ACLT 052: Academic Literacy
Spring 2012
ACLT 052: Academic Literacy
Course Materials
Developed by:
Jeanine L. Williams, Ph.D.
TABLE OF CONTENTS
Course Format and Pedagogy……………………..2
Spring 2012 Syllabus and Course Schedule………3-9
Course Units and Major Assessments……………..10-24
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ACLT 052: Academic Literacy
Spring 2012
Course Format and Pedagogy
Themes and Texts
This course will be broken into four (4) thematic units that will cover issues that are relevant to the
students on a personal level as well as on a more global level. Guided by ―essential questions‖ for each
theme, students will engage several texts that will include college-level readings from a variety of genres,
music, videos and other media. To facilitate the critical thinking that this course emphasizes, the texts for
each theme will represent a variety of viewpoints related to the key issues and essential questions for each
theme.
Reading/Writing Skills Mini-Lessons
For each unit, essential skills for critical reading, writing and thinking will be emphasized. These skills
will be explicitly presented as mini-lessons and then embedded in the actual reading/writing activities for
each of the reading selections in the unit.
Pre-reading/Pre-writing Activities
Each unit will include activities for pre-reading and pre-writing such as discussions, free-writes, viewing
relevant popular media, blogging, and discussion boards. These activities will prepare students for the
independent reading, writing, and thinking tasks for the unit by activating prior knowledge, building
schema, establishing the purpose for reading/writing, and posing essential questions.
Independent Reading w/ Guide Questions
Students will be required to independently read the major texts for each unit. To assist students in this
task, guide questions that evoke critical reading and thinking will be provided. These guide questions will
also serve as the basis for in-class, post-reading activities.
In-class, Post-reading Activities
Each unit will include in-class, post-reading activities such as discussions (small group and whole class),
games, debates, writing, quizzes, and presentations (individual and small group). These activities will
provide opportunities for students to process, clarify, and further engage with the information and ideas in
the course texts.
Unit Exam (In-class Writing Assignment)
At the end of each unit, students will complete an essay exam. Each exam will focus explicitly on the
information and ideas from the texts but will also require students to demonstrate the critical reading and
writing skills that were embedded in the unit. The exam questions will emphasize interpretive and applied
comprehension of the texts as opposed to literal text comprehension. Furthermore, the exam questions
will provide an opportunity for students to sharpen their own thinking about the course texts which will
prepare them to write their full-length essay.
Essay
The culmination of each unit will be a full-length essay that requires students to integrate and synthesize
the course texts (and in some cases, outside research) to construct cohesive, well-supported arguments.
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ACLT 052: Academic Literacy
Spring 2012
COMMUNITY COLLEGE OF BALTIMORE COUNTY
Dundalk Campus
SCHOOL OF LIBERAL ARTS
Reading Department
443-840-3375
Spring 2012
ACLT 052 – Academic Literacy
Instructor: Dr. Jeanine L. Williams
Office: K203
Phone: 443-840-3031
Email: jwilliams4@ccbcmd.edu
Office Hours: Wednesdays 11:30-12:30; Thursdays 1:45-3:45; and by appointment
Section
CRN #
Days
Times
Room
DM1
25310
TR
TR
11:10-12:35
12:45-1:40
J209
J209
Campus Number for Emergency or Weather Closings: 443-840-4567, go onlinewww.ccbcmd.edu, click on ―closings‖, or tune into local radio and television stations.
COURSE DESCRIPTION:
ACLT 052—Academic Literacy provides intensive instruction in critical thinking, reading, and
writing as will be required for English 101 and other 100-level courses. Using theme-based
readings from a variety of genres, coursework will emphasize independent reading of complex
academic texts, critical response to ideas and information in academic texts, and writing essays
that integrate ideas and information from academic texts.
5 billable hours, 0 credits
Prerequisite: Placement in any level of developmental reading and English courses.
Overall Course Objectives
Upon completion of this course students will be able to:
1. use pre-reading strategies to facilitate understanding of texts;
2. read actively and critically, and effectively use textual annotation;
3. identify and deconstruct abstract ideas found in complex academic texts;
4. formulate and explain valid inferences based on information from texts;
5. write and evaluate arguments for validity and credibility;
6. synthesize ideas and information from multiple sources and varying points of view;
7. write well-organized, unified, coherent essays with a clear, purposeful thesis statement;
8. support ideas with adequate and varied evidence;
9. tailor language to address a specific audience; and
10. detect and correct major grammatical and mechanical errors.
