Curriculum Requirements Document...

Curriculum Requirements Document Template

Developmental English 1: Sentence to Paragraph

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Dev English 1 Design Document Draft v2 17NOV05

1st Draft

N/A

11/21/05

Dawn Stapert

Dev English 1 Final 30NOV05

Final Draft

· Incorporated comments from Julie Nichols, Erik Styles, and Carrie

· Added course project details

· Added in Grading Criteria to Course Activities Matrix

· Added notes to DH and CW

· Other minor changes

11/30/05

Dawn Stapert

Course Details

Course Name(s)

Developmental English 1: Sentence to Paragraph

Curriculum

General Education

Course Description

The “Developmental English 1: Sentence to Paragraph” course introduces students to college-level writing with an emphasis on basic grammar. Students will apply their learning to a variety of writing activities focusing on creating sentences and paragraphs.

Course Resources

Student Learning Materials

Texts

‘The Wrtiter’s World: Paragraphs and Essays’ by Lynne Gaetz and Suneeti Phadke

Prentice Hall Grammar Workbook, The, 2/E 0131947710

Prentice Hall ESL Workbook, The, 2/E 0131947591

Applying English To Your Career 0131921150

Web Sites

www.prenhall.com/gaetz

www.phwords.com

Tutor Center

Electronic Media

Visualizing Writing CD-ROM 0131734253

OneKey CourseCompass, Student Access Kit, Writer's World, The: Sentences and Paragraphs 013188705X

Practice and Assess for Writer's OneKey 013194262X

Sentence to Paragraph CourseCompass Course Access Card 0131942638

Instructor Only Materials

Texts

‘The Wrtiter’s World: Paragraphs and Essays’ (Annotated Instructor’s Edition) by Lynne Gaetz and Suneeti Phadke.

Web Sites

Electronic Media

Course Content

Course Objectives

1. State why and how good writing skills can benefit you in your life and career.

2. Describe and apply the four steps of the writing process.

3. Describe the paragraph pattern types.

4. Identify the parts of a sentence and differentiate between sentence types.

5. Write grammatically correct sentences and recognize and avoid common sentence problems.

6. Define verbs, state their usage rules, and recognize proper use of them in writing.

7. Define pronouns, state their usage rules, and recognize proper use of them in writing.

8. Define nouns, state their usage rules, and recognize proper use of them in writing.

9. Define modifiers, state their usage rules, and recognize proper use of them in writing.

10. Identify the rules for using commas, end marks, apostrophes, and quotation marks, and recognize proper use of them in writing.

11. Identify rules for diction usage in the English language.

12. Construct grammatically correct paragraphs.

SCANS Objectives

1. Locates, understands, and interprets written information in prose and in documents such as manuals, graphs, and schedules.

2. Communicates thoughts, ideas, information, and messages in writing

3. Creates documents such as emails and paragraphs.

4. Generates new ideas.

5. Recognizes problems and devises and implements plan of action.

6. Uses efficient learning techniques to acquire and apply new knowledge and skills.

7. Discovers a rule or principle underlying the relationships between two or more objects and applies it when solving a problem.

8. Exerts a high level of effort and perseveres towards goal attainment.

9. Assesses self accurately, sets personal goals, monitors progress, and exhibits self-control.

10. Chooses ethical courses of action.

11. Contributes to group effort.

12. Works well with men and women from diverse backgrounds.

13. Acquires and Evaluates Information.

14. Organizes and maintains information.

15. Interprets and communicates information.

16. Chooses procedures and tools including computers and related technologies.

Special Instructions to the Course Writer

· This course has a lot of skipping around in the text. As part of the introduction to the students, we need to point this out and explain why.

· Throughout the course, build in online interactivity for ESL users and career-specific examples.

For the ESL issue, the Instructor Manual of Writer’s World provides numerous tips for ESL students, also the ESL Workbook provides exercises and explanations that can be useful. Can place an “ESL” button throughout the course when there is some ESL-relevant information to add. The 1st ESL tip can explain the use of the buttons as well as provide a link or reference to additional resources and exercises.

For the career-specific examples, can handle it in 2 ways:

1) Like the ESL buttons described above, can have some interactivity associated with “career applications.” Can have a button for each of the top 5 careers with examples, etc., or can have a “career application” button, and once you click on that, can see info for several different careers.

2) Can have a variety of activity options based on the career track. Instructor can direct students to choose the one that aligns with their career.

· Reference the “Visualizing Writing” CD ROM for ideas on content presentation. Most topics of the Writer’s World book are included in this CD ROM, and it may give the Course Writer ideas on interactivity design like rollovers, animated examples, etc.

· All PH Words references are taken from specific courses established by our SME. When referencing the PH Words activities, use the following for access:

Web site link: http://www.phwords.com/writingpro/wp_welcome.jsp?WebLogicSession=Q2fLpzS2nHj2dGYjobi5G62TyoeYaH4OxKdoZi5m4UqMfB4bhjWi|2410460464151120242/-1062703239/6/7001/7001/7002/7002/7001/-1

Username: readysetsewPassword: Linbook06

· Additional exercises will be listed as option and can be incorporated as a link on the screen.

