Basic Composition



Fall Semester 2013 Instructor: Darcy Gioia, Ph.D.

LSH A Wing 121 Office Phone: 848-445-5657

MWTh: 12:00pm-1:40 pm E-mail: darcy.gioia@rutgers.edu

Course Sakai site: 356:154:01 EAD Fundamentals

Office Hours: Mondays, Wednesdays, and Thursdays: 2-4 p.m., and by appointment.

Office: Lucy Stone Hall, B-wing, B104D

Course Description

English as Academic Discourse Fundamentals (356:154, EAD Fundamentals) provides a supportive classroom environment for matriculated non-native English-speaking undergraduates to improve their ability to listen, read, write and converse in English while also helping international students acclimate to the Rutgers college experience. Using a range of reading and multi-media materials, students will be immersed in English and participate in classroom activities designed to improve vocabulary and grammar proficiency in order to gain greater confidence in conversation and prose. Additionally, students will practice listening to short lectures, taking notes in English, and preparing short presentations geared for an English-speaking audience. Students will also determine their reading and writing strengths and patterns of error, learn the conventions of the academic essay, and understand the components of academic integrity. The course meets for three 80-minute sessions per week and students earn four credits (4) which count toward graduation if they successfully pass the course and will register for EAD I (English as Academic Discourse I) in the spring semester.

Course Overview

Required Materials

o An English dictionary

o A pocketed folder to hold all quizzes, assignments, handouts, resources, the midterm exam, peer review sheets and your Analytical Essay

o This folder will be collected four times during the semester to be reviewed by the 356:154 Committee who will provide feedback and encouragement to help ensure your progress in the course.

o A small notebook to serve as your Self-Assessment Journal (SAJ) which will be collected four times during the semester for review

o A USB drive to store your computer files when we work in the Computer Classroom

Resources:

o Our 356:154 Course Sakai site .

Under “Resources,” you will be able to download 1) grammar, punctuation, syntax handouts; 2) essays to be read; 3) sample paragraphs; 4) proper Analytical Essay formatting; 5) Academic Integrity information to avoid plagiarism and cheating; and 6) information about tutoring at the Writing Program Writing Centers.

Under “Assignments,” you will be able to download 1) information about SAJ (Self-Assessment Journal); 2) assignment question for the Analytical Essay; 3) grading criteria for the course;

Under “Chat Room,” you may post questions about any aspect of the course for other students and me to answer.

Under “Announcements,” you will see messages sent to the class about upcoming events and reminders.

Under “Conference Sign-ups,” you will be able to sign up through the Sakai site for special meetings with me to review your work and progress in the course.

o Free Tutoring. The Writing Program offers free tutoring at the Writing Centers on Douglass (135 George Street), College Avenue (Murray Hall, third floor) and Livingston (Lucy Stone Hall B103 and B106). Most students who attended the 80-minute weekly tutoring sessions reported on evaluations that they found working with a tutor very helpful and their writing improved. At the Writing Centers, there are tutors trained to work with EAD students.

o Office Hours. Please take note of my office hours. I will also see students by appointment. If you find yourself struggling or I make a note on a graded paper that suggests you see me—then do so as soon as possible. I want all of you to succeed, but you have to make the effort to see me outside of class time if you need extra help.

o The Computer Classroom. We will sometimes have class in the Computer Classroom (LSH A-wing, 103A) to help complete the class activity or assignments I have created for that day as well as for you to gain experience with Sakai. Later in the semester, you will have an opportunity to work on the skills necessary for completing the Analytic Essay.

o When you come to the lab, you must bring with you all versions of the current paper on an USB drive AND save your work to your USB drive.

Course Assignments/Grades

▪ Eleven classroom activities (CAs) which include quizzes, short presentations, peer review sheets and other assignments. Each CA will be worth 10 points and the lowest score will be dropped.

▪ In-class midterm exam graded Pass/Fail

▪ Analytical Essay (4-5 pages) with two drafts commented and peer reviewed

▪ Self-Assessment Journal (SAJ) kept throughout the semester

▪ In-class two-day final exam (Part I: reading comprehension/grammar/vocabulary test and Part II: written response to a short passage) graded Pass/Fail.

