ࡱ>  3bbjbj 7ccY &f f   8"O4rL"& ΅ЅЅЅЅЅЅ$5p    {{{ ΅{ ΅{{Nuา-?<}J0O ~|"  {     {   O             f : course policies and requirements ENGL 534: Literacy and ESOL Writing 9iý޹˾ Course Designer: Ernest Bond Monday - Friday, 8.30-5:00 p. m. Office: XXXX Mail Box: XXXX Phone: Office: XXXX E-mail: XXXX Office Hours: by Appointment. COURSE DESCRIPTION This course introduces students interested in questions of language acquisition to the theories and practices of learning to write in a second language or second dialect. Topics include, but are not limited to theories of writing, strategies and genres embedded in western written modes of exposition; writing assessmentindividualized and standardizedfor K-16 ESOL writing, and other rhetorical concerns. The course exposes students to the range of genres, rhetorical and discoursal conventions of written English, and the need to equip newcomer populations with the same range and breadth of written literacy expertise as their peers. The course also includes in its focus a consideration of the influence of L1 culture, (home and school) on writing in a second language/dialect, cognitive considerations in writing in a second language/dialect, school-wide/institutional policies for writing programs for ESOL/second dialect students, considerations in the choice of effective materials for emergent to advanced newcomer writers, and finally, a battery of best practices for teachers to assist ESOL students/second dialect users develop strategies to monitor their use of and expertise in a multiplicity of English genres, discourse structures and writing conventions. COURSE OBJECTIVES It is assumed that by the end of this course students will have a solid theoretical base as well as the confidence to make intelligent practical choices in teaching academic writing to newcomer populations. By the end of the course, students should be able to: Understand and apply current theories and research in language and literacy development particularly as this concerns the fundamentals of the writing process. Design a teaching methodology which incorporates choice and authenticity, while recognizing the various stages of English language and literacy development, and the importance of ESOL students home languages/dialects, culture, family, socio-economic background, and previous schooling in the emergence of written literacy in English in the 21st century. Demonstrate an ability to effectively teach ESOL students a range of genres, rhetorical and discourse structures and writing conventions in English. Provide appropriate and effective feedback on newcomer writing in a bid to ensure the eventual mastery of fluent and accurate academic language proficiency in writing in a variety of content domains. Utilize appropriate technological resources to enhance both the access and use of such resources in the academic language proficiency of ESOL students/second dialect writers. Develop appropriate and adaptive assessment techniques to assess ESOL writing at the programmatic level (i.e., diagnostics, placement and retention purposes), as well as at the classroom level (i.e., self-assessment/peer assessment in process writing, and achievement assessment in language arts as well as other content areas/genre mastery of written literacy skills). COURSE MATERIALS Required Texts: Cary, Stephen (2007). Working with English Language Learners. 2nd edition. Portsmouth, NH: Heinemann. Frey, Nancy and Douglas Fisher (Eds.) 2008. Teaching Visual Literacy. Thousand Oaks, California: Corwin Press: A Sage company Hyland, Ken.(2003). Second Language Writing; Cambridge University Press Samway, Katherine Davis (2006). When English Language Learners Write: Connecting Research to Practice, K-8. Portsmouth, NH: Heinemann. ***Additional Readings will be distributed in class. Attendance Policy You are responsible for coming to every class meeting barring any emergencies. There will be unannounced in-class work assignments, so always be sure to do the assigned readings before you come to class. Your in-class work assignments, as well as daily class participation will constitute part of the grade awarded for class participation/review. If you are absent on a day of an in-class assignment, you will receive a zero for that assignment. If the reason for the absence is valid (such as sickness or any such unforeseen circumstance), make-up work may be assigned. Otherwise, missed in-class work may not be made up. You are responsible for coming to class prepared every day. If you miss a class, please contact one of your classmates or me, to find out what was covered in class and what announcements were made. Students are expected to maintain a consistent sense of professionalism, and respect for their fellow peers in this course. Frequent unexcused absences, as well as consistent tardiness, and unsatisfactory work due to absence or repeated tardiness will result in exclusion in this course and will negatively impact your final grade. You are expected to stay for the entire duration of every class meeting to obtain full presence credit for the class. CELL PHONE/LAPTOP POLICY: In recognition of the busy lives of students of the 21st century, cell phones/electronic devices will be permitted in this class only on modes of operation that will not disrupt class. You will be required to turn all cell phone ringers off, once class begins. Students cannot have cell phone conversations while class is in session. Use of laptops and other electronic devices assumes professional conduct at all times. This means that unless designated as part of the content of the course, please refrain from surfing the web or checking