ESL 33B: High Intermediate English as a Second Language (Hybrid)

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1 Instructor: Sheri Jordan ESL 33B: High Intermediate English as a Second Language (Hybrid) Office Location Office Hours Instructor: Sheri Jordan, PhD OR As an adjunct instructor, I am only at the Lindbrook Center on Saturdays, but I should always be in the classroom by fifteen minutes before class starts. I can also meet with you during the class breaks or after class. On Saturdays before or after class. During the week you can reach me by and I will reply within 24 hours. Welcome to Advanced each student each term. I English XL33B! I am hope you will also find looking forward to this class to be an working with you this enjoyable and dynamic summer! I have just earned learning environment, my PhD in Literacy, where you not only Culture & Language improve your English and Education at Indiana prepare for future University and recently coursework and career returned to the west coast. I mobility, but also make have been teaching ESL many new friends! for nearly 20 years (which I cannot believe myself!), and I enjoy learning from COURSE DESCRIPTION This 4-unit course is designed to develop the language and study skills you will need to be successful in your other courses at UCLA. The ability to take notes efficiently from academic lectures and readings, as well as the ability to write effectively in an academic style, will be stressed. There will also be grammar and speaking practice which include exercises in class and at home. This course includes 40 hours of classroom meetings and 10 hours of online activities; the online coursework is required. PREREQUISITES Students who wish to enroll in this course must first take the UCLA Extension English as a Second Language Placement Examination (ESLPE). COURSE OBJECTIVES This 4-unit course is designed to develop the language and study skills you will need to be successful in your other courses at UCLA. The ability to take notes efficiently from academic lectures and readings, as well as the ability to write effectively in an academic style, will be stressed. There will also be grammar and speaking practice including a required oral presentation on an academic topic. The specific goals are as follows: 1

2 To understand, take notes, outline, and summarize the main ideas and important details of academic readings and lectures. To prepare and create essays using appropriate academic/professional organizational patterns, language, and style.. To study and practice effective techniques for limited-time essays (in class). To learn the meaning of vocabulary through contextual clues, word families and dictionary/thesaurus use. DATES/LOCATION/TIME 4/5-6/7/14 Lindbrook Center 204D Saturdays 9:00 am to 1:00 pm* * An additional hour of class will be conducted online each week TEXTBOOKS AND MATERIALS Required books: Smalley, Ruetten & Kozyrev. (2012) Refining Composition Skills: Academic Writing & Grammar, 6 th ed., Heinle Cengage Learning. Please bring a 3-ring binder to organize your handouts and materials from this class! Recommended: An English Dictionary (hard copy for in class) and Grammar Reference book of your choice o Suggested free online titles for use at home: Dictionary: and Writers Guide: ORGANIZATION OF COURSE The course will consist of various readings, discussions, and essays. In Class: Exercises in listening, speaking, reading, writing, grammar, vocabulary and study skills Two in-class timed writings Two revised papers One to two group oral presentations One individual oral presentation Online: Readings to summarize Discussion questions to answer Discussion Board and group activities that require interaction with other students INSTRUCTOR EXPECTATIONS Come to every class and come on time. Quizzes will be given in the first half hour of class. If you are not there to take the quiz, you cannot make it up and you will lose the points. 2

3 Read articles and assignments before class. Be prepared to contribute your thoughts about them in class. Turn off cell phones during class. Keep laptops closed unless we are working on an assignment in class. Use only English in class remember, the students are from different countries. It can be considered rude to speak in a language others around you cannot understand Be a respectful and active participant online. Don t be afraid to share your opinion, but remember that people from different cultures will think differently. Don t be afraid to ask me questions, in class or online. I am here to help you improve your skills, but I will not be able to if you do not let me know what you don t know. Please notify me if you are going to be absent. Check the course syllabus regularly to make sure you are current on your assignments. No late work will be accepted unless you have spoken to me previously and I have given you permission. Permission will depend on the reasons the work will be late. In-class timed essays CANNOT be made up. The final exam essay CANNOT be made up. You are encouraged to exchange phone numbers with one or two other students so that you can get assignments if you are absent or to send a message if you are going to be late or absent. Do keep in mind, however, that missing more than one class will impact your final grade in the course! GRADING: Your course grade will be determined as follows: Book work and other homework assignments 15% Online Blackboard work 20% 1 in-class timed writing +2 out-of-class essays 20% Group (& possible individual) presentations 15% Attendance/participation (includes completing assigned readings) 10% Quizzes & Final exam 20% GRADING SCALE A = 90 points to 100 points B = 80 points to 89 points C = 70 points to 79 points D = 60 points to 69 points F = 0 points to 59 points ATTENDANCE & PARTICIPATION Attendance: To successfully complete a language course, attending class regularly and participating actively are essential. Missing class, arriving late, or half-hearted participation in class work will negatively impact your participation/attendance grade. Late arrival to class is counted as a partial absence and will result in points being deducted from your attendance grade. 3

