For Thursday, please bring a print copy of your final draft of essay 2 (i.e., essay 2.3).  If you need more time, I will accept late papers without penalty by email up until Sunday, 12/9, midnight.  But I truly prefer it if you can have it for me on Thursday.

Thursday, 12/6 will be our last day of class.

Our final exam will take place on Thursday 12/13, 12:00-3:00, in our classroom, ESL 104.  

Core #1:

assumption, dominate, dispute, subsistence, embryo, androgen, speculate, estrogen, prolactin, hermaphrodite, testosterone

Core #2:

startling, interpretation, hostile, dissecting, inquiry, deficit, embryonic, plummet, vulnerable, articulate, nursery

Core #3:

reluctant, intimacy, asymmetry, pique, taciturn, succinct, solicited, tantamount, divergent, fleeting

----------------

I have been able to complete most of the essays but there are still about 5 left that I will do tomorrow; so if you haven't received your email yet (10:00pm) please wait till tomorrow.

Homework

p. 195--Main Ideas (if you didn't already do it)

pp. 196-97--A Writer's Technique: Summarizing and Paraphrasing

p. 198--Vocabulary in Context

 

pp. 206-07--Main Ideas (if you didn't already do it)

pp. 207-08--A Writer's Technique: Summarizing and Paraphrasing

p. 209--Vocabulary in Context

 

p. 214--Main Ideas (if you didn't already do it)

p. 214-16--A Writer's Technique: Summarizing and Paraphrasing

pp. 216-17--Vocabulary in Context

Remember: No class on Thursday.  It's Thanksgiving Day; go eat some turkey!

For homework, read the three core readings of Chapter 4 on "Gender Roles," and do the "main ideas" exercise for each.

Common Essay today!

Today in class we took the vocabulary quiz based on Chapter 2 readings.

I also handed out the LA Times article "Crisis on Campus," which you'll be reading for the Common Essay.  Please read it by Thursday's class.

You can download the article here.

You can download the grading rubric here.

In preparing for the Common Essay, it would be particularly useful if you are able to effectively and concisely summarize the article.  Therefore, I set up two discussions: one in which you write a short summary of a couple lines and the other a long summary in which you write a full paragraph.  You do not have to do this by Wednesday, rather by next Monday.

I also set up a discussion where you can discuss possible prompts or questions for the article.  What issues does the article raise that you might be asked to write on?

I also set up a discussion open for any questions you might have.  Take advantage of it.

Vocabulary words for Core Reading #3

There will be a vocabulary quiz  on Tuesday based on the vocabulary from Core reading #2 and Core reading #3.  The vocabulary list for CR2 can be found  below, listed on 10/9.  The vocab for CR3 can be found immediately above.

For homework, you will write the second draft of the essay you wrote in class today in response to one of the following prompts below:

A 
The ESL Department at Santa Monica College is considering a change in its grading system.  It has been proposed that the department adopt a “Student Self-Assessment Policy,” which authorizes students to decide their own course grades and whether or not they would like to advance to the next class in the curriculum or to repeat a course.  If adopted, instructors would still be present in the classroom in all capacities except that assigning grades.  That will now be the responsibility of the students. 

In a well developed and well thought out essay, explain your position on whether or not the ESL Department should adopt the Student Self-Assessment Policy (SSAP)? 
 
B 
In his essay “School is Bad for Children,” John Holt criticizes the educational system on a number of points and then outlines a series of proposals that he believes would address the problems he raises.  He does not however, as does Ji-Yeon Mary Yuhfill in “Let’s Tell the Story of All America’s Cultures,” criticize the educational system in terms of how well it addresses the cultural representativeness (or multiculturalism) of the United States.  But it would be interesting to consider if some of Holt’s proposals for change would actually deepen students’ understanding of multiculturalism in the US.   

In a well developed and well thought out essay, please discuss a few of Holt’s educational proposals and whether or not they would address the concerns raised by Yuhfill.

1200 word minimum.

