ENGS 110 INTERMEDIATE ENGLISH I: SPEAKING, READING...

ENGS 110 INTERMEDIATE ENGLISH I: SPEAKING, READING AND WRITING

Escuela de Estudios Profesionales Programa Ahora

Universidad del Este

ENGS 110 – Intermediate English I: Speaking, Reading and Writing in English 2

Prepared by: Tania Mediavilla Negrón

Year: 2016

Reviewed by: Year:

The syllabus for ENGS 110 – Intermediate English I: Speaking, Reading and Writing in

English from Universidad del Este prepared and revised in 2016 was used as reference

for the elaboration of this module.




TABLE OF CONTENTS

COURSE INFORMATION ----------------------------------------------------------------------------------------- 5

ELECTRONIC SOURCES ----------------------------------------------------------------------------------------- 10 TUTORIALS: ------------------------------------------------------------------------------------------------------- 13 EVALUATION: ----------------------------------------------------------------------------------------------------- 14 COMPLIANCE WITH REASEARCH LAW ------------------------------------------------------------------------ 17 COURSE’S GUIDELINES ----------------------------------------------------------------------------------------- 18

WORKSHOP 1 ----------------------------------------------------------------------------------------------------- 20

ORAL COMMUNICATION ----------------------------------------------------------------------------------------- 20

WORKSHOP 2 ----------------------------------------------------------------------------------------------------- 23

READING----------------------------------------------------------------------------------------------------------- 23

WORKSHOP 3 ----------------------------------------------------------------------------------------------------- 26

WRITING ----------------------------------------------------------------------------------------------------------- 26

WORKSHOP 4 ----------------------------------------------------------------------------------------------------- 28

SENTENCE STRUCTURE ---------------------------------------------------------------------------------------- 28

WORKSHOP 5 ----------------------------------------------------------------------------------------------------- 30

DELIVERING A SPEECH ------------------------------------------------------------------------------------------ 30

APPENDIXES ------------------------------------------------------------------------------------------------------ 32

APPENDIX A ------------------------------------------------------------------------------------------------------- 33

ASSESSMENT MATRIX: PARTICIPATION ---------------------------------------------------------------------- 33

APPENDIX B ------------------------------------------------------------------------------------------------------- 34

GUIDE FOR THE PROTFOLIO PREPARATION ----------------------------------------------------------------- 34

APPENDIX B-2 ---------------------------------------------------------------------------------------------------- 38

ASSESSMENT MATRIX FOR ASSESSMENT ACTIVITIES ----------------------------------------------------- 38

APPENDIX C ------------------------------------------------------------------------------------------------------- 40

MUDDIEST POINT ------------------------------------------------------------------------------------------------ 40

APPENDIX D ------------------------------------------------------------------------------------------------------- 41

SELF-EVALUATION ----------------------------------------------------------------------------------------------- 41

APPENDIX E ------------------------------------------------------------------------------------------------------- 42

INMEDIATE WRITTEN RESPONSE ------------------------------------------------------------------------------ 42

APPENDIX F ------------------------------------------------------------------------------------------------------- 43

ONE-MINUTE PAPER --------------------------------------------------------------------------------------------- 43

APPENDIX G ------------------------------------------------------------------------------------------------------- 44

GUIDE FOR CASES ANALYSIS ---------------------------------------------------------------------------------- 44




APPENDIX H ------------------------------------------------------------------------------------------------------- 46

GUIDE FOR THE PREPARATION OF THE ESSAY -------------------------------------------------------------- 46

APPENDIX I -------------------------------------------------------------------------------------------------------- 48

CONVERSION TABLE: EVALUARION CRITERIA --------------------------------------------------------------- 48

APPENDIX J -------------------------------------------------------------------------------------------------------- 49

RUBRICA FPR DISCUSSION FORUMS -------------------------------------------------------------------------- 49

APPENDIX K ------------------------------------------------------------------------------------------------------- 50

GUIDE QUESTIONS FOR PERSONAL INTRODUCTION ------------------------------------------------------- 50

APPENDIX L ------------------------------------------------------------------------------------------------------- 51

