ACE Syllabus for
EAP 1683
Fall 2012
Advanced EAP Levels 5-6 ACE: EAP 1683
Accelerated Content-Based Reading & Writing
Class Schedule: T R 8:25 – 10:55 Room 3225 (REF# 703275)
Professor Daphnee Gilles
E-mail: dgilles@mdc.edu
Phone: 305-237-7533
Office:
Room 1626
Office Hours*: ______________________________
(Tentative)
(*If I have to attend a workshop or a meeting during my office
hours, a note will be posted on my door.)
Required Textbooks:
Essential Elements for Effectiveness: A Guide to Personal and Professional Success in Our Global Community by J. Abascal, L. Brucato, P. Stephenson, & D. Brucato (4th edition).
English for Academic Success, College Reading 4 by C. Benz and C. M. Schuemann (2006). Student & Instructor website for this book: elt.heinle.com/collegereading
Reading Skills Handouts: CPT Prep Packet (Provided by the department)
CPT Preparation Workshop Materials for English Sentence Skills (Provided by the department)
Turnitin.com access at http://turintin.com
An English Dictionary (book)
ADDITIONAL MATERIALS:
Required:
 USB/flash drive
 8x11 lined paper with
USER ID? PASSWORD?
wide margins and 3
CPT
Reading Skills
holes
Dictionary
Preparation
Handouts:
 2-inch three-ring binder
Workshop
CPT Prep
for writing portfolio &
Materials for English
handouts
Packet
Sentence Skills