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ACLT 052: Academic Literacy
Spring 2012
Major Topics
Academic literacy and academic discourse
The reading-writing process
Organizational patterns and rhetorical modes
Critical reading, writing, and thinking
Reader response
Using source materials
Writing and evaluating arguments
Grammar, punctuation, spelling, and usage
Audience awareness
Essay organization and development
C. Rationale:
This course will prepare you to read, write and think critically in college-level courses. You will
develop a variety of strategies for reading and writing about complex academic texts. You will
learn how to analyze texts, make inferences and draw conclusions, distinguish between fact and
opinion, and evaluate an author’s purpose by analyzing language. In addition, you will learn
specific reading/writing skills, including summarizing, synthesizing, using sources, grammar and
mechanics. Finally, you will use these skills to critically engage in reading, thinking, and writing
about a variety of sociopolitical issues.
EVALUATION:
A. STUDENT REQUREMENTS:
1. Regular classroom attendance for:
a. Completion of assigned classroom work.
b. Completion of assigned quizzes and projects.
c. Participation in classroom activities.
2. Completion of outside assignments.
3. An average of 70% or above for all class work, essays and examinations.
4. Successful completion of course objectives and course competencies.
B. GRADING AND ASSIGNMENTS:
Each student’s final grade will be computed as follows:
Homework/Classwork
Projects
Exams and Essays
Final Portfolio
=
=
=
=
=
20%
25%
25%
30%
100%
Final grades will be given according to the following:
S = 70% or above course average
U = 70% course average
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ACLT 052: Academic Literacy
Spring 2012
C. ATTENDANCE POLICY:
The Reading Department considers attendance essential for student success. Therefore, the
Department adheres to the following attendance rules:
Fall and Spring Semesters: A student enrolled in a class which meets twice a week is permitted
four absences and fails after five absences unless they meet with the instructor.
A student who is absent from a class, for whatever reason, is responsible for obtaining
information about the material covered in class and the assignments announced in class. A
student is always responsible for submitting on time, assignments announced while he or she is
absent. Unless excused by the instructor, a student who arrives late or leaves early will be treated
as absent.
The Reading Department makes no distinction between excused and unexcused absences.
The Department’s concern is the number of absences, not the reasons for the absences.
At the faculty member’s discretion, absence from the class may be the basis for academic
failure.
COURSE PROCEDURES:
A.
BlackBoard and CCBC Email Accounts:
BlackBoard is an integral part of this course and will include most materials and assignments for
the course. Students will need to access BlackBoard regularly for any updates and online
assignments. In addition, CCBC email will be used as a method of communication between the
professor and the students. All students must set up and regularly check their CCBC email
accounts.
B.
Proper Classroom Behavior:
The goal of classroom activities is to provide the greatest educational benefit to all students.
Class participants should expect and provide mutual respect and consideration in words and
actions. Student behavior in class ―should not interfere with the rights of others or with the
educational process.‖ An instructor has the right to dismiss a student from class for behavior that
he/she judges to be disruptive to the teaching and learning process.
To help insure that a proper classroom environment is maintained:
 Students will not report to class under the influence of alcohol or drugs.
 Students will arrive on time, remain in class and be alert for the full session.
 Students will come to class prepared with all required materials (texts, writing
materials, etc.).
 Students will not engage in non-instructionally related conversations with others
during class. This includes text-messaging!
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ACLT 052: Academic Literacy
Spring 2012
 Students will not use foul language nor speak to the instructor or other students in a
disrespectful manner.
 Students will turn off cell phones, beepers, radios, and recorders during class unless
the instructor permits their use.
 Students will not bring food or drink into the class unless allowed by the instructor.
 Students will not cheat or aid others in cheating on any class work.
 Students will turn in all assignments at the beginning of class on the due date. NO
LATE WORK WILL BE ACCEPTED.
 Students will arrive to class promptly on exam days. Except in the event of a true
emergency, NO MAKE-UP TESTS WILL BE GIVEN.
