Syllabus

SYLLABUS:
IEP 3 READING
Prerequisite/Co-requisite Courses: None
Fall 2008 (NC), Thursdays, 12:30-4:15
Instructor: Dr. Sylvia Y. R. Schoemaker
Phone: 510.628.8036
Office Hours: T-Th 11:45-12:30 and by arrangement
E-mail: profs4e@gmail.com
INSTRUCTIONAL MATERIALS
Richards, Jack C. and Samuela Eckstut-Didier. Strategic Reading 1: Building Effective Reading Skills. Los Angeles, CA: Cambridge University Press, 2006. ( ISBN: 0521555809)
Recommended texts: Dictionary, thesaurus
COURSE DESCRIPTION
Students will improve reading comprehension and rate; they will increase vocabulary through assigned readings, word study exercises, and discussions. Readings deal with a variety of subjects, including American culture, and academic and personal issues.
COURSE OBJECTIVES
Students will develop reading skills for functional communicative purposes, in context-centered study and expansions.
University learner goals 1 -6, and specifically in English: To develop the ability to communicate effectively in English, orally and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.
Students will demonstrate improved discrete and holistic reading comprehension skills through targeted quizzes, tests (pre and post) and exercises (class and text-based).
TOPICS
Reading selections are of immediate academic and socio-cultural relevance. Among topics included are: music, money, work, sports, weather, culture, Internet

INSTRUCTIONAL METHODS
A cooperative learning model is employed. Small group and individual discovery exercises and presentations will augment lectures, discussion and applications.

SCHEDULE

4-Sep	Wk 1			Introduction
11-Sep	Wk 2	Unit I	Music	Music and Moods	Louis Armstrong	Biology of Music
18-Sep	Wk3
25-Sep	Wk 4	Unit II	Money	Dangers in Shopping	How to be a Millionaire	Pity the Poor Lottery Winner
2-Oct	Wk 5	Unit III	Work	Your First Job	Job Satisfaction	Are You a Workaholic?
9-Oct	Wk 6	Unit IV	Sports	Do Pro Athletes Make Too Much Money?	Extreme Sports	Frequently Asked Questions about the Ancient Olympic Games
16-Oct	Wk 7	Review
23-Oct	Wk 8	Midpoint Exercises
30-Oct	Wk 9	Unit V	Weather	Keeping an Eye on the Weather	Nature's Weather Forecasters	Could You Survive a Natural Disaster?
6-Nov	Wk 10	Unit VI	Clothes	Dressing for Success	Casual Dress in the Workplace	T-shirts Out; Uniforms In
13-Nov	Wk 11	Unit VII	Culture	Adventures in India	Body Language in the US	Cross-cultural Differences
20-Nov	Wk 12	Unit VIII	Outer Space	Lining in Space	The Planets	Space Tours Not So Far Off
27-Nov	Wk 13	Thanksgiving
4-Dec	Wk 14	Unit IX	Animals	The Terrible Toads	Exotic Animals -- Not as Pets!	Let's Abandon Zoos
11-Dec	Wk 15	Post test

ASSESSMENT CRITERIA & METHOD OF EVALUATING STUDENTS

Class Participation 15%
Quizzes 10%
Projects 15%
Term Paper 30%
Presentations 10%
Final Exam 20%
Total 100%

100-95 A
94-90 A-
89-87 B+
86-84 B-
83-80 C+
79-77 C+
76-74 C
73-70 C-
69-67 D+
66-64 D
63-60 D-
59 or < F

Where Do You Stand?

Where do you stand with regard to writing?
FEET: What do I stand for as a foundation of writing?
STOMACH: What upsets me about writing?
HEART: What do I love about writing?
HANDS: What do I feel about writing?
EARS: What do I hear about writing?
EYES: What do I see about writing?
BRAIN: What do I think about writing?

Where Do You Stand?

