EAP 100: Introduction to College Writing for Multilingual Students (4 credits)Syllabus & Semester Calendar

Spring 2019

SECTION DAY & TIME LOCATION

001002

MW 9:30-10:45 & F 10:00-10:50MW 11:00-12:15 & F 11-11:50

MER 213HLT G88

003004

MW 2:00-3:15 & F 2:00-2:50MW 3:30-4:45 & F 3:00-3:50

HLT G80 HLT G80

Instructor: Brooke Haley Email: haleyb@uwm.eduOffice: CRT 678Office Hours: Students can come see me in my office for help, to ask questions, or just to talk on Monday and Wednesday between 11:00am-12:00pm or by appointment. I’m also available right after class for quick questions/concerns. Please come see me. If I can’t help you, I’ll find someone who can.

Who Can Take This Course? (Course Prerequisites)

This course is designed for multilingual students who have scored a 2 or above on the English Placement Test for Multilingual Students (EPT-NNSE) or earned a C or above in EAP 110.

What Happens in This Course? (Course Description)

Students in EAP 100 will strengthen their academic writing and reading skills in English. While furthering their mastery of English grammar and vocabulary, EAP 100 students will expand their abilities to produce polished academic essays, write based on reading, and think critically. The goal of EAP 100 is to prepare students for EAP 101, for writing in other university courses, and for writing in the world outside the university.

As a four-credit course, EAP 100 combines two kinds of courses into one: a college-level academic writing course and an advanced-level academic English language course. To earn the four credits of EAP 100, students must dedicate sufficient time to EAP 100 classes, conferences, and assignments. On average, EAP students will need to spend 12-16 hours a week working on reading and writing assignments as well as participating in classes and conferences.

How Do You Get in This Course? (Add/Drop & Waitlist Policy)

Although students should have their schedules determined by the first day of class, some students will be finalizing their schedules and adding and dropping classes during the university’s two week add/drop period. If you add this class after the first day, you are responsible for communicating with the teacher to determine what missing work to make up and when it must be turned in. Students who fail to meet the course prerequisites will be administratively dropped from the course unless they have documentation to prove otherwise. Students not yet registered and waiting to add the course must continue to attend class until they can add. It is the waitlisted student’s responsibility to check PAWS for open spots and enroll in the class during the add/drop period.

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What Do You Need For This Course? (Required Texts & Materials)

We will be using a number of online materials which can be accessed through the course’s online course site, Canvas (https://uwm.edu/canvas/). It is your responsibility to print and bring all Canvas materials to class as needed.

The textbooks for this class may be ordered online through the UWM campus bookstore by going to: uwm.ecampus.com. If you order online through the UWM bookstore, you will receive your books in about two days, and you won’t be charged for shipping. You may also purchase your books from Amazon or any other online seller.

The book for this class is:

Albom, Mitch. Tuesdays With Morrie New York: Doubleday, 1997. ISBN # 978-0-7679-0592-3 $15.00 new / $5.00 used

You will also need: USB drive (thumb drive) for saving your writing; A notebook, folder, pen/pencil for taking notes; A STAPLER!!! Familiarity with Wepa, the on-campus printing option (https://uwm.edu/technology/printstations/) , or

access to a printer; additional required materials will be posted on Canvas that you will be required to access/print.

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What Will You Learn in This Course? (Student Learning Outcomes)

Reading—Students successfully completing EAP 100 can:

read and annotate texts from various genres of varying lengths and distinguish thesis/controlling idea, main points and supporting points;

possess good comprehension of elementary vocabulary but may have errors when encountering complex vocabulary;

use a variety of techniques to identify the meaning of unfamiliar vocabulary; use a variety of strategies to achieve overall comprehension of a text; analyze and synthesize information effectively within and among texts; develop their own opinions about the ideas in the texts; and develop an awareness an author’s purpose, context and audience and the choices the author makes to

communicate effectively.

