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Course Design ProjectSharon AllieAzusa Pacific UniversityTable of ContentsChapter One: Context3Chapter Two: Teaching Beliefs5Chapter Three: Needs Assessment10Chapter Four: Student Learning Outcomes15Chapter Five: Designing the Syllabus19Chapter Six: Selecting and Adapting Materials21Chapter Seven: Assessment25References29AppendicesA. Administrators and Teachers- Needs Assessment32B. Student Needs Assessment: Questionnaire33C. Student Needs Assessment: “Write a Letter to a Friend”34D. Student Needs Assessment: “Dialogue Journal Prompts”35E. Syllabus37F. Sample Table of Contents of a Main Text44G. Sample Table of Contents of Supplementary Text 48H. Sample of Exercises in Supplementary Text49I. Student Learning Assessment and Rubric: Timed Writing Exercise52J. Exercise Needing Adaptation54K. Replacement Exercise55Chapter One: Context Santa Monica, California, is known for its beautiful beaches and movie stars, yet there is so much more to this small semi-urban city by the sea. Nestled between Beverly Hills and the endless Pacific Ocean, Santa Monica is at the Western edge of Los Angeles County, which is considered “one of the most racially and ethnically diverse counties within the U.S.” (Santa Monica College, 2013). Spend enough time in Santa Monica and you will surely see a movie star or two, and that is because the film and television industry is a major player in this town. Santa Monica is also the home of Santa Monica College (SMC), a community college situated in a moderately quiet neighborhood. The school began in 1929 as a junior college, and is located just one mile from the ocean. The campus itself is large and bustling, and the interior courtyards and walkways are beautifully landscaped, and full of places for students to sit, hang out with friends, or do homework. It enrolls over 30,000 students, 3,000 of whom are international students from over 100 countries. The college boasts being the “number one transfer college” to the entire University of California college system (Santa Monica, 2014) including to the well-known university, University of California Los Angeles (UCLA) (Santa Monica College, 2010). International students enroll in SMC’s non-credit intensive English language classes or for-credit academic ESL courses. The language course described in this paper is an academic ESL course titled, Basic English 1. It is a multi-skills course that covers reading, writing, listening and speaking skills, plus grammar and vocabulary. The main emphasis of the course is writing. The academic quarter is 16 weeks, and class meets twice weekly in the morning for three hour sessions. The class size is approximately 28. To enroll in this course, students must successfully complete prerequisite courses, or score at the intermediate level on a proficiency test provided by the school, called, the Accuplacer ESL test by The College Board (The College Board). Students’ English language proficiency is also considered at the A2 to B1 level according to the Common European Framework of Reference (CEFR) for languages. Once students successfully pass Basic English 1, they are qualified to move to a higher level course, titled, Basic English 2, which is also a multi-skills course with an emphasis on paragraph writing. Most of the students are considered international students, and take this course to prepare for higher level academic work, and to eventually transfer to a four-year university in the United States, most often a public university in California, such as UCLA or the University of California Berkeley, and to private schools like the University of Southern California. Many of the students plan to eventually return to their home countries and work in the business sector or in their field of choice. Of the students who are already permanent U.S. residents, a majority seek to further their English language skills to better their job prospects. Some of these students may continue at the community college and earn an associate’s degree, or transfer to a four-year university. The gender ratio in this course skews slightly female, which mirrors the gender ratio throughout the school. Half of SMC’s ESL students are from Asian countries, including, China, Japan, Korea, and the Philippines. Approximately one-fourth of the students are from Middle Eastern countries, including Iraq, Turkey and Saudi Arabia. The remaining students are from a variety of countries in Eastern Europe, Europe, and South America. The majority of the students range in age between 18 and 24, a few are in their late twenties or thirties, and one or two are in their forties and fifties. Most students have studied at least some English as a foreign language in their own countries, or have taken lower level intensive English classes previously in the U.S.Chapter Two: Teaching BeliefsIntroductionTeaching is a dynamic profession that involves making numerous decisions that can greatly impact the success of language learners in the language acquisition process. It is important for teachers to not only understand the beliefs that drive their daily decisions, but to also understand the theories behind their beliefs. Graves (2000) stated, “The more aware you are about your beliefs, the easier it is to make decisions” (p. 26). Following are four of my teacher beliefs and the theories that support them. Learner as Knowledgeable and AutonomousTraditionally, teachers have been viewed as “all knowing” and their students as open vessels who passively wait for their teachers to pour in knowledge. In contrast, I think teachers and students should share the responsibility for language learning. Students can be seen as a source of knowledge and experience, and therefore as capable of participating in the facilitation of their own learning. Viewing students in this learner-centered way communicates respect for students and the belief that students can succeed. Oprandy (1999) stated, “The belief we have in learners wherever they are learning, can affect their willingness to throw themselves into whatever tasks they are tackling” (p. 129). While the teacher should certainly be an authority in the subject matter at hand, and serve as the main facilitator in the classroom, I think that shifting the balance of “teaching power” to include the students, also serves to deepen the students’ sense of responsibility for their own learning, and encourages autonomy. Dickinson (1995) described learner autonomy as “an attitude towards learning which the learner is prepared to take, or does take, responsibility for his own learning” (1995, p. 167). Teachers can help students develop autonomy by helping them to become aware of and make good learning choices. Barillaro (2011) stated, “Learner autonomy is an awareness of self as a learner which is developed through dialogue (e.g. with the teacher), social interaction and cooperation with others” (p. 11). Finally, it is important to understand that students may have different beliefs about what it means to share power and knowledge in the classroom, and in their beliefs about autonomous learning. Thus, it is important for teachers to communicate the purpose of learning tasks so students can connect the learning tasks with the reason why they are doing them.Language Proficiency StandardsI believe a native-speaker standard of English should not be used to measure an L2 learner’s language proficiency. Cook (1999) stated, “The ultimate attainment of L2 learning should be defined in terms of knowledge of L2” (p. 191). This indicates that one may be considered proficient, when one can communicate effectively with their target audience, regardless of how native-like their production may be. Derwing and Munro (2005) stated, “Though all learners should be encouraged to reach their full potential…it may do more harm than good to encourage [learners] to expend time and energy working toward a goal [of native-like proficiency,] that they are unlikely to achieve” (p. 384). Alongside a student’s intelligibility, it is important for a teacher to consider the student’s goals when making instructional