Universidad del Valle de México



SYLLABUSNombre de la Asignatura: (Título de acuerdo al programa analítico)Semestre/Cuatrimestre: (Escribir el semestre escolar al que corresponde el Syllabus)INTRODUCTION:Department: “Lenguaje y Comunicación”Teacher: Kirk M. AdamsMeans of communication:teamtoefl@; Facebook Group: “Team Toefl”CLASS STRUCTURE:HOURS WITH TEACHERHOURS OUTSIDE OF THE CLASSROOMTOTAL DE HORAS A LA SEMANAESCENARIOS ACAD?MICOS325classroomStart of Classes: August 17End of classes: January 22, 2016Weekly schedule:MondayTuesdayWednesdayThursdayFridayHours7am-3pm7am-3pm7am-3pm7am-3pm7am-3pmIII. Course Description: The Academic Writing course is an intensive introduction to university-level academic writingClass Expectations:The teacher will take attendance at the beginning of the hour. Students arriving late to class must ask permission to enter the classroom. Students must wear the uniform correctly. More than anything, be sure to keep your shirt tucked in at all times.Students must have notebook paper, pens, pencils, liquid paper, their class notebook and any required worksheets or homework present with them each day of class.Students will refrain from using offensive language in the classroom. It is expected that students will conduct themselves with tolerance and respect towards all students and personnel within school grounds.Taking notes during class is obligatoryStudents will not use cellular phones in class unless it is specifically permitted by the teacher. Students caught using their phones will have their phones confiscated. There will be no warnings given. The phone will be confiscated and given to the discipline department.Students will pay attention during class presentations and refrain from talking while the teacher is explaining.Students will receive their daily class participation in one of three ways:The teacher will refer to the attached participation rubric and assign the appropriate number of participation point (sometimes called “evidencias” based on the quality of the students work on that and on the teacher’s observation and expert judgment.The teacher will stamp or sign the student’s work in the classroom. The teacher reserves the right to deny a student a stamp if he feels that the student copied his work or for some other reason does not deserve the stamp EVEN IF the student’s work appears complete.The teacher will collect written work at the end of the class session and grade it at home.8. Students who are absent must mention it to the teacher the first day that they return to school. The teacher will then assign “make up” work so that the student may recuperate his/her lost points. Students who do not ask for make-up work in a timely manner will not be given this opportunity EVEN IF they have a justified absence. It is the student’s obligation to ask for this work at the first possible opportunity. Failure to do so will result in the loss of the right to make up work. Normally make up work will be assigned without question. Students do not have to wait until they have a justified excuse (known as a “justificante”) in order to receive their make-up work from the teacher.9. Students must turn in homework on the due date for which it is assigned or risk losing all points for that assignment. Students may only turn in late homework when given permission by the teacher.10. Students who refuse to participate in class will be sent to the counselor’s office and will be given extra work. Students who do not complete this work risk losing their right to attend the class on a regular basis with their classmates. These students may also expect to lose a recess or be forced to stay after school.11. Students will do quality work and take the steps necessary to ensure that it appears to have been done with care and consideration. Any work that appears to have been done with a minimal amount of effort is at risk for being refused and receiving a zero. The same is true for sloppy work. Neatness counts!Quizzes will be given periodically. Expect “pop” quizzes as well. (“Surprise” quizzes)When the group’s behavior merits a reward, the normal class schedule may be interrupted for a fun, learning dynamic at the teacher’s discretion. Student’s interruption listening activities with talking will receive a report. No warnings. No questions asked.Students must print a copy of these rules and paste them in their notebooks.Students must use a notebook or a binder for this course. All notes, however, must be kept organized and in the same place – no multiple binders, no multiple notebooks.Students must sit in their assigned seats and move to the place indicated by the teacher if requested.14. Students will be expected to speak English at all times in the classroom. Students will be divided into teams (their rows) and their team may qualify for a raffle for an extra participation point if they refrain from speaking Spanish during the class period.15. Copying is academic dishonesty and will result in all students involved receiving a zero for their work.16. Students are expected to be environmentally conscious with respect to the materials/resources that they use in the completion of their activities. For this reason, all daily work will be done on plain white notebook paper. (See “Correct Protocol for Turning in Assignments” below) Work done on fancy notebook paper or colored paper will not be accepted. Besides that, at times the teacher will demand that recycled material be utilized for activities and/or projects. 