Writing—Students successfully completing EAP 100 can: develop an understanding of the value of expressing their own point-of-view in relation to ideas in the course

texts; write an essay with a focus, which is expressed as a thesis/controlling purpose near the beginning of the essay,

which reflects what matters to or is at stake for the writer, and which is attentive to the concerns of the audience; organize ideas and paragraphs in an essay with an introduction, body and conclusion in a way that seems logical

to a US academic audience; write paragraphs in the body of an essay with a focus connected to the main focus of the essay; include details/support in the paragraphs of an essay that are connected to the main focus of the essay and that are

related to the focus of that paragraph; explain concepts, words and names that may be unfamiliar to readers the first time they appear in the essay; integrate relevant paraphrases, summaries and quotations from source texts into their own writing in support of

the essay’s thesis/controlling purpose; effectively present others’ ideas as distinct from their own; produce reflective writing in which they evaluate and explain their writing process and the choices they make as

writers; edit and proofread writing; and produce clear, smoothly flowing, well-structured writing that demonstrates controlled use of organizational

patterns and cohesive devices and that demonstrates good control of elementary vocabulary, though some errors still occur when expressing more complex ideas.

Language (Grammar, Vocabulary, and Mechanics)—Students successfully completing EAP 100 can:

demonstrate syntactic variety and range of vocabulary; demonstrate generally good control over grammar, word order, word choice, spelling, sentence boundaries, and

various complex clause structures; and make language choices and composing decisions appropriate to the purpose, context, and audience

MLA Format - Students successfully completing EAP 100 can: produce writing which follows MLA format and document use of sources using in-text citations and a works cited

page according to MLA guidelines.

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What Will You Have to Do in This Course? (Coursework)

Homework: Students will be given regular homework to deepen your understanding of what we are learning in class. All homework that is to be turned in must formatted as follows:

typed in a Word document - use a standard font and size, such as Times New Roman, 12 double-spaced do not use bold or italicized letters. In the upper left corner of each draft, write your first and last name, EAP 100-001, the date, and a phrase

designating the assignment (example, “Short Write #1”) Please staple multiple papers together in the upper left-hand corner if I ask you to hand them to me. Otherwise,

upload them to Canvas.

Canvas Online Course Management Site: Throughout the semester, you will also receive assignments that require you to retrieve materials and post responses on our course website. Most of your other UWM classes will be using D2L, but EAP 100-001 has been selected to pilot UWM’s NEW online course management system, Canvas. The entire university will be moving from D2L to Canvas soon, so this is a good opportunity for all of us to get familiar with this new tool. You can access our Canvas site at https://uwm.edu/canvas/. Use the same username and password you use to access PAWS and your UWM email. Our Canvas course website allows you to access learning resources, submit writing assignments, take online quizzes, check your attendance and grades, and participate in discussions. Whenever I ask you to retrieve materials from Canvas, you will need to print them for yourselves and bring them to class. When I ask you to post something, follow the necessary links and prompts. The canvas website has help for students here: https://uwm.edu/canvas/students/

Short Writing Assignments: You will write ten short writing assignments based on what we’re doing in class. The SW assignments give you a lot of practice building the skills you need to pass tis class like organizing ideas, using sources to support your ideas, and integrating, documenting and citing them appropriately. These short writing assignments will vary in length depending on the assignment guidelines. Each assignment will have specific instructions that will ask you to think about and respond to texts you have read. Please read and follow the instructions of the assignment carefully!

In-class essays: You will write four in-class essays throughout the course which we will review for language control and composing. These essays will strengthen your ability to write impromptu essays, and they will prepare you for the two in-class writing assessments you will be required to write at the end of the semester. Both of these final in-class essays will be placed in your final portfolio. One will include a reading component.

Quizzes: Because much of what we will do in class depends upon the essays we read, I want to emphasize that you need to read and annotate the essays I’ve assigned and be prepared to discuss them when you come to class on the day I’ve scheduled them for discussion. Remember: whenever you have a reading assignment for homework, it is possible that I will give you a quiz on it.

Out-of-class Essays: You will write and revise two out-of-class essays for this course. The first essay will be between 500-550 words long. In this essay, you will support an opinion with examples from your own observations and experiences. The second will be between 750-900 words each. In this essay, you will support an opinion with examples from source texts as well as with examples from your own observations and experiences. You will write several drafts of each essay. Your second essay, in which you are demonstrating your ability to write using sources, will be included in your final portfolio.

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Conferences: You will have at least two individual conferences with me throughout the semester at which we will meet to talk about your writing. Please come to the conference with specific questions about your concerns for that assignment. If you miss a conference, I may or may not have time to meet with you at a different time to make up for that missed conference. Arriving late for a conference is also a problem because we may not have time to meet or reschedule. Whether or not we are able to meet at a different time, that missed conference will count as three absences (unless you make arrangements more than a week in advance to reschedule a specific conference). I will arrange a conference schedule, based on student availability, which I hope we can follow for the entire semester. I will give you the conference schedule in class and by email as soon as possible. The schedule will also be posted on our D2L website.