In order to successfully complete EAD Fundamentals, you must receive a passing grade (C, C+, B, B+, A) on

1) CAs-- 11 Classroom Activities/Quizzes (the lowest score will be dropped)

2) Self-Assessment Journal

3) Analytical Essay

AND

a “Pass” grade on both sections of the final exam.

Writing Program Policies

• After five absences, you risk failing the course. If you come to class 20 minutes late, I will count it as a partial absence; after 20 minutes it is a whole absence. However, it is more important that you come to class if you are late than skip the class.

o Students must report class absences to Rutgers University at the following website: . You will note the date/s and reason for the absence/s. An email will automatically come to me so I will know why you missed class. The WP absence policy cited above still applies. Just because you report an absence does not mean it is automatically an excused absence.

• Use of translator devices and translator software programs of any kind are not allowed in the course and using these will be considered a violation of Academic Integrity at Rutgers.

o While it is often difficult for non-native speakers to write without a translator program, the intent of this course is for you to gain a comfortable and competent level of speaking, reading and writing in English. Not using a translator program will make you become an active learner of English and increase your confidence and skill level. This independence from translators will help prepare you for the next course, EAD I: English as Academic Discourse I, in the spring semester.

• Do your own work. Do not rely on friends, family members or others to correct your work. This is a violation of Academic Integrity. Your goal is to understand your patterns of error so that you may correct them yourself and improve.

|FALL 2013 | |ADMINISTRATIVE DETAILS |

| |15-WEEK CLASS PLAN | |

| |356:154: English as Academic Discourse Fundamentals | |

| | |Bring strong writing samples to Darcy to review as possible |

|Week 1 |Class 1: Introduction to the course; In-class first writing |candidates for EAD I. |

|Sept. 3 - Sept. 6 |sample | |

| | | |

| |Class 2: First-day writing sample returned; students conduct |Schedule one period per week (if possible) in the computer facility |

| |in-class interview with another student to write up as |on your campus. |

| |homework. Reading #1: “American Space, Chinese Place” by Yi | |

| |Fu Tuan distributed. |Encourage students to visit your Sakai site. |

| | | |

| |Class 3: Collect interview assignment. Small group and class |Last day for students to add courses: Wednesday, Sept. 11 |

| |discussion of Tuan’s essay; vocabulary building. | |

| | | |

|Week 2 |Class 4: In-class writing exercise incorporating ideas in | |

|Sept. 9 - Sept. 13 |Tuan’s essay and student’s own experience. | |

| | | |

| |Class 5: small group conversations; vocabulary building. | |

| | | |

| |Class 6:.CA #1: Reading comprehension and vocabulary | |

| |CA = Classroom Activity | |

| |Self-Assessment Journal (SAJ) explained (Patterns of Errors | |

|Week 3 |and Strengths) and started. |Have the class complete the green Student Information Sheet handed |

|Sept. 16 - Sept. 20 |Incorporate quotations |out at orientation and on course Sakai site. Please make copies and |

| |Discussion of tutoring |give to Darcy. |

| |Sakai Instruction |Writing Centers accepts appointments for tutoring. |

| | | |

| |CA #2: Grammar (Subject/Verb) | |

| | |Writing Centers open. |

|Week 4 |Discussion and handout on Academic Integrity (cheating; |Roster check. |

|Sept. 23- Sept. 27 |plagiarism; translator devices and related software programs)| |

| |Approaching teachers in office hours (all courses); role | |

| |playing exercises | |

| | | |

| |CA#3: Academic Integrity | |

| |Patterns of Error in syntax and grammar | |

|Week 5 |Self-Assessment Journal collected |EAD Fundamentals: Letter Writing Workshop #1: please bring folders of|

|Sept.30 – Oct. 4 |Informal small group conversations |students you would like to get letters. Watch for Sakai announcement|

| |In-class writing exercise: “No Speak English” by Sandra |explaining the details/time of the workshop. |