Objectives and Course Outline

[Note to Course Writer: Please note the following abbreviations used in this document: CW = Course Writer; DH = Development House; WW = Writers World text]

Lsn

Lesson Title

Reading

Course Objectives

Lesson Objectives

Graded Activities

Online Activity Ideas

1

The Writing Process and an Introduction to Paragraphs

[Note to CW: No reading is associated with this objective, so please add a couple of screens to emphasize why writing skills are important].

State why and how good writing skills can benefit you in your life and career.

· State why and how good writing skills can benefit you in your life and career.

Activity 1.1Discussion ForumWhy is writing important?

Start each lesson with a writing warmup. Have students write a paragraph on what they want to learn in this class. Not graded, just submitted online.

[Note to CW: The text has abundant practice, exercises, and readings intermixed within the content presentation. Unless otherwise noted, assume students will not read and work through these unless assigned].

The Writer’s World

Chapter 1: Exploring (pp. 2-15)—skip practice exercises, “Reflect on it,” and “The Writer’s Room”

Chapter 2: Developing (pp. 16-37)

Chapter 3: Revising and Editing (p. 38)

Describe and apply the four steps of the writing process.

· Identify the four steps of the writing process.

(Will be evaluated in Quiz 1)

Matching exercise matching each step with its description and/or purpose

(Refer to Cluster Diagram on p. 12) For a given topic, show the student a list of examples (who example, what example, when example, etc) and a cluster shape like that on p. 12. Put the topic in the middle and branches for who, what, when, where and how and have them drag the correct example to the correct branch.

· Describe the purpose and key elements for each writing process step.

(Will be evaluated in Quiz 1)

Activity 1.2

Practice Exercise

Intended Audience

WW Practice 1, p. 6-7

Use as practice with M/C questions.

WW Practice 2, p. 8-9

Animated example of clustering.

· Practice Exploring Techniques

Activity 1.3

Practice Exercise

Exploring Techniques

Animated exercise of clustering or other exploring strategy.

[Note to CW: Writer’s World does not cover this lesson objective in a direct way. Use PH Words “Watch” resource for Topic Sentence and Supporting Details. (Flachman, Recognizing a paragraph, Module 33.11) This topic needs to be clearly presented on screen].

[Note to DH: Create a short electronic file (either MS Word or pdf) with the content contained in the PH Words “Watch” exercise mentioned in the note to CW}

· Identify and describe the key elements of a paragraph.

(Will be evaluated in Quiz 1).

Animated examples using content from Ph Words, Flachman course, Module 33.11

· Practice Developing Techniques

Activity 1.4Discussion Forum

Progressive Paragraph

WW Practice 2, p. 20-21. Use as an interactive practice exercise.

WW Practice 3, p. 22. Use for Beat the Clock.

Construct grammatically correct paragraphs.

· Apply the steps of the writing process to write a paragraph.

Activity1.5Writing Assignment

Paragraph Construction

Activity 1.6

Course Project

Writing Portfolio

Notes to CW for Lesson 1

[See above notes]

2

Paragraph Patterns


Chapter 4: Illustration (p. 52, p. 54 “What is Illustration?” section) Chapter 5: Narration (p. 65 “What is Narration?” section)

Chapter 6: Description (p. 77 “What is Description?” section)

Recognize the paragraph pattern types.

· Define what is meant by a paragraph pattern.


Writing warmup: Have students write a paragraph on their family. Submitted, but not graded.

Chapter 7: Process (p. 89 “What is Process?” section)

Chapter 8: Definition (p. 101 “What is Definition?” section)

Chapter 9: Classification (p. 114 “What is Classification?” section)

Chapter 10: Comparison and Contrast (p. 127 “What is Comparison and Contrast?” section)

Chapter 11: Cause and Effect (p.

· List and define the 9 types of paragraph patterns, and recognize paragraph pattern types in writing samples.


(reference Florida Exit test, pp. 30-34):

Matching exercise matching the pattern type to the appropriate paragraph.

Crossword activity using the info from the bullet points.

140 “What is Cause and Effect?” section)

Chapter 12: Argument (p. 153 “What is Argument?” section)

Chapter 4: Illustration (p.54-63)

· List the rules for writing an illustration paragraph.


Activity 2.1:

Practice Exercise

Illustration Paragraph Q/A

[Note to DH: Create an electronic file containing the content of all but the last reading above.]


· Write an illustration paragraph.

Activity 2.2:

Writing Assignment

Illustration Paragraph

Activity 2.3:

Discussion Forum

Illustration Paragraph Checklist

Animated or online exercise emphasizing the use of the Illustration Paragraph Checklist

Activity 2.4

Quiz 1

The writing process and paragraph patterns


For the intro to the paragraph types, ensure that each has 1 lecture screen a piece, then a summary screen at the end.

3

Sentence Structure


Chapter 16: Simple Sentences (pp. 254-262)

Chapter 17: Compound Sentences (pp. 266-267)

Chapter 18: Complex Sentences (pp. 278-279)

Identify the parts of a sentence and differentiate between sentence types.

· Define subjects, verbs, and prepositional phrases.


Writing warmup: Have students write a paragraph on their hobbies. Submitted, but not graded.

Beat the clock exercise:

Give a list of 5 sentences, give limited time to the student to highlight the following: Round 1—Subjects, Round 2—Verbs, Round 3—Prepositional Phrases.

