UNIVERSITYOFPUERTORICOATBAYAMN

170Rd.174,MinillasIndustrialPark
Bayamn,PuertoRico009591919

ENGLISHDEPARTMENT

SYLLABUS

COURSETITLE
: Grammar,Composition,andReadingAnalysisII

CODIFICATION
: INGL3202

CREDITS
: 3credits

CONTACTHOURS
: 3lecturehoursperweek,45lecturehourspersemester

PREREQUISITES
: INGL3201

COURSEDESCRIPTION
:Studyofadvancedgrammaticaltechniques
Emphasisoncompositionbasedoncarefulanalysisofselected
readings
TEXTBOOK
: Folse,K.,VestriSolomon,E.,&Clabeaux,D.(2015).

GreatWriting3:Fromgreatparagraphstogreat
rd
essays
(3
ed.).Boston,MA:National

GeographicLearning/CengageLearning.
OTHERBOOKS

: EnglishDictionaryandSpanishEnglishDictionary
Thesaurus(EnglishDictionaryofSynonymandAntonyms)
Optional

GeneralObjectives

1. Developthenecessarycompositionskillsthatwillallowstudentstoproduce
communicativelymeaningfulandeffectiveessaysofanexpositoryandacademic
nature.

2. Continuehelpingstudentstodevelopanalyticalskillsandstrategiesinreadingfor
comprehensionandcontent.Guidestudentstointeractwithandrespondtoshort
fictionalandnonfictionalpieces.Showstudentshowtorelatetheseskillsand
strategiestotheirownessaywriting.

3. Continuefamiliarizingstudentswithcorrectgrammaticalformsandpatternsaswellas
withtheirappropriateusagessothatthesemaybeappliedintheircompositions.

4. Familiarizestudentswiththeskills,techniques,andprocessesassociatedwiththe
preparationofalibraryresearchpaper.

5. Helpstudentsdevelopandusecriticalthinkingskillsincompositionandintheoral
exchangeofideasduringinclassdiscussion.Inthesediscussions,guidestudentsto
identify,evaluate,andmakeconnectionswiththevalues,ideas,andattitudespresented
inreadingselections.

6. Familiarizestudentswiththeuseofwordprocessingtechnologyasaneffectiveand
valuableresourceforwriting.

SpecificObjectives:Thestudentwill

1.

a. continuetousetheprocessofprewriting:choosingandnarrowingatopic,
brainstorming,organizing,andoutlining.
b. keeponapplyingtheprocessesofdrafting,revising,editing,andproofreading.
c. applycriticalthinkingstrategiesinclassdiscussions.
d. applythewritingprocesstothedevelopmentofshortcompositionsandessays.

2.

a. incorporatethebasicelementsofaparagraphinashortcompositionoressay:topic
sentence,supportingsentences,andconcludingsentence.
b. applythefiveelementsofgoodwritingtocompositionwriting:purpose/purpose
statement,audience,clarity,unity,andcoherence(transitionsignals,repetitionofkey
words,synonyms,pronouns,amongothers).
c. applytheuseofchronologicalorder,orderofimportance,spatialorder,andlogical
divisionascommonlogicalordersinEnglishrhetoric.
d. applythetechniquesassociatedwiththewritingofanexpositorypiecewithregardto
purpose/goals.
e. producenarratives,descriptive,andargumentative(opinion)writing.

f. recognizeanduseconcretesupportincompositionwritingwhenexpressingopinions
vs.factsandsupportingdetails(examples,illustrativeincidents,quotations,and
statistics).
g. writeessaysorshortcompositionsfollowinganoutline.
3.

a. applycriticalthinkingskillsinreadinggeneralnonfictionitems,especiallyfrom
magazines,newspapers,andprofessionaljournalsinordertodevelopreflectiveand
expositorywriting.
b. identifythesisstatementsinreadingselections
c. listthemaineventsofnarrativesinthecorrectorder.
d. distinguishbetweenthesisstatementandtopicsentenceandbetweensupporting
paragraphsandsupportingsentences.
e. learntofindandusespecificfactstosupportthesisstatements.
f. distinguishbetweenfacts,inferences,andopinions.
g. usetitlestoinferthemainthemeofreadingselectionsandcreatetitlestohelptheir
ownaudiencetoinferthemainthemeoftheirwrittenworksaswell.
h. analyzereadingselectionstoidentifyrhetoricaldevicessuchasparaphrase
expressionsandsynonyms,keyandreferencewords,andtransitionelements.
i. applycontextcluestodeterminethemeaningofunknownwordsandphrases.