| |Cisneros | |

| |CA #4: Conversational Skills | |

|Week 6 | |Assign Warnings based upon guidelines in departmental memo. |

|Oct. 7 - Oct. 11 |Close reading | |

| |Class discussion and small group work on the reading for the | |

| |midterm | |

| |SAJ returned | |

| |Grammar exercises | |

| |CA #5: Short presentation | |

| |In-class midterm (writing/reading response) | |

| | | |

|Week 7 | |Mid-Semester Portfolio Review: Oct. 18 |

|Oct. 14 - Oct. 18 |Analytic essay guidelines, format and expectations outlined | |

| |Small group conversations | |

| |Introduce Essay Reading #1 | |

| |Further Sakai instructions (including dropbox) | |

| |CA #6: Close reading/quotes | |

| |Collect student portfolios and SAG | |

| |

|Mid-Semester EAD Fundamentals: Portfolio Review/Letter Writing #2 Lucy Stone Hall B107 |

| |

|Friday, Oct. 18, 1:00pm-3:00pm. Please bring numerically graded reading and grammar quizzes; in-class writing responses, Self-Assessment Journal (SAJ); and graded|

|midterm exam from all students. Bring copies of your assignments, peer review sheets, handouts, grade book, and attendance records. |

|Week 8 | | |

|Oct. 21 - Oct. 25 |Revisit Academic Integrity | |

| |Short in-class individual presentations | |

| |Discuss Analytical Essay Reading #1 | |

| |Introduce and discuss Analytical Essay Reading #2 | |

| | | |

| |CA #7: in-class writing response to Essay Reading #1/#2; | |

| |vocabulary | |

| |Building an Analytical Essay: outline, topic sentences, | |

|Week 9 |making connections; providing support, designing a thesis |Last week for students to sign up for tutoring. |

|Oct. 28 – Nov. 1 |Introduce Analytical Essay Reading #3 | |

| | | |

| |CA #8: Making connections; explaining quotes | |

| |Quotations and close reading | |

|Week 10 |The drafting and revision process | |

|Nov. 4 – Nov. 8 | | |

| |CA #9: Vocabulary and sentence construction | |

| |Collect and comment of SAJ |EAD Fundamentals: Letter-Writing Workshop #3: |

|Week 11 |Collect portfolios | |

|Nov.11 - Nov. 15 |Analytical Essay draft #1 (2-3 pages) |Please bring folders of students who did not yet receive letters. |

| |Peer Review of draft. |Watch for Sakai announcement explaining the dates and details of the |

| |Working with your teacher’s comments. |workshop. |

| |Understanding revision | |

| | | |

| |CA# 10: Revising sentences | |

| |Analytical Essay, draft #2 (3-4 pages) | |

|Week 12 |Peer Review | |

|Nov. 18 - Nov. 22 |Group presentations | |

| | | |

| |CA# 11: Interpreting quotes and tone | |

|Week 13 |Analytical Essay final paper (4-5 pages) |Change in day designation |

|Nov. 26 – Nov. 30 | | |

| | |Mon., Nov. 25 = Monday class |

| | |Tues., Nov 26 = Thursday class |

| | |Wed., Nov. 27 = Friday class |

| | | |

| | |MTTH: meet Mon. Nov 25 & Tues. Nov 26 |

| | |MWTH meet Mon. Nov 25 & Tues. Nov 26 |

| | |TWF: meet Wed Nov 27 ONLY |

| | | |

| | |Writing Center suspends tutoring for this short week. |

| | | |

| | |THANKSGIVING BREAK |

|Week 14 | |Give students a handout of date, time and location of final office |

|Dec. 2 - Dec. 6 |Analytical Essay graded and returned |hours and other end of semester procedures. Be sure to schedule |

| |Student Evaluations must be completed. |final office hours soon after Final Portfolio Review. |

| |Assign final exam reading but not the question. | |

| |Under “EAD Fundamentals” course Sakai site under “Resources” | |

| |download 1), checklist form for students to organize their |Writing Centers close after Friday, Dec. 76h |

