AE O50-002: Level 5 CoreFall 2018 Syllabus

Instructor: Lori Rottenberg

Instructor Email: lrottenb@gmu.edu

Course Website: http://lrottenberg.weebly.com

Meeting Days:Monday through Friday, 12:30 PM-2:20 PM

Classroom: Global Center 1309

Office Hours: Tuesday and Thursday 11:30-12:20, or by appointment; just email me to ask for a time

Course DescriptionThe goal of this course is for low advanced students to develop their academic reading and writing skills. (Goal CEFR B2)

Course ObjectivesThis course will work on a number of skills to help you improve your English, including: academic reading skills; academic writing skills; academic vocabulary skills; and B2 grammar skills.

For more detailed Student Learning Outcomes in each of the above categories, please see the chart at the end of this syllabus.

Course Textbook and MaterialsWe will use 3 textbooks in this course, two online workbooks, and a novel. Please bring all 3 textbooks to class every day. We will also be providing you with copies of Upfront magazine free of charge.

1.

Walsh, L. (2012) Focus on Writing 5 and Maurer, J. (2012). Focus on Grammar 5, 4th Edition, Value Pack (These 2 books come together wrapped in plastic.). Pearson, ISBN: 978-0-133-04292-4

2. MyEnglishLab for Focus on Grammar 5—to be purchased separately through http://buymylab.com/

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3. MacIntyre, P. and Bohlke, D. (2015). Reading Explorer 4 with Online Workbook (2nd Edition) Cengage Learning, ISBN: 978-1-305-25449-7

4. Bradbury, R. Fahrenheit 451: 60th Anniversary Edition, Simon and Schuster, ISBN: 978-1-4516-7331-9 (https://www.amazon.com/Fahrenheit-451-Ray-Bradbury/dp/1451673310)

You MUST purchase a NEW copy of the textbooks so that you can do the exercises and obtain the online access codes for Reading Explorer 4. All textbooks are available now in the GMU bookstore. Online access to MyEnglishLab must be purchased separately through http://buymylab.com/, and the novel should be ordered ASAP from Amazon or another outside vendor.

Course RequirementsWe will improve your ability to read and write in English through a number of activities:

Daily In-Class Exercises: Most days, we will work from our textbooks and novel to practice reading, writing, and grammar. Your participation in these activities will be graded.

Homework: You will also have graded online Focus on Grammar 5 and Reading Explorer 4 homework assignments. These assignments are due at the beginning of class on the day when the quiz on that material is given. So if we have a quiz on Unit 2 on Thursday, you must have completed the online Unit 2 assignments by the start of class on Thursday. Online assignments can be done again and again to obtain a 100% until the due date.

Weekly Journals: You will have a weekly journal in which you will write at least 25 sentences of text per week. The journal needs to be in a dedicated notebook. The journals are due at the beginning of class on the days they are due. Print BEFORE class begins. We will alternate between open topics and responses to articles each week.

Writing Assignments: We will do informal and formal writing every week. Informal writing will include weekly journals and responses to assigned readings. Formal writing assignments will include in-class timed writing and longer projects. Print any writing assignments BEFORE class begins.

Tests and Quizzes: We will have tests on each of the major Focus on Grammar sections that we cover as well as periodic quizzes. Quiz and test dates will be announced the day before.

Extended Reading: We will read a short novel as a class, as well as other outside resources. I encourage you to read as much as possible outside of class as well! Reading will strengthen your English skills like nothing else. You will have a final writing assignment as part of the novel.

Daily Questions: You are hearing English all around you. Bring in questions about grammar, phrases, or words that you hear, and I will try to allow time for this every day.

Grading CriteriaIn-Class Exercises, Journals, and Online Homework: 20%Reading and Vocabulary Assessments: 20%

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Grammar Assessments: 15%Final Essays 1-5: 20%Final Reading/Writing Project: 5%Common Final Exam (No early finals given!): 20%

AE Final Grade System The chart below shows what grades are required to pass this course.

