English as Academic Discourse Fundamentals: 356:154:01 (sample syllabus)
Fall Semester 2013
LSH A Wing 121
MWTh: 12:00pm-1:40 pm
Course Sakai site: 356:154:01 EAD Fundamentals
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Instructor: Darcy Gioia, Ph.D.
Office Phone: 848-445-5657
E-mail: darcy.gioia@rutgers.edu
Office Hours: Mondays, Wednesdays, and Thursdays: 2-4 p.m., and by appointment.
Office: Lucy Stone Hall, B-wing, B104D
Course Description
English as Academic Discourse Fundamentals (356:154, EAD Fundamentals) provides a
supportive classroom environment for matriculated non-native English-speaking undergraduates
to improve their ability to listen, read, write and converse in English while also helping
international students acclimate to the Rutgers college experience. Using a range of reading and
multi-media materials, students will be immersed in English and participate in classroom
activities designed to improve vocabulary and grammar proficiency in order to gain greater
confidence in conversation and prose. Additionally, students will practice listening to short
lectures, taking notes in English, and preparing short presentations geared for an Englishspeaking audience. Students will also determine their reading and writing strengths and patterns
of error, learn the conventions of the academic essay, and understand the components of
academic integrity. The course meets for three 80-minute sessions per week and students earn
four credits (4) which count toward graduation if they successfully pass the course and will
register for EAD I (English as Academic Discourse I) in the spring semester.
Course Overview
Required Materials
o An English dictionary
o A pocketed folder to hold all quizzes, assignments, handouts, resources, the midterm exam,
peer review sheets and your Analytical Essay
o This folder will be collected four times during the semester to be reviewed by the
356:154 Committee who will provide feedback and encouragement to help ensure
your progress in the course.
o A small notebook to serve as your Self-Assessment Journal (SAJ) which will be collected
four times during the semester for review
o A USB drive to store your computer files when we work in the Computer Classroom
Resources:
o Our 356:154 Course Sakai site .
Under “Resources,” you will be able to download 1) grammar, punctuation, syntax
handouts; 2) essays to be read; 3) sample paragraphs; 4) proper Analytical Essay formatting;
5) Academic Integrity information to avoid plagiarism and cheating; and 6) information
about tutoring at the Writing Program Writing Centers.
Under “Assignments,” you will be able to download 1) information about SAJ (SelfAssessment Journal); 2) assignment question for the Analytical Essay; 3) grading criteria for
the course;
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Under “Chat Room,” you may post questions about any aspect of the course for other
students and me to answer.
Under “Announcements,” you will see messages sent to the class about upcoming
events and reminders.
Under “Conference Sign-ups,” you will be able to sign up through the Sakai site for
special meetings with me to review your work and progress in the course.
o Free Tutoring. The Writing Program offers free tutoring at the Writing Centers on Douglass
(135 George Street), College Avenue (Murray Hall, third floor) and Livingston (Lucy Stone
Hall B103 and B106). Most students who attended the 80-minute weekly tutoring sessions
reported on evaluations that they found working with a tutor very helpful and their writing
improved. At the Writing Centers, there are tutors trained to work with EAD students.
o Office Hours. Please take note of my office hours. I will also see students by appointment.
If you find yourself struggling or I make a note on a graded paper that suggests you see me—
then do so as soon as possible. I want all of you to succeed, but you have to make the effort
to see me outside of class time if you need extra help.
o The Computer Classroom. We will sometimes have class in the Computer Classroom (LSH
A-wing, 103A) to help complete the class activity or assignments I have created for that day
as well as for you to gain experience with Sakai. Later in the semester, you will have an
opportunity to work on the skills necessary for completing the Analytic Essay.
o When you come to the lab, you must bring with you all versions of the current paper
on an USB drive AND save your work to your USB drive.
Course Assignments/Grades
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Eleven classroom activities (CAs) which include quizzes, short presentations, peer review
sheets and other assignments. Each CA will be worth 10 points and the lowest score will be
dropped.
