University of Wisconsin-Whitewater
Curriculum Proposal Form #3
New Course
Effective Term:
2137 (Fall 2013)
Subject Area - Course Number: English 063
Cross-listing:
(See Note #1 below)
Course Title: (Limited to 65 characters)
Academic Vocabulary Development
25-Character Abbreviation:
Acad. Vocab. Dev.
Sponsor(s):
Susan Huss-Lederman
Department(s):
Languages & Literature
College(s):
Letters and Sciences
Consultation took place:
NA
Yes (list departments and attach consultation sheet)
Departments:
Programs Affected:
Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)
NA
Yes
Prerequisites:
instruction.
will be at future meeting
based on placement criteria, and/or successful completion of previous level of
Grade Basis:
Conventional Letter
S/NC or Pass/Fail
Course will be offered:
Part of Load
On Campus
Above Load
Off Campus - Location
College:
Letters and Sciences
Instructor:
TBA
Dept/Area(s): English
Note: If the course is dual-listed, instructor must be a member of Grad Faculty.
Check if the Course is to Meet Any of the Following:
Technological Literacy Requirement
Diversity
Writing Requirement
General Education Option: Select one:
Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in
providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.
Credit/Contact Hours: (per semester)
Total lab hours:
Number of credits:
16
4
Total lecture hours:
Total contact hours:
Can course be taken more than once for credit? (Repeatability)
No
Yes
If "Yes", answer the following questions:
No of times in major:
Revised 10/02
No of credits in major:
1 of 10
80
96
No of times in degree:
Revised 10/02
No of credits in degree:
2 of 10
Proposal Information: (Procedures for form #3)
Course justification:
The mission of the UWW-IEP is to prepare international students with the integrated skills they need to
communicate effectively in English in university academic and community social settings by providing a
multi-level curriculum based on contextual needs, and by offering ongoing academic support once students
have matriculated into UW-Whitewater programs.
The Department of Languages and Literatures serves as the academic home for the UW-Whitewater
Intensive English Program. However, the administrative arm of the UWW-IEP shared by the School of
Graduate Studies and Continuing Education and the Center for Global Education.
An assessment plan for the UWW-IEP is being developed in accordance with criteria established by the
Commission on English Language Program Accreditation (CEA) and the American Association of
Intensive English Programs (AAIEP), both national accrediting organizations recognized by the
International Student and Exchange Visitor Program of the U.S. Department of Homeland Security and the
Bureau of Educational and Cultural Affairs of the U.S. Department of State.
Relationship to program assessment objectives:
Students are evaluated by their gain in language proficiency (as measured by the ACT Compass) and by
their scores on exams (at least 80% to pass the course), completion of homework assignments, and graded
work. Students will join instructors in selecting pieces for a developmental portfolio, which will be used by
UWW-IEP instructors to evaluate student performance and inform decisions to promote students to the
next level in the program or to recommend program exit. Annually, student portfolios will be reviewed to
ensure that UWW-IEP program standards are kept consistent, similar to practices used within the programs
in French, Spanish, and German.
Budgetary impact: N/A
Course description: (50 word limit)
In English 063, students use a variety of learning strategies to improve academic vocabulary. Special
attention is given to identifying morphological features that pose challenges to speakers of languages that
do not use Latinate roots and affixes.
If dual listed, list graduate level requirements for the following:
1. Content (e.g., What are additional presentation/project requirements?)
2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and
undergraduates? )
3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)
Course objectives and tentative course syllabus:
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Classify words by similarities and differences, using a variety of techniques (continuum, Venn
diagram, categorization by given features—synonyms, antonyms, context for use).
Identify morphemes their meanings.
Use a dictionary and on-line visual thesaurus tools.
Use active vocabulary development strategies (context clues, lexical structure) to identify meaning.
Use new vocabulary in written and oral expression.
Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two
pages in length.)
Vocabulary
Aljumah, F. H. (2011). Developing Saudi EFL students' oral skills: An integrative approach.
[Article]. English Language Teaching, 4(3), 84-89. doi: 10.5539/elt.v4n3p84
Atkinson, F. (2010). Improving reading comprehension through instructional vocabulary
strategies. [Article]. Perspectives (TESOL Arabia), 17(2), 15-19.