Final Letter Grade Final Percent Grade Quality Points TypeA+ 97-100 4.00 PassingA  93-96 4.00 PassingA- 90-92 3.67 PassingB+ 87-89 3.33 PassingB  83-86 3.00 PassingB- 80-82 2.67 PassingC+ 77-79 2.33 FailingC  73-76 2.00 FailingC- 70-72 1.67 FailingD 60-69 1.00 FailingF  0-59 0.00 FailingNG (Based on attendance only) N/A 0.00 Failing

Earning an 80% in Level 5 Core will satisfy the language requirements for advancement to Level 6 Core. Earning a grade point average (GPA) of 2.5 in Level 6 or higher classes will satisfy the language requirements for advancement to Mason Direct Undergraduate Admission or Graduate Accelerated Pathway*.*At the graduate level, requirements will vary by program.

In order to pass this class, you must earn at least 80%, and follow attendance policies!

Important DatesFirst day of AE classes Monday, Aug 27Labor Day (No classes) Monday, September 3Professional / Student Enrichment Day (No classes) Friday, September 28Fall Break  (No classes)(Monday classes/labs meet Tuesday. Tuesday classes do not meet this week)

Monday, October 8

Core/OCS Midterm Conference Period (Instructor chooses one day from window) Monday, September 24 – Friday, October 5Thanksgiving Recess Wednesday, November 21 – Friday, November 23Core/OCS Common Final Exam Period Thurs, Dec 6

Fri, Dec 7Mon, Dec 10Tues, Dec 11

Core Writing FinalOCS Speaking FinalOCS Listening FinalCore Reading Final

Last Day of AE Classes Tuesday, December 11AE Final Grade Report Pickup (Available through student request at Lobby Welcome Desk) Monday, December 17  (from 12:00PM) 

Online Class Resources Class Website: I use our class website, http://lrottenberg.weebly.com, to post important information,

including links to any outside resources we analyze in class and homework assignments.

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Grades: I use Blackboard to provide you with up-to-date information about grades.

MyEnglishLab Focus on Grammar 5 Online Homework: Go to http://buymylab.com/ to buy your access code. Then once you have your access code, register at https://b2c.register.mypearson.com/register/ and join our class using this class code: 3pmh-vfuf-xkkv-7n44. The online homework can be done again and again until you earn 100%. It is due on the day that we have a test for that chapter.

Reading Explorer 4 Online Homework: Go to https://myelt.heinle.com. Log in or create an account using your book’s access code. Then add our class code: E-4SCPFFX5TY56M. The online homework can be done again and again until you earn 100%. It is due on the day that we have a test for that chapter.

Course Expectations Your active, daily participation in class is essential to your success in this course. Please note the following class policies and expectations:

Attendance: I expect you to attend class every day and to be prepared and on time. GMU students are expected to attend at least 90% of all their classes. If you have 11 or more absences (including ½ absences), you will receive an automatic NG for this course. This policy is part of your F1 visa requirements, so I will strictly enforce these rules! If you miss a class, you will miss important information that is likely to appear on a test. If you are more than 5 minutes late, leave more than 5 minutes early, leave class in the middle for more than 5 minutes, or return 5 minutes late from break, it is considered a ½ absence. Absences are also counted the last week of classes ! Please use the bathroom BEFORE class.

Missed and Late Work: You are responsible for turning all assignments in on time, even if you are late, sick, or absent. “On time” means by the end of class on the due date. Late work (if accepted) will lose 5 points if turned in after class on the due date and 10 additional points for EACH day it is late. If you let me know in advance that you have to be absent, I may allow you to make up tests or other assignments IF they can be done before the next class meeting, but, in general, I do not allow make-up exams, homework, or presentations.

Materials: Please bring the following materials to class every day: 1) pens or pencils; 2) 8.5” x 11” lined notebook paper; and 3) your textbooks. You will also need access to a printer for journals and essays and may find a 3-ring binder useful to store supplemental materials handed out in class.

Technology Use: Cellphones must be turned OFF during class. It is considered very rude to text or check Facebook, Instagram, email, or other social media in class. I will collect cellphones from anyone using them inappropriately during class.

English Only: Make the most of your time here by speaking only in English in this class!

Recommendations: A recommendation is something special that an instructor does for very successful and motivated current students. Please do not ask me for a recommendation if you have poor attendance, missing assignments, or lackluster grades, and do not ask me for a recommendation during the last week of classes. Please only ask for a recommendation after you have started your application process and you know exactly what you need—most school require online forms now rather than paper letters.