e-mail while class is in progress as this is very distracting to fellow classmates. Writing across the currIculum (wac) statement All written work in this course including but not limited to the formal assignments such as the written assignments as well as the formal papers /book chapters are in support of the Universitys Writing across the Curriculum Program. ACADEMIC DISHONESTY/PLAGIARISM Policy The English Department takes plagiarism, the unacknowledged use of other peoples ideas, very seriously. As outlined in the Student Handbook under the Policy on Student Academic Integrity, plagiarism may receive such penalties as failure on a paper or failure in the course. The Departments Plagiarism Committee determines the appropriate penalty in each case, but bear in mind that the committee recognizes that plagiarism is a very serious academic offense and makes its decisions accordingly. Since the book chapters constitute a very important component of this class, please familiarize yourself with the details below. Each of the following constitutes plagiarism: 1. Turning in as your own work a paper or part of a paper that anyone other than you wrote. This would include but is not limited to work taken from another student, from a published author, or from an Internet contributor. 2. Turning in a paper that includes unquoted and/or undocumented passages someone else wrote. 3. Including in a paper someone elses original ideas, opinions or research results without attribution. 4. Paraphrasing without attribution. A few changes in wording do not make a passage your property. As a precaution, if you are in doubt, cite the source. Moreover, if you have gone to the trouble to investigate secondary sources, you should give yourself credit for having done so by citing those sources in your essay and by providing a list of References/Works Cited at the conclusion of the essay. In any case, failure to provide proper attribution could result in a severe penalty and is never worth the risk. Please use APA styles of documentation in this class. University Writing Center The Writing Center is where trained consultants will be ready to help you at any stage of the writing process. It is often helpful for writers to share their work with an attentive reader, and consultations allow writers to test and refine their ideas before having to hand papers in or to release documents to the public. In accordance with 9iý޹˾s mission to foster a student-centered learning community, the writing center is a student-centered place; therefore, visits are not mandatory. FOR STUDENTS SEEKING CERTIFICATION IN ESOL/TESOL: NCATE STANDARDS Please refer to Domains 1-5 in the document:  HYPERLINK "http://www.tesol.org/s_tesol/bin.asp?CID=219&DID=13040&DOC=FILE.PDF" http://www.tesol.org/s_tesol/bin.asp?CID=219&DID=13040&DOC=FILE.PDF Since writing literacy is integrated into the entire document, all standards are relevant. Please refer to the following web site: http://www.tesol.org/s_tesol/bin.asp?CID=219&DID=13040&DOC=FILE.PDF for exact details. All tasks in this course are linked to these standards verbatim for the most part. The requirements chart below indicates the variety of assessments used in this particular course to meet these standards. Scores of 90-100% assume that the candidate Exceeds Standards; scores of 80-89% assume that the candidates Meets Standards; and scores of 70-79% assume that the candidate Approaches Standards. Additionally, these TESOL/NCATE standards afford you the opportunity to: Utilize your understanding of language and literacy theory to provide optimal learning environments for ESOL learners (previous standards). Provide you with an opportunity to conduct theory-based research on issues of crucial interest in ESOL and writing (previous standards). MSDE/NCATE Technology Requirements All students seeking TESOL certification should establish an electronic portfolio, and include as many projects from this course in this portfolio. Detailed hypermedia presentations done for this course can be included in this electronic portfolio. When including your portfolio selection, be sure to include: (just some tips!) A brief narrative argument explaining why the selection will be integrated into your classroom pedagogyexplain why it is of importance. The extent to which the selected material meets outlined course objectivesshow its connection to the actual course. A brief synthesis of the extent to which you feel that your selection meets a specific standard in the above cited NCATE/TESOL standards and your evaluation of whether it: a) Approaches the specific standard b) Meets the specific standard c) Exceeds the specific standard Please consult the following web page:  HYPERLINK "http://trc.salisbury.edu/portfolio/Portfolio.htm" http://trc.salisbury.edu/portfolio/Portfolio.htm REQUIREMENTS AND STRUCTURE OF THE COURSE 1. Discussion Leader: Visual Literacy Chapters 20% 2. Newsletter project: writing to learn: 30% 3. panel presentation: learning to write: 15% 4. dialog journals with When ELL Write: 15% 5. Techniques and Tools: annotated bibliography (5): 20% ------ 100% DETAILED EVALUATION CRITERIA 1. Discussion Leader: Visual Literacy ChapterS Each person in the course will be assigned to be one of the discussion leaders for a chapter. You will sign-up for chapters during the first class meeting. Your task: Provide Analysis: Aim to synthesize on reflect on the assigned reading and present the findings to the class. You will be responsible for the content of the assigned chapter so be prepared to briefly highlight key elements of the chapter in any format of your choice. Generate Discussion Questions: For each group member you will be required to generate two discussion questions (one from the chapter, and one that connects the focus on visual literacies to writing). Generate Application Activities/Ideas: Use the content in the assigned chapter/additional material to come up with two creative ideas to trigger interesting, useful, and authentic writing activities (could even be games) for a target group of choice. You should be prepared to show/demonstrate your ideas with real examples/realia. The aim of the task is to give the class ideas on HOW to generate meaningful/authentic writing activities for ESOL learners in any content area of choice using ideas presented in the chapter as a springboard. Evaluation Criteria: 1. Organization; 2. Insight of Discussion questions; 3. Materials Development and 4. Creativity/Innovation of activities. 2. NEWSLETTER PROJECT: WRITING TO LEARN ELL and WRITING FOR TEACHERS. The culminating project of this class will be the writing of a multi-authored newsletter for teachers in a series entitled: Effective 21st century writing instruction for English Language Learners Each group will come up with a creative title of their own for their newsletter. The handbook will consist of a series of six crucial themes (your own topics) linked to the course objectives. Each newsletter will be authored by four members of the class. This will be a course-long project due on the last day of class. Each newsletter will be four pages in length with at least four articles (more/shorter articles is perfectly acceptable) Authors are encouraged to include graphics but if visuals take up more than of the space on any page additional pages are necessary. Each person in the group is to author at least one page of material. There will be a panel presentation of the work-in-progress of the group members on Thursday. All newsletters will have to be compiled using APA documentation styles. Each book will consist of key parts outlined below. Please get together with group members as soon as possible to plan out the progress of the book.  HYPERLINK "http://images.google.com/imgres?imgurl=http://www.litterascripta.com/images2/books108.gif&imgrefurl=http://www.litterascripta.com/comp/clipsbw.shtml&h=439&w=645&sz=48&hl=en&start=2&tbnid=bhLEKE1LwAYkdM:&tbnh=93&tbnw=137&prev=/images%3Fq%3Dblack%2Band%2Bwhite%2Bbooks%26gbv%3D2%26svnum%3D10%26hl%3Den"  INCLUDEPICTURE "http://tbn0.google.com/images?q=tbn:bhLEKE1LwAYkdM:http://www.litterascripta.com/images2/books108.gif" \* MERGEFORMATINET  Assessment Procedures: In the overall written project, members will be graded as a group (60%) Group grades will be on the following criteria: Organization of the newsletter/consistency of formats Creativity of design Depth of content expertise: audience links (this is a book for teachers) Team collaboration/ cohesion of the project Innovation and creativity Individual student articles (40% of your grade) will be graded using the following criteria: Innovation of ideas/creativity Organization: Clarity of thesis/claim/argument Writing style/mechanics: argumentation Content coverage: Examples and support Depth and breadth of resources used; documentation consistency To ensure some feedback, your first drafts are due on the Wednesday. The content and theme of each newsletter is to be negotiated among team members. Please use course readings as well as class discussion to limit your themes and topics. 3. PANEL PRESENTATION: Learning to write Your oral presentation will be linked to your newsletter project (see details above). While your newsletter project focuses on the specifics of topics relevant to improving ESOL writing for homogenous/multi-leveled learners, the panel presentation will consist of two major parts: Your analysis: Motivation for choosing the topic; Discuss how the themes and issues in your articles link up to the overall newsletter. Provide links to course content/readings, and your own research of the topic. Provide any creative details. Each panel will consist of the same members as your newsletter. Please coordinate this effort as cohesively as possible. The following grading criteria will be used to evaluate each member in the panel. Consequently, with the exception of #5 below, individuals in a group may score differently on the same panel presentation. Range, depth and breadth of linkages between ESOL writing problems and course content/readings. Discussion of specific work-in-progress plans for chapters (present as much research as you have done on this topic to date). Organization and cohesion of points 1&2; Handouts Creativity of design and thinking: Innovation of ideas Cohesiveness between group members-planning strategies. Each member will be given 10 minutes of presentation time with 5 minutes for questions. Please plan your time wisely, and stick to the time limit. Dialog Journals on When ELL Write and Hylands Second Language Writing You are responsible for completing readings from Samways book When English Language Learners Write prior to coming to each course meeting. A short draft response to the chapters should be written for each day. In class you will have some time to review the chapter, discuss with a small group, and revise your journal entry. Think / Write / Discuss / Revise What did you agree with in the reading for the day? Discuss briefly points of agreement. What did you disagree with in the reading for the day? Discuss briefly any points of contention/contestation. Any other thoughts. Journal entries will be submitted at the end of each class meeting. (You are required to submit 4 such dialog journals). 