identify conflicts and determine consequences

6. Trace steps in problem (tracking skills) Electronic References Nuevo Día On Line http://www. endi.com merriamWebter’s Online http://www.m-w.com The Death Penalty http://justice.or.DeathPenalty/index.htm Reading Comprehension Http://www.edhelper.com/ReadingComprehension_29_.htlm DEA http://www.usdoj.gov.dea NCADO http://www.ncadd.org/


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http://www.m-w.com/http://justice.or.deathpenalty/index.htmhttp://www.edhelper.com/ReadingComprehension_29_.htlmhttp://www.usdoj.gov.dea/http://www.ncadd.org/



Assignment to be completed before Workshop Three

1. Search for information about hallucinogens, stimulants and sedatives; find out how they are used both medicinally and non-medicinally. Pretend that your are presenting your findings to the Drug Enforcement Agency, make a case for or against the use of any of them for medicinal purposes. (Sub-groups-oral reports)

2. What does it mean to forgive? Give the definition and an example from

your own experience. Does it mean the same as to pardon? Explain your answer. (individual)

3. Conduct a survey to find out how many are in favor of the death penalty and how many are opposed. Record your answers, then write several statements reporting your results.

Activities

1. Oral presentations on survey conducted.

2. Discuss vocabulary terms given for assignment.

3. Students bring a newspaper article about a crime, discuss it with a partner, then present it in class for feedback from other students.

4. Students read silently a text about controlling crime. They will highlight

sections and make notes from the text. Group discussion will follow.

5. Oral discussion on describing internal and external controls on behavior (language focus)

6. Reading for detail: Sub-groups are assigned to read articles about

prisons, death penalty and drugs and submit a written summary. They will work on:

- skim the text to get the main idea - recognize word “families” - read for details - read critically (opinions and facts) - building vocabulary through figurative language


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WORKSHOP FOUR

Specific Objectives At the end of this workshop students will:

1. Reinforce oral skills 2. Read for detail 3. Write an essay 4. Write short answers to test questions 5. Synthesize a text 6. Become familiar with different forms of punctuation 7. Use descriptive words

Electronic references: CONUCO: Indice de Revistas Puertorriqueñas http:..cuhwww.upr.clu.edu/conuco/ New York Times (Terror) www.nytimes.com.world Federal Trade Commission’s “Spam Email” http;//www.ptc.gov/spm/ National Geographic http://www.nationalgeographic.com Air Quality Planning and Assessment Htt://www.three.state.tx.us Broukal, Milada (2004). Weaving It Together: Connecting Reading And Writing 3. Massachusetts: Boston. Thomson Learning Local Newspaper available at UNE Library The san Juan Star Weekly (Mon-Sat.) and Sunday editions Caribbean Business Published Thursdays


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Assignment to be completed before Workshop Four

1. Word mapping: Illustrate what you associate with the word “culture” (see a sample framework- Appendix B)

2. Choose and answer one of the following questions: (individual)

a. What do you think has been the most important technological development of the past fifty (50) years? Give you reasons?

b. Has the cell phone changed the way people interact and relate to one another? If so how?

c. Explain where some of the influences on youth culture come from? Give examples.

d. Globalization: What is it?

3. Bring a newspaper article about global issues. Activities

1. Discuss the meaning of culture, cultural variation, and change

2. Practice organizing a large, complex topic into small units (synthesizing a text). Look at a text about cultural variation and change; what did you think it was about? Read some of the text and discuss what are you thinking it is about. Continue reading the text, what do you think. (Sub-groups)

3. Test on reading comprehension and writing skills.

4. Punctuation is an important part of a text. Work individually exercises on

forms of punctuation.

5. Work with a partner using descriptive words in building vocabulary. Refer to a text on communications.

6. Partners and/or individuals meet with the facilitator to discuss their Power

Point presentations.


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WORKSHOP FIVE

Specific Objectives At the end of this workshop the student will:

1. Understand implied ideas.

2. Understand nominalizations.

3. Improve specific grammar skills.

4. Increase vocabulary

5. Use of technological resources.

Electronic references: Power Point Teaching CD Rom Multimedia learning.org/presentation “Virus information Library” http://vil.nai.com/vil/default.asp Punctuation marks http://www.library.pitt.edu/~coops/verbs.html Britannica Online htt://www.�ritannica.com/ Using Technology to refine ideas htt://www.google.com Assignment to be completed before Workshop Five

1. Word Log.

2. Portfolio.

3. Power Point Presentations (Individual or partners (2) only)

Choose one of the following topics:


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a. Compare and contrast urban and rural life. Focus on three or four

aspects for example, entertainment, employment, friendships, social life and so on.

b. Create a small brochure to encourage people to protect your local

environment. Include a list of things they could do at home, at work, at school, and in the community.

c. Write about what you think life will be like in the next fifty years.

Use evidence from texts read in class to support your view.

Choose one of these areas • travel

• environment

• work

• home and family

• populations

• relationships

• gender issues

• crime

• entertainment

• mass media Activities

1. Course Evaluation

2. Students react, orally, to implied ideas on statements, presented by the facilitator, about topics discussed during Workshops1, 2, 3 and 5.