· Identify subjects, verbs, and prepositional phrases in writings.

Activity 3.1:

Practice Exercise

Identifying parts of a sentence

Online practice identifying subjects, verbs, and prep phrases in writing samples. Can use examples in practice #1-7 in WW text (p. 254-262).

· Describe and classify simple, compound, and complex sentences.


Activity 3.2:

Discussion Forum

Sentence Classification

Online practice identifying simple, compound, and complex sentences. Use practice #1, 2, 4, 6, 7 (p. 268-274) in text.

Write grammatically correct sentences and recognize and avoid common sentence problems.

· Compose simple, compound, and complex sentences.

Activity 3.3:

Writing AssignmentSimple, compound and complex sentences

Drag and Drop Activity: Online practice writing compound and complex sentences. Use examples in practice #1, 2, 4, (p. 280-283) in text.


4

Avoiding Sentence Errors and the Classification Paragraph


Chapter 20: Fragments and Runons (pp. 306-307, 312-313)

Chapter 9: Classification (pp. 114-121)

Write grammatically correct sentences and recognize and avoid common sentence problems.

· Characterize and identify common sentence problems


Writing warmup: Have students write a paragraph on a sports team (or why they don’t like sports). Submitted, but not graded.

· Define a fragment.


· Recognize a fragment in writing samples.

Activity 4.1:

Practice Exercise

Fragments

Online practice using WW Practice Exercises 1-5 (pp. 307-311)

M/C questions from PH Grammar Workbook, Exercises 11.2 – 11.6; PH Editing Workbook, Exercises 10.1 – 10.10

· Describe comma splices and run-on sentences.


· Recognize comma splices and run-on sentences in writing samples.

Activity 4.2:

Practice Exercise

Comma Splices and Run-ons

Matching questions using PH Grammar Workbook, Ch. 12, Exercises 12.1-12.5

Recognize the paragraph pattern types.

· List the rules for writing a classification paragraph.


Online activity using “recall” and “apply” questions from Ph Words, Paragraphs course, Lesson 2.7.1)


· Write a classification paragraph with grammatically correct sentences.

Activity 4.3:

Writing Assignment

Classification Paragraph

Activity 4.4:

Discussion Forum

Classification Paragraph Checklist

Students play the role of “teacher.” They are presented with paragraphs that meet all but 1 criteria in checklist. They then select the criteria that is not met and “grade” the paper with feedback. Could be scenario based.

Activity 4.5:

Quiz 2

Sentences


5

Using Verbs Correctly


Chapter 25: Subject-verb agreement (pp. 368-379)

Chapter 23: Past Participles (pp. 345-346)

Define verbs, state their usage rules, and recognize proper use of them in writing.

· List and describe the types of verbs.


Writing warmup: Have students write a paragraph on their hometown. Submitted, but not graded.

Crossword Puzzle

· State rules for subject-verb agreement, and recognize proper and improper examples.


Activity 5.1:

Practice Exercise

Subject Verb Agreement

Beat the Clock game

Use Practice exercises 1-9 from WW text on pp. 370-379

· Differentiate between regular and irregular verbs.


Activity 5.2:

Practice Exercise

Regular and Irregular Verbs

Use M/C questions from PH Words Test Course Off the Shelf, module 11.31, Recall questions.

Use WW practice exercises 1, 5-8 on pp. 346-355.

· Discriminate between incorrect and correct usage of verbs in writing samples.

Activity 5.3:

Discussion Forum

Correct usage of verbs


Wherever possible, add additional ESL practice exercises online (not graded) for this lesson.

6

Using Pronouns Correctly


Chapter 28: Pronouns (pp. 414-416, 405-413)

Define pronouns, state their usage rules, and recognize proper use of them in writing.

· Define pronoun and describe types of pronouns.


Writing warmup: Have students write a paragraph on their favorite restaurant. Submitted, but not graded.

Online exercise where students replace nouns with appropriate pronouns.

· State pronoun-antecedent agreement rules.


Strike out or Beat the Clock.

· State pronoun case rules.


Strike out or Beat the Clock.

· List common problems with pronoun usage.


· Discriminate between incorrect and correct usage of pronouns in writing samples.

Activity 6.1

Practice Exercises

Pronoun-antecedent agreement

Activity 6.3

Practice Exercise

Pronoun Case

Activity 6.2

Discussion Forum

Proper use of Pronouns

M/C or Beat the Clock using questions from PH Florida Exit test, Exercises on p. 145-146; PH Editing Workbook, Exercises 2.11-2.13 on pp. 24-25

Activity 6.4:

Quiz 3

Verbs and Pronouns


Wherever possible, add additional ESL practice exercises online (not graded) for this lesson.

7

Using Nouns Correctly and the Descriptive Paragraph


Chapter 27: Nouns, Determiners, and Prepositions (p. 389)

Chapter 35: Capitalization and Other Punctuation Marks (pp. 503-504)

Chapter 6: Description (pp. 77-84)

Define nouns, state their usage rules, and recognize proper use of them in writing.

· Define noun.


Writing warmup: Have students write a paragraph on their commute to work. Submitted, but not graded.

