HomeMy WebLinkAboutEBS-012EBS 012 Syllabus--1 Revised June 2013
BERGEN COMMUNITY COLLEGE
ENGLISH DIVISION
ENGLISH BASIC SKILLS DEPARTMENT
COURSE SYLLABUS
[Semester]
Developmental Skills II EBS-012
5 Hours, 5 Non-degree Credits
Prerequisite: EBS-011 Instructor:
TEXTBOOK:
Anker, Susan. Real Writing with Readings, 6th. New York: Bedford/St. Martins, 2013.
Cohen, Samuel. 50 Essays, 3rd. New York: Bedford/St. Martins, 2011.
COURSE DESCRIPTION:
Developmental Skills II (EBS 012) is the second course of a two-course basic skills
sequence designed to improve fundamental academic skills in reading, writing, and critical
thinking for students who have not demonstrated mastery in all skill areas introduced in
Developmental Skills I. Class instruction emphasizes the development of paragraph and
essay writing skills, reading comprehension, sentence structure, grammar and
punctuation, and vocabulary. At least 50 minutes per week of this five-hour course meets
in a computer lab where there is opportunity for individualized instruction.
STUDENT LEARNING OBJECTIVES (SLO’s):
Students who successfully complete the work of this class will be able to:
1. Use and evaluate active reading strategies (i.e., annotation, journal writing,
vocabulary development, paraphrase, and summary).
2. Use critical thinking strategies to improve reading (i.e., identify the main idea,
topic sentences, transitions, and supporting details, recognize the difference
between facts and opinions, and recognize organization strategies in sample
texts).
3. Use computers to enhance writing skills and to synthesize reading and writing
skills.
4. Find, evaluate, and use outside sources in written assignments (i.e., use MLA
format for internal documentation of sources, avoid plagiarism, and use college
library.).
5. Write multi-paragraph essays with unity, support, coherence and sentence skills.
6. Use organizational strategies for illustration, comparison, and argument in
paragraphs and essays.
7. Write error-free sentences and find and edit sentence-level errors in sample
paragraphs and essays with developing proficiency.
8. Use the stages of the writing process.
9. Demonstrate academic survival skills (i.e., time management, planning, memory
strategies, note taking, test taking, and utilization of college resources).
EBS 012 Syllabus--2 Revised June 2013
GRADING and ASSESSMENT:
A student's final grade in EBS-012 is determined by how successfully he/she fulfills the
student learning outcomes. Students will show their achievement of these outcomes
through the following:
Assignment Type (Recommended)
Percentage
Assignments (including paragraphs,
essays, journal writing, textbook
exercises)
40%
Tests and quizzes (including
department exit tests in reading and
writing)
20%
Daily class work and participation 20%
Research project 20%
Total 100%
It should also be noted here that while EBS 012 carries five credits that will not count
towards graduation status, these credits DO count in the overall cumulative average. A
high grade in an EBS course can help raise a student’s average, while a low grade can
bring it down. Students receiving an E or F in EBS-012 are required to repeat the course.
An ―E‖ grade is an unofficial withdrawal, given to students who stop attending a class. An
―E‖ grade carries the same consequences as an ―F‖ because it awards no credit and it is
calculated into a student’s cumulative average. Students receiving a grade of D, C, C+, B,
B+ , or A and who pass the Departmental Exit Exams will move to WRT 101 (English
Composition 1)
EBS EXIT TEST:
Upon successful completion of Developmental Skills II, students will be required to
demonstrate their proficiency in reading, writing, and critical thinking on a departmental
skills assessment test. For this test, students will be required to write a multi-paragraph
essay in response to one of three specific topic statements provided and to write a
summary of one of two reading selections provided. The tests will be evaluated in a group
reading session by all faculty teaching English Basic Skills courses. Tests will be evaluated
on the basis of reading comprehension, paragraph/essay structure, sentence structure,
and grammar and punctuation. Tests will be scored on a scale of 1-6 by two readers with a
combined score of 7 or better as passing. A student must pass the course and pass the
Exit Test to move on to WRT 101 (English Composition 1).
Registering for WRT-101:
Many writing educators believe that continuous practice in reading and writing is necessary
for improvement. In fact, taking a break between reading/writing classes can result in a loss
of skills. For this reason, students are strongly encouraged to take WRT-101 immediately
after the successful completion of EBS-012.
ATTENDANCE POLICY:
(Recommended)
Grading Scale
100 - 90 A
89 - 85 B+
84 – 80 B
79 – 75 C+
74 – 70 C
69 – 60 D
59 and below F
EBS 012 Syllabus--3 Revised June 2013
The Bergen Community College attendance policy will apply to this course:
All students are expected to attend punctually every scheduled meeting of
each course in which they are registered. Attendance and lateness
policies and sanctions are to be determined by the instructor for each
section of each course. These will be established in writing on the
individual course outline. Attendance will be kept by the instructor for
administrative and counseling purposes. Bergen Community College Catalog,
2009-2010 (67) http://www.bergen.edu/documents/academics/pdf/Catalog%202009-2010.pdf
PLAGIARISM POLICY:
Plagiarism is a form of academic dishonesty and may be a violation of
U.S. Copyright laws. Plagiarism is defined as the act of taking someone
else’s words, opinions, or ideas and claiming them as one’s own.
