ENGLISH 207 (B) Basic Level Reading and Writing 207 UMET.pdf4. The facilitator will provide a...

Prep. 01-09-04 Prof. Diane Duren-Scollo

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

ENGLISH 207 (B)

Basic Level Reading and Writing

© Sistema Universitario Ana G. Méndez, 2003 Derechos Reservados.


TABLE OF CONTENTS

Pages Study Guide ....................................................................................................... 3 Workshop One................................................................................................... 9 Workshop Two................................................................................................. 11 Workshop Three .............................................................................................. 13 Workshop Four ................................................................................................ 15 Workshop Five ................................................................................................. 15 Appendix A ..................................................................................................... 18 Appendix B ...................................................................................................... 19 Appendix C ...................................................................................................... 20 Appendix D ...................................................................................................... 21


Study Guide Course title: Basic Level Reading and Writing Code: Engl. 207 (B) Time Length: Five Weeks Pre- requisite: English 101-102, English 103-104 or English 105-106. Description

English 207 is designed for those students who have completed the first year basic English courses. This course will continue to emphasize and review the fundamental reading and writing skills needed to communicate effectively in English. Required course for all students in the Bachelor of Arts Degree with a major in Education and Bachelor in Respiratory Therapy.

General Objectives At the end of course, the students will be able to:

1. Use effective reading strategies in order to develop comprehension skills on a variety of texts.

2. To express and share meaningful ideas, hopes, opinions, and findings with others.

3. Use writing strategies for writing an effective essay. 4. Develop confidence in reading related to their field of study.

Text and Resources Milada, Broukal. (1996) Weaving It Together. Boston, Massachusetts: Heinle & Heinle Publishers. Writing Journal, Hand-outs (provided by the teacher), short reading selections, and the Computer.


IX. Evaluation

Criteria

Punctuation

Percent

Daily class participation 100 20% Reflective diary 100 12% Descriptive Essay 20 25% Essay II (selected by the students)

20

25%

Oral presentation

45

18%

Total

325

100%

Evaluation curve 100-90 A 89-80 B 79-70 C 69-60 D 59-00 F A. Daily class participation (English: Workshop One-Five) Attendance to every workshop is mandatory. Absences will negatively impact your final grade. The student will receive 15 points for participation and 10 points for attendance. The following criteria will be evaluated:

1. Knowledge evidenced in class. 2. Responsibility for the work assigned to prepare for each class. A reading Log

should be handed in at the end of every workshop. List your daily reading activity.

3. Participation in collaborative work. 4. Assignments handed in on time. 5. It’s a requisite to assist in order to approve the course.

The rubric included on Appendix A will be used for the evaluation of this task. B. Reflective Diary

At the end of workshop two, three and four the student will write a Reflective Diary in English. The purpose is to present a critical reaction about the concepts learned and discussed in class. Become critical thinkers. Analyze your work on pertinent issues. In addition, at the end of every one of those workshops write the answers to the following questions:


a. What did I learn in this workshop? b. What was the most interesting topic? Why? c. How is my reading comprehension improving? d. What strategies can you I in order to improve comprehension? e. Was I able to accomplish the workshop’s objectives? f. What activity did I enjoy the most?

The rubric included on Appendix B will be used for the evaluation. The rubric included on Appendix B will be used for the evaluation of this task.

C. Group Presentation

One group will lead a presentation for each essay. The initial presentation should be no less than 10 minutes and no more than 20 minutes. The structure of the presentation should follow this sequence:

a. Summary: Briefly summarize the essay since everyone in class will have

read the essay. What kind of essay is it? The summary will serve as a reminder. What’s the essay’s thesis statement? What is the writer arguing? What is the writer’s main claim in the argument? What is the author’s purpose?

b. Analysis: What inferences can you make? What is the author’s tone? What device is used to catch the reader’s interest? Do all the ideas support and illustrate the topic sentence? What information has impacted you the most? Is the author missing some information? Is it credible?

c. Conclusion: Was the author able to accomplish his/her purpose? Advise your audience about some relevant point regarding the essay?

Every group should bring handouts of the essay to share with their classmates. Before every presentation some time should be given for everyone to read the essay that the group will analyze. Visit your local media center or the internet. Select a short essay. Following are some websites that may help you to find an essay related to your field of study. www.ds-health.com www.accepted.com/medical/samplessay08.aspx http://bacon.thefreelibrary.com/essays-second-series http://emerson.thefreelibrary.com/essays-second-series The rubric included on Appendix C will be used for the evaluation of this task.


D. Essays Every student is required to write two essays related to their field of study.

1. The first essay should be a process essay or an essay requested by the facilitator. This essay must be turned in at the third workshop.

