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ENGS 110 INTERMEDIATE ENGLISH I: SPEAKING, READING AND WRITING
Escuela de Estudios Profesionales Programa Ahora
Universidad del Este
ENGS 110 – Intermediate English I: Speaking, Reading and Writing in English 2
Prepared by: Tania Mediavilla Negrón
Year: 2016
Reviewed by: Year:
The syllabus for ENGS 110 – Intermediate English I: Speaking, Reading and Writing in
English from Universidad del Este prepared and revised in 2016 was used as reference
for the elaboration of this module.
Escuela de Estudios Profesionales Programa Ahora
Universidad del Este
ENGS 110 – Intermediate English I: Speaking, Reading and Writing in English 3
TABLE OF CONTENTS
COURSE INFORMATION ----------------------------------------------------------------------------------------- 5
ELECTRONIC SOURCES ----------------------------------------------------------------------------------------- 10 TUTORIALS: ------------------------------------------------------------------------------------------------------- 13 EVALUATION: ----------------------------------------------------------------------------------------------------- 14 COMPLIANCE WITH REASEARCH LAW ------------------------------------------------------------------------ 17 COURSE’S GUIDELINES ----------------------------------------------------------------------------------------- 18
WORKSHOP 1 ----------------------------------------------------------------------------------------------------- 20
ORAL COMMUNICATION ----------------------------------------------------------------------------------------- 20
WORKSHOP 2 ----------------------------------------------------------------------------------------------------- 23
READING----------------------------------------------------------------------------------------------------------- 23
WORKSHOP 3 ----------------------------------------------------------------------------------------------------- 26
WRITING ----------------------------------------------------------------------------------------------------------- 26
WORKSHOP 4 ----------------------------------------------------------------------------------------------------- 28
SENTENCE STRUCTURE ---------------------------------------------------------------------------------------- 28
WORKSHOP 5 ----------------------------------------------------------------------------------------------------- 30
DELIVERING A SPEECH ------------------------------------------------------------------------------------------ 30
APPENDIXES ------------------------------------------------------------------------------------------------------ 32
APPENDIX A ------------------------------------------------------------------------------------------------------- 33
ASSESSMENT MATRIX: PARTICIPATION ---------------------------------------------------------------------- 33
APPENDIX B ------------------------------------------------------------------------------------------------------- 34
GUIDE FOR THE PROTFOLIO PREPARATION ----------------------------------------------------------------- 34
APPENDIX B-2 ---------------------------------------------------------------------------------------------------- 38
ASSESSMENT MATRIX FOR ASSESSMENT ACTIVITIES ----------------------------------------------------- 38
APPENDIX C ------------------------------------------------------------------------------------------------------- 40
MUDDIEST POINT ------------------------------------------------------------------------------------------------ 40
APPENDIX D ------------------------------------------------------------------------------------------------------- 41
SELF-EVALUATION ----------------------------------------------------------------------------------------------- 41
APPENDIX E ------------------------------------------------------------------------------------------------------- 42
INMEDIATE WRITTEN RESPONSE ------------------------------------------------------------------------------ 42
APPENDIX F ------------------------------------------------------------------------------------------------------- 43
ONE-MINUTE PAPER --------------------------------------------------------------------------------------------- 43
APPENDIX G ------------------------------------------------------------------------------------------------------- 44
GUIDE FOR CASES ANALYSIS ---------------------------------------------------------------------------------- 44
Escuela de Estudios Profesionales Programa Ahora
Universidad del Este
ENGS 110 – Intermediate English I: Speaking, Reading and Writing in English 4
APPENDIX H ------------------------------------------------------------------------------------------------------- 46
GUIDE FOR THE PREPARATION OF THE ESSAY -------------------------------------------------------------- 46
APPENDIX I -------------------------------------------------------------------------------------------------------- 48
CONVERSION TABLE: EVALUARION CRITERIA --------------------------------------------------------------- 48
APPENDIX J -------------------------------------------------------------------------------------------------------- 49
RUBRICA FPR DISCUSSION FORUMS -------------------------------------------------------------------------- 49
APPENDIX K ------------------------------------------------------------------------------------------------------- 50
GUIDE QUESTIONS FOR PERSONAL INTRODUCTION ------------------------------------------------------- 50
APPENDIX L ------------------------------------------------------------------------------------------------------- 51
COMPARISON AND CONTRAST ESSAY TOPICS -------------------------------------------------------------- 51
APPENDIX M ------------------------------------------------------------------------------------------------------- 55
RUBRIC FOR PARAGRAPHS ------------------------------------------------------------------------------------- 55
APPENDIX N ------------------------------------------------------------------------------------------------------- 56
RUBRIC FOR ORAL PRESENTATIONS ------------------------------------------------------------------------- 56
APPENDIX O ------------------------------------------------------------------------------------------------------- 57
RUBRIC FOR WRITTEN WORKS -------------------------------------------------------------------------------- 57
APPENDIX P ------------------------------------------------------------------------------------------------------- 58
DEMONSTRATION RUBRIC -------------------------------------------------------------------------------------- 58
Escuela de Estudios Profesionales Programa Ahora
Universidad del Este
ENGS 110 – Intermediate English I: Speaking, Reading and Writing in English 5
Course Information
Course Title: Intermediate English I: Speaking, Reading,
and Writing in English
Duration: 5 Weeks
Code: ENGS 110
Pre-requisite: None
Description:
An integrated language arts approach will be used in which the oral and written
communication competencies and skills will stem from the reading activities. The focus of this
course is to introduce the basic oral communication, reading comprehension, and writing
competencies from an international and local awareness perspective. Students will engage on
the refinement of oral communication competencies in verbal and nonverbal interactions to fit
the purpose and context of diverse situations. Reading competencies will include
comprehension and analysis of fiction and non-fiction texts leading to write from paragraphs
to short essays. It is designed to develop the student’s ability to communicate effectively in
oral and written forms. Students will be assigned additional tasks through an online laboratory
as an integral requirement of the course. The course is competency-focused and encourages
the responsible use of technology and information skills to generate new knowledge.
General Objetives
At the end of the course, the student will:
1. Use adequate discourse to state opinions, to solve problems, and to explain a process
in relation to a variety of topics ranging from personal, professional, diverse, cultural,
local and global issues.
2. Apply reading skills to identify main ideas and supporting details, make inferences,
draw conclusions, and predict outcomes from multidisciplinary readings.
3. Choose descriptive, expository, and narrative purposes in oral or written formats from
multidisciplinary texts.
Escuela de Estudios Profesionales Programa Ahora
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ENGS 110 – Intermediate English I: Speaking, Reading and Writing in English 6
4. Use conventions of writing to elaborate descriptive, narrative, expository, process
paragraphs, and short essays applying the APA Style.
5. Implement research and information skills in an adequate and responsible manner to
gather information from various reliable sources to elaborate oral and written
assignments.
General Competency
▪ Effective Communication: Listen, speak, read, and write coherently, correctly, and
concisely during and for a variety of communicative circumstances. The ethical and
critical use of the language and other non-verbal expressive codes are included for
effective participation in communicative processes in diverse contexts.
Textbook and References
A selected text will be assigned.
Other resources
Barnet, S. (2009). A short guide to writing about literature. New York: Pearson/Longman.
Call Number: PE1479.C7 B3 2009
Brereton, J. C. (2008). Living literature: an introduction to fiction, poetry, and drama. New
York: Pearson Longman. Call Number: PE1417. L647 2008
Dale, P. & Poms, L. (2005). English pronunciation made simple. White Plains, NY:
Longman. Call Number: PE1157. D355 2005
Dunkel, P. & Lim, P. L. (2006). Intermediate listening comprehension: understand and
recalling spoken English. 3th ed. Boston, MA: Heinle & Heinle. Call Number: PE1128.