1 pack of
(Provided)
(Provided)
notebook/section
dividers (5)
 highlighter(s)
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EAP 1683 Course Description: This is an accelerated alternative course for EAP courses 1520, 1540, 1620, and 1640. Students will learn to complete college-level reading and
writing assignments. (6 hour lecture). Prerequisites: EAP 0420 & EAP 0440 or equivalent proficiency. Co-requisites: EAP 1930, CLP 1006, LIS 2004.
EAP 1931 Course Competencies:
Competency 1 The student will demonstrate proficiency in reading English for academic purposes by:
a) comprehending authentic academic reading assignments with general education content from the most commonly studied freshman-level college courses.
Reading b) predicting content by applying background knowledge (schema).
General Skills
Competency 2
Writing General Skills
Competency 3
Vocabulary
Competency 4
Writing Conventions
Competency 5
Writing –
Academic
Tasks
Competency 6
Reading –
Critical
Thinking
c) identifying the topic or purpose of reading selections and recognizing stated and implied main ideas.
d) distinguishing generalizations and theories presented in reading selections from supporting information such as facts, data, and case examples.
e) recognizing rhetorical patterns and shifts in text type patterns (e.g., the transition from a narrative case study to expository prose).
f) examining the meaning of relationship connection elements within and among sentences (e.g., the influence of transition words and pronoun referents.)
g) recognizing a writer’s use of cultural references and idiomatic expressions.
The student will demonstrate proficiency in writing English for academic purposes by:
a) writing with increasing sophistication, fluency, and accuracy.
b) considering purpose, genre, medium, and audience for academic writing assignments.
c) narrowing a topic.
d) using pre-writing techniques (e.g. gathering, evaluating and selecting relevant support materials, brainstorming ideas, clustering, free writing).
e) developing a controlling or thesis statement.
f) providing multiple paragraphs of support when appropriate.
The student will demonstrate acquisition of an academic vocabulary by:
a) expanding general knowledge of English vocabulary and expressions (e.g., through the study of word forms and affixes, synonyms, antonyms, collocations, idioms,
phrasal verbs, and context clues).
b) using common academic vocabulary in context.
The student will demonstrate knowledge of the style, conventions, language and development of writing by:
a) writing an introduction with engaging elements and a controlling or thesis statement.
b) developing writing assignments that are substantive and exhibit logical sequencing and effective elements of cohesion.
c) writing a concluding paragraph that brings closure and relates to the thesis.
d) using varied sentence structures including simple, compound, complex and compound-complex sentences.
e) demonstrating command of advanced vocabulary and expression.
f) demonstrating familiarity with conventional style expectations such as APA or MLA.
g) proofreading and making revisions to written work attending to feedback on vocabulary, grammar, mechanics, clarity, and coherence.
The student will demonstrate the ability to perform academic writing tasks by:
a) summarizing and synthesizing material.
b) appropriately citing sources for paraphrased/reported or quoted support elements and providing background information from reference materials.
c) using apposition elements to explain the nature of source authority and demonstrate source credibility for readers.
d) writing reflections with interpretation and analysis as assigned, such as reaction papers, journal entries, or research.
e) responding to short answer and essay test prompts.
The student will demonstrate critical thinking skills by:
a) clarifying and analyzing the meaning of text selections and synthesizing information from multiple sources.
b) asking meaningful questions.
c) making plausible inferences, conclusions, and interpretations (including interpretation of texts with graphic elements).
d) identifying assumptions or inferring hypotheses.
e) extrapolating and manipulating facts.
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Competency 7
Reading &
Writing
Flexibility
Competency 8
Study Skills
f) identifying diverse perspectives with respect to beliefs, arguments, and theories.
g) interpreting an author’s point of view and tone.
h) evaluating the credibility (fallacies, biases, level of expertise, etc.) and argumentation of a text.
i) interpreting aesthetic properties of language, (figurative language).
The student will demonstrate linguistic flexibility and proficiency development in reading and writing by:
1. adjusting reading strategies (e.g., varying reading rate) according to textual demands and reading purposes (e.g., intensive vs. extensive reading, skimming or
scanning, interpreting charts and graphs, searching an index, or preparing for a test).
2. increasing overall reading rate.
3. adjusting writing process and output based on different requirements for different academic tasks.
4. continuing to develop a personal “voice” as an academic writer.
5. differentiating use of another’s expressions as a second language model vs. plagiarism
The student will demonstrate study skills by:
1. completing on-line reading assignments.
2. selecting the most important information from reading assignments and lessons presented during class sessions to study for tests or use for other academic tasks.
3. using the library, Internet, and/or other resources for support.
4. using writer support materials including on-line tools such as dictionaries, writers’ handbooks, and programs that evaluate language use and originality.
Grading Criteria:
1.
2.
3.
4.
5.
Reading Tests
Grading Scale:
______ 40%
Writing Assignments & Tests ______ 40%
Journals
Mini-Research Paper
Participation*
______ 5%
______ 10%
______ 5%
A = 92-100%
B = 84-91%
C = 75-83%
D = 65-74%
F = below 65%
W = Withdraw
* Participation includes attendance, active participation in class (in English), and completion of homework assignments.
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Course Outline – Fall 2012 (2012-1)
Dates
WK 1-2
Aug 28, 30
Sept 4, 6
IMPORTANT: THIS SYLLABUS IS TENTATIVE AND IS SUBJECT TO CHANGE
Reading




Syllabus Overview/Introduction to Course
Diagnostic Reading/Vocabulary Tests for ACE (not for a grade)
Reading Comprehension Activity for class (non-graded)
Review of Context Clues Strategies

CR4: Ch. 1 Remembering Our Lives (pp. 1-49)
Academic Focus: Literature
Selection 1: “La Gringuita”
Selection 2: “My Mother Juggling Bean Bags”

CR4: Begin Ch. 2 Reading and Learning (pp. 50-54)
Selection 1: “Textbook Reconnaissance”
Writing



WK 2-3
Sept 4, 6
Sept 11, 13

CPT Packet: Reading Skills
o Context Clues (pgs 5-8)
o Main Idea (pgs 9-11)
o Author’s Purpose (pgs 12-14)
o Tone (1-4)
WK 4-5
Sept. 18, 20
Sept 25, 27

READING TEST: Ch. 1

CR4: Ch. 2 (cont’d) Reading and Learning (pp. 55-88)
Academic Focus: Study Skills
Selection 2: “The Discovery Wheel”
Selection 3: “Muscle Reading”
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Reading/Writing
Psychology
Journals
Diagnostic Writing Sample/ Paragraph of Reasons (not
for a grade)
Review of Paragraph Organization
Writing an Autobiography

