REPORT
Assessment of writing ability for LI 112
First assessment
At the beginning of the spring 2011 semester, sixty-four students attending Beginning II
Italian courses were assessed. They were tested on whether they were able to complete
the task at hand and the degree of comprehensibility of their message. Furthermore,
particular attention was paid to the level of discourse and appropriateness of the
vocabulary used in their writing, as well as their degree grammatical accuracy. Students
were asked to write an essay in Italian as indicated below:
1. Directions: In the space provided write a paragraph consisting of at least 75 words as
directed below.
The writing task should be written entirely in Italian. First names of people do not count.
Be sure to satisfy the purpose of the task. The structure and the sentences should be in
chronological order and be connected with the appropriate conjunctions or connectives,
and should demonstrate a wide range of vocabulary.
Topic: Your new Italian pen-pal would like to know more about you and your life. Write
an e-mail message in Italian to your friend describing what your typical day is like.
You may wish to include:
 Time you get up and go to bed
 Two or three activities you do before you leave the house in the morning
 Time you go to school/work
 Two or three activities you do in the afternoon
 Two or three activities you do before you go to bed
Results
Data indicate that seventeen students were writing at the level required by the course.
Eight of them were writing slightly below the standards. However, two of them were not
meeting the minimal requirements. Surprisingly, thirty-seven students were writing at a
higher level than the one required by the course (see Table 1 below)
Table 1
Number of students in each performance level for assignment I
Students (n = 64)
Percentage
Below Level
2
3
Almost Level
8
Level
17
Above Level
37
12
27
58
Table 2
Number of students in each competency type and level for assignment I
Levels
Task Completion
4
39
3
16
2
7
1
2
Total
64
Comprehensibility
39
18
4
3
64
Level of Discourse
37
16
9
2
64
Vocabulary
35
15
12
2
64
Grammar
Mechanics
30
33
11
9
18
18
5
4
64
64
Second assessment
The same group of students was assessed at the end of the semester to see whether there
had been some improvement in their writing performance. The number of students was
slightly more than the previous group. The sixty-nine students were tested on the same
five parameters, but with a different assignment. They were asked to write a 75-word
journal entry where they would describe the most significant moments of their childhood.
They could include information about the location where they lived, the school they
attended, their favorite subject(s) and teacher(s), sports and hobbies.
Results
As we can see from Table 3 below, data have reported a higher percentage of students
writing at the level required by the course (36%). However, the percentage of students
not meeting the course standards was also higher (6%). Similarly, the number of students
exceeding the standards was also lower (32 vs. 37).
Table 3
Number of students in each performance level for assignment II
Students (n = 64)
Percentage
Below Level
4
6
Almost Level
6
Level
23
Above Level
32
9
36
50
Table 4
Number of students in each competency type and level for assignment II
Levels
Task Completion
4
43
3
12
2
4
1
5
Total
64
Comprehensibility
41
14
4
5
64
Level of Discourse
39
15
5
5
64
Vocabulary
37
19
4
4
64
Grammar
Mechanics
12
13
40
40
7
7
5
4
64
64
Conclusion
The profile of results obtained suggests that additional instruction does not determine an
overall improvement in performance. Actually, data show a general decline indicated by
the increase of number of students not meeting the standards and a decrease of those
exceeding the standards. However, the percentage of students reaching the level of the
course slightly increases. This seems to indicate that students’ proficiency improves with
the increase of difficulty of the language, even though the improvement is still not
significant.