4 If you miss more than 8 hours of class you will automatically fail the course. Participation: In some classes you need not speak at all. In other classes you may speak if you want to. In still other classes you are expected to speak. In this class, we hope everyone will feel encouraged to speak. Some of our oral work will be done as a class and some in small groups at your table. In addition you will be asked to make several short oral presentations. No matter what kind of oral work we do, do not worry about making mistakes--this is how you learn! FINAL EXAMINATION If a student fails the final examination, this is a signal that s/he may not be ready to move on to the next level of instruction. At the time that final grades are assigned, all of the work that the student has completed over the quarter will be carefully reviewed by the course instructor and the American Language Center Program Coordinator. We will determine if the student is ready to move on to the next level of instruction. This decision may override other evaluations that the student's written work has received over the course of the quarter. GROUP PRESENTATION RUBRIC Discussion /10: Engages students- motivating Encourages participation All voices heard Leaders guide but not dominate discussion Discussion with different viewpoints promoted, not a presentation Questions asked are challenging, thought-provoking & understandable Facilitation & Collaboration Skills /15: Facilitators demonstrate good facilitation skills Eye contact, Active listening, Paraphrasing, Summarizing, Redirecting the questions Group shares the responsibilities equally Clearly well organized, planned coordination of the activities Materials /10 Visuals are used effectively Presentation of the issues (& related vocabulary, concepts, or background) is clear 4

5 Follow-up reflection /15: Each group member writes at least a paragraph reflecting on how the group project and in-class discussion went. (Notice the third option on the reflection worksheet your group may audio or video record your group s discussion of the reflection questions instead of submitting individual reflections in writing!) Blackboard COURSE WEBSITE Blackboard is 20% of your grade and is an essential part of this course, containing the calendar of assignments, the discussion board questions, and many class handouts and resources. To access ESL 33C course website, 1) You will receive an with your password and logon ID 2) Go to 3) On a list of the courses, find (reg # for your course) ONLINE DISCUSSION FORUM RUBRIC The guiding principle for all communication in the course is thoughtfulness. Promoting a diversity of ideas is central to the course, and class members will work on cultivating this diversity through respecting and challenging each other across our different ideas. This will enable us, as individuals and as a group, to move toward deeper and more nuanced understandings of critical reading, teaching, learning and curriculum. Each of the postings you make to the forum will be assessed using the following criteria: You ve demonstrated an understanding of the course content in the following ways o Draw upon evidence from course readings and other relevant research (including specific citations) o Use specific examples from your own or others life experiences to support your points o Acknowledge and build upon peers contributions being explicit in how and why your views align with and/or diverge from their perspectives; You ve provided space (an invitation) for others to post their views (not assume a dominating role). You encourage others to participate and respond, and you respond to others posts/ questions on your posts. Rules for the ways to make your postings and to interact with other participants in forum: Each week you will contribute your ideas to the discussion forums in Oncourse. You will post at least four responses each week. Each of your postings needs to be anchored in the readings for the week and connect to your classmates contributions. [Please note that this is how I am evaluating your performance: You must include thoughtful posts that directly cite course readings, other sources, and/or your classmates ideas. If someone poses a question in her/his response to your posting, you must respond to the question even though the answer exceeds the required four postings.] Each posting should also not exceed 400 words. See each discussion forum and/or that week s Week Overview (in the folder for that week) for details regarding number of posts and deadlines. FINAL DRAFT ESSAY RUBRIC [adapted from Content 1. Starts with an engaging introduction (preferably one of the types in our writing book) and draws the reader into the topic Weak (1) Fair (2) Good (3) Strong (4) 5

6 2. Focuses on a specific, well-defined topic -- an incident, experience, person or idea 3. Tells an interesting story and elaborates with specific, vivid images and examples 4. Ends with a satisfying conclusion (preferably one of the types in our writing book), not just repeating the essay points) Organization 5. Follows a coherent pattern of organization (beginning, middle, end) 6. Thesis statement is well-written and narrowed and clearly drives the essay. 7. Demonstrates proper and effective paragraphing (well-supported & unified) 8. Coherence: Transitional words and phrases maintain coherence and establish sequence within and between paragraphs Weak Fair Good Strong Style 9. Uses a vivid, precise vocabulary that is appropriate for the essay's audience 10. Uses a variety of clear, correct sentence structures with no fragments/run-ons 11. Written with a distinctive "voice" that conveys the personality of the writer Weak Fair Good Strong Conventions 12. Contains no more than one or two minor errors in grammar or usage 13. Contains no more than one or two minor errors in spelling, capitalization or punctuation 14. Essay is typed neatly, with adequate margins and complete heading Drafts and formatting 12. The 2 nd draft clearly revises and expands upon the 1 st draft 14. Work completed outside class must be typed or written in ink and doublespaced with one-inch margins. Please use a standard 11 or 12 point font and 8 1/2 by 11 inch white paper. Weak Fair Good Weak Fair Good Strong Strong ACADEMIC HONESTY POLICY The MLA Handbook defines plagiarism as giving "the impression that you have written or thought something that you have, in fact, borrowed from another" (p. 5). Just a few reminders about plagiarism: 1. Copying directly from a book without quotations or citations is plagiarism. 2. Submitting someone else's paper as your own is also plagiarism. 3. Paraphrases or summaries that are too close in vocabulary and sentence structure to the author's original text and ideas constitute plagiarism. 6

