School of Social and Human Sciences

COURSE OUTLINE
PROFESSOR:

PROF. JOSE MORALES, Ed.D

EMAIL:

MORALESJ2@SUAGM.EDU

COURSE:
TITLE:
ENGLISH I

ENGLISH 110
BASIC ORAL, READING, AND WRITING IN

DURATION:

ONE SEMESTER
JANUARY-MARCH 2015

CREDITS:

THREE (3) CREDITS

OFFICE HOURS:
11:00 A.M.

TUESDAYS AND THURSDAYS FROM 8:00 A.M.-

LEVEL:

GENERAL EDUCATION COMPONENT

YEAR:

2015
COURSE DESCRIPTION

This course
emphasizes basic oral communication, reading
comprehension, and writing competencies. Oral communication competencies
developed in this course will lead to understanding, interpreting, and
expressing ideas verbally and nonverbally. Reading comprehension
competencies will focus on fluency, comprehension, and text analysis. Writing
competencies will include sentence development, grammar, punctuation,
spelling, and the introduction to paragraph writing. It is designed to develop
the students ability to express thought coherently and effectively in oral and
written forms. This one semester course includes two hours of English
laboratory. This course is designed for students who scored 449 or less on the
College Board Entrance Examination. It is a pre-requisite for ENGL 111.
RATIONALE
Professionals must be able to think critically and communicate
persuasively and effectively in writing. These skills are also needed to be

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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 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. Listen and responds in order to analyze, organize, explain, describe,
support, and discuss information
2. Identify the main idea and supporting details of short reading
passages.
3. Make simple inferences and express opinions from reading
selections.
4. Infer vocabulary meanings from context
5. Write summaries of short texts.
6. Use free writing as a way to develop simple paragraphs.
7.
Use conventions of writing including indentation, margins,
capitalization, and punctuation.
8. Use prewriting, outlining, revising, and editing to write descriptive and
narrative paragraphs
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.

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4.
5.
6.
7.
8.
9.

Students must register to EDMODO online platform.

Attendance will constitute part of your evaluation.
You must comply with the set requirements of the course.
Try to avoid interrupting classes by coming in and out of the classroom constantly.
Be on time to class.
Unless there is a sign on the door stating that the professor is going to be absent,
you must wait twenty minutes.
10. Make-ups will be given at the discretion of the professor. You will be responsible
for the material covered during your absence to class.
11. Bring textbooks, dictionaries, and other assigned materials at all times unless told
otherwise. Photocopies from the assigned book will not be provided. All
assignments and supplemental materials will be uploaded to EDMODO
12. 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.
13. All papers must be typed as clearly and legible as possible. Papers have to be
written in double space to facilitate corrections.
14. Students must correct their papers following the professors feedback. A
reasonable time will be provided for final drafts.

DATES
Week 1

COURSE CONTENT
THEMES
ACTIVITIES
Introduction
Presentation
Course
Outline
Discussion
Diagnostic
Test
Unit 1: People Engage students
in activities to:
Ask and give
personal
information
Review the
verb to be.
Get
familiarized in
concepts
linked to
different
nationalities
Talk and write
about daily
routines
Talk and write
about their
occupations

ASSIGNMENTS
Unit 1: People

Write your
own
autobiography
. Instructions
will be
specified

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DATES
Week 2

Week 3

THEMES
Autobiographie
s

Present the
outcomes of
your miniresearch.

Oral Presentation

Unit 1

Engage students
in activities to
use and apply
adjectives
correctly

Reading
process

Responding to
reading/orally
and in writing
Responding to
the video
presented in oral
and written form

Video

Week 4

ACTIVITIES
Share with
class their
profiles
Students will be
introduced to:
The writing
process
Paragraph
development

Unit 2: Work,
Rest, & Play

Unit 2

ASSIGNMENTS
Miniresearch/Deta
ils about your
field of study.
A guideline
will be
provided.

Unit 2

Discussion
about a
regular day at
work
Write a
paragraph
about
describing a
day at work or
in college.

Review and
discuss

Review
grammar
componen
ts:
-simple
present
tense
affirmative
& negative
statement
s
Prepositio
ns of time
Workbook
activities

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DATES

THEMES

ACTIVITIES
thoroughly the
following
grammar
components in
context:
-simple present
tense
-affirmative &
negative
statements
-prepositions of
time

ASSIGNMENTS
Prepare a
schedule
for a
famous
artist

Assessment
Activities
Week 5

Unit 2

Engage
students in
activities to use
and apply the
adverbs of
frequency
correctly.

Mini-research

Oral
Presentations

Week 6

Unit 3: Going
Places

Week 7

Communication

Share their
experiences while
traveling
Vocabulary &
grammar
components
(establishing
possession)
Develop a
dialogue in
different settings:
airport/ travel
agency/ hotel.
Link this activity
with the writing
assignment

Workbook
Activities
Search for
information
about
famous
festivals
celebrated in
your
hometown
Unit 3

Writing: An
ideal vacation

Review
given
vocabulary
Prepare to
present
dialogues

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DATES

THEMES

ACTIVITIES

ASSIGNMENTS

Week 8

Unit 3
(continuation)

Engage students
in activities to:
Apply
possessive
adjective and
possessive
pronouns in
context
Use and apply
modal
auxiliaries in
context
Review and
assess
students
understanding
of the material

Prepare for
final
evaluation

Oral
Communication

Oral interaction
(Presentations)

HOLIDAYS: February 16
March 6
March 23
March 30-April 5 (Holy Week)

EVALUATION
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

20%
20%

Reading comprehension tests

20%

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

gradebook.

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

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

For Students with Exceptional Needs

Universidad del Este is committed to serve all of its student community. If a
student requires reasonable accommodations, refer to the professor during the
first week of class to inform your needs

TEXTBOOK
Johannsen, K. (2010). World English 1: Real people, real places, real language.
Boston, MA: Heinle-Cengage Learning. (Unit 1-6)

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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 : McGrawHill.
Call Number: PE1408 .L3178 2008

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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.

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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/
Electric Postcards

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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