Approved by University Studies sub-committee. A2C2 action pending.
Approved by Faculty Senate October 18, 2004.
WINONA STATE UNIVERSITY
PROPOSAL FOR UNIVERSITY STUDIES COURSES
Department English (ENG) Date ___September 1, 2004______
Course No._____107______Course Name ESL: Academic Reading and Writing II Credits 3
This proposal is for a(n)____X__ Undergraduate Course
Applies to:______Major______Minor
_____ Required_____ Required
_____ Elective_____ Elective
University Studies (A course may be approved to satisfy only one set of outcomes.):
Course Requirements:
Basic Skills:Arts & Science Core: Unity and Diversity:
__ __ 1. College Reading and Writing_____1. Humanities _____ 1. Critical Analysis
_____ 2. Oral Communication_____ 2. Natural Science _____ 2. Science and Social Policy
_____ 3. Mathematics_____ 3. Social Science _____ 3. a. Global Perspectives
__X__ b. Multicultural Perspectives
_____ 4. Physical Development & Wellness_____ 4. Fine & Performing Arts _____ 4. a. Contemporary Citizenship
_____ b. Democratic Institutions
Flagged Courses:_____ 1. Writing
_____ 2. Oral Communication
_____ 3. a. Mathematics/Statistics
_____ b. Critical Analysis
Prerequisites 106 or placement through testing ______
Provide the following information (attach materials to this proposal):
Please see “Directions for the Department” on previous page for material to be submitted.
Attach a University Studies Approval Form.
Department Contact Person for this Proposal:
______Ditlev Larsen 5445
Name (please print)Phonee-mail address
University Studies Course Approval
Department or ProgramEnglish (ENG)
Course Number107
Semester Hours3
Frequency of OfferingEvery semester
Course TitleESL: Academic Reading and Writing II
Catalog DescriptionFurther development of communicative skills in academic reading and writing for advanced non-native speakers. Focusing on organizational/rhetorical skills in writing and comprehension of culturally particular academic texts. Specific practice and preparation for ENG 111. Prerequisites: 106 or equivalent. Grade only. Offered yearly.
Is this an existing course previously yes
approved by A2C2?
Is this a new course proposal? no
Proposal CategoryUnity and Diversity: Multicultural Perspectives
Departmental Contact Ditlev Larsen
ENG 107
ESL: Academic Reading and Writing II—3 s.h.
University Studies Course: Unity and Diversity: Multicultural Perspectives
Proposal and Rationale/Syllabus
Catalog Description:
ENG 107 – ESL: Academic Reading and Writing II—3 S.H.
Further development of communicative skills in academic reading and writing for advanced non-native speakers. Focusing on organizational/rhetorical skills in writing and comprehension of culturally particular academic texts. Also includes specific practice and preparation for ENG 111. Prerequisites: 106 or equivalent. Grade only. Offered yearly.
General Course Information:
English 107 is the second and most advanced course in the academic reading and writing sequence for international ESL students. Unless they test out of it at the WSU placement test this course is required by new international students to acquaint them with academic culture and conventions of the U.S. Reading, analyzing and writing about culturally specific and academic topics are among the main purposes of the course.
Rationale:
This proposal for University Studies credit for ENG 107–Academic Reading and Writing II (together with its accompanying proposal for ENG 106) follows the logic of the WSU foreign language courses and the categories in which those courses are found. Thus, the proposal for ENG 107 places it in the Unity and Diversity category under Multicultural Perspectives (same as the intermediate/advanced level foreign language courses). English/ESL essentially represents a foreign language for the students in this course. At the same time, the ESL courses function at a far higher level of linguistic and cultural/communicative competence and academic achievement than college level foreign language courses.
Through the analysis of reading and writing the students will gain understanding of the interrelationships between language and culture as well as universals and particulars of language and academic conventions across cultures. The students will study authentic texts about various contemporary issues of interest/controversy in American culture, write about those issues, compare them to their home cultures and through this acquire skills to implement in their own academic work.Consequently, the course includes activities and exercises that promote students’ abilities in the areas identified by the University Studies Program as requirements for courses in the Multi-cultural Perspectives category:
Courses in this area will help students employ a multicultural perspective for examining historical events; contemporary social, economic, and political issues; and artistic, literary, and philosophical expressions. Courses that fulfill the Multicultural Perspectives requirement must address at least three of the following outcomes.
These courses must include requirements and learning activities that promote students' abilities to...
- demonstrate knowledge of diverse patterns and similarities of thought, values, and beliefs as manifest in different cultures.
This course emphasizes the differing patterns of rhetoric and organization in written discourse between cultures by focusing on the conventions of American English academic conventions and expectations. It discusses how language and thought are interrelated and then is translated into rhetorical patterns (affecting such “writing elements as style/organization). Additionally, the students are also introduced to authentic reading materials that deepen their understanding of the diversity and range of rhetorical styles of the English language. Students are encouraged to think “comparatively” throughout the course, which includes discussion of the similarities and differences between the American conventions taught and the conventions for expressing and organizing thoughts and ideas in writing in their own native languages and cultures.