The End-of-Semester Portfolio: At the end of the semester, you will turn in a final portfolio that will be read by other EAP instructors. They will evaluate your writing and decide whether your writing skills are sufficient for you to succeed in EAP 101, and so they will be looking at your use of English and the development of your ideas. Your portfolio will contain the following items:

the final draft of your second major essay written out of class; an in-class essays that you will write in the final week of class. a second in-class essay which incudes a reading comprehension element. A reflective letter

Both in-class essays need to be well-written, well-organized, and well-supported. Your reflective letter should be in business letter format and describe your progress throughout the semester and your plan for continued English reading and writing improvement. Your reflective letter and your revised essay will be turned in on the last day of class. To help you prepare for the two final in-class essays, you will write several practice in-class essays during the semester.  To submit a final portfolio, students must have turned in final drafts of ALL the major writing assignments. Students may not be allowed to submit a final portfolio if they have had more than 6 absences.

Overall, your portfolio should demonstrate your ability to communicate clearly in written English and your ability to produce a well-organized essay that appropriately responds to the given assignment. It should also demonstrate your ability to think critically. Your revised essay must meet MLA formatting and documentation requirements.

If the Final Portfolio Committee readers decide that your portfolio demonstrates strong writing skills, you will qualify for EAP 101. However, if the portfolio readers feel that your portfolio does not demonstrate the level of writing ability needed to succeed in EAP 101, you will not pass the portfolio process, you will receive a final grade of C- or lower in the class, you will not qualify to enroll in EAP 101, and you will need to repeat EAP 100.

Specific Portfolio Formatting Guidelines and Additional Points: You will submit your final, revised essay AND your reflective letter in a clean manila folder. At the top of your essay, you need to write only the first nine digits of your UWM student number, “EAP 100-001.” That is, do not write your name on the essay or on the manila folder because the portfolio readers should not know your identity.In addition, you will submit to me a second manila folder containing all the drafts of your chosen final essay. This is mandatory, and I cannot accept your final writing portfolio without receiving this folder containing all of the writing leading up to your final draft. Therefore, you will be submitting two folders: the folder containing your revised essay identified only with your student number and the folder with all the drafts of this essay (identified with name because only your instructor will see the contents of this folder.)These are due on Monday, May 6th in class. We will not accept late portfolios! There are no exceptions.

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The EAP assistant academic director will archive your final EAP 100 portfolio for one year.

Portfolio Passing Criteria: The criteria below will be used to evaluate the revised out-of-class essay in EAP 100 portfolios. They are all of equal importance.

Language: The writing displays some fluency and facility in the use of written English although it probably has occasional errors. It demonstrates some syntactic variety and range of vocabulary. The writing needs to demonstrate generally good control over grammar, word order, word choice, spelling, sentence boundaries, and various clause structures.

Focus: The essay must have a clear focus that is based on at least one assigned reading. This clear focus should be expressed in a thesis statement or statement of purpose near the beginning of the essay. Each paragraph also must have a clear focus. All of the details in the essay need to be connected to the main focus of the essay, and details in each paragraph need to be related to the focus of that paragraph.

Explaining: General statements need to be explained or supported in sufficient detail so that readers can understand the writer's ideas. Concepts, words and names that may be unfamiliar to readers need to be explained or identified the first time they appear in the essay. Your writing should “stand on its own” so that a reader can read and understand it without having to stop to read something else in order to understand your piece of writing.

Organization: Ideas and paragraphs in each essay need to be ordered in a way that seems logical to a US academic audience. The essay needs to have an appropriate beginning and ending.

Writing Based on Assigned Readings (Second Essay): The revised essay in the portfolio must successfully incorporate references to at least one assigned reading. Through quotations, paraphrase and/or summary, the essay must make multiple references and connections to at least one assigned reading. Quotations should be included in the essay to serve as evidence that the student is accurately and fairly presenting another writer’s ideas through summary and paraphrase. You need to distinguish other writers' ideas and words from your own ideas and words in the essay. Quotations should be integrated into, yet distinguished from, your own writing.

Note that while the portfolio readers will also consider your reading comprehension as measured by one of the two in-class essay assignments, the primary factor determining your readiness to continue in the writing sequence will be your writing skill, not your reading ability.

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How Will Your Final Grade Be Determined? (Calculation of Your Final Grade) I will calculate your grade for the course at the end of the semester based on the percentages below.