Use Ph Words, Off the Shelf Reading Course, Lesson 11.11 “Watch” info on nouns. [Note to DH—Please use this content and build an interesting animation on nouns based on the content in the Watch section.]

· Differentiate between common and proper nouns.


M/C or Beat the Clock using info from Lesson 11.11 “Watch” clip from above.

· State the rules for capitalization.


M/C or Beat the Clock using PH Words, “Off the Shelf” course, lesson 11.71

· List and describe the types of nouns.


Crossword, Strikeout, Matching, or Word Scramble

· Discriminate between incorrect and correct usage of nouns and capitalization in writing samples.

Activity 7.1

Practice Exercise

Nouns

Activity 7.2

Practice Exercise

Capitalization

Ph Words 11.11

Describe the paragraph pattern types.

· List the rules for writing a descriptive paragraph.


Students are provided with a list of Topic sentences and are asked to select those that lend themselves most to a descriptive paragraph.


· Write a descriptive paragraph applying the correct usage of nouns.

Activity 7.3:

Writing Assignment

Descriptive Paragraph

Activity 7.4:

Discussion Forum

Descriptive Paragraph Checklist



8

Using Modifiers Correctly


Chapter 30: Mistakes with Modifiers (pp. 439-441, 443)

Chapter 29: Adjectives and Adverbs (pp. 425-435)

Chapter 3: Revising and Editing (pp. 39-49)

Define modifiers, state their usage rules, and recognize proper use of them in writing.

· Identify the types of modifiers.


Writing warmup: Have students write a paragraph on their morning ritual. Submitted, but not graded.

Matching exercises. Use recall and apply exercises from PH Words, “Off the Shelf Reading” Course, Lessons 11.51 and 11.52.

· Define adjectives and adverbs.


Activity 8.1:

Practice Exercise

Modifiers

Animated examples and Beat the Clock exercises. Use recall and apply exercises from PH Words, “Off the Shelf Reading” Course, Lessons 11.51 and 11.52; Exercises 5.4 and 5.5 in PH Editing Workbook p. 52-53; WW Practice Exercises 1, 3-9 on pp 426-436

· Recognize dangling and misplaced modifiers in writing samples.

Activity 8.2:

Discussion Forum

Dangling and Misplaced Modifiers

A timed exercise where student is eyewitness to a crime and must select the one sentence from a list of 3 or 4 that answers each of the policewoman’s questions clearly. If they pick the misleading or confusing sentence (because of a misplaced modifier) the policewoman must clarity and that takes up time and the crook gets away. If they are clear, the crook is caught.

Online practice activities taken from:

WW Practice 1,2, 5 on pp. 441-446; PH Grammar Workbook, Exercises 13.2 – 31.8 on pp 149-157


· State the purpose and process for revising and editing.


Use recall and apply exercises from PH Words, Paragraphs Course, Lessons 1.1.8, 1.1.10, and 1.1.11. Turn into a Beat the clock and Ordering exercise.

· Practice Revising and Editing Techniques

Activity 8.3:

Writing Assignment

Revising and Editing

Activity 8.4:

Course Project

Writing Portfolio

Activity 8.5:

Quiz 4

Nouns and Modifiers


From here on out, students will be revising and editing their prior work. Whatever you can do in the lesson presentation to provide guidance on this would be great!

9

Punctuation: Using Commas and End Marks Correctly and the Narration Paragraph


Chapter 33: Commas (pp. 477-485)

Chapter 5: Narration (pp. 64-75)

PH Editing Workbook

Chapter 9: Punctuation/ Exclamation Marks (pp. 102-103)

PH Words

Off the Shelf Course: Module 11.61, Watch

Identify the rules for using commas, end marks, apostrophes, and quotation marks, and recognize proper use of them in writing.

· List the uses of a comma and state the rules for comma usage in the English language.


Writing warmup: Have students write a paragraph on their favorite actor. Submitted, but not graded.

Beat the Clock activity. Use PH Words, Course Biays, Module 1.16.3 Recall exercises.

[Note to DH—make an electronic content file for the PH Editing Workbook reading and the PH Words reading above]

· Identify end marks, list the uses of end marks, and state the rules of end mark usage in the English language.


Show animated exercises showing rules.

· Discriminate between incorrect and correct usage of commas and end marks in writing samples.

Activity 9.1

Practice Exercise

Commas and End Marks

Online practice using Practice 4-5 and Final Review in WW, pp. 482-489; PH Grammar Workbook, Exercises 15.1-15.3 (pp 175-176)


· List the rules for writing a narration paragraph.



· Write a narration paragraph correctly applying the rules for commas and end marks.

Activity 9.2:

Writing Assignment

Narration Paragraph

Activity 9.3:

Discussion Forum

Narration Paragraph Checklist

Activity 9.4:

Course Project

Writing Portfolio

Online sample exercises

PH Words, Paragraphs Course, Module 2.4.1 Apply Exercises


Make sure to include onscreen presentation for content presented in the PH Editing Workbook and PH Words Readings above.

10

Punctuation— Using Apostrophes and Quotation Marks Correctly


Chapter 34: The Apostrophe, Quotation Marks, and Titles (pp. 490-494, 495-496)

Identify the rules for using commas, end marks, apostrophes, and quotation marks, and recognize proper use of them in writing.

