Portland State University / IELP
Syllabus: Grammar/Writing 2, Winter 2015
Instructor: Judy Camacho
Email:
camachoj@pdx.edu
Wiki:
www.judycamacho.pbworks.com
Office:
UCB, Room 400 J
Office Hours: Wednesday 3:15-4:15 & by appointment
Note: There will be no class on two days this term:
Monday, January 19 (Martin Luther King, Jr., Day)
Wednesday, February 11 (IELP Professional Development Day)
Required Class Materials
You will need to bring the following to every class meeting:

Three textbooks, both available at the PSU Bookstore:
1) Fundamentals of English Grammar, 4th edition by Azar and Hagen
2) Fundamentals of English Grammar Workbook, 4th edition by Azar, Koch, Hagen
3) Ready to Write 3: From Paragraphs to Essay, 3rd edition, by Blanchard and Root

8 ½ x 11 inch lined paper for notes and homework (other sizes are NOT acceptable)

A folder to collect and keep all class handouts

Pencils and an eraser
A PSU email account is required for all communication between you and your instructors.
Course Description:
The aim of Foundational Grammar-Writing Level 2 is to develop a learner’s skills in written English building from the
sentence and single paragraph levels into multiple-paragraph essay work. The course focuses on the components of
process paragraph and compare-contrast paragraph writing as well as further expansion of compare-contrast
paragraphs into a multiple-paragraph essay. Course components include accurate Level 2 grammar, variety in
sentence structures, clear organization, and developed topical content. Course components may be introduced and
practiced at the sentence level, paragraph level, and essay level. Topics are based on common personal, social, and
cultural concepts using high-frequency vocabulary.
This class is an 8 credit integrated grammar and writing course; equivalent to two IELP courses.
Student Learning Outcome:
Apply accurate Level 2 grammar, a variety of sentence structures, clear organization, and developed topical content
to process paragraphs, compare-contrast paragraphs, and an expanded compare-contrast essay.
Process Paragraph(s) Components:
Verb-Related Grammar:
 imperative sentences: giving instructions (introduce)
 modals in process writing (introduce):
o modals expressing necessity (must, have to); modals expressing lack of necessity (do not
have to); modals expressing prohibition (must not)
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o modals expressing possibility (may, might); modals expressing permission (may, can)
o modals expressing advisability (should, ought to, had better)
passive voice in present time and in past time when writing about processes such as how
something is done or how something was done (introduce)
simple present, simple past, present continuous, past continuous, and future tense affirmative
and negative structures (review)
real conditionals: stating facts and predictions using ‘if’ (introduce)
Noun and Modifier Grammar:
 gerunds as objects of verbs (review) and infinitives as objects of verbs (introduce) (See list in
Appendix A)
 subject and object pronouns (review)
 countable and uncountable nouns (review)
 articles and quantifiers (review; learners attempt to produce in writing)
Sentence Structure:
 compound sentences with coordinating conjunctions and, but, so, or (review) and for, nor, yet
(introduce)
 adverb clauses with when, while, before, after, because (review) and until, as soon as (introduce)
 real conditionals with if (introduce)
 sentence fragments, comma splices, and run-on sentences (review how to fix)
Organization and Content:
 process organization: ‘how to do something’ vs. ‘how something is done’ (introduce)
 topic sentences with controlling ideas (review)
 supporting and detail sentences (review-expand)
 concluding sentences beginning with concluding transitions (review)
 logical connectors to join ideas in process writing (see list in Appendix B)
 drafted writing techniques such as pre-writing, using graphic organizers, outlining, writing a first
draft, editing and revising, writing a second draft, editing and revising, writing a final draft
(review-introduce)
Compare-Contrast Paragraph(s) Components:
Verb-Related Grammar:
 present perfect tense and present perfect progressive tense affirmative and negative structures
(introduce)
 simple present, simple past, present continuous, past continuous, and future tense affirmative
and negative structures (review; same as Process paragraph verb-related grammar components)
Additional Noun and Modifier Grammar:
 all of the Process paragraph components
 comparative and superlative forms of adjectives and adverbs (introduce)
Sentence Structure:
 all of the Process paragraph components
Organization and Content:
 compare-contrast organization: ‘block’ and ‘point-by-point’ (introduce)
 compare-contrast topic, supporting, and concluding sentences
 logical connectors to join ideas in compare-contrast writing (see Appendix B)
Portland State University / IELP
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parallel structures and parallelism (review)
drafted writing techniques such as pre-writing, using graphic organizers, outlining, writing a first
draft, editing and revising, writing a second draft, editing and revising, writing a final draft
Compare-Contrast Essay Components:
Grammar and Sentence Structure:
 includes all of the grammar and sentence structure components of Compare-Contrast paragraph
writing
Organization and Content (introduce all):
 expanding from the single paragraph level to a multiple-paragraph essay (learners expand a
previously written compare-contrast paragraph into an essay)
 introductory paragraphs with appropriate background information moving from general to
specific
 compare-contrast thesis statements in introductory paragraphs
 body paragraphs with topic, supporting, and concluding sentences (review)
 concluding paragraphs with thesis restatements, a brief summary of main ideas, and concluding
thoughts
 transitions between paragraphs
 essay writing techniques such as pre-writing, using graphic organizers, outlining, writing a first
