TOURO COLLEGE COURSE SYLLABUS
NEW YORK SCHOOL OF CAREER AND APPLIED STUDIES
DEPARTMENT:
COURSE TITLE:
COURSE NUMBER:
PREREQUISITES:
CREDIT HOURS:
DEVELOPERS:
LAST UPDATE:
English as a Second Language
Essentials of Effective Reading and Writing
E007.1
Placement by Exam
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Dean Mira Felder; Instructors Sarah Bleich, Margery
Druss
September 27, 2003
COURSE DESCRIPTION
E007.1 is the first course in the developmental sequence. This is an integrated English
language skills course, designed to develop and enhance the reading, writing, and
grammatical fluency of the students.
COURSE/DEPARTMENTAL OBJECTIVES
This course will:
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Prepare students to meet the entrance requirements for E007.2, the next
course in sequence
Enable students to acquire basic writing and reading skills and enlarge
their vocabulary through the reading of short passages
Enable students to acquire a basic knowledge of English grammar and
syntax
Help students to build self-confidence in their use of spoken and written
English
Meet the special needs of underprepared students by enhancing their
linguistic skills
Help students to foster a respect for and appreciation of cultural diversity
Help to foster students’ abilities to access and evaluate information
objectively and effectively
Promote students’ sensitivities to ethical issues and moral reasoning
Develop critical reading and listening skills
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COURSE/INSTITUTIONAL OBJECTIVES
This course aims to teach students how to read and write effectively, as well as how
to think critically—skills necessary for the achievement of academic and professional
success. These course objectives correlate significantly with two of the college’s
most important institutional goals—to enhance students’ communication skills and
critical thinking, and to foster students’ abilities to succeed both academically and
professionally.
COURSE CONTENT
This one-semester course is divided into four modules of about four weeks apiece.
Each module contains assignments in grammar (from the prescribed grammar text),
reading (from the prescribed reading text), and writing. This last component includes
the writing of assigned compositions, written in class and outside of class, of one
paragraph in length at the frequency of approximately two per four-week module.
HARDWARE/SOFTWARE/MATERIALS RECOMMENDED:
All students are urged to go to the Resource Center, where they can access software
designed to help master the E007.1 curriculum. Specifically, they can work with both
English Tutor (an in-house product), English Discoveries (Edusoft/Ltd. 1995), Azar
Interactive, and Listen to me to complete the Resource Center assignments
recommended for E007.1.
COURSE REQUIREMENTS
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Participation in classroom discussions and activities
Attendance in the Resource Center and the computer room to complete the
computer-based departmental assignments
Completion of a departmental library assignment; also includes a library
orientation at the beginning of each semester
Tutoring on a required basis in the Resource Center for those students for
whom the instructor determines a need
Tests and quizzes on a regular basis
A departmental mid-semester exam and a departmental final (exit) exam
Daily homework assignments
Portfolios, which include each student’s compositions (original as well as
revised drafts)
GRADING GUIDELINES
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Students must complete Resource Center and library assignments
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Students must complete designated homework and class assignments.
Students must take diagnostic and final exams.
Students must complete class tests and quizzes.
Students must hand in a completed portfolio of their written work.
METHODOLOGY
Lectures and class discussions are enhanced using the following teaching tools:
Grammar textbooks; reading textbooks; handouts; and the blackboard. Additionally:
This is a writing-centered course which also emphasizes the acquisition of
reading skills as well as basic grammatical skills. Assignments are in sequence
from the simple to the more complex. Grading criteria are made clear to the
classes from the outset. Compositions are graded in a timely manner.
Corrections and suggestions are clear and specific and are accompanied by
recommendations and/or remedial exercises. Students rewrite all corrected
compositions. Instructors make themselves available for conferences with
their students at a mutually convenient time. When correcting written
assignments, instructors restrict themselves as much as possible to the list of
correction symbols and abbreviations supplied to them by the Department.
Each lesson integrates grammar, reading, vocabulary, and writing.
Assignments are varied, interesting, and appropriate for all levels of ability
represented in the class. Assignments and exercises fulfill a multiplicity of
learning skills. Assignments are created to review and reinforce old skills as
well as teach new skills. Individual instruction as well as group instruction is
implemented when needed.
Classes are student-centered rather than teacher-centered. Class activities
include, but are not limited to, role-playing, group work, and pair work.
Supplementary and required materials relate to the needs and experiences of
the students.
Tests and quizzes are administered and graded promptly. They are varied in
format, spaced appropriately throughout the semester, and designed to help in
training the students in test-taking skills.
Failing or borderline students are referred for tutoring immediately after the
diagnostic exam has been graded (within the first two class sessions) as well
as on an ongoing basis throughout the semester. Instructors are required to
consult with the tutors regarding their students’ work and progress.
Instructors maintain ongoing contact both with their level coordinators and
with tutoring personnel to discuss problems and/or suggestions.
Each Touro College site has academic advisors, guidance counselors, and/or
counseling personnel. Instructors should make themselves known to these
people and maintain regular contact with them, especially in cases of
excessive student absences and other pertinent student problems.
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COURSE TEXTS
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
Basic English Grammar
Azar, Betty
1996
Prentice-Hall Regents
0-13-368317-6
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
Introducing the USA
Broukal, Murphy
1993
Addison-Wesley/Longman
0-8013-0984-0
BIBLIOGRAPHY
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
Composition Practice, Book I - 3rd ed.
Blanton, Linda L.
2001
Heinle & Heinle
0-8384-1993-3
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
Composition Practice, Book II - 3rd ed.
Blanton, Linda L.
2001
Heinle & Heinle
0-8384-1998-4
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
Starting Lines: Beginning Writing
Blot, David. and David M. Davidson
1995
Heinle & Heinle
0-8384-5258-2
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
Write from the Start - 2nd ed.
Davidson, David M. and David Blot
1994
Heinle & Heinle
0-8384-4848-8
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
First Steps in Academic Writing
Hogue, Ann
1996
Longman
0-201-83410-3
4
Title:
Author:
Pub. Date:
Publisher:
ISBN #:
Longman Basic Dictionary of American English
None
2000
Longman
0-582-33251-6
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