UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA
VICERRECTORADO DE MODALIDAD ABIERTA Y A DISTANCIA
FACULTAD: Ciencias Sociales, Educación y Humanidades
CARRERA: Pedagogía de los Idiomas Nacionales y Extranjeros
PLAN DOCENTE DE LA ASIGNATURA: Academic Reading and Writing I
PROFESOR AUTOR: Franklin Oswaldo Espinosa Jaramillo, Mgtr.
MODALIDAD DE ESTUDIO: A DISTANCIA
PERÍODO ACADÉMICO ORDINARIO/SEMESTRE:
Abril - Agosto 2022
1
A. Datos de identificación de la asignatura
Asignatura:
Academic Reading and Writing I
Código:
EDUC_3178
Tipo de asignatura (ECTS):
Campo de formación del currículo
(Rediseño Curricular):
No aplica
Comunicación y Lenguaje
Número de créditos/horas:
Créditos
3
Periodo académico ordinario/nivel:
Quinto
Período académico
ordinario/semestre:
Abril - Agosto 2022
Facultad:
Ciencias Sociales, Educación y Humanidades
Departamento:
Filosofía, Artes y Humanidades
Carrera:
Pedagogía de los Idiomas Nacionales y Extranjeros
Horas
144
B. Descripción de la asignatura
Presentación:
Academic Reading and Writing I, is a mandatory course for students
enrolled at the program of ‘Pedagogía de los Idiomas Nacionales y
Extranjeros, Mención en Inglés. The main goal of this course is to help
students improve their reading and writing skills at an academic level.
Reading skills will be practiced explicitly and implicitly all throughout the
semester, which as a result will allow learners to produce the language
coherently in a written way. In this regard, at the end of the current
academic course, students will be able to read and write good quality
pieces of academic material, such as academic paragraphs, and essays.
The achievement of these goals will allow students to enrich their
receptive (reading) and productive (writing) skills, which will contribute
to solve academic challenges throughout their formative program, and
later on as professionals.
2
Contextualización en el marco de
la descripción micro-curricular que
forma parte del plan curricular de
la carrera:
Contribución de la asignatura al
perfil de egreso (rediseño
curricular):
Prerrequisitos:
Adaptaciones curriculares:
The course ‘Academic Reading and Writing I’ is taught in the 5th
semester of the Major “Pedagogía de los Idiomas Nacionales y
Extranjeros. Mención en Inglés”; therefore, considering its location in
the EFL program, it contributes to reinforce students’ prior knowledge
and to provide the foundations to incorporate new concepts and their
features which will enrich their reading and writing skills. In this sense,
the current subject contributes to the development students’ reading
and writing skills to an upper-intermediate level. Hence, students who
successfully accomplish this course will be able to read and write
academic paragraphs, essays and strive for new reading and writing
challenges, which at the end of the day will enable them to fulfill their
academic goal and exit profile in order to perform properly as future
English teachers.
Applies the linguistic knowledge of the English language in accordance
with international standards at a level that allows effective
communication to perform professionally in teaching English to children
and young people according to international standards.
Uses English at a C1 level that allows effective communication.
FDCE_1076 English Language: Reading and Writing IV
To guarantee a quality education, according to the characteristics of the
educational model of the Universidad Técnica Particular de Loja, the
principles of equal opportunity, and the special educational needs
associated or not with a disability, non-significant or grade two curricular
adaptations are made. These adaptations follow a path from least to
greatest; considering the methodological aspect, learning activities and
the individual learning style regarding the strategies to be developed.
These adaptations are made based on the identification of educational
needs in the first weeks of academic work, in order to support the
development of student competencies.
3
C. Programación del proceso de aprendizaje de la asignatura
Primer bimestre
1. Descripción de la secuencia didáctica para el aprendizaje de la asignatura1
Componentes
Resultados
del
de
Contenidos
aprendizaje2
Actividades de aprendizaje
aprendizaje
(ACD, APE,
AA)
Applies
Express academic goals and expectancies about the
critical
present subject during participation in the introductory
UNIT 1: Overview of
reading and
forum.
Academic Reading
thinking
and Writing
Identify different elements of good academic writing by
skills to
ACD
1.1. Definition and
learning theoretical concepts from textbook and virtual
distinguish
purpose
guide.
and analyze
1.2. Characteristics
different
Reinforce knowledge about writing features by interacting
1.2.1. Audience
types of
with tutor during TUTORIAL session (Schedule is placed at
1.2.2. Purpose
academic
virtual platform).
1.2.3. Clarity
texts.
Show mastery of knowledge about elements for good
academic writing by performing written activities related to
APE
Writes
elements for writing good academic paragraphs from virtual
paragraphs
guide and textbook.
Recursos de
aprendizaje
Instrumentos
Tiempo
de
Calificación
Semana
(horas)
evaluación
Introductory
Forum
Virtual
Platform
Virtual Platform
Textbook
Virtual guide
Virtual Platform
Textbook
Virtual guide
3
hours
Week
1
2
hours
1
En el caso de que el docente planifique actividades síncronas, deberá también proponer una actividad
suplementaria
2
Contacto con el docente (ACD)
Práctico-experimental (APE)
Autónomo (AA)
4
by applying
appropriate
writing
features.
AA
ACD
UNIT 1: Overview of
Academic Reading
and Writing
APE
1.2.4. Unity
1.2.5. Cohesion
1.2.6. Coherence
AA
UNIT 2: Classification
of Academic Texts
and Reading
Strategies
ACD
Distinguish the different elements of good academic writing
by studying theoretical concepts from textbook and virtual
guide.
Reinforce knowledge about audience and purpose
by watching the video at the given REA:
https://www.youtube.com/watch?v=-hcr_l91xSI&t=286s
Reinforce knowledge about writing features by participating
in ‘tutorial session (Schedule is placed at virtual platform)
Internalize knowledge about elements for good academic
writing by learning theoretical concepts from the textbook
and virtual guide.
Show mastery of knowledge about elements for good
academic writing by performing practical activities related to
elements for writing good academic paragraphs from virtual
guide and textbook.
Learn the different elements of good academic writing by
studying theoretical concepts from textbook and virtual
guide.
Reinforce knowledge about unity and coherence by
watching the current video:
https://www.youtube.com/watch?v=vbMtBjoBalQ
Strengthen knowledge about elements for good academic
writing by developing learning activities suggested at EVA’s
announcements section (it is suggested to visit EVA
platform three times per week, minimum.)
Reinforce knowledge about reading strategies by
participating in ‘tutorial session.
Identify the different types of academic texts and different
types of reading strategies by learning theoretical concepts
provided at Virtual guide.
Virtual Platform
Textbook
Virtual guide
REAs
4 hours
Virtual Platform
Textbook
Virtual guide
3
Hours
Virtual Platform
Textbook
Virtual guide
2
Hours
Week
2
Virtual Platform
Textbook
Virtual guide
4
hours
Virtual Platform
Textbook
Virtual guide
3
hours
5
Week
3
2.1. Types of
Academic Texts
2.1.1. Textbooks
2.1.2. Journal
Articles
2.2. Reading
Strategies for
Academic Texts
2.2.1. Previewing
and
predicting
2.2.2. Activating
prior
knowledge
UNIT 2: Classification
of Academic Texts
and Reading
Strategies
2.2.3. Questioning
2.2.4. Recognizing
main ideas,
key
supporting
points, and
organizational
patterns
2.2.5. Exploring
purpose
APE
AA
ACD
APE
AA
Show knowledge about different academic text by
performing activities suggested in the virtual guide and textbook.
Internalize knowledge about the use of reading strategies
by searching about short academic texts.
Learn the different types of academic texts, and different
types of reading strategies by studying theoretical
information provided at Virtual guide.
Strengthen knowledge about reading strategies by
developing activities suggested at EVA’s announcements
section.
GRADED ACTIVITY 1: Assess your knowledge acquisition
of content studied in units 1 and 2 by taking Partial
Evaluation 1- BIM 1.
Reinforce knowledge about different reading strategies by
Participating in ‘tutorial session.’
Virtual Platform
Virtual guide
Textbook
2
hours
Virtual Platform
Virtual guide
Questionnaire
EVA 1
Virtual Platform
Textbook
Recognize different types of reading strategies by learning Virtual guide
theoretical information provided at Virtual guides.