draft, editing and revising, writing a second draft, editing and revising, writing a final draft
Editing and Revision Components – Applies to All 3 Styles:
 use a rubric to review grammar, sentence structure, organization, and content components (self,
peer, or sample) (review)
 apply basic rules of capitalization, punctuation, and spelling in written paragraphs (review)
 edit, revise, and rewrite paragraphs based on correction symbols and feedback provided by
instructor (review-introduce)
 format typed assignments according to guidelines (review)
Grading:
To pass this course, learners must be able to demonstrate SLO proficiency at 70% or higher. SLO achievement is
measured through drafted writing, a minimum of two in-class timed-writing paragraphs, mini progress quizzes, a
minimum of two grammar unit-chapter tests, a final in-class timed-writing compare-contrast essay exam, and a final
summative grammar course exam. Your grade will be based on the following five categories.
20% Writing Portfolio – Drafted Paragraph Writing
 You will prepare and write many paragraphs for this class following the writing process:
Step 1) thinking of ideas (on paper)
Step 2) organizing ideas (on paper)
Step 3) writing your first paragraph (on paper)
Step 4) revising and rewriting your first paragraph again 1x or 2x (on paper)
 Students are expected to revise and rewrite all paragraphs at least one time (1x).
 All paragraph writing steps must be saved in your writing portfolio to earn a full grade for each assignment.
20% In-Class Timed Writing Paragraphs
 There will be two timed writing tests. For each one, I will give you a topic, and you will have 45 minutes to write a
paragraph about it.
Portland State University / IELP
20% Grammar Unit Tests
 There will be two big grammar tests.
10% Mini Progress Quizzes
 There will be frequent quick quizzes in class, and many will be at the beginning of class. These quizzes may cover
grammar, writing, and/or spelling.
30% Final In-Class Timed Writing and Final Grammar Exams
 There are two final exams: writing and grammar.
 Final Timed Writing Exam: Friday, March 13.
 Final Grammar Exam: Monday, March 16.
 No early or late final exams will be given. This term, the last day of classes is Wednesday, March 18. Do not
make any travel plans before Thursday, March 19.
A, B and C are passing grades.
90%-100%
A
80%-89%
B
70%-79%
C
D and F are not passing grades.
60%-69%
D
0-59%
F
Missed Quizzes, Tests, and In-class Work:
In general, if you miss a quiz or a test, or in-class writing due to absence or tardiness, you will receive a grade of 0%.
No make-up quizzes, tests, or in-class writing will be given. For example, if you are absent on a day when a test is
given in class, or if you are late on a day that a quiz is given, you will not be allowed to make up the test or quiz at a
later date. Any other arrangements are at the discretion of the instructor.
Attendance:
 Attendance is required in all IELP classes. Attendance is required for academic reasons and to maintain your
immigration status. If you don't attend class, you will not learn, you will miss important quizzes and tests, and
you will not earn good grades. If you don't attend class, you will violate the terms of your student visa.
 Students must attend at least 80% of their classes to stay in the IELP. This means you can only miss 6 of your g/w
classes.
 Additionally, there are no excused absences. If you are sick or you have a problem, you must contract your
academic advisor, Betty Brickson, right away.
 You must come to class on time. If you are more than 10 minutes late to class or late returning from break, you
will receive a tardy. Three tardies (late arrivals) = 1 absence.
 If you miss a class, it is your responsibility to find out what happened, do any assigned homework, and submit it
in a timely manner. You can either ask a classmate for the homework or check the class wiki.
Class Behavior:
 Please do not talk or interrupt me while I am talking, and do not interrupt other students when they are talking.
 Do not use your cell phone for any reason, including texting. Also, be sure to silence your cell phones before class
starts. If you use your cell phone without permission from me, I will ask you to leave the class, and you will
receive an absence for the day.
 Participation is very important for your learning. You must participate in all classroom activities that I ask you to
participate in. If you do not, I will ask you to leave the class, and you will receive an absence for the day.
 Try to wait until the break or the end of class to use the restroom. If you cannot wait until the break or end of
class to use the rest room, leave and return quietly. You do not need to ask for permission. However, if there is
a test, you may not leave the classroom.
Portland State University / IELP
Homework:
 Doing homework is one of the best ways to practice and improve your writing and grammar. You will be writing
a lot of homework answers in your textbooks. I won't always grade your homework, but I will check to make sure
that you do it. I will ask you to check your answers in the answer key before class – this is considered part of
doing the homework. Remember: homework is for the purpose of learning. If you don't do your homework, you
won't do well on the quizzes and tests.
What is “Academic Honesty”?
 Academic honesty means that you must do your own work. PSU university rules say that if any part of an
assignment contains sentences that are copied from the internet, written by someone else, or copied from
another student, that assignment will receive a score of 0%, and a note will be placed in your student record.
 If you copy from another student during a quiz or test, you will receive a score of 0%, and a note will be placed in
your student record.
Accommodation Statement:
 If you have difficulty hearing, seeing, walking, or have any other condition that will make studying in this class
difficult, please tell me so that I can try to help you.
Find a classmate and write his/her contact information on the line below:
Name:______________________________________ Email/Phone: ______________________________________