3. Work with a partner to “unpack” nominalizations.

4. Hand in Work Log.

5. Hand in Portfolio.

6. Power Point Presentations (Use Rubric for evaluation)


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7. Overview of activities

(Closing remarks)


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A P P E N D I X E S


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Appendix A

Hoja de Punto Más Confuso

Nombre:___________________________________ Fecha:___________________ Favor de indicar cuál fue el punto que entendió mejor sobre el material del Taller Uno: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Favor de indicar qué no entendió bien sobre el material del Taller Uno: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Indique en qué forma puede superar las dificultades que tiene, si alguna: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Firma:________________________ Favor de entregar al finalizar del Taller Uno


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Appendix B

Word Mapping

Culture

Topic: Cultural Variation and Change


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Appendix C

Oral Presentation Rubric

Name (s) ________________________________ Date:________________ ________________________________ Topic:_______________ Course: _________________________________ Content: 1 2 3 4 5 -Topic is relevant and addresses assignment specifications -Content presented is comprehensive , accurate, and believable -Key Points are noted -Organization: - Is well-organized and clear. -There is an introduction to gain the audience’s attention and explain the purpose of the presentation

Presentation: -Non verbal cues/gestures are appropriate to presentation and flow of -Content knowledge/confidence are evident -Time was used well/not rushed Use of Visual Aids -They are easy to see/read -Media are used correctly-i.e. overheads, videos, computer generated slides, charts, etc.

-Visual aids contribute to the overall effectiveness of the presentation Audience Participation -The presenter (s) involved the audience -Questions from the audience are answered correctly Adherence to Time Limit -The presenter (s) stayed within the allotted time limit Total Points:______________________ Comments/Grade

Signature:__________________________


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Appendix D

Written Presentation Evaluation

Name: ___________________________________ Date:________________________ ___________________________________ Topic:_______________________ Course: __________________________________ Content/Development 1 2 3 4 Subject Matter:

• Content is comprehensively/accurate/persuasive • Major points supported by specific details/examples • Writer has gone beyond textbook for resources

Organization:

• The introduction provides a sufficient background on the The topic and previews major points

• Central theme/purpose is immediately clear • Structure is clear, logical, and easy to follow • Subsequent sections develop/support the central theme • Conclusions/recommendation follow logically from the

body of the paper

Style /Mechanics: • Paper is laid out effectively-uses heading and other

Reader friendly tools • Paper is neat/shows attention to detail

Grammar/Punctuation/Spelling

• Sentences are well-constructed with consistently strong, varied structure

• Transition between sentences/paragraphs/sections help maintain the flow of thought

Total Points:___________________________

Comments Signature:_______________________________


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Appendix E

Portfolio Evaluation Criteria

Portfolio Criteria

Exceeds Expectations (10-8 points) (E= Exceeds Expectations)

Meets Expectations (7-4 points) (M= Meets Expectations)

Below Expectations (3-0 Points) (B=Below Expectations)

Reflections/Personal Growth (self,

instructor)

Reflections demonstrate deep though about the integration of previous experience, activities,

and concepts/processes

Evidence of insights and

growth. Connections between previous

experience/understanding and the experience; documentation of

integration concepts, and processes are readily

apparent.

Little or no evidence of reflective thinking about

project, concepts, processes and

individual’s previous experience.

Writing/Synthesis Products (self, peer review, instructor)

Demonstrates polished

and professional level of writing on all written

documents. Evidenced provided that portfolio

was extensively reviewed and revised.

Writes engaging reflections.

Demonstrates polished and reviewed level of writing on all written

documents. Evidence provided that papers were reviewed and

revised.

Writing does not reflect

reviewed, polished work. Portfolio is not

focused or clearly organized. Reflects

limited review of content and sources.

Organization Well-organized Organized loosely Disorganized

Mechanics

No grammatical, spelling or punctuation errors.

A few grammatical

spelling, or punctuation errors.

Many grammatical,

spelling, or punctuation errors.

Notes

Notes are recorded and

organized in an extremely neat and

orderly fashion.

Notes are recorded

legibly and are somewhat organized

Notes are recorded.

Total _______________ (50 points) (Student’s Score/50= ________%)


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Appendix F

RESEARCH REPORT EVALUATION CRITERIA

Research report 4 3 2 1

Mechanics

No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors

Many grammatical, Spelling, or Punctuation errors.

Paragraph Construction

All paragraphs include introductory sentence, explanations or details, and concluding sentence.

Most paragraphs include introductory sentence, explanations or details, and concluding sentence.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Internet Use

Successfully uses suggested internet links to find information and navigate within these sites easily without assistance.

Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.

Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.

Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.


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ENGL 116COLLEGE READING AND WRITING IITABLE OF CONTENTS

PageSyllabus ...................................................SYLLABUSTitle: College Reading and Writing IICourse Code: English 116Duration: Five WeeksPre-requisite: NoneGeneral Objectives:

WORKSHOP ONEActivitiesActivitiesAssignment to be completed before Workshop ThreeActivitiesSpecific ObjectivesAssignment to be completed before Workshop FourActivitiesSpecific Objectives

Choose one of these areasActivitiesHoja de Punto Más Confuso

Appendix BWord Mapping

Documents

ENGL 116 COLLEGE READING AND WRITING II 116 UNE.pdf · for you. Special Assignment . Prepare a Word Log. Include all the terms new to you and/or of up most importance in readings