GRADED ACTIVITY 2: Describe the features of elements
for academic writing by creating presentation that includes: ACADEMIC
definition, importance, and ways to achieve: unity, cohesion, FOARUM 1
and coherence. (ACADEMIC FORUM 1).
Show accurate knowledge of reading skills by applying
Virtual Platform
varied reading strategies when searching for academic
Virtual guide
information.
Textbook
Learn about different types of reading strategies by studying
theoretical information provided at Virtual guide.
Virtual guide
Virtual platform
Reinforce knowledge about ‘reading strategies’ by going
REAs
through the given REA.
https://www.youtube.com/watch?v=faZF9x4A2Vs
4
hours
Questionnaire
EVA 1
1
(averaged)
3
hours
Rubric
1.5
Week
4
2
hours
4
hours
6
2.2.6. Analyzing
and
synthesizing
texts
Unit 3. Writing
Academic
Paragraphs
3.1. Organization of
academic
paragraphs
3.2. Punctuation
3.2.1. Comma
3.2.2. Semicolon
3.2.3. Colon
3.3 Cohesive devices
3.3.1. Transitional
words
3.3.2. Linkers
3.3.3. Connectors
Self-Evaluation 2 BIM1
ACD
APE
AA
Strengthen knowledge about the use of different reading
strategies by developing learning activities suggested at
EVA’s announcements section. (It is suggested to visit EVA
platform three times per week, minimum.)
Reinforce knowledge about punctuation marks and
cohesive devices by participating in ‘tutorial session.’
Identify different punctuation marks and cohesive devices Virtual Platform
by learning information provided in virtual guide and
Virtual guide
textbook.
Textbook
Become acquainted about academic events by reading
announcements from virtual platform.
GRADED ACTIVITY 3: Classify the parts of the paragraph
ACADEMIC
by creating an Infographic which includes every part of the
FORUM 2
paragraph and its functions. (ACADEMIC FORUM 2).
Show knowledge of different cohesive devices by
performing practical activities suggested in the virtual guide
Virtual Platform
and textbook.
Virtual guide
Show knowledge about the correct use of punctuation
Textbook
marks by performing practical activities suggested in the
virtual guide and textbook.
Identify different punctuation marks and cohesive devices
by studying information provided in virtual guide and
textbook.
Learn about cohesive devices that are suitable for different
types of paragraphs.
Virtual Platform
Virtual guide
Reinforce knowledge about the correct use of ‘colon and
Textbook
semicolon’ by watching the video below:
REAs
https://www.engvid.com/writing-punctuation-how-to-usecolons-semicolons/ (Perform the suggested quiz to test your
knowledge acquisition.)
Reinforce knowledge about cohesive devices by visiting the
current site:
3
hours
Rubric
2
2
hours
4
hours
7
Week
5
ACD
Unit 3. Writing
Academic
Paragraphs
APE
3.4. Parts o the
Paragraph - Review
3.5 Types of
Paragraphs
AA
ACD
https://www.slideshare.net/abdurrasheed3956/cohesivedevices
Reinforce knowledge about parts and types of paragraphs
by participating in tutorial session.
Recognize the different parts of the paragraph, and the
different types of paragraphs by learn information provided
in the textbook and virtual guide.
Become acquainted about academic events by reading
announcements from virtual platform.
Discriminate the different parts of the paragraph and the
different types of paragraphs by analyzing different types of
academic paragraphs from textbook and virtual guide.
GRADED ACTIVITY 4: Apply your knowledge about
elements for good academic writing by writing a Contrast
Paragraph on the Title: ‘Messaging service.’ (ACADEMIC
FORUM 3.)
Identify the different parts of the paragraph, and the
different types of paragraphs by studying information
provided in the textbook and virtual guide.
Reinforce knowledge about different parts of the paragraph
by working on the exercises available at
https://tcsamaripa.files.wordpress.com/2009/09/paragraphstructure-practice-worksheet.pdf
GRADED ACTIVITY 5: Assess your knowledge acquisition
of content studied in unit 3 by taking Partial Evaluation 2BIM 1.
Reinforce knowledge about ‘common sentence problems’
by participating in tutorial session.
Identify the most common sentence problems by going
through the information provided in the virtual guide and
textbook.
Virtual Platform
Virtual guide
Textbook
3
hours
Virtual Platform
Virtual guide
Textbook
ACADEMIC
FORUM 3
2
hours
Rubric
1.5
Virtual Platform
Virtual guide
Textbook
Questionnaire
EVA 2
Virtual Platform
Virtual guide
Textbook
Week
6
4
hours
Questionnaire
EVA 2
1
(averaged)
3
hours
8
Week
7
3.6. Common
sentence
problems
3.6.1. Sentence
Fragment
3.6.2. Choppy
Sentences
3.6.3. Run On
Sentences
3.6.4. Comma
Splices
Self-Evaluation 2 BIM1
APE
AA
ACD
On-site evaluation
BIM 1
APE
AA
Become acquainted about academic events by reading
announcements from virtual platform.
Differentiate between sentences containing problems from Virtual Platform
sentences correctly written by performing practical activities Virtual guide
suggested in the virtual guide and textbook.
Textbook
GRADED ACTIVITY 6: Identify the different parts of the
paragraph by analyzing the different parts of a scrambled ACADEMIC
Checklist
paragraph and completing the given chart at Annex 2. FORUM 4
(ACADEMIC FORUM 4.)
Distinguish the most common sentence problems by
reviewing the information provided in the virtual guide and Virtual Platform
textbook.
Virtual guide
Textbook
Reinforce your prior knowledge about common sentence
REAs
problems by going through the given REA:
https://www.youtube.com/watch?v=zRoCibkYzVI&t=81s
Reinforce knowledge about issues from units 1-3 by
Virtual Platform
participating in tutorial session.
Virtual guide
Expand previous knowledge by reviewing content studied in
Textbook
units 1 to 3.
Virtual Platform
Deepen prior knowledge by developing practical activities
Virtual guide
suggested in units 1 – 3.
Text-book
Virtual Platform
Expand previous knowledge by studying information from
Virtual guide
units 1-3 in the virtual guide and textbook.
Text-book
Take the On-Site Evaluation BIM 1
Virtual platform
Answer Key
Assess the knowledge acquired through the study of
On-Site
Questionnaire
units 5 - 8 by taking the on-site evaluation BIM 1.
Evaluation
2
hours
1.5
4
hours
3
hours
2
hours
4
hours
2.5
9
Week
8
2. Resumen de las horas de trabajo de la asignatura por componente de aprendizaje en el
bimestre.
Total de horas de
trabajo de la
asignatura en el
bimestre
Componentes del
aprendizaje
En contacto con el
docente
24
Práctico-experimental
16
Autónomo
32
Total
3.
Horas
72
Descripción de las actividades calificadas
Componentes del aprendizaje:
Actividad de aprendizaje:
Tipo de recurso:
Tema de la unidad:
Resultados de aprendizaje que se
espera lograr:
Estrategias didácticas:
En contacto con el docente (ACD)
( )
Práctico-experimental (APE)
( )
Autónomo (AA)
( X )
GRADED ACTIVITY 1: Assess your knowledge acquisition of content studied in
units 1 and 2 by taking Partial Evaluation 1- BIM 1.
Questionnaire EVA 1
Unit 1: Overview of Academic Reading and Writing
Unit 2: Classification of Academic Texts and Reading Strategies
Applies critical reading and thinking skills to distinguish and analyze different
types of academic texts.
Study contents of unit 1 from the textbook and unit 2 from the virtual guide.
Work on the activities provided in the virtual guide and text-book weekly
Complete the on-line quiz
Instrumento de evaluación: Questionnaire EVA 1
Componentes del
aprendizaje:
Actividad de
aprendizaje:
Tipo de recurso:
Tema de la unidad:
Resultados de
aprendizaje que se
espera lograr:
Estrategias didácticas:
En contacto con el docente (ACD)
( X )
Práctico-experimental (APE)
( )
Autónomo (AA)
( )
GRADED ACTIVITY 2: Describe the features of elements for academic writing by creating
presentation that includes: definition, importance, and ways to achieve: unity, cohesion, and
coherence. (ACADEMIC FORUM 1).
ACADEMIC FORUM 1.
Overview of Academic Reading and Writing.
Writes paragraphs by applying appropriate writing features.
Applies critical reading and thinking skills to distinguish and analyze different types of
academic texts.
- Study Unit 1 from the virtual guide and text-book.
