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Fall Semester 2013Instructor: Darcy Gioia, Ph.D.
LSH A Wing 121Office Phone: 848-445-5657
MWTh: 12:00pm-1:40 pmE-mail:
Course Sakai site: 356:154:01 EAD Fundamentals
Office Hours: Mondays, Wednesdays, and Thursdays: 2-4 p.m., and by appointment.
Office: Lucy Stone Hall, B-wing, B104D
Course Description
English as Academic Discourse Fundamentals (356:154, EAD Fundamentals) provides a supportive classroom environment for matriculated non-native English-speaking undergraduates to improve their ability to listen, read, write and converse in English while also helping international students acclimate to the Rutgers college experience. Using a range of reading and multi-media materials, students will be immersed in English and participate in classroom activities designed to improve vocabulary and grammar proficiency in order to gain greater confidence in conversation and prose. Additionally, students will practice listening to short lectures, taking notes in English, and preparing short presentations geared for an English-speaking audience. Students will also determine their reading and writing strengths and patterns of error, learn the conventions of the academic essay, and understand the components of academic integrity. The course meets for three 80-minute sessions per week and students earn four credits (4) which count toward graduation if they successfully pass the course and will register for EAD I (English as Academic Discourse I) in the spring semester.
Course Overview
Required Materials
- An English dictionary
- A pocketed folder to hold all quizzes, assignments, handouts, resources, the midterm exam, peer review sheets and your Analytical Essay
- This folder will be collected four times during the semester to be reviewed by the 356:154 Committee who will provide feedback and encouragement to help ensure your progress in the course.
- A small notebook to serve as your Self-Assessment Journal (SAJ) which will be collected four times during the semester for review
- A USB drive to store your computer files when we work in the Computer Classroom
Resources:
- Our 356:154 Course Sakai site.
Under “Resources,”you will be able to download 1) grammar, punctuation, syntax handouts; 2) essays to be read;3) sample paragraphs;4) proper Analytical Essay formatting; 5) Academic Integrity informationto avoid plagiarism and cheating; and 6) information about tutoring at the Writing Program Writing Centers.
Under “Assignments,” you will be able to download 1) information about SAJ (Self-Assessment Journal); 2) assignment question for the Analytical Essay; 3) grading criteria for the course;
Under “Chat Room,” you may post questions about any aspect of the course for other students and me to answer.
Under “Announcements,” you will see messages sent to the class about upcoming events and reminders.
Under “Conference Sign-ups,” you will be able to sign up through the Sakai site for special meetings with me to review your work and progress in the course.
- Free Tutoring. The Writing Program offers free tutoring at the Writing Centers on Douglass (135 George Street), College Avenue (Murray Hall, third floor) and Livingston (Lucy Stone Hall B103 and B106). Most students who attended the 80-minuteweekly tutoring sessions reportedon evaluations that they found working with a tutor very helpful and their writing improved. At the Writing Centers, there are tutors trained to work with EAD students.
- Office Hours. Please take note of my office hours. I will also see students by appointment. If you find yourself struggling or I make a note on a graded paper that suggests you see me—then do so as soon as possible. I want all of you to succeed, but you have to make the effort to see me outside of class time if you need extra help.
- The Computer Classroom. We will sometimes have class in the Computer Classroom (LSH A-wing, 103A) to help complete the class activity or assignments I have created for that day as well as for you to gain experience with Sakai. Later in the semester, you will have an opportunity to work on the skills necessary for completing the Analytic Essay.
- When you come to the lab, you must bring with you all versions of the current paper on an USB drive ANDsave your work to your USB drive.
Course Assignments/Grades
- Eleven classroom activities (CAs) which include quizzes, short presentations, peer review sheets and other assignments. Each CA will be worth 10 points and the lowest score will be dropped.