decisions. For example, if an L2 learner lives in the target language location, their communication needs will approach that of a native speaker, especially when it comes to communication at work; however, a native-like proficiency may still not be the end goal. “Many adult second language learners communicate very successfully in the language even though subtle differences of accent, word choice, or grammatical features distinguish them from monolingual native speakers and from second language speakers who began learning the language while they were very young” (Scovel, 2001, p. 68). Some learners’ language skills may be intrinsic to their individual identification and sense of belonging to their native group and culture. For example, they may feel they are betraying their group if they improve their pronunciation or accent in certain ways (Gatbonton, Trofimovich, & Magid’s, 2005). Given this, teachers should sensitively work with students when setting individual language goals. Teaching Grammar Inductively and DeductivelyHelping students learn grammar is important, because knowledge of the rules and patterns of a language leads to more effective speech, fewer misunderstandings, and ultimately, the ability to generate new language.? Thornbury (1999) stated, “Grammar offers the teacher a structured system that can be taught and tested in methodical steps” (p. 17).? It is important to teach grammar using a balanced approach, involving both deductive and inductive methods.Teaching grammar deductively can be an effective way for students to learn forms or to set the stage for noticing and acquiring forms at a future time.? Grammar rules (forms) and their meaning (use) may be explicitly presented with a focus on the high-impact rules of the form; too many rules and explanations may overwhelm students.? This step may be followed by providing students with authentic examples of the grammar, and an opportunity for authentic, communicative practice using the form.? Ellis (2006) noted that “grammar teaching should emphasize not just form but also meaning and uses of different structures" (p. 102).? Grammar learning could become boring quickly if students are unable to see a connection between the target grammar and their own needs and context.It is also important for students to have opportunities to decipher grammar rules (form and use) inductively.? Thornbury (1999) stated, “the rules learners discover for themselves are more likely to fit their existing mental structures than rules they have been presented with” (p. 54).? Both inductive and deductive approaches to grammar learning allow students to engage their cognitive skills, which may support the language acquisition process.? Withholding Teacher OpinionI believe it is important for teachers to not explicitly share their opinions and beliefs on topics of interest, including controversial issues, in the language classroom.? This approach may encourage students to form their own opinions about issues. Inserting my own opinions may bring a classroom discussion to a halt, as those students who see me as the expert may believe I have given them “the answer” to the issue.? Brown (2009) noted that “learners of the English language must be free to be themselves, to think for themselves, to behave intellectually without coercion from a powerful elite (Clarke, 1990, 2003), to cherish their beliefs and traditions and cultures without the threat of forced change (Edge, 1996)” (p. 266).? My biggest concern, as Ferris (2009) stated well, is that “I must be careful that my self-expression does not implicitly push students toward agreeing with me in order to gain my approval” (p. 213).? Here, Ferris points to the power imbalance that naturally exists between teachers and students.In relation to withholding opinions about issues of importance, it is crucial to encourage students to think critically, to think for themselves, in a way that is sensitive and respects their values and beliefs.? One way to do this is to challenge students to examine their previously unexamined, long-held beliefs, such that transformational learning may occur. Brown (2007) also noted that the examination of “hot topics” involving moral, ethical and political issues in the classroom “demand[s] critical thinking and the need to be sensitive to students’ value systems” (p. 515).? Brookfield (1995) noted that the “withholding of opinions can encourage students’ independence of thought if done reflectively; however, he suggests that asking a student, “What do you [emphasis added] think?”, can induce mistrust and shut down learning” (Respect for Voice section, para. 1).? Thus, it is important for a teacher to be clear that she trusts, values, and respects her students’ opinions, and that there may be no “right” opinion on any particular issue. Chapter Three: Needs AssessmentEssentially, needs assessment is a systematic and ongoing process of gathering information about students’ needs and preferences, interpreting the information, and then making course decisions based on the interpretation in order to meet needs.—Kathleen Graves, Designing Language Courses: A Guide for Teachers, 2000At the foundation of building a successful language course or program is needs assessment, as it helps teachers establish and provide a curriculum that specifically addresses the needs of an individual classroom of students. With a well-tailored curriculum, teachers can help students fill in specified “gaps” in linguistic ability, tailor learning in a way that supports students learning styles and preferences, and also meet the needs of all stakeholders, that is, the parties interested in student success (e.g., the educational institution, parents, and employers of the students). Richards (2001) noted that “what is identified as a need is dependent on judgment and reflects the interests and values of those making such a judgment” (p. 54). For needs assessment to be responsive, information must be gathered in an ongoing manner, as some learner needs, as well as expectations about the class, will change throughout a course. The results of a needs assessment are analyzed and used to guide the design of the curriculum, and to shape it throughout a course as new information about learner needs is gathered. It can be challenging to reconcile the various needs of those who have a stake in the learners’ success; when teachers ask students about their needs, it is critical they respond to them by performing one of three actions: acting on the need; not acting on the need, but explaining to students why this is the case; or finding ways to incorporate students’ needs in the future (Graves, 2000, p. 100). This ongoing “dialogue” between teachers and students communicates to students that their voices have been heard and their needs are important. Graves (2000) stated, “When needs assessment is used as an ongoing part of teaching, it helps the learners to reflect on their learning, to identify their needs, and to gain a sense of ownership and control of their learning” (p. 98). Over time, learners may become more comfortable defining and discussing their needs in the classroom, and thus, may become more responsible for their own language learning success. The StakeholdersAt Santa Monica College, the stakeholders are the ESL department director and the students. The goal of the director is to make sure students are satisfied with the course and that students’ needs are met (see final course evaluation discussion in Assessment chapter). An initial assumption about students is that they desire to learn skills related to academic success, as many students have the goal of pursuing further community college or university studies. Table 1: Needs Assessment PlanWhenWhat DataMethodRationalePre-Field“Typical” student interests, areas of struggle with writing, and comfort level working in groups; activities and topics of importance.(Appendix A)Interviews with administrators and teachers who have taught the course before.To be able to create/adjust course design to include content that may be most interesting to students; to learn whether content in syllabus needs to be adjusted.InitialStudents’ perceptions about the importance of different language skills, and their own abilities in specific areas of writing and reading.