7 4. Getting too much help with the ideas and the language of a paper with YOUR name on it may also be considered plagiarism. You may get help from tutors at College Tutorials or AAP tutors because they are trained to teach you as they help you. Help from others (friends, family members, etc.) is not permitted. 5. University regulations require that all cases of plagiarism be reported to the Dean of Students for disciplinary action. The course is designed to help you learn to avoid unintentional plagiarism. We will help you in the areas of paraphrase and citation conventions. In addition, you will be writing several drafts of each paper and getting help on grammar, vocabulary, and stylistics as well as on content and organization. Academic dishonesty covers behavior in cheating, plagiarism, and fabrication of information. These behaviors are not tolerated. Citations and references should be provided following standard APA 6 th formatting. Students are encouraged to familiarize themselves with the UCLA Student Conduct Code and the official statements regarding cheating and plagiarism. These and other relevant documents are available on the Dean of Students Office website: **Note that you will be submitting your essays to Turn-it-In.com on Blackboard, which automatically checks for plagiarism.*** Do your own work! Zero tolerance policy for cheating! TENTATIVE COURSE OUTLINE with Topics/Assignments Subject to change with notice from the instructor to meet the needs of the class WEEK IN-CLASS PLAN HOMEWORK DUE ONLINE 1 --Buy your textbook and 4/5 sign into Blackboard! 2 4/12 --Course overview --Introduction to BB & textbook --Grammar review: subject-verb agreement--writing diagnostic --Follow up diagnostics --Discuss Conversational Ballgames Go over discussion leading assignment & facilitation strategies Essay patterns of organization (ch. 6) Grammar review: Fragments & run-ons Begin working on Essay 1 --Read Conversational Ballgames, pp ; write answers to comprehension & discussion questions (pp ); Vocab ex s 1&2, pp Respond to the 2 discussion board forums, then to classmates DB posts --Read the UCLA Student Guide and Giving credit where credit is due online tutorial and quiz IF YOU DO NOT HAVE YOUR BOOK, YOU WILL LOSE OUT ON HW POINTS & PARTICIPATION OPPORTUNITIES. 7

8 3 4/19 4 4/26 5 5/3 6 5/10 7 5/17 --Chapters 1 & 2 process writing, good paragraphs --Work on comparison/ contrast essays (ch. 8) --Grammar review: Comparatives --Continue discussion leading assignment & facilitation strategies --In-class timed writing --begin student-led discussions --Grammar review: parts of speech & parallel structure Ch 6/7/8 focus on thesis statements, intros, conclusions Vocab quiz --Peer reviews Essay #1 Ch. 12 argument logical fallacies/ emotional appeals --Grammar review: Coherence --Student-led discussion chapter 9 classification --Grammar review: verb tenses --Vocabulary skills --Using sources, plagiarism --IN-CLASS TIMED WRITING --Chapter 10 process essays --Synthesizing skills --Grammar review TBA --Student-led discussion --Peer reviews in-class writing #2 --1 paragraph each responding to verb tense review questions --10 sentences/conversation questions using vocab pp Reading 1 or 2 questions, chapter 7 Exercises 5 (pp ), 7-10 (pp ) in book (not to submit) --Revise in-class writing #1 (submit 1 st & 2 nd draft, peer review sheet stapled together) Book work TBA --TBA --TBA --Go through the web quest introduction of the group-facilitated discussion assignment and respond to the DF questions. See Week 4 Overview on See Week 5 Overview on Midterm course evaluation on BB See Week 6 Overview on See Week 7 Overview on WEEK IN-CLASS PLAN HOMEWORK DUE ONLINE 8 5/24 9 5/ /7 --Grammar review TBA --Possible: debate Grammar: Article review Student-led discussion Ch. 12 cont d argument Grammar review: Verbal review --Revise in-class writing #2 (submit 1 st & 2 nd draft, peer review sheet stapled together --TBA Discussion Board forums see Blackboard, Week 8 Overview See Week 9 Overview on In-class FINAL EXAM --TBA --No online work this week! Congratulations! You have survived ESL XL33B, improved your English, writing, and presentation skills, and hopefully made some new good friends! I hope you have a fabulous summer quarter if you are sticking around, and best of luck to you with all of your future endeavors! Keep in touch if you feel inclined (via /linkedin). [Image from clipartheaven.com] 8

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