Level 2 Writing Tasks - Holistic Rubric
Does Not Meet Expectations
Range: 1- 6 POINTS
Task Completion:
Minimal completion of the task, and/or content frequently
inappropriate
Comprehensibility: Text barely comprehensible
Level of Discourse: Predominant use of complete yet repetitive sentences, no or almost
no cohesive devices
Vocabulary:
Inadequate and/or inaccurate use of vocabulary
Grammar:
Inadequate and/or inaccurate use of basic language structures
Mechanics:
Inaccurate spelling, use of diacritical marks, punctuation and/or
capitalization
Almost Meets Expectations
Range: 7 – 12 POINTS
Task Completion:
Partial completion of the task, content mostly appropriate, ideas are
undeveloped
Comprehensibility: Text mostly comprehensible, requiring interpretation on the part of
the reader
Level of Discourse: Use of complete sentences, some repetitive, few cohesive devices
Vocabulary:
Somewhat inadequate and/or inaccurate use of vocabulary and too
basic for this level
Grammar
Emerging use of basic language structures
Mechanics:
Somewhat inaccurate spelling, use of diacritical marks, punctuation
and/or capitalization
Meets Expectations
Range: 13 - 18 POINTS
Task Completion:
Completion of the task, content appropriate, ideas adequately
developed
Comprehensibility: Text comprehensible, requiring minimal interpretation on the part
of the reader
Level of Discourse: Emerging variety of complete sentences, some cohesive devices
Vocabulary:
Adequate and accurate use of vocabulary for this level
Grammar:
Emerging control of basic language structures
Mechanics:
Mostly accurate spelling, use of diacritical marks, punctuation
and/or capitalization
Exceeds Expectations
Range: 19 - 24 POINTS
Task Completion:
Superior completion of the task, content appropriate, ideas welldeveloped and well-organized
Comprehensibility: Text readily comprehensible, requiring no interpretation on the part
of the reader
Level of Discourse: Variety of complete sentences and of cohesive devices.
Vocabulary:
Rich use of vocabulary
Grammar:
Control of basic language structures
Mechanics:
Few or no errors in spelling, use of diacritical marks, punctuation
and/or capitalization
Una giornata tipica
Directions: In the space provided write a paragraph consisting of at least 75 words as
directed below.
The writing task should be written entirely in Italian. First names of people do not count.
Be sure to satisfy the purpose of the task. The structure and the sentences should be in
chronological order and be connected with the appropriate conjunctions or connectives,
and should demonstrate a wide range of vocabulary.
Topic: Your new Italian pen-pal would like to know more about you and your life. Write
an e-mail message in Italian to your friend describing what your typical day is like.
You may wish to include:
 Time you get up and go to bed
 Two or three activities you do before you leave the house in the morning
 Time you go to school/work
 Two or three activities you do in the afternoon
 Two or three activities you do before you go to bed
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
La mia infanzia
Directions: In the space provided, write a paragraph consisting of at least 75 words as
directed below.
The writing task should be written entirely in Italian. First names of people do not count.
Be sure to satisfy the purpose of the task. The structure or expressions used should be
connected logically, and should demonstrate a wide range of vocabulary.
Topic: You are reminiscing about your childhood that has gone so fast. Write an entry in
your journal where you describe the most significant moments of your childhood.
You may wish to include:
 Where and with whom you lived.
 The school you attended.
 Your favorite subject and teacher.
 What your personality was like.
 What a typical day was like.
 Activities you liked to do.
Quando avevo otto o nove anni,
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
QUEENSBOROUGH C. COLLEGE
DEPARTMENT OF FOREIGN LANGUAGES AND LITERATURES
Course Outline
COURSE INFORMATION
Course number and title: LID 112 FO: Elementary Italian II
Days: Mondays, Tuesdays, Wednesdays & Thursdays
Hours: 12:10 – 1:00
Room: Z113; Y2
Prerequisite: Italian I or appropriate Foreign Language Placement
INSTRUCTOR INFORMATION
Name: Dr. M. Santoro
Phone: (718) 281-5451
Fax: (718) 631-6261
E-mail: MASantoro@qcc.cuny.edu
Office: H223
Office Hours: 11- 11:50
TEXTS:
Required
1. Gruppo Italiaidea. Italian Espresso 1. Italian Course for English Speakers.
Textbook. Firenze: Alma Edizioni, 2006
2. Gruppo Italiaidea. Italian Espresso 1. Italian Course for English Speakers.
Workbook. Firenze: Alma Edizioni, 2006
3. Gruppo Italiaidea. Italian Espresso 1. Italian Course for English Speakers. CD
Audio. Firenze: Alma Edizioni, 2006
Recommended
Italian Beginner’s Dictionary. Harper Collins, 2002
You must bring your textbook and workbook with you to every class.
