0.5: Using This Textbook to Help You Successfully Complete the Course
- Page ID
- 304735
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)In order to successfully complete the course, a student must meet a minimum of two of the three following criteria. Both the final exam and the portfolio must be submitted in order for a student to be considered for progression to the next course.
- A satisfactory four- to five-paragraph summary-response essay based on an article of 600-800 words (FRE 40-60, Grade Level 10-13), written within a 90-minute time limit.
- A portfolio of three drafted writing assignments and a reflective cover letter demonstrating reading and writing skills appropriate to the level.
- Satisfactory progress throughout the semester, as demonstrated by applied reading and writing tasks, in-class and drafted writing assignments, exams, journals, and other reflective activities.
A. ELSI 043: English for Academic Purposes II: Descriptors of Attained Proficiency
The chart below outlines the specific criteria used to determine whether a student has met the course’s learning outcomes in each of the three criteria listed above. Corresponding textbook chapters are listed in red after each criterion.
|c|c|c|c| COURSE LEARNING OUTCOME & FINAL EXAM (see Chapter 7) & FINAL PORTFOLIO (see Chapter 6) & SEMESTER PROGRESS
Produce written paraphrases and summaries of academic texts on various topics while maintaining the original meaning. &
| - Student produces a one-sentence summary that accurately identifies the main idea/argument and is well paraphrased. (Chapter 3) |
| - Student produces an effectively paraphrased summary paragraph that accurately identifies main idea, supporting details, and organizational pattern. (Chapters 2, 3) |
| - Student produces an effective paraphrase of the opinion(s) from the original text that they have selected for response. (Chapters 2, 4) |
&
| - Student demonstrates effective summarizing and paraphrasing strategies in the summary and summary-response assignments, including: |
| - one-sentence summaries (Chapters 2, 3) |
| - summary paragraphs (Chapters 2,3) |
| - summaries/paraphrases of opinions selected for response (Chapters 2, 4) |
& - Student demonstrates effective summarizing and paraphrasing strategies in in-class and drafted summary assignments as well as in journals and applied reading and writing activities requiring summarizing or paraphrasing. Student demonstrates satisfactory progress in these skills across the semester. (Chapters 2, 3, 4)
Incorporate summarizing and paraphrasing strategies into written assignments in order to support their own ideas and opinions. &
| - Student’s thesis statement accurately summarizes and paraphrases opinions/arguments presented in the article and clearly states the student’s response. |
| (Chapters 2, 4) |
| - Student accurately summarizes and paraphrases arguments/ideas from the article in the response paragraphs. (Chapters 2, 3) |
& - Student effectively summarizes and/or paraphrases ideas from sources used to support their own arguments in their portfolio research paper and summaryresponse essay. (Chapters 2,5) & - Student effectively summarizes and/or paraphrases ideas from sources used to support their own arguments in their research paper and summary-response essays. Student demonstrates satisfactory progress in these skills across the semester. (Chapters 2, 5)
|c|c|c|c| Synthesize information from multiple sources to support ideas within an essay. &
| - Student’s thesis statement directly connects to the ideas in the response paragraphs. (Chapter 4) |
| - Student uses ideas/evidence from their own knowledge/experience and/or other sources to effectively support their opinion in the response paragraphs. (Chapter 4) |
& - Student uses ideas/evidence from their own knowledge/experience and/or other sources to effectively support their opinions in the revised summary-response essay and research paper. (Chapters 4, 5) & - Student uses ideas/evidence from their own knowledge/experience and/or other sources to effectively support their opinions in in-class and drafted writing assignments as well as in journals and applied reading and writing activities. Student demonstrates satisfactory progress in this skill across the semester. (Chapters 4, 5)
Appropriately integrate and cite academic and professional sources in written assignments using MLA format. &
| - Student accurately cites the article in the one-sentence summary, summary paragraph, and response paragraphs. (Chapters 3, 4, Appendix A) |
| - Student effectively distinguishes ideas from the article from their own ideas. (Chapter 4) |
&
| - Student demonstrates effective integration and citation of sources in all portfolio assignments. (Chapters 3, 4, Appendix A) |
| - Student effectively distinguishes ideas from sources from their own ideas. (Chapters 4,5) |
&
| - Student demonstrates effective integration and citation of sources in in-class and drafted writing assignments. (Chapters 3, 4, Appendix A) |
| - Student effectively distinguishes ideas from sources from their own ideas. (Chapters 4,5) |
| - Student demonstrates satisfactory progress in these skills across the semester. |
Design and execute a research argument in response to a research essay prompt. & &
| - Student produces a research paper thesis statement that effectively responds to the research question. (Chapter 5) |
| - Student effectively organizes and sufficiently develops their argument using relevant evidence from sources and their own knowledge/experience. (Chapter 5) |
&
| - Student produces a research paper thesis statement that effectively responds to the research question. (Chapter 5) |
| - Student effectively organizes and sufficiently develops their argument using relevant evidence from sources and their own knowledge/experience. (Chapter 5) |
| - Student demonstrates satisfactory progress in these skills across the semester. |
Demonstrate critical thinking by critiquing arguments presented in texts. & - Student responds effectively to opinions selected from the article (makes logical connections, criticizes or questions the text, provides original solutions or alternative ideas, extends the ideas presented by supplying new information). (Chapter 4) &
| - Student responds effectively to opinions/arguments selected from the summary-response article (makes logical connections, criticizes or questions the text, provides original solutions or alternative ideas, extends the ideas presented by supplying new information). (Chapter 4) |
| - Student effectively analyzes evidence from research paper sources used to support their own arguments. (Chapter 5) |
&
| - Student responds effectively to opinions/arguments selected from the summary-response article (makes logical connections, criticizes or questions the text, provides original solutions or alternative ideas, extends the ideas presented by supplying new information). (Chapter 4) |
| - Student effectively analyzes evidence from research paper sources used to support their own arguments. (Chapter 5) |
| - Student demonstrates satisfactory progress in these skills across the semester. |
Demonstrate facility with both drafted and timed academic writing tasks. & - Student has written a complete 4-5 paragraph essay in the given time with a clear introduction, summary paragraph, one or two response paragraphs, and a conclusion. (Chapters 3, 4) &
| - Student has presented a portfolio that is complete and follows the guidelines for the assignment. (Chapter 6) |
| - Student demonstrates an understanding of the writing and revision process in their cover letter. (Chapter 6) |
&
| - Student’s in-class writing assignment average is \(70 \%\) or higher. |
| - Student’s drafted writing assignment average is \(70 \%\) or higher. |
| - Student demonstrates satisfactory progress across the semester. |
| Evaluate and revise their own |
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B. Final Evaluation Rubric
Your instructor will use this rubric to determine whether you have successfully met the course learning outcomes and are ready to progress to ENGL 160 .
|c|c|c|c|c|c| Name: Instructor: & & Final Grade Committee & Decision: & &
& FINAL EXAM & FINAL PORTFOLIO & SEMESTER PROGRESS & COMMENTS
&
&
&
&
&
&
&
&
| KEY |
| S = Satisfactory The student meets or exceeds the requirements of the course. This is a passing grade. |
| \(\mathrm{U}=\) Unsatisfactory The student does not meet the requirements of the course. This is a failing grade. |
& TOTAL SATISFACTORY LEARNING OUTCOMES & /6 & /9 & /9 &
& NUMBER OF SATISFACTORY LEARNING OUTCOMES REQUIRED & 4/6 & 6/9 & 6/9 &
& OVERALL SATISFACTORY/UNSATISFACTORY & & & &