Seattle central community college



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______SEATTLE CENTRAL COMMUNITY COLLEGE_______________________________________

ESL 099, Writing for Non-Native Speakers II Winter 2013

Monday-Friday, (5287) 9:00-9:50 AM BE 4185

Wednesday, (5289) 6:00-9:00 PM BE 3209


INSTRUCTOR OFFICE PHONE

Jacquie George, ESL BE 3103 934-5432



e-mail address: jacqueline.george@seattlecolleges.edu

Class Website: www.seattlecentral.edu/faculty/jgeorg

2nd Class Website: https://sites.google.com/a/seattlecentral.edu/jacquie-s-fun-house/home/

Canvas Logon: https://canvas.seattlecentral.edu



COURSE DESCRIPTION

The thematic focus of ESL 099 is on contemporary issues in US society. Designed for English as a Second Language students, the course contains information vital to success in college and the workplace. In this class we will examine, explore, discuss and write about art and culture, with an emphasis on world music. All the various materials we use in class will help us explore this issue. My expectation is that you will develop the writing skills (organization, structure, word choice and usage) most common in colleges in the US.




CANVAS

This section of ESL 099 will be using the Canvas learning management system. All of your assignments will be online and everything, except in-class work will be submitted via the Canvas website. In addition, if you need to contact me with questions about the course, use the Inbox E-mail function in Canvas, not my Seattle Central e-mail address!



COURSE OBJECTIVES

The emphasis in this class will be on active learning, which includes participation in small and large group discussions. We will be reading newspaper and magazine articles and various essays, which we will explore in seminars. Writing assignments will vary in length and complexity but will reflect the different kinds of writing prevalent in college level classes. MY GOAL IS NOT TO PREPARE YOU ONLY FOR ENGLISH 101, BUT FOR ALL COLLEGE LEVEL COURSES YOU WILL BE TAKING. The development of listening and speaking skills will also be integrated in order to improve both oral and written communication.


Determine the purpose for communicating

  • Define the task

  • Clarify instructions

  • Recognize and address the needs and expectations of the audience

  • Listen actively and understand sociolinguistic cues

Organize and present information to serve the purpose



  • Write well-developed and focused essays, both in-class and out-of-class.

  • Recognize and address the needs and expectations of the audience

  • Recognize and utilize different rhetorical styles used in academic writing

  • Put into practice supporting an idea with textual as well as personal examples

Attend to conventions of English usage, including grammar, spelling, and sentence structure, to minimize barriers to readers' comprehension



  • Develop a foundation from which to analyze grammar and sentence structure

  • Incorporate strategies to deal with spelling and word choice challenges

Seek feedback and revise to enhance the effectiveness of the communication



  • Experience writing as a process: prewriting, drafting, editing and revising

  • Engage in writing groups and peer editing

  • Collaborate effectively in small groups by sharing ideas in a constructive way and accepting suggestions from others

Demonstrate information literacy skills: “Information literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” (ALA)




  • Facilitate use of SCCC’s Reflect-Learn-Connect model for research and inquiry

  • Recognize when information is needed

  • Locate, evaluate and ethically use information

  • Analyze information gathered

  • Present information effectively


099 TOPICS

  • Essay overview

  • Developing a thesis statement

  • Subject development

  • Concluding paragraph

  • Rhetorical styles

  • Process writing: prewriting, drafting, and revision

  • Transitional expressions between sentences and paragraphs

  • Research skills as applied to an essay

  • Academic formatting

  • Reflecting upon and incorporating feedback from peers, teacher, and self

  • Grammar and sentence structure to support rhetorical styles




AMERICAN DISABILITY ACT

If you need course adaptation or accommodation because of a disability, if you have emergency medical information to share with your instructor, or if you need special arrangements in case the building must be evacuated, please make an appointment with your instructor as soon as possible.