In-class midterm exam graded Pass/Fail
Analytical Essay (4-5 pages) with two drafts commented and peer reviewed
Self-Assessment Journal (SAJ) kept throughout the semester
In-class two-day final exam (Part I: reading comprehension/grammar/vocabulary test and
Part II: written response to a short passage) graded Pass/Fail.
In order to successfully complete EAD Fundamentals, you must receive a passing grade (C, C+, B,
B+, A) on
1) CAs-- 11 Classroom Activities/Quizzes (the lowest score will be dropped)
2) Self-Assessment Journal
3) Analytical Essay
AND
a “Pass” grade on both sections of the final exam.
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Writing Program Policies

After five absences, you risk failing the course. If you come to class 20 minutes late, I will
count it as a partial absence; after 20 minutes it is a whole absence. However, it is more
important that you come to class if you are late than skip the class.
o Students must report class absences to Rutgers University at the following website:
https://sims.rutgers.edu/ssra. You will note the date/s and reason for the absence/s.
An email will automatically come to me so I will know why you missed class. The
WP absence policy cited above still applies. Just because you report an absence
does not mean it is automatically an excused absence.

Use of translator devices and translator software programs of any kind are not allowed
in the course and using these will be considered a violation of Academic Integrity at
Rutgers.
o While it is often difficult for non-native speakers to write without a translator
program, the intent of this course is for you to gain a comfortable and competent level
of speaking, reading and writing in English. Not using a translator program will
make you become an active learner of English and increase your confidence and skill
level. This independence from translators will help prepare you for the next course,
EAD I: English as Academic Discourse I, in the spring semester.

Do your own work. Do not rely on friends, family members or others to correct your
work. This is a violation of Academic Integrity. Your goal is to understand your patterns
of error so that you may correct them yourself and improve.
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FALL 2013
15-WEEK CLASS PLAN
356:154: English as Academic
Discourse Fundamentals
ADMINISTRATIVE DETAILS
Class 1: Introduction to the course; Inclass first writing sample
Week 1
Sept. 3 - Sept. 6
Class 2: First-day writing sample returned;
students conduct in-class interview with
another student to write up as homework.
Reading #1: “American Space, Chinese
Place” by Yi Fu Tuan distributed.
Bring strong writing samples to Darcy to review
as possible candidates for EAD I.
Class 3: Collect interview assignment.
Small group and class discussion of Tuan’s
essay; vocabulary building.
Schedule one period per week (if possible) in the
computer facility on your campus.
Class 4: In-class writing exercise
incorporating ideas in Tuan’s essay and
student’s own experience.
Week 2
Sept. 9 - Sept. 13
Encourage students to visit your Sakai site.
Last day for students to add courses:
Wednesday, Sept. 11
Class 5: small group conversations;
vocabulary building.
Class 6:.CA #1: Reading comprehension
and vocabulary
CA = Classroom Activity
Week 3
Sept. 16 - Sept. 20
Self-Assessment Journal (SAJ)
explained (Patterns of Errors and
Strengths) and started.
Incorporate quotations
Discussion of tutoring
Sakai Instruction
Have the class complete the green Student
Information Sheet handed out at orientation and
on course Sakai site. Please make copies and
give to Darcy.
Writing Centers accepts appointments for
tutoring.
CA #2: Grammar (Subject/Verb)
Week 4
Sept. 23- Sept. 27
Discussion and handout on Academic
Integrity (cheating; plagiarism; translator
devices and related software programs)
Approaching teachers in office hours (all
courses); role playing exercises
Writing Centers open.
Roster check.
CA#3: Academic Integrity
Week 5
Sept.30 – Oct. 4
Patterns of Error in syntax and grammar
Self-Assessment Journal collected
Informal small group conversations
In-class writing exercise: “No Speak
English” by Sandra Cisneros
CA #4: Conversational Skills
EAD Fundamentals: Letter Writing Workshop
#1: please bring folders of students you would
like to get letters. Watch for Sakai
announcement explaining the details/time of the
workshop.