D8273
Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2005). Great sentences for great
paragraphs: an introduction to basic sentences and paragraphs. Boston: Houghton
Mifflin Co. Call Number: PE1441. F65 2005
Gerngross, G., Puchta, H., & Thornbury, S. (2006). Teaching grammar creatively. New York:
Cambridge University Press. Call Number: PE1128.A2 G439 2007
Hartmann, P. (2007). Quest 1: reading and writing. 2nd ed. New York: McGraw-Hill. Call
Number: PE1065 .H38 2007
Herrell, A. L. (2008). Fifty strategies for teaching English language learners. Upper Saddle
Escuela de Estudios Profesionales Programa Ahora
Universidad del Este
ENGS 110 – Intermediate English I: Speaking, Reading and Writing in English 7
River, N.J.: Pearson/Merrill Prentice Hall. Call Number: PE1128.A2 H467 2008
Jones, L. (2002). Let's talk. Cambridge, U.K.: Cambridge University Press. Call Number:
PE1129.1. J665 2002
Kozyrev, J. (2002). Talk it up!: listening, speaking, and pronunciation. Boston: Heinle,
Cengage Learning; Houghton Mifflin. Call Number: PE1128.K6289 2002
Langan, J. (2008). College writing skills with readings. 7th ed. Boston: McGraw-Hill. Call
Number: PE1408. L3178 2008
McMurdo, K. (2004). Structured writing II: using Inspiration software to teach essay d
development. Eugene, Or.: International Society for Technology in Education (ISTE).
Call Number: PE1471 .M34 2004
Oshima, A. & Hogue, A. (2006). Writing academic English. 4th ed. White Plains, NY:
Pearson/Longman. Call Number: PE1408 .H6644
Scott, J. C. (2005). Communication for a global society. Reston, VA: National Business
Education Association. Call Number: HF1101. N27 no. 43
St. Amant, K. & Zemliansky, P. (2005). Internet-based workplace communications: industry &
academic applications. Hershey, PA: Information Science Pub. Call Number:
PE1479.B87 I58 2005
Teaching References
Bachmann, S. & Melinda B. (2010). Between Worlds: A Reader, Rhetoric, and Handbook.
6 ed. New York: Pearson Longman.
Dickson, R. (2004). Developing Real-World Intelligence: Teaching Argumentative Writing
through Debate. The English Journal 94 1 34-40.
Evans, J. (2004). From Sheryl Crow to Homer Simpson: Literature and Composition through
Pop Culture. The English Journal 93 3 32-38.
Jablon, R. L. (2004). Undergraduate Writing Skills; or, Whatever Happened to Basic
Grammar?” Phi Kappa Phi Forum 84 4: 57-58.
Mattison, M. & Elbow, P. (2003). A Comment On “The Cultures of Literature and
Composition: What Could Each Learn from the Other? College English 65 4: 439-43.
McCune, V. (2004). Development of First-Year Students’ Conceptions of Essay Writing.
Higher Education 47 3: 257-82.
Moghtader, M., Cotch, A. & Hague, K. (2001). The First-Year Composition Requirement
Escuela de Estudios Profesionales Programa Ahora
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ENGS 110 – Intermediate English I: Speaking, Reading and Writing in English 8
Revisited: A Survey. College Composition and Communication 52 3: 455-67
Fulkerson, R. (2005). Composition at the Turn of the Twenty-First Century. College
Composition and Communication 56 4: 654-87.
Kamuf, P. (2006). Composition Displacement. MLN 121 4: 872-92.
Online Resources
Adler, C. R. (2013). Seven Strategies to Teach Students Text Comprehension. Retrieved
from http://www.readingrockets.org/article/3479/
Capital Community College. (n.d.). Five paragraph essays. Retrieved from
http://grammar.ccc.commnet.edu/grammar/five_par.htm
Developing Teachers. (2000-2012). Sample lesson plans for English. Retrieved from
http://www.developingteachers.com/lessonplan_index.htm
International Reading Association. National Council of Teachers of English. (2013).
Implementing the writing process. Retrieve of
http://www.readwritethink.org/professionaldevelopment/strategyguides/implement ing-
writing-process-30386.html
Johnson, T. (2004). Ten steps to writing an essay. Retrieved from
http://www1.aucegypt.edu/academic/writers/research.htm
Lipkewich, A.E. & Mazurenko, R. (2001). ABC’s of the Writing Process. Retrieved from
http://www.angelfire.com/wi/writingprocess/
Maher, D. (2005). Create your own newspaper. Retrieved from http://crayon.net/
National Clearinghouse for English Language Acquisition (NCELA). (2011). National
Clearinghouse for English Language Acquisition (NCELA) & Language Instruction
Educational Programs. Retrieved from http://www.ncela.gwu.edu/index.htm
Schwartz, K. (2009-2012). A+ Research & Writing for high school and college students.
Retrieved from http://www.ipl.org/div/aplus/
Ten Most Important Things for ESL Writers to Know. (2007). Retrieved from
http://eslwriter.net/professional-writing/a-must-read-ten-most-importantthings-foresl-
writers-to-know/
The Internet TESL Journal. (1995-2004). Crosswords for ESL students-Easy. Retrieved from
http://iteslj.org/cw/
The OWL at Purdue. English Department. Purdue University. (1995-2011). The Purdue
Escuela de Estudios Profesionales Programa Ahora
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ENGS 110 – Intermediate English I: Speaking, Reading and Writing in English 9
Online Writing Lab (OWL). Retrieved from
http://owl.english.purdue.edu/handouts/general
Washington State University. (n.d.). Common errors in English usage. Retrieved from
http://www.wsu.edu/~brians/errors/errors.html
Rice University. (n.d.). Rice OWL Designing effective oral Presentations. Retrieved from
http://www.rcs.k12.va.us/wbhs/studyskills/oral%20presentations/Rice%20OWL%
20Desi gning%20Effective%20Oral%20Presentations.htm
Shoebottom, P. (2013). Helping ESL students understand written texts. Retrieved from
http://esl.fis.edu/teachers/support/commun.htm Instruction Educational Programs.
Retrieved from http://www.ncela.gwu.edu/index.htm
Developing Teachers. (2000-2012). Sample lesson plans for English. Retrieved from
http://www.developingteachers.com/lessonplan_index.htm
Shoebottom, P. (2013). Helping ESL students understand written texts. Retrieved from
http://esl.fis.edu/teachers/support/commun.htm
Escuela de Estudios Profesionales Programa Ahora
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ENGS 110 – Intermediate English I: Speaking, Reading and Writing in English 10
Electronic Sources
The following institutional electronic addresses will be used as part as reference for all
five workshops
Acquisition of texts by chapters
• www.cengage.com
Acquisition of ebooks
• http://www.pearsoneducacion.net/puerto-rico/inicio
• www.mcgraw-hill-educacion.com
• http://store.virtusbooks.com/
Institution Libraries
Universidad del Turabo (For some resources your username (email) and password will be
requested)
http://bv.ut.suagm.edu/es
• Data Base
o http://bv.ut.suagm.edu/es
• Library Catalog (To identify text available in the library)
o http://bibliotecavirtualut.suagm.edu/es/publications
Universidad del Este
https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/biblioteca1
• Data Base (For some resources your username (email) and password will be
requested)
o https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/bases-de-
datos
• Library Catalog (To identify text available in the library)
o https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/motores-de-
busqueda
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ENGS 110 – Intermediate English I: Speaking, Reading and Writing in English 11
Universidad Metropolitana
http://bibliotecaumet.suagm.edu/
• Data Base (For some resources your username (email) and password will be
requested)
o http://bibliotecaumet.suagm.edu/index.php/buscar-informacion-
link/articulos-via-db-link
o http://www.doaj.org/
• Library Catalog (To identify text available in the library) o http://cat.umet.suagm.edu/vwebv/searchBasic?sk=en_US
Important Links:
• American Psychological Association (APA) Style Publication Manual
o http://www.apastyle.org
o https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/manuales-de-
estilo
o http://bibliotecaumet.suagm.edu/images/pdf/tutorials/GuiaRevMarzo2012A
PA6taEd.pdf
• Copyright and Plagiarism
o http://www.suagm.edu/Programa_Ahora/copyright/guia_derechos_autor.pd
f
o https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/plagio
• Information for students: Information published, rules, manual, etc.