(Appendix B)Questionnaire taken by students.To get students’ used to dialoging with teacher about their needs. To determine potential gaps students may have in areas of reading and writing, related to course goals.InitialWriting Sample(Appendix C)Students produce a writing sample in class.To document the typical problems students have, and to compare this data with students perceptions about writing from the initial questionnaire.On-goingDialogue Journals(Appendix D)Students respond to prompts in their journals each week.To build a “dialogue” between teacher and students; to help students become more aware of their needs as learners; to help students take responsibility for creating and working toward learning goals.Mid-termConferenceOne-on-one teacher-student discussions. To determine whether students’ needs are being met by the course. Needs Assessment ProcessPre-Field. The first step in the needs assessment process (Table 1) is to set up a meeting with the ESL department administrators and teachers who have previously taught Basic English 1. During the meeting, the teacher will interview the group as a means for gathering information about students’ needs (Appendix A). Richards (2001) stated, “A meeting allows a large amount of information to be collected in a fairly short time” (p. 61). Initial. On the first day of the course, students will complete a questionnaire (Table 1 and Appendix B) that asks them to rate their perceptions about some of their writing and reading skills. The purpose of this questionnaire is two-fold. First, it is designed to get students used to the idea of dialoguing with the teacher about their needs. Second, depending on the students’ ability to rate themselves, and whether they give honest feedback, it should provide information about actual learner needs. Again, this is preliminary information for the teacher; as Richards (2001) noted, information obtained from surveys may be “fairly superficial or imprecise and will often need follow up to gain a fuller understanding of what respondents intend” (p. 60). When the questionnaire is administered, it is important for teachers to let students know that the information they share will not be graded, and will be used to adjust the syllabus to make sure students are learning what they need to learn. Also on the first day, students will produce a writing sample (Appendix B) to identify writing issues that may need to be addressed in the course. Richards (2001) noted that “documenting typical problems [learners] have [when performing different language tasks, can be] a useful and direct source of information about language learners’ needs” (p. 61). On-going. During the sixteen week course, students will make fourteen entries in their dialogue journals (Table 1). During the odd weeks, students will write journal entries guided by prompts specifically related to the needs assessment process (Appendix D). On the even weeks, students will continue to write in their journals as part of a self-assessment process, but they will have more choices about what they can write about (Appendix D). For the needs assessment journal entries, prompts will address questions specific to their needs, their goals, and their perceptions about their abilities and reading/writing in general. After the teacher reads each student’s journal entry, she writes a few thoughtful and encouraging comments next to the entry to show her interest in the student’s writing, and create the sense of a conversation taking place. Dialogue journals are essentially a written “conversation” between the student and two audiences: themselves and the teacher (Brown, 2007). The purpose of the self-assessment aspect of the dialogue journal activity is to provide an opportunity where students may gain a clearer sense of their needs and goals, as well as their progress toward meeting them. It is important to note that dialogue journals will not be judged or graded in any way. Graves (2000) noted that ongoing needs assessment may “help the learners to reflect on their learning to identify their needs, and to gain a sense of ownership and control of their learning” (p. 98). Dialogue journals also allow teachers to learn about students’ writing abilities and interests.Mid-term. The teacher will also host a 15 minute conference with each student at the mid-point in the course. This opportunity will allow the student to express how well their needs are being met, in addition to providing an opportunity for the following: to discuss how well students perceive they are meeting their personal course goals, and to discuss the gaps in skill and knowledge in the student’s writing and other course work related to course outcomes.Chapter Four: Student Learning OutcomesStudent learning outcomes, sometimes called objectives, are precise statements that describe what a learner should be able to do within a specified time period. Richards (2001) stated that “an objective refers to a statement of specific change a program seeks to bring about” (p. 122). Learning outcomes not only act as a guide for teachers, but they can keep teachers accountable to themselves and to the other stakeholders of a course. Students’ needs may change during a course and from term to term, and, thus, learning outcomes may need to be adjusted at various points to best serve an individual group of students. At various points throughout a course, teachers might ask themselves the following questions: “Am I on track with meeting my student learning outcomes?”, or “If I have veered away from the learning outcomes during a course, is this appropriate for the needs of my particular group of students?” Graves (2000) stated, “it helps to have a clear idea of the territory to be covered—clear objectives—at the same time that it is important to follow the learners’ lead as they move through the territory” (p. 73). To be effective, learning outcomes must be measurable, such that an assessment or group of assessments can determine how well a particular outcome was reached. The creation of student learning outcomes can be considered a fairly subjective process. Richards (2001) noted learning outcomes are not scientifically determined, but are “based on assumptions about the role of teaching and of a curriculum” (p. 112). It is not uncommon for a teacher or course designer’s beliefs and assumptions to be influenced by popular educational ideologies. A description of the ideologies that inform the learning outcomes (Table 2) for this course follow. The first five learning outcomes, which include three primary learning skills (writing, reading and listening) and grammar, are informed by social and economic efficiency ideology, as it stresses the exactness of skills, and the pre-supposed knowledge that students must learn, to enhance future performance (Richards, 2001). This ideology also emphasizes the practical and functional needs of learners, which, in this case, refers to the academic skills learners will need to function at increasingly challenging levels of academic language learning and with other course content at the community college and university levels of education. Outcome six, which is related to learner responsibility, is influenced by the philosophy of learner-centeredness, which emphasizes the role of the individual experience and self-reflection. Finally, outcome seven, which is related to classroom community building, is influenced by the Cooperative Learning theory. This theory has a ““social constructivist” philosophical base, which views learning as [a] construction of knowledge within a social context and which therefore encourages acculturation of individuals into a learning community” (Oxford, 1997, p. 443). Table 2: Student Learning OutcomesNo.Skill or Development AreaStudent Learning OutcomeUpon completion of the course, students will be able to:1WritingCompose an organized paragraph with a topic and concluding sentence, with a clear progression of ideas, and with