· Define and identify the usage rules for apostrophes and quotation marks.


Writing warmup: Have students write a paragraph on a recent trip or vacation. Submitted, but not graded.

Matching or Single Choice. Use content from PH Words, Course Biays, Module 1.16.4, Recall and Apply.

· Discriminate between incorrect and correct usage of apostrophes and quotation marks in writing samples.

Activity 10.1

Practice Exercise

Apostrophes

Activity 10.2

Practice Exercise

Quotation Marks

Practice exercises from PH Editing Workbook, 9.6, 9.7, and 9.8 on pp. 98-100.


· Practice Revising and Editing Techniques

Activity 10.3:

Discussion Forum


Activity 10.4:

Course Project

Writing Portfolio

Activity 10.5:

Quiz 5

Punctuation


11

Spelling, Using Words Correctly, and the Process Paragraph


Chapter 32: Spelling and Commonly Confused Words (pp. 459-467, 469-471)

Chapter 7: Process (pp. 88-99)

Identify rules for diction usage in the English language.

· Identify rules for spelling.

(Will be evaluated in Final Exam)

Writing warmup: Have students write a paragraph on what they’ve learned in this class. Submitted, but not graded.

· Memorize commonly confused words.


Activity 11.1

Practice Exercise

Spelling Flashcards

Beat the clock exercise using the 120 misspelled words on pp. 466 – 467 in WW

· Describe what is meant by exactness.


· Define a cliché, and describe how to avoid its use.



· List the rules for writing a process paragraph.



· Write a process paragraph correctly applying the rules for diction.

Activity 11.2:

Writing Assignment

Process Paragraph

Activity 11.3:

Discussion Forum

Process Paragraph Checklist

Activity 11.4:

Course Project

Writing Portfolio



12

Activity 12.1

Exam

Final Exam

Activity 12.2

Course Project

Writing Portfolio

Course Activity Matrix

Lsn

Activity #

Activity Title

Activity Type

Activity Description

Deliverable

Due Date

Time on Task (hrs)

Grading Criteria/Considerations

1

1.1

Why is writing important?

Discussion Forum

17. Each student posts the following information to a discussion board:

· Name

· Profession

· How improved writing skills can benefit them in their career and everyday life.

18. Students read the other students postings.

19. Instructor reviews postings.

20. Instructor circulates an email to entire class summarizing the top 10 ways this class feels improved writing skills can help them.

Discussion forum participation

Prior to Lesson #2

.5

Students graded on their participation level. See Discussion Forum Rubric for guidance.

1.2

Intended Audience

Practice Exercise

21. Each student creates and submits 2 email messages (about 4-5 sentences a piece) about career goals—one written to a friend and one to a boss.

22. Instructor can choose any sample messages to distribute and annotate to the whole class.

Email text for 2 messages

Prior to Lesson #2

.5

Use Written Assignment Rubric—only grade on criteria dealing with audience. Students will be graded on whether the message is appropriate for each audience.

1.3

Exploring Techniques

Practice Exercise

23. Students choose a topic from the list below:

· Balancing family and work

· Planning a vacation

· Study habits

24. Students choose 2 exploring techniques (choose from freewriting, brainstorming, questioning, or clustering)

25. Students go through exploring techniques, document the results, and post to instructor.

½ to 1 page exercise

Prior to Lesson #2

1.0

Students will be graded on the following:

· If 2 techniques were completed.

· Number of ideas documented for each technique.

· If technique process was applied correctly.

1.4

Progressive Paragraph

Discussion Forum

26. Students are directed to The Writer’s Desk, p. 24 in WW book.

27. For each of the 5 topics listed, the student will provide either the narrowed topic, topic sentence, supporting sentences, or conclusion.[Note to CW: For this and other exercises where the students pair off or form groups, assign each student a number at the beginning of the course and have instructor form groups by posting the student numbers who will work together.]

28. Student 1 will provide the narrowed topic and post. Student 2 will provide the topic sentence and post. Student 3 will provide the supporting statement #1 and post. Student 4 will provide the supporting statement #2 and post. Student 5 will provide the concluding paragraph and post.

29. “Progressive” paragraphs are posted for all students to review.

Discussion forum participation

Prior to Lesson #2

1.0


1.5

Paragraph Construction

Writing Assignment

(Refer to Activity 1.3 above)

30. For the topic chosen in Activity 1.3, students will perform and document the appropriate exploring strategy.

31. Students construct and document a paragraph plan for that topic.

32. Students write a paragraph based on the prewriting activities.

1-2 page paper including prewriting steps and a completed paragraph

Prior to Lesson #2

1.5

Students will be graded based on:

· If the prewriting is complete.

· If the prewriting is done correctly.

· Written paragraph graded based on Writing Assignment Rubric, focusing on the criteria dealing with paragraph elements being present.

1.6

Writing Portfolio

Course Project

[See Course Project Phase 1]

Creation of Writing Portfolio Table

Lesson 12

.5

Students will be graded based on:

· Completion of portfolio

· Organization of portfolio

· Quality of paragraphs based on Writing Assignment Rubric

2

2.1

Illustration Paragraph Q/A

Practice Exercise

33. Students are directed to the “Apply” exercise in Ph Words, number 2.2.1.

34. Answer all 10 questions in the exercise

Exercise Answers

Prior to Lesson #3

.5

Right/Wrong answers.