o http://www.suagm.edu/umet/ve_publicaciones.asp
o http://www.suagm.edu/turabo/con_manuales_docs_estudiante.asp
o http://estune.suagm.edu/encuentros
o http://estune.suagm.edu/vicerrectoria_politicas#overlay-
context=vicerrectoria_politicas
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ENGS 110 – Intermediate English I: Speaking, Reading and Writing in English 12
o http://www.suagm.edu/turabo/pdf/2009-Manual-Informativo-Estudiante.pdf
Important notice: If for a reason you cannot access any website provided in this
module, do not limit yourself in searching for other websites on-line.
Here are some websites you can use:
https://scholar.google.com/
http://www.sciencedirect.com/
http://www.search.com/
http://www.academicinfo.net/subject-guides
http://eric.ed.gov/
http://www.base-search.net/
http://bv.ut.suagm.edu/es
The facilitator can make any changes or add electronic addresses if it is necessary.
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ENGS 110 – Intermediate English I: Speaking, Reading and Writing in English 13
Tutorials:
Access any links provided below to use in the Blackboard:
1. Discussion Forum
2. Chat
3. Group Pages
4. E-mail
5. Verify Grades
6. Access a Course
7. Submit a Task
8. Send email
9. Audio with audacity
10. Video with windows moviemaker
11. Students’ Tutorial to Access Modules
12. Email account Activation Windows Live
Access to the links below to use the library:
Universidad del Este
https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/tutoriales
Universidad del Turabo
http://bv.ut.suagm.edu/es/resources-and-guides
http://ut.suagm.edu/es/estudprofesionales/tutoriales
Universidad Metropolitana
http://bibliotecaumet.suagm.edu/index.php/servicios/guias-de-ayuda-y-tutoriales
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ENGS 110 – Intermediate English I: Speaking, Reading and Writing in English 14
Evaluation:
Evaluation Criteria Maximum Score
Maximum Percent
(%)
Acquired Punctuation
Acquired Percent
(%)
Participation* (Appendix A) 20 5%
Tests and Quizzes *
Written paragraphs
100 25%
Portfolio* (Appendixes B y B2) 25 10%
Other (in class activities):
▪ Demonstration Presentation
▪ Weekly Oral Activities
▪ Forum
▪ Essay
▪ Debate
▪ Final Oral Presentation
(Appendix N)
255 60%
Total: 400 100%
* Estos criterios son requeridos en todos los cursos del Programa AHORA.
El/La Facilitador/a del curso determinará las fechas límites para la entrega de trabajos,
tareas, portafolio y administración de pruebas, entre otros.
(Ver Anejo I: Tabla de conversión)
Curva de Evaluación
A B C D F
100 - 90 89 – 80 79 - 70 69 - 60 59 - 0
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ENGS 110 – Intermediate English I: Speaking, Reading and Writing in English 15
Explicación de los criterios de evaluación:
1. Participation: (Appendix A) Participation is an irreplaceable element in every
workshop. In case of absence, the student should contact the facilitator in order to be
excused and means to hand in the assigned work and be prepares for the next workshop.
All activities carried out in the absent workshop, subject to evaluation, will be considered
and evaluated per the parameters specified in the module and communicated standards
by the facilitator in Workshop 1.
2. Portfolio (Appendix B y B2): It will consist of a reflection, a criticism or an analysis of the
Works presented, which include the degree of success achieved in relation to the goals
proposed at the beginning of the course, the intellectual growth and skills developed in the
course. The Facilitator will determine the delivery date and the format of the Portfolio.
3. Theoretical Test: A theoretical test or several quizzes will be offered where the acquired
knowledge will be assessed. The Facilitator will determine the date to administer the test
or the quizzes
4. Essay: (Appendix H, Appendix O): An organized essay consists of an introductory
paragraph, three or more paragraphs that support the central idea of the topic and a
concluding paragraph. All the paragraphs in the essay have a central idea expressed in a
sentence (topic sentence) that usually opens the speech and in addition, several secondary
ideas that support, explain, and expand the central idea.
5. Oral Presentation: (Appendix N): The oral presentation means delivering an address to
a public audience. It also refers to public speaking and/or speech-making. It is a brief
discussion of a defined topic delivered to a public audience in order to impart knowledge or
to stimulate discussion. The skill in oral presentation is equally as important as effective
writing. Almost every oral presentation contains an introduction, main body and conclusion
like a short paper. Though it is a formal speech in nature or vocal performance to an
audience, it may occasionally require adequate planning and thorough preparation in using
one's voice, body language and visual aids such as slideshows to present and illustrate the
points more effectively and to achieve the desired results.
6. Discussion Forum: (Appendix J): A discussion Forum is a general term for any online
"bulletin board" where you can leave and expect to see responses to messages you have
Escuela de Estudios Profesionales Programa Ahora
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ENGS 110 – Intermediate English I: Speaking, Reading and Writing in English 16
left. Every week there will be a posted thread (topic) to which you will read and answer or
react to at least two of the opinions from your classmates.
7. Demonstration Presentation: (Appendix P): Is a speech given for the purpose of telling
and or showing how to do something. Often, they have visual aids and or handouts including
Power Point and Keynote presentations offering the audience a detailed sequence of
events.
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ENGS 110 – Intermediate English I: Speaking, Reading and Writing in English 17
Compliance with Reasearch Law
Ana G. Mendez University system through the Institutional Board of Review(IRB) that is
regulated by the Federal Law 45 CFR 46 Parts A, B, C y D, establishes that the Facilitator or
the student who requires or carries out an investigation or administers questionnaires or
interviews, should refer to norms and procedures of the Compliance Office and request
authorization.
To access the forms of the Compliance Office, enter in the following ways.
1. Go to the website http://www.suagm.edu/ac_aa_re_ofi_comites_irbnet.asp,
select Compliance Office and choose Forms.
2. In a direct way, visit :http://www.suagm.edu/ac_aa_re_ofi_listado_formularios2.asp
.
In addition to the forms, the instructions for the certification are available online. These
certifications are: IRB Institutional Review Board, Health Information Portability Accounting Act
(HIPAA), and Responsibility Conduct for Research Act (RCR). If you have any questions
contact the Institution Coordinator Office or the Office of Compliance to the following numbers:
Nombre Posición Contacto
Sra. Evelyn Rivera Sobrado Directora Oficina de Cumplimiento
Tel. (787) 751-0178 Ext. 7196
Srta. Carmen Crespo Coordinadora Cumplimiento UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar Coordinadora Cumplimiento Turabo
Tel. (787) 743-7979 Ext.4126
Sra. Natalia Torres Coordinadora de Cumplimiento UNE
Tel. (787) 257-7373 Ext. 2279
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ENGS 110 – Intermediate English I: Speaking, Reading and Writing in English 18
Course’s Guidelines
1. The student must present a valid excuse to the Facilitator for any absence and replace
the work for the workshop. The Facilitator reserves the right to accept the excuse and
the work presented and adjusts the assessment as he/she understands necessary
2. The student will log to Blackboard before the beginning and during the course to be
informed of the announcements published by the Facilitator in the platform or any
other related activity.