Students should first attempt to take concerns to the faculty member. If students are
unable to resolve course-related concerns with the instructor they should contact:
Betsy Gooden, 443-840-3836, bgooden@ccbcmd.edu
The CCBC Student Concerns Policy can be found in the 2011-2012 CCBC College Catalog
http://www.ccbcmd.edu/catalog/senatepolicies/Updated_Syllabus_Policy.html
C.
Services for Student with Disabilities
CCBC is committed to providing equal access to educational opportunities for all students by
arranging support services and reasonable accommodations for students with disabilities. A
student with a disability may contact the appropriate campus office for an appointment to discuss
reasonable accommodations. An appointment must be scheduled within a time period which
allows staff adequate time to respond to the special needs of the student. The student must
provide the appropriate office with proper documentation supporting the need for reasonable
accommodations.
For more information, contact:
CCBC Dundalk
A-100
443-840-3774
D.
Religious Holidays
Students not attending class because they are observing major religious holidays shall be
given the opportunity, to the maximum extent possible, to make up, within reasonable amount of
time, any academic work or tests they miss. Arrangements between the student and the faculty
member(s) for the student to make up missed assignments or tests must be made in advance of
the religious holiday at the initiation of the student.
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ACLT 052: Academic Literacy
E.
Spring 2012
Code of Academic Integrity
For the college to make its maximum contribution as an institution of higher learning, the entire
college community must uphold high standards of integrity, honesty, and ethical behavior. In
seeking the truth, in learning to think critically, and in preparing for a life of constructive service,
honesty is imperative. Each student has a responsibility to submit work that is uniquely his or
her own, or to provide clear and complete acknowledgement of the use of work attributable to
others. To these ends, the following actions are expected of students:
*Complete all work without unauthorized assistance.
*Follow the professor’s instructions when completing all class assignments.
*Ask for clarification when instructions are not clear.
*Provide proper credit when quoting or paraphrasing.
*Submit only one’s own work.
Students who do not accept responsibility for the integrity of their own work will experience
sanctions, including a written reprimand, failure of the assignment, failure of the course, and/or
dismissal from the program. For repeat and extreme offenses, the College reserves the right to
suspend or expel students. Suspension and expulsion are actions taken only by the chief student
development officer on campus, or a designee.
For more information, please see the code of conduct in the Student Handbook.
REQUIRED MATERIALS:
1.
2.
3.
4.
5.
Rereading America, 8e, Colombo, Cullen and Lisle
The Other Wes Moore, Moore
A collegiate dictionary
Highlighter, pens, #2 pencils
USB Flash drive
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ACLT 052: Academic Literacy
Spring 2012
Class Schedule
Week
Jan 30Feb 3
Themes/Topics
Assignments for the Week
Theme: The Politics of Schooling Read: Financing and Governing Schools
Skill: Academic Habits of Mind
Feb
6-10
Theme: The Politics of Schooling Read: Social Class and the Hidden Curriculum
Skill: Academic Habits of Mind
Feb
13-17
Theme: The Politics of Schooling Read: I Just Wanna Be Average pp.157-169
Skill: Reading-Writing Process
Feb
20-24
Theme: The Politics of Schooling Read: The Achievement of Desire pp. 194-206
Skill: Reading-Writing Process
Unit Exam #1—Thursday, 2/23
Feb 27March 2
March
5-9
March
12-16
Theme: A Look at Success
Skill: Inferential
Reading/Writing
Read: The Other Wes Moore (Chapters 1-2)
Theme: A Look at Success
Skill: Inferential
Reading/Writing
Read: The Other Wes Moore (Chapters 3-4)
Theme: A Look at Success
Skill: Organization
Read: The Other Wes Moore (Chapters 5-6)
Essay #1 DUE—Tuesday, 2/28
Blog Post #1 DUE—Friday, 3/2
Blog Post #2 DUE—Friday, 3/9
Blog Post #3 DUE—Friday, 3/16
March
19-23
Theme: A Look at Success
Skill: Organization
Read: The Other Wes Moore (Chapters 7-8)
Unit Exam #2—Thursday, 3/22
Blog Post #4 DUE—Friday, 3/23
March
26-30
Theme: Relationships Redefined
Skill: Argument
Read: Against Love
Babba and Daddy Gus
Essay #2 DUE—Tuesday, 3/27
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ACLT 052: Academic Literacy
Spring 2012
March
31April 9
NO CLASS—SPRING BREAK
April
10-13
Theme: Relationships Redefined
Skill: Argument
Read: The Rules of Dating
Hooking Up: What Educators Need to know
April
16-20
Theme: Relationships Redefined
Skill: Using Source Materials
Read: Cell Phones Usage…College Freshman
April
23-27
Theme: Relationships Redefined
Skill: Using Source Materials
Read: Mobile Romance…
Unit Exam #3—Thursday, 4/26
April 30May 4
Theme: All in the Family
Skill: Argument/Source Material
Read: The Color of Family Ties pp. 61-70
A Family Tree
8 is Not Hate
Prop 8 Hurt My Family
Essay #3 DUE—Tuesday, 5/1
Unit Exam #4—Thursday, 5/3
May
7-11
Theme: All in the Family
Family Presentations DUE—Tuesday, 5/8
Final Portfolio DUE—Thursday, 5/10
May
14-18
FINALS WEEK
Student Conferences—Tuesday, 5/15 11-1
This schedule is an approximation of activities and is subject to change.
