Post on 09-Feb-2022
RD 116 College Vocabulary- Fall 2016 Syllabus
Instructor: Terrie Sandlin E-mail: Use the email on Blackboard Contacting Instructor: The best way to reach me is the email on Blackboard. You may also use my college email, tsandlin@roguecc.edu, but the quickest response will most likely be on Blackboard. Email will be returned (if possible) within 24 hours or sooner, except on weekends. To ensure that I do not work seven days a week I will respond to any email received over the weekend on Monday morning. Format: Web-based course Prerequisites: A reading score of 82 or above on COMPASS, 41 or above on ASSET, successful completion of RD 30 or instructor approval; Placement test writing scores of 70 or above on COMPASS, 42 or above on ASSET, satisfactory completion of WR 30 or instructor approval. Credit: 3 transfer credits Time/Date/Place: We will use Blackboard for discussion and posting of course assignments. See the Course Schedule for a schedule of topic discussion time frames and assignments. Office Hours: By appointment– please contact me via email. Catalog Description: College Vocabulary adds significantly to the student’s reading, writing, and speaking vocabularies, fosters an interest in words, and offers strategies for vocabulary development throughout life. This class will also provide rules and techniques to help students strengthen their spelling abilities. Students will study word elements that hold the key to understanding English words. The vocabulary presented in this class will be practical, contextual, and relevant for college students, as well as their chosen career paths. Attention is given to application of spelling and vocabulary to college, personal success and future employment. Required Texts: None
Additional Course Materials: None. An American Heritage Dictionary is helpful (Or other print dictionary that also includes pronunciation and word origins--which country the words came from). Thesaurus, Electronic Speller, or an App with similar functions. Readings are provided for each session and available in Blackboard under the Content tab. Blackboard Help (Online Technical Support): Review the technical orientations and test your browser at https://roguecc.blackboard.com/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_148_1 The instructor is not available for technical support. If concerns arise, please contact the online Rogue Help Desk. Support: 541-245-7514 | 1-800-411-6508-7514 | RO@roguecc.edu Please note that taking an online class relies on technology, and networks have problems. The majority of problems that a student might encounter can be fixed. Americans with Disabilities Act:
Any student who feels that he or she may need academic accommodations for a disability, such as vision, hearing, orthopedic, learning disabilities, psychological or other medical conditions, should make an appointment with the Disability Services Office. For more information, go to http://www.roguecc.edu/disabilityservices/ Discrimination, Harassment and Sexual Violence Policies:
RCC is committed to ensure that its learning and working environments are free from all forms of discrimination and harassment, including sexual harassment. Therefore, it is a violation of College policy for any employee, student or third-party at RCC to engage in these practices. In addition, RCC has a zero tolerance for sexual assault, stalking, intimate partner or domestic violence, dating violence and workplace violence. Anyone found participating in any of these activities will be subject to disciplinary action and prosecuted in accordance with RCC policies and procedures and Oregon state laws. For more information, go to http://web.roguecc.edu/title-ix-and-sexual-misconduct
Instructor Roles and Responsibilities
My goal during online discussions is to allow each of you to fully voice your ideas and struggle to understand concepts in a way that is most meaningful for you. Thus, I am committed to reading every comment posted in the discussions, but I will limit my feedback to points of clarification or to redirect the conversation as needed. I am involved in your discussions, but do not want to control your conversations.
You can expect the most pointed and detailed feedback from me on individual assignments and through personal correspondence (email, phone calls, etc.)
You can expect responses to email/phone calls within 24-48 hours or less during weekdays. If I am going to be away from my computer for a period longer than two days, I will let the class know.
I am committed to fostering discovery and learning in this class. I expect the course to fulfill your needs and I expect to learn in this class, along with you.
I will do my best to announce any changes made to the course calendar as far in advance as possible.
Learner Roles and Responsibilities:
Syllabus
You are expected to carefully read and know the information contained in this syllabus. This is the rulebook and will contain what is required for successful completion of this class.
Attendance and Participation Policy:
Typically, students will work 8-12 hours per week, per 3-credit class. This usually means working 1-2 hours per day during the week and dedicating additional time as needed each weekend to the class.
You are expected to engage in both critical and creative thinking. Critical thinking will allow you to view situations and topics in a new light. Creative thinking will allow you to begin to create your own knowledge from these views.
If you experience technical issues with Blackboard, contact the help desk (information listed above).
Administrative Drop: Students who do not log in (attend) the first week of school will be automatically dropped from the class the 2nd week of the term.
You may drop from classes up to the second Wednesday of the term (October 5). Tuition is refunded in full when you drop a class prior to this date. Withdraw period begins October 6.
Last day to withdraw or change to audit is November 18. The responsibility of withdrawing from the class rests with the
student to initiate and complete.
Communication
I will email you within the course on a regular basis so be sure to check your e-mail.
Please communicate with me during the quarter if you are stuck on an assignment, unclear about a topic, concerned about your grade etc. Do not wait until the end of the term to contact me if you are having difficulties. I always have time for students!