support details, based on assigned reading topic(s) within a time constraint.Rationale- Students will learn how to structure a paragraph, including a topic sentence, a concluding sentence, and supporting details from a reading. They will learn to write a paragraph under a time constraint to prepare them for future, more challenging, academic writing of this nature.2WritingIdentify and edit common grammatical errors covered in class, in their writing, and in their peers’ writing.Rationale- Students will learn to recognize common grammar errors (e.g. fragments, run-ons, subject-verb agreement) in their own and others’ writing, in order to produce more accurate sentences that communicate a student’s intended meaning. When students find errors in others’ writing, they may more easily see the same error in their own writing.3GrammarProduce simple, compound and complex sentences with 80% accuracy on the target grammar in practice exercises and on a quiz.Rationale- Students will be able to construct various sentence types to add variety to their writing, and to express more complex ideas.4Listening and ReadingIdentify the main ideas and specific details in listening and reading passages according to the Common European Framework of Reference for Languages (CEFR) level A2.Rationale- Students will learn to improve their listening and reading skills for their current and future classes, which will require them to comprehend increasingly more advanced, oral academic lectures, and reading materials.5SpeakingAnalyze and discuss ideas from textbook and other sources in pairs/small groups, and prepare/present formal in-class presentation using a hook and discourse markers.Rationale- When students orally negotiate with their peers, they practice more authentic, spontaneous language use. Whole class presentations may motivate students to commit to learning new material, and allow them to gain confidence in public speaking.6ResponsibilityCompose/define written learning goals and monitor progress toward them in journal writing/reflections.Rationale: Students will learn to write, prioritize, and monitor two individual learning goals. Students will increase their own awareness about their current skills, and take more responsibility for working toward achieving their language goals.7CommunityGive constructive, sensitive written feedback to peers on whether they stayed on topic, included a topic and concluding sentence, and made grammatical errors.Rationale- Students will share their writing strengths with one another through the peer review process, in order to create a supportive learning community. Students will learn how to give constructive, sensitive feedback, and will be monitored and supported to encourage success of the classroom community.Chapter Five: Designing the SyllabusA syllabus is a general plan for a course, outlining what will be taught and the order it is expected to be taught in. “[It] describes the major elements that will be used in planning a language course and provides the basis for the instructional focus and content” (Richards, p. 152). When planning a syllabus, teachers take into account their knowledge and beliefs about teaching, the context of the course, student learning outcomes, learners’ needs, and research and theory. It is important that the syllabus is clearly written, as it acts as a guide for both the teacher and students. An effective syllabus typically consists of instructional blocks that are organized into a sequence that lead students to achieve the stated learning outcomes. While a syllabus is like a road map, the “trip” does not need to be strictly followed; it can be designed to allow students to negotiate curriculum, and/or allow detours that make sense to the teacher, once she starts teaching and learns more about the learners’ needs. When organizing a course, it is also important to understand the underlying structures that guide its organization; for example, the syllabus can be organized from the simple to the complex, from the parts to the whole, and chronologically. It can also be organized by themes, grammar, language functions, and skills. Graves (2000) states that “there isn’t one right way to organize a course, although there are principles that can help provide order to the seeming chaos of possibilities” (p. 124). This course has several underlying organizing principles that guide how it is structured and sequenced (see Syllabus in Appendix E). First, the course is ordered around themes and topics to provide continuity across multiple skills. Richards notes that this approach makes the course easy to understand, more meaningful to students, motivates learners, allows the primary skills to be integrated, and allows for the use of authentic materials” (p. 158). Second, this course “recycles” its content, also known as “spiraling”, which occurs when taught information or a skill is “reintroduced in connection with something else, so that it is both “reused” and learned in more depth” (Graves, 2000, p. 139). For example, similar reading skills that are practiced early on, are continually practiced on numerous texts at various points in the course. Essentially, the course builds on itself, and the skills that are learned earlier on are to be used throughout the course. Finally, a few common threads throughout the course tie it together. These include the regular writing activities and assignments, and target grammar in each unit. The curriculum also includes instruction on effective peer reviewing skills and activities that allow students to build their editing/reviewing skills each week. This also supports an underlying, less tangible goal of this course, which is to build a sense of community among students. Chapter Six: Selecting and Adapting MaterialsInstructional materials play a significant role in the success of a course, as they “serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom” (Richards, 2001, p. 251). The decisions a teacher makes about which materials to include, adapt, or create will be influenced by her beliefs and experiences. She must also consider the students’ learning goals, their needs, and their interests. While some teachers view materials as supplemental to course instruction, others view them as providing structure for “the content of lessons, the balance of skills taught, and the kinds of language practice students take part in” (Richards, p. 252). One choice that has to be made is the use of authentic materials versus created materials; therefore, it is helpful to consider the advantages and disadvantages of both. Authentic materials are those that are not originally created for classroom use. They can provide students with cultural information, and create a bridge between the classroom and the real world. Richards’ noted that authentic materials “have a positive effect on learner motivation because they are intrinsically more interesting and motivating than created materials” (p. 252). However, it can be immensely time consuming to find authentic materials suitable for students’ language levels and interests. In contrast, created materials, such as textbooks or teacher made handouts, are specifically designed for the classroom, and target students’ interests and levels. Here, Richards noted that “created materials may be superior to authentic materials because they are generally built around a graded syllabus and hence provide a systematic coverage of teaching items” (p. 253). Textbooks can also help to provide consistency across the same levels and courses at an institution (Graves, 2000). On the other hand, created materials may not reflect real life. Textbooks, for example, may contain inauthentic language and issues that may be presented in an idealized manner, and students needs may not be addressed (Richards, 2001). For this course, the materials will be structured around two main companion textbooks required by the ESL department, called, Q: Skills for Success: Reading and Writing 3 (see sample table of contents in Appendix F), and Q: Skills for Success: Listening and Speaking. These books are part of a six volume Oxford University Press