Short Writing Assignments: 25% Homework/ Quizzes/ 3 In-Class Essays: 20% Two major essays: 20% Class participation (peer review, in-class discussion, conferences, attendance): 10% Final portfolio: 25%

Letter grades are assigned according to the university grading scheme:

A 93-100% A- 90-92% B+ 87-89% B 83-86% B- 80-82% C+ 77-79%

C 73-76%C- 70-72% D+ 67-69%D 63-66% D- 60-62%F 0-59%

Note: if your portfolio fails, you will automatically receive a C- or lower in the course, depending on the other components of your overall grade.

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25%

20%

20%

10%

25%

Grade Calculations

How Can You Succeed in This Course (and ALL your courses)?

Attendance and Punctuality: You cannot improve your reading, writing and critical thinking skills without coming to class. Therefore, you need to make coming to class a priority in your life. If you miss more than three classes, I will lower the “Course Participation” portion of your grade. If you miss more than six classes for the course this semester, you may not pass the course.Arriving late for class or leaving early not only means that you might miss something important but also that you might disrupt important work that others are doing. I will keep track of arrivals and departures that exceed ten minutes. Four such late arrivals/early departures count as one absence. (Please talk to me if you have special circumstances that make it difficult for you to arrive on time.)

Assigned Readings: You will need to print any assigned readings from Canvas and bring them to class. You must read the text BEFORE class and bring this text(s) to class and be prepared to discuss it and take a quiz on it. To help you understand what you are reading, you should annotate the text (underline, make marginal notes, circle key vocab, look up unknown vocabulary…) Even I, a native English speaker with a Master’s degree, annotate everything I read to help me understand it.

Read Carefully: This means your homework assignments, test/quiz questions, personal response assignments/prompts, the syllabus, the homework calendar, YOUR essays/homework before you turn them in, MY feedback on your work… I will NOT give you points for an assignment if you don’t read the instructions carefully and thus, forget to do all the parts, or do something wrong. I will not give you points if you don’t make changes to an essay/assignment based on my feedback.

Translating: Don’t ever write an assignment or an essay in YOUR language first and then try to translate it (either yourself of with translating software.) It NEVER sounds right and doesn’t help you become a better writer.

Revising: You will be allowed to revise your personal responses for extra credit points on your final grade. You should read ALL my feedback carefully and make changes to your assignment based on that and your own ideas to make it better. You are REQUIRED to revise your essays several times before you get a final grade on it. Revision is about more than fixing grammar mistakes. You may need to delete, add, or reorganize information to make your essay better. Writing is a process that takes time and attention. Your grade will reflect the effort you put into your writing.

Individualized Meetings: I invite you to visit me in my office during my scheduled office hours whenever you need extra help, encouragement or advice. If you’d like to meet me and you’re not free during my office hours, let me know in person or via email, and I’ll be happy to arrange a meeting time.

Preparation and Participation: To succeed in this course, you need to do all the assignments on time and bring with you all that you need to bring to class. The “Class and Assignment Schedule” at the end of this document gives details about assignments you need to do before each class and at other times during the week. You may hand in a late assignment within 48 hours of its due date for ½ credit. Please know that you should always discuss with me special circumstances that keep you from completing assignments on time. Participating in class by paying attention to what others say will also help you succeed in this class. Contributing your own thoughts, comments and questions is another important way to participate.

Cell Phones and Other Electronic Devices: You need to turn off cell phones before class begins and leave them off for the entire class period. Electronic dictionaries, iPods, tablets, iPads, and laptops also need to be turned off during class (unless I invite you to use them for a specific activity).

Managing Your Time: University educators estimate that to succeed, a native English speaker needs to spend at least two (2) hours studying outside of class for every one (1) hour in class (during a semester-long class). Multilingual speakers of English need much more time to read and write than native speakers of English do. Therefore, you will have to plan your time wisely so that you can complete all of your reading and writing assignments.

