UNIVERSIDAD DE ESPECIALIDADES ESPÍRITU SANTO
FACULTAD DE ESTUDIOS INTERNACIONALES
SYLLABUS
ENGLISH VERSION
FOR DAC 11 VER 12 03 09
COURSE: Principles of Writing
FACULTY: Ben Westwood
# CONTACT HRS: 48
YEAR: 2010
DAYS: Mon-Thurs
14:40
ROOM #: F-202
CODE: ULNG100
CREDITS: 3
#NON CONTACT HOURS: 96
PERIOD: Spring 1
SCHEDULE: 11:10-12:50/ 13:00DATE: February, 2010
1.- DESCRIPTION
Language 100 is a foundational course designed to help students develop their written English skills. Writing
is being directed by: assigned readings, class discussions, and individual experience. Students have the
opportunity to gain confidence in their capabilities to express themselves better in English with higher
grammatical accuracy.
Language 100 is the last in the sequence of English “bridge” courses, so-called because their intent is to
help Spanish-speaking students more completely make a transition to learning and communicating in
English. To that end, we will interact with and respond to texts in ways that should assist you with your
university work and beyond, whatever discipline or field of study you pursue.
2. - JUSTIFICATION
This course is essential to learning how to write effectively in English. If students want to take classes in an
English-speaking university, they will need to know the proper techniques of writing. Also, since the language
of business is English, a student must learn how to communicate well via writing.
3. - OBJECTIVES
3 a. GENERAL OBJECTIVES
The general objective of this course is to provide writing instruction for a number of common paper types
starting with the academic paragraph and continuing with a number of the most common essay types.
Students will do this via the “Writing Process” and they will also work on specific grammar needs decided by
the teacher at the beginning of the class.
3 b. SPECIFIC OBJECTIVES
After taking this course, students will be able to produce well-developed, coherent essays in English. They
will be able to do this via the “Writing Process” which includes brainstorming, planning, writing, proofreading,
and revision. Students will learn how to write a narrative essay, descriptive essay, cause and effect essay,
process analysis essay, compare and contrast essay, and a persuasive essay.
4.- COMPETENCIES
- To write an academic paragraph with a topic sentence, supporting sentences and a concluding sentence
- To write the parts of an essay: introduction, body and conclusion.
- To write a thesis statement and identify different types of thesis statements.
- To write a hook and identify different types of hooks.
- To use transitions properly.
- To identify and write narrative, descriptive, cause and effect, problem and solution and persuasive essays.
- To research effectively and learn to avoid plagiarism.
5.- COURSE CONTENT OUTLINE
Date
Specific competencies
Mar 15
Demonstrates awareness of
principles of formal letter
writing
Mar 16
Demonstrates knowledge of
sentence structure and
common grammatical errors
Identifies the parts and
characteristics of a paragraph
Mar 17
Contents
Non-contact
hours (96 hrs)
Formal letter (4
hrs)
Assessment
Introduction to
Writing/
In-class
assignment –Student Participation
job interview
and follow-up
letter
Grammar
Grammar
exercises and
exercises
review
(handout)
Brainstorming
Sample Essay
and topic
sentences
Chapter 1.
Research
Developing
supporting
supporting
evidence
ideas
The Academic
Sample Essay
Paragraph /
Due
Topic
Sentences/
Controlling
Ideas / In-class
writing
assignment
(Cont.)
Chapter 2
Developing Comp
Narrating
Skills Pp(150)(2hrs)
Discusses employment
opportunities. Prepares formal letter
of application
Narrating/
Grammar
Needs Focus
based upon the
PreAssessment
Assignment
Describing
Developing Comp
Skills Pp(150)(2hrs)
Narrative Essay
Assignment (4
hours)
Composes narrative composition
Developing Comp
Skills Pp(51-69)
Composes descriptive essay
Describing / Inclass
Assignment
Developing Comp
Skills Pp(51-69)
Descriptive Essay
Assignment (4
hrs)
Developing Comp
Skills Pp(70-96)
Composes descriptive essay
Identifies key principles of sentence
structure
Elaborates brainstorm and
evaluates thesis statements
Mar 18
Identifies the parts and
characteristics of a paragraph
Mar 22
Identifies the parts and
characteristics of a paragraph
Mar 23
Demonstrates narrative skills
Mar 24
Presents topic sentences with
strong controlling idea
Mar 25
Illustrates impressions with
descriptive details
Mar 29
Demonstrates cohesion using
connecting words and phrases
Mar 30
Identifies generalizations and
support
Chapter 4
Analyzing
reasons
Mar 31
Illustrates support with factual
details and examples
Reviews description, narration
and analyzing reasons
Analyzing
reasons
Exam review
Developing Comp
Skills Pp(70-96)
Revise for midterm
Analyzes reasoning. Composes
analyzing reasons essay
Discusses and identifies key
components of first partial
Midterm Exam
NA
Demonstrates effective
Apr 1
Apr 5
Demonstrates thorough
Develops convincing supporting
ideas
Identifies appropriate supporting
details. Composes unified academic
paragraph
Discusses narrative components
Evaluates effective reasoning.