Last day of Classes CCBC May 12th
Exam Week: May 13th-19th
Note: During Exam week, regular classes are not held. Students will attend exams only.
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ACLT 052: Academic Literacy
Spring 2012
Unit 1--“We Don’t Need No Education”: The Politics of Schooling
Essential Questions:
• Does education really empower us?
• What purpose does education serve in our society?
• Is education truly the ―great equalizer‖?
Reading/Writing Skills:
• Academic Habits of Mind
o Thinking critically
o Being curious
o Understanding academic discourse
o Considering new ideas
o Challenging existing beliefs
o Respecting other points of view
o Engaging in intellectual discussions
• The Reading-Writing Process
o Activating and building schema
o Generating hypotheses
o Main ideas/ theses and supporting details
o Summarizing ideas and information
o Using appropriate vocabulary
o Using correct grammar, punctuation and spelling
Texts:
•
•
•
•
•
―I Just Wanna Be Average‖ (Mike Rose)
―Social Class and the Hidden Curriculum of Work‖ (Jean Anyon)
―The Achievement of Desire‖ (Richard Rodriguez)
―Financing and Governing America’s Schools‖ (Education textbook excerpt)
―We Don’t Need No Education‖ (song by Pink Floyd)
In-class Writing Assignment:
Unit Essay Exam
Essay:
Educational Autobiography (common assessment #1)
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ACLT 052: Academic Literacy
Spring 2012
Essay #1: Educational Autobiography
Overview:
Tell me the story of your educational history – the journey you’ve been on, the good, the bad, how you
have felt about yourself as a learner in your past schooling, whether you felt much ―intrinsic
motivation‖… Paint me a picture. Make it detailed, so that I can start to get to know you and learn about
your experiences.
Things to include:
1. Describe one particularly good experience you had in your past education and tell me about why it
was good. (This might be in an English class or in a different subject.)
2. Describe one particularly bad experience you had in your previous education and tell me about why it
was bad.
3. Talk about how the ideas from the course readings on ―the politics of schooling‖ relate to your
educational experience (not just in reading/English classes). Has your previous education included
much of what is discussed in the course readings on ―the politics of schooling‖? (Please refer to at
least two of the major themes/issues covered in the readings) If you HAVE had these experiences,
please describe one example and how it felt. If you have NOT experienced these ideas in the past,
please think of a specific example when this was true and describe how that felt.
4. Please include some discussion of your past experiences with academic reading and writing. If you
like doing these things, why do you? If you don’t, why not? Do you feel confident in these areas? Do
you feel a desire for mastery? Do you feel a sense of purpose about developing these skills?
5. Please close by bringing me up to the present – what do you want to get out of this particular
academic literacy class at CCBC? Is there anything you’d like me to know so that I can support your
learning? Anything you’re concerned about? Anything you feel excited about?
Length and Format:
•
To give me as full and detailed of a story as possible, please spend at least 90 minutes writing this.
•
Your final product should be a minimum of five (5) paragraphs in length. However, the quality of the
content of this essay is most important. Be sure to fully answer each of the prompts.
•
Your paper should be typed, double-spaced and in 12-point, Times New Roman font.