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Religious Observance: If you have a religious observance that will require you to miss a class or a conference, please communicate with me about this as soon as possible. You can find the University’s religious policy information here: http://www4.uwm.edu/secu/docs/other/S1.5.htm

Academic Misconduct and Plagiarism: You are responsible for honestly completing and representing your work and for respecting others' academic work. Plagiarism is commonly defined as a form of academic theft—the act of claiming the intellectual work of others as one’s own. In other words, plagiarism is cheating, so it is not allowed in the university. If you copy words from something you read, you must use quotation marks and identify the source of those words. (This is quoting.) If you use different words but copy ideas from something you have read, you also need to identify the source of those ideas. (This is paraphrasing or summarizing.) We will be learning a lot about avoiding plagiarism in this course. Other examples of academic dishonesty are the following: Turning in work to me done for another class; Having a friend/roommate/cousin, etc. correct your writing before you turn it in; Writing something in your native language and using a translating app. To translate it into English; Using someone else’s work and turning it in as your own;You must be aware of how seriously plagiarism and academic dishonesty is treated in the United States. At the University of Wisconsin-Milwaukee, plagiarism is considered a form of academic misconduct, and all plagiarism cases are subject to University of Wisconsin System rules and regulations on academic misconduct. The penalties for intentionally plagiarizing range from failing the assignment or course to being suspended or expelled from the university. Furthermore, I will not tolerate any other forms of cheating in class. This includes copying homework assignments and quizzes from other people. If I catch you—and I will!—I will give you a zero on the work and you may fail the course. For more information on academic misconduct, see http://www4.uwm.edu/dos/conduct/academic-misconduct.cfm

(For further information about university policies related to student course work, go to http://www4.uwm.edu/secu/news_events/upload/SyllabusLinks.pdf)

Reasons You May Not Pass This (or any other) ClassNot everyone passes EAP 100 (or any other class) the first time they take it. Some students will need a 2nd time in this class to have the skills to be ready to succeed in EAP 101. Remember, teachers do not pass or fail students; students pass or fail themselves. Here are a few reasons students might not pass this class:

The student didn’t take the class seriously. This means the student may have done some or all of the following:o missed a lot of classeso not participated in class discussionso not read carefullyo come to class unpreparedo not turned in all assignmentso turned in some assignments late o failed to revise essays well

** Students can control these things.

The student needs more English language and academic skills.o English language = vocabulary, grammar, mechanicso Academic skills = following directions, doing HW, coming prepared for class, using source texts

appropriately, reading skills and strategies, American academic writing style.** Students may not be able to control this.

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Where Can You Go For Help? (Campus Resources)

Writing Center The Writing Center is UWM’s best resource for all kinds of writers. Their main office is in Curtin 127, but there is a satellite Writing Center on the first floor in the East wing of the Library. For writing assignments for this class (and probably other classes), your instructor is the first person you should consult when you have questions or difficulty with a writing assignment. Your classmates can also be helpful. The Writing Center is the best source of guidance after you have consulted your instructor. When you go to the Writing Center for help with a writing assignment, take your course syllabus and anything else your instructor gave you with details about requirements and expectations for the writing assignment. http://www4.uwm.edu/writingcenter/

Golda Muir LibraryUWM’s Golda Muir Library is an amazing resource for students. The librarians can help you find books and information online using the library’s databases. The library’s fiction section has many “easy readers” marked with yellow stickers for non-native speakers to practice their extended reading. Students can borrow tech equipment like laptops, tablets, video cameras, etc. for FREE. The library even offers a free movie streaming service called Kanopy for UWM students. Kanopy has thousands of movies from countries all over the world. https://uwm.kanopy.com/ Take some time to visit the library and see what it has to offer. https://uwm.edu/libraries/

Student Success Center at UWM Visit the Student Success Center in Bolton 120. Make an appointment with a mentor. A mentor is a friendly and helpful UWM student who has been at UWM for a couple of years already. You can meet with a mentor on a regular basis. The SSC also provides “Success Skills Workshops” at the beginning of every semester. Here is the website for the Student Success Center, full of helpful ideas and resources for connecting with friendly people and succeeding academically at UWM: http://www4.uwm.edu/ssc/index.cfm Panther Academic Support Services (PASS) Tutoring & Supplemental Instruction PASS is located in Bolton 180. PASS’s mission is to provide UW-Milwaukee undergraduate students a variety of academic support services to empower them to learn, achieve, and succeed in college. PASS offers supplemental instruction review sessions of big lecture classes, walk-in tutoring, online tutoring, residence hall tutoring, and study groups. http://www4.uwm.edu/pass/ Norris Health Center Norris Health Center, your on-campus health resource, is located between Enderis Hall and the Klotsche Center. The staff at Norris will be your partner in and provide treatment if you are ill or injured, but more important, they will assist you in understanding your health needs and in learning to make healthy choices daily. Norris Health Center is the place to go for inexpensive non-prescription medicine, prescription medicine, health supplies, basic health care, blood tests, and mental health services if you’re feeling depressed or anxious. All the services here are either free or MUCH less expensive than a hospital or pharmacy like Walgreens or CVS because you’re a UWM student.https://www4.uwm.edu/norris/ The Accessibility Resource Center The Accessibility Resource Center is located in Mitchell 112. The Accessibility Resource Center is an important resource for students with disabilities. If you need special accommodations in order to meet any of the requirements of this course, please contact me as soon as possible. http://www.uwm.edu/Dept/DSAD/SAC/index.html. University Counseling Services (UCS)University Counseling Services offers free and anonymous group, couple and individual counseling as well as crisis intervention. These services are great for students with adjustment, mental health and/or substance abuse concerns. https://uwm.edu/norris/counseling/