- In-class midterm exam graded Pass/Fail
- Analytical Essay (4-5 pages) with two drafts commented and peer reviewed
- Self-Assessment Journal (SAJ)kept throughout the semester
- In-class two-day final exam (Part I: reading comprehension/grammar/vocabulary test and Part II: written response to a short passage) graded Pass/Fail.
In order to successfully complete EAD Fundamentals, you must receive a passing grade (C, C+, B, B+, A) on
1)CAs-- 11 Classroom Activities/Quizzes (the lowest score will be dropped)
2) Self-Assessment Journal
3)Analytical Essay
AND
a “Pass” grade on both sections of the final exam.
Writing Program Policies
- After five absences, you risk failing the course. If you come to class 20 minutes late, I will count it as a partial absence; after 20 minutes it is a whole absence. However, it is more important that you come to class if you are late than skip the class.
- Students must report class absences to Rutgers University at the following website: You will note the date/s andreason for the absence/s. An email will automatically come to me so I will know why you missed class. The WP absence policy cited above still applies. Just because you report an absence does not mean it is automatically an excused absence.
- Use of translator devices and translator software programs of any kind are not allowed in the course and using these will be considered a violation of Academic Integrity at Rutgers.
- While it is often difficult for non-native speakers to write without a translator program, the intent of this course is for you to gain a comfortable and competent level of speaking, reading and writing in English. Not using a translator program will make you become an active learner of English and increase your confidence and skill level. This independence from translators will help prepare you for the next course, EAD I: English as Academic Discourse I, in the spring semester.
- Do your own work. Do not rely on friends, family members or others to correct your work. This is a violation of Academic Integrity. Your goal is to understand your patterns of error so that you may correct them yourself and improve.
FALL 2013 / 15-WEEK CLASS PLAN
356:154: English as Academic Discourse Fundamentals / ADMINISTRATIVE DETAILS
Week 1
Sept. 3 - Sept. 6
Week 2
Sept. 9 - Sept. 13 / Class 1: Introduction to the course; In-class first writing sample
Class 2: First-day writing sample returned; students conduct in-class interview with another student to write up as homework. Reading #1: “American Space, Chinese Place” by Yi Fu Tuan distributed.
Class 3: Collect interview assignment. Small group and class discussion of Tuan’s essay; vocabulary building.
Class 4: In-class writing exercise incorporating ideas in Tuan’s essay and student’s own experience.
Class 5:small group conversations; vocabulary building.
Class 6:.CA #1: Reading comprehension and vocabulary
CA = Classroom Activity / Bring strong writing samples to Darcy to review as possible candidates for EAD I.
Schedule one period per week (if possible) in the computer facility on your campus.
Encourage students to visit your Sakai site.
Last day for students to add courses: Wednesday, Sept. 11
Week 3
Sept. 16 - Sept. 20 / Self-Assessment Journal (SAJ) explained (Patterns of Errors and Strengths) and started.
Incorporate quotations
Discussion of tutoring
Sakai Instruction
CA #2: Grammar (Subject/Verb) / Have the class complete the green Student Information Sheet handed out at orientation and on course Sakai site. Please make copies and give to Darcy.
Writing Centers accepts appointments for tutoring.
Week 4
Sept. 23- Sept. 27 / Discussion and handout on Academic Integrity (cheating; plagiarism; translator devices and related software programs)
Approaching teachers in office hours (all courses); role playing exercises
CA#3: Academic Integrity / Writing Centers open.
Roster check.
Week 5
Sept.30 – Oct. 4 / Patterns of Error in syntax and grammar
Self-Assessment Journal collected
Informal small group conversations
In-class writing exercise: “No Speak English” by Sandra Cisneros
CA #4:Conversational Skills / EAD Fundamentals: Letter Writing Workshop #1: please bring folders of students you would like to get letters. Watch for Sakai announcement explaining the details/time of the workshop.
Week 6
Oct. 7 - Oct. 11 / Close reading
Class discussion and small group work on the reading for the midterm
SAJ returned
Grammar exercises
CA #5:Short presentation
In-class midterm (writing/reading response) / Assign Warnings based upon guidelines in departmental memo.