- Use the given sources for reinforcement:
https://www.youtube.com/watch?v=vbMtBjoBalQ (Unity and coherence)
https://www.youtube.com/watch?v=TScPcKfQ9ds&t=262s (Cohesion)
- Search for additional information regarding Unity, Cohesion and Coherence (optional.)
- Include citation and reference from outside sources used - use the APA style 7th ed.
- Create a written presentation where it is included the following information about
Unity, Cohesion, and Coherence:
Definition …
Importance to achieve…
Ways to achieve …
See annex #1; there you will find a suggested format; format could be modified or changed.
- Read details from rubric for better performance.
Instrumento de evaluación: Rubric
10
Score of the activity: 1.5
Rubric is worth 10 points and It will be averaged and converted accordingly.
CATEGORY
Content:
Cohesion:
Creativity:
Plagiarism
Excellent
The presentation includes
clear information about:
Definition, Importance,
and ways to achieve
Unity, Cohesion and
Coherence.
(4 - 3.1 points)
Good
Needs improvement
The presentation includes The presentation includes
somehow clear information not clear information
about:
about:
Definition, Importance, Definition, Importance,
and ways to achieve
and ways to achieve
Unity, Cohesion and
Unity, Cohesion and
Coherence.
Coherence.
(3 – 2.1 points)
(2 – 0.5 points)
All Information is written in Information presents some Information presents many
a cohesive way.
sentence formation errors. grammar errors.
(4 – 3.1 points)
(3 – 2.1 points)
(2 – 0.5 points)
Format use for the
Format use for the
Format use for the
presentation is appealing presentation needs some presentation needs a good
to the senses
improvement
amount of improvement
(2 – 1.6 points)
(1.5 – 1.1 points)
(1 – 0.5 points)
Plagiarism will be graded over zero; no second chance will be provided (A big
amount of similarity to classmate’s’ work, will be considered plagiarism.)
En contacto con el docente (ACD)
( X )
Práctico-experimental (APE)
(
)
Autónomo (AA)
(
)
GRADED ACTIVITY 3: Classify the parts of the paragraph by creating an
Actividad de aprendizaje:
Infographic which includes every part of the paragraph and its functions.
(ACADEMIC FORUM 2).
Tipo de recurso:
ACADEMIC FORUM 2.
Tema de la unidad:
Unit 3. Writing Academic Paragraphs
Writes paragraphs by applying appropriate writing features
Resultados de aprendizaje que
Applies critical reading and thinking skills to distinguish and analyze
se espera lograr:
different types of academic texts.
• Study Unit 3 ‘Writing Academic Paragraphs’ from the virtual guide and
textbook.
• Apply the reading strategies learned in order to search for additional
information about the parts of the paragraph and their functions.
• To expand knowledge about parts of the paragraph and their functions; it
is suggested to visit the current link: https://lnu.se/en/library/Writing-andreferencing/the-structure-of-academic-texts/
Estrategias didácticas:
•
Search at any trust worthy source of your preference.
• Include citation and reference from outside sources used - use the APA
style 7th ed.
• Create an infographic which clearly presents the different parts of
the paragraph and their functions.
• Upload the link from the infographic at the space provided at CANVAS (It
is your responsibility to ensure that the link can be open at any time.)
• See the rubric for details about aspects considered for grading purpose.
Instrumento de evaluación: Rubric
Componentes del aprendizaje:
11
Score of the activity: 2
Rubric is worth 10 points and It will be averaged and converted accordingly.
CATEGORY
Content:
Cohesion:
Creativity:
Plagiarism
Componentes del
aprendizaje:
Actividad de
aprendizaje:
Tipo de recurso:
Tema de la
unidad:
Resultados de
aprendizaje que
se espera lograr:
Estrategias
didácticas:
Excellent
The infographic includes
clear information about:
Topic sentence, supporting
details, concluding sentence
and their corresponding
functions.
(4 - 3.1 points)
All Information is written in a
cohesive way.
(4 – 3.1 points)
Template use for the
presentation is creative,
there is logic on the
organization of ideas.
(2 – 1.6 points)
Good
Needs improvement
The infographic includes
The infographic includes not
somehow clear information clear information about:
about: Topic sentence,
Topic sentence, supporting
supporting details,
details, concluding
concluding sentence, and sentence, and their
their functions.
corresponding functions.
(3 – 2.1 points)
(2 – 0.5 points)
Information presents some Information presents many
sentence formation errors. grammar errors.
(3 – 2.1 points)
(2 – 0.5 points)
Template use for the
Template use for the
presentation is creative, logic presentation is creative,
on the organization of ideas logic on the organization of
needs improvement.
ideas needs a good amount
(1.5 – 1.1 points)
of improvement.
(1 – 0.5 points)
Plagiarism will be graded over zero; no second chance will be provided (A large
amount of similarity to classmates’ work, will be considered plagiarism.)
En contacto con el docente (ACD)
( )
Práctico-experimental (APE)
( x )
Autónomo (AA)
( )
GRADED ACTIVITY 4: Apply your knowledge about elements for good academic writing by writing
a Contrast Paragraph on the Title: ‘Messaging service.’ (ACADEMIC FORUM 3.)
ACADEMIC FORUM 3
Unit 3. Writing Academic Paragraphs
Writes paragraphs by applying appropriate writing features
Study unit 3 from your virtual guide, and the corresponding topic from your text-book.
Watch the current video: https://www.youtube.com/watch?v=YLLeDCEInqw&t=132s
Go through the information provided in pages 55 to 59 from the current source:
https://www.elcamino.edu//academics/basicskills/Eng_B_Textbook_Second_Edition.pdf
Search at any trustworthy source to deepen knowledge on how to write Contrast paragraphs.
Write a single contrast paragraph on the given title and topic sentence:
Title: ‘Messaging service’
Topic sentence: Regarding messaging services, there are remarkable differences in terms of:
formality, and waiting-time to get a response between E-mail and WhatsApp
Use the Point by Point organization pattern for the development of your contrast paragraph.
The length must be a 120-words paragraph, sharp
Proof read your assignment before handing it in
Read the rubric provided in order to perform a great quality paragraph
Include citation and reference from outside sources used - use the APA style 7th ed.
Instrumento de evaluación: Rubric
12
Score of the activity: 1.5
Rubric is worth 10 points and It will be averaged and converted accordingly.
Category /
Excellent
Good
Needs improvement
Score
Writing
Contrast relationship is declared Ideas which do not meet
No contrast relationship is
Pattern /
throughout the whole written
contrast relationship are
shown.
Type of
text.
included
Paragraph
1 – 0.6 points
0.5 -0 points
3 – 1.1 points
Unity: the whole paragraph
Unity: many written ideas do
Unity: most of the written
develops a single topic
not support the topic
ideas do not support the
sentence
sentence.
topic sentence.
Cohesion: every idea is
Cohesion: there are many
Cohesion: there are too
expressed with no grammar
grammar errors.
many grammar errors.
elements
errors.
Coherence: Logic in the
Coherence: There is not
for good
Coherence: There is a logical
organization of ideas needs
logic in the organization of
Academic
organization of ideas, and
improvement.
ideas.
writing:
cohesive devices are used
1 – 0.6 points
0.5 -0 points
properly.
3 – 1.1 points
The paragraph includes:
The Paragraph lacks:
The Paragraph lacks:
• Centered Title
• Centered Title
• Centered Title
Format
• Indentation of First line
• Indentation of First Line
• Indentation of first Line
• Margins on both sides
• Margins
• Double-spaced
2 – 1.1 points
1 – 0.6 points
0.5 -0 points
There are no punctuation (period, There are many punctuation
There are too many
comma, semicolon, colon,
errors.
punctuation errors.
Mechanics question mark) errors.
There are a many spelling
There are too many spelling
There are no spelling errors.
errors.
errors.
2 – 1.1 points
1 – 0.6 points
0.5 – 0 points
Plagiarism will be graded over zero; no second chance will be provided (A big amount of similarity
Plagiarism
to classmates’ work, will be considered plagiarism.)
En contacto con el docente (ACD)
( )
Práctico-experimental (APE)
( )
Autónomo (AA)
( X)
Graded Activity 5: Assess your knowledge acquisition of content studied
Actividad de aprendizaje:
in unit 3 by taking Partial Evaluation 2- BIM 1.
Tipo de recurso:
Questionnaire EVA 2
Tema de la unidad:
Unit 3. Writing Academic Paragraphs.