Where do you stand with regard to writing?
FEET: What do I stand for as a foundation of writing?
STOMACH: What upsets me about writing?
HEART: What do I love about writing?
HANDS: What do I feel about writing?
EARS: What do I hear about writing?
EYES: What do I see about writing?
BRAIN: What do I think about writing?

Syllabus

SYLLABUS: ENGLISH 82B Written Communication II (3)
Fall 2008 -- Tuesdays 12:30 -3:15
Prerequisite/Co-requisite Courses: None

Instructor: Dr. Sylvia Y. R. Schoemaker
Phone: 510.628.8036
Office Hours: T-Th 11:45-12:30 and by arrangement

E-mail: mailto:profs4e@gmail.com

Blog: http://e82bwcom.blogspot.com/

Wiki: http://e82bwcom.wetpaint.com

COURSE DESCRIPTION

ENG 82B - WRITTEN COMMUNICATION II

The course includes critical reading and evaluation of selected texts and writings; composition of well-organized expository papers; a careful consideration of methods of research, organization in a clear, logical manner and other elements involved in writing research papers. (3 units)

COURSE OBJECTIVES

Students will develop their writing skills for academic, professional, and socio-cultural purposes, in context-centered essay writing. Students will learn editing, documentation skills, and use of online and other resources.

University learner goals 1 -6, and specifically in English:: To develop basic academic and professional skills(1); To develop the ability to communicate effective in English, orally and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4

Through assigned essays and exercises, students will demonstrate with progressive skill in mechanics and style according to established rubrics

INSTRUCTIONAL MATERIALS AND REFERENCES

REQUIRED TEXT

VanderMey et al. The College Writer. Second Edition. Boston: Houghton Mifflin Company, 2007.

Course text site: http://college.cengage.com/english/vandermey/college_writer/2e/resources.html

ISBN: 0-618-74253-0

TOPICAL OUTLINE

English 82B covers the aspects of composing well-organized written communications in functional contexts. The core of the course will emphasize practice in organizing ideas in a clear, logical manner and other elements involved in writing papers in various applied contexts.

Topics include: writing development based on critical reading and evaluation of both student and professional writing. Review of the foundation for writing in academic and professional contexts.

SCHEDULE

Wk1	2-Sep	Unit 1 Introduction
Wk2	9-Sep	Introductory Essay: Consider each of the following contexts: Personal (family), Social (culture, home country), Professional (economic now/future), Universal (philosophical, goals, definition of success)
		Where do you stand? (feet, stomach, heart, ears, eyes, hands, brain)
		Media: On Essay Writing
Wk3	16-Sep	Peer Evaluation
		Unit 1 Introductory Essay Due
Wk4	23-Sep	Unit 2: Language, Literature, Art, Music, Humanities Focus
		Media: Story of English; Do You Speak American?
Wk5	30-Sep	The College Writer (TCW), C24, Writing about Literature and the Arts
		MLA Format
Wk6	7-Oct	Literary Analysis (TCW, 357), oral presentations (TCW, 319), web writing (TCW, 399) http://www.wisc.edu/writing/Handbook/ReadingPoetry.html
Wk7	14-Oct	TCW, C25, Academic Essays
		Unit 2 Paper Due
Wk8	21-Oct	Review; Presentations
Wk9	28-Oct	Midterm
Wk10	4-Nov	Unit 3 Social Sciences Focus
		TCW, C26, Writing for the Workplace
Wk11	11-Nov	C27 Writing and Designing in the Web Business, Economics America at Work APA Format, C34 Abstracts/summaries(538,540,550) Research C29-32,
Wk12	18-Nov	Experiment report (TCW, 341), observation report (TCW, 319), research paper(TCW, 423) Unit 3 Paper Due
Wk13	25-Nov	Unit 4 Cosmos Physical Sciences
Wk14	2-Dec	Nature/ Ecology Microcosmos Field Report (TCW, 341), research paper (TCW, 423)
		Review; Presentations Conclusion
		Unit 4 Paper Due
Wk15	9-Dec	Final

