RD 116 College Vocabulary- Fall 2016 Syllabus

Instructor: Terrie Sandlin E-mail: Use the email on Blackboard Contacting Instructor: The best way to reach me is the email on Blackboard. You may also use my college email, tsandlin@roguecc.edu, but the quickest response will most likely be on Blackboard. Email will be returned (if possible) within 24 hours or sooner, except on weekends. To ensure that I do not work seven days a week I will respond to any email received over the weekend on Monday morning. Format: Web-based course Prerequisites: A reading score of 82 or above on COMPASS, 41 or above on ASSET, successful completion of RD 30 or instructor approval; Placement test writing scores of 70 or above on COMPASS, 42 or above on ASSET, satisfactory completion of WR 30 or instructor approval. Credit: 3 transfer credits Time/Date/Place: We will use Blackboard for discussion and posting of course assignments. See the Course Schedule for a schedule of topic discussion time frames and assignments. Office Hours: By appointment– please contact me via email. Catalog Description: College Vocabulary adds significantly to the student’s reading, writing, and speaking vocabularies, fosters an interest in words, and offers strategies for vocabulary development throughout life. This class will also provide rules and techniques to help students strengthen their spelling abilities. Students will study word elements that hold the key to understanding English words. The vocabulary presented in this class will be practical, contextual, and relevant for college students, as well as their chosen career paths. Attention is given to application of spelling and vocabulary to college, personal success and future employment. Required Texts: None

Additional Course Materials: None. An American Heritage Dictionary is helpful (Or other print dictionary that also includes pronunciation and word origins--which country the words came from). Thesaurus, Electronic Speller, or an App with similar functions. Readings are provided for each session and available in Blackboard under the Content tab. Blackboard Help (Online Technical Support): Review the technical orientations and test your browser at https://roguecc.blackboard.com/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_148_1 The instructor is not available for technical support. If concerns arise, please contact the online Rogue Help Desk. Support: 541-245-7514 | 1-800-411-6508-7514 | RO@roguecc.edu Please note that taking an online class relies on technology, and networks have problems. The majority of problems that a student might encounter can be fixed. Americans with Disabilities Act:

Any student who feels that he or she may need academic accommodations for a disability, such as vision, hearing, orthopedic, learning disabilities, psychological or other medical conditions, should make an appointment with the Disability Services Office. For more information, go to http://www.roguecc.edu/disabilityservices/ Discrimination, Harassment and Sexual Violence Policies:

RCC is committed to ensure that its learning and working environments are free from all forms of discrimination and harassment, including sexual harassment. Therefore, it is a violation of College policy for any employee, student or third-party at RCC to engage in these practices. In addition, RCC has a zero tolerance for sexual assault, stalking, intimate partner or domestic violence, dating violence and workplace violence. Anyone found participating in any of these activities will be subject to disciplinary action and prosecuted in accordance with RCC policies and procedures and Oregon state laws. For more information, go to http://web.roguecc.edu/title-ix-and-sexual-misconduct

Instructor Roles and Responsibilities

My goal during online discussions is to allow each of you to fully voice your ideas and struggle to understand concepts in a way that is most meaningful for you. Thus, I am committed to reading every comment posted in the discussions, but I will limit my feedback to points of clarification or to redirect the conversation as needed. I am involved in your discussions, but do not want to control your conversations.

You can expect the most pointed and detailed feedback from me on individual assignments and through personal correspondence (email, phone calls, etc.)

You can expect responses to email/phone calls within 24-48 hours or less during weekdays. If I am going to be away from my computer for a period longer than two days, I will let the class know.

I am committed to fostering discovery and learning in this class. I expect the course to fulfill your needs and I expect to learn in this class, along with you.

I will do my best to announce any changes made to the course calendar as far in advance as possible.

Learner Roles and Responsibilities:

Syllabus

You are expected to carefully read and know the information contained in this syllabus. This is the rulebook and will contain what is required for successful completion of this class.

Attendance and Participation Policy:

Typically, students will work 8-12 hours per week, per 3-credit class. This usually means working 1-2 hours per day during the week and dedicating additional time as needed each weekend to the class.

You are expected to engage in both critical and creative thinking. Critical thinking will allow you to view situations and topics in a new light. Creative thinking will allow you to begin to create your own knowledge from these views.

If you experience technical issues with Blackboard, contact the help desk (information listed above).

Administrative Drop: Students who do not log in (attend) the first week of school will be automatically dropped from the class the 2nd week of the term.

You may drop from classes up to the second Wednesday of the term (October 5). Tuition is refunded in full when you drop a class prior to this date. Withdraw period begins October 6.

Last day to withdraw or change to audit is November 18. The responsibility of withdrawing from the class rests with the

student to initiate and complete.

Communication

I will email you within the course on a regular basis so be sure to check your e-mail.

Please communicate with me during the quarter if you are stuck on an assignment, unclear about a topic, concerned about your grade etc. Do not wait until the end of the term to contact me if you are having difficulties. I always have time for students!

Late Work

Late work is not accepted without prior arrangement. It is the student’s responsibility to get work in on time, on the day it is due. I also understand there are emergencies, so please communicate with me.