CPT Packet:
o Tip #1:
o Tip #2:
o Tip #3:
o Tip #4:
o Tip #5:

The Format of a Formal Essay/Outlining

Paragraph to Essay: The Body
Write Reasons Essay Body

Paragraph to Essay: The Introduction and Conclusion
Write Reasons Essay Introduction and Conclusion

WRITING ASSIGNMENT 1: Reasons Essay

CPT Packet: Sentence Skills
o Tip #11: Correct Verb Tense Sequence (pgs 31-34)
o Tip #12: Subject-Verb Agreement (pgs 35-36)

Paraphrasing and Summarizing
Sentence Skills
Fragments (pgs 11-12)
Comma Splices (pgs 13-14)
Coordination (pgs 15-16)
Subordination (pgs 17-18)
Patterns for the Semicolon (pgs 19-20)
Entry #1
Entry #2 & #3
WK 6-7
Oct 2, 4
Oct 9, 11
WK 8-9

READING TEST: Ch. 2

CPT Packet: Reading Skills
o Organizational Patterns (pgs 15-20)
o Relationships within Sentences (pgs 21-24)
o Relationships between Sentences (pgs 25-28)

CR4: Ch. 3 Studying Memory (pp. 89-124)
Academic Focus: Psychology
Selection 1: “Introducing Psychology”
Selection 2: “The Nature of Memory”
pp.119-121 Noticing Citations

Begin CR4: Ch. 4 Leaving Footprints – Nature’s Memory
(pp. 125-175) Academic Focus: Environmental Science
Selection 1: “Environmental Science”

Continue CR4: Ch. 4 Leaving Footprints – Nature’s Memory
Selection 2: “Old-Growth Forests of the Pacific Northwest”
Selection 3: “Environmentalists at Work – Case in Point:
lake Washington”

READING TEST: Chs. 3 & 4

CR4: Ch. 5 Seeing the Big Picture (pp. 176-222)
Academic Focus: Economics
Selection 1: “Macroeconomics: The Big Picture”
Selection 2: “Real GDP over Time”
Selection 3: “Unemployment, Inflation, and Interest Rates”
Oct 16, 18
Oct 23, 25

Quotations: Direct and Indirect Quotations Handout




CPT Packet: Sentence Skills
Tip #6: Parallelism (pgs 21-22)
Tip #6: Dangling Modifiers (pgs 23-24)
Grammar Tips: Reported Speech/verbs

WRITING ASSIGNMENT 2: Summary Writing

CPT Packet: Sentence Skills
o Tip #8: Pronoun Reference (pgs 25-26)
o Tip #9: Logical Comparisons (pgs 27-28)
o Tip #10: Wordy Phrasing (pgs 29-30)


Summary Writing Handout
Using sources to support writing


Reflection Paper Exercise
Cause/Effect Essays
o Format/Graphic Organizer(s)
o Grammar usage/vocabulary
o Transitions

WRITING TEST: Cause/Effect Essay

Persuasive/Argumentative Essays
o Format/Graphic Organizer(s)
o Grammar usage/vocabulary
o Transitions

Mini-Research Paper/Persuasive Essay
WK 10-11
Entry #5 & #6
Oct 30, Nov 1
Nov 6, 8
WK 12-13
Nov 13, 15
Nov 20

CPT Packet: Reading Skills
o Valid Arguments (pgs 29-32)
o Fact and Opinion (pgs 33-34)

CR4: Ch. 5 (cont’d) Seeing the Big Picture (pp. 176-222)
Academic Focus: Economics
Selection 4: “The Economic Impact of September 11”
WK 14-15
Nov 27, 29
Entry #4
5
Entry #7
Week 15
Dec 4, 6
WK16-17
Dec. 11, 13