Syllabus

SYLLABUS: ENGLISH 82B Written Communication II (3)
Fall 2008 -- Tuesdays 12:30 -3:15
Prerequisite/Co-requisite Courses: None

Instructor: Dr. Sylvia Y. R. Schoemaker
Phone: 510.628.8036
Office Hours: T-Th 11:45-12:30 and by arrangement

E-mail: mailto:profs4e@gmail.com

Blog: http://e82bwcom.blogspot.com/

Wiki: http://e82bwcom.wetpaint.com

COURSE DESCRIPTION

ENG 82B - WRITTEN COMMUNICATION II

The course includes critical reading and evaluation of selected texts and writings; composition of well-organized expository papers; a careful consideration of methods of research, organization in a clear, logical manner and other elements involved in writing research papers. (3 units)

COURSE OBJECTIVES

Students will develop their writing skills for academic, professional, and socio-cultural purposes, in context-centered essay writing. Students will learn editing, documentation skills, and use of online and other resources.

University learner goals 1 -6, and specifically in English:: To develop basic academic and professional skills(1); To develop the ability to communicate effective in English, orally and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4

Through assigned essays and exercises, students will demonstrate with progressive skill in mechanics and style according to established rubrics

INSTRUCTIONAL MATERIALS AND REFERENCES

REQUIRED TEXT

VanderMey et al. The College Writer. Second Edition. Boston: Houghton Mifflin Company, 2007.

Course text site: http://college.cengage.com/english/vandermey/college_writer/2e/resources.html

ISBN: 0-618-74253-0

TOPICAL OUTLINE

English 82B covers the aspects of composing well-organized written communications in functional contexts. The core of the course will emphasize practice in organizing ideas in a clear, logical manner and other elements involved in writing papers in various applied contexts.

Topics include: writing development based on critical reading and evaluation of both student and professional writing. Review of the foundation for writing in academic and professional contexts.

SCHEDULE

Wk1	2-Sep	Unit 1 Introduction
Wk2	9-Sep	Introductory Essay: Consider each of the following contexts: Personal (family), Social (culture, home country), Professional (economic now/future), Universal (philosophical, goals, definition of success)
		Where do you stand? (feet, stomach, heart, ears, eyes, hands, brain)
		Media: On Essay Writing
Wk3	16-Sep	Peer Evaluation
		Unit 1 Introductory Essay Due
Wk4	23-Sep	Unit 2: Language, Literature, Art, Music, Humanities Focus
		Media: Story of English; Do You Speak American?
Wk5	30-Sep	The College Writer (TCW), C24, Writing about Literature and the Arts
		MLA Format
Wk6	7-Oct	Literary Analysis (TCW, 357), oral presentations (TCW, 319), web writing (TCW, 399) http://www.wisc.edu/writing/Handbook/ReadingPoetry.html
Wk7	14-Oct	TCW, C25, Academic Essays
		Unit 2 Paper Due
Wk8	21-Oct	Review; Presentations
Wk9	28-Oct	Midterm
Wk10	4-Nov	Unit 3 Social Sciences Focus
		TCW, C26, Writing for the Workplace
Wk11	11-Nov	C27 Writing and Designing in the Web Business, Economics America at Work APA Format, C34 Abstracts/summaries(538,540,550) Research C29-32,
Wk12	18-Nov	Experiment report (TCW, 341), observation report (TCW, 319), research paper(TCW, 423) Unit 3 Paper Due
Wk13	25-Nov	Unit 4 Cosmos Physical Sciences
Wk14	2-Dec	Nature/ Ecology Microcosmos Field Report (TCW, 341), research paper (TCW, 423)
		Review; Presentations Conclusion
		Unit 4 Paper Due
Wk15	9-Dec	Final