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Honor Code and University Policies“Student members of the George Mason University community pledge not to cheat, plagiarize, steal, or lie in matters related to academic work.” Cheating includes copying or allowing someone else to copy homework or test answers. See http://oai.gmu.edu/the-mason-honor-code-2/ for more information on the GMU Honor Code.

Academic AdvisingIf you have questions about your academic standing, progression, study plan, or university application process, make an appointment with an AE Academic Advisor on WC Online (https://intomason.mywconline.com). If you want to know how many absences you have or ask about your classwork or your grades in this class, ask me.

TutoringIf you would like to receive additional practice and help with your English language skills, you may make an appointment with a tutor in the Learning Resource Center (Rm. 1305) during normal business hours using the WC Online scheduling system (https://intomason.mywconline.com).

Disability AccommodationsIf you have a documented learning disability or other condition that may affect your academic performance, you should: 1) make sure this documentation is on file with Office of Disability Services (SUB I, Room 4205; 703-993-2474; http://ods.gmu.edu) to determine the accommodations you need; and 2) talk with me to discuss your accommodation needs.

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Level 5 Core Schedule (050-002), Fall 2018 Grammar and reading unit tests will occur on dates TBA Online grammar and reading homework will be due on the date of the grammar and reading unit tests

Monday12:30-2:20

Tuesday12:30-2:20

Wednesday12:30-2:20

Thursday12:30-2:20

Friday12:30-2:20

Week 1

Summary Writing

8/27

WelcomeReview SyllabusReading/Writing Diagnostic 1

8/28

Writing Diagnostic 2

8/29

Grammar Diagnostic

8/30

Reading Diagnostic 2

8/31

Summary writing

Journal 1 Due: Open

Week 2

Process-Analysis

9/3

NO CLASSLABOR DAY

9/4

Revised Summary Due

9/5 9/6 9/7

Journal 2 Due: Summary-Response

Week 3

Process-Analysis

9/10

Novel HW 1 Due

WARM-UP

9/11

Peer Review Essay 1 Due

9/12 9/13

Final Essay 1 Due

9/14

Journal 3 Due: Open

Week 4

Cause-Effect

9/17

Novel HW 2 Due

WARM-UP

9/18 9/19 9/20

Journal 4 Due: Summary-Response

9/21

NO CLASSPROFESSIONALDEVELOPMENT DAY

Week 5

Cause-Effect

9/24

Novel HW 3 Due

WARM-UP

9/25

Peer Review Essay 2 Due

9/26 9/27

Final Essay 2 Due

9/28

Journal 5 Due: Open

Week 6

Comparison-Contrast

10/1

Novel HW 4 Due

WARM-UP

10/2 10/3 10/4 10/5

Journal 6 Due: Summary-Response

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Monday12:30-2:20

Tuesday12:30-2:20

Wednesday12:30-2:20

Thursday12:30-2:20

Friday12:30-2:20

Week 7

MidtermConferencesComparison-Contrast

10/8

NO CLASSCOLUMBUS DAY

10/9

Novel HW 5 Due

WARM-UP

10/10

Peer Review Essay 3 Due

10/11

Final Essay 3 Due

10/12

Journal 7 Due: Open

Week 8

Persuasion

10/15

Novel HW 6 Due

WARM-UP

10/16 10/17 10/18 10/19

Journal 8 Due: Summary-Response

Week 9

Persuasion

10/22

Novel HW 7 Due

WARM-UP

10/23

Peer Review Essay 4 Due

10/24 10/25

Final Essay 4 Due

10/26

Journal 9 Due: Open

Week 10

Final Reading Project

10/29

Novel HW 8 Due

WARM-UP

10/30 10/31 11/1 11/2

Journal 10 Due: Summary-Response

Week 11

Final Reading Project

11/5

WARM-UP

11/6

Novel Final Project Peer Review Due

11/7 11/8

Novel Final Project Due

11/9

Journal 11 Due: Open

Week 12

Problem-Solution

11/12

WARM-UP

11/13 11/14 11/15 11/16

Journal 12 Due: Summary-Response

Week 13

Problem-Solution

11/19

WARM-UP

11/20 11/21

NO CLASS

11/22

THANKSGIVING

11/23

RECESS

Week 14

Problem-Solution

11/26 11/27

Peer Review Essay 5 Due

11/28 11/29

Final Essay 5 Due

11/30

Journal 13 Due: Open

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Monday12:30-2:20

Tuesday12:30-2:20

Wednesday12:30-2:20

Thursday12:30-2:20

Friday12:30-2:20

Week 15 12/3

Final Review

WARM-UP

12/4

Final Review

12/5

Final Review

12/6

Writing Final Exam

12/7

Grammar Final Exam

Week 16 12/10

Reading Final ExamLAST DAY OF CLASS

12/11

ENJOY

12/12

YOUR