3. Oral presentations and special activities cannot be rearranged. If the student presents
a valid and verifiable excuse (e.g. medical or court), the Facilitator will schedule an
interview for a written test of the activity not attended.
4. This course is in an accelerated mode and requires that the student prepares before
each workshop as specified in the module. An average of 15 hours weekly is required
to prepare for each workshop.
5. The Facilitator may require the participant to rewrite any work that does not comply
with the requirements previously established.
a. Ethical behavior is expected in all course activities. This means that all work
must be original and that any used references should indicate the source,
either via citations or bibliography. Plagiarism will not be tolerated, and in
detected cases the student is exposed to receive zero at work and referred to
the Disciplinary Committee of the institution. Students should observe
practices that seek to prevent incurring in plagiarism of documents and works.
(https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/plagio)
(http://bibliotecaumet.suagm.edu/index.php/para-investigar/herramientas-para-
investigar/guia-de-derecho-de-autor)
6. If the Facilitator makes any changes, they must be discussed with the students during
the first workshop and will deliver the agreements in writing to the students and the
Program.
7. The Facilitator will establish means of contact and communication for the course.
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ENGS 110 – Intermediate English I: Speaking, Reading and Writing in English 19
8. The use of cell phones is permitted only in course activities, according how the
facilitator establishes it.
9. Children and relatives are not allowed in the classrooms.
10. Students who receive vocational rehabilitation services must communicate with the
Facilitator at the beginning of the semester to plan a reasonable accommodation and
assisted equipment required in accordance with the recommendations of the Vice-
Presidency for Development and Retention. Also, those students with special needs
who require some assistance or accommodations in any aspect of the course should
contact the Facilitator. Students with special needs must contact the Facilitator in
case of needing differentiated evaluation due to particular needs.
11. Every student is responsible for compliance with the academic and administrative rules
of the institution that is available at the Student Affairs Vice-Presidency, including the
regulation of students.
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ENGS 110 – Intermediate English I: Speaking, Reading and Writing in English 20
Workshop 1
Oral Communication
Specific Objectives:
By the end of the workshop, the student will:
1. Expresses relevant information in a short oral talk to introduce himself/herself to the class.
2. Organizes gathered information from a previously researched topic to engage and interact
effectively in a class conversation.
Electronic searches
Using a search engine or in the virtual library database, conducting research, taking into
consideration:
▪ Types of paragraphs
▪ Interviews
▪ Sentence structure
▪ Four conventions of writing
Assignment to be handed-in on Workshop one: Instructions:
1. Skim through your ENGS 101 Course Module to familiarize yourself with its content.
2. Write two descriptive paragraphs about yourself. Use complete sentences and the four
conventions of writing. Refer to Appendix K for Guide questions.
3. Practice the oral reading of the paragraphs to be presented in class.
4. Choose an artist or sport player and research in available sources all important facts about
him/her in order to present the information to the class and interact with the classmates.
5. Prepare an expository paragraph about the chosen figure applying correct paragraph
structure and complete sentences.
6. Complete the Blackboard Forum for the following:
▪ Why is so important to express yourself correctly in written English? Refer to
Appendix J or instructions.
7. Post a response to a minimum of two classmates answers
Escuela de Estudios Profesionales Programa Ahora
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8. Read all the submitted posts and come prepared to discuss the findings.
Activities:
1. Ice breaker activity will be carried out selected by the Facilitator.
2. The Facilitator will discuss the following:
a. Course objectives
b. Resources available
c. Evaluation criteria (refers to the appendix)
i. Portafolio
ii. Determine if it will be in a digitalized or paper presentation.
d. Due dates and information related to tasks, works and tests will be arranged and discussed.
e. A demonstration for access and use of tools available in Blackboard will be presented by the Facilitator.
f. Blackboard
i. Tasks
1. The Facilitator will create the spaces in order for students to
submit tasks and will explain in detail the process to submit
tasks.
ii. Tests or Quizzes
1. The Facilitator will explain the process to complete the tests
created in Blackboard.
iii. Forums: The Facilitator will promote the creation of Student Blogs in
Blackboard to encourage students’ interaction in class.
1. Presentation Blog
2. Thematic Blog, the facilitator will define the Topic and will
indicate the available period to submit and will place the
following basic participation rules in which each student will:
a. Create a conversation topic (new thread) (1 per
participant).
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ENGS 110 – Intermediate English I: Speaking, Reading and Writing in English 22
b. React to at least two of the themes placed by the
students. Select Student Representative
3. The Facilitator may share necessary electronic documentation using additional
resources option in Blackboard.
4. Facilitator will lead a guided oral talk in which the students will recall the important facts
about the selected figure researched.
5. Discuss the students’ findings in the Discussion Forum.
6. The Facilitator divides the class in groups of three students. Each student will interview
two classmates and will prepare two descriptive paragraphs to be handed in next
workshop.
7. Assign the task of searching in Blackboard for selections posted by the Facilitator to find
main idea and supporting details for next workshop.
8. The Facilitator clarifies doubts related to tasks to be performed before the next
workshop. It is very important to verify tasks and suggested activities for the next
workshop to proceed with the necessary arrangements.
9. By the end of the workshop, the student must complete and submit the Assessment/
appraisal document.
10. All work, evidence of assessment or other documents in the course must be included in
the portfolio, after having been corrected and evaluated by the facilitator.
Assessment
1. Complete document Muddiest Point (Appendix C)
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Workshop 2
Reading
Specific Objectives:
By the end of the workshop, the students will:
1. Recognizes the main idea and supporting details from given selections.
2. Compares ideas using complete and varied sentence structures.
3. Creates a sequence of events or a process exercise to be presented in class.
4. Makes inferences from pictures using oral communication tools.
Electronic searches.
Using a search engine or in the virtual library database, conducting research, taking into
consideration:
▪ Main idea
▪ Supporting Details
▪ Summary
▪ The Writing Process
▪ Comparison and contrast
▪ Venn Diagram
▪ Sequence of events
▪ Inferences
Assignment to be handed-in on Workshop two:
Instructions:
1. Complete the Blackboard Forum for the following:
a. Why is so important to identify the main idea from each reading selection?
b. Refer to Appendix J for instructions.
2. Select from a local newspaper a news related to sports, marketing or movies.
3. Read the news and prepare a summary following the five paragraph format that
contains main idea and the supporting details.
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4. Select a writing prompt for Comparison and Contrast from the given list (Appendix
L).
5. Study the Guide for the Preparation of the Essay (Appendix H).
6. Search information in the Internet or any other available resource about your topic.
7. Organize all important details in order to prepare a comparison and contrast paper.
8. Research for a recipe that includes the ingredients and all the steps to prepare it.
Prepare a written paper with all the details following the five paragraph format and a
short oral talk to present the sequence of events orally in class. This exercise has to
be oral and reading is not allowed.
Activities
1. The Facilitator will begin the class offering a review from the previous class and will
collect the assignments.
2. The students present to class their news selection and the Facilitator will divide the
class in groups of three students according to the selections.
3. Students will share their findings in a chat during the class.
4. Discuss the students’ findings in the Discussion Forum.
5. Facilitator will explain the meaning of a comparison and contrast essay by means of a
Power Point Presentation and will review the steps of the writing process.
6. Discuss the Guide for the Preparation of the Essay (Appendix H).
7. Students will share the chosen topic from the list of comparison and contrast topics
and organize the information to prepare an essay that will turned in the next
Workshop. This essay will be prepared using the five paragraph essay format and the
references in the APA style.
8. Facilitator will request the students to provide the main ideas and supporting details
from the selections assigned in the previous class.
9. Students will present their short oral presentation based on the recipe to demonstrate
the sequence of events and/or a process.
10. The Facilitator will present some pictures to the class and will ask the students to
make inferences from them. Students will take notes and will share their findings with
the class.