series. They feature strong threads of reading, writing, listening and speaking skills throughout, which match well with the linguistic learning outcomes of the course. For example, the reading and writing book starts with the basics of organizing and developing a paragraph, and continually builds and recycles writing skills throughout the chapters. Each chapter also provides peer review and editing activities, which directly support learning outcome number seven. The unit themes in each book are related and run concurrently, so that students can work in both books and follow one theme. The Q: Skills books also provide vocabulary from the Academic Word List (AWL), which supports the academic nature of this course. The skills presented and practiced in the main course books can be followed fairly closely, as the content appears to fit well with the students’ language skill and knowledge needs, although, in the syllabus (Appendix E), a few units have been reordered or omitted to focus on anticipated student needs and to order skills according to difficulty and relevance. An important feature of each chapter in the main textbooks is a focus question that creates the chapter’s theme and provides a critical thinking framework for the chapter. A supplementary grammar book, discussed below, will also be used to support grammar learning. It is expected that many of the themes and topics in the textbook will be of fairly high interest to students; however, there are some themes and topics throughout that may need altering or substitution, as they may not hold enough interest to motivate students. Incorporating authentic written or audio materials from news sources would strengthen students’ interest and motivation. For example, the theme of unit two (Appendix F) in both Q: Skills books is about food, which covers taste, balanced food portions, cooking styles, favorite dishes, and nutrition. Some aspects of this topic are fairly ordinary and may need to be altered. One of the original taste exercises (Appendix J) could be substituted with a higher interest topic related to food, keeping the goals of the exercise the same. The new exercise could have students watch an authentic news article about Americans’ high sugar consumption (EasyTalk English), and complete a similar exercise to the original taste exercise (Appendix K). Students could also compare American sugar consumption with that of their own country, either in pair or group discussions, or in a writing exercise. Here, students could include their personal experiences with food and what they view as the typical diets of these countries as support.Finally, a supplementary text, called, Intermediate Grammar: From Form to Meaning and Use (Appendix G) will also be used in this course, as it is required by the school’s ESL department. It is a combination textbook and workbook. Each chapter is independent of the others, and focuses on different aspects of grammar, thus, making it easy to pick and choose chapters to supplement the main textbooks. As the title suggests, for each grammar point, there are sections describing the grammar form, meaning and use. There are even descriptions that show how a grammar form is used differently in conversation and writing. The book is designed to allow the teacher to take an inductive or deductive teaching approach, which aligns well with my belief about grammar instruction, which is discussed in chapter two of this paper. The examples and exercises in the text are natural and authentic. The text does not appear to have any significant drawbacks as a supplementary text (see sample exercise in Appendix H related to learning outcome 3), and should not need alterations; however, depending upon students’ needs, some exercises may be added to or subtracted from the syllabus. All three of the required textbooks can be purchased at the college bookstore on campus, or may also be available through online booksellers. The two Q Skills textbooks will be completed by students in this course, and the grammar book will be used at the next level, called, Basic English 2.Chapter Seven: AssessmentAssessments are an integral part of course design, in that they provide data that can improve the effectiveness of a course. Graves (2000) described three key types of assessments that also have overlapping roles: learning needs assessment (covered in chapter three), student learning assessment, and course evaluation (p. 207). This chapter describes the latter two. Student learning assessments are important as they can show “what [students] have learned and can apply and also where there are gaps and more work is needed” (Graves, p. 209). They are often given throughout a course so that a teacher can make adjustments if students are not showing progress toward meeting student learning goals. Student learning assessments are commonly implemented as quizzes, tests, and evaluations of projects or presentations, and they are often graded in many situations. Course evaluations, which can be performed by students, teachers and administration, are designed to provide information about how well a course and teacher are performing, either throughout a course, or as a final evaluation at the end of a course. The information retrieved from course evaluation is used to improve future teacher and course performance. Richards (2001) described three assessment types that are used to categorize assessments: formative, summative, and illuminative. Formative assessments are assessments during a course, which provide information about issues with student learning and the course itself. Summative assessments usually take place at the end of a course, and allow for changes to be made to the course or teaching, the next time the course is taught. According to Richards, illuminative assessments seek “to provide a deeper understanding of the process of teaching and learning that occur in the program, without necessarily seeking to change the course in any way as a result (p. 289). In this course, there are six formal and one informal way that student learning will be assessed (see Table 3.2). Each assessment corresponds to one or more student learning outcomes (Table 3.1). Formal formative assessments include quizzes, unit tests, timed writing tests, journals, and presentations. These assessments are designed to determine how well students are meeting learning outcomes, and determine gaps in student knowledge and skills. For example, quizzes are designed to test the grammar and writing skills taught in the course, and that relate to student learning outcomes. The timed writing tests (see sample in Appendix I) are directly related to learning outcome one, which focuses on the skill of timed writing. These writing tests are given the week following concentrated course work on a paragraph type with a specific function (e.g. descriptive essay, summary, personal response). The assessments in this course may also indicate that adjustments may be needed in teaching and the curriculum in order for students to achieve the course learning outcomes. Lastly, there is one summative test, the final exam, given at the end of the course, which gathers information about students’ progress and provides information that may help improve teaching and the same course if taught in the future. The teacher will also make informal assessments throughout the course to determine students’ achievement of learning outcome seven: give constructive, sensitive written feedback to peers on whether they stayed on topic, included a topic and concluding sentence, and made grammatical errors. Here, the teacher will observe students as they write and orally share feedback on their peers’ work, using the peer review forms in each unit in the textbooks. Teacher will collect written peer review forms and give full-class feedback on ways students can improve their feedback skills.In addition to the learning assessments listed in Table 3.2, the teacher and the course may also be evaluated for effectiveness by having a qualified teacher or professional observe the class as a means for illuminative evaluation. Students will also