2.2

Illustration Paragraph

Writing Assignment

35. Students are directed to “Writing Activity 1” exercise in WW, p. 62.

36. Students are to choose 1 topic from the list.

37. Students are to write and submit prewriting and a completed illustration paragraph based on that topic.

1-2 page paper including prewriting steps and a completed paragraph

Prior to Activity 2.3

1.5

Graded based on Writing Assignment Rubric, placing the least emphasis on grammar.

2.3

Illustration Paragraph Checklist

Discussion Forum

38. Students post the illustration paragraph they wrote in Activity 2.2.

39. Students refer to the Illustration Paragraph Checklist found in WW on p. 63

40. Students critique another student’s paragraph using the checklist.

Peer feedback

Prior to Lesson #3

.5


2.4

Writing Process and Paragraph Patterns

Quiz 1

(Refer to Recall activities in PH Words, sections 1.1.5, 1.1.7, 1.1.12, 1.41, 2.2.1)

20 Question Quiz

Prior to Lesson #3

1.5


3

3.1

Identifying Parts of a Sentence

Practice Exercise

41. Students are directed to “recall” and “apply exercises in Ph Words, Test Biays Course, module 1.1.1.

42. Students complete and submit recall questions.

43. Students complete and submit apply questions.

Exercise Answers

Prior to Lesson #4

1.0


3.2

Sentence Classification

Discussion Forum

44. Students write 5 sentences on a topic of their choice.

45. Students post their sentences.

46. Students classify other student’s sentences as either simple, compound, or complex.

5 sentences and peer feedback

Prior to Lesson #4

1.0


3.3

Simple, compound and complex sentences

Writing Assignment

47. Students are directed to “Final Review” exercise in WW, p. 289.

48. Students are to rewrite and submit the three paragraphs in the Final Review, changing simple sentences to compound and complex sentences.

3 paragraphs

Prior to Lesson #4

1.5


4

4.1

Fragments

Practice Exercise

49. Students are directed to “recall” and “apply” exercises in Ph Words, Test Biays Course, module 1.6.1.



Exercise Answers

Prior to Lesson #5

.5


4.2

Comma Splices and Run-ons

Practice Exercise

52. Students are directed to “recall” and “apply” exercises in Ph Words, Test Biays Course, module 1.3.1.



Exercise Answers

Prior to Lesson #5

.5


4.3

Classification Paragraph

Writing Assignment


56. Students follow instructions.

57. Students are to write and submit a completed classification paragraph based on that topic.

Completed paragraph


1.0


4.4

Classification Paragraph Checklist

Discussion Forum

58. Students post the classification paragraph they wrote in Activity 4.4.

59. Students refer to the Classification Paragraph Checklist found in WW on p. 125


Peer feedback

Prior to Lesson #5

.5


4.5

Sentences

Quiz 2

(Refer to Recall activities in PH Words, sections [Note to CW—please fill in appropriate PH Words sections mapped to content in Lessons 3-4 ]

20 Question Quiz

Prior to Lesson #5

1.5


5

5.1

Subject Verb Agreement

Practice Exercise

61. Students are directed to “recall” and “apply” exercises in Ph Words, Test Course Off the Shelf, module 11.33.



Exercise Answers

Prior to Lesson #6

.5


5.2

Regular and Irregular Verbs

Practice Exercise

64. Students are directed to Practice exercises 2, 3, and 4 in WW (pp. 371-374)

65. Students complete and submit exercises.

Exercise Answers

Prior to Lesson #6

1.0


5.3

Correct Usage of Verbs

Discussion Forum

66. Students are directed to the WW Final Reviews on pp. 357 and 381.

67. Student’s are paired with another student.

68. Each student completes 1 question from each Final Review and post.

69. Student partner reviews the original student post and provides written feedback.

Posted problems and student feedback

Prior to Lesson #6

1.0


6

6.1

Pronoun-antecedent agreement

Practice Exercise

70. Students are directed to Practice exercises 5, 6, and 7 in WW (pp. 414-418)


Exercise Answers

Prior to Lesson #7

1.0


6.2

Pronoun Case

Practice Exercise

72. Students are directed to Practice exercises 2 and 4 in WW (pp. 410-414)


Exercise Answers

Prior to Lesson #7

1.0


6.3

Proper use of Pronouns

Discussion Forum

74. Students are directed to the Writer’s Circle in WW (pp. 424)

75. Students are paired off.

76. Students write interview questions and send to their partner in an email.

77. The partner replies with the answers to the interview questions.

78. Each student then writes the paragraph as instructed in exercise.

79. Completed paragraphs are posted.

80. Students read all postings.

Posted paragraph and student feedback

Prior to Lesson #7

1.5


6.4

Verbs and Pronouns

Quiz 3


20 Question Quiz

Prior to Lesson #7

1.5


7

7.1

Nouns

Practice Exercise

81. Students are directed to Practice 1 and 4 in WW (pp. 391 and 395);

82. Students follow instructions for the exercises.


Exercise Answers

Prior to Lesson #8

.5


7.2

Capitalization

Practice Exercise

84. Students are directed to Practice 1 in WW (pp. 505-506); Exercises 14.1 and 14.2 in PH Editing Workbook pp. 145-146.



Exercise answers

Prior to Lesson #8

1.0


7.3

Descriptive Paragraph

Writing Assignment


88. Students choose a topic from the list provided.

89. Students are to write and submit a completed description paragraph based on that topic.

Completed paragraph


1.0

Graded based on Writing Assignment Rubric.