2. The second essay is an essay of your preference. This essay must be turned in at the last workshop.

3. Each essay should include an introduction, body paragraphs and conclusion. 4. References should be included. (APA style is required).

The rubric included on Appendix D will be used for the evaluation of this task. X. Description of Course Policies:

Attendance at all class sessions is mandatory. Any absence must be discussed with the facilitator. Students should make up for all presentations, papers, or other assignments due on the day of the absence. The facilitator reserves the right to accept or reject assignments due the excuse and adjust the evaluation accordingly. The workshop will be facilitated in English in an ESOL setting. The students are encouraged to interact and ask questions in English. This course is delivered in an accelerated format and requires that students prepare in advance for each session, according to the course guidelines. Each class session requires approximately 10 hours of preparation. All quoted material must be properly cited. Every student is expected to show his/her own work. Plagiarizing will not be tolerated. If the facilitator decides to make some changes to the study guide, these should be discussed with the students during the first workshop. Changes should be written and given to the students and to the program administrator.


First Workshop Specific Objectives:

At the end of this workshop, the student will be able to:

1. Understand and enjoy reading selections and essays

2. Identify the main idea.

3. Make inferences to identify important statement and details of different reading selections.

4. Recognize important details and information by skimming and scanning

through the reading selection.

5. Recognize the essential parts of an essay; the introduction, the body, and the conclusion.

Recommended Resources and URLs: http://users.dhp.com/~laflemm/reso/mainidea.htm http://users.dhp.com/~laflemm/reso/inference.htm http://elearn.mtsac.edu/amla/51/Main% 20 idea/Mainidea.htm http: //elearn.mtsc.edu/amla/51/inferences/drawing.htm www.edscape.com/42explore/skim.htm http: owl.english.purdue.edu/hndouts/general/gl_thesis.html www.members.tripod.com/~lklivingston/essay/Body-introduction_and conclusion

Assignments prior workshop one: 1. Read the module carefully. Be prepared to ask questions regarding any concerns that you may have. 2. Buy the textbook and a notebook to be used as a reflective diary. 3. Using the resources recommended for the workshop, find the definitions of the following concepts:

a. Main idea b. Making inferences c. skimming d. scanning

4. Textbook reading: a. Answer pre- reading and read selections from chapters 1 and 2.


Activities: 1. This work will begin with an ice breaker activity. Each student will pair up with another student. They have to pick a card from a bag to select a topic (main idea). The students will interview each other on the selected topic. Each student has to introduce the other to the class and each is going to present their findings based on the topic selected. 2. The facilitator will share with the students the course objectives and expectations. In addition the facilitator will review evaluation and will answer questions related to the module. 3. Selection of student representative. 4. Assigning tasks that will take place on Workshops Two through Four. 5. The class will be divided into small groups to play “Get the main idea about the main idea”. The students need to discuss the words on the front of the cards and are going to decide what those words have in common in order for them to be able to develop the main idea. When the students agree on the topic they need to write a sentence on a sentence strip. 6. The students are going to review the main ideas from the readings from chapter 1 and 2. The facilitator is going to model the process of skimming and scanning.

7. Evaluation: Reflective Diary


Second workshop Specific Objectives: At the end of this workshop, the student will be able to:

1. Use context clues to understand oral and written vocabulary related to

their profession. 2. Use the dictionary and additional resources to find the meaning of

unfamiliar words related to the health field and medical profession. 3. Recognize the usage of selected vocabulary words and medical

terminology and expressions needed in order to communicate effectively.

4. To recognize and organize a definition and descriptive essay. 5. Write an outline for an essay. Recommended resources and URLs:

www.workforceskills.com/context_clues.htm www.quia.com/pop/4040.html

www.quia.com/tq/109565.html net2.valenciac.edu/mwhissle/reading/middle/Unit1/vocnew17.htm net2.valenciacc.edu/mwhissle/reading/middle/Unit1/vocnew18.htm www.powa.org www.sciencekomm.at/advice/dict.html www.medterms.com

http://nadabs.tripod.com/writing/#outline Assignments prior to workshop two: 1. Search the websites recommended to get information related to context clues used to enhance reading comprehension. 2. Write the answers of pre-reading questions related to the selection from chapter 3 and chapter 4. Read the reading selections for each chapter. 3. Bring magazine articles related to your field of study.


Activities:

1. A brief discussion will take place to review the concepts learned in workshop one. 2. The facilitator will facilitate a discussion of the readings assigned.

3. The facilitator will provide reading centers using the magazine articles. In the centers the students are going to use context clue, identify the main idea, skim and scan for details, and make inferences. 4. The facilitator will provide a diagram to organize their ideas before writing a draft. The students are going to select a topic and are going to write an outline. The students will be encouraged to make a presentation of their diagram. 4. A group of students are going to present an oral essay analysis. 5. Analysis on the materials and concept studied. 6. Evaluation activity: Reflective Diary.