Syllabus

ENGLISH 75 CRITICAL THINKING
Prerequisite/Co-requisite Courses: None
Fall 2008 (3), Tuesdays, 9-10:15, 10:30-11:45
Instructor: Dr. Sylvia Y. R. Schoemaker
Phone: 510.628.8036
Office Hours: T-Th 11:45-12:30 and by arrangement
E-mail: profs4e@gmail.com

Blog: http://e75cthink.blogspot.com/

Wiki: http://e75cthink.wetpaint.com/

DESCRIPTION

ENG 75- CRITICAL THINKING

Critical thinking (E75) considers the cognitive skills and communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. The course includes structural and operational approaches to task/mission analysis, decision-making, change forecasting, adaptation, and evaluation. Systems approach to analysis and solution of complex problems. Conceptual issues in problem definition, goal determination and measurement of effectiveness. (3 units)

OBJECTIVES

Students will develop their cognitive skills and enhance their communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. The course will incorporate the following University learner and institutional goals:

University learner goals 1 -6, and specifically (3.2) To examine objectively various sides of issues; (3.3) To utilize the procedures involved in systematic problem solving; and in English:: To develop basic academic and professional skills(1); To develop the ability to communicate effectively in English, oral and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4

FORMAT

The course sessions will include presentation, discussion, and application modes.

STUDENT RESPONSIBILITIES

Students are expected to attend class, complete assignments, and to participate in individual and group work in a productive manner, and to take personal responsibility for meeting the objectives of the course.

REQUIRED TEXTS:

Mayfield, M. (2007). Thinking for yourself. (7th Ed.). Boston: Thomson Wadsworth. ISBN: 1-4130-1772-X (TFY)

Daiek, D., & Anter, N.(2004) Critical reading for college and beyond. New York: McGraw-Hill. ISBN: 0072473762 (CRCB)

RECOMMENDED TEXT:

Harris, Robert. A. Creative Problem Solving. Los Angeles: Pyrczak Publishing, 2002. ISBN: 1-884585-43-4 (CPS)

COMPANION SITE FOR REQUIRED TEXTS

Thinking for Yourself Site

Critical Reading for College and Beyond Companion site:

ASSIGNMENTS

Topical Outline

Topics covered include observation skills, appropriate language skills and encoding strategies, differentiating among fact, inference, judgment, recognizing fallacies of reasoning and evaluation, understanding viewpoint, analyzing character, logic, and emotion in persuasion.

SCHEDULE

Wk	Date	Notes		TFY Chapter		CRCB Chapter
1	2-Sep		Observation	1	Reading	1
2	9-Sep		Word Precision	2	Vocabulary	2
3	16-Sep		Facts	3	Memory	3
4	23-Sep		Inferences	4	Time	4
5	30-Sep		Assumptions	5	Main Ideas	5
6	7-Oct		Opinions	6	Details	6
7	14-Oct		Evaluations	7	Inference	7
8	21-Oct		ePortfolio due		Review	8
9	28-Oct	Midterm	Midterm		Strategies	9
10	4-Nov		Viewpoints	8	Marking	10
11	11-Nov	Holiday	Argument	9	Adv Strategies	11
12	18-Nov		Fallacies	10	Arguments	12
13	25-Nov		Inductive Reasoning	11	Cognitive Domain	13
14	2-Dec		Deductive Reasoning	12	Evaluation	14
15	9-Dec		Final

ASSESSMENT CRITERIA & METHOD OF EVALUATING STUDENTS

Students will demonstrate their level of achievement through appropriate and accurate application of critical thinking theory, including problem-solving, analysis, and decision-making criteria in approaching, solving,, text and classroom exercises , and work on real-world examples, individually and in groups.