Week 6
Oct. 7 - Oct. 11
Close reading
Assign Warnings based upon guidelines in
departmental memo.
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FALL 2013
15-WEEK CLASS PLAN
356:154: English as Academic
Discourse Fundamentals
ADMINISTRATIVE DETAILS
Class discussion and small group work on
the reading for the midterm
SAJ returned
Grammar exercises
CA #5: Short presentation
In-class midterm (writing/reading response)
Week 7
Oct. 14 - Oct. 18
Analytic essay guidelines, format and
expectations outlined
Small group conversations
Introduce Essay Reading #1
Further Sakai instructions (including
dropbox)
CA #6: Close reading/quotes
Collect student portfolios and SAG
Mid-Semester Portfolio Review: Oct. 18
Mid-Semester EAD Fundamentals: Portfolio Review/Letter Writing #2 Lucy Stone Hall B107
Friday, Oct. 18, 1:00pm-3:00pm. Please bring numerically graded reading and grammar quizzes; in-class writing
responses, Self-Assessment Journal (SAJ); and graded midterm exam from all students. Bring copies of your
assignments, peer review sheets, handouts, grade book, and attendance records.
Week 8
Oct. 21 - Oct. 25
Revisit Academic Integrity
Short in-class individual presentations
Discuss Analytical Essay Reading #1
Introduce and discuss Analytical Essay
Reading #2
CA #7: in-class writing response to Essay
Reading #1/#2; vocabulary
Week 9
Oct. 28 – Nov. 1
Building an Analytical Essay: outline, topic
sentences, making connections; providing
support, designing a thesis
Introduce Analytical Essay Reading #3
Last week for students to sign up for tutoring.
CA #8: Making connections; explaining
quotes
Week 10
Nov. 4 – Nov. 8
Quotations and close reading
The drafting and revision process
CA #9: Vocabulary and sentence
construction
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FALL 2013
Week 11
Nov.11 - Nov. 15
15-WEEK CLASS PLAN
356:154: English as Academic
Discourse Fundamentals
Collect and comment of SAJ
Collect portfolios
Analytical Essay draft #1 (2-3 pages)
Peer Review of draft.
Working with your teacher’s comments.
Understanding revision
ADMINISTRATIVE DETAILS
EAD Fundamentals: Letter-Writing Workshop
#3:
Please bring folders of students who did not yet
receive letters. Watch for Sakai announcement
explaining the dates and details of the workshop.
CA# 10: Revising sentences
Week 12
Nov. 18 - Nov. 22
Analytical Essay, draft #2 (3-4 pages)
Peer Review
Group presentations
CA# 11: Interpreting quotes and tone
Change in day designation
Mon., Nov. 25 = Monday class
Tues., Nov 26 = Thursday class
Wed., Nov. 27 = Friday class
Week 13
Nov. 26 – Nov. 30
Analytical Essay final paper (4-5 pages)
MTTH: meet Mon. Nov 25 & Tues. Nov 26
MWTH meet Mon. Nov 25 & Tues. Nov 26
TWF: meet Wed Nov 27 ONLY
Writing Center suspends tutoring for this short
week.
THANKSGIVING BREAK
Week 14
Dec. 2 - Dec. 6
Analytical Essay graded and returned
Student Evaluations must be
completed.
Assign final exam reading but not the
question.
Under “EAD Fundamentals” course Sakai
site under “Resources” download 1),
checklist form for students to organize
their portfolios; 2) grade sheet for you to
complete at our final portfolio meeting to
place in each student’s portfolio.
Give students a handout of date, time and
location of final office hours and other end of
semester procedures. Be sure to schedule final
office hours soon after Final Portfolio Review.
Writing Centers close after Friday, Dec. 76h
Closely read memos regarding end-of-semester
procedures and grading.