A Successful Online Learner:

Is self-motivated, does not need a lot of direction and motivation from an instructor; is self -disciplined, can budget time wisely and does not procrastinate.

Enjoys the challenge of learning on his/her own and likes to read and write.

Takes charge of his/her own learning, and is willing to ask questions and get help when necessary.

May need a flexible schedule but understands that flexibility does NOT mean the course will be easy.

Academic Honesty

Cheating, plagiarism, and other acts of academic dishonesty are viewed as serious offenses. Instructors have the right to take action on any suspected acts of academic dishonesty. Depending on the nature of the offense, serious penalties may be imposed, ranging from loss of points to expulsion from the class or college.

o Plagiarism is using, summarizing, or paraphrasing part or all of someone else’s work; or cutting, copying and pasting someone else’s work from web or digital sources directly into your work, without properly identifying the actual author and source. If you do not identify the source of ideas and writings that you’ve used in your work, or if you claim to have written something that is not your own work, you are plagiarizing.

Tutoring Center: If you need help with the material covered in this class, you can visit one of RCC's Tutoring Centers for free tutoring assistance. There is also tutoring assistance available online. Please visit the tutoring center webpage for more details: http://www.roguecc.edu/AcademicSkills/Tutoring.asp. Safety: Although this is an online class, it is possible you may visit the campus for tutoring or to use the computer lab. The College assists in keeping the campus safe, but a safe campus can only be achieved through the efforts and cooperation of all tudents, faculty, and staff. For information go to https://www.roguecc.edu/safety/

Course Learning Outcomes: In the left-hand column below, you will find the expected learning outcomes for this course. The outcomes are assessed by the methods described in the right column. Institutional Learning Outcomes (ILOs): In the middle column you will see “ILO Key Indicators.” Institutional Learning Outcomes (ILOs) are skills that will contribute to your success in life beyond RCC. Rogue’s ILOs are: Application of Knowledge (AK), Approach to Learning (AL), Communication (COM), Critical Thinking (CT), and Personal Growth (PG). Why are they important?

Employers call these soft skills or employability skills. They may help you get and keep a job.

These are skills that will help you complete a 4-year degree.

They are skills for success in your life as a family member, worker, citizen, life-long learner, and more.

On successful completion of this course, students will be able

Expected Outcomes: ILO Key Indicators: Assessment Methods:

1. Identify connections and

similarities in form and

meaning in English words.

AK 1 - Demonstrate ability to

transfer learning in familiar and

unfamiliar contexts in order to

complete tasks.

1. When given a morpheme

(word part) the students can

expand this word part into a

list of morphologically related

words.

2. Apply rules of English

spelling to own work.

COM 2 - Express ideas clearly

in oral, written and visual

work.

2. Analysis of student’s own

spelling challenges, through a

personal list, and application

of spelling rules to those

challenges.

3. Show understanding of

prefixes, suffixes, and roots. AK 1 - Demonstrate ability to

transfer learning in familiar and

unfamiliar contexts in order to

complete tasks.

3. Analysis of unfamiliar or

unknown English words into

their morphological parts, and

hypotheses of the meanings of

unknown words.

4. Collaborate with team

members on a variety of

learning activities,

COM3 - Collaborate

effectively to achieve

course/learning goals.

4. Group work on exercises

and projects. Criteria for

assessment of effective

teamwork such as

demonstrating effective

interpersonal skills, working

toward achievement of group

goals, and maintaining group

accountability.

Expected Outcomes: ILO Key Indicators: Assessment Methods:

5. Analyze appropriate word

choices and possible meaning

changes with synonym

replacements, and articulate

metacognitive strategies for

identifying word meanings in

context

AK 1 - Demonstrate ability to

transfer learning in familiar and

unfamiliar contexts in order to

complete tasks.

AK 2 -Integrate previous and

new learning, along with

practical skills, to solve

problems.

5. Analysis of writing samples

for meaning changes with

synonym replacements.

Describe the meaning changes

verbally and/or in writing.

Describe, verbally and/or in

writing, strategies for

hypothesizing the meanings

of words in context.

6. Develop some strategies for

continuous vocabulary

development throughout life

AL 1 - Understand and accepts

responsibility for learning.

AL 3 - Internalize and

assimilates information into

new situations.

6. Oral and/or written

assignments in which students

describe the strategies they

are developing for building

their passive and active

vocabularies

7. Demonstrate an awareness

of words that are new,

borrowed from other

languages, or from specific

domains that might not be

found in a standard college

dictionary.

AK 1 - Demonstrate ability to

transfer learning in familiar and

unfamiliar contexts in order to

complete tasks.

AK 2 -Integrate previous and

new learning, along with

practical skills, to solve

problems.

7. Analysis and classification

of words of non-English or

recent origin, and

development of strategies for

understanding the meaning of

those words.

8. Apply new words to “real

life” situations.

AK 1 - Demonstrate ability to

transfer learning in familiar and

unfamiliar contexts in order to

complete tasks.