Baba, K. (2009). Aspects of lexical proficiency in writing summaries in a foreign language.
Journal of Second Language Writing, 18(3), 191-208.
Brown, H. D. (2004). Principles of language learning and teaching (5th ed.). New York:
Longman.
Celce-Murcia, M. (2001). Teaching English as a second or foreign language. Boston: Heinle &
Heinle.
Charles, M. (2012). ‘Proper vocabulary and juicy collocations’: EAP students evaluate do-ityourself corpus-building. English for Specific Purposes, 31(2), 93-102.
Chau, J., Wu, W., Chen, J., & Lughmani, S. (2012). ESL readers’ comprehension performance:
the Chinese secondary context. [Article]. ELT Journal: English Language Teachers
Journal, 66(3), 304-317.
Coffin, C., & Donohue, J. P. (2012). Academic literacies and systemic functional linguistics:
How do they relate? Journal of English for Academic Purposes, 11(1), 64-75.
Coxhead, A. (2010). Grabbed early by vocabulary: Nation's ongoing contributions to vocabulary
and reading in a foreign language. [Article]. Part of a special issue in Honor of Paul
Nation, 22(1), 1-14.
Donohue, J. P. (2012). Using systemic functional linguistics in academic writing development:
An example from film studies. Journal of English for Academic Purposes, 11(1), 4-16.
Donohue, J. P., & Erling, E. J. (2012). Investigating the relationship between the use of English
for academic purposes and academic attainment. Journal of English for Academic
Purposes, 11(3), 210-219.
Dovey, T. (2010). Facilitating writing from sources: A focus on both process and product.
Journal of English for Academic Purposes, 9(1), 45-60.
Durrant, P. (2009). Investigating the viability of a collocation list for students of English for
academic purposes. English for Specific Purposes, 28(3), 157-169.
Fender, M. (2008). Spelling knowledge and reading development: Insights from Arab ESL
Revised 10/02
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learners. [Article]. Reading in a Foreign Language, 20(1), 19-42.
Glendinning, E. H. & Holmström, B. (2004). Study reading: A course in reading skills for
academic purposes (2nd Ed.). New York: Cambridge University Press.
Hamp-Lyons, L. Heasley, B. (2006). Study writing: a course in writing skills for academic
purposes. New York: Cambridge University Press.
Harati, N. A. N. (2011). Fostering lecture note takers' autonomy through strategies-based
instruction. [Article]. Modern Journal of Language Teaching Methods, 1(1), 53-65.
Hayes-Harb, R. (2008). Native speakers of Arabic and ESL texts: Evidence for the transfer of
written word identification processes. [Article]. TESOL Quarterly, 40(2), 321-339. doi:
10.2307/40264525
Ho, M.-C. (2011). Academic discourse socialization through small-group discussions. System,
39(4), 437-450.
Jalilifar, A. (2010). The effect of cooperative learning techniques on college students’ reading
comprehension. [Article]. System, 38(1), 96-108. doi: 10.1016/j.system.2009.12.009
Latawiec, B. (2010). Text structure awareness as a metacognitive strategy facilitating EFL/ESL
reading comprehension and academic achievement. [Article]. International Journal of
Learning, 17(5), 25-48.
Lems, K. (2011). Pun work helps English learners get the joke. [Article]. Reading Teacher,
65(3), 197-202. doi: 10.1002/trtr.01027
Li, Y. (2012). “I have no time to find out where the sentences came from; I just rebuild them”: A
biochemistry professor eliminating novices’ textual borrowing. Journal of Second
Language Writing, 21(1), 59-70.
Li, Y., & Casanave, C. P. (2012). Two first-year students’ strategies for writing from sources:
Patchwriting or plagiarism? Journal of Second Language Writing, 21(2), 165-180.
Liu, D., & Jiang, P. (2009a). Using a corpus-based lexicogrammatical approach to grammar
instruction in EFL and ESL contexts. [Article]. Modern Language Journal, 93(1), 61-78.
doi: 10.1111/j.1540-4781.2009.00828.x
Lomicka, L., & Lord, G. (2012). A tale of tweets: Analyzing microblogging among language
learners. System, 40(1), 48-63.