7.4

Descriptive Paragraph Checklist

Discussion Forum

90. Students post the description paragraph they wrote in Activity 7.3.

91. Students refer to the Descriptive Paragraph Checklist found in WW on p. 87.


Peer feedback

Prior to Lesson #8

.5


8

8.1

Modifiers

Practice Exercise

93. Students are directed to the following:

· Practice 2 in WW (pp. 427-428)

· P. 103, PH Florida Exit exam

· Exercise 6.4 and 6.5, PH Editing Workbook (pp. 61-62)



Exercise answers

Prior to Lesson #9

1.0


8.2

Dangling and Misplaced Modifiers

Discussion Forum

96. Students are directed to Practice 3 and 4 in WW (pp. 444-445)

97. Students are paired off.

98. 1st student completes Practice 3 and submits to 2nd student for review.

99. 2nd student completes Practice 4 and submits to 1st student for review.

100. Students submit both the exercises and review comments to instructor.

Exercise answers and review comments

Prior to Lesson #9

1.0


8.3


Writing Assignment

101. Students are directed to their completed paragraph from Activity 1.5

102. Students apply the editing and revising techniques to refine their paragraph. Emphasize addition of modifiers in the exercise.

103. Students submit revised paragraph to instructor.

Paragraph

Prior to Lesson #9

1.0


8.4

Writing Portfolio

Course Project


Edited Illustration and Classification Paragraph

Lesson 12

1.5

Students are graded based on:




8.5

Nouns and Modifiers

Quiz 4


20 Question Quiz

Prior to Lesson #9

1.5

9

9.1

Commas and End Marks

Practice Exercise

104. Students are directed to the following:

· Practice 1-2 in WW (pp. 478-480)

· PH Words, Off the Shelf Course, Module 11.61 Apply.

· Exercise 9.10, PH Editing Workbook (pp. 103)



Exercise answers

Prior to Lesson #10

1.5


9.2

Narration Paragraph

Writing Assignment



109. Students are to write and submit a completed narration paragraph based on that topic.

Paragraph


1.0


9.3

Narration Paragraph Checklist

Discussion Forum

110. Students post the narration paragraph they wrote in Activity 9.2.

111. Students refer to the Narration Paragraph Checklist found in WW on p. 75.


Peer Feedback

Prior to Lesson #10

.5


9.4

Writing Portfolio

Course Project


Edited Descriptive Paragraph

Lesson 12

.75





10

10.1

Apostrophes

Practice Exercise

113. Students are directed to Practice 1, 3, 4, and 5 in WW (pp. 491-495)



Exercise Answers

Prior to Lesson #11

1.0


10.2

Quotation Marks

Practice Exercise

116. Students are directed to Practice 8 and Final Review in WW (pp. 499-502)



Exercise Answers

Prior to Lesson #11

1.0


10.3


Discussion Forum

119. Students are directed to post one of their completed paragraph assignments from Lessons 1-4.

120. Students pair off.

121. Each student revises and edits the paragraph and posts revised paragraph.

Revised Paragraph

Prior to Lesson #11

1.0


10.4

Writing Portfolio

Course Project


Edited Narration Paragraph

Lesson 12

.75





10.5

Punctuation

Quiz 5


20 Question Quiz

Prior to Lesson #11

1.5

11

11.1

Spelling Flashcards

Practice Exercise

122. Students are directed to online Practice Activity 11.1

123. Online activity involves an animated flashcard containing descriptions of commonly confused words.

124. Students are to type in the correct word with the correct spelling for the word described in #2.

125. Students submit their activity upon completion.

Submitted exercise.

Prior to Lesson #12

1.0


11.2

Process Paragraph

Writing Assignment



128. Students are to write and submit a completed process paragraph based on that topic.

Paragraph


1.0


11.3

Process Paragraph Checklist

Discussion Forum

129. Students post the process paragraph they wrote in Activity 11.2.

130. Students refer to the Process Paragraph Checklist found in WW on p. 99.


Peer Feedback

Prior to Lesson #12

.5


11.4

Writing Portfolio

Course Project


Portfolio Construction

Lesson 12

1.0





12

12.1

Final Exam

Exam

132. Students complete the open book final exam.

60 Question Final Exam

6.0

Right/Wrong Answers

12.2

Writing Portfolio

Course Project

133. Students submit their completed Writing Portfolio.

Writing Portolio

Lesson #12

Students are graded on the completion of their work, the organization of the portfolio, and the quality of their paragraphs based on the Writing Assignment Rubric.