Examples of plagiarism include instances in which a student:
• knowingly represents the work of others as his/her own
• represents previously completed academic work as current
• submits a paper or other academic work for credit which includes
words, ideas, data or creative work of others without
acknowledging the source
• uses another author’s exact words without enclosing them in
quotation marks and citing them appropriately
• paraphrases or summarizes another author’s words without citing
the source appropriately
Sanctions Against a Student for a Classroom Violation
1. The faculty member must report all incidents to the Chair of the
Department.
2. The faculty member in consultation with the Chair will determine the
course of action to be followed. This may include:
• assigning a failing grade on the assignment
• assigning a lower final course grade
• failing the student in the course
• other penalties appropriate to the violation
3. The faculty member, after making a decision, must notify the
Director of Student Life and Judicial Affairs and Vice President
of Student Services of the violation and the penalty imposed.
4. The student has the right to appeal the decision of the
faculty member by writing to the appropriate Department
Head and then to the Academic Vice President.
Bergen Community College Catalog, 2009-2010 (66)
http://www.bergen.edu/documents/academics/pdf/Catalog%202009-2010.pdf
SUPPORT SERVICES:
Distance Learning Office Room C 334 201-612-5581
psimms@bergen.edu
English Language Resource Center Room E 156 201-612-5292
http://www.bergen.edu/pages/2182.asp
EBS 012 Syllabus--4 Revised June 2013
Writing Center Room L 125 201-447- 7489
http://www.bergen.edu/pages/1795.asp
Online Writing Lab (OWL) Online at: www.bergen.edu/owl
Office of Specialized Services Room L 116 201-612-5270
www.bergen.edu/oss
Sidney Silverman Library Room L 226 201-447-7131
www.bergen.edu/library
EBS 012 Syllabus--5 Revised June 2013
SAMPLE COURSE OUTLINE
Week Reading Assignment Classroom Activities Writing Assignment SLO’s
1 Ch 1, ―Critical Thinking,
Reading, and Writing:
Making Connections‖
Ch 2, ―Writing Basics:
Audience, Purpose and
Process‖
Assigned reading passage
Introduction to the Course
Review Journal Writing
In-class Diagnostic Test
Introduction to Computer
Lab
In-class diagnostic writing.
Journal Writing on assigned
reading passage
1, 3, 9
2 Ch 3, ―Finding, Narrowing
and Exploring Your Topic:
Choosing Something to Write
About‖
Ch 4, ―Writing Your Topic
Sentence or Thesis
Statement: Making Your
Point‖
Ch 5, ―Supporting Your
Point: Finding Details,
Examples and Facts‖
Assigned reading passage
Review the Writing Process
Prewriting Practice on
computers
Group work on effective
topic and thesis sentences
Vocabulary building—
based on assigned reading
passage. Continue with
reading throughout the
semester.
Use outlining with assigned
reading passage.
Practice choosing topics
Writing Assignments for Ch
4—use essay level.
Journal writing on assigned
reading passage
1,3,5,8
3 Ch 8: ―Narration: Writing
That Tells a Story‖
Assigned reading passage
from Ch 39: ―Narration‖
Ch 19, ―The Basic Sentence:
An Overview‖
Ch 20, ―Fragments:
Incomplete Sentences‖
Review major concepts of
support.
Continue vocabulary
building
Discussion of main ideas
and supporting details in
assigned reading passage.
Review concept of the basic
sentence and basic
sentence patterns.
Working with, evaluating,
and organizing supporting
details—use essay level
Brainstorm examples for
narrative essay.
Writing exercises in
chapter—emphasize essay
level.
Grammar exercises in
chapters.
1,2,5,6,7
4 Ch 6, ―Drafting: Putting Your
Ideas Together‖
Assigned reading passage
Ch 21 ―Run-Ons: Two
Sentences Joined
Incorrectly‖
Review concepts of
paragraph and essay
organization.
Continue vocabulary
building.
Discuss facts and opinions
in assigned reading
passage.
Group work on editing run-
on sentences.
Writing exercises in
chapter—emphasize essay
level.
Plan and draft sample
narrative essay.
Grammar exercises in
chapter
1,2, 5,6,7
5 Ch 7, ―Revising: Improving
your Paragraph or Essay‖
Assigned reading passage
Ch 27, ―Coordination and
Subordination: Joining
Sentences with Related
Ideas‖(465-470)
Review concepts of drafting
and revising writing.