COURSE DESCRIPTION/MATERIAL TO BE COVERED
Italian II aims at increasing the student's ability to use basic forms of oral communication
in Italian through constant use of the everyday idiom. Carefully graded practice in
reading and writing supplement the conversational aspects of the course. We will cover
the second half of Italian Espresso 1 that is, chapter 7 through chapter 12, and the
accompanying chapters in the workbook. We also will work on vocabulary, grammar,
pronunciation, oral comprehension, conversation, spelling and writing. Speaking, oral
comprehension, and conversation will be emphasized.
GENERAL EDUCATION OBJECTIVES
You will be able to:
 Communicate effectively through reading, writing, listening and speaking.
 Use analytical reasoning to identify issues or problems and evaluate
evidence in order to make informed decisions.
COURSE OBJECTIVES AND EXPECTED LEARNING OUTCOMES
Upon successful completion of this course you will able to:
a. Buy grocery in a supermarket or clothes in an Italian boutique
b. Describe in oral and written form your or others’ daily activities.
c. Describe in oral and written form past events.
d. Express in oral and written forms your and others’ preferences.
e. Provide information about themselves and others avoiding unnecessary repetition.
EVALUATION METHODS
Your conversational skills will be assessed by evaluating the clarity, the fluency, and the
accuracy of your responses to questions, role plays, simulations, picture descriptions, or
story telling.
Your listening abilities will be assessed by evaluating your understanding of auditory
messages such as commercials, or short dialogues.
Your reading skills will be assessed by evaluating your comprehension of variety of
reading materials including ads or newspaper articles.
Assessment of your writing skills (including knowledge of grammar) will be done by
evaluating the grammatical and lexical accuracy and the appropriateness of your writing
samples such as narrations, descriptions, or letter writing.
GRADE DISTRIBUTION
The final grade for the course will consist of:
60% in-class assessment
25% final & general assessment
15% attendance, active participation in class, homework & other assignments
EXAMS/QUIZZES
There will be 4 in-class exams and a final exam.
The in-class exams as well as the final exam will include different sections: vocabulary,
reading, grammar, and writing. Any material covered in the text, or assigned homework,
or covered in class, may be used in a quiz or exam.
N.B. All exams are mandatory. There are no make-ups for missed exams. If you miss one
exam due to illness, you must provide appropriate documentation.
HOMEWORK & OTHER ASSIGNMENTS
Homework assignments should be completed daily. They are checked at the beginning of
each class. Assignments handed in late will be worth only 65% of the grade on
homework.
.
In order to really learn from these exercises, you should study the material first, do the
exercises to the best of your ability, and then check the answers at the following class
meeting.
Portions of these exercises may be adapted for use in quizzes and exams.
ATTENDANCE
Students are expected to attend class and to arrive on time. If you have to be absent,
please notify instructor beforehand if possible. Furthermore, be sure to get any
assignment, as well as any information provided in class from a class mate. An absence is
no excuse for not being prepared for the following class, or for not handing in homework
on time.
Be aware that every three instances of lateness will be counted as an absence.
If you leave early, or sleep in class, or pop in and out of the room frequently, come to
class without your text, or fail to participate in class, you will be marked as being late for
that class.
More than three unauthorized absences will determine lowering final course. However,
more than eight unauthorized absences will determine a grade of WU for the course,
which is equivalent to an F (Departmental Policy).
If instructor is late, please wait 15 minutes before leaving.
PARTICIPATION
A participation grade is given for active participation, including coming to class prepared
for the day’s work. Ask questions and speak in Italian as much as possible.
CALENDAR
Week 1
a.
b.
c.
d.
Ripasso dei verbi in –ARE, ERE, -IRE al presente dell'indicativo.
Ripasso dei verbi irregolari in -ARE, -ERE, -IRE.
Ripasso delle preposizioni semplici ed articolate.
Ripasso degli articoli, sostantivi ed aggettivi.
