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Never Ceased To Be Amazed

Joined: 22 Oct 2004 Posts: 3500 Location: Shhh...don't talk to me...I'm playin' dead...
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Posted: Wed Aug 11, 2010 8:00 pm Post subject: |
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NCTBA (The lyin' lion...) |
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killthebuddha
Joined: 06 Jul 2010 Posts: 144 Location: Assigned to the Imperial Gourd
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Posted: Wed Aug 11, 2010 9:09 pm Post subject: |
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"Cast�
�All others as Munchkins"
"Please post photos... and weight... because I think I have to pick you up and carry you around sometimes... VS"
(I just peed myself a little, and there's milk coming out my nose.) That pretty much settles it. Something's got to be done. But johnslat should be required to edit that monstrosity of a pet peeve that he created. |
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cmp45

Joined: 17 Aug 2004 Posts: 1475 Location: KSA
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Posted: Wed Aug 11, 2010 10:05 pm Post subject: |
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That ole "OZ" thread was funny back then, and it's still funny now
Thanks for the memories... |
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Grendal

Joined: 13 Aug 2009 Posts: 861 Location: Lurking in the depths of the Faisaliah Tower underground parking.
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Posted: Wed Aug 11, 2010 11:55 pm Post subject: Re: Your Input Would Be Much Appreciated |
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| johnslat wrote: |
Dear Colleagues,
I'm going to be teaching a "pilot course" called "Transition to College" this fall for Santa Fe Community College (14 weeks, six hours a week.) As the name implies, it's intended as a kind of "bridge course" for "top-level" ESL students (and perhaps students that have gotten their GEDs.) I'll be creating the text, but I wonder if I could impose upon any of you to look over the areas I'm thinking about covering.
Have I left out anything you think is important?
Am I covering too much (probably, but if so, what should get dropped?)
Or any other suggestions, comments, etc.
Thanks
Course Description
The primary purpose of this course is to help students understand and prepare for the writing, reading, listening, and speaking demands of college. The requirements of college-level reading, writing, and grammar, in particular, are generally more challenging than many anticipate. The intent of this class is to act as a bridge between studying in an ESL program and taking college courses. Students will work on improving vocabulary and reading comprehension, taking effective notes, honing grammar skills, making short classroom presentations, and crafting various sentence types, paragraphs, essays, and a short research project.
The class will include whole group, small group, pair, and individual work.
LEARNING OBJECTIVES
By the end of this course, students will be able to:
� Practice effective pre-reading strategies
� Identify the elements of a writing selection, including main idea, supporting details, and transition words and phrases
� Take effective notes on readings and class discussions
� Make valid inferences; distinguish fact from opinion
� Identify purpose and tone; practice critical reading/thinking
� Describe and practice the steps in the writing process
� Form grammatically correct sentences
� Write a well-organized paragraph
� Write a one-paragraph summary of a reading
� Write an outline
� Write well-organized essays, using various types of organization (e.g. time, comparison and contrast, cause and effect, process, etc.
� Show evidence of critical reading and thinking through questions and analysis
� Complete a short research project using and citing 2-4 references
� Deliver short class presentations summarizing research projects
Covered in this course:
I. WRITING:
A. Kinds of writing expected of college students:
1.Short answers on tests
2. Short essay writing for homework assignments (writing thesis statements, topic sentences, supporting details, and conclusions)
3. Essays on tests
4. Research and report writing
5. Writing for an audience
B. Review/practice of common grammar and writing problems:
1. Word usage
2. Spelling
3. Grammatical forms
4. Sentence structure and sentence combining
C. Understanding the writing assignment:
1. Outlines (traditional and mind-mapping/cluster)
2. Summarize
3. Compare and contrast
4. Persuade
5. Explain by cause and effect
6. Research
D. Basic writing form, from brief responses to whole reports:
1. Demonstrate the ability to brainstorm, organize, draft and revise paragraphs:
a. Pre-writing, outlining, drafting, revising and editing, final draft
2. Recognize features of a good topic sentence:
a. Correct and incorrect topic sentences and the differences between them
3. Demonstrate the ability to develop supporting details:
a. Definition and qualities of major and minor supporting details
b. Relevance of major and minor details to topic sentences
4. Demonstrate the ability to produce simple, compound and complex sentences:
a. Features of simple, compound, and complex sentences
b. Techniques for connecting clauses to form compound and complex sentences
5. Produce a well-developed and well-organize paragraph:
a. Correct topic sentences
b. Relevant and adequate supporting details
c. Coherence through transitions
d. Correct grammar and punctuation
6. Opening thesis paragraph (going from general to specific)
7. Three main points (using either direct quotations, paraphrases/summary, statistics, and research examples)
8. Closing thesis paragraph (going from specific back to general)
E. Discuss research:
1. Uses
2. Sources
3. Examples of citation
4. Paraphrasing versus Plagiarism
II. READING
1. Dictionary Use
2. Vocabulary in Context (Context Clues)
3. Pre-reading DR/TA (directed reading/thinking activity) K-W-L-H (know, want, learn, how to learn), SQ4R (survey, question, read, recite, relate, and review)
4. Recognizing and finding the topic and main idea (Thesis statements and topic sentences)
5. Comprehension (finding specific major and minor supporting details)
6. Patterns of organization (recognizing/identifying patterns used to organize essays)
7. Inference/implication (including implied main ideas)
8. Argument (finding the main point)
9. Fact versus Opinion
10. Purpose and tone.
11. Critical reading
III. LISTENING AND NOTE-TAKING
1. The Three Steps: hearing (attention), understanding (focus), and judging importance (discrimination)
2. Focus, listen for main ideas, use body language cues
3. Choose or develop a method that works for you. The following methods will be discussed:
1. The Cornell Method
2. The Outline Method
3. The Mapping Method
4. The Charting Method
5. The Sentence Method
!V: ORAL PRESENTATION
1. Introduction: Tell the audience what you're going to tell them. Grab the audience's attention
2. Body: Tell them. Offer facts, opinions, and reasons to support your main idea
3. Conclusion: Tell them what you told them. Restate the main points without giving examples
Regards,
John |
Maybe but just maybe you could also introduce the concept of a portfolio and how it will help them in the future post graduate days. I will leave that up to you John. I have no idea where to put it. Maybe it could be stated and introduced in the course outline and elaborated on throughout the term with a project to produce one as a final step. It could also be given a weight of say 5% of final mark.
"The portfolio is a laboratory where students construct meaning from their accumulated experience. [...] A portfolio tells a story. It is the story of knowing. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students' own stories of what they know, why they believe they know it, and why others should be of the same opinion. A portfolio is opinion backed by fact... Students prove what they know with samples of their work.�
Paulson & Paulson, quoted by Helen Barrett in Electronic Portfolios as Digital Stories of Deep Learning
Regards.
Grendal
ps. We tried it here in the "teaching assistants programme" (TAP) but it just fizzled out. They were all graduate Saudi students but their only interest was getting their visa to the US or UK so that they could continue with their MAs in their respective fields. They seemed real interested but no production. I believe that a control environment like the US, UK or any other English speaking country would better serve this idea for EFL/ESL learners.
Regards.
Grendal |
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johnslat