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Class Work and Homework Schedule

The schedule below outlines a chronology of reading and writing assignments, in-class work, and conferences as described in the syllabus. This is a dynamic schedule, and I will make changes as I see fit as we go along. Note that the book A Writer’s Workbook has been abbreviated to WW and the text New Directions to ND.

Reading and writing assignments are due the class period after they are described below unless otherwise noted. I suggest that you look at each week’s assignment carefully so that you clearly understand how all the assignments work together.

All of the readings and other content you need to access and print are organized on Canvas by week.

DATE IN-CLASS ACTIVITIES HOMEWORK FOR NEXT CLASS

Week OneW1/23

Welcome, introductions, and syllabus Icebreaker Activity

Read syllabus and calendar carefully and come to class Friday with questions

Take “Syllabus Quiz” on Canvas by Friday at 9:30am. Read “Writing Under Test Conditions” (WW pp. 138-

142) to prepare for Friday’s in-class essay.

F1/25

Review “Writing Under Test Conditions” (WW pp. 138-142)

Go over Discussion Board assignment Write in-class essay #1 (diagnostic)

Read “Course Overview” Do discussion Board assignment on Canvas for Saturday

1/26 (post) and Sunday 1/27 (reply to 2 posts) – Read instructions carefully on Canvas

Read and annotate “How to Be a Successful Language Learner” (WW pp. 18-23) AND Read “Classroom Expectations and Behaviors” on Canvas.

Come to class ready for a QUIZ and a DISCUSSION!

Week TwoM1/28

Review the Syllabus and Course Overview (on Canvas)

Go over ICE#1 (feedback and rubric)

Discuss “How to be a Successful Language Learner”

Take quiz on reading/vocab

Read “The Structure of An Essay” pp. 104-110 in The Essentials of Writing Packet, which can be found in “Important and Helpful Resources” module on Canvas.

Read and annotate “Destination College – USA” (WW pp. 2-6.) Be prepared for class discussion and/or quiz on Wednesday.

W1/30

Formatting a page – MLA style.

Introduce the academic essay (The Essentials of Writing Packet “The Structure of An Essay” pp. 104-110)

Grammar Prep Reading - “Sentence Variety” WW pp. 111-114 & “Sentence Basics & Connecting Ideas” document on Canvas. COME TO CLASS WITH QUESTIONS AND READY FOR GRAMMAR WORK.

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Discuss audience, purpose and supporting ideas

Discuss “Destination College”

F2/1

GRAMMAR FOCUS: Discuss and practice with sentence basics & connecting ideas.

Discuss Short Writes and submitting on Canvas.

Turn in Short Write #1 on Canvas by 9:30 Monday AND print and bring to class Monday.

Read and annotate “The Education of Berenice Belizaire” (WW pp. 80-84). Come to class ready for a QUIZ

Do recommended “Sentence Variety” practice in WW pp. 111-114. (on Canvas)

DATE IN-CLASS ACTIVITIES HOMEWORK FOR NEXT CLASS

Week ThreeM2/4

Collect SW#1 Free-write

Discuss reading and vocabulary

“Common Sentence Patterns” Handout

Read about how to get started on an essay. Essentials of Writing packet “Exploring and Planning” pp. 113 -118 (on Canvas).

W2/6

Receive Essay One assignment and discuss the writing process

Discuss ways to get started on an essay; practice freewriting/brainstorming

Discuss thesis statements & practice

Read “Tension Filled Thesis Statements” document on Canvas

Grammar Prep Reading – “Fragments and Run-Ons” (WW pp. 131-132 and 147-149.)

F 2/8

Go over SW#1 – good & not-so-good Turn in SW #2 on Canvas by 9:30 Monday AND print and bring to class on Monday.

