University of Puerto Rico Río Piedras Campus

College of General Studies English Department

Dr. Eva de Lourdes Edwards eedwards@uprrp.edu

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 : Basic English I Course Number : English 3101 Credits / hours : 3 credits per semester (3 class hours) Pre-requisites : CEEB-ESLAT score: 470-580 Course Description : This is an interdisciplinary course that fulfills the English requirement for the general education component of the bachelor’s degree. This course covers the study of essays as well as other non-fictional readings. It emphasizes an integrated literature approach focused on the study of inter and multidisciplinary content. The course seeks to help students develop their ability to think logically, read actively, and write clearly. Students develop the skills to move from a simple literal understanding of ideas and events toward the more complex intellectual levels of analysis and critical thinking. In addition, the course aims to help students use linguistic and research tools effectively. Meaningful communication (expression, interpretation and negotiation of meaning) is developed around three major themes: education, language, and current social and scientific issues. These are enhanced through computer-mediated communication for language learning – Blackboard, Internet, Social Software. A communicative instruction, student-centered approach is used to assist students in learning grammar through content, providing a forum in which students acquire knowledge constructively. General Course Objectives: Consistent with the English Department’s general objectives, by the end of their first semester of English, the students will demonstrate, through a variety of forms of evaluation and on the basis of the standards for the different levels established by the English Department that they are making progress in their ability to:

1. communicate orally and intelligibly in a variety of academic situations 2. apply comprehension skills in reading of fictional and non-fictional selections 3. apply interpretive-analytical skills in reading of fictional and non-fictional selections 4. evaluate the relevance and validity of information in fictional and non-fictional

selections.

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5. critically examine aesthetic, ethical, humanistic and cultural values in representative literary works

6. express ideas in written form with clarity, precision, coherence, unity, and logic 7. collaborate in the inclusion of students with disabilities into all class activities 8. demonstrate the ability to use the library and computer technology for preliminary

research and communication Outline and Time Distribution I. Introduction (3 hrs.)

A. Initial diagnostics B. Presentation and discussion of the course outline C. Introduction and use of Blackboard and online communication D. Elements of the Essay

II. Unit on Education (12 hrs.)

A. “Why I Came to College” B. “What True Education Should Do” C. “Overcoming an Invisible Handicap” D. “Making the Grade”

III. Unit on Language (9 hrs.)

A. “Learning to Write” B. “Language” C. “Language and Culture” D. “The Miracle Worker” (the movie)

IV. Current Issues (12 hrs.)

A. “Women in Science” B. “Ecotourism” C. “Kids in the Mall” D. “The Killing of Kayla” E. “The Living Sea” (documentary)

V. Integrative Sessions (9 hrs.)

A. Oral presentations integrating readings and class discussions B. Other activities such as panel discussion focusing on semester issues

TOTAL: 45 hours Instructional Strategies This course promotes communicative instruction and collaborative learning. Therefore there is great emphasis on activities that encourage communication and collaboration, such as; the use of guide questions, group work, oral presentations, the use of dictionaries, providing exercises for practice on the elements of the essay, outlining, summarizing, visiting the library, movies, audio-

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recordings, conferences and guest speakers. There is an additional emphasis in promoting online communication through the use of Blackboard and a class/individual blog (student portfolio). Required resources Regular classroom Language laboratory/Computer lab Educational resources (Internet sources, audio-visual equipment) Evaluation Strategies A. Class participation 20% B. Exams 40% C. Quizzes, assignments and lab work 20% D. Written work (including portfolio) 20% TOTAL: 100%

Grading Systems A 100 - 90 B 89 - 80 C 79 - 70 D 69 - 60 F 59 - 0

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 – Law 238 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 Costa, C. (Ed.). (2007). Reading and Thinking about Essays and Short Stories. Mason, OH: Thomson. English/English Dictionary:

The Merriam Webster Dictionary, Collegiate, 11th Edition

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Bibliography Dixon, R. (2004). Grammar Essentials. NY: Longman. Longman Dictionary of American English Now with Thesaurus and CD ROM. (2004). NY: Pearson. More Grammar Practice 2. (2004). Boston, MA: Heinle and Heinle. Ruetten, M. K. (2004). Developing Composition Skills. (2nd ed.). Boston, MA: Heinle and Heinle. The Merriam-Webster Dictionary. (11th ed.). (2004). Springfield, MA: Merriam-Webster, Inc. Internet Resources: Class Blog. http://myuprenglish.blogspot.com/2010/08/welcome.html

Guide to learning styles. http://vark-learn.com

How to search the Internet effectively. http://www.media-awareness.ca

Individuals with Disabilities Education Act. (2004). http://idea.ed.gov/

Net Lingo – The Internet Dictionary. http://www.netlingo.com

Student academic services. http://www.sas.calpoly.edu

Teaching for Inclusion. Loevinger, N. (1994). Teaching a diverse student body. University of Virginia. http://ctl.unc.edu/tfi13.html

Wikis and Podcasts and Blogs! Oh, My! http://net.educause.edu/ir/library/pdf/ERM0751.pdf 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.

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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.