Class Participation	15%
Quizzes	10%
Projects	15%
Term Paper	30%
Presentation	10%
Final Exam	20%
Total	100%

100-95	A
94-90	A-
89-87	B+
86-84	B-
83-80	C+
79-77	C+
76-74	C
73-70	C-
69-67	D+
66-64	D
63-60	D-
59 or <	F

First Questionnaire

First Questionnaire

Syllabus

ENGLISH 77, COMPUTER-ASSISTED VOCABULARY STUDY (3)
Prerequisite/Co-requisite Courses: None
Fall 2008, Thursdays, 9-11:45
Instructor: Dr. Sylvia Y. R. Schoemaker
Phone: 510.628.8036
Office Hours: T-Th 11:45-12:390 and by arrangement
E-mail: profs4e@gmail.com

REQUIRED TEXT
Richek, Margaret. The World of Words: Vocabulary for College Students 7/e. New York, 2005. ( ISBN: 0-618-76678-2)

Course text site: http://college.cengage.com/devenglish/richek/world_words/7e/resources.html

Recommended texts: Dictionary, Thesaurus


COURSE DESCRIPTION

Course study involves the use of computer programs in building varied and precise vocabularies. Focuses include the historical development and present-day resources of the American English vocabulary, special attention to Latin and Greek vocabulary building prefixes, suffixes and bases, neologisms, field-related vocabulary, and idioms. (3 units)

COURSE OBJECTIVES

*Expansion of vocabulary to college level.
*Development of decoding skills through word analysis.
*Understanding of formal and informal registers, slang, jargon, and standard usage
*Explanation of the nuances in American English words.


Upon completion of the course students will be able to demonstrate acquisition of vocabulary decoding and encoding with appropriate use through a variety of applications, exercises and quizzes with increasing fluency and accuracy.

TOPICAL OUTLINE

Topics covered include: computer/net tools for vocabulary study, word analysis, levels of usage, registers, denotative and connotative values, contextual understanding and applications.

Word study e-journal and special projects--

Students will keep a journal of words for personal study. Selected vocabulary may be taken from class conversations, classroom materials, readings, texts, current events, popular media (newspapers, magazines, T.V., radio, film), and online sources.

For projects, students will select several semantic categories to develop word lists organized by conceptual themes:

1 People
2 Places
3 Actions
4 Nature
5 Time
6 Quantities
7 Qualities
8 Objects
9 Ideas
10 Values

SCHEDULE

Wk	Date	Topic
1	4-Sep	Dictionary Skills and Context Clues
2	11-Sep	Words About People, WoW C1
3	18-Sep	Words in the News, WoW C2
4	25-Sep	Words for Feeling, Expression, and Action, WoW C3
5	2-Oct	Other Useful English Words, WoW C4
6	9-Oct	Word Elements, WoW C5
7	16-Oct	Word Elements: Prefixes, WoW C6
8	23-Oct	M I D T E R M (WoW C1-6)
9	30-Oct	Word Elements: Movement, WoW C7
10	6-Nov	Word Elements: Together and Apart, WoW C8
11	13-Nov	Word Elements: Numbers and Measures, WoW C9
12	20-Nov	Word Elements: Thought and Belief, WoW C10
13	27-Nov	Word Elements: The Body and Health, WoW C11
14	4-Dec	Word Elements: Speech and Writing, WoW C12
15	11-Dec	Finals week

Instructional Methods Overall, the course sessions will include presentation, discussion, and application modes.

In addition, among methods and materials used are the following:
▪Structural Analysis of Words
▪Conceptual framework for vocabulary study – contexts and processes
▪ Computer and Internet resources
▪Word Lists
▪Automated vocabulary study programs
▪Word processing for vocabulary study
▪On-line dictionary, thesaurus, and other resources


Assessment Criteria & Method of Evaluating Students Class Participation 15%

Class Participation	15%
Quizzes	10%
Projects	15%
Term Paper	30%
Presentation	10%
Final Exam	20%
Total	100%

100-95	A
94-90	A-
89-87	B+
86-84	B
83-80	B-
79-77	C+
76-74	C
73-70	C-
69-67	D+
66-64	D
63-60	D-
59 or <	F