Lu-Fang, L. (2010). The impact of the retelling technique on Chinese students' English reading
comprehension. [Article]. Asian EFL Journal, 12(2), 163-191.
Mehrpour, S., & Rahimi, M. (2010). The impact of general and specific vocabulary knowledge
on reading and listening comprehension: A case of Iranian EFL learners. System, 38(2),
292-300.
Mendelsohn, D. & Rubin, J. (2004). A guide for the teaching of second language listening.
Carmel, CA: Dominie Press.
Nation, I. S. P. (2008). Teaching vocabulary: Strategies and techniques. Boston, MA: Heinle.
Nation, I. S. P. (2001). Learning vocabulary in another language. NewYork: Cambridge
University Press.
Nation, I. S. P. & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York:
Routledge.
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Nation, I. S. P. & Webb. (2011). Researching and analyzing vocabulary. Boston, MA: Heinle.
Pauwels, P. (2012). Vocabulary materials and study strategies at advanced level. [Article].
Language Learning Journal, 40(1), 47-63. doi: 10.1080/09571736.2011.639899
Plakans, L. (2009). The role of reading strategies in integrated L2 writing tasks. Journal of
English for Academic Purposes, 8(4), 252-266.
Shi, L. (2012). Rewriting and paraphrasing source texts in second language writing. Journal of
Second Language Writing, 21(2), 134-148.
Swales, J. M. (2009). When there is no perfect text: Approaches to the EAP practitioner's
dilemma. Journal of English for Academic Purposes, 8(1), 5-13.
Trofimovich, P., Lightbown, P. M., Halter, R. H., & Song, H. (2009). Comprehension-based
practice: The development of L2 pronunciation in a listening and reading program.
[Article]. Studies in Second Language Acquisition, 31(4), 609-639. doi:
10.1017/s0272263109990040
Ur, P. & Thornbury, S. (2012). Vocabulary activities. New York: Cambridge University Press.
Vasiljevic, Z. (2010). Dictogloss as an interactive method of teaching listening comprehension to
L2 learners. [Article]. English Language Teaching, 3(1), 41-52.
Webb, S. A. (2009). The effects of pre-learning vocabulary on reading comprehension and
writing. [Article]. Canadian Modern Language Review, 65(3), 441-470. doi:
10.3138/cmlr.65.3.441
Wingate, U. (2012b). Using academic literacies and genre-based models for academic writing
instruction: A ‘literacy’ journey. Journal of English for Academic Purposes, 11(1), 26-37.
Wong, M. (2008). Can consciousness-raising and imitation improve pronunciation? [Article].
International Journal of Learning, 15(6), 43-47.
Wulff, S., Swales, J. M., & Keller, K. (2009). “We have about seven minutes for questions”: The
discussion sessions from a specialized conference. English for Specific Purposes, 28(2),
79-92.
Yoon, C. (2011). Concordancing in L2 writing class: An overview of research and issues.
Journal of English for Academic Purposes, 10(3), 130-139.
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UNIVERSITY OF WISCONSIN-WHITEWATER
Department of Languages and Literatures
Intensive English Program
English 063 – Course Syllabus
English 063: Academic Vocabulary
Development
Prerequisites: Successful completion of X,
Instructor:
appropriate achievement on placement test, and/ or
instructor consent
Phone Number:
Email:
Office Hours:
Room:
Time:
Calvin and Hobbes by Bill Watterson
Course Description: In English 063, students use a variety of learning strategies to improve academic
vocabulary. Special attention is given to identifying morphological features that pose challenges to
speakers of languages that do not use Latinate roots and affixes.
Course Objectives:





Classify words by similarities and differences, using a variety of techniques (continuum, Venn
diagram, categorization by given features—synonyms, antonyms, context for use).
Identify morphemes their meanings.
Use a dictionary and on-line visual thesaurus tools.
Use active vocabulary development strategies (context clues, lexical structure) to identify meaning.
Use new vocabulary in written and oral expression.