Writes paragraphs by applying appropriate writing features
Resultados de aprendizaje que
Applies critical reading and thinking skills to distinguish and analyze
se espera lograr:
different types of academic texts.
Estrategias didácticas:
Study contents of units 2 and 3 from virtual guide
Work on the activities provided in the virtual guide and text-book, weekly
Complete the on-line quiz.
Componentes del aprendizaje:
13
Instrumento de evaluación: Questionnaire EVA 2
En contacto con el docente (ACD)
( )
Práctico-experimental (APE)
( X)
Autónomo (AA)
( )
GRADED ACTIVITY 6: Identify the different parts of the paragraph by
Actividad de aprendizaje:
analyzing the different parts of a scrambled paragraph and completing the
given chart at Annex 2. (ACADEMIC FORUM 4).
Tipo de recurso:
ACADEMIC FORUM 4
Tema de la unidad:
Unit 3. Writing Academic Paragraphs
Writes paragraphs by applying appropriate writing features
Resultados de aprendizaje que
Applies critical reading and thinking skills to distinguish and analyze
se espera lograr:
different types of academic texts.
Study units 1 to 3 from your virtual guide and text-book
Go through the information about paragraph analysis:
https://openoregon.pressbooks.pub/wrd/chapter/paragraph-analysis/
Search at any trustworthy source about how to analyze an academic
paragraph (optional.)
Include citation and reference from outside sources used - use the APA
Estrategias didácticas:
style 7th ed.
Read the given SCRAMBLED PARAGRAPH and order it in the given
chart at Annex 2.
Upload the chart with the ordered paragraph in the space provided at
CANVAS.
Proof read your assignment before submitting it.
Read the checklist provided in order to ensure a great performance.
Instrumento de evaluación: Checklist
Componentes del aprendizaje:
Score of the activity: 1.5
Checklist is worth 10 points and It will be averaged and converted accordingly.
PARAGRAPH ANALYSIS - CHECKLIST
PARTS OF THE PARAGRAPH
1
2
3
4
5
6
7
8
9
10
SI
NO
Written pattern is identified.
Topic sentence is correctly identified.
Main subject is correctly identified.
Controlling idea is correctly identified.
Supporting sentence # 1 is correctly identified.
Supporting sentence # 2 is correctly identified.
Supporting sentence # 3 is correctly identified.
Supporting sentence # 4 is correctly identified.
Supporting sentence # 5 is correctly identified.
Concluding sentence is correctly identified.
TOTAL
Rate
Accomplishme
nt score
1
1
1
1
1
1
1
1
1
1
10
14
D. Evaluación de la asignatura primer bimestre
Componente
Actividad
ACADEMIC FORUM 1: GRADED
ACTIVITY 2: Describe the features of
elements for academic writing by
creating presentation that includes:
APRENDIZAJE
definition, importance, and ways to
EN
achieve: unity, cohesion, and
CONTACTO
coherence.
CON EL
ACADEMIC FORUM 2: GRADED
DOCENTE
ACTIVITY 3: Classify the parts of the
paragraph by creating an Infographic
which includes every part of the
paragraph and its functions.
Instrumento
Fechas de
ejecución
Calific
ación
Peso
Rubric
WEEK 4
May 2nd - 8th, 2022
1.5
15%
Rubric
WEEK 5
May 9th - 15th, 2022
2
20%
3.5
35%
Subtotal
Questionnaire Eva 1: GRADED
ACTIVITY 1: Assess your knowledge
acquisition of content studied in units 1
and 2 by taking Partial Evaluation 1- BIM
1.
APRENDIZAJE Questionnaire Eva 2: GRADED
AUTÓNOMO ACTIVITY 5: Assess your knowledge
acquisition of content studied in unit 3
by taking Partial Evaluation 2- BIM 1.
Take On-Site Evaluation BIM 1
Demonstrate your knowledge by taking
the on-site evaluation BIM 1.
ACADEMIC FORUM 3: GRADED
ACTIVITY 4: Apply your knowledge
about elements for good academic
writing by writing a Contrast Paragraph
APRENDIZAJE
on the Title: ‘Messaging service.’
PRÁCTICO
ACADEMIC FORUM 4: GRADED
EXPERIMENT
ACTIVITY 6: Identify the different parts
AL
of the paragraph by analyzing the
different parts of a scrambled paragraph
and completing the given chart at Annex
2.
Questionnaire
Eva 1
WEEK 3
Apr 25th - May 01st
2022
10%
1
Questionnaire
EVA 2
WEEK 6
May 16th - 22nd,
2022
On-Site or Online Evaluation
Jun 03th – Jun 07th
2022
2.5
25%
Subtotal
3.5
35%
Rubric
WEEK 6
May 16th - 22nd, 2022
1.5
15%
Checklist
WEEK 7
May 23rd - 29th 2022
1.5
15%
Subtotal
TOTAL
3
10
30%
100
15
Segundo Bimestre
1. Descripción de la secuencia didáctica para el aprendizaje de la asignatura3
Componentes
Resultados
del
Instrumentos
Tiempo
Recursos de
de
Contenidos
aprendizaje4
Actividades de aprendizaje
de
Calificación (horas) Semana
aprendizaje
aprendizaje
(ACD, APE,
evaluación
AA)
Reinforce knowledge about differences between
Applies
academic reading and general reading by
critical
participating in ‘tutorial session
reading and
ACD
Discriminate similarities and differences between
Virtual platform
3
thinking
academic and general reading by learning
Virtual guide
hours
skills to
Unit 4. The relation of
information provided in virtual guide and textbook.
Textbook
distinguish
academic reading and
Learn about academic events by reading
and analyze writing
announcements from virtual platform.
different
Recognize similarities and difference between
Virtual platform
types of
4.1. Differences between
Week
paragraphs and essays by developing text-book
Virtual guide
2
academic
academic reading and
9
APE
activities suggested on the theme: ‘Moving from
Textbook
hours
texts.
general reading
Paragraph to Essay.’
4.2. Academic essay writing
Distinguish similarities and differences between
Writes wellacademic and general reading by studying
structured
information provided in virtual guide and textbook. Virtual platform
essays.
4
AA
Expand knowledge about similarities and differences Virtual guide
hours
Textbook
between paragraphs and essays by watching the
video in the link provided.
https://www.youtube.com/watch?v=xnG5Upa_H8c
3
En el caso de que el docente planifique actividades síncronas, deberá también proponer una actividad
suplementaria
4
Contacto con el docente (ACD)
Práctico-experimental (APE)
Autónomo (AA)
16
Unit 4. The relation of
academic reading and
writing
4.2.1. Parts of the Essay
4.2.1.1.
Introductory
paragraph
4.2.1.2.
Body
paragraphs
4.2.1.3.
Concluding
paragraph
Unit 5. Writing Academic
Essays
ACD
APE
AA
ACD
5.1. Descriptive essays
APE
Reinforce knowledge about parts of the essay by
participating in ‘tutorial session’
Identify the parts of an academic essay by learning Virtual platform
the information provided in the textbook and virtual
Virtual guide
guide.
Textbook
Learn about academic events by reading
announcements from virtual platform.
Write accurate introductory, supporting and
Virtual platform
concluding paragraphs by performing practical
Virtual guide
activities suggested in the textbook and virtual guide. Textbook
Identify the parts of an academic essay by studying
the information provided in the textbook and virtual
Virtual platform
guide.
Virtual guide
Reinforce knowledge about essay structure and
Textbook
features of its parts by watching the video provided:
https://www.youtube.com/watch?v=aACnkEVnbKQ
Reinforce knowledge about features of descriptive
essays by participating in ‘tutorial session’
Identify features of descriptive essays by learning Virtual platform
the information provided in the text-book and virtual Virtual guide
guide.
Textbook
Learn about academic events by reading
announcements from virtual platform.
GRADED ACTIVITY 1: Demonstrate your
knowledge about the essay structure by creating an ACADEMIC
infographic which describes parts of an essay and
FORUM 1
their function. (ACADEMIC FORUM 1).
Show your knowledge about descriptive essay’s
Virtual platform
features by writing a descriptive essay on the title:
Virtual guide
‘My Favorite Place to Relax.’
Textbook
3
hours
2
hours
Week
10
4
hours
3
hours
Rubric
1.5
2
hours
17
Week
11
AA
ACD
5.2. Comparison/Contrast
essays
APE
AA
recognize features of descriptive essays by studying
the information provided in the textbook and virtual
guide.