Email me your proposed thesis statement on Sunday,

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GRAMMAR FOCUS: Discuss and practice identifying and fixing fragments and run-ons.

2/10, by 6pm. Do suggested fragment/RO practice online. Read and annotate “Education.” (on Canvas)

Week FourM2/11

Collect SW#2 Discuss reading and vocabulary

Review requirements for a good thesis and workshop proposed thesis statements for Essay #1.

Read and annotate “Gap Year” Work on Essay One Draft #1

W2/13

Discuss reading and vocabulary

Writing a “Stand-Alone Summary”

Bring two copies of Essay One Draft #1 to class for Peer Review on Friday.

F 2/15

Conference Sign-Up

Do peer review of Essay One Draft #1

Turn in SW #3 on Canvas by 9:30 Monday 2/18 Turn in “Reflection #1” on Canvas by 9:30 Wednesday,

2/20 Hand in Essay One Drafts #1 and #2 (For Monday, 2/25 – after conference week)

Week Five: NO CLASS - Individual Conferences Monday, 2/18; Wednesday, 2/20 and Friday, 2/22

BRING YOUR ESSAY #1 DRAFT WITH YOUR PEER REVIEWER’S COMMENTS.

DATE IN-CLASS ACTIVITIES HOMEWORK FOR NEXT CLASS

Week Six

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M 2/25

Collect Essay #1 drafts 1 & 2 Look at rubric for Impromptu Essay

Write in-class essay #2

Read and annotate “The Teacher Who Changed My Life” (ND pp. 88-92) Be prepared for QUIZ and DISCUSSION on Wednesday.

Skim “MLA System” WW pp. 202-206

W 2/27

Free-write

Look at good summary samples

Discuss reading and vocabulary

Discuss the MLA System

Grammar prep reading – “Simple Present vs. Present Progressive Verb Tense” (on Canvas week 6)

F 2/29

GRAMMAR FOCUS: Simple Present vs. Present Progressive Verb Tense review and practice

Turn in SW #4 on Canvas by 9:30 Monday AND print and bring to class on Monday.

Read and annotate “An Indian Father’s Plea” (on Canvas)

Do grammar practice activities online.

Week Seven

M 3/4

Collect SW#4 Grammar Review & Quiz

Do “Mechanics and Formatting” activity

Discuss responding to a text and “They Say/I Say” (WW pp. 157-158 and D2L)

Read and annotate “School is Bad for Children” (ND pp. 58-66)

Work on final draft of Essay #1 – due Friday

W 3/6

Discuss readings and vocabulary (“Indian” and “School”)

Grammar Prep. Reading – Simple Past & Present Perfect Verbs (on Canvas Week 6)

Upload final draft of Essay #1 to Canvas AND bring

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Discuss note-taking, summarizing, and paraphrasing

ALL DRAFTS of Essay #1 to class on Friday in a manila folder.

F3/8

Collect Essay #1 (all drafts) Discuss integrating quotations/ paragraph

sandwiches/citing (Purdue OWL)

Turn SW #5 on Canvas by 9:30 Monday AND print and bring to class on Monday.

Read and annotate “Multiple Intelligences and Emotional Intelligence” (ND pp. 76-87)

Go to this website, print out a copy of this survey, do the survey, and bring the completed survey to class on Monday. http://surfaquarium.com/MI/inventory.htm

DATE IN-CLASS ACTIVITIES HOMEWORK FOR NEXT CLASS

Week Eight

M 3/11

Discuss reading and vocabulary

Discuss MI survey results

GRAMMAR FOCUS: Simple Past & Present Perfect verb tenses – rules and practice

Receive Essay Two Assignment

Watch TED talk “Do Schools Kill Creativity?” Review clustering and brainstorming techniques and

examples in “The Essentials of Writing” pp. 113-115

W 3/13

Discuss video and vocabulary

Discuss clustering/doodling as a form of brainstorming

Brainstorm & cluster an essay topic using the clustering method.

Submit proposed Thesis Statement for Essay #2 to Dropbox by 6:00pm Thurs. 3/14.

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F 3/15

Workshop proposed thesis statements

Introduce Tuesdays with Morrie

Turn in SW #6 on Canvas by 9:30 Monday AND Print and bring to class Monday after spring break.

Start Essay Two Draft #1 Read and annotate Tuesday with Morrie pp. 1-40. Do TwM reading Guide 1 questions and vocab work.

Prepare for QUIZ and Discussion after break.