17. Additional rules will be added at the teacher’s discretion.GENERAL OBJECTIVE: To become familiar with writing styles that are widely accepted in universities in the English-speaking world and to utilize APA writing style and academic writing standards and techniques to write an argumentative/persuasive research paper from start to finish. COURSE CONTENTS:UNITSCOURSE OBJECTIVESWriting BasicsThe objective of this unit is that students be assured the minimum competency necessary to be able to proceed with more advanced writing later in the course. The student will become familiar with standard terminology and practices in essays, and, more specifically, academic writing.Parts of the EssayThe development of reasonable familiarity with writing styles that are widely accepted in universities in the English-speaking world is the end goal of this unit.3. APA StyleTo become familiar with APA writing style is the goal of this unit. Being familiar with APA style will permit students to more easily transition into university life where APA is perhaps the most widely-recognized standard for university writing. Not only that, but students will be more aware of crucial factors regarding plagiarism, citations, format, style and voice, among others.ACTIVITIES BY TOPIC: *IMPORTANT NOTE: The following activities are subject to change at the teacher’s discretion due to the varying needs of the group, scheduling demands or other factors that may not have been perceived at the time of the publication of the syllabus.UNIDADTEMAACTIVIDADES DE APRENDIZAJE (declaradas en la planeación didáctica, puede apoyarse en el Compendio de Estrategias de Ense?anza para diversificar las tareas)RECURSOS YCRITERIOS DE ENTREGAIntroduction and IcebreakerOpen to teacher’s discretionSyllabusOpen to teacher’s discretion1. Writing Basicsdiagnostic examStudents choose from a list of topics and write what they believe to be an academic essay in class. Simple Writing RubricChoosing topicStudents are shown a list of pre-approved topics and choose three possible topics for their final paper. Students are assigned to find statistics, interesting fact or a quotation on one of the three topics and print it WITH the reference included in APA style.Typical assignment formatProject explanationStudents are assigned teams, watch a funny video on plagiarism and are given their project for first partial period. Emailed assignment formatUpload video to or other video website and send the link to teamtoefl@Due date: September 20th at midnight.Jane Shaffer introductionStudents are introduced to Jane Shaffer writing and they take notes over the presentation.n/afairy tale paragraph writingStudents choose a famous fairy tale and write a paragraph in Jane Shaffer colors following the style tips from class. Students are directed to re-write their paragraphs based on peer feedback that they receive online. Two classes from today, students bring their re-written paragraphs for peer review.Facebook group screenshot image formatin Jane Schaffer colors!proofreader's marksStudents learn standard proofreader’s marks used by editors, writers and journalists.*n/aFairy tale feedbackStudents receive feedback regarding their fairy tale paragraph. They begin re-writing their fairy tale paragraphs. Students exchange papers. Based on the new revisions, students re-write their paragraphs again and email them to the teacher.Emailed assignment formatdaily edits proofreadingStudents utilize marks to edit “daily edits” in their manual. n/acharacteristics of a good thesis statementStudents take notes over a PowerPoint presentation on characteristics of a good thesis statement.n/athesis statement style Students take notes on suggested styles for their thesis statements. For homework, they choose one topic from their three previously chosen topics. Using this topic idea, students write four different thesis statements, one for each of the styles seen in class.Using “working” topics, students write four thesis statements over the same topic. Emailed assignment formatincomplete thesis statementsStudents write the second half to several incomplete thesis statementsTypical assignment formatpractice brainstormingStudents learn three brainstorming techniques and practice them in class. Homework: Investigate your “working” topic and find at least four possible arguments in favor of your topic. Type out the possible topic ideas.Typical assignment formatwrite topic sentencesStudents utilize brainstorming techniques and practice writing topic sentences over three different topics (time permitting)Typical assignment formatWrite topic sentences for“working” topics Students brainstorm over their “working” topic and try to determine possible paragraph ideas for their “working” topics.n/atransition expressionsStudents practice with important transition expressions by completing sentences projected by the teacher.n/aPersuasive essay layoutStudents learn the persuasive essay layout and create a color diagram indicating the parts of an essay, labeling all the parts. In a second color diagram they indicate the parts of a paragraph.Students turn in their color diagrams using the recycled folder format.II. Parts of the EssayWriting body paragraphsStudents take notes over the elements of paragraph writing. Lecture and PowerPoint presentation.n/aTeam essay writingWith topic sentences from first partial brainstorming activities, students form teams of four. Each student writes a body paragraph for one of the topic sentences. The team posts its four paragraphs online with all students’ name clearly present at the top of the work.Facebook group screenshot image formatusing focus question sheetsStudents fill out the top section of four focus question sheets using their approved thesis statements and approved topic sentences.n/aflipping a thesis statementStudents watch the video on “flipping a thesis statement” and proceed to do the same for their thesis statements. Students email their original thesis statement and their flipped thesis statement for homework. The flipped thesis statement is clearly marked “New topic sentence number two” Emailed assignment formatparagraphs academic brainstorm for methods of developmentStudents take notes on