Virtual platform
Virtual guide
Expand knowledge about descriptive essay’s
Textbook
features by watch the videos provided below:
REA’s
a. https://www.youtube.com/watch?v=toMIPhUVIy0
b. https://owl.excelsior.edu/rhetoricalstyles/descriptive-essay/descriptive-essay-whatdoes-it-look-like/
Reinforce knowledge about comparison/contrast
essays by participating in ‘tutorial session.’
Identify features for comparison-contrast essays by Virtual platform
learning the information provided in the textbook and Virtual guide
virtual guide.
Textbook
Learn about academic events by reading
announcements from virtual platform.
Show knowledge on the use of pre-writing strategies
by using a Venn Diagram graphic organizer to list
similarities and differences for a comparison/contrast Virtual platform
essay.
Virtual guide
Learn about features for comparison-contrast essays Textbook
by perform the practical activities suggested in the
textbook and virtual guide.
Identify features for comparison-contrast essays by
studying the information provided in the textbook
Virtual platform
and virtual guide.
Virtual guide
Reinforce your knowledge about comparisonTextbook
contrast essays by watching the current video:
REA’s
a. https://www.youtube.com/watch?v=QLAdm8xux90
and accessing the current REA:
4
hours
3
hours
2
hours
4
hours
18
Week
12
ACD
5.3. Cause-Effect essays
APE
AA
b. https://owl.excelsior.edu/rhetoricalstyles/compare-and-contrast-essay/ (Develop every
topic suggested.)
GRADED ACTIVITY 2: Assess your knowledge
acquisition of content studied in units 4 and 5 by
Taking Partial Evaluation 1- BIM 2.
Reinforce knowledge about Cause/Effect essays by
participating in ‘tutorial session.’
Identify features for cause/effect essays by learning
information provide in the textbook and virtual guide.
Learn about academic events by reading
announcements from virtual platform.
Show knowledge of prewriting strategies by using a
Graphic Organizer for a Cause and Effect essay:
https://www.educationoasis.com/printables/graphicorganizers/cause-and-effect-chain/
Deepen knowledge of features for cause/effect
essays by perform the practical activities suggested
in the textbook and virtual guide.
GRADED ACTIVITY 3: Demonstrate your
knowledge about essay organization by filling in the
given outline (ANNEX 3) for a comparison essay on
the topic and thesis statement given. (ACADEMIC
FORUM 2).
Distinguish features for cause/effect essays by
studying information provide in the text-book and
virtual guide.
Expand knowledge about cause/effect essays by
going through the current REA:
https://owl.excelsior.edu/rhetorical-styles/cause-andeffect-essay/ (Develop all activities suggested)
Questionnaire
Eva 1
Questionnaire
Eva 1
1
(averaged)
Virtual platform
Virtual guide
Textbook
3
hours
Virtual platform
Virtual guide
Textbook
2
hours
ACADEMIC
FORUM 2
Virtual platform
Virtual guide
Textbook
Rubric
1.5
4
hours
19
Week
13
ACD
APE
AA
5.4. Opinion essays
Review of units 4-5
ACD
Reinforce knowledge about opinion essays by
participating in ‘tutorial session’
Identify the features for opinion essays by learning Virtual platform
Virtual guide
the information provided in the virtual guide and
Textbook
textbook.
Learn about academic events by reading
announcements from virtual platform.
Graded Activity 4: Apply your knowledge acquired
about essay features by Writing a Cause/Effect
ACADEMIC
Rubric
essay on the given topic: “Weather Effects.”
FORUM 3
(ACADEMIC FORUM 3).
Virtual platform
Apply features for an opinion essays by writing a
Virtual guide
draft on the topic: ‘Death Penalty’.
Textbook
Recognize the features for opinion essays by
studying the information provided in the virtual guide
and text-book.
Expand your knowledge about features for opinion
Virtual platform
essays by going through the current REA:
Virtual guide
a. http://www.oercommons.org/courses/academicTextbook
writing-help/view
REA’s
and by watching the current video:
b. https://www.youtube.com/watch?v=VJdepInzc7I
Reinforce knowledge about content of cause-effect
and opinion essays to be prepared for further
evaluation.
GRADED ACTIVITY 5: Assess your knowledge
acquisition of content studied in unit 5 by Taking
Questionnaire Questionnaire
Partial Evaluation 2- BIM 2.
EVA 2
EVA 2
Reinforce knowledge about parts of the essay by
Virtual platform
participating in ‘tutorial session.’
Virtual guide
3
hours
2
2
hours
Week
14
4
hours
1
(averaged)
3
hours
20
Week
15
APE
AA
ACD
On-site evaluation BIM 2
APE
AA
strengthen previous knowledge by review content
Textbook
covered in unit 4.
Get acquainted about academic events by reading
announcements from virtual platform.
Apply features for an opinion essays by writing an
opinion essay on the topic: ‘Death Penalty’.
Virtual platform
Apply ‘Activating Prior Knowledge’ reading strategy Virtual guide
to Search for additional sources about features to
Textbook
write Opinion Essays.
GRADED ACTIVITY 6: Apply your knowledge about
essay organization by identifying the different parts
ACADEMIC
CheckList
of an essay and classifying them in the given chart
FORUM 4
at Annex 4. ACADEMIC FORUM 4.
Virtual platform
Reinforce prior knowledge by reviewing content
Virtual guide
covered in unit 4.
Textbook
Clarify academic doubts about different types of
Virtual Platform
essays by participating in ‘tutorial session’
Virtual guide
Textbook
Review information related to unit 5
Recognize the different patterns of organization for Virtual Platform
different types of essays by reviewing information
Virtual guide
from unit 5.
Text-book
Reinforce prior knowledge by Review contents
On-Site
Answer Key
covered in unit 5.
Evaluation
Questionnaire
2
hours
1.5
4
hours
3
hours
2
hours
2.5
4
hours
21
Week
16
2.
Resumen de las horas de trabajo de la asignatura por componente de aprendizaje en el
bimestre
Total de horas de
trabajo de la
asignatura en el
bimestre
Componentes del
aprendizaje
En contacto con el
docente
24
Práctico-experimental
16
Autónomo
32
Total
3.
Horas
72
Descripción de las actividades calificadas
En contacto con el docente (ACD)
( X)
Práctico-experimental (APE)
( )
Autónomo (AA)
( )
Graded Activity 1: Demonstrate your knowledge about the essay structure
Actividad de aprendizaje:
by creating an infographic which describes parts of an essay and their
function. (ACADEMIC FORUM 1).
Tipo de recurso:
ACADEMIC FORUM 1
Tema de la unidad:
Unit 4. The relation of academic reading and writing
Writes well-structured essays.
Resultados de aprendizaje que
Applies critical reading and thinking skills to distinguish and analyze
se espera lograr:
different types of academic texts.
• Study Unit 4 ‘The relation of academic reading and writing’ from the
virtual guide and textbook.
• Apply the reading strategies learned in order to search for additional
information about the parts of the essay and their functions.
• To expand knowledge about parts of the essay and their functions; it
is suggested to visit the current link: https://wr1ter.com/5-parts-ofan-essay
Estrategias didácticas:
• Search at any trust worthy source of your preference.
• Include citation and reference from outside sources used - use the APA
style 7th ed.
• Create an infographic which clearly presents the different parts of
the essay and their functions.
• Upload the infographic’s link at the space provided at CANVAS (It is your
responsibility to ensure that the link displays the information.)
• See the rubric for details about aspects considered for grading purpose.
Instrumento de evaluación: Rubric
Componentes del aprendizaje:
22
Score of the activity: 1.5
Rubric is worth 10 points and It will be averaged and converted accordingly.
CATEGORY
Content:
Cohesion:
Creativity
Plagiarism
Needs
improvement
The infographic includes The infographic
The infographic
clear information about: includes somehow includes not clear
Introductory paragraph, clear information
information about:
supporting paragraphs, about: Introductory Introductory
concluding paragraph,
paragraph, supporting paragraph, supporting
and their corresponding paragraphs,
paragraphs,
functions.
concluding paragraph, concluding paragraph,
(4 - 3.1 points)
and their
and their
corresponding
corresponding
functions.
functions.
(3 – 2.1 points)
(2 – 0.5 points)
All Information is written in Information presents Information presents
a cohesive way.
some sentence
many grammar errors.