be given a formative course evaluations (a questionnaire) at approximately one third and two thirds of the way through the course in order to gain feedback about what students think is working or is not working well in the course. Additionally, a teacher evaluation will be given to students at the end of the course to provide summative information that may help to improve the course and teaching in the future. Here, students will be asked to fill out an anonymous questionnaire with space for writing out answers that asks them to describe what they liked and did not like about the course, and about how well they feel the teacher organized the course and presented materials. Table 3.1 Student Learning OutcomesStudents Will Be Able To:LO pose an organized paragraph with a topic and concluding sentence, with a clear progression of ideas, and with support details, based on assigned reading topic(s) within a time constraint.LO 2.Identify and edit common grammatical errors covered class, in their writing, and in their peers’ writing.LO 3.Produce simple, compound and complex sentences with 80% accuracy on the target grammar in practice exercises and on a quiz.LO 4.Identify the main ideas and specific details in listening and reading passages, as well as the structure of reading passages, according to the Common European Framework of Reference for Languages (CEFR) level A2.LO 5.Analyze and discuss ideas from textbook and other sources in pairs/small groups, and prepare/present in-class presentation. LO pose/define written learning goals and monitor progress toward them in journal writing/reflections.LO 7.Give constructive, sensitive written feedback to peers on whether they stayed on topic, included a topic and concluding sentence, and made grammatical errors.Table 3.2: Student Learning AssessmentsAssessmentLearning OutcomePurposeWho/What Is Being AssessedWhenQuizzesLO 3 FormativeStudentsEvery 3-4 weeks throughout the course (4 total).Unit TestsLO 4, LO 5FormativeStudentsEvery 3-4 weeks throughout the course (4 total).Timed Writing TestsLO 1FormativeStudentsEvery 3-4 weeks throughout the course (4 total).JournalsLO 6FormativeStudentsEvery other week (15 total).PresentationLO 5FormativeStudentsApproximately three-quarters of the way through course (once).Final ExamLO 1, LO 2, LO 3, LO 4, LO 5SummativeStudentsLast day of course.Observation & Review of Peer Review FormsLO 7FormativeStudentsApproximately every week, when peer review forms are completed.ReferencesBarillaro, F. (2011). Teacher perspectives of learner autonomy in language learning (Unpublished master’s dissertation). Sheffield Hallam University, U.K.Brookfield, S. (1995). The getting of wisdom: What critically reflective teaching is and why it's important. Retrieved from College Board. (2009). Accuplacer ESL. Retrieved from , V. (1999). Going beyond the native speaker in language teaching. Tesol Quarterly, 33(2), 185-209.Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: a research‐based approach. Tesol Quarterly, 39(3), 379-397.Dickinson, L. (1995). Autonomy and motivation a literature review. System, 23(2), 165-174.Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. Tesol Quarterly, 40(1), 83-107.Brown, H. D. (2007). Teaching by principles: An interactive approach. White Plains, NY: Pearson Education, Inc.Brown, H. D. (2009). Imperatives, dilemmas, and conundrums in spiritual dimensions of ELT. In M. S. Wong, & A. S. Canagarajah (Eds.), Christian and critical English language educators in dialogue: Pedagogical and ethical dilemmas (pp. 205-214). New York, NY: Routledge.Craven, M., & Sherman, K. D. (2011). Q: Skills for success: Listening and speaking. New York, NY: Oxford University mon European framework of reference for languages: Learning, teaching, assessment. Retrieved from English language learning. (2014). Retrieved from , D. R. (2009). Power and change in ELT: Thoughts from a fellow traveler. In M. S. Wong, & A. S. Canagarajah (Eds.), Christian and critical English language educators in dialogue: Pedagogical and ethical dilemmas (pp. 205-214). New York, NY: Routledge.Gatbonton, E., Trofimovich, P., & Magid, M. (2005). Learners' ethnic group affiliation and L2 pronunciation accuracy: A sociolinguistic investigation. Tesol Quarterly, 39(3), 489-511.Gebhard, J. G., & Oprandy, R. (1999). Language teaching awareness: A guide to exploring beliefs and practices. Cambridge University Press.Gramer, M. F., Lynn, S., Gramer, M., Ward (2011). Q: Skills for success: Reading and writing. New York, NY: Oxford University Press.Graves, K. (2000). Designing language courses: A guide for teachers. New York, NY: Thomson Heinle.Graziadei, K. (2013). ESL 11A: Basic English 1. Retrieved from , R. (2013). ESL 11A Syllabus fall 2013. Retrieved from , E., Rottenberg, L., Patrick, S., & Wheeler, E. (1996). Cooperative learning: Context and opportunities for acquiring academic English. TESOL Quarterly, 30(2), 253-280. Kesner Bland, S. (1996). Intermediate grammar: from form to meaning and use. New York, NY: Oxford University Press.Oxford, R. L. (1997). Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom. The Modern Language Journal, 81(4), 443-456.Richards, J. C. (2001). Curriculum development in language teaching. New York, NY: Cambridge University Press.Santa Monica College. (2010). For first time SMC exceeds 1000 transfers to UC. Retrieved from Monica College. (2013, July 2). Santa Monica College diversity report. Retrieved from Monica College. (2014). Santa Monica College. Retrieved from , T. (2001). Learning new languages: A guide to second language acquisition. Boston, MA: Heinle Cengage Learning.Thornbury, S. (1999). How to teach grammar. Essex, England: Pearson Education Limited.Appendix AQuestionnaire for Administration & Teachers1. What are the typical writing tasks that students will need to perform in the next class level and in the future?2. Which areas do students typically struggle with the most in this course? In terms of the student learning outcomes, which areas typically require the more or less attention in class?3. Which topics are students typically interested in/not interested in? Which topics in the book are students typically interested in/not interested in?4. Which types of activities are more important for students to practice? Which types of activities in the book are more important for students to practice?5. Typically, how comfortable are students when it comes to working in pair/groups?6. Have students practiced writing and monitoring their own language learning goals in the program?7. Is there anything else I may need to know about students’ needs in order to help them improve their language skills and be successful in the course?Appendix BQuestionnaire 1. Name __________________________ Date ______________________ 2. Below is a list of writing and listening skills. Next to each skill, please write a number (1, 2, 3 or 4) to show how difficult or easy it is for you.Very difficult I need lots of practice with this skill.Somewhat difficult I need some practice with this skill.Not difficult I am comfortable with this skill and only need a little practice.Very Easy This skill is simple for me and I don’t feel I need to practice it.1. _____ Using correct punctuation and spelling.2. _____ Using appropriate vocabulary in writing.3. _____ Expressing what you want to say clearly in writing.4. _____ Writing sentences that include “and”, “but” and “because”.5. _____ Writing several sentences together on a specific topic.6. _____ Brainstorming about what you want to write.7. _____ Organizing what you want to write.8. _____ Understanding the main point of what you are reading.9. _____ Reading quickly to get the general idea of what you are reading.10. _____ Reading slowly and carefully to understand the details of what you are reading.11. Order the skills that you need from 1 to 6. Number 1 is the most important and umber 6 is the least important to you at this time. Please use each number only one time. ____ Reading ____ Writing ____ Listening ____ Speaking ____ Vocabulary ____ Pronunciation 12. Are there any skills that you feel you will need more help with? Please list or explain below:(Adapted )Appendix CWrite a Letter to a Friend Instructions: In the space below, write a short letter to a friend, telling them about the English class you are taking, why you are taking it, and what you hope to learn. Please try to write at least 5-7 sentences total. This is not for a grade. It is to help the teacher understand your language needs.