Third Workshop Specific Objectives: At the end of this workshop the student will be able to:

1. Distinguish between topic sentences and thesis statements.

2. Recognize the topic sentence in paragraphs provided.

3. Write an introductory paragraph.

4. Recognize and enjoy reading a variety of essays. Recommended resources and URLs: http:/nadabs.tripod.com/writing www.indiana.edu/~wts/wts/theis.html www.bgsu.edu/departments/writing-lab/gohow_to_write_a_good_.htm www.members.tripod.com/~livingston/essay/sample.html www.gc.maricopa.edu/English/essay http:/literacynet.org/cnn/archives.html Assignments prior workshop three:

1. Search the recommended websites . a. Log on www.indiana.edu/~wts/wts/thesis.html. Read How To Write a

Thesis Statement. b. Log on http://www.indiana.edu/~wts/wts/thesis.html#assigned

First, read: How to Generate a Thesis Statement is the Thesis Assigned? Next, read How to generate a Thesis Statement if the Topic is not Assigned? Based on this information write in your reflexive diary about the elements needed in order to write an effective thesis statement.

c. Log on http://www.bgsu.edu/departments/writing-lab/gohow_to_write_a

_good.html. Read How to Write a Good Introduction. In addition log on to http://members.tripod.com/~lklivingston/essay/intro.html. Choose three methods to write an effective introduction. Write an example for each method. Include examples in the Reflective Diary.


d. Log on http://members.tripod.com/~lklivingston/essay/sample.html. Read a sample of a basic essay. Identify the thesis statement, the topic sentences and each main point.

2. Answer pre-reading questions and read selections from chapters 5 and 6. 3. Write an essay related to your field of study.

Activities:

1. A brief discussion will take place to review the concepts learned in workshop two. 2. The facilitator will encourage a discussion on the readings assigned. 3. The students are going to be working with a jigsaw puzzle related to different kinds of essays:

a. The Effect Analysis Essay b. The Cause Analysis Essay c. Comparison and Contrast Essay d. Classification Essay e. Argument Essay 4. A group of students are going to present an oral essay analysis.

5. Analysis on the material and concepts studied.

6. Hand in essays 7. Evaluation: Reflective Diary.


Fourth Workshop

Specific Objectives: At the end of this workshop, the student will be able to: 1. Review how to write an effective introductory paragraph

2. Write appropriate developmental and concluding paragraphs. 3. Practice guessing meaning from context 4. Understand details Recommended resources and URLs: http://rhlschool.com/reading.htm http:/www.k12.nf.ca/bishopsfalls/paragraph.htm http://www.gc.maricopa.edu/English/Essay/ Assignments prior workshop four:

1. Search the recommended websites . Log on http://rhlschool.com/reading.htm. Complete exercises 14, 15, and 16 from Volume 6. Number 14, Using Context-Antonyms, Number 15, Word Meaning From Context, and Number 16, Word Meaning From Context. Log on http://www.k12.nf.ca/bishopsfalls/paragraph.htm. Scroll down the page and read The Introductory Paragraph, The Developmental Paragraphs, and The Concluding Paragraphs. Log on to http://www.gc.maricopa.edu/English/Essay/. Read examples of first, second, and third body paragraphs by clicking on the arrow.

2. Answer pre-reading questions and read selections from chapter 7 and 8. 3. Write an introductory paragraph of a topic related to your field of study. Make sure to include this work in your reflective diary. 4. Bring magazine articles related to your field of study. Highlight introductory paragraphs.


IV. Activities: 1. The facilitator will oversee a discussion of the readings assigned. 2. The students are going to share their introductory paragraphs.

3. The facilitator will model how to write a developmental paragraph. By observing the facilitator the students are going to point out the elements needed in order to write an effective developmental paragraph. 4. The students will work on centers. The facilitator will provide readings with a variety of concluding paragraphs. The students will analyze those paragraphs. The students may be encouraged to write a different concluding paragraph. 5. Facilitator-student conference. The facilitator will share with each student the strengths of his/her essay . Furthermore, the student will also be aware of the writing elements needed to improve his/her essay. While the conferences are being held each student will rewrite an introductory and a concluding paragraph of the essay that was handed in. The students may work with a partner in order to get more ideas.

6. Evaluation: Reflective Diary


Fifth Workshop

Specific Objectives: At the end of this workshop, the student will be able to: 1. Communicate effectively in informal speech situations 2. Discuss and share ideas and opinion with others

3. Express the author’s ideas by paraphrasing and summarizing. Recommended resources and URLs:

www.greenville.edu/faculty/dosthart/howsumm.html www.pitt.edu/~aboudmcg/summary.html

http://literacynet.org/cnnsf/archives.html www.butte.edu/services/irs/tlc/tipsheetsys/01-50/033.html Assignments prior workshop five: 1. Search the recommended websites to find information related to how

to summarize and paraphrase.