COMPARISON AND CONTRAST ESSAY TOPICS -------------------------------------------------------------- 51

APPENDIX M ------------------------------------------------------------------------------------------------------- 55

RUBRIC FOR PARAGRAPHS ------------------------------------------------------------------------------------- 55

APPENDIX N ------------------------------------------------------------------------------------------------------- 56

RUBRIC FOR ORAL PRESENTATIONS ------------------------------------------------------------------------- 56

APPENDIX O ------------------------------------------------------------------------------------------------------- 57

RUBRIC FOR WRITTEN WORKS -------------------------------------------------------------------------------- 57

APPENDIX P ------------------------------------------------------------------------------------------------------- 58

DEMONSTRATION RUBRIC -------------------------------------------------------------------------------------- 58




Course Information

Course Title: Intermediate English I: Speaking, Reading,

and Writing in English

Duration: 5 Weeks

Code: ENGS 110

Pre-requisite: None

Description:

An integrated language arts approach will be used in which the oral and written

communication competencies and skills will stem from the reading activities. The focus of this

course is to introduce the basic oral communication, reading comprehension, and writing

competencies from an international and local awareness perspective. Students will engage on

the refinement of oral communication competencies in verbal and nonverbal interactions to fit

the purpose and context of diverse situations. Reading competencies will include

comprehension and analysis of fiction and non-fiction texts leading to write from paragraphs

to short essays. It is designed to develop the student’s ability to communicate effectively in

oral and written forms. Students will be assigned additional tasks through an online laboratory

as an integral requirement of the course. The course is competency-focused and encourages

the responsible use of technology and information skills to generate new knowledge.

General Objetives

At the end of the course, the student will:

1. Use adequate discourse to state opinions, to solve problems, and to explain a process

in relation to a variety of topics ranging from personal, professional, diverse, cultural,

local and global issues.

2. Apply reading skills to identify main ideas and supporting details, make inferences,

draw conclusions, and predict outcomes from multidisciplinary readings.

3. Choose descriptive, expository, and narrative purposes in oral or written formats from

multidisciplinary texts.




4. Use conventions of writing to elaborate descriptive, narrative, expository, process

paragraphs, and short essays applying the APA Style.

5. Implement research and information skills in an adequate and responsible manner to

gather information from various reliable sources to elaborate oral and written

assignments.

General Competency

▪ Effective Communication: Listen, speak, read, and write coherently, correctly, and

concisely during and for a variety of communicative circumstances. The ethical and

critical use of the language and other non-verbal expressive codes are included for

effective participation in communicative processes in diverse contexts.

Textbook and References

A selected text will be assigned.

Other resources

Barnet, S. (2009). A short guide to writing about literature. New York: Pearson/Longman.

Call Number: PE1479.C7 B3 2009

Brereton, J. C. (2008). Living literature: an introduction to fiction, poetry, and drama. New

York: Pearson Longman. Call Number: PE1417. L647 2008

Dale, P. & Poms, L. (2005). English pronunciation made simple. White Plains, NY:

Longman. Call Number: PE1157. D355 2005

Dunkel, P. & Lim, P. L. (2006). Intermediate listening comprehension: understand and

recalling spoken English. 3th ed. Boston, MA: Heinle & Heinle. Call Number: PE1128.

D8273

Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2005). Great sentences for great

paragraphs: an introduction to basic sentences and paragraphs. Boston: Houghton

Mifflin Co. Call Number: PE1441. F65 2005

Gerngross, G., Puchta, H., & Thornbury, S. (2006). Teaching grammar creatively. New York:

Cambridge University Press. Call Number: PE1128.A2 G439 2007

Hartmann, P. (2007). Quest 1: reading and writing. 2nd ed. New York: McGraw-Hill. Call

Number: PE1065 .H38 2007

Herrell, A. L. (2008). Fifty strategies for teaching English language learners. Upper Saddle




River, N.J.: Pearson/Merrill Prentice Hall. Call Number: PE1128.A2 H467 2008

Jones, L. (2002). Let's talk. Cambridge, U.K.: Cambridge University Press. Call Number:

PE1129.1. J665 2002

Kozyrev, J. (2002). Talk it up!: listening, speaking, and pronunciation. Boston: Heinle,

Cengage Learning; Houghton Mifflin. Call Number: PE1128.K6289 2002

Langan, J. (2008). College writing skills with readings. 7th ed. Boston: McGraw-Hill. Call

Number: PE1408. L3178 2008

McMurdo, K. (2004). Structured writing II: using Inspiration software to teach essay d

development. Eugene, Or.: International Society for Technology in Education (ISTE).