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11. Facilitator will hand out a short quiz on main idea to be answered in class.
12. The Facilitator will offer suggestions on the topics to be presented in the final oral
presentation to be delivered in Workshop Five according to the group selections from
the news chosen in the assignments prior to the workshop.
13. The facilitator will discuss the guidelines and means of evaluation for the final oral
presentation (Appendix N)
14. The Facilitator clarifies doubts related to tasks to be performed before the next
workshop. It is very important to verify tasks and suggested activities for the next
workshop to proceed with the necessary arrangements.
15. By the end of the workshop, the student must complete and submit the Assessment/
appraisal document.
16. All work, evidence of assessment or other documents in the course must be included
in the portfolio, after having been corrected and evaluated by the Facilitator.
Assessment
1. Students will complete the Appendix E “Immediate Written Response”
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Workshop 3
Writing
Specific Objectives:
By the end of the workshop, the student will:
1. Applies the steps of the writing process in an essay following the five paragraph format.
2. Discuss the importance of writing correctly in English.
3. Identifies different types of sentences in given exercises.
4. Corrects sentences with grammatical mistakes in given exercises.
5. Constructs clear, concise and effective sentences and paragraphs in a narrative essay
Electronics searches.
Using a search engine or in the virtual library database, conducting research, taking into
consideration:
▪ The Writing Process
▪ Types of Sentences
▪ Sentence editing
▪ Narrative Essay
▪ Five Paragraph Format
Assignments to be handed in on workshop three:
Instructions:
1. Complete the Blackboard Forum for the following:
a. Why is so important to write correct sentences in written communication?
b. Refer to Appendix J for instructions
2. Search information in reliable sources on the Writing Process, The 5 Paragraph Format
and Narrative Essays.
3. Write a summary of the important details and come prepared to class to discuss your
findings.
4. Visit Blackboard for exercises posted by the Facilitator on types of sentences,
Download the exercises and follow the written instructions.
5. Organize the material to be included in the Portfolio.
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6. Complete the Comparison and Contrast Essay in all its parts.
Activities
1. The Facilitator will begin the class offering a review from the previous class and will
collect written assignments and the grammar exercises posted in Blackboard.
2. Discuss the students’ findings in the Discussion Forum.
3. A guided discussion will be carried out on the topic of the Writing Process.
4. The Facilitator will review the 5 paragraph format to be used in the writing of essays.
5. The Facilitator will offer a summary of Narrative Essay.
6. Discuss the exercises assigned in Blackboard.
7. Facilitator will hand out a short quiz to be answered in class.
8. The Facilitator clarifies doubts related to tasks to be performed before the next
workshop. It is very important to verify tasks and suggested activities for the next
workshop to proceed with the necessary arrangements.
9. By the end of the workshop, the student must complete and submit the Assessment/
appraisal document.
10. All work, evidence of assessment or other documents in the course must be included in
the portfolio, after having been corrected and evaluated by the Facilitator.
Assessment
1. Complete document One-minute paper (Appendix F)
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Workshop 4
Sentence Structure
Specific objectives
By the end of the workshop, the student will:
1. Explains how written messages in media influence the population.
2. Identify incorrect sentences applying grammatical structure rules.
3. Composes various types of messages using different and varied media.
4. Locates reliable resources of printed and electronic sources of information relevant to
the topics discussed in class.
Electronic searches.
Using a search engine or in the virtual library database, conducting research, taking into
consideration:
▪ Grammatical structures
▪ Media Messages
▪ Electronic Resources
Assignments to be handed in on workshop four:
Instructions:
1. Complete the Blackboard Forum for the following:
a. How written messages in media influence the population?
b. Refer to Appendix J for instructions
2. Visit Blackboard to refer to the practice exercise posted by the Facilitator on
grammatical structures. Follow the instructions and bring it to class.
3. Search for different messages in the media that are being used lately with positive or
negative messages that influence the population. Create a positive media message to
be presented in class. Bring them to class in written paper, flash drive or Internet sites.
4. Study the Guide for the Portfolio Preparation (Appendix B)
5. Organize the material to be included in the Portfolio.
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Activities:
1. The Facilitator will begin the class offering a review from the previous class and will
collect the assignments.
2. Discuss the students’ findings in the Discussion Forum.
3. Discuss the practice exercises on grammatical structures.
4. Carry out guided discussion and presentation of the media messages searched by the
students.
5. Facilitator will hand out a short quiz to be answered in class.
6. Discussion of the Guide for the Portfolio Preparation (Appendix B) will be carried out.
7. The Facilitator will clarify doubts related with the task to be completed before Workshop
Five.
8. Facilitator will discuss the final guidelines for the final oral presentation. By the end of
the workshop, the student must complete and submit the Assessment/ appraisal
document.
9. All work, evidence of assessment or other documents in the course must be included in
the portfolio, after having been corrected and evaluated by the facilitator.
Assessment
1. Assessment document, Self-Evaluation (Appendix D)
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Workshop 5
Delivering a Speech
Specific Objectives:
By the end of the workshop, the student will:
1. Chooses and demonstrates oral communication techniques on a selected topic.
2. Prepares and presents an oral presentation using the Power Point Platform on the
selected topic applying adequate oral communication skills and correct grammatical
structure.
Electronic searches.
Using a search engine or in the virtual library database, conducting research, taking into
consideration:
▪ Topics assigned by the Facilitator
▪ Oral Communication Skills
▪ Effective Oral Presentations
Assignment to be handed-in on workshop five:
Instructions:
1. Complete the Blackboard Forum for the following:
a. How can you prepare effectively to deliver your oral presentation in class?
b. Refer to Appendix J for instructions
2. Review that the research project is complete in all its parts (Appendix N)
3. Prepare a PowerPoint presentation on the topic assigned.
4. Prepare yourself for the oral presentation.
5. Download and print a copy of the Assessment Matrix: Participation and Attendance
(Appendix A)
6. Download and print a copy of the Assessment Matrix for Assessment activities and the
Discussion of Results of Assessment and Authorization for the use of the Portfolio
Document (Appendix B2).
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Activities:
1. Facilitator will collect the Portfolio.
2. Discuss the students’ findings in the Discussion Forum.
3. Students will present the Power Point presentations on the topic assigned.
4. Facilitator will evaluate the presentations.
5. Facilitator will complete the Assessment Matrix: Participation and Attendance
(Appendix A) for each student.
6. Facilitator will complete the Assessment Matrix for Assessment Activities and the
Discussion of Results of Assessment and Authorization for the Use of the Portfolio
document (Appendix B2) for each student.
Assessment
1. Students will complete the Appendix D Self Evaluation
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Appendixes
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Appendix A
Assessment Matrix: Participation
Name: Date:
Course: Facilitator:
PT: Section:
Using the scale below, the Facilitator will determine if the student complies with submitted criteria. Scale: 5 Totally accomplished
4 Almost accomplished
3 Partially Accomplished
2 Slightly Accomplished
1 Not Accomplished
Criterios 4 3 2 1 0 Comentarios
1. Asistió puntualmente a todos los talleres (presenciales y/o
sincrónicos)
2. Su participación y contribución fue activa, demostrando
interés, iniciativa y creatividad en el desarrollo de la clase,
3. Formula y contesta preguntas del facilitador y de sus
compañeros de forma clara y argumentativa, demostrando
que estaba preparado para la clase presencial o sincrónica.
4. Participó puntual y activamente de los foros y otras
herramientas de colaboración publicadas en Blackboard y/o
en herramientas externas Web 2.0 siguiendo las
instrucciones requeridas para cada una.
5. Ingresó a Blackboard para completar y/o entregar tareas,
pruebas u otras actividades asignadas por el facilitador en
las fechas requeridas.