Joined: 21 Jan 2003 Posts: 13859 Location: Santa Fe, New Mexico, USA
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Posted: Thu Aug 12, 2010 12:09 am Post subject: |
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Dear Grendal,
Thanks - that's a great idea (so great I'd even thought of it.)
Here's part of the outline that I didn't post:
"MATERIALS
Please bring the following materials to every class:
� a 3-ring binder with section dividers (for your portfolio)
� 8.5 x 11 lined writing paper
� pencils and pens
� the textbook (provided by the school)
� a journal composition book
� COURSE ASSIGNMENTS
Products
� Weekly journal entry
� Short paragraphs and essays, reading comprehension assessments, note-taking, class presentations
Journal
Journal entries are informal reflective writing pieces. One paragraph is sufficient, although longer pieces are acceptable. The writing is generally personal, describing experiences, concerns, plans, etc. It can be handwritten or typed. If you write it by hand, use your journal composition notebooks. Write the date at the top of each entry. If you type it, make sure to include your name and date. I will respond briefly to the content of what you write. I may ask a question that you can respond to in your next entry. I will not correct the grammar and punctuation in your journals, but I will indicate where any problems may be.
Why do we do journal writing? One reason is the importance of regular practice for developing confidence and skill in writing. Another reason is the opportunity to think about yourself and your environment. Writing helps the thinking process.
Journal entries are confidential�unless you choose to share them with the class, I will not discuss the content of your entry with anyone but you.
Writing Assignments
All assignments done outside your journal notebook should include a heading with name, course, name of the assignment, and date at the top. They should be double-spaced, whether they are hand-written or typed.
Research Paper
The short research paper will be completed in stages:
� Topic and questions
� Notes on initial readings
� Outline
� First draft with outline and bibliography
� Second draft: at least 1 page double-spaced with outline and bibliography
� Final paper: at least 1.5 pages double-spaced with bibliography
� Oral presentation
Portfolio
Your portfolio will contain items from this class. A language portfolio is a selection of examples of work that provides concrete evidence of a learner�s progress in learning English. The important word here is selection. Your portfolio won't include everything you will have done throughout the course, but will contain a representational sampling of items that you and I think show what you have learned to do in English.
I really do appreciate your posting, though. Great minds, it seems, do think alike.
Regards,
John |
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Never Ceased To Be Amazed