(4 – 3.1 points)
formation errors.
(2 – 0.5 points)
(3 – 2.1 points)
Template used for the
Template used for the Template use for the
presentation is creative, presentation is
presentation is
and there is logic on the creative, logic on the creative, logic on the
organization of ideas.
organization of ideas organization of ideas
(2 – 1.6 points)
needs improvement. needs a good amount
(1.5 – 1.1 points)
of improvement.
(1 – 0.5 points)
Plagiarism will be graded over zero; no second chance will be provided
(A large amount of similarity to classmates’ work, will be considered
plagiarism.)
Excellent
Good
En contacto con el docente (ACD)
( )
Práctico-experimental (APE)
( )
Autónomo (AA)
( X)
Graded Activity 2: Assess your knowledge acquisition of content studied
Actividad de aprendizaje:
in units 4 and 5 by Taking Partial Evaluation 1- BIM 2.
Tipo de recurso:
Questionnaire Eva 1
Unit 4. The relation of academic reading and writing
Tema de la unidad:
Unit 5. Writing Academic Essays
Writes well-structured essays.
Resultados de aprendizaje que
Applies critical reading and thinking skills to distinguish and analyze
se espera lograr:
different types of academic texts.
Study the contents of units 4 and first part of unit 5 from your virtual guide
Estrategias didácticas:
Work on the activities provided in the virtual guide and text-book, weekly
Complete the on-line evaluation
Instrumento de evaluación: Questionnaire Eva 1.
Componentes del aprendizaje:
23
Componentes del aprendizaje:
Actividad de aprendizaje:
Tipo de recurso:
Tema de la unidad:
Resultados de aprendizaje que se
espera lograr:
Estrategias didácticas:
En contacto con el docente (ACD)
( )
Práctico-experimental (APE)
( X)
Autónomo (AA)
( )
GRADED ACTIVITY 3: Demonstrate your knowledge about essay organization by
filling in the given outline (ANNEX 3) for a comparison essay on the topic and thesis
statement given. (ACADEMIC FORUM 2).
ACADEMIC FORUM 2
Unit 5. Writing Academic Essays
Writes well-structured essays.
Applies critical reading and thinking skills to distinguish and analyze different
types of academic texts.
- Study unit 5 from virtual guide thoroughly, and study the topic about
comparison/contrast essays from your textbook.
Go through the given website to expand your knowledge about writing
comparison contrast essay outlines: https://studycrumb.com/compareand-contrast-essay-outline
Include citation and reference from outside sources used - use the APA
style 7th ed.
- Fill in the given point by point-outline (ANNEX 3) for a comparison essay
on the topic and thesis statement given. Headings with an asterisk have
to be filled in.
Topic: Books Vs Movies
Thesis: …. reading a book versus watching a movie look very different
on the surface; however, they are alike in aspects such as story told,
characters staring, and readers or viewers’ feelings about the story
presented.
- Go through the rubric to ensure that you develop a good quality outline.
- Upload Annex 3 on the due time at the space provided at CANVAS.
Instrumento de evaluación: Rubric
Score of the activity: 1.5
Rubric is worth 10 points and It will be averaged and converted accordingly.
PARAMETER/RATE
INTRODUCTORY
PARAGRAPH
Body Paragraphs
Concluding
Paragraph
Plagiarism
EXCELLENT
Thesis:
clearly states the comparison
relationship.
Clearly states main subject
and controlling ideas.
(2 – 1.1 points)
GOOD
NEEDS IMPROVEMENT
Thesis:
Thesis:
clearly states the
failed to express the
comparison relationship.
comparison relationship.
Clearly states main subject, Thesis statement is not
but controlling ideas are not clearly expressed.
expressed explicitly.
(0.5 – 0 points)
(1 – 0.6 points)
Body paragraphs:
Body paragraphs:
Body paragraphs:
Follow the point by point
Follow the point by point
Follow the point by point
organization method.
organization method.
organization method.
Include topic sentence and
Topic sentence and
Topic sentence and
supporting details correctly
supporting details need
supporting details need
(4 - 2.1)
improvement.
improvement.
(2 - 1.1)
(1 – 0.5 points)
Concluding paragraph:
Concluding paragraph:
Concluding paragraph:
clearly paraphrases the
paraphrasing of the thesis paraphrasing of the thesis
thesis statement.
statement needs
statement is not correctly
(4 - 2.1)
improvement.
done.
(2 - 1.1)
(1 – 0.5 points)
Plagiarism will be graded over zero; no second chance will be provided
24
En contacto con el docente (ACD)
( X )
Práctico-experimental (APE)
( )
Autónomo (AA)
( )
Graded Activity 4: Apply your knowledge acquired about essay features by
Actividad de aprendizaje:
Writing a Cause/Effect essay on the given topic: “Weather Effects.” (ACADEMIC
FORUM 3).
Tipo de recurso:
ACADEMIC FORUM 3
Tema de la unidad:
Unit 5. Writing Academic Essays
Writes well-structured essays.
Resultados de aprendizaje que se
Applies critical reading and thinking skills to distinguish and analyze different
espera lograr:
types of academic texts.
- Study unit 5 from virtual guide thoroughly and the corresponding topic from your
textbook.
- From the given source, go through the content related to Cause/Effect essays in
order to expand your previous knowledge: https://owl.excelsior.edu/rhetoricalstyles/cause-and-effect-essay/cause-and-effect-essay-techniques/
- Write an Effect Essay on the given topic and thesis statement:
Topic: Weather Effects
Estrategias didácticas:
Thesis statement: … in this sense, summer time affects people’s
behavior, choice of activities, and fashion in a significant manner.
- The organization of the essay will be block where every effect will represent one
independent supporting paragraph.
- Read the rubric in detail in order to be clear about requirements.
- Proof read the essay before handing it in.
- Upload the essay at the space provided at CANVAS.
- Include citation and reference from outside sources used - use APA style 7th ed.
Componentes del aprendizaje:
Instrumento de evaluación: Rubric
Score of the activity: 2
Rubric is worth 10 points and It will be averaged and converted accordingly.
Category /
Score
Excellent
Good
Needs improvement
Effect relationship is declared
Ideas which do not meet effect
No effect relationship is
Writing Pattern /
throughout the whole essay.
relationship are included.
shown.
Type of Paragraph
3 – 1.1 points
1 – 0.6 points
0.5 -0 points
Unity: the whole paragraph
Unity: many written ideas do not Unity: most of the written
develops a single topic sentence
support the topic sentence.
ideas do not support the
Cohesion: every idea is
Cohesion: there are many
topic sentence.
expressed with no grammar errors. grammar errors.
Cohesion: there are too many
Elements for
Coherence: There is a logical
Coherence: Logic in the
grammar errors.
good Academic
organization of ideas, and cohesive organization of ideas needs
Coherence: There is not logic
writing
devices are used properly.
improvement.
in the organization of ideas.
3 – 1.1 points
1 – 0.6 points
0.5 -0 points
The paragraph includes:
The Paragraph lacks:
The Paragraph lacks:
Centered Title
Centered Title
•
Centered Title
Format
Indentation of First line
Indentation of First Line
•
Indentation of first Line
Margins on both sides
•
Margins
Double-spaced
2 – 1.1 points
1 – 0.6 points
0.5 -0 points
There are no punctuation (period, There are many punctuation
There are too many
comma, semicolon, colon, question errors.
punctuation errors.
Mechanics
mark) errors.
There are a many spelling errors. There are too many spelling
There are no spelling errors.
errors.
2 – 1.1 points
1 – 0.6 points
0.5 – 0 points
Plagiarism will be graded over zero; no second chance will be provided (A big amount of similarity to
Plagiarism
classmates’ work, will be considered plagiarism.)
25
Componentes del aprendizaje:
Actividad de aprendizaje:
Tipo de recurso:
Tema de la unidad:
Resultados de aprendizaje que se
espera lograr:
Estrategias didácticas:
En contacto con el docente (ACD)
( )
Práctico-experimental (APE)
( )
Autónomo (AA)
( X)
Graded Activity 5: Assess your knowledge acquisition of content studied in unit 5
by Taking Partial Evaluation 2- BIM 2.
Questionnaire Eva 2
Unit 5. Writing Academic Essays
Writes well-structured essays.
Applies critical reading and thinking skills to distinguish and analyze different
types of academic texts.
