International University – HCMC
Department of English
IE2 READING & WRITING
1. Course Statistics
: 120 periods (8 credits)
Number of instruction weeks
: 10
Number of sessions
: 30
Number of sessions per week
:3
Number of periods per session
2. Pre-requisite
Number of periods
:4
Students who achieved IE1 course score > 50 or scored from 35-60 on the Placement Test are required to take this course.
3. Learning outcome
Students who have successfully completed the course are expected to have English proficiency at high intermediate level or higher.
4. Course books
Reading Activator (Intermediate)
Reading Activator (Advanced)
Writing Activator (Intermediate)
Writing Activator (Advanced)
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However, due to the
capacity of the lab, lecturers are expected to register for lab use earlier. The lessons will then be re-scheduled accordingly.
Lecturers shall resume the responsibility for designing and offering in-class
assignments as stated in the weekly guide. The assignment format should be as followed: o
In-class assignment Reading 1: 2 passages (20 questions – 100 points)
(Vocabulary, Reference, Fact & Negative Fact, Sentence Simplification, Insertion, and Rhetorical Purpose questions)
o
In-class assignment Reading 2: 3 passages (38-42 questions – 100 points) (All question types)
o
In-class assignment Writing 1: writing an independent essay (100 points)
o
In-class assignment Writing 2: writing an integrated essay (100 points)
(challenge or problem-solution)
8. Policies
Attendance
Regular on-time attendance in this course is expected. A student will be allowed NO MORE
THAN SIX ABSENCES. It is compulsory that students attend at least 80% of the course to be eligible for the final examination.
Class behavior
Students are supposed to:
-
prepare thoroughly for each class in accordance with the syllabus and complete all assignments upon the instructor’s request
-
participate fully and constructively in all class activities (and discussions if any)
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display appropriate courtesy to all involved in the class
-
provide constructive
When I first entered english composition 1101, I expected this course to be manageable. As an outstanding english student at Clarke Central high school, I believed that I had enough knowledge to excel in this course with no challenges. Dr. Catherine Rogers was able to knock me off of my high horse and make me realize that I has a lot more to learn about reading and writing. She is very comprehensive and analytical, which caused her to give me a c average on my midterm assignments. I put the blame on myself because I believe that I should have been more open to Dr. Rogers’ methods with pre-writing and revision. Now I think highly of reading and writing.
6. After how many absences will you be in danger of being dropped from a course?
If the student attended the classes from the beginning of the semester, she wouldn’t get in this trouble.
If class is missed for personnel reasons, I will not offer make up of participation points.
Students who fail to perform satisfactorily for the assessment in the prescribed date may be assessed as ‘not satisfactory’. You are required to be assessed as ‘Satisfactory’ on completion of Assessments assigned by your assessor for this unit of competency.
b. We are most likely to think that since that student comes in late they are not responsible enough to study and since they are not organized they must not have organized their life to studied either. Our observations can be misleading because they provide a limited range of circumstances.
Student tardy rates have significantly hindered their attendance at CSI zero period classes. This has affected student achievement levels, and the rate at which students are retained in the CSI program, thus leading to a high student retention rate in CSI from year to year. This also results in large CSI class sizes that are not beneficial to student learning. In addition, when interviewing CSI teachers, it is apparent that numerous attempts were made to communicate with parents and remedy the attendance problem, however students continued to show up late to school, or miss zero period completely.
The Cold War Era was a time in history where there was hostility between many different countries. The one most notable was the hostility between the Soviet Union and United States, the fight between Communism and Capitalism. As the most dominant country the U.S. offered assistance to countries threatened by Communism. They felt that Communism was wrong and was not the right way to run a government. Between the years 1945 and 1980 the United States and Soviet Union’s relationship was ruined, which caused a lot of distrust between the two. The two countries never went to war, but there were a lot of disagreements, among them the U.S. was a democracy and the Soviet Union was under a dictatorship. Leading up to the Cold War America became
Effective participation in class requires that you read the required materials prior to coming to class and that you have completed all assignments that are due. In addition, I expect you to contribute honestly and thoughtfully to class discussions. Late or missed assignments, and/or response papers will be accepted only during the next class meeting. 2 points will be deducted for late response papers or late assignments. No late final papers will be accepted, and missed quizzes cannot be made up. Electronic devices such as iPods or cell phones should be ‘turned off’ prior to the start of class.
The purpose of this lab was for the student to get involved with his or hers new lab kit as well as being able to know, identify and use each other tools provided in the kit. Another key learning aspect of this lab is to teach the student how to measure properly the many units in the SI system. I will be using laboratory dilutions, measurements, and weights to then calculate using algebraic formula.
In this case study I will introduce my student, his language background; his exposure to English before coming to Australia and his current level of English based on the ESL scales after analysing his speaking, reading and writing work samples. I will assess John’s proficiency in speaking, listening, reading and responding and writing and I will make a detailed profile of the reading and responding aspect.
Various programs are being carried out by schools in order to reduce the rates of dropout and these programs are centered on maximizing school attendance and achievement and other educational-related outcomes (Fashola and Slavin, 1998). More often
Acquiring and learning a second language do not refer only to handling oral communication skills. It is more than that; it takes the students´ abilities in enhancing their lexicon, their management in syntax, and their perspective about words´ influences in people. Thus, summing this up, it is indispensable that ESL students have a grand deal about linguistic knowledge. In other words, ESL learners not only require speaking, but also reading, writing and thinking in English when they complete whatever English career.