- understand the extent to which cultural differences influence the interpretation and expression of events, ideas, and experiences.
Through analysis of authentic texts both academic and non-academic) from a range of topics of interest and controversy in American culture, students will come to see how cultural differences may influence how people from different cultural backgrounds discuss and debate such issues and how one’s experiences of issues are based on cultural values and beliefs. In addition, students will see how controversial themes may be treated/handled differently by different cultures. Especially how different texts (academic texts, popular culture texts) approach themes differently.
- understand the extent to which cultural differences influence the interactions between individuals and/or groups.
The course also deals with ways in which people in American culture in general and American academic culture in particular communicate/interact with one another in different settings, especially in reading and writing (but also to a lesser extend in listening/speaking). As such class discussions and interaction become and important part of the course. The students also will be able to assess/discuss their own (and others’) assumptions of American culture and Americans’ assumptions about cultures and people in other parts of the world. This may include how cultural biases or preconceptions can get in the way of effective communication.
- examine different cultures through their various expressions
Students will increase their proficiency in English in general and academic English in particular by covering a range of cultural and controversial topics seen from differing points of view. Topics of reading, discussion and subsequent writing can range from race and/or gender, to health care issues or views of public education—in short, any political/social issue being discussed in contemporary American culture.
- possess the skills necessary for interaction with someone from a different culture or cultural group.
Through the topics mentioned in d above, the students will learn to communicate meaningfully in an American academic cultural context. Through the discussion and analysis of academic writing conventions in the U.S the students will move closer to one of the main goals of the course—becoming full participants in the American academic culture in order to make their academic work at WSU and in the U.S successful. This also includes skills in using sophisticated vocabulary and grammatical structures.
***
As class requirements and activities are presented on the following syllabus,
they will refer to the objectives in the above list by letter.
The syllabus is a sample and may vary slightly depending on instructor
ENG 107-1
ESL: Academic Reading and Writing II
MWF 3:00-3:50
(T/TH 3:00-4:20)
Minne Hall XXX
Instructor:
Professor Ditlev Larsen
Minne Hall 311
457 5446
Office hours:
M & W
T &Th.
F
and by appointment
Texts:
Atwan, R. (2003). America Now. Boston: Bedford/St. Martin’s.
Oshima, A. & Hogue, A. (1997). Introduction to Academic Writing. White Plains, N.Y.:
Addison Wesley Longman.
Course Description and Objective:
The purpose of this class is to prepare you for composing academic essays, papers and reports in English, which is a necessary skill in any type of class and major. The primary focus will be on organization and content with secondary emphasis on grammar and vocabulary. In order to work on all these, there also will specific attention paid to reading skills including comprehension, analysis and interpretation. The readings will mostly be authentic texts on contemporary and controversial topics/themes of interest in American culture/society. We will read these with an eye on how to address such topics in the context of academic written discourse.
During the semester you will write three longer papers focusing on different rhetorical modes (narration/description, comparison/contrast, opinion/argumentation). In addition, there will be four shorter in-class response essays (related to the reading/discussion in that class period), as well as some reading response journals via email. Class time will be spent on developing your writing topics based on our reading of above-mentioned authentic texts, practicing organizational skills and working on vocabulary and grammar issues for your own writing as well discussing issues in the reading. This means that in addition to lectures, you will work individually and/or together on assignments, worksheets, as well as editing each other’s papers.
This course fulfills 3 credits of the Unity and Diversity core requirement in the Multicultural Perspectives area of the University Studies Program. It includes requirements and learning activities that promote students’ abilities to…
- demonstrate knowledge of diverse patterns and similarities of thought, values, and beliefs as manifest in different cultures.
- understand the extent to which cultural differences influence the interpretation and expression of events, ideas, and experiences.
- understand the extent to which cultural differences influence the interactions between individuals and/or groups.
- examine different cultures through their various expressions; and/or
- possess the skills necessary for interaction with someone from a different culture or cultural group.
Course Requirements, Policies and Grading:
You must read the assigned chapters and do exercises ahead of time, and come to class prepared to participate/discuss the readings and be ready to do assignments and other activities. Papers and other assignments must be handed in on the stated due date. No late work or make-ups will be accepted, unless I have been notified ahead of time about absences or problems of meeting a deadline. A lot of our work cannot be replicated outside of class, which means attendance is required and essential for success. No make-ups are scheduled for unexcused/unnotified absences. 4 or more absences will adversely affect your grade. Anybody with 8 or more absences will not pass the course. Your course grade will be determined as follows:
3 papers:paper 1 15%
paper 215%
paper 320%
4 in-class response essays15%
Class participation/attendance/exercises10%
Reading responses/quizzes10%
Final15%
Tentative Schedule
(please be advised that adjustments may be made as we move along)
Week 1:
Course introduction and syllabus.