Joined: 22 Oct 2004 Posts: 3500 Location: Shhh...don't talk to me...I'm playin' dead...
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Posted: Fri Aug 13, 2010 4:36 am Post subject: |
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Back to the "OZ" digression...whatever happened to tillymd who made the original proposal? The last I can tell, she was on this board on October 9th of last year!
tillymd, where ARE you? (Name that sitcom!)
NCTBA |
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johnslat

Joined: 21 Jan 2003 Posts: 13859 Location: Santa Fe, New Mexico, USA
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veiledsentiments

Joined: 20 Feb 2003 Posts: 17644 Location: USA
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Posted: Fri Aug 13, 2010 1:44 pm Post subject: |
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I'm embarrassed to say that I can still hear the theme song... without even hitting John's link.
VS |
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Never Ceased To Be Amazed

Joined: 22 Oct 2004 Posts: 3500 Location: Shhh...don't talk to me...I'm playin' dead...
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Posted: Fri Aug 13, 2010 2:14 pm Post subject: |
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Not a geezer...YET, but fond memories of that'n, "My Mother The Car" and myriad others...
What wuz the one that had the theme that went something like: "It's about time, it's about space, it's about the human race"? Oh, oh, oh...and, "The Time Tunnel" which got spoofed in one of the Austin Powers movies...
NCTBA |
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veiledsentiments

Joined: 20 Feb 2003 Posts: 17644 Location: USA
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Posted: Fri Aug 13, 2010 2:48 pm Post subject: |
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Missed out on those two. We only had 2 of the 3 networks where I grew up, so I didn't get to see everything. But... I survived...
VS |
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johnslat

Joined: 21 Jan 2003 Posts: 13859 Location: Santa Fe, New Mexico, USA
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Posted: Fri Aug 13, 2010 3:49 pm Post subject: |
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Dear NCTBA,
The Show: "It's About Time"
"It's about time, It's about space,
About strange people in the strangest place.
It's about time, It's about flight,
Travelin' faster than the speed of light.
About space people and a brave crew,
As through the barrier of time they flew.
Past the Roman Senators, past an armored knight,
Past the firing Minutemen, To this modern site.
It's about time for you and me
To meet these people of amazing feats.
It's about two astronauts and how they educate
A pre-historic woman and her pre-historic mate.
It's about time It's about space
About strange people in the strangest place
They will be here with all of us
Dodging a taxi, a car, a bus.
Where will they go, what will they do
In this strange place where everything is new.
Will they manage to survive Watch each week and see.
Will they get accustomed to the Twentieth Century.
It's about time For our good byes
To all our pre-historic gals and guys.
And now, It's About Time It's About Time
It's About Time It's About Time!"
Regards,
Trivial John |
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Never Ceased To Be Amazed

Joined: 22 Oct 2004 Posts: 3500 Location: Shhh...don't talk to me...I'm playin' dead...
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Posted: Fri Aug 13, 2010 7:34 pm Post subject: |
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Speaking of "time tunnels", eh...?
NCTBA |
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