4.

a. applysimplepresent,presentprogressive,future,simplepast,andpastprogressive
tensesincompositionwriting.
b. reviewtheformation,usage,andreasoningbehindtheuseofthefollowing:
frequencyadverbsandphrases
subjectverbagreement
indefinite/definitearticles
prepositions
basicwordorderinsimplesentences
c.reviewandapplythefollowing:
activevs.passivevoice
simple,compound,complex,andcompoundcomplexsentences
mainandsubordinateclauses
adverbial,noun,andadjectiveclauses
cognates(identificationandusage)

5.

a. useawordprocessingprogramasarequirementtoproducewrittendocuments.
b. insert,delete,move,change,andcorrecttextwhennecessaryforalltypesofwritten
works.
c. useandapplywritingformatsorstyleguidesaccordingtotheprofessors
specifications.
3

d. usebrainstormingasthepreferredprewritingtechnique,organizeideasadequately,
andcreateoutlinestostartthewritingprocess.
e. composeand/ortyperoughdrafts.
f. rewriteandeditdocumentsbeforefinalsubmissions.
g. producewrittendocumentsforevaluation.
h. producerevisedversionofdocumentsafterinitialevaluationbytheteacher.
(Optional)
i. usetheInternettolocateandretrieveinformationrelatedtocoursethemesand
assignments.
j. usecampuscomputernetworkingandcomputerizeddatabasestolocateandretrieve
informationfromthelibrary.
6.

a. useemailcommunicationtokeepintouchwiththeprofessorandclassmates.
(Optional)
b. useemailcommunicationtocontactotherESL/EFLstudentsinandoutsideofPuerto
Rico.(Optional)

Methodology

Themethodologies(teaching/learningtechniques)tobeusedincludelecturesandstudent
centeredactivities.Readingand/orwritingworkshops,teamwork,andpairworkactivities
wherestudentswillcollaborateandhelpeachothertounderstandreadingmaterialand
revisewrittenworkwillbeincludedaswillindividualstudentcenteredtechniquessuchas
individualskillbuildingclassactivitiesandindividualwritingprojects.

EvaluationCriteria

Theweightassignedtotheevaluatedtasksmayveryaccordingtotheteachers.Thegrading
curveisthesameforallsections.

ExampleI
PossibleEvaluations

SampleWeightofTasks

Compositions
(Essays,Responses,Reflections,Journals,Critiques,etc.)

300points

Exams(Midtermand/orFinal)orProjects
(ResearchPaper,Debates,etc.)

300points

DailyWork
(ClassParticipation,Quizzes,Assignments,Student
Responsibilities,OralPresentations,etc.)

100points

EvaluationCriteria(Continuation)
ExampleII

PossibleEvaluations

SampleWeightofTasks

TwoEssays

200points
(100pointseach)

OneReactionPaper

100points

WrittenPresentationorResearchPaper

100points

OralPresentation

100points

Attendance

100points

IndividualAssignmentsorBookHomework
(ClassParticipation,Quizzes,StudentResponsibilities,etc.)

100points

TotalPoints:

700points

REASONABLEACCOMMODATION

Anystudentwhofeelsthatheorshemayneedanaccommodationbasedontheimpactofa
disabilityshouldcontacttheOfficeofDisabilityServices,locatedonthefirstfloorofthe
StudentsCenter,nexttothecafeteria,todiscussyourspecificneedsandprovidewritten
documentation.Attherequestofthestudent,theOfficeofDisabilityServiceswillpreparea
letterindividualizedforeachprofessor.Thislettercertifiesthatthestudenthasadisabilityand
providesreasonableaccommodationsrequiredbythestudenttoobtainanadequateacademic
achievement.Ifyouarenotyetregisteredasastudentwithadisability,please,contactthe
OfficeofDisabilityServices.