Late Work
Late work is not accepted without prior arrangement. It is the student’s responsibility to get work in on time, on the day it is due. I also understand there are emergencies, so please communicate with me.
A Successful Online Learner:
Is self-motivated, does not need a lot of direction and motivation from an instructor; is self -disciplined, can budget time wisely and does not procrastinate.
Enjoys the challenge of learning on his/her own and likes to read and write.
Takes charge of his/her own learning, and is willing to ask questions and get help when necessary.
May need a flexible schedule but understands that flexibility does NOT mean the course will be easy.
Academic Honesty
Cheating, plagiarism, and other acts of academic dishonesty are viewed as serious offenses. Instructors have the right to take action on any suspected acts of academic dishonesty. Depending on the nature of the offense, serious penalties may be imposed, ranging from loss of points to expulsion from the class or college.
o Plagiarism is using, summarizing, or paraphrasing part or all of someone else’s work; or cutting, copying and pasting someone else’s work from web or digital sources directly into your work, without properly identifying the actual author and source. If you do not identify the source of ideas and writings that you’ve used in your work, or if you claim to have written something that is not your own work, you are plagiarizing.
Tutoring Center: If you need help with the material covered in this class, you can visit one of RCC's Tutoring Centers for free tutoring assistance. There is also tutoring assistance available online. Please visit the tutoring center webpage for more details: http://www.roguecc.edu/AcademicSkills/Tutoring.asp. Safety: Although this is an online class, it is possible you may visit the campus for tutoring or to use the computer lab. The College assists in keeping the campus safe, but a safe campus can only be achieved through the efforts and cooperation of all tudents, faculty, and staff. For information go to https://www.roguecc.edu/safety/
Course Learning Outcomes: In the left-hand column below, you will find the expected learning outcomes for this course. The outcomes are assessed by the methods described in the right column. Institutional Learning Outcomes (ILOs): In the middle column you will see “ILO Key Indicators.” Institutional Learning Outcomes (ILOs) are skills that will contribute to your success in life beyond RCC. Rogue’s ILOs are: Application of Knowledge (AK), Approach to Learning (AL), Communication (COM), Critical Thinking (CT), and Personal Growth (PG). Why are they important?
Employers call these soft skills or employability skills. They may help you get and keep a job.
These are skills that will help you complete a 4-year degree.
They are skills for success in your life as a family member, worker, citizen, life-long learner, and more.
On successful completion of this course, students will be able
Expected Outcomes: ILO Key Indicators: Assessment Methods:
1. Identify connections and
similarities in form and
meaning in English words.
AK 1 - Demonstrate ability to
transfer learning in familiar and
unfamiliar contexts in order to
complete tasks.
1. When given a morpheme
(word part) the students can
expand this word part into a
list of morphologically related
words.
2. Apply rules of English
spelling to own work.
COM 2 - Express ideas clearly
in oral, written and visual
work.
2. Analysis of student’s own
spelling challenges, through a
personal list, and application
of spelling rules to those
challenges.
3. Show understanding of
prefixes, suffixes, and roots. AK 1 - Demonstrate ability to
transfer learning in familiar and
unfamiliar contexts in order to
complete tasks.
3. Analysis of unfamiliar or
unknown English words into
their morphological parts, and
hypotheses of the meanings of
unknown words.
4. Collaborate with team
members on a variety of
learning activities,
COM3 - Collaborate
effectively to achieve
course/learning goals.
4. Group work on exercises
and projects. Criteria for
assessment of effective
teamwork such as
demonstrating effective
interpersonal skills, working
toward achievement of group
goals, and maintaining group
accountability.
Expected Outcomes: ILO Key Indicators: Assessment Methods:
5. Analyze appropriate word
choices and possible meaning
changes with synonym
replacements, and articulate
metacognitive strategies for
identifying word meanings in
context
AK 1 - Demonstrate ability to
transfer learning in familiar and
unfamiliar contexts in order to
complete tasks.
AK 2 -Integrate previous and
new learning, along with
practical skills, to solve
problems.
5. Analysis of writing samples
for meaning changes with
synonym replacements.
Describe the meaning changes
verbally and/or in writing.
Describe, verbally and/or in
writing, strategies for
hypothesizing the meanings
of words in context.
6. Develop some strategies for
continuous vocabulary
development throughout life
AL 1 - Understand and accepts
responsibility for learning.
AL 3 - Internalize and
assimilates information into
new situations.
6. Oral and/or written
assignments in which students
describe the strategies they
are developing for building
their passive and active
vocabularies
7. Demonstrate an awareness
of words that are new,
borrowed from other
languages, or from specific
domains that might not be
found in a standard college
dictionary.
AK 1 - Demonstrate ability to
transfer learning in familiar and
unfamiliar contexts in order to
complete tasks.
AK 2 -Integrate previous and
new learning, along with
practical skills, to solve
problems.
7. Analysis and classification
of words of non-English or
recent origin, and
development of strategies for
understanding the meaning of
those words.
8. Apply new words to “real
life” situations.
AK 1 - Demonstrate ability to
transfer learning in familiar and
unfamiliar contexts in order to
complete tasks.