Suma según puntuación de escala:
Total: __/ 20
*La puntuación máxima de la matriz valorativa es 20. Este número equivale al 5% de la nota final del curso.
Student’s Signature
Facilitador’s Signature
Commments:
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Appendix B Guide for the Protfolio Preparation
What is a Portfolio?
According to Lamberto Vera (2005) the portfolio is a strategy that consists of the collection of
works performed by the student to demonstrate efforts, achievements and progress during a
class period.
What is the purpose of the Portfolio?
The professor will establish the goal and objectives of the use of the Portfolio as an assessment
tool in the class.
o The main purpose is to demonstrate the knowledge acquired by the student and
raise his/her learning process.
What are the elements of the Portfolio?
The Portfolio prepared by the student for the course must have the following elements in
physical and conceptual structure:
I. Cover Page (The information should be centralized)
a. The page must contain:
i. Upper part:
1. University Name and Escuela de Estudios Profesionales
ii. Center
1. Portfolio of Name of the Course
iii. Bottom part :
1. Student’s name, Course code, Facilitator’s course name and
handed in date.
II. Table of Contents (in the order the information is included without listing)
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III. Introduction
a. It will consist of a reflection, a criticism or an analysis of the Works presented,
which include the degree of success achieved in relation to the goals proposed at
the beginning of the course, intellectual growth and skills developed in the
course.
IV. Self-Portrait
a. Biographical data of the student, goals and/or professional expectations, self-
assessment of the profession.
V. Collected information and divided by workshops (as applicable to the course)
Each workshop should include a reflective overview of its contents. Among the works
that might appear are the following:
a. Homework / Tasks
b. Tests or Quizzes
c. Special Works, individually or in groups
d. Other Evaluation Strategies
e. Assessment activities
i. Reflective journals, expressions of the student of academic or personal
issues
ii. One minute paper.
iii. Muddiest Point
iv. Case study
v. Oral Presentations
vi. Conceptual maps of the studied unit
vii. Rendition Works
viii. Other activities presented in the module or suggested by the Facilitator
f. Final self-evaluation of the Portfolio
i. Reflection that answers the following:
1. What did I learn from this course?
2. For what can I use this acquired knowledge?
3. Which areas do I domain?
4. Which areas do I still need to strengthen?
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5. During the process of development of the Portfolio, which topics or
strategies I would like to find in another course? What I would not
like to find?
6. What concept or skills- related questions were left unanswered?
VI. Appendixes
a. Any document related to the course that has been part of the research process.
For example: News, professional articles, videos, observations, etc.
VII. Means to deliver the Portfolio
a. The student will deliver the Portfolio to the Facilitator:
• Physical
• Digital, (CD, flash memory, other.)
b. The facilitator will assess the portfolio using the provided activities of appraisal
assessment matrix and will save the copy as evidence for a period of one year.
VIII. The structure of the Portfolio should follow the Style Manual of APA in its latest 6th
Edition
IX. The EEP sets availability of the following resources:
a. Guía para la implementación del portafolio en cursos
b. Formato de portafolio en PowerPoint
Resources for the Preparation of the Portfolio
Arbesú, I. & Gutierrez, E. (2014). El portafolio formativo: Un recurso para la reflexión y auto-
evaluación en la docencia. Recuperado de
http://www.sciencedirect.com/science/article/pii/S0185269814706129
Chang, K. (2005). ePortfolio for the Assessment of Learning. Recuperada de
http://www.futured.com/documents/FuturEdePortfolioforAssessmentWhitePaper.pdf
Cisneros, J. L., Hernández, L., Anguiano, H. (2002). La técnica de Portafolio como estrategia de
trabajo en la enseñanza de la sociología de la educación. Recuperada de
http://bibliotecadigital.conevyt.org.mx/colecciones/documentos/somece2002/grupo4/Cis
neros.pdf
Mahara (s.f.). Creación de portfolios y recursos libres. Recuperado de http://mahara.org/
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Quong, Andrew. (2009). Tutorial e-Portfolios. Recuperado de
http://www.youtube.com/watch?v=iJ93ocBFlf4
RCampus (2010) Portafolios electrónicos y herramientas de avalúo. Recuperado de
http://www.rcampus.com
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Appendix B-2
Assessment Matrix for Assessment Activities
Nombre del Estudiante:___________________________________ Fecha: ________________________
Domina poco No domina
2 1
Presenta muy
pocas evidencias.
No presenta las
evidencias de
trabajo por taller.
Presenta muchos
errores
ortográficos,
gramaticales, de
redacción o de
expresión oral y
no domina el
estilo APA.
La redacción es
pobre con
muchos errores
ortográficos o
de expresión
oral. No utiliza el
estilo APA.
Manifiesta poco
progreso
académico y
personal.
No manifiesta
progreso
académico y
personal.
Demuestra poco
interés y utiliza
escasos
elementos
tecnológicos en
la confección del
portafolio.
No demuestra
interés ni utiliza
elementos
tecnológicos en
la confección del
portafolio.
Presenta alguna
información,
pero no guarda
relación con el
curso.
No presenta
información
adicional.
TOTAL
MATRIZ DE VALORACIÓN PARA ACTIVIDADES DE AVALÚO
Curso: ____________________________________
Criterio Descripción Domina totalmente Domina bastante Domina parcialmente Puntuación
5 4 3
Contenido de curso
Información dividida por
talleres que están
relacionadas con las
actividades de evaluación y
avalúo (assessment ) del
estudiante.
Presenta todas las
evidencias de trabajo
desarrolladas en el
curso.
Presenta algunas
evidencias de
trabajo
desarrolladas en
el curso.
Presenta el 50% de las
evidencias de trabajo
desarrolladas en el
curso.
Destrezas de
comunicación oral y
escrita
El portafolio contiene
evidencias de comunicación
oral y escrita y en los
documentos utiliza el estilo
APA.
Presenta trabajos de
comunicación oral y
escrita libres de errores
gramaticales,
ortográficos, de
redacción o de
expresión oral y aplica
en forma correcta los
requerimientos de APA.
Presenta algunos
errores
ortográficos y
gramaticales o de
expresión oral y
demuestra
conocimiento
básico del estilo
APA.
Presenta varios
errores de redacción,
ortográficos y
gramaticales o de
expresión oral y
poco conocimiento
del APA.
Pensamiento
crítico
Demuestra un progreso
personal y académico a
través de reflexiones
críticas, trabajos
investigativos y/u otros.
Manifiesta un progreso
académico y personal
considerado.
Destrezas
tecnológicas
Utiliza elementos
tecnológicos en la
preparación del portafolio
acorde con el contenido y
formato del curso.
Demuestra alto interés y
siempre utiliza
elementos tecnológicos
que apoyan la
confección del
portafolio.
Demuestra
interés y utiliza
elementos
tecnológicos que
apoyan la
confección del
portafolio.
Demuestra algo de
interés y utiliza
ciertas herramientas
tecnológicas que
apoyan la confección
del portafolio.
Manifiesta un
progreso
académico y
personal
moderado.
Manifiesta algún
nivel de progreso
académico y
personal.
Comentarios:
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Iniciativa, ética y
liderazgo
Ofrece información y
evidencias adicionales que
van más allá de lo asignado
en clase o requerido para el
curso, se apoya en fuentes
confiables.
Presenta información
adicional relacionada
con el curso.
Presenta alguna
información
relacionada con el
curso.
Presenta muy poca
información adicional
relacionada con el
curso.
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Discussion of Results of Assessment and
Authorization for the Use of the Portfolio
I, _________________________________, with identification number
S00__________________________________:
1. Certify that the Facilitator discussed the results of assessment of the learning course.
2. Authorize the School of Professional Studies, AHORA Program, to keep the portfolio
prepared for the course ___________________ for a period of time of a year, according
to the policy of Ana G. Méndez University; from the date of delivery as evidence of the
retrieved academic learning process.