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ACLT 052: Academic Literacy
Spring 2012
Unit 2-- Choices, Chances, and Opportunities: A Look at Success
Essential Questions:
• Does everyone have an equal opportunity for success?
• Is success simply a matter of education and hard work?
• What role do our choices play in our life outcomes?
Reading/Writing Skills:
•
•
Inferential Reading and Writing
o Tone, purpose, point of view
o Audience
o Figurative language, irony, sarcasm
o Connotation and denotation
Organization
o Writing patterns/rhetorical modes
o Introduction, body, and conclusion
Texts:
• The Other Wes Moore (Non-fiction book by Wes Moore)
Technology-Based Project:
Reader-Response Blogs
In-class Writing Assignment:
Unit Essay Exam
Essay:
Critical Response
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ACLT 052: Academic Literacy
Spring 2012
Technology-Based Assignment: Reader Response Blog
Overview:
During Unit 2 we will be reading The Other Wes Moore. As we progress through the book, you will keep
a blog on BlackBoard. In this blog you will record your ideas and responses as they relate to the assigned
chapters and the larger themes covered in the book. Your blog will be open for your classmates and the
instructor to view. You are strongly encouraged to read and comment on the blogs of your classmates.
Guidelines:
You will be graded on how thoroughly you follow the instructions for each post as well as the quality of
the content of your post. You will complete a total of (5) blog posts.
•
Each post should be written in clear and organized paragraphs. In addition, each post should be
checked for spelling and grammatical errors prior to submission.
•
Each post should carefully and completely answer the reflective questions. All major ideas should
be stated and supported by appropriate details and examples from the text and personal
experience. While this assignment required you to incorporate personal experience, such
experiences should only be included as they are related to the text, the questions being answered,
and the overall theme.
The specific guidelines for each post are outlined below:
______________________________________________________________________________
Post #1: Select 2-3 quotes from chapters 1-2 that stood out to you and write a 2-3 paragraph blog post
that answers the following:
1. Why did these quotes stand out to you?
2. Why do you think these quotes are important?
3. How do these quotes add to your understanding of the book?
Be sure to include the exact quotes (with page numbers) in your post. When answering the questions, be
sure to talk about each of the quotes you selected.
______________________________________________________________________________
Post #2: Select a visual image or video that you think relates in some way to Chapter 3. Post the
image/video to your blog and write a 2-3 paragraph posts that answers the following:
1. What is happening in the image/video that you selected?
2. How do you think your selected image/video relates to chapter 3 of the book The Other Wes
Moore?
Be sure to post the image/video to your blog and to fully explain the connection between your selected
image/video and the book.
______________________________________________________________________________
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ACLT 052: Academic Literacy
Spring 2012
Post #3: Reflect on chapters 4-6 and write a 2-3 paragraph post that answers the following questions:
1. What was the most interesting/upsetting/powerful part of these chapters? Why?
2. What thoughts or feelings came to your mind as you were reading these chapters?
3. Why do you think the author included this part in the book?
Be sure to fully describe the part of the chapters that you selected as the most
interesting/upsetting/powerful (include the page numbers). Also be sure to fully explain why you selected
this part of the chapters.
______________________________________________________________________________
Post #4: Reflect on the book and write a 3-4 paragraph post that answers the following questions:
1. What personal connections can you make between the book and your life experiences?
2. How has your thinking changed as a result of reading this book?
3. Moving forward, how will you use what you have learned from this book to work towards
achieving your goals—both academic and personal?
Be sure to fully explain your answers using specific examples from the book (with page numbers) and
from your personal experience.
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ACLT 052: Academic Literacy
Spring 2012
Essay #2: Critical Response
Overview:
In this essay you will reflect on and respond critically to The Other Wes Moore. For this assignment you
can choose one of the following options:
•
Option #1: Summarize the lives of Wes Moore 1 and Wes Moore 2 in regards to their families, peers,
or neighborhood. Then, spend several paragraphs discussing the impact that your selected aspect of
their lives had on their choices, chances and opportunities.
•
Option #2: Summarize the mindsets of Wes Moore 1 and Wes Moore 2. In other words, how did they
make sense of their life circumstances? Then, spend several paragraphs discussing the impact of their
mindsets on their choices, chances, and opportunities.