| |portfolios; 2) grade sheet for you to complete at our final | |

| |portfolio meeting to place in each student’s portfolio. |Closely read memos regarding end-of-semester procedures and grading. |

| | | |

| |Class discussion of final exam essay | |

|Week 15 |Two day in-class final exam: |. |

|Dec. 9 - Dec.11 |Part I: reading and grammar |Wed., Dec. 13 (classes end) |

| |Part II: writing response | |

| |Collect student portfolios and SAJ |Final Portfolio Review: Tuesday, Dec. 17 |

|Teaching Schedule |Class discussion of final exam essay: |Dates to administer final exam: |

| | | |

|M/T/TH classes |Thursday, Dec. 6 |Mon., Dec. 9 (Part I);Tues.,Dec. 10 (Part II) |

|M/W/TH classes |Thursday, Dec. 6 |Mon., Dec.10 (Part I); Wed.,Dec. 12 (Part II) |

|T/W/F classes |Friday, Dec. 7 |Tues.,Dec.11 (Part I); Wed., Dec. 12 (Part II) |

| |

|EAD Fundamentals: Final Portfolio Review |

|Tuesday, December 17, 9:30am-12:30p. LSH B103, Livingston Campus |

| |

|Bring folders for all students with all 11 Classroom Activities (CAs) numerically graded (lowest score dropped), graded midterm, Pass/Fail, Self-Assessment |

|Journal (SAJ); graded Analytic Paper (4-5 pages); and graded final exam, Pass/Fail (Part I and Part II). Please also bring green roster with letter grades in |

|pencil, electronic grade book, attendance records, completed Grade Information Sheets for non-passing students. We will also determine each student’s next course|

|(retaking EAD Fundamentals; EAD I or possibly EAD II for students who have made strong progress). |

|After Final Portfolio Review | | |

| |Hold final office hours to return folders and discuss student|After office hours, return remaining folders to the Writing Program |

| |grades. |Office on the campus where you teach. |

| | |Final exams are NOT returned to students but remain on file with the |

| |Complete the Final Grade Sheet for all students and place in |Department. |

| |portfolios as well as course required for Spring 2014. | |

Samples: First Day Writing Prompt of students retaking EAD I

The four samples below were written by EAD I (English as Academic Discourse I) students who completed all course work in Fall 2011 but did not pass and received a “NC” grade. Each student wrote four papers with two drafts each (instructors commented on all written work), took a midterm and final exam, and had good attendance but did not possess the skills to move to the next course, EAD II.

At the start of Spring 2013, these students were given 60 minutes to complete an in-class writing response (see Assignment Question after Sample 4) the first day of EAD I, Spring 2013. The responses below are representative of many EAD I students this spring retaking the course. These students would have been better served at the start of their Rutgers career if the proposed course, “English as Academic Discourse Fundamentals” existed.

-------------------------------------------------------------------------------------------------------------------------------

Sample 1

In this passage, family encouraged their daughters to look and act like women and to dress in clothes our Anglo friends and their mothers found too mature’ for our age. The family resented the stereotype, their son and daughters will effected by their parents.

Now media is everywhere, teenager will effected by advertise, if media create and promote stereotypes, teenager will promote stereotypes too.

Sample 2

As far as I am concerned in this passages. I want to divide in this passage into two parts to answer the question.

First of all, from the family, the young girl’s mother encouraged her to look and act like a woman. So, it seems a active way to improve the girl’s behavior, appearance and acts more like a lady, even she dressed her clothes was seen too ‘mature’ for age.

On the other hand, the media is also a wonderful methoed to increase the girl’s feeling “to become a lady”.

So, to sum up, all the points from the passage. If you dressed like a adult, it may means you dare ‘Hot Tamale’ or sexual fire brand. It is not only great way to show other people you are beautiful, especially for men, but also a choice for the girl, she maybe faces a lot of differnce views from other peoples.