For the record so we sign, Student’s signature : Date:
Facilitator’s Signature: Date:
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Appendix C
Muddiest Point
Name: Date :
Course: Facilitator:
PT: Section :
Instructions: After the workshop activities, answer and turn in the following. Remember to
save as evidence in the Portfolio of the course once it is evaluated by the Facilitator.
1. Which was the topic that you best understood?
2. Over which concept or skill do you still have doubts?
3. How can this be clarified? Do you need additional help?
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Appendix D Self-Evaluation
Name: Date:
Course: Facilitator:
PT: Section:
Reflect on the following premises and answer:
1. What have I learned so far? Explain.
2. Was my participation in each workshop active? Explain.
3. Did I prepare properly for all workshops? Explain.
4. In which aspects did I highlight as a student? Explain.
5. What could I have done better? Explain.
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Appendix E Inmediate Written Response
Name : Date:
Course: Facilitator:
PT: Section :
Question(s): Question(s):
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Appendix F One-minute Paper
Name: Date:
Course: Facilitator:
PT: Section:
Instructions: Answer the following questions and then hand it in to the facilitator.
1. What is the most important thing you learned in class?
2. What question was not answered in the class?
3. In what kind of situation can you apply the concepts discussed today?
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Appendix G Guide for Cases Analysis
Purpose
Case study promotes the student’s ability to think strategically, analyze problems and
opportunities, and make valid alternatives based on the analysis performed. It also provides the
student a systematic process to make decisions that are in the selection of the best strategy
when compared to others.
Parts of the Case Analysis
Each case analysis must have a written report (___ points) and an oral presentation
(___ points) for a total score of ___ points (the score will be assigned by the Facilitator of the
course)
The written report should not exceed ___ pages, double spaced, and must include a
minimum of five references from professional magazines, journals, books, studies, journals,
among others of academic nature. The page limit does not include graphical annexes or tables
that complement the analysis. The analysis should be concise and efficient without having to
elaborate on areas that are not relevant. The writing must have the correct use of grammar
and spelling.
The oral presentation must be of ___ minutes and innovative and varied audio-visual
resources should be incorporated. In case of a group presentation, all members must actively
participate.
The analysis (both written and oral) should be organized in the following manner:
I. Introduction
• Provide a brief overview of the case, including a brief description of the company, its
vision and mission. This part must not exceed two paragraphs.
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II. Problem/ Situation Description
• Express clearly the main problem without using complicated arguments.
• Provide a brief background of the situation presented in the case to position the analysis
in perspective.
III. Analysis of the Situation
• Lead all necessary and relevant analysis (e.g. Analysis of the business environment,
industry, competition, and consumer).
• Interpret the situation: strengths and internal weaknesses, opportunities and external
threats (FODA) (analysis SWOT – acronym in English). A specific list of the four most
important points must be submitted for each aspect. A brief explanation to the extent
that is necessary can be included.
The analysis of the situation should focus on points that sustain the problem.
IV. Strategic Alternatives
• Provide a listing and (Specific) brief explanation of three strategic alternatives that could
be considered to solve the problem previously identified.
• Provide a detailed comparison of each alternative using specific evaluation criteria.
• Support the evaluation with quantitative and qualitative analysis where applicable
(tables, matrixes, figures can be included).
• Explain the advantages and disadvantages of each alternative.
V. Recommendations and Implementation
• Select the recommended strategic alternative to solve the problem.
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Appendix H Guide for the Preparation of the Essay
An organized essay consists of an introductory paragraph, three or more paragraphs that
support the central idea of the topic and a concluding paragraph. All the paragraphs in the
essay have a central idea expressed in a sentence (topic sentence) that usually opens the
speech and in addition, several secondary ideas that support, explain, and expand the central
idea.
Introductory Paragraph
The introductory paragraph must contain at the beginning, sentences related to the
theme that will call the attention and the interest of the reader. Then, it shows the main idea of
the essay and the statement of the problem or the formulation of the thesis sentence to be
sustained. The declaratory sentence is the “what” and the “who” of the subject or the theme of
the essay. It gives meaning and direction to the essay. This paragraph can contain, according
to the type of the essay, the thesis to be demonstrated, the personal opinion or others opinions
about the developed subject. It is also an approach of the topic in a question form without
answering at the time, but answered later.
In a second sentence, state, highlight, and list the important details (aspects of central
ideas) or topics to be discussed in the paragraphs in the body of the essay. This enumeration
responds to the plan that has been traced in the development of the subject and at the same
time it becomes the guide and the essay’s direction. Then, write sentences that complete,
expand, and sustain the central idea, the purpose and the importance of the subject.
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Body (Supporting Paragraph)
The body of the essay is the part in which the thesis presented in the introduction is
developed and supported. It should have not less than three arguments that refute, test, and
evidence the exposed approach in the introduction.
Assign a supporting paragraph that begins with a topic sentence that establishes and sets out
the paragraph’s main idea. The main idea is the reasoning of conviction. For each paragraph,
there should be a central idea. For every idea, there should be several secondary ideas that at
the same time will exemplify and uphold the central idea. The topic sentence determines the
direction and development of the paragraph.
Conclusion
In the final paragraph of the essay present briefly the following:
• A summary of the main points
• The reaffirmation of the thesis defended by the author
• Possible solutions to the problem
• New positions, new findings that strengthen the author’s thesis and that refute the
contrary position
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Appendix I Conversion Table: Evaluarion Criteria
Punctuation Percentage
A. Maximum score according to the
assessment matrix
B. Maximum Percentage. According to the
evaluation criteria.
C. Score achieved by the student X. Percentage achieved by the student.
Formula:
X = B x C / A
Example:
Criteria: Participation and Attendance
Punctuation Percentage
45 5%
40 X
Formula:
X = 5 x 40 / 45
X = 4.4%
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Appendix J
Rubrica fpr Discussion Forums
Discussion Forum: to learn about the process of participation in forums, each student will log to
the appropriate link located in the Tutoriales section from Blackboard.
For the assigned day in the week of each workshop, post a comment following the instructions in
each of the workshops. Then, comment in at least two publications of your classmates in one of
the following ways:
• Send a question to verify or request further information.
• Share your initial comment and compare it with your classmates.
• Offer suggestions about the comment.
• Validate ideas with own experiences.
• Complete or complement the publication of your classmates.
Remember to base your writing and responses to classmates with specific references
according to your personal reading using the APA format in the latest edition.
*Workshops 1–5
Rubric Discussion Forum Maximum 10 points
The answer to the discussion question is reflective and representative to the
readings and/or content of the course module. APA (6 ª ed.) is used to quote
and substantiate comments. It is made on time.
4
Answers thoughtfully to at least two of the comments of classmates and asks
questions that extent the discussion and is carried out on time.
2
The final closing reflection (R & R) of the reading and the discussion of content
represents learning and professional development.
2
References are included following the APA format, as needed. Writing is
grammatically strong.
2
TOTAL
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Appendix K
Guide Questions for Personal Introduction
▪ What is your complete name?
▪ Where do you live?
▪ Is it a house or an apartment?
▪ What do you do for a living? What is your job?
▪ Where do you work?
▪ How old are you?
▪ How tall are you?
▪ Are you married or single?
▪ Do you have children? If so, howso, how old are they?
▪ Have you lived in another country?
▪ How do you spend your free time?
▪ Do you have any hobbies?
▪ Do you like cooking?
▪ What kind of food do you like?
▪ What kind of music do you like?
▪ Do you play a musical instrument?
▪ What are you studying at the university?
▪ How long have you been in the university?
▪ What do you like to do on Saturday?
▪ What do you like to do on Sunday?
▪ Do you practice any sport? If so, which one(s)?