Research Project Presentations

PERT (Post) Testing

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Mini-Research Paper Due
PROFESSOR GILLES’ ADDENDUM TO SYLLABUS
1. Students must only speak English in class.
2. Students are expected to attend and participate in all class discussions.
3. This class will include several discussions requiring students’ personal opinions. You may not interrupt the speaker, but you may reply when it is
your turn. If you disagree with someone, you may attack the view, but NOT the person that expressed the view.
4. Students who miss six classes will be encouraged to drop this course. Thus, you cannot afford to miss ANY classes.
5. Punctuality is obligatory. Any tardiness may affect the student’s grade. Tardiness of more than 20 minutes or leaving early will be marked as an
absence.
6. There will be no make-ups for tests and quizzes. The instructor may choose to drop the lowest grade or use other resolutions at his/her
discretion. Make-up exams are given only with an official authenticated and documented excuse (doctor, immigration, court, etc.) showing the
exact date and time.
7. ALL WRITTEN ASSIGNMENTS SUBMITTED MUST BE TYPED and DOUBLE-SPACED with the APPROPRIATE FONT.
8. Students’ work should be individual and original and are expected to abide by all MDC proper academic conduct regulations. NO PLAGIARISM
ALLOWED! Cheating and academic dishonesty will not be tolerated.
9. The Department of EAP and Foreign Languages strictly prohibits the use of cell phones, pagers and other communication devices in class because
they are detrimental to (bad for) the learning process for other students and because they interrupt the professor’s instruction. The penalty for
using cell phones and other communications devices in class is the decision of each instructor and may include being asked to leave the classroom
for the rest of the class or even being required to visit the Dean of Students for repeated violations.
10. The Last day to withdraw from this class with a “W” grade is: Monday, November 5 , 2012.
Holidays for Fall 2012 (2012-1) Semester:
Labor Day (September 1-3), Veterans Day (November 10-12), Thanksgiving (November 22-25)
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DEPARTMENT of ESL and FOREIGN LANGUAGES
POLICIES
IMPORTANT
READ THIS!
1. Textbooks are required for this program. You also need to have a good dictionary. We HIGHLY recommend that you purchase the Collins Cobuild
Intermediate Dictionary.
2. Attendance is required. After 3 consecutive absences without notification, the instructor may drop you from the class.
3. Punctuality is required.
4. Homework is required. Instructors reserve the right to require graded or non-graded supplementary work in class or as homework.
5. Extra credit work is not applicable.
6. Dropping/adding or withdrawing from a class is the student’s responsibility. Instructors may also initiate drops for no-shows and non-attendance.
7. Student records will be kept for one additional semester. Inquiries regarding grades must be presented within this time as outlined in Procedure 8301.
8. QUIZZES, TESTS and EXAMS: There will be no make-ups for quizzes (instructor’s prerogative). The instructor may choose to drop the lowest grade.
9. Grades of INCOMPLETE will be assigned ONLY in extreme cases. Documentation of the emergency must be provided and an agreement to complete
the outstanding work must be signed as outlined in Procedure 8381.
10. If a student is absent, he/she must call another student in the class, or the instructor, to find out the work done and the homework. He/she must come
prepared for the next class.
Name and Telephone # of two classmates: 1) ___________________________________ 2) ___________________________________
MDC Academic Dishonesty Policy: Refer to Procedure 4035 for a complete description of the sanctions (consequences) of academic dishonesty; a summary
follows:
1st offense = Student receives a grade of “0” on the test or assignment
2nd offense = Student receives “F” grade in the course in which the 2nd cheating offense occurs
3rd offense = Student is referred to the Student Dean for dismissal from all classes
Learning Outcomes:
This EAP Course addresses the MDC Learning Outcomes mentioned below. At the end of this course, the student will be able to:
1.
2.
3.
4.
5.
Communicate effectively using listening, speaking, reading, and writing skills
Solve problems using critical and creative thinking and scientific reasoning. Information literacy
Demonstrate knowledge of diverse cultures, including global and historical perspectives.
Formulate strategies to locate, evaluate, and apply information
Use computer and emerging technologies effectively
For more information on the Learning Outcomes see http://www.mdc.edu/learningoutcomes/
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