Class discussion of final exam essay
Week 15
Dec. 9 - Dec.11
Two day in-class final exam:
Part I: reading and grammar
Part II: writing response
Collect student portfolios and SAJ
Teaching Schedule
Class discussion of final exam essay:
M/T/TH classes
Thursday, Dec. 6
.
Wed., Dec. 13 (classes end)
Final Portfolio Review: Tuesday, Dec. 17
Dates to administer final exam:
Mon., Dec. 9 (Part I);Tues.,Dec. 10 (Part II)
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FALL 2013
M/W/TH classes
T/W/F classes
15-WEEK CLASS PLAN
356:154: English as Academic
Discourse Fundamentals
Thursday, Dec. 6
Friday, Dec. 7
ADMINISTRATIVE DETAILS
Mon., Dec.10 (Part I); Wed.,Dec. 12 (Part II)
Tues.,Dec.11 (Part I); Wed., Dec. 12 (Part II)
EAD Fundamentals: Final Portfolio Review
Tuesday, December 17, 9:30am-12:30p. LSH B103, Livingston Campus
Bring folders for all students with all 11 Classroom Activities (CAs) numerically graded (lowest score dropped), graded
midterm, Pass/Fail, Self-Assessment Journal (SAJ); graded Analytic Paper (4-5 pages); and graded final exam,
Pass/Fail (Part I and Part II). Please also bring green roster with letter grades in pencil, electronic grade book,
attendance records, completed Grade Information Sheets for non-passing students. We will also determine each
student’s next course (retaking EAD Fundamentals; EAD I or possibly EAD II for students who have made strong
progress).
After Final Portfolio
Review
Hold final office hours to return folders and
discuss student grades.
Complete the Final Grade Sheet for all
students and place in portfolios as well as
course required for Spring 2014.
After office hours, return remaining folders to the
Writing Program Office on the campus where
you teach.
Final exams are NOT returned to students but
remain on file with the Department.
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Samples: First Day Writing Prompt of students retaking EAD I
The four samples below were written by EAD I (English as Academic Discourse I) students
who completed all course work in Fall 2011 but did not pass and received a “NC” grade. Each
student wrote four papers with two drafts each (instructors commented on all written work), took a
midterm and final exam, and had good attendance but did not possess the skills to move to the next
course, EAD II.
At the start of Spring 2013, these students were given 60 minutes to complete an in-class
writing response (see Assignment Question after Sample 4) the first day of EAD I, Spring 2013.
The responses below are representative of many EAD I students this spring retaking the course.
These students would have been better served at the start of their Rutgers career if the proposed
course, “English as Academic Discourse Fundamentals” existed.
------------------------------------------------------------------------------------------------------------------------------Sample 1
In this passage, family encouraged their daughters to look and act like women and to dress in clothes our
Anglo friends and their mothers found too mature’ for our age. The family resented the stereotype, their
son and daughters will effected by their parents.
Now media is everywhere, teenager will effected by advertise, if media create and promote
stereotypes, teenager will promote stereotypes too.
Sample 2
As far as I am concerned in this passages. I want to divide in this passage into two parts to answer
the question.
First of all, from the family, the young girl’s mother encouraged her to look and act like a
woman. So, it seems a active way to improve the girl’s behavior, appearance and acts more like a lady,
even she dressed her clothes was seen too ‘mature’ for age.
On the other hand, the media is also a wonderful methoed to increase the girl’s feeling “to
become a lady”.
So, to sum up, all the points from the passage. If you dressed like a adult, it may means you dare
‘Hot Tamale’ or sexual fire brand. It is not only great way to show other people you are beautiful,
especially for men, but also a choice for the girl, she maybe faces a lot of differnce views from other
peoples.
However, all these situation were cause to because of the different culture. For example, In my
country, I need if you dressed more “mature’ than your real age, It will give your some problems in your
life. Because, no matter w Whatever, noone no one wants to be think thought too old, everyone wants
other person believes they are young, activity, beautiful and so one on. Second, for most Chinese boys.