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Appendix DDialogue Journal PromptsInstructions: Each week, write one journal entry. On the odd numbered weeks, write about the prompts listed below under “Odd Weeks”. On the even numbered weeks, choose your own topic to write about, or pick a prompt from the list on the back side of this handout, called, “Even Weeks”.Odd Weeks: Required Journal Writing TopicsWeek 1: What is your favorite book or author? Why? How often do you read in English?Week 3:When you read good writing, how do you know it’s good? What are some qualities of good writing? Week 5: What are two areas of writing you hope to improve on in this course? What specific steps could you take to achieve these goals?Week 7: How is writing in your language different than writing in English? What do you like most about writing? What do you like least about writing?Week 9: Choose either a) or b) below:a) Are you progressing toward your goals? Why or why not? What can you do to move forward?b) Have your goals changed? If so, what are they? Why did you change your goals? What steps can you take to reach these goals? Week 11: Which do you think is more important, reading or writing? How will good writing skills help you as a student, and in your future career?Week 13: Write about something important you have learned in this class. Week 15. Did you achieve your goals? If not, what can you do to continue working on your goals? Write two more goals for the upcoming term related to writing. What is the most important thing you learned in this course?Even Weeks: Suggested Journal Writing Topics (You may choose a topic of your own, which is not on this list.)Tell about your family. Who are they? What are they like? In what ways are you similar or different from your family members?What do you want to do in life? What are your dreams or goals?What do you think is the best age to be? Why?Which is more important in your life right now, your friends or your family? Why?Describe a close friend. What do you enjoy about this person? What do you admire about them?What are some of your favorite activities to do with friends? Do you do some activities with some friends that you don’t do with others? Why?Who is your role model? Why?If you could travel to or live in any place in the world, where would it be and why?What are your favorite types of movies? Why? Do you have a favorite movie or movie character? Describe why you like the movie or the character.Appendix EInstructor:?Sharon Allie???Basic English 1 Section ABC 6 units, 6 hours/weekTues & Thus10:30 am—1:30 pm??????????Classroom: Javits Bldg. Room #143??Instructor email: allie_sharon@xxx.eduCourse Website: Phone:(310) XXX-XXXXOffice:Room #10 in the Fillmore Building, corner of Main St. and Oak Ave. Office Hours:Mon & Wed: 11:00 am—12:00 pm; Tues & Thu: 2:30 pm—3:00 pmCourse Description:Basic English 1 is a multi-skills course with an emphasis on paragraph writing for non-native speakers of English. It teaches paragraph organization and editing skills, as well as reading, listening, and speaking skills in a communicative environment. The course is designed for students who wish to improve their language skills in order to complete a community college certificate or degree, and/or enter university level courses. It also seeks to develop students’ awareness of individual language goals and progress. Prerequisites:Students will have completed ESL 10G, ESL 10W, or score at level “C” on the college’s ESL Placement Assessment before taking this course. .Student Learning Outcomes:Upon completion of the course, students will be able to: 1. compose a well-developed paragraph based on an assigned reading topic within a time constraint.2. identify and edit common grammatical errors covered class, in their writing, and in their peers’ writing. 3. produce simple, compound and complex sentences with 80% accuracy on the target grammar in practice exercises and on a quiz.4. identify the main ideas and specific details in listening passages.5. identify main idea, specific details, structure, and function of reading passages, according to the Common European Framework of Reference for Languages (CEFR) level A2.6. give constructive, sensitive written feedback to peers on whether they stayed on topic, included a topic and concluding sentence, and made grammatical errors.7. compose/define written learning goals and monitor progress toward them in journal writing/reflections.Textbooks:Q: Skills for Success—Reading and Writing (Level 3)Intermediate GrammarAuthors: Margot Gramer & Colin WardAuthor: Susan Kesner BlandISBN: 978-0-19-475624-2ISBN: 978-0-19-434366-4Q: Skills for Success—Listening and Speaking (Level 3)Authors: Miles Craven & Kristin ShermanISBN: 978-0-19-475612-9Grading BreakdownCollege Grading ScaleJournals2% 90-100%AVocabulary 2%80-89%BWriting Assignments40% 70-79%CHomework5% 60-69%DQuizzes5% 59% or lessFTests 25% Presentation6% Final Exam15% ----------------------------------Total100% A “C” grade or better in Basic English 1 will allow students to take Basic English 2, the next level of this course. Students with a “D” or “F” must repeat Basic English 1 and/or take an ESL support course (see Instructor with questions).Assignment Requirements:1. Journals: Fourteen (14) journal entries on various topics related to your interests, the class and your goals/progress in the class. Hand in on the second class day of the week.2. Vocabulary: Practice vocabulary words from each unit of Q:Skills.3. Writing Assignments: Four (4) in-class, timed writing assignments.4. Homework: Homework will be assigned after every class. Some will be graded, and others will be collected for review by the instructor (ungraded).5. Quizzes: Four (4) quizzes will be given on grammar and writing.6. Tests: Four (4) tests will be given on reading, writing, listening and grammar.7. Presentation: Partners or individuals prepare a 3-5 minute presentation to convince students about their opinions on a topic of interest. We will discuss topic ideas and brainstorm in class.8. Final Exam: Given on reading, writing, listening and grammar.Tentative Course Schedule** Schedule is subject to change. Teacher will announce any changes and post them on our class website. WeekUnit ThemeAssignments, Quizes/Tests1First ImpressionsIntroductions & Needs AssessmentQ: Skills for Success 3 R&W- Chapter 1. “Are first impressions accurate?”Q: Skills for Success 3 L & S- Chapter 1. “How do you make a good first impression?”Grammar: Simple sentences, parts of speech, word order.2First ImpressionsQ: Skills for Success 3 R&W- Chapter 1. “Are first impressions accurate?”Q: Skills for Success 3 L & S- Chapter 1. “How do you make a good first impression?”Intermediate Grammar- Chapters 1 & 2Grammar: Present tense, stative verbs, adverbs of frequency.Basic paragraph writing process, writing a ‘how to’ essay, giving peer feedback. Getting online with textbook.- Hand in journal entry.-Quiz #13 Food & TasteQ: Skills for Success 3 R&W- Chapter 2. “What makes food taste good?”Q: Skills for Success 3 L & S- Chapter 2. “What’s more important: taste or nutrition?” Intermediate Grammar- Chapters 1 & 2.Grammar: Present tense, stative verbs, adverbs of frequency.Basic paragraph writing process, writing a descriptive essay.Grammar: Ordering of adjectives.- Hand in journal entry.-Writing Test #1: ‘how to’ essay.4SuccessQ: Skills for Success 3 R&W- Chapter 3. “What does it take to be successful?”Q: Skills for Success 3 L & S- Chapter 3. “What can we learn from success and failure?” Intermediate Grammar- Chapter 7.Write an opinion essay, timed writing preparation.Grammar: Subject-verb agreement, quantifiers with count/non-count nouns, social modals.-- Hand in journal entry.