UNIVERSIDAD DEL ESTE

School of Social and Human Sciences

COURSE OUTLINE

COURSE:
PROFESSOR:
EMAIL:

ENGLISH 111
PROF. JOSE MORALES, Ed.D
MORALESJ2@SUAGM.EDU

TITLE:
ENGLISH II

BASIC ORAL, READING, AND WRITING IN

DURATION:

ONE SEMESTER-JANUARY-MAY

CREDITS:

THREE (3) CREDITS

LEVEL:

GENERAL EDUCATION COMPONENT

YEAR:

2015
COURSE DESCRIPTION

This course emphasizes strengthening the oral communication, reading

comprehension, and writing competencies. The focus of this course is on the
refinement of oral communication competencies by engaging students in verbal and
nonverbal interactions. Reading comprehension competencies will focus on analysis
of fiction and non-fiction texts. Writing competencies will include the development
of the basic essay structure following the writing process and grammar usage. This
one semester course includes two hours of English laboratory. Students must
approve ENGL 110 as a pre-requisite for this course.
RATIONALE
Professionals must be able to think critically and communicate persuasively
and effectively in writing. These skills are also needed to be successful as students
who are on the journey towards becoming professionals. It is necessary to prepare
students to write in their disciplines as well as for personal growth and the
acquisition of knowledge. They must learn to engage in every stage of the writing

2
process, including topic selection, prewriting, drafting, revising, and editing for style
and mechanics.
Students must also be analytical readers. They not only need to read
selections from literature, but also, read technical texts related to their field of
study. This involves broadening vocabulary and strengthening reading
comprehension skills.
OBJECTIVES
Throughout this course, students will:
1. Use appropriate language structure to analyze and state opinions in
discussions and presentations, to problem solve, and to explain a process.
2. Identify and distinguish main ideas and supporting details
3. Infer, draw conclusions, predict outcomes
4. Distinguish between fiction and non-fiction
5. Identify authors purpose
6. Use conventions of writing including indentation, margins, capitalization,
and
punctuation.
7. Use prewriting, outlining, revising, and editing to write expository and
process paragraphs
8. Write simple 3 paragraph essays
9. Apply existing knowledge to generate new ideas, products, or processes
using the web 2.0 and digital media
10.Use research and information skills from electronic, print, and other
sources to gather information for:
a. Oral presentations
b. Writing assignments
c. Digital media communication
IMPORTANT INFORMATION:
English Laboratory personnel at each center and at the main campus will
establish a schedule for students to attend a two-hour lab experience per
week as a requirement for the class.

General Dispositions
Throughout the course, students must comply with the following responsibilities:
1. Make sure that you are registered in this course.
2. All cellular phones must be turned off while the class is in session.
3. You must provide an active e-mail address in case we need to communicate with you at
any time.
4. Attendance will constitute part of your evaluation.
5. You must comply with the set requirements of the course.
6. Try to avoid interrupting classes by coming in and out of the classroom constantly.
7. Be on time to class.

3
8. Unless there is a sign on the door stating that the professor is going to be absent, you
must wait twenty minutes.
9. Make-ups will be given at the discretion of the professor. You will be responsible for the
material covered during your absence to class.
10. Bring textbooks, dictionaries, and other assigned materials at all times unless told
otherwise. Photocopies from the assigned book will not be provided.
11. Assignments given will be collected and/or checked the date due. Do not leave any
assignments/projects in the professors mailbox or under someones care.
12. All papers must be typed as clearly and legible as possible. Papers have to be written in
double space to facilitate corrections.
13. All writing assignments will be given back for students to correct. Students must correct
their papers following the professors feedback. A reasonable time will be provided for
final drafts.

DATES
Week 1

Week 2

COURSE ITINERARY
ACTIVITIES
ASSIGNMENTS
Presentation
Course
Outline
Unit 7:
Discussion
COMMUNICATI
Diagnostic
ON
Test:
Responding to
Unit 7:
a writing
COMMUNICATIO
prompt
N
Talk about
different
communicatio
n means.
Vocabulary
Grammar:
Direct &
indirect
objects
Communication
Write about
the
communicatio
n means
mostly used
by you.
Talk, read,
and write
about
communicatio
n means used
by animals.
THEMES
Introduction

4
DATES
Week 3

THEMES
Communication

Week 4

Communication

Week 5

Reading
Selection

ACTIVITIES
Contact
information
Associate
illustrations
with our
senses
Descriptive
paragraph:
Describing
someone.
Join a partner to
develop a
dialogue focusing
on the
introduction and
description of
people.

