Presentation1Day 3 - Intro to Conversation Starters, Syllabus, and Show What You Know
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The document outlines the agenda for Day 3 of an academic interactions class. It includes introducing conversation starters that students will write on problems in their major, working with the syllabus by reading sections in pairs and presenting to the class, a syllabus quiz, and previewing the next class. It provides an example conversation starter and requirements for submitting them. It also assigns reading the first chapter in the required textbook and starting a language journal for homework. The final activity is a "Show What You Know" activity involving watching a lecture, discussion, and vocabulary matching to assess students' language abilities.
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This document provides an overview and syllabus for an Introduction to the Study of Language course. The course will introduce students to the scientific study of linguistics, covering topics like syntax, semantics, phonetics, and sociolinguistics. Students will analyze language use through assignments, exams, and a final project where they research a linguistic phenomenon in depth. The class will require regular homework, participation, and adherence to policies regarding attendance, late work, and academic integrity.
Course overview
This document provides an overview of the English Composition II course. It outlines that the course emphasizes writing, research, and analytical reading skills. Students will learn to express ideas clearly in writing, use a writing process, evaluate their own and others' writing, find and integrate credible sources, consider context and perspectives in readings, and think critically. The course will move faster than a 16-week class. Students must use the required textbook and complete all major assignments, which include a proposal, annotated bibliography, research essay, and peer review, to pass. Weekly assignments include quizzes, discussions, and exercises. Plagiarism is strictly prohibited.
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Shearer / Syllabus / English102 / Fall 2019
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English 1102 Critical Reading and WritingInstructor Mr. To.docx
English 1102: Critical Reading and Writing
Instructor: Mr. Topper
Email: [email protected]
Location: England
Please recognize timezone difference during correspondence.
Course Description
This course is designed to help prepare you for academic reading and writing. Through activities
that emphasize both collaborative, process-oriented learning as well as individual, self-motivated
learning, you will be introduced to the following three skills:
Critical Reading This course is reading-heavy. You will read multiple essays nearly every
week. Some essays will be challenging to grasp, but thoughtful writing
begins with thoughtful reading.
Critical Writing This course is also writing-heavy. Like any craft, strong writing is produced
through rigorous practice. You will write every week, sometimes formally
and sometimes informally, through discussion board posts, journal entries,
and essays.
Critical Thinking By focusing on reading and writing, this course is centered around critical
thought. Whether you are responding to an assigned reading, responding to
a fellow student, or articulating your own argument, the depth of your
thought will weigh heavily on your grade.
Course Values
Empathy Always consider other points of view, whether that be from an author or a
classmate.
Honesty Read and write honestly: questioning, challenging, and developing
your own worldview.
Community This course is a digital community. Play your part by posting
meaningful contributions to discussion board conversations.
Close Reading Read meticulously. Move to generalizations only after you have
lingered over the intricate details of a text.
Clarity Support your claims with evidence, organize your thoughts effectively, and
utilize proper punctuation to write concise, legible prose.
Rhetoric Always keep in mind your audience, your purpose, and your overall
rhetorical situation.
1
Idaho State University, Department of English and Philosophy, Spring, 2015
mailto:[email protected]
mailto:[email protected]
Course Goals and Learning Objectives
Each student should display competence in all three skills mentioned in the course description:
critical reading, critical writing, and critical thinking. Likewise, each student’s work should reflect all
six of the course values: empathy, honesty, community, close reading, clarity, and rhetoric. Each
student’s competence in these three skills will be judged by the ways in which each student’s work
reflects these six values.
Required Text
The Norton Reader, 13th Edition.
Homework Submission
All assignments will be submitted on Moodle, not via email. All discussion board posts will be
submitted on the corresponding week’s discussion board. All assignments are due by 11:55 pm
(Mountain Timezone) on the day they are scheduled as due. NO LATE ASSIGNMENTS WILL BE
ACCEPTED. If you find yourself i ...
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How to Improve Study Skills & Get Organized: Use a Study Guide Template
Get organized and study better than you ever have before with this free pre-made study guide template.
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Reflective practice
Download and reflect on face-to-face and online events using the information in the slides and qualify for a certificate on all the events on Moodle for Teachers https://moodle4teachers.org (MOOCs, Online Conferences, Courses, and webinars).
Online Discussions, Guidelines and Suggestions
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Viva what should I do
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Day 29
This document contains an agenda for an academic interactions class. The agenda includes topics such as a conversation starter about GPAs, Sigmund Freud and dream analysis, new vocabulary, introverts vs extroverts, and a grammar lesson on "used to be". Students are asked questions about these topics and provided sources to review including pages from a book and links to online content. The class will conclude with individual student presentations.
Day 28
This document contains an agenda for a meeting that will discuss various topics including a conversation starter about cronyism, personalities, the past perfect tense, Sigmund Freud and dream analysis, new vocabulary words, and introverts and extroverts. The agenda lists the page numbers and sections that will be referenced for each topic.