different aspects of developing a paragraph. Then, they brainstorm for possible methods of development that you can use for each of their body paragraphs.n/apractice with paraphrasingStudents take notes over lecture and presentation on paraphrasing. A precise method is described and required. Then, students practice their paraphrasing on several texts projected by the teacher.n/aFill out paraphrasing sheetsIn this class students will take careful note of the purpose of the “focus question” or “paraphrasing” sheet. Students will fill out the top sections of their paraphrasing sheets in accordance to the working topics that they have chosen.n/astudents paraphrase all of their research in classRequiring 4-5 days of class time, this activity involves students making critical decisions regarding the importance of evidence that they have collected and then paraphrasing appropriate evidence on their focus question sheets. Each sheet has a different focus (Its topic sentence) and on that sheet will be collected and paraphrased the evidence that supports the point of the topic sentence.Focus question sheets will be collected and stamped. These sheets will be turned in along with the final project so that correct research and paraphrasing of that work can be verified.incorporating concrete detailsand commentary Jane Schaffer academicSpecial language useful to paragraph writing is seen in this presentation. Students find the same language in their manuals and highlight it.n/abody paragraphsStudents use their paraphrasing work and approved topic sentences along with the language for incorporating concrete details and commentary to write academic paragraphs for their final papers in Jane Schaffer colors.Typical assignment format(Double-spaced for easy editing and in Jane Schaffer colors!)peer review of body paragraphsStudents do peer review of their classmates’ work utilizing the proofreader’s marks.n/awrite introductionsStudents take notes over lecture and presentation and utilize begin writing their introductions in class. Emailed assignment formatIII. APA Stylewrite a reference pageStudents take notes over lecture and presentation and utilize begin writing their reference pages in class.Recycled Folder Formatwrite conclusion for argumentative paperStudents take notes over lecture and presentation and utilize begin writing their conclusions in class.To be included in the final paper.write abstract Students take notes over lecture and presentation and utilize begin writing their abstract in class.Recycled Folder Formatrunning head and cover pageStudents take notes over lecture and presentation and write rough drafts of their running head and cover page in class.Recycled Folder Formatwrite in text citationsStudents take notes over lecture and presentation and utilize begin “in text citations” into their body paragraphs in class.To be included in the final paper.writing/peer review and editingStudents bring a rough draft of their completed papers to class. APA formatTurn in Final projectThe final project will be turned in at a date to be announced in the near future.Rubric Code for Academic Writing Final Paper(See evaluation section below)*n/a (not applicable) does not mean that no assignment will be checked and graded. It means that the assignment was not originally intended to be homework and/or that no special instructions are expected for its successful completion and submission/turning in.III. EVALUATION: Evaluation criteria:Teacher’s Stamp: Many times the teacher will stamp your classwork or homework when it appears that you have clearly made the necessary effort in the activity. This is a quick and easy way to grade. When you receive a stamp, write your name legible in pen over and through the stamp so as to make it clearly your property and to protect it from theft. Once you have received a stamp it is imperative that you protect and save it so that it can be counted at a later date. At the end of a partial period, the teacher will call you up to his desk in order to count your stamps.Participation Rubric: (Used for daily work when another method is not specified.)3 points (evidencias) Student shows a good attitude towards work, gets to work right away, is not distracted by other companions, is focused on the activity at hand, has all of the materials necessary to work, participates in class with constructive comments or pertinent questions, shows no signs of copying or cheating, leaves no doubt about whether he/she is making a strong effort to complete the activity, appears to have taken care with his/her work, and does quality work.2 points: The student’s work is somewhat deficient because of one or more of the following areas: Showing a questionable attitude towards the work at hand; being somewhat distracted by others, distracting others or involved in some other activity like work from another class; taking more than a reasonable amount of time to begin working; spending an inordinate amount of time to find the necessary material with which to work, participating little or none at all during the class presentation, showing signs of copying or cheating, leaving some doubt about whether he/she is making a decent effort to complete the activity; the student’s work is lacking in care or is of questionable quality.1 point: The student’s work is clearly deficient because of one or more of the following reasons: the student shows a negative attitude towards the work at hand; the student is distracted by other classmates or distracts other classmates significantly; the student is working on an activity or homework from another class; the student takes a clearly unreasonable amount of time to get started with his activity; the student is nearly unable to work because of lack of materials; the student do not pay attention or does not participate in any reasonably perceptible way during the class presentation/lecture; the student shows signs of copying or cheating; the student leaves a great deal of doubt about whether he/she is making an effort to complete the activity; the student’s work is so lacking in care or quality that it is borderline unacceptable.0 points: The student’s attitude, concentration, focus, lack of materials, attention, participation, academic honesty, effort, care, and quality of work are so deficient that he/she does not merit a point for the activity.Simple Writing Rubric:Rubric Grading Codes for Academic Writing Final Paper: Percentages: RubroPorcentaje (%)Diagnostic Exam5 Daily work and quizzes45Examen parcial50Partial Exam Dates:ParcialFechasFirstSept. 