▪ What languages do you speak in addition to English and Spanish?
▪ How can you evaluate your English speaking skills?
▪ Do you have special skills?
▪ What do you expect to learn in this course?
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Appendix L
Comparison and Contrast Essay Topics
1. Apple vs. Microsoft
2. Coke vs Pepsi
3. Renaissance Art vs. Baroque Art
4. Antebellum Era vs. Reconstruction Era in American History
5. Childhood vs. Adulthood
6. Star Wars vs. Star Trek
7. Biology vs. Chemistry
8. Astrology vs. Astronomy
9. American vs. British Government (or any world government)
10. Fruits vs. Vegetables
11. Dogs vs. Cats
12. Ego vs. Superego
13. Christianity vs. Judaism (or any world religion)
14. Republican vs. Democrat
15. Monarchy vs. Presidency
16. US President vs. UK Prime Minister
17. Jazz vs. Classical Music
18. Red vs. White (or any two colors)
19. Soccer vs. Football
20. North vs. South Before the Civil War
21. New England Colonies vs. Middle Colonies OR vs. Southern Colonies
22. Cash vs. credit cards
23. Sam vs. Frodo Baggins
24. Gandalf vs. Dumbledore
25. Fred vs. Shaggy
26. Rap vs. Pop
27. Articles of Confederation vs. US Constitution
28. Henry VIII vs. King Louis XIV
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29. Stocks vs. Bonds
30. Monopolies vs. Oligopolies
31. Communism vs. Capitalism
32. Socialism vs. Capitalism
33. Diesel vs. Petroleum
34. Nuclear Power vs. Solar Power
35. Saltwater Fish vs. Freshwater Fish
36. Squids vs. Octopus
37. Mammals vs. Reptiles
38. Baleen vs. Toothed Whales
39. Seals vs. Sea Lions
40. Crocodiles vs. Alligators
41. Bats vs. Birds
42. Oven vs. Microwave
43. Greek vs. Roman Mythology
44. Chinese vs. Japanese
45. Comedy vs. Drama
46. Renting vs. Owning
47. Mozart vs. Beethoven
48. Online vs. Traditional Education
49. North vs. South Pole
50. Watercolor vs. Oil
51. 1984 vs. Fahrenheit 451
52. Emily Dickinson vs. Samuel Taylor Coleridge
53. WEB DuBois vs. Booker T. Washington
54. Strawberries vs. Apples
55. Airplanes vs. Helicopters
56. Hitler vs. Napoleon
57. Roman Empire vs. British Empire
58. Paper vs. Plastic
59. Italy vs. Spain
60. Baseball vs. Cricket
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61. Jefferson vs. Adams
62. Thoroughbreds vs. Clydesdales
63. Spiders vs. Scorpions
64. Northern Hemisphere vs. Southern Hemisphere
65. Hobbes vs. Locke
66. Friends vs. Family
67. Dried Fruit vs. Fresh
68. Porcelain vs. Glass
69. Modern Dance vs. Ballroom Dancing
70. American Idol vs. The Voice
71. Reality TV vs. Sitcoms
72. Picard vs. Kirk
73. Books vs. Movies
74. Magazines vs. Comic Books
75. Antique vs. New
76. Public vs. Private Transportation
77. e-Mail vs. Letters
78. Facebook vs. Twitter
79. Coffee vs. an Energy Drink
80. Toads vs. Frogs
81. Profit vs. Non-Profit
82. Boys vs. Girls
83. Birds vs. Dinosaurs
84. High School vs. College
85. Chamberlain vs. Churchill
86. Offense vs. Defense
87. Jordan vs. Bryant
88. Harry vs. Draco
89. Roses vs. Carnations
90. Poetry vs. Prose
91. Fiction vs. Nonfiction
92. Lion vs. Tiger
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93. Vampires vs. Werewolves
94. Lollipop vs. popsicles
95. Summer vs. Winter
96. Recycling vs. Landfill
97. Motorcycle vs. Bicycle
98. Halogen vs. Incandescent
99. Newton vs. Einstein
100. Go on Vacation vs. Stay at Home
101. Rock vs. Scissors
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Appendix M
Rubric for Paragraphs
Score 5= Excellent 4=Good 3= Moderate 2= Good 1= Deficient 0= Not observed
Subject Key elements of the assignment were covered Content is comprehensible and accurate Major points are supported by specific details and or examples
Higher-order thinking The writer compares/ contrasts/integrates the subject with experience At an appropriate level, the writer analyzes and synthesizes the theory to develop new ideas and ways of conceptualizing and performing
Organization Title Topic sentence Supporting details
Style/ Mechanic Paper is laid out effectively Rules of grammar and punctuation are followed Spelling is correct
Readability/style Sentences are complete, clear and concise Sentences are well constructed with varied structure
Punctuality Paper was turned in on the time allotted
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Appendix N
Rubric for Oral Presentations
Name: __________________________ Date: ________________
Score 4= Excellent 3=Good 2= Moderate 1= Deficient 0= Not observed
Criteria Score
Content
• Key elements of the assignment were covered
• Topic was relevant and addresses the assignment specifications
• Content is comprehensible, accurate, and believable
• Key points are noted
• Topic was researched adequately
Organization and structure
• Presentation is well organized, clear and effectively structured
• As a team presentation, it is integrated rather than being a disjointed
series of individual presentations with smooth transitions
• There is an introduction to gain the audience’s attention and explain the
purpose of the presentation
• Presenter made eye contact with the audience
• Tone, pitch, and rate were appropriate
Use of visual Aids
• Visual aids are used where appropriate
• Visual aids are appropriately professional given the presentation’s
context
• Visual aids are easy to see/read
• Media is used correctly
• Visual aids contribute to the overall effectiveness of the presentation
Audience Participation
• Questions from the audience are effectively addressed and
answered correctly
Time Limit
• The presenters stayed within the allotted time limit used well/ not rushed
Total /68
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Appendix O
Rubric for Written Works
Name: ___________________ Date: _________________
Score= ____/80pts
Score 4= Excellent 3=Good 2= Moderate 1= Deficient 0= Not observed
Subject ▪ Key elements of the assignment were covered ▪ Content is comprehensible and accurate ▪ Major points are supported by specific details and or
examples
Higher-order thinking ▪ The writer compares/ contrasts/integrates the subject with
experience ▪ At an appropriate level, the writer analyzes and
synthesizes the theory to develop new ideas and ways of conceptualizing and performing
Organization ▪ The introduction provides a background on the topic ▪ The central theme is clear ▪ The structure is clear, logical and easy to follow ▪ The sections support the central theme ▪ The conclusion follows the body of the paper
Style/ Mechanics ▪ Paper is laid out effectively ▪ Paper is neat ▪ Rules of grammar and punctuation are followed ▪ Spelling is correct
Readability/style ▪ Sentences are complete, clear and concise ▪ Sentences are well constructed with varied structure ▪ Transitions between sentences and paragraphs help
maintain the flow of thought ▪ Words are precise and unambiguous ▪ The tone is appropriate to the audience, content and topic
Punctuality ▪ Paper was turned in on the time allotted
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Appendix P
Demonstration Rubric
Criteria Score
1. Greetings
2.Introduction
3.Clearly demonstrates a process or provides instructions
4.The process was not read. Student was well prepared
5. Use of visual aids
5. Includes a demonstration
7. Shows final product
8. Speaks fluently
9. Posture
10. Volume
11. Rate
12. Eye contact
13.Comprehensibility
14.Fluency
Total ___/56pts
Score 4= Excellent 3=Good 2= Moderate 1= Deficient 0= Not observed
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Universidad del Este, Universidad Metropolitana, Universidad del Turabo
© 2016. Sistema Universitario Ana G. Méndez, Derechos Reservados.
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