2010, Aug-Dec, UPR Students 3101, Section 7

1. University of Puerto Rico
Río Piedras Campus
College of General Studies
English Department
Dr. Eva de Lourdes Edwards
eedwards@uprrp.edu
787-764-0000, Ext. 2685, 2182
Office: 317, English Dept. Hallway
Office Hours: Monday, 6:30-7:00; 10:00-11:00 a.m.
Wednesday, 6:30-7:00 a.m.
Tuesday and Thursday, 6:30-7:00; 10:00-11:30 a.m.
Course Title : Basic English I
Course Number : English 3101
Credits / hours : 3 credits per semester (3 class hours)
Pre-requisites : CEEB-ESLAT score: 470-580
Course Description :
This is an interdisciplinary course that fulfills the English requirement for the general education
component of the bachelor’s degree. This course covers the study of essays as well as other non-
fictional readings. It emphasizes an integrated literature approach focused on the study of inter
and multidisciplinary content. The course seeks to help students develop their ability to think
logically, read actively, and write clearly. Students develop the skills to move from a simple
literal understanding of ideas and events toward the more complex intellectual levels of analysis
and critical thinking. In addition, the course aims to help students use linguistic and research
tools effectively.
Meaningful communication (expression, interpretation and negotiation of meaning) is developed
around three major themes: education, language, and current social and scientific issues. These
are enhanced through computer-mediated communication for language learning – Blackboard,
Internet, Social Software. A communicative instruction, student-centered approach is used to
assist students in learning grammar through content, providing a forum in which students acquire
knowledge constructively.
General Course Objectives:
Consistent with the English Department’s general objectives, by the end of their first semester of
English, the students will demonstrate, through a variety of forms of evaluation and on the basis
of the standards for the different levels established by the English Department that they are
making progress in their ability to:
1. communicate orally and intelligibly in a variety of academic situations
2. apply comprehension skills in reading of fictional and non-fictional selections
3. apply interpretive-analytical skills in reading of fictional and non-fictional selections
4. evaluate the relevance and validity of information in fictional and non-fictional
selections.

2. 5. critically examine aesthetic, ethical, humanistic and cultural values in representative
literary works
6. express ideas in written form with clarity, precision, coherence, unity, and logic
7. collaborate in the inclusion of students with disabilities into all class activities
8. demonstrate the ability to use the library and computer technology for preliminary
research and communication
Outline and Time Distribution
I. Introduction (3 hrs.)
A. Initial diagnostics
B. Presentation and discussion of the course outline
C. Introduction and use of Blackboard and online communication
D. Elements of the Essay
II. Unit on Education (12 hrs.)
A. “Why I Came to College”
B. “What True Education Should Do”
C. “Overcoming an Invisible Handicap”
D. “Making the Grade”
III. Unit on Language (9 hrs.)
A. “Learning to Write”
B. “Language”
C. “Language and Culture”
D. “The Miracle Worker” (the movie)
IV. Current Issues (12 hrs.)
A. “Women in Science”
B. “Ecotourism”
C. “Kids in the Mall”
D. “The Killing of Kayla”
E. “The Living Sea” (documentary)
V. Integrative Sessions (9 hrs.)
A. Oral presentations integrating readings and class discussions
B. Other activities such as panel discussion focusing on semester issues
TOTAL: 45 hours
Instructional Strategies
This course promotes communicative instruction and collaborative learning. Therefore there is
great emphasis on activities that encourage communication and collaboration, such as; the use of
guide questions, group work, oral presentations, the use of dictionaries, providing exercises for
practice on the elements of the essay, outlining, summarizing, visiting the library, movies, audio-
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3. recordings, conferences and guest speakers. There is an additional emphasis in promoting online
communication through the use of Blackboard and a class/individual blog (student portfolio).
Required resources
Regular classroom
Language laboratory/Computer lab
Educational resources (Internet sources, audio-visual equipment)
Evaluation Strategies Grading Systems
A. Class participation 20% A 100 - 90
B. Exams 40% B 89 - 80
C. Quizzes, assignments C 79 - 70
and lab work 20% D 69 - 60
D. Written work F 59 - 0
(including portfolio) 20%
TOTAL: 100%
English Department Attendance Policy
Six contact hours of absence may lower average one whole letter grade. Failure to take the final
exam on the scheduled date and time may result in a zero or an incomplete grade.
Law 51 – Law 238
In accordance with the recommendation of the Dean of Students Office (Division for Persons
with Disabilities) students who are clients of the Office of Vocational rehabilitation must contact
the professor at the beginning of the semester in order to make arrangements for reasonable
accommodations and for any necessary auxiliary equipment. Other students with special needs
who require any kind of assistance or reasonable accommodations should also contact the
professor.
Textbooks
Costa, C. (Ed.). (2007). Reading and Thinking about Essays and Short Stories. Mason, OH:
Thomson.
English/English Dictionary:
The Merriam Webster Dictionary, Collegiate, 11th Edition
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4. Bibliography
Dixon, R. (2004). Grammar Essentials. NY: Longman.
Longman Dictionary of American English Now with Thesaurus and CD ROM. (2004). NY:
Pearson.
More Grammar Practice 2. (2004). Boston, MA: Heinle and Heinle.
Ruetten, M. K. (2004). Developing Composition Skills. (2nd ed.). Boston, MA: Heinle and
Heinle.
The Merriam-Webster Dictionary. (11th ed.). (2004). Springfield, MA: Merriam-Webster, Inc.
Internet Resources:
Class Blog. http://myuprenglish.blogspot.com/2010/08/welcome.html
Guide to learning styles. http://vark-learn.com
How to search the Internet effectively. http://www.media-awareness.ca
Individuals with Disabilities Education Act. (2004). http://idea.ed.gov/
Net Lingo – The Internet Dictionary. http://www.netlingo.com
Student academic services. http://www.sas.calpoly.edu
Teaching for Inclusion. Loevinger, N. (1994). Teaching a diverse student body. University of
Virginia. http://ctl.unc.edu/tfi13.html
Wikis and Podcasts and Blogs! Oh, My! http://net.educause.edu/ir/library/pdf/ERM0751.pdf
Other Information:
Work is due on the date announced. Please, hand in all assignments – even late ones – during
your assigned class period.
If you are absent to any class, please contact a classmate to discuss the assigned material and
come prepared to the next class meeting. You are responsible for all material covered in class
and for all assigned work, even if you are absent or late.
Quizzes may or may not be announced. There are no make-ups for missed quizzes. There will be
no make-ups for missed exams. One exam, and only one exam, may be eliminated. If absent to
one exam, that zero may be eliminated.
You must bring your own dictionary to class. Sharing dictionaries is not allowed during exams.
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5. You are encouraged to attend workshops and tutoring sessions offered by the Centro para el
desarrollo de destrezas lingüísticas. The last day to withdraw from this course is November 12,
2010.
Please turn off and put away cell phones during class unless you have made arrangements with
the professor prior to the class period.
As our course develops, other reading selections may be integrated or omitted to satisfy the
needs of the students.
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