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Syllabus 3161 10


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2010, Aug-Dec, UPR Students, INGL 3161, Sections 1 and 2

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Syllabus 3161 10

  1. 1. University of Puerto Rico Río Piedras Campus College of General Studies English Department Dr. Eva de Lourdes Edwards 787-764-0000, Ext. 2685, 2182 Office: 317 English Dept. Hallway Office Hours: Monday, 6:30-7:00; 10:00-11:00 a.m. Wednesday, 6:30-7:00 a.m. Tuesday and Thursday, 6:30-7:00; 10:00-11:30 a.m. Course Title: Intensive Basic English I Course Code: INGL 3161 Credits/hours: 3 credits per semester /3 class hours weekly Requirements: 469 or less on the CEEB-ESLAT Exam (ACTFL proficiency guidelines) Co-requisite: INGL 3161 Lab (Intensive Basic English Laboratory I) Course Description: This course fulfills the English requirement for the general education component. This course is designed for students to develop the Basic English language skills for understanding academic texts and communicating ideas orally and in writing at an intelligible level. The course provides students with conversational and writing competencies. Using nonfictional selections with an interdisciplinary thematic content as the focus of discussion, oral and critical thinking skills are fostered. Writing reinforces listening, speaking, and reading skills so that students can express ideas through the thoughtful articulation of vocabulary and grammar. This course requires laboratory sessions. General Course Objectives: Consistent with the English Department’s general objectives, by the end of the INGL 3161 course, the students will be able to: A. communicate orally and intelligibly in a variety of academic situations B. read and comprehend a variety of texts with the aid of a dictionary C. interpret and analyze written texts utilizing elements of the essay D. evaluate a text’s relevance and validity by connecting it to personal experience E. critically examine aesthetic, ethical, humanistic and cultural values underlying texts F. demonstrate progress towards the INGL 3161 goal of writing unified and coherent four (4) paragraph essays that are intelligible to a non-Spanish speaker G. demonstrate the ability to use the library and computer technology for preliminary research and writing H. ability to foster the inclusion of classmates with disabilities I. collaborate in the inclusion of students with disabilities into all class activities
  2. 2. Outline Time I. Introduction 6 hours A. Initial diagnostics B. Presentation and discussion of the course outline C. The study of English D. Introduction and use of Blackboard and online communication E. Elements of the Essay II. Education 6 hours A. “Why I Came to College” B. Domesticating vs. Liberating Education C. Reading to write / Sharing knowledge through writing D. Unit 1 – Growing Up a. “My Early Memories” b. “Peer Influences on Achievement” E. Movie: “Miracle Worker” III. Language 9 hours A. Reading strategies: structural clues to meaning B. Writing strategies: cohesion and coherence C. Speaking strategies: making sense through discourse strategies D. Listening strategies: the sound system of English E. Unit 2 – Between Two Worlds a. “People on the Move: Moving Young” b. “Bibi and Rajini” Unit 3 – High Tech – Pros and Con a. “Multitasking Madness” IV. The Environment 12 hours A. Ecotourism B. Natural Disasters a. “Ask a Seismologist” b. “How to Stay Safe During an Earthquake” c. “Tsunamis” C. Documentary: “The Living Sea” VI. Integrative Review: Bringing it all together 6 hours A. Oral presentation integrating readings and class discussions. B. Essay integrating readings and class discussions. VII. Final Evaluations 6 hours TOTAL: 45 hours 2
  3. 3. Instructional strategies This course is based upon collaborative discussion among students and teacher, therefore oral participation is required. A variety of learning and assessment experiences are used to create an interactive environment to promote reflection, critical thinking and collaboration. Language and cross-disciplinary literature are integrated to underscore the power of multiple perspectives in illuminating an object of study. Required resources Regular classroom Language laboratory/Computer lab Educational resources (video excerpts from textbook, Internet sources, audio-visual equipment) Evaluation Strategies Evaluation Strategy Grading System Oral collaboration 15% A 100 – 90 Exams 25% B 89 – 80 Lab 40% C 79 – 70 Written assignments 20% D 69 – 60 (including portfolio) F 59 – 0 TOTAL 100% English Department Attendance Policy Six contact hours of absence may lower average one whole letter grade. Failure to take the final exam on the scheduled date and time may result in a zero or an incomplete grade. Law 51 In accordance with the recommendation of the Dean of Students’ Office (Division for Persons with Disabilities), students who are clients of the Office of Vocational Rehabilitation must contact the professor at the beginning of the semester in order to make arrangements for reasonable accommodations and for any necessary auxiliary equipment. Other students with special needs who require any kind of assistance or reasonable accommodations should also contact the professor. Textbooks Baker-González, J., & Blau, E. K. (2009). World of reading 2: A thematic approach to reading comprehension. White Plains, NY: Pearson Longman English/English Dictionary: The Merriam Webster Dictionary, Collegiate, 11th Edition 3
  4. 4. Bibliography Dixon, R. J. (2004). Grammar Essentials. NY: Longman. Longman Dictionary of American English Now with Thesaurus and CD ROM. (2004). NY: Pearson. Robinson, F. L. (2006). College Reading 2. NY: Houghton Mifflin. The Merriam-Webster Dictionary. (11th ed.). (2004). Springfield, MA: Merriam-Webster, Inc. Internet Resources Teaching for Inclusion. Loevinger, N. (1994). Teaching a diverse student body. University of Virginia. Individuals with Disabilities Education Act. (2004). Class Blog. English language and other related references: (Andrei Codrescu’s online journal) (Wikis and Podcasts and Blogs! Oh, My!) Other Information: Work is due on the date announced. Please, hand in all assignments – even late ones – during your assigned class period. If you are absent to any class, please contact a classmate to discuss the assigned material and come prepared to the next class meeting. You are responsible for all material covered in class and for all assigned work, even if you are absent or late. Quizzes may or may not be announced. There are no make-ups for missed quizzes. There will be no make-ups for missed exams. One exam, and only one exam, may be eliminated. If absent to one exam, that zero may be eliminated. You must bring your own dictionary to class. Sharing dictionaries is not allowed during exams. 4
  5. 5. You are encouraged to attend workshops and tutoring sessions offered by the Centro para el desarrollo de destrezas lingüísticas. The last day to withdraw from this course is November 12, 2010. Please turn off and put away cell phones during class unless you have made arrangements with the professor prior to the class period. As our course develops, other reading selections may be integrated or omitted to satisfy the needs of the students. 5