Week 7
Oct. 14 - Oct. 18 / Analytic essay guidelines, format and expectations outlined
Small group conversations
Introduce Essay Reading #1
Further Sakai instructions (including dropbox)
CA #6: Close reading/quotes
Collect student portfolios and SAG / Mid-Semester Portfolio Review: Oct. 18
Mid-Semester EAD Fundamentals: Portfolio Review/Letter Writing #2 Lucy Stone Hall B107
Friday, Oct. 18, 1:00pm-3:00pm. Please bring numerically graded reading and grammar quizzes; in-class writing responses, Self-Assessment Journal (SAJ); and graded midterm exam from all students. Bring copies of your assignments, peer review sheets, handouts, grade book, and attendance records.
Week 8
Oct. 21 - Oct. 25 / Revisit Academic Integrity
Short in-class individual presentations
Discuss Analytical Essay Reading #1
Introduce and discuss Analytical Essay Reading #2
CA #7: in-class writing response to Essay Reading #1/#2; vocabulary
Week 9
Oct. 28 – Nov. 1 / Building an Analytical Essay: outline, topic sentences, making connections; providing support, designing a thesis
Introduce Analytical Essay Reading #3
CA #8:Making connections; explaining quotes / Last week for students to sign up for tutoring.
Week 10
Nov. 4 – Nov. 8 / Quotations and close reading
The drafting and revision process
CA #9: Vocabulary and sentence construction
Week 11
Nov.11 - Nov. 15 / Collect and comment of SAJ
Collect portfolios
Analytical Essay draft #1 (2-3 pages)
Peer Review of draft.
Working with your teacher’s comments.
Understanding revision
CA# 10: Revising sentences / EAD Fundamentals: Letter-Writing Workshop #3:
Please bring folders of students who did not yet receive letters. Watch for Sakai announcement explaining the dates and details of the workshop.
Week 12
Nov. 18 - Nov. 22 / Analytical Essay, draft #2 (3-4 pages)
Peer Review
Group presentations
CA# 11: Interpreting quotes and tone
Week 13
Nov. 26 – Nov. 30 / Analytical Essay final paper (4-5 pages) / Change in day designation
Mon., Nov. 25 = Monday class
Tues., Nov 26 = Thursday class
Wed., Nov. 27 = Friday class
MTTH: meet Mon. Nov 25 & Tues. Nov 26
MWTH meet Mon. Nov 25 & Tues. Nov 26
TWF: meet Wed Nov 27 ONLY
Writing Center suspends tutoring for this short week.
THANKSGIVING BREAK
Week 14
Dec. 2 - Dec. 6 / Analytical Essay graded and returned
Student Evaluations must be completed.
Assign final exam reading but not the question.
Under “EAD Fundamentals” course Sakai site under “Resources” download 1), checklist form for students to organize their portfolios; 2) grade sheet for you to complete at our final portfolio meeting to place in each student’s portfolio.
Class discussion of final exam essay / Give students a handout of date, time and location of final office hours and other end of semester procedures. Be sure to schedule final office hours soon after Final Portfolio Review.
Writing Centers close after Friday, Dec. 76h
Closely read memos regarding end-of-semester procedures and grading.
Week 15
Dec. 9 - Dec.11 / Two day in-class final exam:
Part I: reading and grammar
Part II: writing response
Collect student portfolios and SAJ / .