Email me your essay as an attachment before Tuesday's class.

Name the Microsoft word file using your first name--the last four digits of your SMC ID #--then "Essay 2.2--ESL21b"  For example:   John--1464--Essay 2.2--ESL 21b

In the subject line of your email, do the same.

You can check your grades and comments here, according to the last four digits of your SMC ID number.  Please note that as of this posting (12:05pm), there are still many essays that need commenting.  I'll be sitting here at the computer until I'm done.  So if yours isn't ready now, check back soon.  Last updated:  11:00pm

1027  1446  2267  2841  2996  2997  3328  4601  4707  

4746  4946  4959  5085  5885  6230  6300  6346  7046  

7155  8386  8536  8707  9166  9558  9679

Homework

Essay 1.3:  Write the third and final draft of our first essay. 

Send to me as an email attachment. 

 

Deadline is Tuesday 2:00pm.

 

Name the Microsoft word file using the last four digits of your SMC ID # and then "Essay 1.3--21b"  For example:   1464--Essay 1.3--ESL 21b

 

In the subject line of your email, do the same but include your name (first name only).  For example:  John--1464--Essay 1.3--ESL 21b

• In addition to the comments I made on your drafts, remember to take into consideration the topics we discussed in class to revising your final draft.

• Respond directly to prompt in the development of your thesis statement.

• Watch out for plagiarism and following the content of the readings too closely. 

There was a pop quiz in class today.  I wasn't planning on giving this quiz, but when more than 10 people in the class hadn't arrived 10 minutes after the start of class, I locked the doors and only allowed those who were present in the classroom to take this quiz.  There will be no make-ups for those who either arrived late or were absent.  Please try to come to class and to come on-time.

 

In class, I distributed the five sample student essays and in groups we ranked them from 1 to 5.  We then discussed as a class the elements that make up a good introduction and elements that might weaken it as well.

 

No new homework.

Sorry for the late posting (Sat. 10/13, 2:00pm)

Read carefully the following links about essay introductions and thesis statements:

UARK < Thesis statements and essay maps

UNC  < Introductions

Now read the following student essays:  8386  1446   7046  4601  5085

Just focusing on the introductions in the essays, rank them from best (1) to worst (5). 

In eCompanion Discussion 7, discuss why you ranked them the way you did, giving concrete explanations of why one introduction was better than the other.

Now, just focusing on the first body paragraphs, rank them from best (1) to worst (5).  

In eCompanion Discussion 8, give a similarly concrete discussion about why you ranked them the way you did.

In Discussion 9, which is voluntary/optional, please let me know why you think the recent vocabulary quiz was so difficult.  Two thirds of the the class did not pass, and I'm not sure why.  I would like your feedback and input about how to improve the design of the vocabulary test.

Today in class we reviewed the main ideas core reading 2 and culled out a vocabulary list (see below).  We also discussed the role of metaphor in language.

Vocabulary List from Core Reading 2:

•  "How the Web Destroys the Quality of Students' Research Papers," by David Rothenburg, pp. 68-71.

• "An Opposing View," by Richard Cummins, pp. 71-72 

• Words are followed by the paragraph they are found in.  If the number has an asterisk, it's from "Opposing view".

collocations, idioms, fixed phrases

Today in class we read and evaluated three of our classmates' essays.  

For homework, 

I'd like you to reflect upon and write about this experience in eCompanion "Discussion 6: Reflecting on peer evaluations".

 

Read Core Reading 2:

 "How the Web Destroys the Quality of Students' Research Papers," by David Rothenburg, pp. 68-71.

"An Opposing View," by Richard Cummins, pp. 71-72

Do the following exercises from the book:

Main Ideas, p. 72

Reflecting on Content, p. 73

Vocabulary in Context, pp. 74-75 

 

Here are your and your classmates' papers organized by the last four digits of your SMC ID number.  I have not yet posted my comments, but please read over them so you can get a feel for how your peers are doing and maybe learn something from their writing.

