UNIVERSIDAD DE ESPECIALIDADES ESPÍRITU SANTO
FACULTAD DE ESTUDIOS INTERNACIONALES
SYLLABUS
ENGLISH VERSION
FOR DAC 11 VER 12 03 09
COURSE: Principles of Writing
FACULTY: Guillermo Albán
# CONTACT HRS: 48
YEAR: 2011
DAYS: Mon-Thurs
11H55
ROOM #:F-201
CODE: ULNG 100 (63) (64)
CREDITS: 3
#NON CONTACT HOURS: 96
PERIOD: Fall II
SCHEDULE:
9h00-10h20/10h35DATE: October, 2011
1.- DESCRIPTION
Language 100 is a foundational course designed to help students develop their written English skills. Writing
is to be 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.
3b. 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
- Students will be able to write an academic paragraph with a topic sentence, supporting sentences and a
concluding sentence
- Students will be able to write the parts of an essay: introduction, body and conclusion.
- Students will be able to write a thesis statement and identify different types of thesis statements.
- Students will be able to write a hook and identify different types of hooks.
- Students will be able to use transitions properly.
- Students will be able to identify and write narrative, descriptive, cause and effect, problem and solution and
persuasive essays.
- Students will be able to research effectively and learn to avoid plagiarism.
5.- COURSE CONTENT OUTLINE
Date
Specific competencies
Oct.
31
Demonstrates awareness of
principles of formal letter
writing
1
Nov.
1o.
2
Nov.
7
3
Nov.
8
4
Demonstrates knowledge of
sentence structure and
common grammatical errors
Identifies the parts and
characteristics of a paragraph
Nov.
9
5
Identifies the parts and
characteristics of a paragraph
Nov.
10
6
Nov.
14
7
Identifies the parts and
characteristics of an essay
Identifies the parts and
characteristics of a paragraph
Demonstrates narrative skills
Contents
Non-contact
hours (96 hrs)
Formal letter (4
hrs)
Introduction to
Writing/
In-class
assignment –Student Participation
job interview
and follow-up
letter
Grammar
Grammar
exercises and
exercises
review
(handout)
Brainstorming
Writing topic
and topic
sentences
sentences
Formal letter
Chapter 1.
due
Developing
supporting
Research
ideas
supporting
evidence
The Academic
Problem-solution
Paragraph /
Essay preparation
Topic
Sentences/
Controlling
Ideas / In-class
writing
assignment
(Cont.)
Conclusions,
Essay preparation
checking and
editing
Chapter 2
Developing Comp
Narrating
Skills Pp(150)(2hrs)
Nov.
15
8
Presents topic sentences with
strong controlling idea
Narrating/
Grammar
Needs Focus
based upon the
PreAssessment
Assignment
Nov.
16
9
Demonstrates descriptive
writing skills, especially use of
adjectives
Chapter 3
Describing.
Adjectives
brainstorm
Problemsolution essay
due
Developing Comp
Skills Pp(150)(2hrs)
Narrative Essay
Assignment (4
hours)
Developing Comp
Skills Pp(51-69)
Assessment
Discusses employment
opportunities. Prepares formal letter
of application
Identifies key principles of sentence
structure
Elaborates brainstorm and
evaluates thesis statements
Develops convincing supporting
ideas
Identifies appropriate supporting
details. Composes unified academic
paragraph
Composes a university standard
essay
Discusses narrative components
Composes narrative composition
Discusses adjective use. Identifies
effective description
Nov.
17
Illustrates impressions with
descriptive details
Describing
Narrative essay
due
Developing Comp
Skills Pp(51-69)
Composes descriptive essay
NA
Developing Comp
Skills Pp(51-69)
Descriptive Essay
Assignment (4
hrs)
Developing Comp
Skills Pp(70-96)
Composes descriptive essay
Descriptive
character
analysis due
Developing Comp
Skills Pp(70-96)
Revise for midterm
Analyzes reasoning. Composes
analyzing reasons essay
Demonstrates effective
understanding of principles of
composition
NA
10
Nov.
21
Demonstrates cohesion using
connecting words and phrases
11
Nov.
22
12
Nov.
23
Identifies generalizations and
support
Illustrates support with factual
details and examples
Chapter 4
Analyzing
reasons
Analyzing
reasons
13
Nov.
24
14
Nov.
28
15
Nov.
29
16
Nov.
30
17
Dec.
1
18
Dec.