•
Option #3: Summarize the life outcomes of Wes Moore 1 and Wes Moore 2. Then, spend several
paragraphs discussing the factors that led them to their vastly different outcomes, despite the
overwhelming similarities in their lives.
Guidelines:
•
Write for an audience who is NOT in our class. That means you’ll need to spend some time
summarizing key ideas, defining any terms that might be unfamiliar, choosing short quotes from the
book to help your reader get a sense of storyline of the book.
•
I’d like you to include details, examples, and quotes from the book to help you develop your response
to your selected prompt.
•
Talk about the complexities of the issues in your prompt. For example, do not just conclude that one
Wes was ―bad‖ and the other Wes was ―good‖. Think about the intricacies of the dilemmas that they
both faced.
•
Take time to proofread after you’ve written your essay. Think about the kinds of mistakes you tend to
make (like using ―text-speak‖) and watch out for those.
Length and Format:
•
Your final product should be a minimum of seven (7) paragraphs in length. However, the quality of
the content of this essay is most important. Be sure to fully answer your selected prompt.
•
Your paper should be typed, double-spaced and in 12-point, Times New Roman font.
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ACLT 052: Academic Literacy
Spring 2012
Unit 3-- Love, Hate, and Hooking-Up: Relationships Redefined
Essential Questions:
• What is love and how can we find it?
• Are marriage and monogamy still relevant?
• How has technology changed relationships?
Reading/Writing Skills:
•
•
Argument
o Evaluating evidence
o Credibility and validity
o Opposing viewpoints
o Formulating and writing arguments
Using Source Materials
o Locating and evaluating sources
o Citing sources
o Synthesizing information and ideas from multiple sources
Texts:
• ―Against Love‖ (Laura Kipnis)
• The Rules of Dating (excerpts from various authors)
• ―Baba and Daddy Gus‖ (bell hooks)
• ―Hooking Up: What Educators Need To Know‖ (Kathleen Bogle)
• ―Cell Phone Usage Patterns With Friends, Parents, and Romantic Partners in College
Freshman‖ (peer-reviewed article)
• ―Mobile Romance: An Exploration of the Development of Romantic Relationships Through
Texting‖ (peer-reviewed article)
• He’s Just Not That Into You‖ (movie)
• Commercials for Online Dating sites
In-class Writing Assignment:
Unit Essay Exam
Essay:
Synthesis Argument
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ACLT 052: Academic Literacy
Spring 2012
Essay #3: Synthesis Argument
Overview:
In this essay you will consider the course readings on relationships and then take a stance on one
of the ―essential questions‖ for the unit. You will write an argument that synthesizes the readings
and your outside research in support of your stance.
•
Option #1: What is love and how can we find it?
•
Option #2: Are marriage and monogamy still relevant?
•
Option #3: How has technology changed relationships?
In developing your stance on your selected question, think about all you have learned from the
course reading and the class discussions and activities related to the readings. Think about the
complexity of your selected issue and make sure that your stance and the explanation for your
stance reflect this complexity.
In your essay, be sure to include the following:
•
Your answer/stance summarized in your thesis statement in your introduction.
•
Support for your argument with relevant ideas, information, and quotes from at least two (2)
of the assigned class readings.
•
Support for your argument with relevant ideas, information, and quotes from at least two (2)
of the readings from the list of ―outside research sources‖.
•
The opposing viewpoint with evidence along with a discussion of whether this viewpoint has
merit and why this evidence does not cause you to abandon your own stance.
Guidelines:
• Show that you have carefully read the sources for this paper.
• Show you are really thinking about the topic – don’t settle for easy answers, don’t pretend that
conflicting evidence doesn’t exist, don’t feel that you have to take an either-or position.
• Write so that someone not in our class could understand it. Assume your audience has not read these
texts. That means you’ll need to briefly summarize key ideas/information and explain any unfamiliar
terms.
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ACLT 052: Academic Literacy
Spring 2012
• Paraphrase and quote skillfully. This means:
o
o
o
o
o
When you put something in your own words, the author’s meaning remains true but your
sentences and words are significantly different (not just a few words changed)
Use ―quotation marks‖ when including an author’s exact words
Give the page # inside parentheses after a quote:
 Kipnis writes, ―yadda yadda love yadda yadda‖ (178).