Continue vocabulary
building
In computer lab, practice
drawing conclusions from
facts and agreeing or
disagreeing with opinions in
assigned reading passage.
Writing exercises in
chapter—emphasize essay
level.
Revise and edit narrative
essay.
Grammar exercises in
chapter.
1,2,3,5,6,
7
EBS 012 Syllabus--6 Revised June 2013
Week Reading Assignment Classroom Activities Writing Assignment SLO’s
6 Ch. 18, (302-0304 ―Writing
the Research Essay: Using
Outside Sources in Your
Writing—Make a Schedule,
Choose a Topic‖
Ch 17: ―Writing Summaries‖
(291-295)
Assigned reading passage
Ch 27, ―Coordination and
Subordination: Joining
Sentences with Related
Ideas‖(471-477)
Review writing a Research
Essay (Continue work on
Research Essay Through
Week 14)
Review concepts involved
in summary writing
Continue vocabulary
building
Review concept of
subordination. Practice
sentence combining in
small groups
Begin to explore, scan, and
annotate sources for
research essay with focus
on finding a topic.
Write journal entries about
assigned reading passage.
Write a summary of
assignment reading
passage.
1,4,7,9
7 Ch 9: ―Illustration: Writing
That Gives Examples‖
Ch 40, Reading Illustration
Essays
Ch 35, Apostrophes
Discuss and plan illustration
essay.
Compare and Contrast
Narrative and Illustrative
strategies of organization.
Continue vocabulary
building
Drawing inferences from
examples in illustration
essay.
Transitions of
exemplification
Use computers to draft
illustration essay.
Exercises in Ch 38 on
Apostrophes
1, 2,3,
5,6,7,8
8 Ch. 18, (304-311) ―Writing
the Research Essay: Using
Outside Sources in Your
Writing—Find Sources,
Evaluate Sources, Avoid
Plagiarism, Keep a Running
Bibliography‖
Ch 36, ―Quotation Marks‖
Review materials 291-297.
Read sample sources and
evaluate them
Find and detect examples
of plagiarism in sample
passages.
Use computers to revise and
edit illustration essay.
Begin to find, evaluate, read,
and keep track of sources
for research essay
Exercises in Ch 39 on
Quotation Marks.
1,3,4,5,6,
7,8,9
9 Ch 16: ―Argument: Writing
that Persuades‖
Ch 47, Reading
Argumentative Essays
Ch 22: ―Problems with
Subject Verb Agreement‖
Discuss and plan
argumentative essay.
Transitions of logic,
conclusion, and
argumentation
Continue vocabulary
building
Use computers to draft
argumentative essay
Grammar exercises in
chapter
1,2,3,5,6,
7,8
10 Ch 17: “Writing Reports‖
(295-298)
Assigned reading passage
Ch 24: Pronouns: Using
Substitutes for Nouns
Discuss paraphrase and
summary in assigned
reading passage.
Examine logical and illogical
arguments in sample
argumentative passages.
Review concept of pronoun
reference and agreement.
Use computers to revise and
edit argumentative essay.
Pay special attention to
pronoun agreement.
Write a report based on
reading of an Argumentative
Essay from Ch. 50
1,2,3,5,6,
7,8
EBS 012 Syllabus--7 Revised June 2013
Week Reading Assignment Classroom Activities Writing Assignment SLO’s
11 Ch 14 ―Comparison and
Contrast: Writing that Shows
Similarities and Differences‖
Ch 45: Reading
Comparison/Contrast Essays
Ch 34, ―Commas‖
Discuss and plan
Comparison/Contrast
essay.
Continue vocabulary
building
Transitions that indicate
comparison and contrast
Compare and contrast
adjectives and adverbs.
Use computers to draft
Comparison/Contrast essay
Exercises in chapter 37 on
using commas.
1,2,3,5,
6,7,8
12 Ch. 18, (311-316) ―Writing
the Research Essay: Using
Outside Sources in Your
Writing—Indirect Quotations,
Direct Quotations, Cite and
Document Sources‖
Practice: Introduce, cite
and analyze sample
quotations.
Compare and contrast two
different sources in one
paragraph or essay.
Use computers to draft
Research Essay.
Use computers to revise and
edit Comparison/Contrast
essay.(Pay special attention
to all agreement and
punctuation)
Grammar exercises in
chapter
1,2,3,4,6,
7,8,9
13
Exit Tests in Reading and
Writing
1,2,5,6,7,
9
14 Ch. 18, (316-324) ―Writing
the Research Essay: Using
Outside Sources in Your
Writing—Use a Works Cited
List at the End of Your
Essay‖
Create Works Cited page
for research essay.
Proofread and edit research
essay
Research Essay due 3,4,5,7,8
15 PowerPoint Presentations
of Research Essays
Grading Conferences
PowerPoint Presentations of
Research Essays
Student Course Evaluation
Assignment
2,5,7,8,9