2. Think of a topic that you would like to choose to write an essay about. Write an outline. Gather information from different sources to help you to

write the essay. 4. Write and essay related to your field of study. 5. Bring magazine articles related to your field of study.

Activities: 1. A brief discussion will take place to review the concepts learned in workshop four. 2. The facilitator will oversee a discussion of the readings assigned. 3. The facilitator will model the process of paraphrasing. 4. The students are going to put together a newscast program related to any topic based on their field of study. They will be encouraged to use the


magazines articles brought to this class. The students that are part of the audience need to summarize each presentation. 5. A group of students are going to present an oral essay analysis.

6. Evaluation: Reflective diary. 7. Hand in essays. 8. Final course evaluation.


Appendixes Appendix A Student’s Name_________________________________

Course________________________________________ Evaluation Sheet: Daily Class Participation

Criteria Workshop I Workshop II Workshop III Workshop IV Attendance (10 points per class)

Contributes to class discussion (2 points per class)

Shows interest in what is discussed in class (2 points per class)

Ask questions pertinent to what is discussed in class (2 points per class)

Answers questions from the facilitator and the classmates (2 points per class)

Comes prepared for class. Reading log. (2 points per class)

Total points/workshop

Total:_____________________ Grade:___________________

Observations____________________________________________________________________________________________________________________________________________


Appendix B

EVALUATION SHEET FOR ORAL PRESENTATION

Date___________________________________ Time:___________________ Name/Group_____________________________________________________ Course:_________________________________________________________

Essay_____________________________ Score________________________

0- No evidence 1- deficient 2-Regular 3-Good 4-Very good 5- Excellent

Criteria 0 2 3 4 5 Effective introduction

Briefly summarize the essay

Essay analysis

Utilize appropriate language

Poring Eye contact Visual aids Topic mastery

Conclusion


Appendix C

REFLECTIVE DIARY EVALUATION RUBRIC

Name____________________________ Date______________________

Workshop:____#2 _____#3 ______#4 ____#5

Criteria Exceptional 5

Proficient 4

Satisfactory 3

Poor 2

Concepts

Auto analysis Feelings Compare/contrast Supporting details

Total____________


Appendix D

Rubric for the Essay Assessment of English 207 Name_______________________________________________________ Date________________________________________________________ Title_________________________________ Punctuation____________

Point value 4 points 3 points 2 points 1 point Content The essay is

clear, and well focused. Thesis stands out and is supported by details. The details provided are relevant and give important information, going beyond the obvious.

Thesis is clear but supporting information seems to be general. Some supporting ideas contain specific and details, however, others are not elaborated.

Some supporting details are needed. Key points are unsupported.

Unclear thesis. Supporting details are a seemingly random collection of information, unclear or not related to the topic.

Organization Effective introduction, states the thesis, and previews the content of the paper. The conclusion clearly restates the main points of the essay and a final comment based on the content.

Introduction clearly states thesis and previews structure, however it isn’t inviting to the reader. Conclusion is recognizable and restates almost all of the main points.

Introduction states thesis but does not adequately preview the content, nor is it is particularly inviting. Conclusion is recognizable, but does not restate all the main points of the essay.

There is no clear introduction of the thesis. No conclusion was provided.

Elaboration Details have a logical sequence. Transitions are clear from sentence to sentence and paragraph to paragraph. The paper is well elaborated.

Details have a logical sequence, however it may be presented in less interesting ways. More variety of transition words needed.

Some details lack of logical sequence. Use of some transition words. Some of the main points are repeated, or less significant details have been added.

Many details lack of a logical sequence; a sense of disorganization. Transition words are unclear or nonexistent. Little elaboration, and leaves out necessary


There is a lack of elaboration.

support.


Style Sentences varied for rhetorical effect; Vivid diction and word choices are accurate.

Most sentences are well constructed with varied structure.

Some sentences are well constructed, but several are stiff and awkward, or difficult to understand.

Sentences are awkward, repetitive, or difficult to understand. Some may be incomplete.

Mechanics Punctuation, grammar, spelling and aspects of format are handled correctly. The writer has prepared the paper carefully with attention to appearance.

Little punctuation grammar, spelling and aspects of the format errors are presented. There is some evidence the paper was carefully prepared with attention to appearance

Some Punctuation, grammar, spelling and aspects of format are handled correctly. Little attention to appearance.

Many errors of punctuation, grammar, spelling and some other aspects of format were handled incorrectly. No attention to appearance.

Content________ Organization____ Elaboration_____ Style__________ Mechanics_____

Comments ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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