5
Reviews description, narration
and analyzing reasons
NA
Demonstrates thorough
knowledge of description and
narrative writing
One-on-one feedback
N/A
NA
Midterm Exam
NA
Presents preparation for
writing and analyse processes
Chapter 5
Analyzing
Processes
Analyzing
Processes
Developing Comp
Skills Pp(97-116)
Demonstrates organised
writing in chronological order
Presents step-by-step process
analysis
Analyzing
Processes Inclass
assignment
Illustrates support with factual
details and examples
Analyzing
reasons
19
Dec.
6
20
Dec.
7
21
Dec.
8
Discusses and identifies key
components of first partial
Discusses principles of process
analysis. Identifies methods of
process analysis
Composes process analysis essay
Composes process analysis essay
Women are just
better (The Short
Prose Reader)
Process
analysis essay
due
Developing Comp
Skills Pp(117141)
Analyzes reasoning, demonstrates
effective use of supporting details.
Demonstrates ability to
compare and contrast using
wide range of vocabulary
Chapter 6
Comparing and
Contrasting
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.
Identifies points of comparision
and organize by subject
Comparing and
Contrasting
Developing Comp
Skills Pp(117141) Comparison
Compares and contrasts selected
topics. Discusses points of contrast.
Composes comparison contrast
22
Dec.
12
23
Developing Comp
Skills Pp(97-116)
Process analysis
essay
Developing Comp
Skills Pp(97-116)
Short Prose
Pp(338-380)(2
hrs)
Evaluates effective reasoning.
Analyzes reasoning.
Compares and contrasts selected
topics. Discusses points of contrast.
and contrast
assignment (4
hrs)
essay.
Dec.
13
24
Demonstrates knowledge of
principles of classification
Chapter 7
Classifying –
music
Comparison
contrast essay
due
Developing Comp
Skills Pp(143169)
Identifies prínciples of classification.
Elaborates descriptions of groups.
Dec.
14
Demonstrates knowledge of
principles of classification
Classifying –
people
Developing Comp
Skills Pp(143169)
Identifies prínciples of classification.
Elaborates descriptions of groups.
25
Dec.
15
Introduces and supports
categories
Classifying. Inclass
assignment
Developing Comp
Skills Pp(143169)
Composes a classification essay.
Review all
Analytical
Writings
Final Exam
NA
NA
26
Dec.
19
27
Dec.
20
28
Dec.
21
29
Dec.
22
30
One-on-one feedback Review
Reading Day
Review Grades
Final Grades
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:
35% WRITTEN ASSIGNMENTS AND QUIZZES
15% PARTICIPATION
50% MID-TERM AND FINAL EXAM
100 points TOTAL
7.4 Writing Rubric
Rating
Writing Rubric
5
(90-100
• Topic is addressed and well organized; includes clear explanations or details
• Includes mostly complex sentence types, with few errors
• Uses a variety of vocabulary and idiomatic expressions; makes few errors in
word choice
• Uses complex grammar structures, with few errors
• Topic is addressed and generally well organized; includes some explanations
or details
• Includes some variety of sentence types, but with occasional errors
• Varies vocabulary and expressions, but makes occasional errors in word
choice
• Uses some complex grammar structures, but with errors
• Topic is not addressed completely, but writing is organized; explanations or
details need more development
• Uses little variety in sentence type, but does not have many errors
• Attempts to vary vocabulary and expressions, but makes some errors in
word choice
• Does not use complex grammar structures, but does not make many
grammar errors
• Topic is somewhat addressed, but writing is not organized and lacks
explanations or details
• Uses only basic sentence types and makes frequent errors
• Uses limited vocabulary and with frequent errors
• Uses simple grammar structures, but with some errors
• Topic is not addressed; there are no explanations or details
• Most sentences have errors
• Has many errors in vocabulary usage, even at the basic level
• Uses only simple grammar structures, and makes many errors
4
(80-89)
3
(70-79)
2
(60-69)
1
(0-59)
8. BIBLIOGRAPHY
PRIMARY TEXT:
 Developing Composition Skills: Rhetoric and Grammar Mary K. Ruetten
SECONDARY TEXT:


Introduction to College Writing
Various handouts
9. FACULTY INFORMATION
NAME: Guillermo Albán
ACADEMIC CREDENTIALS
UNDERGRADUATE:: BA YALE University
Licenciado en Artes Liberales, U.E.E.S.
GRADUATE: M.A. (Master of Arts in Teaching English as a Foreign Language:
Jaén University,
PROFESSIONAL
Capitán Costanero, Republic of Ecuador
Capitán de Altura de la Marina Mercante, Republic of Ecuador
Master Mariner, Any Gross Tonnage, Republic of Liberia
E-MAIL: galban@uees.edu.ec
10.
Prepared by: Guillermo Albán
Reviewed by: Dean Monica Reynoso
Date: October 2011
Date: October 2011