ASSIGNMENTS

Review
vocabulary
Guided Questions
Responding to
reading/orally and
in writing

Provide a list
of coded
words used in
messages

Discussion of
coded words used
in messages
Week 6

Video

Week 7

Unit 8: THE
FUTURE

Week 8

The future

Responding to the
video presented
in oral and
written form

Talk about
future plans
Classify short
term plans
and long term
plans
Write a
contrastive
paragraph
Reinforcing
exercises related

Unit 8: THE
FUTURE

Grammar
componen
t: Future
tense
Yes/no
questions

Workbook
activities

5
DATES

THEMES

Week 9

The future

ACTIVITIES
to the topic

Review
Discuss
Apply
Responding to a
reading selection
Oral
Presentations

Week 10

Mini-research

Week 11

Unit 9:
Shopping for
clothes

Writing: Shopping
preferences and
modalities,
applying the
following:
Vocabulary
Comparative
Adjectives
Practice and
reinforce

Week 12

Shopping for
clothes

Develop a
dialogue in
different settings
Link this activity
with the writing
assignment

Shopping for
clothes

ASSIGNMENTS
Making
predictions
Workbook
Activities
Search for
information
about solar
cooking
Unit 9

Review
given
vocabulary
Prepare to
present
dialogues

Responding to a
writing prompt
Responding to
reading and
writing

Week 13

Writing
Activity

Unit 10:
Lifestyle

Week 14

Oral
communication

Incorporate
the writing
process
Vocabulary
related to
healthy habits
Vocabulary in
context
Talk about
your healthy
lifestyles
Make a list of
advices on

Editing
process
Unit 10
Write a
descriptive
paragraph
linked to the
topic.

6
DATES

THEMES

Week 15

Lifestyle

Week 16

Unit 10:
Lifestyles

Week 17

UNIT 11:
ACHIEVEMENTS

Week 18

FINAL
EVALUATION:
MINI-RESEARCH

ACTIVITIES
healthy habits
applying the
use of modal
auxiliaries
Develop a
conversation

ASSIGNMENTS

Giving advice
applying the
use of
compound
adjectives
Formulating
questions:
Elicit from your
partner
information

Workbook

Responding to a
video
Answer guided
questions
Complete a
flowchart
Talk about
todays chores
Apply
vocabulary in
context

Job interview
preparation
and career
opportunities
Write a
paragraph
describing
your goals.

PRESENTATIONS

EVALUATION

Read and
Respond
Evaluating
ones lifestyle

UNIT 11
Workbook activity

7
The evaluation is based on a variety of techniques using the constructivist
approach. This approach values the process as well as the product. The following
are required for this course.

Active class participation

Individual and Collaborative writing tasks

20%
20%

Oral Presentations
Laboratory Work
Reading Comprehension Tests

20%
20%
20%

Note: Laboratory Grade should be on the third column in the grade

book.
The following table shows the value of the letter grades in the course.
A
B
C
D
F

90-100
80-89
70-79
60-69
0-59

WF
I

W
Official Withdrawals
Excessive absences or unauthorized
withdrawals from the course
Absent to the final test with possibility of
passing the course

PLAGIARISM
All and every assignment, including oral and written reports have to be an original
product of the student. The students should not assume any persons ideas,
research, or work. Plagiarism will invalidate the students work and a grade of zero
will be assigned.
Further information can be found at:
Plagiarism: Questions and Answers for Work Citation
http://www.ehhs.cmich.edu/~mspears/plagiarism.html

Information about Plagiarism

www.plagiarism.org
TEXTBOOK
Johannsen, K. (2010). World English 1: Real people, real places, real language.
Boston, MA: Heinle-Cengage Learning. (Unit 7-12)

BIBLIOGRAPHY
Barnet, S. (2009). A short guide to writing about literature. New York:
Pearson/Longman Call
Number: PE1479.C7 B3 2009
Brereton, J. C. (2008). Living literature : an introduction to fiction, poetry, and
drama. New York:
Pearson Longman. Call Number: PE1417 .L647 2008
Dale, P. & Poms, L. (2005). English pronunciation made simple. White Plains, NY :
Longman.
Call Number: PE1157 .D355 2005
Dunkel, P. & Lim, P. L. (2006). Intermediate listening comprehension: understand
and recalling
spoken English. 3th ed. Boston, MA : Heinle & Heinle. Call Number:
PE1128 .D8273
2006
Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2005). Great sentences for
great
paragraphs: an introduction to basic sentences and paragraphs. Boston :
Houghton Mifflin Co. Call Number: PE1441 .F65 2005
Gerngross, G., Puchta, H., & Thornbury, S. (2006). Teaching grammar creatively.
New York :
Cambridge University Press. Call Number:
PE1128.A2 G439 2007
Hartmann, P. (2007). Quest 1: reading and writing. 2nd ed. New York : McGraw-Hill.
Call
Number: PE1065 .H38 2007
Herrell, A. L. (2008). Fifty strategies for teaching English language learners. Upper
Saddle River,
N.J. : Pearson/Merrill Prentice Hall. Call Number: PE1128.A2 H467 2008
Jones, L. (2002). Let's talk. Cambridge, U.K. : Cambridge University Press. Call
Number:
PE1129.1 .J665 2002
Kozyrev, J. (2002). Talk it up! : listening, speaking, and pronunciation. Boston:
Heinle, Cengage
Learning; Houghton Mifflin. Call Number: PE1128 .K6289 2002
Langan, J. (2008). College writing skills with readings. 7th ed. Boston : McGraw-Hill.
Call Number: PE1408 .L3178 2008