Time on Task Grid

Lesson

Reading(hours)

Estimated On-screen time (hours)

Outside Class Activities (hours)

Evaluations

(hours)

Course Project

(hours)

Lesson Total

(hours)

1

(24 pp) .75

1.5

4.5

--

.5

7.25

2

(20 pp) .5

1.5

2.5

1.5

--

6.0

3

(12 pp) .5

1.5

3.5

--

--

5.5

4

(11 pp) .5

1.5

2.5

1.5

--

6.0

5

(13 pp) .5

1.5

2.5

--

--

4.5

6

(10 pp) .5

1.5

3.5

1.5

--

7.0

7

(10 pp) .5

1.5

3.0

--

--

5.0

8

(23 pp) .75

1.5

2.5

1.5

1.5

7.75

9

(20 pp) .5

1.5

3.0

--

.75

5.75

10

(6 pp) .25

1.5

3.0

1.5

.75

7.0

11

(21 pp) .75

1.5

2.5

--

1.0

5.75

12

--

--

--

6.0

--

6.0

Total (hours)

6.0

16.5

33.0

13.5

4.5

73.5

Credit Hour Designation

According to several academic institutions, academic credit is a measure of the total time commitment required of a typical student in a particular course of study. Total time is comprised of:

1) Time spent “in class”

2) Time spent in a laboratory, studio, or other scheduled activity

3) Time spent reading, studying, problem solving, writing, or other activity.

In a traditional, lecture-led course, one credit hour is usually assigned for 3 hours of student work per week, including time spent in class and out of class. This credit hour assignment assumes a fixed course length, which typically ranges between 12-15 weeks depending on the academic program.

Unlike traditional courses, online courses can vary widely in the course length, depending on the needs of the student and the administration requirements of the educational institution. An online course of 6 weeks can cover the identical content of an online course that is spread out over 10 weeks. Thus, credit hours for online courses should be assessed based on the total time required to complete the course ( “time on task”).

For online courses, one credit hour will equal 20-25 hours time on task. Therefore,

A 3-credit course will consist of 60-75 hours time on task.

A 4-credit course will consist of 75-100 hours time on task.

Based on the above, the Development English 1: Sentence to Paragraph course, with an estimated 73.5 hours time on task, will be designated as a 3-credit hour course.

Grading Criteria

Weighted Grading Breakdown

Activity Types

Weights (%)

Discussion Forums

15%

Practice Exercises

15%

Writing Assignments

25%

Quizzes

20%

Exams

10%

Course Project

15%

TOTAL

100%

Grading Conversion Table

Letter Grade

Percentage

Grade Point

A

90 - 100%

4.0

B+

85 - 89%

3.5

B

80 - 84%

3.0

C+

75 - 79%

2.5

C

70 - 74%

2.0

D+

65 - 69%

1.5

D

60 - 64%

1.0

F

<60%

0.0

Course Project

Project Name

Writing Portfolio

Project Description

The purpose of this project is to provide the student with an opportunity to illustrate their writing progress and to apply the writing process and grammar rules learned from this course. The course project requires students to resubmit writing assignments from throughout the course, giving them the opportunity to edit their work prior to resubmission.

Project Objectives

At the completion of this project, the student will be able to:

Apply the steps of the writing process to write grammatically correct paragraphs.

Recognize the difference between the illustration, classification, description, narration, and process paragraphs.

Project Deliverables

A writing “portfolio” containing writing samples from throughout the course. The portfolio will contain:

· The student’s initial paragraph writing assignment (Activity #1.5, unedited for illustration of course progression)

· An illustration paragraph (Activity 2.2, edited for final submission)

· A classification paragraph (Activity 4.3, edited for final submission)

· A descriptive paragraph (Activity 7.3, edited for final submission)

· A narration paragraph (Activity 9.2, edited for final submission)

· A process paragraph (Activity 11.2, edited for final submission)

Project Details

Project Phase

Deadline

Lesson #

Student Deliverables

Requirements of Project Phase

Grading Weights

(% of project grade)

[1]

(Assigned Lesson 1)

Due Lesson 12

· Unedited Initial paragraph

· Students set up a Writing Portfolio folder

· Students place their initial paragraph for the course into their portfolio.

0% (just ensure it is included)

[2]

(Assigned Lesson 8)

Due Lesson 12

· Edited Illustration and Classification paragraphs

· Students access their completed paragraphs from Activities 2. Students reference the feedback obtained from their peers in Activities 2.3 and 4.4.

· Students edit their paragraphs and place them into their portfolio folder.

40%

[3]

(Assigned Lesson 9)

Due Lesson 12

· Edited Descriptive paragraph

· Students access their completed paragraphs from Activity 7.3

· Students reference the feedback obtained from their peers in Activity 7.4.


20%

[4]

(Assigned Lesson 10)

Due Lesson 12

· Edited Narration paragraph

· Students access their completed paragraphs from Activity 9.2.

· Students reference the feedback obtained from their peers in Activity 9.3.


20%

[5]

(Assigned Lesson 11)

Due Lesson 12

· Portfolio construction

· Students place their edited paragraphs into their portfolio folder

· Students set up a document with a TOC and 1-paragraph per page.

· For each paragraph above, student adds a title and a description of the type of paragraph, and pastes that paragraph onto the page.

· Student submits course project to instructor.

20%

ID�5

Developmental English 1: Sentence to ParagraphPage 1 of 2912/22/2005

Dev English 1 Design Document Final 30NOV05

Curriculum Requirements Document...

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