Day 26
The document contains the agenda for an English lesson, which includes the following items:
- An announcement about signups for the TOEFL exam
- A conversation starter asking about students' parents' attitudes towards studying abroad
- A pronunciation exercise focusing on the /r/ sound
- A review of the past unreal conditional tense through a dice game
- A discussion of personality types from pages in the textbook
- A lesson on the past perfect tense
- A preview of chapter tests from the textbook
- Homework assignments involving a conversation starter, group project, and a holiday.
Day 24
This document outlines the agenda for an academic class. It includes:
- A conversation starter asking about the appropriate age for children to watch TV.
- Examples of voicing exercises distinguishing voiced and unvoiced consonants.
- A discussion of language journals and sample entries.
- Notes from a TED talk.
- Examples of effective group presentation videos.
- An assignment to continue working on group presentations and present them in the next class.
- An overview of the past unreal conditional grammar topic and a dice game practice activity.
Day 23
The document outlines the agenda for an academic class discussing various topics:
- A conversation starter about the benefits of internships outside the university.
- A lesson on pronunciation of syllable length and past unreal conditional grammar.
- An update on language journals and notes from a TED talk.
- A discussion of example presentation videos and tips for effective group presentations.
- An assignment to continue working on group presentations and submit a conversation starter response.
Day 22
1) The document outlines the agenda for an academic interactions class, including discussing personality and emotions from a textbook chapter, watching a TED talk video on personality detection apps, and learning about past unreal conditional grammar.
2) It provides conversation starters about whether emigrants should be allowed to vote in their home country's elections and ideas for unique new apps.
3) The class will cover vocabulary from the textbook chapter and TED talk, demonstrate voicing and syllable length pronunciation, and provide examples of past unreal conditional sentences.
dDay 20
This document provides an agenda for an AI130 class. It includes a conversation starter, a review for an upcoming test, and an introduction to an upcoming group project. The test review covers listening comprehension, vocabulary, follow-up questions, and describing charts. Students are given examples of questions that will be on the test. The instructor also provides feedback on classroom observations students completed at Penn State and introduces homework which includes another conversation starter, VoiceThread comments, and ensuring language journals are up to date.
Day 19
This document contains an agenda for an academic interactions class. It includes items like a conversation starter about computers and discovery, a review of grammar concepts like too much/many and enough, a discussion of the past continuous tense, and a review of vocabulary for describing charts. It provides examples and exercises for students to practice these grammar and vocabulary concepts.
Day 18
This document provides an agenda and content for an academic interactions class. The agenda includes topics like grammar, describing data using charts, and a video on Turkish immigration to Germany. Students are given practice exercises on using grammar terms like "enough" and "too". They also learn how to describe trends in data visualizations using phrases like "climbed steadily" or "fell dramatically". The document provides charts for students to practice describing. It also includes a video and discussion questions about the percentage of immigrants in various countries like Germany. For homework, students choose presentations to watch and provide audio or video comments on VoiceThread comparing their observations.
Day 17
This document contains an agenda for an Academic Interactions class. It includes topics like conversation starters on paying college athletes, interview project questions and examples, a grammar point on using "too much/enough", and assigning VoiceThread comments and homework. Students are instructed to brainstorm interview questions, watch interview example videos, discuss body language, and add comments to VoiceThread presentations for extra credit by Wednesday midnight.
Day 16
This document provides guidance on conducting student interviews. It discusses different types of question that can be used, including conversation starters, initial/introducing questions, nudging probes, clarification questions, clearinghouse questions, questions to go deeper into a topic, and questions to get the interviewee back on track if they veer off topic. Examples are provided for each question type. The purpose is to help students prepare for interviews by understanding effective questioning techniques.
Day 15
This document provides an agenda for an academic interactions class. It includes topics like conversation starters on plagiarism, word stress and pronunciation tips, compound nouns, and an introduction to a student interview project. Students will prepare interview questions for a current Penn State student, conduct a 7-10 minute interview on video, and transcribe one minute of the interview. They will also comment on classmates' observations of Penn State classes to discuss similarities and differences between the observed classes.
Day 14 - Pathways Ch. 3 Intro, and Vocabulary
This document contains an agenda for a class that includes:
1) Returning a test from the previous chapter and discussing chapter 2
2) Covering chapter 3 which is about human migration and doing vocabulary activities for that chapter
3) Working on pronunciation exercises focusing on word stress
4) Having conversation starters on topics related to public health, psychology, chemical engineering, and taking classes outside one's major.
Day 12
This document contains an agenda for an academic class. It includes topics like conversation starters, a classroom observation project, listening exercises, and a chapter review. It provides examples and instructions for different activities, such as writing a conversation starter on a topic in their major. It also previews an upcoming test on chapter 2, informing students what it will cover and providing a study guide with vocabulary and grammar to review.
AI Day 11
This document outlines an agenda for an academic meeting that includes reviewing grammar, vocabulary, and a test. It discusses adjective clauses and their function and form. Students are asked to practice writing descriptions using adjective clauses. Vocabulary from a chapter is reviewed along with pronunciation of words. Finally, the test is gone over and homework is assigned involving conversation starters using new vocabulary and submitting a classroom observation presentation recording.