INSTRUCTOR’S EDUCATIONAL PHILOSOPHY
Very simply, I love learning, and like any other kind of zealot, I want you to love it, too. As a teacher, it is my intent to facilitate your becoming an independent learner and critical thinker. I treat education as a lifetime activity, which includes all of your previous experiences as well as those to come. I want you to integrate your life experiences outside of school with your more intentional, formal classroom experiences. While education is a product that is tangible, it’s also a process – a lifelong process.
Classroom activities will be more student-centered than instructor-centered. As a teacher, I believe that you are responsible for your own learning. I can’t make you learn, but I can provide you with opportunities to do so. You are encouraged to reflect upon your own experiences, challenge your preconceived notions and ideas, listen attentively to the discourse of peers and instructor, and promote active learning and critical thinking beyond the classroom experience.


CAMPUS RESOURCES

SCCC Computer Center: http://www.seattlecentral.edu/it-services/computerlabs/index.php

SCCC Library (the most useful spot you’ll ever find!): http://dept.sccd.ctc.edu/cclib/

Evacuation: In the case of an emergency evacuation, please head to the nearest exit and cross the street.

Career Services Center: BE1102

Student Activity Center: Join for only $21 a quarter!





SCHOOL CLOSURE DUE TO EMERGENCY
In case of emergency, such as very bad weather, please do one of the following:

  • Check the Seattle Central website:  www.seattlecentral.edu or

  • Check www.schoolreport.org — click on the “college” tab at the left and then on Seattle Central Community College or

  • Call the Seattle Central closure line: 206-934-5464. 



COLLEGE POLICIES
You are expected to comply with college policies & procedures. For a complete description, see http://seattlecentral.edu/policy/index.php#sturesp

Seattle Central Community College and the Basic and Transitional Studies Division are committed to creating and protecting a diverse learning environment that includes everyone who studies or works here. That means everyone of any race, ethnicity, national origin, religion, age, marital status, gender, sexual orientation, Vietnam-era or disabled veteran status, political affiliation or belief, or disability. Students are obligated to respect the rights of others and to refrain from any actions that harm the health, safety, and welfare or property of others. Discrimination will be not tolerated. This policy is found at http://seattlecentral.edu/policy/nondisc.php




REQUIRED MATERIALS

ESL 099 Grammar Packet

Madonna. (1990). The Immaculate Collection. [CD]. New York: Sire.

50 Great Voices from National Public Radio (NPR)

You will want to Bookmark or Favorite this website: http://www.npr.org/series/122287224/50-great-voices

I also encourage you to download the free podcasts so that you can listen to them wherever you may be.


The grammar packet is available now on Canvas. I suggest that you do not print a copy of the entire packet. Bookmark it and print pages as you need them. If you do choose to print the entire packet, DO NOT print it in any of the SCCC computer labs, including the library lab. Other materials will be available online; however, those should be printed.

COURSE REQUIREMENTS

Writing Assignments: You will be writing several 2-5 page out-of-class essays this quarter, two of which will be selected for inclusion in the portfolio. Each out-of-class essay will be worth 100 points. You will be receiving more details about the portfolio in the 2nd week of class.


In-Class Writing: You will have several in-class essays of varying lengths, the topic of which will be the various readings, discussions, videos, speakers and other activities from this class – also, some “cold” topics. Each in-class writing will be worth 50 points. The lowest score will be dropped from your final grade
10 Perfect Sentences: This represents the "grammar" portion of our class. After we've discussed a particular sentence type, you must write 10 perfect sentences using that structure. However, everything in the sentence must be perfect before you get credit for it. We will do 5 (or 6) structures; it doesn't sound like much, but it adds up!


  • Community Activity Reports: You will be required to attend and write-up five (5) campus or community activities; these include lectures, plays, some films, and the like. For the report, you have to write at least one paragraph which summarizes the event and at least one paragraph that discusses your reaction to the event and that assesses your ability to understand what's going on. In other words, about how much do you think you understood? What are things that kept you from understanding? The minimum length is one (1) page.