1027  1446  2267  2841  2996  2997  3328  4601  4707  

4746  4946  4959  5085  5885  6230  6300  6346  7046  

7155  8386  8536  8707  9166  9558  9679

Homework:

Participate in eCompanion discussion #5, in the Education unit.

For those of you who need to revise your essay to meet the 1000 word minimum, please do so and email me your essay by 12:00 midnight on Wednesday night.

Please refer to the class notes of 9/25 below for all pertinent instructions.

Everyone should bring a paper copy of their essay to class on Thursday.

Homework:

Read Chapter 2, Core Reading #1: "School is Bad for Children," pp. 59-63

Today in class we wrote the first draft of an essay responding to the following prompt:

What are some of the extra-linguistic reasons why communicating with people from other cultures can be difficult?

Bring your vocabulary notebook on Thursday.

For homework, you will write a second draft of the essay.  I handed out the following hand-out in class about this homework assignment:

Write a fully developed essay addressing the same prompt we saw in class

 

 

What are some of the extra-linguistic reasons why communicating with people from other cultures can be difficult?

 

 

Try not to rewrite the in-class essay but rather start afresh. 

I’ll be checking to see that it meets the following criteria:

 

·   Minimum 1000 words

·   Typed, 12 pt font, double-spaced

·   minimum of 3 examples from book; 1 from each of the core readings

·   additional text or personal examples okay

·   incorporate appropriate vocabulary

·   follow proper structure of essay; if you need a refresher, read pp. 104-110 in New Directions

 

I will be accepting this assignment only via email.  I will not accept excuses of my computer or internet wasn’t working.  There are computer labs available on campus for your use at the library and the Clayton center.

 

You must attach your essay to an email and send it to me before class on Thursday, i.e. before 2:15pm.  I won’t accept emails received at 2:16pm or later. 

 

Your attachment should have a file type of either .doc or .rtf so that I can easily open it.   If I can’t open your file, you do not get credit.  I have difficulty opening .docx, .odt, and .wps files; don’t use them.

 

Name the file of your attachment as follows:

 

yourname – essay 1.2 – esl 21b

 

Also put the same info in the subject line of your email message.

 

***Please bring 1 hardcopy (i.e., paper copy) to class on Thursday, as we will be working on it in class.

If you haven't done so already, participate in eCompanion Discussion 4: Making Connections

 

Work on your vocabulary notebook.  Try using the British National Corpus concordancer to look up sample sentences and collocations.  Try to familiarize yourself with the concordancer by reading the introduction, the "3 minute tour", and just playing around with it.  If you're looking for sample sentences, you'll set the display parameter to table or chart.  If you're looking for collocations, you'll set it to surrounding words.

 

Bring your vocabulary notebook in on Tuesday.  It should be in a 3-ring binder and there should only be one vocabulary word/phrase per page.

 

There will be an in-class essay on Tuesday.  Bring a large blue book.  Review Core readings 1, 2, and 3 and associated homework to prepare.  For examples of possible essay questions, look at p. 55 in NewDirections.  You will be able to use a dictionary of your choice during the essay.  You may not, however, use the textbook.  Instead, you will be allowed to bring 3 pages of notes. 

 

*You might also be interested in checking out the concordancer for the Time magazine corpus >>.

Homework:

 

Participate in eCompanion Discussion 4: Making Connections

Homework: 

Read Core Reading 3: "Time talks with an accent" pp. 27-31

 

Do the following exercises from the book:

• Main Ideas, p. 31

• A Writer's Technique: Supporting Details, p. 32

• Vocabulary: Guessing meaning from context, pp. 32-33

• Vocabulary in Context, pp. 33-34

In eCompanion, participate in Discussion #3 in the "Intercultural Communication" unit.