Review of basic organization, sentence structure. Paragraph identification. Oshima & Hogue: Complete Model Essay exercise p. 405 (USP a, e)
Oshima & Hogue: Unit 2 Narration. Read 25-27 and 31 + exercise. Free-writing exercise. (USP a, b, c, d)
Week 2
In-class Response Essay #1: Narrative. (USP a, b, c)
Oshima & Hogue: Unit 3 Description. Read 48-51. Do Exercise A, p. 51 and B2 p. 52. (USP a, b, c, d, e)
Week 3
America Now: Read “The Color of Aka” 89-92 and “Blurring the Lines Between Faith and Culture” 115-117. (USP a, b, c)
Compound sentences p. 59-64 in Oshima & Hogue. (USP e)
Assign Paper #1: Narrative/description. (USP a, b, c, e)
America Now: Read “When Patriotism Runs Amuck” 238-240. Oshima &
Hogue: prep. Phrases p. 62-63. 1st email reading reaction due. (USP a, b, c, d, e)
Week 4
First draft of Paper #1 due. Peer review/editing (p. 45 and 65). (USP c, d, e)
Oshima & Hogue: Paragraph organization. Read 68-71. Practicing topic sentences and supporting sentences/details. (USP a, d, e)
Paper #1 due. (USP a, b, c, e)
Week 5
Review supporting details. Oshima & Hogue: Complete Exercise A and B p. 89 (Unit 5). Sentence Structure 91-97 (clauses/complex sentences). (USP a, e)
Oshima & Hogue: Paragraph Organization and Unity, 98-111 (Unit 5). Exercises. (USP a, b, c, e)
Week 6
In-class Response Essay #2: “Unified” paragraph. Review Oshima & Hogue p. 82-84. (USP a, b, c, e)
Oshima & Hogue: Unit 6 Essay organization. Read 115-121. (USP a, e)
Paragraph transitions and Simple Past vs. Present Perfect. (USP e)
Week 7
Oshima & Hogue: Unit 9, read Model essay 193-195 and respond to questions. Do exercise p. 134. In-class exercises. (USP a, b, c, e)
America Now: Read “The Burka and the Bikini” 60-62. “Punch and Judy” 128-130. (USP a, b, c, d)
Oshima & Hogue: Unit 9, Comparison/contrast organization. Read 196-209. View topics p. 216. Assign Paper #2: Comparison/Contrast. (USP a, b, c, d, e)
Week 8
In-class Response Essay #3: Comparison/contrast practice. (USP a, b, c, e)
America Now: Read “Blurring the Lines Between Faith and Culture” (again). “The Black and Tan Fantasy” 109-112. “What Can We Do to Curb Gun Violence?” 265-268. (USP a, b, c, d)
First Draft of Paper #2 due. Peer review/editing (p. 138 and 215). (USP c, d, e)
2nd email reading reaction due. (USP a, b, c, e)
Week 9
Oshima & Hogue: Comparisons: Adjective/adverbs 209-214. (USP e)
Paper #2 due. The Academic Essay: Stating, Developing and Supporting
an Opinion. (USP a, b, c, d, e)
Oshima & Hogue: Unit 8. “Supporting an Opinion” Read 168-170 (complete questions A, B, C and D). (USP a, d, e)
Week 10
Oshima & Hogue: Organization of Opinion/argumentative essays. Read 170-180. (USP a, b, c, d, e)
Grammar/sentence structure exercises in connection with argumentation. Oshima & Hogue: 181-187. (USP a, e)
In-class response Essay #4: Opinion/Argumentation/Persuasion (p. 188-189). (USP a, b, c, e)
Week 11
Two sides of an issue. Read Oshima & Hogue 140-141. America Now: Read Opposing Views: “Do Toy Guns Teach Violence?” 249-255. (USP a, b, c, d)
America Now: Read Opposing Views “Should Human Cloning Be Allowed?” 318-327 and “Is our Fear of Cloning Unnecessary?” 328-329. (USP a, b, c, d)
Week 12
America Now: “”A Question of Ethics” 298-300, “A SOARing Insult to Science” 307-309, “Why Animals Deserve Legal Rights” 311-314. Assign Paper #3: Opinion/Argumentation/Persuasion. (USP a, b, c, d, e)
Library Workshop. 3rd email reading reaction due. Documentation, MLA/APA, plagiarism.(USP a, b, c, d, e)
Week 13
Individual Conferencing, progress Paper #3. (USP c, d, e)
Week 14
Documentation/Plagiarism continued. Discussion/workshop. . (USP a, b, c, d, e)
First Draft of Paper #3 due. Peer review/editing (188). (USP c, d, e)
Week 15
Grammar Review (USP e)
Paper #3 due. Course review. Review of Final. Questions etc. . (USP a, b, c, e)
Opinion/provocative etc. Preview text for Final . (USP a, b, c, d, e)
Final is scheduled for:
XXXXXX