AK 3 -Apply knowledge and

skills through a global

perspective with an awareness

of context, personal

assumptions, and worldview.

8. Oral and written exercises

using vocabulary in "real life”

contexts.

9. Develop a list of 50 career

words to be learned and used

in context.

AK 3 -Apply knowledge and

skills through a global

perspective with an awareness

of context, personal

assumptions, and worldview.

9. Student presentations

and/or papers which

synthesize and apply the

knowledge of the discipline-

specific vocabulary words.

Assignments

All assignments should be submitted as attachments and unless otherwise specified, MUST BE in Microsoft Word. Do not submit work in PDF.

Use 12 point font, and the title of your file should include your last name and the assignment name.

Each set of assignments are broken into weekly sessions and are located under “content” tab.

Each week's content will be opened at 8:00 a.m. on Monday morning and the assignments/quizzes are due by 11:59 p.m. the Sunday of that week, unless otherwise noted.

Discussions

Online discussions are a large part of your classroom grade. It is very important for you to contribute your ideas! This is the way you participate in class.

Original posts on the Discussion Board are due by Sunday at 11:59 pm of the week assigned. If responses or replies are required, they are due the following Monday at 11:59 pm (in other words you have an extra day to reply). Pay close attention to due dates and do NOT wait until Sunday to post your entry.

You must participate in each discussion and it is expected that you will write original, well thought-out posts, using correct grammar and spelling.

This is a spelling class also. Correct grammar and spelling are crucial to your success. Run spell check prior to posting.

Discussions are located within the weekly sessions.

Make sure that you follow the rules of online etiquette (netiquette). These rules are in the file titled “Netiquette” in the Course Orientation and Syllabus tab. This is a college class, not a text chat room.

Review the Scoring Guide for Discussion Boards and Guidelines for Discussion Board Posts: Strategies for Success files located in the Course Orientation and Syllabus tab.

Simply posting “I agree,” “I never knew that” or a smiley face is not sufficient. It is expected you will write at least three FULL sentences, preferably a full paragraph, with substantive content for each discussion board post.

Grading: Is an A, B, C, D or F based on points. There are a total of 574 points possible. Quizzes 130 Discussion Board 150 SAT Vocabulary Assignments 84 Prefix & Suffix Exercise 15 Vocabulary in Context Exercise 40 Career Word List 50 Teach A Word 25 Career Word Games/Exercises 40 Email Assignment 40 Total: 574 A-/A/A+ 517-574

B-/B/B+ 459-516 C-/C/C+ 402-458

D 344-401 F Less than 343

Incomplete Grades: Student’s requesting an incomplete grade must have successfully completed at least 75 percent of the course work but a prolonged, excusable absence causes inability to complete the course by the end of the term. The "I" grade is intended to provide a student with additional time to complete course requirements due to extenuating circumstances. It is not intended to reward procrastination. An incomplete is granted at the discretion of the instructor. Students on financial aid should be aware of the effect that an “I” grade has on their award status

RD 116 Fall 2016 – Class Schedule Each week's content will be opened at 8:00 a.m. on Monday morning and the assignments/quizzes will be due by 11:59 p.m. the following Sunday, unless otherwise noted. Replies to discussion board posts are due no later than Monday the following week at 11:59 pm.

Week 1 September 26 - October 2

Orientation Quiz

Biography DB

Helpful Resources DB

Assigned Readings

Week 2 October 3 - 9

Syllabication & Phonics Rules

Origin of Words DB

Importance of Building Vocabulary DB

Word Games

Assigned Readings

Week 3 October 10 - 16

Prefixes

Apostrophes & Capital Letters

Spelling Problems DB

Prefix & Suffix Practice Exercise

Start on Career Words (Use this week to start finding words specific to your career or college degree)

Career Words email to me due by Oct. 16

Assigned Readings

Week 4 October 17 - 23

Ie/ei and “seed” Words

Homonym & Homophone Test

Homonym & Homophone DB

First 25 Career Words

Context Clues DB

Assigned Readings

Week 5 October 24 - 30

Mnemonics DB

Second 25 Career Words

Vocabulary in Context Exercise

Word Games

Assigned Readings

Week 6 October 31 – November 6

Plurals

To Double or Not; Final Consonants

Personal Spelling List DB

Expand a Morpheme DB

Vocabulary in Context Exercise

Assigned Readings

Week 7 November 7 - 13

Final Y

Final E

Create a Story Wiki

Career Word Exercises

SAT Vocabulary Exercise 1

Assigned Readings

Week 8 November 14 - 20

Hyphens

Spelling Errors DB

Career Word Exercises

SAT Vocabulary Exercise 2

Assigned Readings

Week 9 November 21 – 27

NY Times DB

SAT Vocabulary Exercise 3

Work on Teach a Word Assignment (Due by 8:00 am, November 28)

Assigned Readings

Week 10 November 28 – December 4

Overused Words DB

Teach a Word DB

Teach a Word Assignment

Work on Final Project

Assigned Readings

Week 11 December 5 - 9 (Class ends 5:00 pm, Friday, December 9)

Final Project (Due by Wednesday, 5:00 p.m. December 7)