Study the contents of unit 5 from your virtual guide
Work on the activities provided in the virtual guide and text-book, weekly
Complete the on-line evaluation
Instrumento de evaluación: Questionnaire EVA 2
Componentes del
aprendizaje:
Actividad de aprendizaje:
Tipo de recurso:
Tema de la unidad:
Resultados de aprendizaje
que se espera lograr:
Estrategias didácticas:
Plagiarism
En contacto con el docente (ACD)
( )
Práctico-experimental (APE)
( X )
Autónomo (AA)
( )
GRADED ACTIVITY 6: Apply your knowledge about essay organization by identifying the
different parts of an essay and classifying them in the given chart at Annex 4. ACADEMIC
FORUM 4.
ACADEMIC FORUM 4.
Unit 5. Writing Academic Essays (Review of units 4 – 5)
Writes well-structured essays.
Applies critical reading and thinking skills to distinguish and analyze different types of
academic texts.
- Study unit 5 from virtual guide; focus your attention to content related to classification
essay from your textbook.
- Go through the information about classification essay:
https://owl.excelsior.edu/rhetorical-styles/classification-and-division-essay/
- Search at any additional trustworthy source about classification essays, optional.
- Include citation and reference from outside sources used - use the APA style 7th ed.
- Go to Annex 4, read the given ESSAY, identify the different parts of the ESSAY
and complete the given chart with the different parts of the essay required.
- Upload the chart with the information required at CANVAS.
- Read the checklist provided in order to ensure a great performance.
Plagiarism will be graded over zero; no second chance will be provided (A big
amount of similarity to classmates’ work, will be considered plagiarism.)
Instrumento de evaluación: CheckList
Score of the activity: 1.5
Rubric is worth 10 points and It will be averaged and converted accordingly.
ESSAY ANALYSIS - CHECKLIST
PARTS OF THE ESSAY
1
2
3
4
5
6
7
8
9
SI
NO
Rate
TOTAL
1
1
1.5
1.5
1
1
1
1
1
10
Written pattern is identified.
Thesis statement is correctly identified.
Main subject is correctly identified.
Controlling ideas are correctly identified.
Topic sentence # 1 is correctly identified.
Topic sentence # 2 is correctly identified.
Topic sentence # 3 is correctly identified.
Topic sentence # 4 is correctly identified.
Concluding sentence is correctly identified.
Accomplishment
score
26
D. Evaluación de la asignatura segundo bimestre
Componente
Actividad
Instrumento
Fechas de ejecución
ACADEMIC FORUM 1: GRADED
ACTIVITY 1: Demonstrate your
WEEK 11
knowledge about the essay structure by
Rubric
Jun 20th - 26th 2022
APRENDIZAJE creating an infographic which describes
EN CONTACTO parts of an essay and their function.
CON EL
ACADEMIC FORUM 3: GRADED
DOCENTE
ACTIVITY 4: Apply your knowledge
WEEK 14
acquired about essay features by Writing
Rubric
Jul 11th-17th 2022
a Cause/Effect essay on the given topic:
“Weather Effects.”
Subtotal
Questionnaire Eva 1: GRADED
ACTIVITY 2: Assess your knowledge
Questionnaire
WEEK 12
acquisition of content studied in units 4
Eva 1
Jun 27th - Jul 03rd 2022
and 5 by Taking Partial Evaluation 1BIM 2.
APRENDIZAJE Questionnaire Eva 2: GRADED
AUTÓNOMO ACTIVITY 5: Assess your knowledge
WEEK 14
Questionnaire
acquisition of content studied in unit 5
Jul 11th - 17th 2022
Eva 2
by Taking Partial Evaluation 2- BIM 2.
Take On-Site Evaluation BIM 2
Subtotal
ACADEMIC FORUM 2: GRADED
ACTIVITY 3: Demonstrate your
knowledge about essay organization by
filling in the given outline (ANNEX 3) for
a comparison essay on the topic and
thesis statement given.
ACADEMIC FORUM 4: GRADED
ACTIVITY 6: Apply your knowledge
APRENDIZAJE about essay organization by identifying
PRÁCTICO
the different parts of an essay and
EXPERIMENTA classifying them in the given chart at
L
Annex 4
On-Site or OnJul 29th - 02nd Aug, 2022
line Evaluation
Calificació
n
Pes
o
1.5
15%
2
20%
3.5
35%
1
10%
2.5
25%
3.5
35%
Rubric
WEEK 13
Jul 04th - 10th 2022
1.5
15%
CheckList
WEEK 15
Jul 18th-24th 2022
1.5
15%
3
10
30%
100
Subtotal
TOTAL
EVALUACIÓN DE RECUPERACIÓN
Actividades académicas
Evaluación de recuperación
Puntaje
Fechas importantes
3.5
Sep 3rd – 4th, 2022
27
E. Datos del equipo docente:
Horario de tutoría5
Paralelo
A
Día
Tuesday
Horario
17h00 to 19h00
Sala
ZOOM
Teléfono
3701444
Extensión
3122
Profesor autor
Franklin Oswaldo Espinosa Jaramillo
Nombre
Título(s) de tercer nivel
Bachelor’s degree in Science - English
Título(s) de cuarto nivel
Master in "Teaching English as a Second Language"
Departamento
Filosofía, Artes y Humanidades
Correo electrónico
foespinosa@utpl.edu.ec
Teléfono
07-3701444 Ext. 3122
Currículo profesional resumido
Master in "Teaching English as a Second Language" at NOVA South Eastern University, USA; Master
in “Teaching English as a Second Language” at Universidad Técnica Particular de Loja (UTPL),
Ecuador. Bachelor’s degree in Science at Universidad Técnica Particular de Loja (UTPL); 17 Years of
experience at different educational levels: elementary, middle, language institutes, and higher education; current English
teacher at Universidad Técnica Particular de Loja (UTPL,) in service for eight years, and responsible for the teaching of
different subjects from the graduating program; co-author of research articles published at Scopus.
Profesores tutores*
Nombre
Título(s) de tercer nivel
Título(s) de cuarto nivel
Departamento
Correo electrónico
Teléfono
Currículo profesional resumido
F. Relación con el perfil de egreso (rediseño curricular)
Resultados de aprendizaje
de la asignatura
Applies critical reading and
thinking skills to distinguish
and analyze different types of
academic texts.
Writes paragraphs by applying
appropriate writing features.
Writes well-structured essays.
Contribución
(inicial, medio, final)
Medio
Resultado/s de aprendizaje del
perfil de egreso
Applies the linguistic knowledge of
the English language at a level that
allows effective communication to
perform professionally in teaching
English to children and young
people according to international
standards.
Uses English at a C1 level that
allows effective communication.
5
El nombre del profesor tutor y horario de tutoría constará en el entorno virtual de aprendizaje.
28
G. Bibliografía básica y complementaria
a) Nombre del texto básico
Folse, K., Vestri, E., & Clabeaux, D. (2020). Great writing 3: From great paragraphs to great essays (5th
ed.). Boston, Ma: Cengage Learning.
b) Información general del texto
This textbook, Great Writing 3, has been selected because its authors are expert writers who have made
a great effort to present the subject in a comprehensive manner; besides, the book’s content is presented
in a step-by-step manner with clear explanations of the writing process; another important feature of this
book is that it contains didactic activities for learners to practice what they learn. In this regard, Great
Writing 3 contains pragmatic content about: paragraph writing, important elements to achieve good
academic writing, different types of paragraph, and different types of essays.
c)
Nombre de la guía didáctica virtualizada
Academic Reading and Writing I
d) Breve descripción general de la guía didáctica
The current virtual guide has been designed to help learners expand their knowledge about academic
reading strategies and the main features to write good academic paragraphs and essays; besides, this
material has the main purpose to provide students with opportunities to move from the concepts learned
as theory to the actual production of both skills at an academic level.
BIBLIOGRAFÍA COMPLEMENTARIA
a) Nombre del texto
Oshima, A. & Hogue, A. (2006). Writing Academic English. White Plains, NY: Pearson Education.
b) Breve descripción del texto
The book ‘Writing Academic English’ contains pragmatic content about: sentence structure, paragraph
writing, summarizing, paraphrasing, and essay composition; it will be a useful source because its authors
are experts in the field who go beyond concepts to practical exercise that help learners improve their
writing skills, which is one of the main ones emphasized in this subject.
c) ¿El texto está disponible en la biblioteca general física o virtual de la UTPL?