Use your critical voice to lead into quotes & tell your reader who you’re quoting
Use your critical voice after a quote to explain how the quote connects to your own point
• Include a ―Works Cited‖ page at the end of your essay, giving information about the different sources
you used.
Length and Format:
•
Write at least 3 complete typed, double-spaced pages
•
Your paper should be in 12-point, Times New Roman font.
•
Use APA or MLA formatting for your citations and works cited page
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ACLT 052: Academic Literacy
Spring 2012
Unit 4—All in the Family
Essential Questions:
• What constitutes a family?
• Was the ―model nuclear family‖ ever a reality?
• Are ―non-traditional‖ family units a threat to ―traditional family values‖?
Reading/Writing Skills:
•
•
Argument
o Evaluating evidence
o Credibility and validity
o Opposing viewpoints
o Formulating and writing arguments
Using Source Materials
o Locating and evaluating sources
o Citing sources
o Synthesizing information and ideas from multiple sources
Texts:
• ―The Color of Family Ties: Race, Class, Gender, and Extended Family Involvement‖ (Naomi
Gerstel and Natalia Sarkisian)
• ―8 is not Hate: The Meaning of a Proposition‖ (Jennifer Morse)
• ―Prop 8 Hurt My Family—Ask Me How‖ (Marriage Equality USA)
• ―A Family Tree‖, ―Freedom from Want‖ and ―Freedom from Fear‖ (Norman Rockwell
Paintings)
• ―The Kids Are Alright‖ (movie)
• Various Television Clips (Leave it to Beaver, Good Times, and Modern Family)
Individual Presentation:
Family History (interview and PowerPoint presentation)
In-class Writing Assignment:
Unit Essay Exam
Essay:
Critical Analysis (common assessment #2; to be included in final portfolio)
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ACLT 052: Academic Literacy
Spring 2012
Individual Presentation: Family History
Overview:
During Unit 4 we will be discussing issues of family. As we progress through the unit, you will research
and put together a presentation on a significant event or issue in your family’s history.
Guidelines:
1. Talk with your relatives, preferably a grandparent or someone in that generation, and try to identify
an event or issue in your family’s history that is interesting and significant.
Possible event or issues include: a special achievement such as an invention or military honors;
migration of your family from one area/country to another; involvement in a larger historical event
such as the great depression, women’s movement, civil rights movement; surviving a tragedy such as
the Holocaust or a natural disaster; the death of a loved one; incarceration; a major academic
accomplishment, lack of education or schooling, etc.
2. Gather quotes, photos, letters, interviews, or any other artifacts that document this significant event or
issue in your family’s history.
3. Create a 5-minute PowerPoint presentation that includes the following:
A detailed description of the event or issue
An explanation of why this event or issue is significant and how it impacted your family
Artifacts related to this event or issue such as photos, quotes from relatives, etc.
This presentation is worth 100 points and will be graded as follows:
1. Event (30 points): You researched, identified, and fully describe a significant and important
event in your family’s history.
2. Explanation (30points): You fully explain the impact of the event on your family.
3. Artifacts (30 points): You include artifacts that are relevant to family history event.
4. Presentation Skills (10 points): You demonstrate the qualities of a good public speaker—clear
speech, good visual aids, eye contact, engaging the audience, time management, etc.
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ACLT 052: Academic Literacy
Spring 2012
Essay #4: Critical Analysis
Overview:
This essay allows you to select your own focus and write about an issue/theme from the assigned readings
on family that interests you. This paper should be a balance of information/ideas summarized from the
readings AND your own critical voice commenting upon the issue/theme you discuss.
Selecting a focus:
In your previous essays, I have given you questions to choose from. This time, I want you to come up
with your own. Make sure that your question/topic doesn’t just require you to summarize the readings –
instead, it should be a ―critical question‖ that requires you to build your OWN answer, using
ideas/information from your sources.
Some examples to get you thinking:
•
How do the changes in romantic relationships discussed on Unit 3 impact notions of ―family‖?
•
How does The Other Wes Moore relate to research discussed in ―The Color of Family Ties‖?
(Does it seem to support the findings? Go against them? A little of both?)
•
What is the connection between family and education? (Discuss how family impacts and is
impacted by educational experiences and opportunities.)