Week 2
Unità 7: Un fine-settimana
a. Objective I: To get acquainted with different Italian vacation spots.
Vocabulary: provided by instructor
Activities: 1-3 pp. 80-82 (TXT)1
1-2 p. 44 (WK).
b. Objective II: To be able to describe events that happened in the past. (I)
Grammar point: Il passato prossimo con avere.
Activities: Handout provided by instructor.
c. Objective III: To be able to describe events that happened in the past. (II)
Grammar point: Il passato prossimo con essere.
Activities: Handout provided by instructor.
Week 3
d. Objective IV: To be able to describe events that happened in the past. (III)
Grammar point Il passato prossimo con gli avverbi di tempo.
Activities: 11-15 pp.87-89 (TXT)
6-13 pp. 46-48 (WK).
e. Objective V:
To be able to describe events that happened in the past.
(IV)
Grammar point Il passato prossimo con participi passati irr.
Activities: Handout provided by instructor
f. Objective VI: To be able to describe a previous vacation.
Grammar Point: Il passato prossimo con participi pass. irr.(V)
Activities: 19 p. 91 (TXT).
f. Objective VII: Review for first assessment.
Week 4
FIRST ASSESSMENT
Unitá 8: La vita quotidiana
a. Objective I: To be able to indicate the time and the days in which you and
others do certain things.
Vocabulary: The days of the week and telling the time.
Activities: Handout provided by instructor; 1-2 p. 94 (TXT).
1
TXT stands for Textbook; WK for Workbook.
b. Objective II: To be able to describe daily activities. (I)
Grammar points: I verbi riflessivi al presente.
Activities: 3-7 pp. 95-97 (TXT); 1-3 pp. 50-51 (WK).
Week 5
c. Objective III: To be able to describe daily activities. (II)
Grammar point: I verbi riflessivi al presente.
Activities: 8-11 pp. 97-99 (TXT); 4-5 p. 51 (WK).
d. Objective IV: To be able to describe daily activities. (III)
Grammar point: I verbi riflessivi al passato.
Activities: Handout provided by instructor; 11-15 pp.57-59
e. Objective V To be able to describe past activities.
Grammar point: I verbi riflessivi al passato.
Activities: Handout provided by instructor.
Week 6
Unitá 9: La famiglia
a. Objective I:
To be able to describe one’s family.
Grammar points: Di + sostantivo per esprimere possesso.
Activities: 1-3 pp. 106-107 (TXT); 1-2 p. 54 (WK).
b. Objective II: To be able to describe your own family.
Grammar point: Gli aggettivi possessivi. (I)
Activities: 6-10 (TXT); 5-9 pp.55-57 (WK).
c. Objective III: To be able to describe your family’s daily activities.
Grammar point: Gli aggettivi possessivi. (II)
Activities: 17 p. 103, 16 p. 115 (TXT); 8-10 pp.52-53 (WK).
Week 7
d. Objective IV: Review for second assessment
SECOND ASSESSMENT
Unitá 10: Sapori d’Italia
a. Objective I: To be able to list the different places where to do the shopping.
Vocabulary: Handout provided by instructor.
Activities: Handout provided by instructor; 1-4 pp.118-119
(TXT);
1-6 pp.62-63 (WK).
Week 8
b. Objective II: To be able to indicate the different place where you prefer to do
the shopping.
Grammar point: L’uso delle preposizioni IN, A or DA.
Activities: Handout provided by instructor.
c. Objective III: To be able to indicate different quantities of food and their prices.
Grammar points Il partitivo e gli avverbi di quantitá MOLTO,
POCO, TROPPO,
TANTO.
Activities: 10-13 123-124 (TXT); 12-13 pp. 65-66.
d. Objective IV: To be able to avoid repetitions. (I)
Grammar Points: I pronomi diretti.
Activities: 8-10 pp. 64-65 (WK); 7-10 pp. 121-123 (TXT).
Week 9
e. Objective V: To be able to avoid repetitions. (II)
Grammar Points: Il pronome NE.