Just in my view, I argue they want to see a have will be willing to have a lovely, cute girl as their
girlfriends. However Maybe maybe in the United States, people has different views.
So, the impressions in passage all depend on the enviromente where the girl live and what the
different culture she has. Maybe in change a place. It will look has another impacts, no matter the
phenomine is good or the bad.
Thank you for your time.
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Sample 3
The girl growing up in the United States dressed not in their own style. The teenager originally were
instructed dress as a young lady, but Puerto Rican encourage the daughters to look act like women. So, I
consider that it rises conflication. In the special vocabulary advertiser have designated “sizzling” and
“smoldering” for describing both the food and the women in Latin American and it is as the type of media
it promote stereotype. In my opoion, the family and medical both are they way that people familiar with
and use it in their daily life to create or add more meaning to the words or ideals.
Sample 4
When conflics happen.
When growing up people always face challenges. The They will find that, there are conflics
between what they learned from family and media.
People are told to be behave well from families. To wear the more casual, to behave more gentle.
“As a girl I was kept under strict surveillance, since virtue and modesty were by cultural eqation, the same
as family honor. As a teenager I was instructed on how to behave as a proper young lady.”(P1, Tudith
Ortiz Cofer. The Myth of the Latin Woman: I Just Met a Girl named Maria) Like the author said, families
usually are educate their children in a tranditional way. On the other side, what do media tell people is to
be fashion. “But it was a conflicting…. For our age” (P. Judith Ortiz Cofer, The Myth of the Latin
woman: I just Met a Girl named Maria) The family education and what people learned from have a crush.
Family told tells children to behave well as proper as they want. And that However, media encourage
young people to be as fashion as possible.
Family wants
Families want their children to be what they th children should be in their views and media what
have to earn money. In my opinion, the way family educate is will on make children out of for time and
out of time and may can not have many friends. What media do will give children a bad idea – to waste
money on focus much on catch the fashion. The best way is to combain them together, children not only
can satisfy their families but also be in fashion.
When the conflics happen, mixed cutures may lead the best results
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EAD I 356:155:01
First-Day Writing Sample, Spring 2013
Name _______________________________
Student ID# _____________________________
Have you previously taken a writing class at Rutgers? _________________
If so, what one and when? ______________________________
First Day Writing Sample
Directions: Please read the passage below taken from Judith Ortiz Cofer's essay "The Myth of the Latin
Woman: I Just Met a Girl Named Maria." Ortiz Cofer examines how stereotyping creates misunderstand
between cultures. For example, girls and women in her culture are often viewed differently by people
outside her culture.
Passage:
As a young Puerto Rican girl growing up in the United States and wanting like most children to
'belong,' I resented the stereotype that my Hispanic appearance called forth from the many people I met.
As a girl I was kept under strict surveillance, since virtue and modesty were, by cultural equation, the
same as family honor. As a teenager I was instructed on how to behave as a proper young lady. But it
was a conflicting message girls got, since the Puerto Rican mothers also encouraged their daughters to
look and act like women and to dress in clothes our Anglo friends and their mothers found too 'mature' for
our age.
Mixed cultural signals have perpetuated certain stereotypes—for example, that of the Hispanic
woman as the 'Hot Tamale' or sexual firebrand. It is a one-dimensional view that the media have found
easy to promote. In their special vocabulary, advertisers have designated 'sizzling' and 'smoldering' as the
adjectives of choice for describing not only the foods but also the women of Latin America. From
conversations in my house I recall hearing about the harassment that Puerto Rican women endured in
factories where the 'boss men' talked to them as if sexual hints and suggestions were all they understood
and, worse, often gave them the choice of submitting to sexual advances or being fired.
Question:
How do impressions from both the family and media create and promote stereotypes in this
passage?
You will have 60 minutes to work on this assignment. You should write for the entire time. Please
support your claims with quotations from the above paragraph. Do not recopy anything; your ideas are
more important than your handwriting. If you need to make corrections to your grammar, just do so right
on the spot.