Course Materials:
Materials from other course texts and resources to be provided by instructor.
Websites:
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Wordsift.com
Snappywords.com
Compleat Lexical Tutor: http://www.lextutor.ca/
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Lextutor Flashcards on Quizlet: http://quizlet.com/subject/lextutor/
Using English for Academic Purposes: http://www.uefap.com/index.htm
Other grammar resources to be available on D2L.
Student Responsibilities: Students in this class are responsible for the following:
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Attend all class meetings, tutoring and lab sessions. If you are sick, or if you are experiencing a
problem, let your teacher know. Unexcused absences = lower course grade.
Complete all assignments on time. Completed assignments = success.
Participate actively in class by speaking up and by listening carefully.
Check e-mail and the class D2L site daily for announcements and assignments.
Course Assignments and Grades: In order to pass this course, students must achieve a course grade
of at least C-. Grades are calculated as follows:
Class Participation
250 points
Homework
250 points
Vocabulary Topic Quizzes
250 points
Application Activities
250 points
A = 960-1000 points
A-= 920-959 points
B+= 880-919 points
B = 840-879 points
B-= 800-839 points
C+= 760-799 points
Course Schedule:
Week Topic/Assignments
1 Arrival/Departure
Strategy: Closed Sorts & Open Sorts
Quiz 1
Application 1
2 Health/Emotions
Strategy: Intensity Continuum
Quiz 2
Application 2
3 Campus/Student Services
Strategy: Venn Diagram
Quiz 3
Application 3
4 Student Involvement
Strategy: Polysemy and Multiple Meaning Trees
Quiz 4
Application 4
5 Majors/Focus of University Study
Strategy: Freyer Model Cards
Quiz 5
Application 5
6 Free Time/Relaxation
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C = 720-759 points
C-= 680-719 points
D+=640-679 points
D = 60-639 points
D-=560-599 points
F = 559 points or lower.
Week Topic/Assignments
Strategy: Semantic Webs
Quiz 6
Application 6
7 Sports/Hobbies
Focus: Noun Compounds and Phrasal Verbs
Quiz 7
Application 7
8 Holidays
Focus: Etymology/Word History
Quiz 8
Application 8
9 Weather/Geography
Focus: Combined forms from Greek and Latin
Strategy: Working with Derivational Affixes
Quiz 9
Application 9
10 Material Culture
Material World
Hungry Planet
Strategy: Examining collocated expressions to build coherence
Quiz 10
Application 10
11 Cultural Beauty
Adjectives & Adverbs (comparative and superlative)
Pictures from National Gallery of Art (digital archives)
https://images.nga.gov/en/page/show_home_page.html
Smithsonian Global Sound
http://glmu.alexanderstreet.com/
Strategy: working with roots
Quiz 11
Application 11
12 Cultural Notions of Time, Space, and Touch
Reading TBA
Strategy: Working with prefixes
Quiz 12
Application 12
13 What We Love to Read
Focus: Word meaning from context clues
Quiz 13
Application 13
14 What We Wonder About
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Week Topic/Assignments
How does verbing weird language?
Focus: Unending flexibility in the lexico
Quiz 14
Application 14
15 Our Dreams for the Future
Focus: How changing a word, can change our meaning
Quiz 15
Application 15
16 What We Will Share With Our Families
Focus: There is no English word for this—How to describe a special cultural concept in English
when there is no word for it
Quiz 16
Application 16
UWW REQUIRED POLICY STATEMENT
The University of Wisconsin-Whitewater is dedicated to a safe, supportive and nondiscriminatory learning environment. It is the responsibility of all undergraduate and graduate
students to familiarize themselves with University policies regarding Special Accommodations,
Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University
Sponsored Events. (For details please refer to the Undergraduate and Graduate Timetables; the
"Rights and Responsibilities" section of the Undergraduate Bulletin; the "Academic
Requirements and Policies" and the "Facilities and Services" sections of the Graduate Bulletin;
and the "Student Academic Disciplinary Procedures: [UWS Chapter 14]; and the "Student
Nonacademic Disciplinary Procedures" [UWS Chapter 17]).
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