Activities: 14-17 pp.125-126 (TXT); 14-17 pp. 66-67 (WK).
f. Objective VI: To be able to avoid repetitions (III)
Grammar Points: I pronomi diretti con il passato prossimo.
Activities: Handout provided by instructor, 8-11 pp. 89-90
(WK).
g. Objective VII: Review for third assessment.
Week 10
THIRD ASSESSMENT
a. Objective I:
b. Objective II:
Unità 11: Fare acquisti
To be able to describe what you or some else is wearing today.
Vocabulary: handout provided by instructor.
Activities: 1-3 130-131 (TXT); 1-4 68-69 (WK).
To be able to indicate what you prefer to wear in particular
occasions.
Activities: handout provided by instructor.
c.
Objective III: To be able to express comments on items of clothing.
Grammar point: Gli aggettivi qualificativi.
Activities: Handout provided by instructors.
Week 11
d. Objective IV: To be able to speak succinctly, and avoid repetitions. (I)
Grammar point: The indirect object pronouns.
Activities: Handout provided by instructor; 5-11 pp. 69-71
(WK).
e. Objective V:
f.. Objective VI:
To be able to speak succinctly and avoid repetitions. (II)
Activities: Handout provided by instructor.
To be able to express likes or dislikes.
Grammar point: Il verbo PIACERE.
Activities: Handout provided by instructor.
Week 12
g. Objective VII: To be able to express preferences.
Grammar point: Gli aggettivi e pronomi dimostrativi.
Activities: 14-16 pp. 138-139.
h. Objective VIII: Review for fourth assessment.
FOURTH ASSESSMENT
Week 13
Unità 12: Da piccola
a. Objective I:
To be able narrate past events. (I)
Grammar point: L’imperfetto dell’indicativo.
Activities: 5-9 pp. 143-144 (TXT); 2-4 pp. 74-75.
pp. 28-29 es. 3-5 (WK).
b. Objective II:
To be able to narrate past events. (II)
Grammar points: a. L’imperfetto dell’indicativo.
b. gli avverbi di tempo
Activities: Handout provided by instructor.
c. Objective III:
To able to narrate past events. (III)
Grammar point: Imperfetto vs. passato prossimo.
Activities: 10-17 pp. 146-149 (TXT) 6-10 pp76-78 (WK).
Week 14
a. Objective IV:
To able to narrate past events. (IV)
Grammar point: Imperfetto vs. passato prossimo.
Activities: Handout provided by instructor
Review for general assessment
Week 15
GENERAL ASSESSMENT
NOTE: If you feel that you may need an accommodation based upon the
impact of a disability you might have, you should contact me privately to
discuss your specific needs. Please contact the office of Services for
Students with Disabilities in Science Building, room 132 (718 631 6257) to
coordinate reasonable accommodations for you.
To be able to describe your or others’ appearance and personality.
Grammar point: Gli aggettivi qualificativi.
Activities: 1-4 pp. 152-153 (TXT); 1-3 p. 80 (WK).
b. Objective II:
To be able to understand your and others’ horoscope.
Activities: Handout provided by instructor; 9 p. 155 (TXT).
c. Objective III:
To be able to describe where you live.
Vocabulary: provided by instructor.
Activities: Handout provided by instructor.
d. Objective IV:
To be able to compare/contrast people or objects.
Grammar points: Il comparativo e il superlativo degli aggettivi.
Activities: 10-15 pp. 158-160 (TXT); 8-10 pp. 83-84 (WK).
a. Objective V:
To be able to indicate what your ideal living place would be.
Grammar point: Il condizionale presente.
Activities: 16-19 pp. 160-161 (TXT); 11-14 pp. 84-85 (WK).
b. Objective I:
c. Objective II:
Unità 14: Appuntamenti
To be able to indicate what you or others would do in the future.
Grammar point: Il condizionale presente.
Activities: 1-2 pp. 164-165 (TXT).
To be able to make/accept/refuse an invitation, or suggest
something to do.
Activities: 3-6 pp. 166-167 (TXT); 1-5 pp.86-88 (WK).