However, all these situation were cause to because of the different culture. For example, In my country, I need if you dressed more “mature’ than your real age, It will give your some problems in your life. Because, no matter w Whatever, noone no one wants to be think thought too old, everyone wants other person believes they are young, activity, beautiful and so one on. Second, for most Chinese boys. Just in my view, I argue they want to see a have will be willing to have a lovely, cute girl as their girlfriends. However Maybe maybe in the United States, people has different views.

So, the impressions in passage all depend on the enviromente where the girl live and what the different culture she has. Maybe in change a place. It will look has another impacts, no matter the phenomine is good or the bad.

Thank you for your time.

Sample 3

The girl growing up in the United States dressed not in their own style. The teenager originally were instructed dress as a young lady, but Puerto Rican encourage the daughters to look act like women. So, I consider that it rises conflication. In the special vocabulary advertiser have designated “sizzling” and “smoldering” for describing both the food and the women in Latin American and it is as the type of media it promote stereotype. In my opoion, the family and medical both are they way that people familiar with and use it in their daily life to create or add more meaning to the words or ideals.

Sample 4

When conflics happen.

When growing up people always face challenges. The They will find that, there are conflics between what they learned from family and media.

People are told to be behave well from families. To wear the more casual, to behave more gentle. “As a girl I was kept under strict surveillance, since virtue and modesty were by cultural eqation, the same as family honor. As a teenager I was instructed on how to behave as a proper young lady.”(P1, Tudith Ortiz Cofer. The Myth of the Latin Woman: I Just Met a Girl named Maria) Like the author said, families usually are educate their children in a tranditional way. On the other side, what do media tell people is to be fashion. “But it was a conflicting…. For our age” (P. Judith Ortiz Cofer, The Myth of the Latin woman: I just Met a Girl named Maria) The family education and what people learned from have a crush. Family told tells children to behave well as proper as they want. And that However, media encourage young people to be as fashion as possible.

Family wants

Families want their children to be what they th children should be in their views and media what have to earn money. In my opinion, the way family educate is will on make children out of for time and out of time and may can not have many friends. What media do will give children a bad idea – to waste money on focus much on catch the fashion. The best way is to combain them together, children not only can satisfy their families but also be in fashion.

When the conflics happen, mixed cutures may lead the best results

EAD I 356:155:01

First-Day Writing Sample, Spring 2013

Name _______________________________ Student ID# _____________________________

Have you previously taken a writing class at Rutgers? _________________

If so, what one and when? ______________________________

First Day Writing Sample

Directions: Please read the passage below taken from Judith Ortiz Cofer's essay "The Myth of the Latin Woman: I Just Met a Girl Named Maria." Ortiz Cofer examines how stereotyping creates misunderstand between cultures. For example, girls and women in her culture are often viewed differently by people outside her culture.

Passage:

As a young Puerto Rican girl growing up in the United States and wanting like most children to 'belong,' I resented the stereotype that my Hispanic appearance called forth from the many people I met. As a girl I was kept under strict surveillance, since virtue and modesty were, by cultural equation, the same as family honor. As a teenager I was instructed on how to behave as a proper young lady. But it was a conflicting message girls got, since the Puerto Rican mothers also encouraged their daughters to look and act like women and to dress in clothes our Anglo friends and their mothers found too 'mature' for our age.

Mixed cultural signals have perpetuated certain stereotypes—for example, that of the Hispanic woman as the 'Hot Tamale' or sexual firebrand. It is a one-dimensional view that the media have found easy to promote. In their special vocabulary, advertisers have designated 'sizzling' and 'smoldering' as the adjectives of choice for describing not only the foods but also the women of Latin America. From conversations in my house I recall hearing about the harassment that Puerto Rican women endured in factories where the 'boss men' talked to them as if sexual hints and suggestions were all they understood and, worse, often gave them the choice of submitting to sexual advances or being fired.

Question:

How do impressions from both the family and media create and promote stereotypes in this passage?

You will have 60 minutes to work on this assignment. You should write for the entire time. Please support your claims with quotations from the above paragraph. Do not recopy anything; your ideas are more important than your handwriting. If you need to make corrections to your grammar, just do so right on the spot.

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