-Test #15TechnologyQ: Skills for Success 3 R&W- Chapter 4. “How has technology affected your life?”Q: Skills for Success 3 L & S- Chapter 4. “Is change good or bad?” Intermediate Grammar- Chapter 6Analyze features of good/poor summaries, use T-chart to take effective notes, writing a personal response essay.Grammar: Parallel structure, simple past and present perfect.- Hand in journal entry.6TechnologyQ: Skills for Success 3 R&W- Chapter 4. “How has technology affected your life?”Q: Skills for Success 3 L & S- Chapter 4. “Is change good or bad?” Intermediate Grammar- Chapter 6.Analyze features of good/poor summaries, use T-chart to take effective notes, writing a summary.Grammar: Parallel structure, simple past and present perfect.Punctuation and capitalization.- Hand in journal entry.-Quiz #27ResponsibilityQ: Skills for Success 3 R&W- Chapter 5. “Why do people help each other?”Q: Skills for Success 3 L & S- Chapter 5. “Are we responsible for the world we live in?” Intermediate Grammar- Chapter 14Write a persuasive essay that includes reasons & examples.Grammar: Gerunds and infinitives and tag questions.- Hand in journal entry.-Writing Test #2: summary essay.8Individual conferences- Hand in journal entry.-Test #2-Conferences9AdvertisingQ: Skills for Success 3 R&W- Chapter 6. “Does advertising help or harm us?”Q: Skills for Success 3 L & S- Chapter 6. “How can advertisers change our behavior?” Intermediate Grammar- Chapter 4.Connecting sentence, ‘because’ to state reasons, writing a letter to the editor.Grammar: Compound sentences with and, but, so, and or. Because to give a reason.- Hand in journal entry.-Quiz #3 10RiskQ: Skills for Success 3 R&W- Chapter 7. “Why do people take risks?”Q: Skills for Success 3 L & S- Chapter 7. “How can advertisers change our behavior?” Intermediate Grammar- Chapter 15.Write a narrative essay.Grammar: Shifts between past and present in narrative writing, past perfect.- Hand in journal entry.-Writing Test #3: Letter to the editor.11CommunicationQ: Skills for Success 3 R&W- Chapter 10. “Do people communicate better now than in the past?”Q: Skills for Success 3 L & S- Chapter 10. “Do we need technology to communicate long distance?” Intermediate Grammar- Chapter 12.Introduce presentation topic, use of a hook to gain audience’s attention, and use of discourse markers in a presentation. Writing compare/contrast essay.Grammar: Comparatives and superlatives, sentence fragments.- Hand in journal entry.-Test #312CommunicationQ: Skills for Success 3 R&W- Chapter 10. “Do people communicate better now than in the past?”Q: Skills for Success 3 L & S- Chapter 10. “Do we need technology to communicate long distance?” Intermediate Grammar- Chapter 12.Writing Assignment #3: in class compare/contrast essay.Use expressions of purpose /reason to explain actions and attitudes, making an effective presentation. Writing compare/contrast essay.Grammar: Comparatives and superlatives, sentence fragments. - Hand in journal entry.13Presentations.- Hand in journal entry.-Presentations- Quiz #414MoneyQ: Skills for Success 3 R&W- Chapter 9. “Do people communicate better now than in the past?”Q: Skills for Success 3 L & S- Chapter 9. “Do we need technology to communicate long distance?” Intermediate Grammar- Chapter 5.Writing cause & effect essay.Grammar: Complex sentences.- Hand in journal entry.- Writing Test #4: Compare and contrast essay.15To be announced.- Hand in journal entry.- Test #416-Final ExamAppendix FSample Table of Contents: Q: Skills for Success: Reading and Writing, Units 1-3Q: Skills for Success: Reading and Writing, Units 4-7 Appendix GSample Table of Contents: Intermediate Grammar: From Form to Meaning and Use, Chapters 1-4 (partial)Appendix HIntermediate Grammar: From Form to Meaning and Use(Chapter 5, pages 113-115)Appendix ITimed Writing Test and RubricAn Opinion Essay with a Counter ArgumentWrite a one paragraph essay describing your opinion about whether communication in the 21st century has changed for the better or for the worse. Think about the unit question, “Do people communicate better now than in the past?” Use information from the 2 readings in this unit to support your ideas. . Give specific reasons to support the points. Use your own knowledge and experience for support. Include a topic sentence and a concluding sentence that states your opinion. Your paragraph should be at least 10-12 sentences in length. Please write your essay on the pages that follow. You have 45 minutes to complete your essay.Grading: This essay is worth 50 points total. Your score will be based on overall organization including the use of a topic sentence and a concluding sentence (3 points), clear use of details that support your points (3 points), grammar (3 points), and punctuation and spelling (3 points). Write your essay here and on the next page, if needed:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(Note: Writing lines have been abbreviated. Students will actually have another full page of writing lines to complete their test.)Scoring will be based on the following guide. Scoring using ? points is anization3 – Highly organized; clear progression of ideas. Support examples are given for each point in argument. Includes both an introductory sentence and concluding sentence. 2 – Some lack of organization; may include either an introductory or concluding sentence Some support examples are given for some of the points in the argument. Some re-reading for clarification of ideas.1 –There is little or no attempt at connectivity, though reader may deduce some organization. Little or no support examples are given for each point in argument. No introductory or concluding sentence.Grammar3 – No or very few grammar errors are present; correct subject-verb agreement, tense and word order. 2 – Some grammar errors in subject-verb agreement, tense, and word order. Occasional re-reading or interpreting on reader’s part.1 – Frequent grammar errors, involving subject-verb agreement, tense and word order. Reader often has to rely on own interpretation.Content3 – Uses clearly appropriate details to support argument.2 – Uses some details to support argument; may be insufficient.1 – Little or no details, or irrelevant or inappropriate specifics.Mechanics3 – Few (if any) noticeable lapses in punctuation or spelling.2 – Errors in punctuation and spelling are occasional or somewhat frequent; may need to reread sentences for full comprehension, or the meaning is sometimes obscured.1 – Many errors in spelling or punctuation so severe as to make comprehension virtually impossible.Adapted from Hughes (2003, pp. 101-102) and my TESL 570 Test Guide created Spring I, anization + Grammar + Content + Mechanics = Total (12 possible points) ______/12Appendix JQ: Skills for Success: Listening and Speaking, page 52.Appendix KReplacement Exercise422910034353500Isn’t That Sweet: American Sugar ConsumptionLISTEN FOR DETAILS Directions: You will hear a podcast that describes American sugar consumption two times. Listen the first time and do not take notes. When you listen the second time, you may take notes.Write T (true) or F (false):1 . _____ The podcast states that too much sugar gives people headaches.2. _____ Most processed foods have sugar in them.3. _____ About one third (1/3rd) of the sugar consumed by Americans comes from ice cream and candy. Transcript of Podcast ()Hello and welcome!In the United States, sugar is the most popular ingredient added to food. Some type of sugar is found in nearly all processed foods and drinks sold.When explorers first came to America 200 years ago, the average sugar consumption in a year was .9 kilograms per person.?Now, the average American consumes over 59 kilograms of sugar a year.?Americans love to drink sugary soft drinks, such as Coke. 33 percent of the sugar consumed in the United States comes from the sugar in soft drinks. Americans, on average, drink over 200 liters of soft drinks in a year!Sugar is linked to bad health. Two of the biggest problems from having too much sugar are obesity and tooth decay.Goodbye and eat healthy! ................
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