Analyzes reasoning.
Apr 6
knowledge of description and
narrative writing
Illustrates support with factual
details and examples
Analyzing
reasons
Chapter 5
Analyzing
Processes
Analyzing
Processes Inclass
assignment
Women are just
better (The Short
Prose Reader)
Developing Comp
Skills Pp(97-116)
understanding of principles of
composition
Analyzes reasoning, demonstrates
effective use of supporting details.
Apr 7
Presents preparation for
writing and analyse processes
Apr 8
Presents step-by-step process
analysis
Apr 12
Demonstrates ability to
compare and contrast using
wide range of vocabulary
Chapter 6
Comparing and
Contrasting
Apr 13
Identifies points of comparision
and organize by subject
Comparing and
Contrasting
Developing Comp
Skills Pp(117141) Comparison
and contrast
assignment (4
hrs)
Compares and contrasts selected
topics. Discusses points of contrast.
Composes comparison contrast
essay.
Apr 14
Demonstrates knowledge of
principles of classification
Chapter 7
Classifying music
Developing Comp
Skills Pp(143169)
Identifies prínciples of classification.
Elaborates descriptions of groups.
Apr 15
Demonstrates knowledge of
principles of classification
Classifying people
Developing Comp
Skills Pp(143169)
Identifies prínciples of classification.
Elaborates descriptions of groups.
Apr 19
Identifies generalizations and
support
Developing Comp
Skills Pp(170200)
Evaluates the effects of human
inventions.
Apr 20
Illustrates main idea with
factual details and examples
Revises for the exam
Developing Comp
Skills Pp(170200). Written
assignment
Exam preparation
Evaluates the effects of human
inventions. Composes evaluating
effects essay.
Apr 21
Apr 22
Demonstrates sound
knowledge of the principles of
writing
Chapter 8
Evaluating
effects inventions
Evaluating
effects In-class
written
assignment
Exam
preparation
Final exam
Developing Comp
Skills Pp(97-116)
Short Prose
Pp(338-380)(2
hrs)
Journal Writing
(2hrs)
Developing Comp
Skills Pp(117141)
NA
Discusses principles of process
analysis. Identifies methods of
process analysis
Composes process analysis essay
Compares and contrasts selected
topics. Discusses points of contrast.
Discusses and identifies key
components of second partial
Demonstrates effective
understanding of principles of
composition
6. METHODOLOGY
Writing courses such as this one are not simply lecture courses per se. While lecture components are
incorporated into the classroom format, this is a participatory writing and reading course that requires the
active, constant, and consistent engagement in classroom discussion and activities on the part of all
students. Students will be expected to incorporate critical thinking and reading skills in all classroom and
out-of-classroom activities. Each day’s activities MAY include a lecture component, large and/or small group
discussions, reading and responding to each other’s work, writing exercises, and other interactive activities.
The assigned readings for this class include pages from both text. Occasionally other readings – including
this syllabus! – may be assigned. Not all of the reading material will be discussed, but may be tested upon;
therefore, it is the responsibility of each student to read and know the material assigned.
In addition to daily homework, there will be a written assignment every WEEK.
Peer interaction is a crucial component of a participatory writing class. Peer interaction includes, but is not
limited to, discussion and exchange of opinions, both verbally and in writing, the reading and commenting on
the work of others.
7. EVALUATION
7.1 Assessment Criteria




Written assignments
Written exercises
Group discussions
Literary analysis
7.2 Performance Markers
 Demonstrates ability to write academic paragraphs including topic sentences,
support and conclusion
 Demonstrates thorough knowledge of structural writing principles
 Composes seven specific types of essays: narrative, descriptive, analyzing
reasons, analyzing processes, comparison and contrast, classification and
evaluating effects
 Identifies differences between specific compositions (see above)
7.3 Weighting
EACH PARTIAL:
40% WRITTEN ASSIGNMENTS AND QUIZZES
10% HOMEWORK AND PARTICIPATION
50 % MID-TERM AND FINAL EXAM
 100 points TOTAL
8. BIBLIOGRAPHY
PRIMARY TEXT:
 Developing Composition Skills: Rhetoric and Grammar Mary K. Ruetten
SECONDARY TEXT:
 Writing that works Kenneth Roman and Joel Raphaelson
 Various handouts
WEBLIOGRAPHY:
Ebsco database
9. FACULTY INFORMATION
NAME: Ben Westwood
.
ACADEMIC CREDENTIALS--UNDERGRAD:
BA Music, Westminster University, London
GRADUATE: Postgraduate Diploma in Journalism, City University, London
Masters in Journalism (with distinction), Westminster University, London
E – MAIL: westwood@uees.edu.ec
10.
Prepared by: Ben Westwood
Reviewed by: Dean Monica Reynoso
Date: February 2010
Date: February, 2010