9
McMurdo, K. (2004). Structured writing II: using Inspiration software to teach essay
development. Eugene, Or. : International Society for Technology in Education
(ISTE).
Call Number: PE1471 .M34 2004
Oshima, A. & Hogue, A. (2006). Writing academic English. 4th ed. White Plains, NY:
Pearson/Longman. Call Number: PE1408 .H6644
Scott, J. C. (2005). Communication for a global society. Reston, VA : National
Business Education
Association. Call Number:
HF1101 .N27 no. 43
St. Amant, K. & Zemliansky, P. (2005). Internet-based workplace communications:
industry &
academic applications. Hershey, PA: Information Science Pub. Call Number:
PE1479.B87 I58 2005

Teaching References
Bachmann, S. & Melinda B. (2010). Between Worlds: A Reader, Rhetoric, and
Handbook. 6 ed. New York: Pearson Longman.
Dickson, R. (2004). Developing Real-World Intelligence: Teaching
Argumentative
Writing through Debate. The English Journal 94 1 34-40.
Evans, J. (2004). From Sheryl Crow to Homer Simpson: Literature and
Composition
through Pop Culture. The English Journal 93 3 32-38.
Jablon, R. L. (2004). Undergraduate Writing Skills; or, Whatever Happened to
Basic
Grammar? Phi Kappa Phi Forum 84 4: 57-58.
Mattison, M. & Elbow, P. (2003). A Comment On The Cultures of Literature
and
Composition: What Could Each Learn from the Other? College English
65 4
: 439-43.
McCune, V. (2004). Development of First-Year Students Conceptions of
Essay Writing.
Higher Education 47 3: 257-82.

10
Moghtader, M., Cotch, A. & Hague, K. (2001). The First-Year Composition
Requirement Revisited: A Survey. College Composition and
Communication 52
3: 455-67.
Fulkerson, R. (2005). Composition at the Turn of the Twenty-First Century.
College
Composition and Communication 56 4: 654-87.
Kamuf, P. (2006). Composition Displacement. MLN 121 4: 872-92.

ONLINE RESOURCES
ABCs of the Writing Process
http://www.angelfire.com/wi/writingprocess/
The writing process
http://www.psesd.wednet.edu/write_process/Write_PC/writepr.htm
The stages of the writing process
http://www.urich.edu/~writing/wweb.html
Implementing the Writing Process
http://www3.sk.sympatico.ca/fiss/newpage1.htm
How to help students become better writers
http://ccweb.norshore.wednet.edu/writingcorner/writingprocess.html
Steps to research and writing
http://karn.ohiolink.edu/~sg-ysu/process.html
Online Writing Lab Purdue University
http://owl.english.purdue.edu/handouts/general
Common Errors in English
http://www.wsu.edu/~brians/errors/errors.html
Create your own newspaper
http://crayon.net/
Creative Writing for teens
http://kidswriting.miningco.com/
Crosswords for ESL students
http://iteslj.org/cw/

11

Electric Postcards
http://persona.www.media.mit.edu/Postcards/
English Teachers Web Page
http://www.geocities.com/Athens/Acropolis/4687/
Blogger
http://www.blogger.com
Research Links
http://www.geocities.com/Athens/Acropolis/4687/research.htm
Five paragraph essays
http://www.geocities.com/SoHo/Atrium/1437/
Rice OWL Designing effective oral Presentations
www.ruf.rice.edu/~riceowl/oralpres.html
National Clearinghouse for English Language Acquisition (NCELA)
http://www.ncela.gwu.edu/index.htm
Sample Lesson Plans for English
http://www.developingteachers.com/lessonplan_index.htm
Wikispaces
http://www.wikispaces.com

For Students with Exceptional Needs

Universidad del Este is committed to serving all of its student community. Should a
student need special accommodations, he/she should contact the professor during
the first week of class.