Wed., Dec. 13 (classes end)
Final Portfolio Review: Tuesday, Dec. 17
Teaching Schedule
M/T/TH classes
M/W/TH classes
T/W/F classes / Class discussion of final exam essay:
Thursday, Dec. 6
Thursday, Dec. 6
Friday, Dec. 7 / Dates to administer final exam:
Mon., Dec. 9 (Part I);Tues.,Dec. 10 (Part II)
Mon., Dec.10 (Part I); Wed.,Dec. 12 (Part II)
Tues.,Dec.11 (Part I); Wed., Dec. 12 (Part II)
EAD Fundamentals: Final Portfolio Review
Tuesday, December 17, 9:30am-12:30p.LSH B103, Livingston Campus
Bring folders for all students with all 11 Classroom Activities (CAs) numerically graded (lowest score dropped), graded midterm, Pass/Fail, Self-Assessment Journal (SAJ); graded Analytic Paper (4-5 pages); and graded final exam, Pass/Fail (Part I and Part II). Please also bring green roster with letter grades in pencil, electronic grade book, attendance records, completed Grade Information Sheets for non-passing students. We will also determine each student’s next course (retaking EAD Fundamentals; EAD I or possibly EAD II for students who have made strong progress).
After Final Portfolio Review / Hold final office hours to return folders and discuss student grades.
Complete the Final Grade Sheet for all students and place in portfolios as well as course required for Spring 2014. / After office hours, return remaining folders to the Writing Program Office on the campus where you teach.
Final exams are NOT returned to students but remain on file with the Department.
Samples: First Day Writing Prompt of students retaking EAD I
The four samples below were written by EAD I (English as Academic Discourse I) students who completed all course work in Fall 2011 but did not pass and received a “NC” grade. Each student wrote four papers with two drafts each (instructors commented on all written work), took a midterm and final exam, and had good attendance but did not possess the skills to move to the next course, EAD II.
At the start of Spring 2013, these students were given 60 minutes to complete an in-class writing response (see Assignment Question after Sample 4) the first day of EAD I, Spring 2013. The responses below are representative of many EAD I students this spring retaking the course. These students would have been better served at the start of their Rutgers career if the proposed course, “English as Academic Discourse Fundamentals” existed.
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Sample 1
In this passage, family encouraged their daughters to look and act like women and to dress in clothes our Anglo friends and their mothers found too mature’ for our age. The family resented the stereotype, their son and daughters will effected by their parents.
Now media is everywhere, teenager will effected by advertise, if media create and promote stereotypes, teenager will promote stereotypes too.
Sample 2
As far as I am concerned in this passages. I want to divide in this passage into two parts to answer the question.
First of all, from the family, the young girl’s mother encouraged her to look and act like a woman. So, it seems a active way to improve the girl’s behavior, appearance and acts more like a lady, even she dressed her clothes was seen too ‘mature’ for age.
On the other hand, the media is also a wonderful methoed to increase the girl’s feeling “to become a lady”.
So, to sum up, all the points from the passage. If you dressed like a adult, it may means you dare ‘Hot Tamale’ or sexual fire brand. It is not only great way to show other people you are beautiful, especially for men, but also a choice for the girl, she maybe faces a lot of differnce views from other peoples.
However, all these situation were cause to because of the different culture. For example, In my country, I need if you dressed more “mature’ than your real age, It will give your some problems in your life. Because, no matter w Whatever, noone no one wants to be think thought too old, everyone wants other person believes they are young, activity, beautiful and so one on. Second, for most Chinese boys. Just in my view, I argue they want to see a have will be willing to have a lovely, cute girl as their girlfriends. However Maybe maybe in the United States, people has different views.
So, the impressions in passage all depend on the enviromente where the girl live and what the different culture she has. Maybe in change a place. It will look has another impacts, no matter the phenomine is good or the bad.
Thank you for your time.
Sample 3
The girl growing up in the United States dressed not in their own style. The teenager originally were instructed dress as a young lady, but Puerto Rican encourage the daughters to look act like women. So, I consider that it rises conflication. In the special vocabulary advertiser have designated “sizzling” and “smoldering” for describing both the food and the women in Latin American and it is as the type of media it promote stereotype. In my opoion, the family and medical both are they way that people familiar with and use it in their daily life to create or add more meaning to the words or ideals.
Sample 4
When conflics happen.
When growing up people always face challenges. The They will find that, there are conflics between what they learned from family and media.