5. Techniques and Tools: annotated bibliography The annotated bibliography of techniques for connecting with ELL writing will be compiled and will require the summary, evaluation and analysis of 5 different techniques and tools as they pertain to enhancing ESOL writing skills at any grade level. These techniques might include ideas discussed in class such as collaborative writing; wordless books as writing prompts at least 2 of the tools should be technological innovations (ie Digital storytelling; electronic dialoging/voice threading; video skyping; interactive book apps). Oral sharing of New Technologies You will share any one of your favorite tools from your annotated bibliography to the class. Your task is to showcase how you would use the application to teach elements of writing. Have an example to show the class so that they can see the utility of the application in their own teaching. During your showcasing, talk a little about the tool, and then showcase examples of possible use in enhancing the writing skills of a target group of choice. (Maximum: 5 minutes of talking time). 6. CLASS PARTICIPATION (See Attendance Policy above). More than 1 unexcused absence from the course will negatively impact your final grade, and could result in failure in the course. Please be advised that you are responsible for reading assigned chapters before you come to each class meeting. (See dialog journals), and are expected to actively participate in class discussions. We will follow the grading criteria outlined in university policies SPECIAL NEEDS: Any students with disabilities or other special needs, who need special accommodations and adjustments in this course, are invited to share these concerns or requests with the instructor as soon as possible. SYLLABUS literacy and esol writing 9iý޹˾ Course Designer: Ernie Bond Summer 2013 Phone: Office: 410-548-3257 Read for Monday Second Language Writing Chapter 1 Writing and Teaching Writing Monday Introducing the course: Outline/Requirements The importance of understanding the literacy learning of ELL -- Group letter to School Board Group Process Writing Create list of the most significant concepts concerning literacies and ELL In groups, craft three arguments you could give to convince the school board to promote PD for ELL. Anticipate questions they might ask and address these in your letter Write first draft of letter to the school board Picture wandering as writing prompt Read Introduction to Teaching Visual literacy Intro Each student receives one of Hobbs assumptions of key analytic concepts of literacy: Read intro Explore the introduction in terms of your literacy concept Envision possible relationship between visual literacy and writing for ELL Sign up for chapters Wordless picturebooks as writing prompts When English Language Learners Write -- Chapter 2 Core Research About the Writing of Children Who Are ELLs Journaling Workshop Newsletter workshop Tuesday: Work at home or in computer lab -- I am stuck in DC on Tuesday Work on your newsletter article Write you presentation for your Visual Literacy Chapter Write a Dialogue Journal discussing the readings below Read on Tuesday Working with English Language Learners Chapter 6 How do I help students improve their English writing? Second Language Writing Chapter 2 Second Language Writers and Chapter 4 Texts and Materials in the Writing Class When English Language Learners Write -- Chapter 3, 4 Wednesday Introduction to Sequential Art: Graphic Novels and Comic Books Concept books as prompts for content reading and writing Visual Literacy Presentations on Chapter 1: Visual Literacy: What you Get is what you See _____________________________________________________________ Chapter 2: Graphic Novels: The Good, The Bad, and the Ugly _____________________________________________________________ Chapter 3: Comics, the Canon and the Classroom ______________________________________________________________ When English Language Learners Write -- Chapter 5 Journaling Workshop Content Coach: Chuck Porter Lab work for Annotated Bibliography Newsletter workshop Read for Thursday Second Language Writing Chapter 5 Tasks in the L2 Writing Class Thursday Visual Literacy Presentations on Chapter 4: Exploring the potential of Anime _____________________________________________________________ Chapter 5: Literacy, Literacy and the Role of the Comic Book _____________________________________________________________ Chapter 6: Thats Funny: Political Cartoons in the Classroom ______________________________________________________________ Oral sharing of Annotated Bibliography When English Language Learners Write -- Chapter 6 Journaling Workshop Newsletter workshop Read for Friday Second Language Writing Chapter 7 Responding to student writing Friday Visual Literacy Presentations on Chapter 7: Learning from Illustrations in Picturebooks _____________________________________________________________ Chapter 8: An Irrecusable Offer: Film in the K-12 Classroom _____________________________________________________________ Chapter 9: It was Always the Pictures: Students with Disabilities ______________________________________________________________ Newsletter workshop: Make copies for the class When English Language Learners Write -- Chapter 7 Journaling Workshop Newsletter panel presentations Annotated bibliography due in class Evaluations   The following standards are taken from the TESOL website. Please refer to the following web-site:  HYPERLINK "http://www.tesol.org/s_tesol/bin.asp?CID=219&DID=13040&DOC=FILE.PDF" http://www.tesol.org/s_tesol/bin.asp?CID=219&DID=13040&DOC=FILE.PDF for details.     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