Física
X
Virtual
X
29
BIBLIOTECA VIRTUAL
Repositorio (base de datos)
Proquest
Biblioteca
Enlace
http://www.proquest.com/LATAM-ES/
http://biblioteca.utpl.edu.ec/
RECURSOS EDUCATIVOS ABIERTOS (REAs)
Título del REA
The Writing Center
The Word On College Reading And Writing
English Composition I: Rhetorical Methods–
Based
Writing for Success
Enlace
https://writingcenter.unc.edu/tips-and-tools/comparingand-contrasting/
https://openoregon.pressbooks.pub/wrd/chapter/readingeffectively/
https://courses.lumenlearning.com/sunyenglishcomp1v2/chapter/how-to-write-a-definition-essay/
https://opentextbc.ca/writingforsuccess/frontmatter/preface/
Audience and Purpose
https://www.youtube.com/watch?v=-hcr_l91xSI&t=286s
College Reading Strategies
https://www.youtube.com/watch?v=faZF9x4A2Vs
Colon and Semicolon
https://www.engvid.com/writing-punctuation-how-to-usecolons-semicolons/
Fragments, Comma Splices, Run-Ons
https://www.youtube.com/watch?v=zRoCibkYzVI&t=81s
Writing Lab
https://owl.excelsior.edu/rhetorical-styles/descriptiveessay/
Comparison/Contrast Essay
https://www.youtube.com/watch?v=QLAdm8xux90
NOTA: Durante todo el bimestre el profesor deberá utilizar un portafolio docente digital donde respalde todo el
material utilizado para el desarrollo de la asignatura, sean diapositivas, pruebas, recursos, etc.)
30
H. Elaboración y aprobación
Actividades
Elaboración:
Nombre
Mgtr. Franklin Oswaldo
Espinosa Jaramillo
Fecha de
elaboración:
Función
Firma
Profesor autor
24/11/2021
Evaluación:
Mgtr. Leidy Vivanco R.
Aprobación:
Mgtr. Alba Vargas S.
Número y fecha de Acta de aprobación:
Par académico
Directora de carrera
CONSULTA N° 003-CEMI-ING-CPINE-DFAH-FCSFAHUTPL-2021 de fecha 29 de noviembre del 2021.
31
ANNEXES
COHESION
UNITY
ANNEX1: UNITY, COHESION, and COHERENCE
Definition:
Importance:
Ways to achieve
unity:
Definition:
Importance:
Ways to achieve
cohesion:
32
COHERENCE
Definition:
Importance:
Ways to achieve
coherence:
33
ANNEX 2: PARAGRAPH ANALYSIS
SCRAMBLED PARAGRAPH
First, they get 20 % to 35 % more miles to the gallon than a fuel-efficient gas-powered vehicle.
There are numerous advantages to owning a hybrid car.
“It’s the cheapest car I’ve ever had,” he said. “The running costs are far lower than previous only gas powered
vehicles I’ve owned.”
Second, they produce very few emissions during low speed city driving.
Alex bought a hybrid car two years ago and has been extremely impressed with its performance.
Given the low running costs and environmental benefits of owning a hybrid car, it is likely that many more people
will follow Alex’s example in the near future.
Because they can alternate from gas to electricity, hybrid cars reduce dependency on fossil fuels, which helps to
lower prices at the pump.
ORDERED PARAGRAPH
Writing Pattern/Type of
Paragraph
Topic sentence
Main Subject
Controlling Ideas
Supporting sentence 1.
Supporting sentence 2.
Supporting sentence 3.
Supporting sentence 4.
Supporting sentence 5.
Concluding Sentence
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ANNEX 3: OUTLILNE - COMAPARISON ESSAY – POINT BY POINT
Books Vs Movies
I. Introductory paragraph:
Hook (optional): …………………………………………..………………………………………………………………. .
General Information (optional): ………………………………………………………………………………………… .
……………………………………………………………………..………………………………………………………… .
*Thesis Statement: …. reading a book versus watching a movie look very different on the surface; however,
they are alike in aspects such as story told, characters staring, and readers or viewers’ feelings about the story
presented.
*II. Body paragraph 1: ……………………………………………………………………………………………………. .
*A. Subject 1: …………………………………
*B. Subject 2: …………………………………
*III. Body paragraph 2: ……………………………………………………………………………………………………. .
*A. Subject 1: …………………………………
*B. Subject 2: …………………………………
*IV. Body paragraph 3: ……………………………………………………………………………………………………. .
*A. Subject 1: …………………………………
*B. Subject 2: …………………………………
*V. Conclusion: (paraphrasing thesis statement.) ………………………………………………………………..
……………………………………………………………………..…………………………………………………………… .
……………………………………………………………………
Student’s signature.
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ANNEX 4: ESSA Y ANALYSIS
Development Theories When Choosing Children’s Books
Young children are constantly encountering new information and situations, which affect their malleable
minds. Young children must learn about human relationships, judgment, guilt, and understanding others’ feelings,
as well as their own. Jean Piaget, Erik Erikson, Lawrence Kohlberg, and Lev Vytgotsky all developed theories
dealing with the various types of development in children—theories which educators of young children can utilize
to help them make appropriate book choices for children. When choosing books for young children, it is important
for teachers to be aware of these modern theories of child development.
Jean Piaget developed the “Cognitive Theory of Development” (as cited in Russell, 2009, p. 31) to
describe the stages of mental development of children from birth to young adulthood. During the Intuitive Stage of
Piaget’s theory, that is, ages four through seven, children are learning how to think and make decisions on
matters outside of themselves and their immediate situation. Therefore, author David Russell (2009) suggests,
while selecting books, the teacher should choose stories which reflect this stage of development and help
children to fully develop this part of their character. This would include realistic stories that involve decisionmaking and emotion. These types of books will, in theory, help children to further understand various
relationships and how to approach them realistically.
Erik Erikson took the same approach as Piaget when creating his “Psychological Development Theory”
(as cited in Russell, 2009, p. 33); he theorized that children develop in stages. However, rather than focus on
mental development as did Piaget, Erikson focused on the social aspect of child development. During the
Initiative Versus Guilt stage of his theory (ages three through six) children want to make their own choices about
what actions to take; however, in turn, they have to suffer remorse for the poor decisions they make. Russell
(2009) suggests teachers choose books for children at this stage in which children are depicted making poor
choices, discovering they made the wrong choice, and then have a change in attitude. Essentially, the character
learns they are incorrect. By choosing a book like this, children can see that not everything they elect to say or do
is correct, and they can change their mind and make a better decision.
Lawrence Kohlberg, much like the first two theorists, created a theory based on stages and levels, called
the “Theory of the Development of Moral Judgment” (as cited in Russell, 2009, p. 35). However, Kohlberg’s
theory was about “the development of moral reasoning and moral judgment” (p. 35), rather than the intellectual or
social development of children. During the second stage of the first level, called the Instrumental/Relativist
Orientation, children will do what they are told if they are promised some sort of compensation for their
compliance to rules or if they perform a requested task. Russell (2009) suggests children read books that depict
characters with the same type of behavior in order to show the children what their action looks like from a
different point of view. Allowing children to hear about others who behave in the manner they may be displaying,
gives them the opportunity to judge whether this is a good trait to have or not.
Lev Vygotsky theorized much the opposite of these three child development theorists. He argued that the
phases of development were much more indefinite and that people continue to change over a lifetime. Many
individual educators and schools have utilized Vygotsky’s theory and shaped their classroom exercises around
his idea. Under Vygotsky’s theory, modern classrooms are much less structured and more collaborative between
the students and the teacher. Also under the model of this theory, all books would be acceptable, as all aspects
of human intelligence and character development at indeterminate times, and in indistinct stages, rather than
solid ones.
When choosing children’s literature, it is important to be mindful of these theories. Each, save Vygotsky’s,
focuses on the various areas of the mental development of children. Although psychologists may not be certain of
the exact moments each child begins a new stage, all of the areas mentioned in the stages eventually does
develop. Therefore, it is important to consider the new ideas and feelings young children are having and choose
literature, which will help them to more fully develop their cognitive abilities.
36
PARTS OF THE ESSAY
Writing Pattern/Type
of Essay
Thesis Statement
Main Subject
Controlling Ideas
Topic sentence 1.
Topic sentence 2.
Topic sentence 3.
Topic sentence 4.
Concluding
Paragraph:
………………………………………………………….
Student’s signature.
37