24SecondNov. 26FinalFinal project due date to be announcedCorrect Protocol for Turning in Assignments and Required Formats:Activities Done on Notebook Paper:A. The paperUse standard white letter sized notebook paper (8 ?” by 11”) for all regular class activities unless otherwise indicated. Do not use colored paper or designer notebooks. The idea is to use fewer resources. Colored paper and designer paper is more expensive because it requires more resources and more energy to produce. Be environmentally responsible and use plain white notebook paper or your work will be rejected.Plain white notebook paper. Standard letter size (8 ? by 11”) It may be loose leaf, like this, or from a spiral notebook.B. The headingJust like this. In the top right corner, write:Father’s last name, Your First nameThe Name of Your Class (TOEFL)The Topic/The ActivityThe DateIf you do not use the correct format, you risk losing points and even having your work rejected.The Typical Homework Assignment Format: Use this format. (Template for computer-printed work) assignment format: (only when indicated)Homework SENT by email will be managed in the following manner:Send it to teamtoefl@In the subject, or “asuntos” section you will always identify yourself using this specific format:Group_Father’slastname_Mother’slastname_Firstname_name of the activityExample with my name: VC_Adams_Martinez_Kirk_thesis statement activityNOTE: The teacher reserves the right to reject any emailed homework sent in an incorrect format.DO NOT ATTACH DOCUMENTS. NO ATTACHED DOCUMENTS. ATTACHED DOCUMENTS WILL NOT BE OPENED. ATTACHED DOCUMENTS WILL NOT BE COUNTED. DO NOT ATTACH DOCUMENTS.Do not attach your documents. It is wise to do your preliminary work in a Word document so as to take advantage of the language settings and auto-correction. Nevertheless, do not attach your document. Copy your text and paste it in the normal email letter space.Facebook Image format:If you are asked to use the Facebook image format, that means that you have to take a screenshot of your work and post it as an image on our Facebook group page. “Team Toefl.”Here’s the link to the Facebook group: : Be sure that your name and group are visible (father’s last name, your first name, and your group) on the document and that your typeface/font is large enough. If you do not have a Facebook account, you are not required to get one. What you can do is post under a friend’s account. Again, just be sure that your name and group are visible ion the document.Recycled Folder Format: The recycled folder format is as follows: When a folder is requested, use a recycled folder that is not dirty and has not been marked up too much. If it has somebody else’s name on it or if it has been written on, that’s okay. You can carefully cross out the previous writing with a marker if there’s not too much. Cut out a square or rectangular label (from recycled paper) and paste it on the front face of the folder with the following information:Father’s last name, First nameAcademic WritingGroup: VC (example)Date (Example: October 7, 2015)Name of Assignment (Example: incomplete thesis statements)Here’s a picture of what I am talking about:Recycled folder with new label:The printed assignment placed inside the folder.(recycled folder format continued on next page)Your name hand-written on the back of the document if necessary to preserve the format of the original document: I am not suggesting that this kind of presentation would be acceptable in the business world or at the university level. (But maybe it should be.) The essential document is inside unaltered and in fine shape. The folder serves its purpose: to protect and deliver the document. *IMPORTANT: If you use a new folder for your assignment you will not receive full credit. APA format: Video Project (Team Project) Exam-Term Paper-Academic Writing Persuasive/Argumentative Essay:The following items must be placed in a new folder, with your name and group clearly marked on the front face of the folder, and in this order:1.? The alphanumeric outline for your essay 2.? An academic essay ON YOUR APPROVED TOPIC in APA format that includes the following: a. cover page with running head b. abstract c. introduction, 4 body paragraphs with in text citations, and conclusion d. reference page3.? All research done for your paper must be included hand-written on paraphrasing (focus question) sheets.? Original investigation and any new investigation must be included. 4.? The original four body paragraphs in Jane Schaffer colors, with peer review included.5. Any stamped work from the second partial period must be included.(Final project important information continued on next page)Be sure to follow the new PowerPoint presentation “Finishing Up.” further reference, see the individual PowerPoint presentations on the teacher’s Weebly page and the manual.teamtoefl. (see Academic Writing Documents and Videos) APA format: Code for Academic Writing Final Paper: Writing Manual (see teacher)Bibliografía WEB. Resourcesteamtoefl. (see Academic Writing Documents and Videos) Email: teamtoefl@ ................
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