ACADEMICINTEGRITY

TheUniversityofPuertoRicopromotesthehigheststandardsofacademicandscientific
integrity.Article6.2oftheUPRStudentsGeneralBylaws(BoardofTrusteesCertification13,
20092010)statesthatacademicdishonestyincludesbutisnotlimitedto:fraudulentactions,
obtaininggradesoracademicdegreesbyfalseorfraudulentsimulations,copyingthewholeor
partoftheacademicworkofanotherperson,plagiarizingtotallyorpartiallytheworkof
anotherperson,copyingallorpartofanotherpersonsanswerstothequestionsofanoralor
writtenexambytakingorgettingsomeoneelsetotaketheexamonhis/herbehalfaswellas
enablingandfacilitatinganotherpersontoperformtheaforementionedbehavior.Anyofthese
behaviorswillbesubjecttodisciplinaryactioninaccordancewiththedisciplinaryprocedure
laiddownintheUPRStudentsGeneralBylaws.

GradeScale(BasedonSampleWeightExampleII)

A
630700points

B
560629points

C
490559points

D
460489points

F
0459points

CustomGradingScale

90%100%

80%89.9%

70%79.9%

60%69.9%

0%59.9%

InstructorsReferences

Ackert,P.,&Nebel,A.(1995).
Insightsandideas
(2nded.).Boston,MA:Heinle,Cengage
Learning.
AmericanPsychologicalAssociation.(2010).
PublicationmanualoftheAmerican
PsychologicalAssociation
.Washington,DC:AmericanPsychologicalAssociation.
Arlov,P.(2012).
Wordsmith:Aguidetoparagraphs&shortessays
(5thed.).UpperSaddle
River,NJ:PearsonEducation,Inc.
Bailey,E.,&Powell,P.A.(2008).
Thepracticalwriterwithreadings
(7thed.).Boston,MA:
ThomsonWadsworth.
Carrell,P.L.,Devine,J.,&Eskey,D.E.(Eds.).(1998).
Interactiveapproachestosecond
languagereading
.England:CambridgeUniversityPress.
Clouse,B.F.(2001).
Jumpstart!Aworkbookforwriters
(2nded.).NewYork:McGrawHill
Companies,Inc.
Eide,K.,&Oharra,B.(1995).
Writingwiththelightson:Fromsentencestoparagraphs
.New
Jersey:PrenticeHall.
Elbow,P.(2000).
Everyonecanwrite:Essaystowardahopefultheoryofwritingandteaching
writing
.NewYork,NY:OxfordUniversityPress.
Ferris,D.R.,&Hedgcock,J.S.(2011).
TeachingESLcomposition:Purpose,process,and
practice
(2nded.).NewYork,NY:RoutledgeTaylor&FrancisGroup.
Ferris,D.R.,&Hedgcock,J.S.(2014).
TeachingL2composition:Purpose,process,and
practice
(3rded.).NewYork,NY:RoutledgeTaylor&FrancisGroup.
Flemming,L.E.(2013).
Readingforresults
(12thed.).Belmont,CA:WadsworthPublishing.

Gibbs,R.,&Smith,R.(1994).
NavigatingtheInternetDeluxeEdition
.NewYork,NY:
PearsonEducation.
HernndezVirella,R.,&RodrguezGonzlez,J.(2011).
Grammarportfolio
(Revised
Edition).SanJuan,PR:EditorialPanamericana,Inc.
Langan,J.(2013).
Sentenceskillswithreadings
(5thed.).Columbus,OH:McGrawHill
Education.
Maimon,E.,Peritz,J.,&Yancey,K.B.(2011).
ThebriefMcGrawHillhandbook
(2nded.).
Columbus,OH:McGrawHillEducation.
McCrum,R.,MacNeil,R.,&Cran,W.(2002).
ThestoryofEnglish
(3rded.).NewYork,NY:
PenguinBooks.
ModernLanguageAssociationofAmerica.(2009).
MLAhandbookforwritersofresearch
papers
(7thed.).NewYork,NY:ModernLanguageAssociationofAmerica.
Pousada,A.(2000).ThecompetentbilingualinPuertoRico.
InternationalJournalofthe
SociologyofLanguage,142
(1),103118.doi:10.1515/ijsl.2000.142.103
Quirk,R.,Greenbaum,S.,Leech,G.,&Svartvik,J.(1985).
Acomprehensivegrammarofthe
Englishlanguage
(2nded.).London:Longman.
Rogers,J.(1997).Afivestepoutliningproceduretodevelopacademicjournalreadingskills.
TESOLMatters,Oct./Nov.,
8.
Rosario,N.,&Sostre,M.(2014).
Grammarreviewskills
(RevisedEdition).RoPiedras,PR:
BiblioServices.
Salomone,W.,McDonald,S.&Japtok,M.(2014).
Insidewriting:Awritersworkbookwith
readings,formb
(7thed.).Belmont,CA:WadsworthPublishing.