Day 10
This document contains the agenda and notes from an academic interactions class. The topics discussed include conversation starters about industrial engineering jobs, word stress and pronunciation patterns in English, cloning, and a TED talk about cloning. Students participated in a group quiz about the cloning TED talk. They also discussed their thoughts on cloning and its potential use for saving endangered species. Homework assigned includes a conversation starter using new vocabulary and submitting a classroom observation presentation recording.
Day 9 - Observation Assignment, Pathways Ch. 2, Word Stress Intro
This document contains an agenda for an AI130 Summer 2015 class. The agenda includes items like conversation starters on Shakespeare and graphic design, an assignment to observe a Portland State University class and present on the observation, and an introduction to word stress in English. Students will discuss choosing a class to observe, analyze previous observation presentations, and work on vocabulary from Pathways Unit 2, including animal names and exploring the theme of reproducing life. Homework includes completing a conversation starter and submitting the PSU classroom observation project to Box by the deadline.
Day 8 - Pathways Unit 1 Test
This agenda covers conversation starters, a classroom observation assignment, and an overview of an upcoming Pathways Chapter 1 test. The classroom observation is worth 85 points of a final grade worth around 645 total points. Students are instructed to email the professor for the observation and ask any questions about the test, which covers vocabulary, note-taking exercises, and rules. Completing the observation assignment is important to earning the highest possible course grade.
Day 7 - Pronunciation, Inclusive Language, Test Preview
This document contains an agenda for an Academic Interactions class. It includes topics like pronunciation of certain consonant sounds, grammar concepts like indefinite pronouns and inclusive language, and a unit test on chapter 1 of the Pathways textbook. It provides exercises and discussion prompts for each topic. It also lists the components of the upcoming unit test, which will cover vocabulary, listening comprehension, note-taking skills, rules/expectations, and the grammar points covered in class. Students are assigned homework which includes emailing a professor to set up a classroom observation, posting a conversation starter on the discussion board, and studying for the test.
Day 6 - Note-Taking and Pronunciation of /p/ vs. /b/ and /r/
This document contains an agenda for an English language learning session. The agenda includes the following topics:
1. Conversation starters to practice speaking about various topics.
2. Strategies for using language journals and taking effective notes.
3. A grammar lesson on using modals and expressions to talk about rules and expectations.
4. A pronunciation lesson focusing on the sounds /p/ vs /b/ and /r/, including placement of the tongue and exercises to practice.
5. Homework assigned including practicing /r/ sounds, contrasting /b/ and /p/, writing in a language journal, and selecting a Penn State class to observe.
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- 1. Academic Interactions 130 – Day 3 Zachary Shellenberger (Zak)
- 2. Agenda Introduce conversation starters Work with the syllabus Syllabus quiz Tomorrow Preview Show What You Know (SWYK) activity
- 3. Intro to Conversation Starters Write a problem related to your major and ask a question that relates to it that the class can discuss. Include some background information about the problem. Use at least 1 new vocabulary word from the book chapter.
- 4. Example: The HIV virus is a very dangerous virus that can cause serious disease, but recently some studies have shown that one of HIV’s characteristics can kill some cancer cells. Do you believe that the HIV virus can play a role in treating some kinds of cancer? How might this work? (Microbiology, “Name”)
- 5. Conversation starters will be due on Saturdays by midnight (12:00) Post them in the Google Doc Next week, each day we will discuss several of the conversation starters to start the class I will edit/correct them for grammar when needed Each conversation starter is worth 5 points. I will return them to you, graded on paper
- 6. Syllabus Introduction In pairs, read and discuss the page you are given Highlight the main points of information You will present these points to the rest of the class
- 7. Syllabus Quiz 1. When are my office hours? 2. What will you be able to do by the end of this course? 3. What materials are required for this course? 4. What percentage grade is needed to pass this class? 5. What are the projects we will be doing? 6. What should you do if you are absent? 7. What happens to an assignment grade if it is turned in more than 2 days after returning from being absent? 8. What happens to assignments submitted late online? 9. What happens if a student is late on the date of his/her individual presentation? 10. What should you do if you miss a test? 11. What is the cellphone policy?
- 8. Homework Buy course book: Pathways – Listening, Speaking, and Critical Thinking can be used, but cannot have answers Buy/Start Language Journal I recommend a Moleskine journal If not, Google Docs could work
- 9. Tomorrow Meet here, in Boucke 304 We will walk over to a computer lab in Sparks 006 to introduce the course technology
- 10. SWYK = Show What You Know! Help me get a better idea of your language ability relative to course content 1. Watch the lecture on marriage and society, and take notes 2. Answer questions about the lecture 3. Listen to a discussion 4. Answer questions about the discussion 5. Match vocabulary 6. Then, you are free to go! PLEASE WRITE YOUR PSU EMAIL AT THE TOP OF THE FIRST PAGE