AK 3 -Apply knowledge and
skills through a global
perspective with an awareness
of context, personal
assumptions, and worldview.
8. Oral and written exercises
using vocabulary in "real life”
contexts.
9. Develop a list of 50 career
words to be learned and used
in context.
AK 3 -Apply knowledge and
skills through a global
perspective with an awareness
of context, personal
assumptions, and worldview.
9. Student presentations
and/or papers which
synthesize and apply the
knowledge of the discipline-
specific vocabulary words.
Assignments
All assignments should be submitted as attachments and unless otherwise specified, MUST BE in Microsoft Word. Do not submit work in PDF.
Use 12 point font, and the title of your file should include your last name and the assignment name.
Each set of assignments are broken into weekly sessions and are located under “content” tab.
Each week's content will be opened at 8:00 a.m. on Monday morning and the assignments/quizzes are due by 11:59 p.m. the Sunday of that week, unless otherwise noted.
Discussions
Online discussions are a large part of your classroom grade. It is very important for you to contribute your ideas! This is the way you participate in class.
Original posts on the Discussion Board are due by Sunday at 11:59 pm of the week assigned. If responses or replies are required, they are due the following Monday at 11:59 pm (in other words you have an extra day to reply). Pay close attention to due dates and do NOT wait until Sunday to post your entry.
You must participate in each discussion and it is expected that you will write original, well thought-out posts, using correct grammar and spelling.
This is a spelling class also. Correct grammar and spelling are crucial to your success. Run spell check prior to posting.
Discussions are located within the weekly sessions.
Make sure that you follow the rules of online etiquette (netiquette). These rules are in the file titled “Netiquette” in the Course Orientation and Syllabus tab. This is a college class, not a text chat room.
Review the Scoring Guide for Discussion Boards and Guidelines for Discussion Board Posts: Strategies for Success files located in the Course Orientation and Syllabus tab.
Simply posting “I agree,” “I never knew that” or a smiley face is not sufficient. It is expected you will write at least three FULL sentences, preferably a full paragraph, with substantive content for each discussion board post.
Grading: Is an A, B, C, D or F based on points. There are a total of 574 points possible. Quizzes 130 Discussion Board 150 SAT Vocabulary Assignments 84 Prefix & Suffix Exercise 15 Vocabulary in Context Exercise 40 Career Word List 50 Teach A Word 25 Career Word Games/Exercises 40 Email Assignment 40 Total: 574 A-/A/A+ 517-574
B-/B/B+ 459-516 C-/C/C+ 402-458
D 344-401 F Less than 343
Incomplete Grades: Student’s requesting an incomplete grade must have successfully completed at least 75 percent of the course work but a prolonged, excusable absence causes inability to complete the course by the end of the term. The "I" grade is intended to provide a student with additional time to complete course requirements due to extenuating circumstances. It is not intended to reward procrastination. An incomplete is granted at the discretion of the instructor. Students on financial aid should be aware of the effect that an “I” grade has on their award status
RD 116 Fall 2016 – Class Schedule Each week's content will be opened at 8:00 a.m. on Monday morning and the assignments/quizzes will be due by 11:59 p.m. the following Sunday, unless otherwise noted. Replies to discussion board posts are due no later than Monday the following week at 11:59 pm.
Week 1 September 26 - October 2
Orientation Quiz
Biography DB
Helpful Resources DB
Assigned Readings
Week 2 October 3 - 9
Syllabication & Phonics Rules
Origin of Words DB
Importance of Building Vocabulary DB
Word Games
Assigned Readings
Week 3 October 10 - 16
Prefixes
Apostrophes & Capital Letters
Spelling Problems DB
Prefix & Suffix Practice Exercise
Start on Career Words (Use this week to start finding words specific to your career or college degree)
Career Words email to me due by Oct. 16
Assigned Readings
Week 4 October 17 - 23
Ie/ei and “seed” Words
Homonym & Homophone Test
Homonym & Homophone DB
First 25 Career Words
Context Clues DB
Assigned Readings
Week 5 October 24 - 30
Mnemonics DB
Second 25 Career Words
Vocabulary in Context Exercise
Word Games
Assigned Readings
Week 6 October 31 – November 6
Plurals
To Double or Not; Final Consonants
Personal Spelling List DB
Expand a Morpheme DB
Vocabulary in Context Exercise
Assigned Readings
Week 7 November 7 - 13
Final Y
Final E
Create a Story Wiki
Career Word Exercises
SAT Vocabulary Exercise 1
Assigned Readings
Week 8 November 14 - 20
Hyphens
Spelling Errors DB
Career Word Exercises
SAT Vocabulary Exercise 2
Assigned Readings
Week 9 November 21 – 27
NY Times DB
SAT Vocabulary Exercise 3
Work on Teach a Word Assignment (Due by 8:00 am, November 28)
Assigned Readings
Week 10 November 28 – December 4
Overused Words DB
Teach a Word DB
Teach a Word Assignment
Work on Final Project
Assigned Readings
Week 11 December 5 - 9 (Class ends 5:00 pm, Friday, December 9)
Final Project (Due by Wednesday, 5:00 p.m. December 7)