Salomone,W.,McDonald,S.,&Japtok,M.(2015).
Insidewriting:Awritersworkbook,form
a
(8thed.).Stamford,CT:CengageLearning.
Smalley,R.L.,Ruetten,M.K.,&Kozyrev,J.R.(2011).
Developingcompositionskills:
Academicwritingandgrammar
(3rded.).USA:HeinleELT.
Smalley,R.L.,Ruetten,M.K.,&Kozyrev,J.R.(2011).
Refiningcompositionskills:
Academicwritingandgrammar
(6thed.).USA:HeinleELT.
Spears,D.(2012).
Improvingreadingskills:Contemporaryreadingsforcollegestudents
.
Columbus,OH:McGrawHillEducation.
Troyka,L.Q.,&Nudelman,J.(2003).
Stepsincomposition
(8thed.).England:Pearson
Longman.
UniversityofChicagoPress.(2010).
TheChicagomanualofstyle:Theessentialguidefor
writers,editors,andpublishers
(16thed.)
.
Chicago:UniversityofChicagoPress.
Vandrick,S.(1995).Usingnewspaperstoteachcriticalreadingandthinking.
TESOLMatters,
June/July,
9.
Winkler,A.C.,&McCuenMatherell,J.R.(2014).
Writingtalk:Paragraphsandshortessays
withreadings
(5thed.).London:Longman.

InternetResources

OnlineDictionaries
www.dictionary.com
www.mw.com
(MerriamWebstersOnlineDictionary)
www.onelook.com
www.wordreference.com

InternetSites

http://blog.apastyle.org
www.bibme.org
www.easybig.com
www.eslcafe.com
www.grammarly.com
https://owl.english.purdue.edu/owl/section/2/

RevisionCommittee:
Prof.ArianaGonzlez
Prof.DavielizVillafaeColn
Revised:
November11,2015
10

TentativeClassSchedule
Week

Lessons

Week1

IcebreakingActivity
CourseIntroduction

Week2

PrewritingTechniques

Week3

ElementsofanEssay:Introduction,Body,andConclusion

Week4

NarrativeEssay
Reviewcharacteristicsandelementsofdescriptivewriting.
Includereadingselectionsrelatedtothistypeofparagraph.
Preparewritingactivitiesforstudentstoapplythestructureofthistypeof
paragraph.

Week5

ContinueLessononNarrativeEssay

Week6

CauseandEffectEssay
Includereadingselectionsrelatedtothistypeofparagraph.
Preparewritingactivitiesforstudentstoapplythestructureofthistypeof
paragraph.

Week7

ContinueLessononCauseandEffectEssay

Week8

ComparisonContrastEssay
Includereadingselectionsrelatedtothistypeofparagraph.
Preparewritingactivitiesforstudentstoapplythestructureofthistypeof
paragraph.

Week9

ContinueLessononComparisonContrastEssay

Week10

ArgumentativeEssay
Includereadingselectionsrelatedtothistypeofparagraph.
Preparewritingactivitiesforstudentstoapplythestructureofthistypeof
paragraph.
Getstudentsimmersedinresearchplanning,analysis,andwriting.

Week11

ContinueLessononArgumentativeWriting

Week12

DraftingandRevisionofResearchProject

Week13

PeerEditingandFinalRevisionofResearchProject

Week14

OralPresentationofResearchProject

Week15

OralPresentationofResearchProject
11