Things to include:
• Every paper should include specific references (quotes, paraphrases, examples, ideas, information) from
at least three sources.
• Show that you have carefully read the sources for this paper.
• Show you are really thinking about the topic – don’t settle for easy answers, don’t pretend that
conflicting evidence doesn’t exist, don’t feel that you have to take an either-or position.
• Write so that someone not in our class could understand it. Assume your audience has not read these
texts. That means you’ll need to briefly summarize key ideas/information and explain any unfamiliar
terms.
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ACLT 052: Academic Literacy
Spring 2012
• Paraphrase and quote skillfully. This means:
o
o
o
o
o
When you put something in your own words, the author’s meaning remains true but your
sentences and words are significantly different (not just a few words changed)
Use ―quotation marks‖ when including an author’s exact words
Give the page # inside parentheses after a quote:
 Morse writes, ―yadda yadda family yadda yadda‖ (178).
Use your critical voice to lead into quotes & tell your reader who you’re quoting
Use your critical voice after a quote to explain how the quote connects to your own point
• Include a ―Works Cited‖ page at the end of your essay, giving information about the different sources
you used, especially if you are using outside research besides what was given in class.
Length and Format:
•
Write at least 4 complete typed, double-spaced pages
•
Your paper should be in 12-point, Times New Roman font.
•
Use APA or MLA formatting for your citations and works cited page
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ACLT 052: Academic Literacy
Spring 2012
End of Semester Self-Reflection
Overall Purpose:
In this essay, I want you to reflect on your own learning in ACLT 052 this semester. You can organize it
however you like – here are some questions I’d like you to consider:
• Re‐read the ―Educational Autobiography‖ you emailed me in the beginning of the semester.
Where are you now on the things you discussed in that essay?
• How are you doing at developing mastery as an academic reader? What do you see as your
strengths? Your areas for improvement? What has helped you develop your mastery this
semester? Are you reading differently than you did in the past?
• How are you doing at developing mastery as a critical thinker? What do you see as your
strengths? Your areas for improvement? What has helped you develop your mastery this
semester? Are you thinking differently than you did in the past?
• How’s your mastery of academic writing coming along? What do you see as your strengths?
Your areas for improvement? What has helped you develop your mastery this semester? Are
you writing differently than you did in the past?
• Describe your motivation this semester. What was motivating you to do the work of the class?
How much was ―intrinsic motivation,‖ how much was ―extrinsic‖ (seeking rewards/avoiding
punishments)? Were there moments when your motivation dropped – if so, what was going on?
Were there moments when you motivation was especially high – if so, what was going on?
• Describe 1‐2 moments from the class that stand out in your mind as positive experiences.
• If you were going to sum up the 2‐3 major things you’re taking away from this class, what
would it be?
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ACLT 052: Academic Literacy
Spring 2012
Final Portfolio
You will submit a final portfolio to include:
1. Two (2) previously submitted essay assignments--selected by the student and revised as necessary
2. Critical Analysis Essay (essay #4)
3. End of Semester Self-reflection
Grading Criteria:
Your portfolio is worth 30% of your final course grade and will be scored according to the following
criteria. Each criterion will be worth 5 points. Your grade will be a total of those points.
0: Does not meet objectives.
1: attempts to meet objectives
2: little evidence of meeting the objectives
3: shows some progress towards meeting the objectives
4: meets most objectives
5: meets all objectives.
This portfolio illustrates that the student now…
______ 1. Demonstrates an understanding of college level texts that reflects active and critical reading
and effective use of textual annotation.
______ 2. Identifies and deconstructs abstract ideas found in complex academic texts (illustrates clear
use of summary and paraphrases)
______ 3. Formulates valid inferences based on information from texts; writing effectively integrates and
interprets material.
______ 4. Writes and supports valid and credible arguments, which are supported by valid and varied
evidence and cites outside sources.
______ 5. Evaluates and applies valid and credible arguments.
______ 6. Synthesizes ideas and information from multiple sources and varying points of view in several
assignments.
______ 7. Write a well-organized, unified, coherent essays with clear, purposeful thesis. statements.
______ 8. Supports ideas with adequate and varied evidence—reasons, examples, statistics and
explanations.
______ 9. Tailors language to address a specific audience with appropriate use of voice.
______ 10. Detects and corrects major grammatical errors.
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