Portfolio: The portfolio is a collection of writings which best demonstrates your abilities in written English. It is designed to show your growth as a writer over the entire quarter; your evaluation and choice of what you feel is your best work; and, the variety of your written work this quarter.




  • Research Guide: The research guide will count as an independent grade, but it will also be part of the final portfolio. Instead of writing a research paper in this class, we will focus on learning effective research techniques. You will choose from a list of topics and prepare a guide that details information sources. You will be able to see student samples both in class and online.



GRADING

Portfolio (Port) = 30%

Out-of-Class Writings/Homework/Presentations (OHP) = 20%

In-Class Writings (IC) = 20%

10 Perfect Sentences (10P) = 10%

Research Guide (RG) = 10%

Community Activity Reports (CA) = 10%

GRADING: A = 96-100% = 3.9-4.0

A- = 90-95% = 3.5-3.8

B+ = 86-89% = 3.2-3.4

B = 83-85% = 2.9-3.1

B- = 80-82% = 2.5-2.8

C+ = 76-79% = 2.2-2.4

C = 73-75% = 1.9-2.1

C- = 70-72% = 1.5-1.8

D+ = 66-69% = 1.2-1.4

D = 63-65% = 1.0-1.1

F = 0-62% = 0.0-0.0

In order to register for English 101, you must receive at least a 2.5 in ESL 098 and ESL 099.
In order to register for English 096, you must receive at least a 2.0 in ESL 098 and ESL 099.
If you receive a 1.9 or below in ESL 098 OR 099, you must retake it before registering for English classes.
CLASS PARTICIPATION AND ATTENDANCE
Attendance and class participation are an integral part of the learning process. Class discussions enable you to demonstrate your knowledge of the material and to express what you think. It shows that you have read and reflected on the subject, and it allows us all to share perspectives that might otherwise remain hidden.
You are expected to come to class ON TIME and be prepared to participate every day. If you must be absent, it is YOUR responsibility to leave a telephone message or e-mail me and to get homework assignments from one of your classmates. IT IS NOT MY RESPONSIBILITY TO CALL YOU AND GIVE YOU ASSIGNMENTS AND TELL YOU WHAT HAPPENED IN CLASS!! Although attendance is not part of your grade, I can’t stress to you enough the clear correlation between attendance and the final grade achieved in this class. No late tests or quizzes will be given. AND NO LATE ASSIGNMENTS WILL BE ACCEPTED.
PLAGIARISM
Plagiarism is very, very serious. Not only is it cheating, it is also theft, which is a punishable offense. If you plagiarize in any form, you will receive a “0” (F) for that assignment; I will also file an official complaint with the college. If it happens again, you will receive a “0” (F) for your final grade in this class. Examples of cheating are copying and pasting from the internet, a book, a magazine, a friend, or someone who has taken the class before. It is also cheating to buy a paper or to have someone else, including a tutor or family member, rewrite your paper for you.

WITHDRAWAL

If you are no longer planning to continue the class, you must take the responsibility to officially withdraw from the class. If you DO NOT OFFICIALLY WITHDRAW, you can anticipate an “O.O” in the class.



IMPORTANT DATES

Tuesday, January 8, 2013 Last day to withdraw with 100% refund (-$5)

Tuesday, January 15, 2013 Last day to withdraw without a “W”

Monday, January 21, 2013 Martin Luther King, Jr. Day; no classes, school closed

Tuesday, January 22, 2013 Last day to withdraw with 50% refund w/ instructor permission

Monday, February 18, 2013 President’s Day; no classes; school closed

Friday, February 22, 2013 Last day to withdraw with a “W” w/ permission

Wednesday, March 20, 2013 50 Great Voices Presentations – 6:00 PM to 9:00PM (5289)

Wednesday, March 20, 2013 Portfolios Due – by 5:50 PM (5289)

Thursday, March 21, 2013 50 Great Voices Presentations – 8:00 AM to 10:00AM (5287)



Thursday, March 21, 2013 Portfolios Due – by 7:00 PM (5287)

Friday, March 22, 2013 Last Day of the Quarter!!!


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