Week Nine SPRING BREAK 3/18 – 3/22 - NO CLASS -

Week Ten

M 3/25

Discuss TwM pp. 1-40

Discuss Reading-based writing (In-Class Essay #3) and look at grading rubric

Review proper attribution

Discuss and practice writing the works cited page (D2L & Knightcite)

Work on Essay Two Draft #1 Look over Reading-Based Writing Rubric

W 3/27

Write In-Class Essay #3 Bring 2 copies of Essay Two Draft #1 to class for Peer Review Friday

F 3/29

Do Peer Review Essay Two Draft #1 Conference Sign-Up

Do SW #7 on Canvas by 9:30 Monday AND Print and bring to your conference next week.

Turn in “Reflection #2” on Canvas by 9:30 Wednesday, 4/3

Hand in Essay Two Drafts #1 & #2 in a folder (For Monday, 4/8 – after conferences)

Read and annotate Tuesdays with Morrie pp. 41-62 (For Monday, 4/8). Be prepared for a QUIZ and DISCUSSION.

Complete TwM Reading Guide 2 (For Monday, 4/8)

Week Eleven: NO CLASS / Individual Conferences Monday, 4/1, Wednesday, 4/3 and Friday, 4/5

DATE IN-CLASS ACTIVITIES HOMEWORK FOR NEXT CLASS

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Week Twelve

M4/8

Collect Essay Two drafts #1 and #2 Go over in-class essay #3 feedback and

concerns / review rubric

Discuss TwM chapters and vocabulary.

For FRIDAY 4/12 Read and annotate Tuesdays with Morrie pp. 63-99.

Complete TwM reading guides 3 and 4 Be prepared for a QUIZ and DISCUSSION on Friday. Work on Draft #3 of Essay 2

W 4/10

Catch Up day – practice integrating quotes / grammar review, etc.

Grammar Prep. Reading – Gerunds and Infinitives (on Canvas)

F4/12

Discuss TwM pp. 63-99.

GRAMMAR FOCUS: gerunds and Infinitives – rules and practice.

Hand in Essay Two Drafts #1, #2 and #3 in a folder & upload draft #3 to Canvas.

Read TwM pp. 100-122 Complete TwM reading guide 5 Turn in SW #8 on Canvas by 9:30 Monday AND

print and bring to class. Practice grammar online.

Week Thirteen

M 4/15

Collect Essay Two ALL DRAFTS Discuss reading and vocabulary & Quiz

GRAMMAR FOCUS: Phrasal Verbs

Read TwM pp. 123-141 Complete TwM reading guide 6 Practice grammar online.

W 4/17

Discuss reading and vocabulary & Quiz

Pgf. Sandwiches and Integrating Quotes – editing & practice

Read TwM pp. 142-163 Complete TwM reading guide 7 Practice grammar online and in packet.

F Discuss reading and vocabulary & Quiz Turn in SW #9 on Canvas by 9:30 Monday AND

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4/19 Understanding the Final Portfolio

expectations and requirements

Writing a reflective letter for the Final Portfolio

print and bring to class.

Week Fourteen: with conferences as needed

DATE IN-CLASS ACTIVITIES HOMEWORK FOR NEXT CLASS

M 4/22

Collect SW#9 Write in-class practice essay #4

Prepare Portfolio Essay (final revision) Begin writing Reflective Letter

W 4/24

TwM MOVIE DAY! Prepare Portfolio Essay Begin writing Reflective Letter

F 4/26

Go over in-class practice essay #4 feedback

Discuss Cultural Sharing Day Recap. the Final Portfolio & Reflective

Letter GRAMMAR FOCUS: Parallelism

Prepare Portfolio Essay Turn in SW #10 in the Dropbox by 9:30 Monday

AND print and bring to class. Review rubrics and In-Class Essays #1, #2, #3, and

#4 to help you prepare for FP writing next week.

Week Fifteen

M 4/29

Write In-Class Assessment #1 (impromptu essay)

Prepare Portfolio Essay & Reflective Letter

W 5/1

Write In-Class Assessment #2 (reading-based writing)

Prepare Portfolio Essay & Reflective Letter

F 5/3

Course Evaluation Final Portfolio Reminders Discuss Cultural Presentations for

Monday.

Finish Final Portfolio Essay & Reflective Letter to turn in on Monday

Prepare cultural presentation for Monday.

Week SixteenM 5/6

Collect Final Portfolio Essay Cultural Celebration Party

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Have a GREAT summer!!

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