12/13

WINTER

12/14

BREAK!

Level 5 Core (AE 050)The goal of this course is for low-advanced students to develop their academic reading and writing skills.Course Objectives Student Learning Outcomes

(Assessed through assignments, tests, and in-class work)

To increase comprehension and retention of modified and authentic CEFR B2 level academic and informational texts (mainly drawn from CEFR B2 level academic reading textbook for adult ESL learners)

5R-1 Can identify and understand main ideas and supporting details

5R-2 Can make inferences, draw conclusions, make connections, evaluate, and synthesize information from various sources

5R-3 Can demonstrate a variety of note-taking skills, such as: highlighting, annotating, paraphrasing, summarizing, outlining, creating graphic organizers

5R-4 Can interpret visually- or graphically-supported information

5R-5 Can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

5R-6 Can determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text

5R-7 Can analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them

5R-8 Can determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone

5R-9 Can distinguish among fact, false, statement, opinion, and reasoned judgment in a text

5R-10 Can analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., sequence, cause/effect, problem/solution, compare/contrast, and pro/con)

5R-11 Can determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

[Required in fall and spring terms only]To read

5R-12 Can cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

5R-13 Can determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text

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extensively for general understanding—completing one B1+/B2 level ESL reader or one unadapted work of fiction/non-fiction

5R-14 Can analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)

5R-15 Can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings

To develop skills necessary for writing academic essays

On timed/untimed and typed/handwritten writing assignments and exams, students are expected to show understanding and evidence of:

o Planning/ Prewritingo Draftingo Editing (self and/or peer)o Revising (only for untimed, out-of-class writing assignments requiring a final draft)o Formatting and mechanics (e.g., commas, parentheses, dashes to set off 

nonrestrictive/parenthetical elements)

5W-1 Can write a one-paragraph summary of an article using APA citation

5W-2 Can write a process analysis essay 

5W-3 Can write a cause/effect essay

5W-4 Can write a compare/contrast essay

5W-5 Can write an persuasive/argumentative essay

5W-6 Can write a problem-solution essay (*COMMON FINAL EXAM)

To identify, understand, and use CEFR B2 level written grammatical structures

5G-1 PAST PERFECT

5G-2 THIRD CONDITIONALS   : Past Unreal: If + PAST PERFECT + would have

5G-3 ACTIVE and PASSIVE CAUSATIVE with have, let, make, get

5G-4 ADJECTIVE CLAUSES with PREPOSITIONS, QUANTIFIERS, or NOUNS

5G-5 NOUN CLAUSES with that

5G-6 MODALS AND SIMILAR EXPRESSIONS: Advisability and speculation about the past (e.g., What should the people have done? How might people have used these tools?)

5G-7 ADVERB CLAUSES OF CONTRAST    OR CONCESSION    

To develop CEFR B2 level written vocabulary skills

5V-1 Can determine or clarify the meaning of unknown and multiple-meaning words and phrases based on B2 level readings, choosing flexibly from a range of strategies:

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy)

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to clarify a word’s precise meaning, its part of speech, its etymology, or its standard usage

5V-2 Can demonstrate understanding of figurative language, word relationships, and nuances in word meanings:

a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text

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b. Analyze connotations in the meaning of words with similar denotations

5V-3 Can understand and use accurately general academic (AWL/NAWL) and domain-specific words and phrases, sufficient for reading and writing at the B2 level

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