 

Here are the vocabulary words from Core Reading 2 and 3:

Core Reading #2

Core Reading #3

amiable 2

distinctive 4

idiosyncratic 6

linger 7

manipulative 7

take for granted 10

jump to a conclusion 11

avert 11

unwarranted 13

vulnerable 13

consultant 4,5

seminar 5

close quarters 5

counterpart 6

to get underway 7

continuum 7

glitch 6

transgress 16

intrude 16

unwavering 2

piece of cake 3

shuffling 3

intertwined 14

volatile 14

intrigue 1

conceivably 4

put off 4

call off 4

decelerate 4

attribute 9

bewildered 14

ingrained 15

incongruity 15

blunder 16

vocabulary notebook.  Keep a 3-ring binder and use one page per vocabulary word.

For each vocabulary word:

• write the word

• write the sentence it's in from the New Directions reading

• write the definition. Sometimes definitions of words have more than one 'sense,' i.e., they have multiple definitions.  I only want you to write the definition/sense that is being used in the ND sentence.

• Find three naturally occurring sentences that use the vocabulary word/phrase in the same way.  You can do this using a search engine (e.g., Google).  Write the sentences in your notebook.

• Write 3 of your own original sentences using the vocabulary word and provide enough context in the sentence so it's clear that you understand the meaning of the word.  For example, if the vocabulary word were lawyer, you wouldn't write a simple sentence like My brother is a lawyer, but rather something like My brother just got a job as a lawyer with the District Attorney's Office and has his first court case on Monday.

Class Cancelled Today!

Finish your vocabulary exercise sheet.

If you need to, work on your vocabulary notebook.

Read Core Reading #2: "Where Do We Stand?" pp.19-22

Do the following exercises from the book:

• Main Ideas, p. 23

• A Writer's Technique: Supporting Details, pp. 23-24

• Vocabulary: Idioms, p. 24

• Vocabulary in Context, pp. 24-25

• Read the new guidelines for participating in online discussions.

• Sign on to eCompanion and participate in "Discsussion 2" in the "Intercultural Communication" unit.   Deadline for posting to eCompanion is 6:00pm, Monday.

Today in class we reviewed the writing and reading diagnostic tests and the significance of the scores.  I also show you how to sign up for tutoring online and discussed your vocabulary notebooks and the kinds of sentences I expect you to write.

Homework:

Sign on to eCompanion and participate in "Discsussion 1" in the "Intercultural Communication" unit.

Homework:

Sign onto eCompanion, enter our class, click on "Discussion" in the left hand column, and then write a brief paragraph introducing yourself to the class.

 

Read "American Values and Assumptions" (pp. 5-13, in New Directions)

 

Do the following exercises from the book:

• Main Ideas, pp.13-14

• A Writer's Technique: Supporting Details, pp14-15

• Vocabulary: Negative Prefixes, pp. 15-16

• Vocabulary in Context, p. 16

 

Begin your vocabulary notebook.  Keep a 3-ring binder and use one page per vocabulary word.

 

For each vocabulary word:

• write the word

• write the sentence it's in from the New Directions reading

• write the definition. Sometimes definitions of words have more than one 'sense,' i.e., they have multiple definitions.  I only want you to write the definition/sense that is being used in the ND sentence.

• Find three naturally occurring sentences that use the vocabulary word/phrase in the same way.  You can do this using a search engine (e.g., Google).  Write the sentences in your notebook.

• Write 3 of your own original sentences using the vocabulary word and provide enough context in the sentence so it's clear that you understand the meaning of the word.  For example, if the vocabulary word were lawyer, you wouldn't write a simple sentence like My brother is a lawyer, but rather something like My brother just got a job as a lawyer with the District Attorney's Office and has his first court case on Monday.

Vocabulary words (followed by paragraph number)

• certain 1

• values 1

• extent 1

• overlap 2

• interdependent 3

• unspecified 7

• accountable 8

• circumstance 10

• feasible 10

• excessively 11

• indecisive 11

• overly 11

• dictate 12

• connotation 12

• regard 13

• legitimize 13

• notion 14

• self-reliant 14

• imbue 14

• adverse 14.2

• display 14.3

• fulfill 14.3

• pervade 16

• distinctive 18

• matters 18

• happen 21