Call Number: PE1471 .M34 2004

Oshima, A. & Hogue, A. (2006). Writing academic English. 4th ed. White Plains, NY:

Pearson/Longman. Call Number: PE1408 .H6644

Scott, J. C. (2005). Communication for a global society. Reston, VA: National Business

Education Association. Call Number: HF1101. N27 no. 43

St. Amant, K. & Zemliansky, P. (2005). Internet-based workplace communications: industry &

academic applications. Hershey, PA: Information Science Pub. Call Number:

PE1479.B87 I58 2005

Teaching References

Bachmann, S. & Melinda B. (2010). Between Worlds: A Reader, Rhetoric, and Handbook.

6 ed. New York: Pearson Longman.

Dickson, R. (2004). Developing Real-World Intelligence: Teaching Argumentative Writing

through Debate. The English Journal 94 1 34-40.

Evans, J. (2004). From Sheryl Crow to Homer Simpson: Literature and Composition through

Pop Culture. The English Journal 93 3 32-38.

Jablon, R. L. (2004). Undergraduate Writing Skills; or, Whatever Happened to Basic

Grammar?” Phi Kappa Phi Forum 84 4: 57-58.

Mattison, M. & Elbow, P. (2003). A Comment On “The Cultures of Literature and

Composition: What Could Each Learn from the Other? College English 65 4: 439-43.

McCune, V. (2004). Development of First-Year Students’ Conceptions of Essay Writing.

Higher Education 47 3: 257-82.

Moghtader, M., Cotch, A. & Hague, K. (2001). The First-Year Composition Requirement




Revisited: A Survey. College Composition and Communication 52 3: 455-67

Fulkerson, R. (2005). Composition at the Turn of the Twenty-First Century. College

Composition and Communication 56 4: 654-87.

Kamuf, P. (2006). Composition Displacement. MLN 121 4: 872-92.

Online Resources

Adler, C. R. (2013). Seven Strategies to Teach Students Text Comprehension. Retrieved

from http://www.readingrockets.org/article/3479/

Capital Community College. (n.d.). Five paragraph essays. Retrieved from

http://grammar.ccc.commnet.edu/grammar/five_par.htm

Developing Teachers. (2000-2012). Sample lesson plans for English. Retrieved from

http://www.developingteachers.com/lessonplan_index.htm

International Reading Association. National Council of Teachers of English. (2013).

Implementing the writing process. Retrieve of

http://www.readwritethink.org/professionaldevelopment/strategyguides/implement ing-

writing-process-30386.html

Johnson, T. (2004). Ten steps to writing an essay. Retrieved from

http://www1.aucegypt.edu/academic/writers/research.htm

Lipkewich, A.E. & Mazurenko, R. (2001). ABC’s of the Writing Process. Retrieved from

http://www.angelfire.com/wi/writingprocess/

Maher, D. (2005). Create your own newspaper. Retrieved from http://crayon.net/

National Clearinghouse for English Language Acquisition (NCELA). (2011). National

Clearinghouse for English Language Acquisition (NCELA) & Language Instruction

Educational Programs. Retrieved from http://www.ncela.gwu.edu/index.htm

Schwartz, K. (2009-2012). A+ Research & Writing for high school and college students.

Retrieved from http://www.ipl.org/div/aplus/

Ten Most Important Things for ESL Writers to Know. (2007). Retrieved from

http://eslwriter.net/professional-writing/a-must-read-ten-most-importantthings-foresl-

writers-to-know/

The Internet TESL Journal. (1995-2004). Crosswords for ESL students-Easy. Retrieved from

http://iteslj.org/cw/

The OWL at Purdue. English Department. Purdue University. (1995-2011). The Purdue

http://www.readingrockets.org/article/3479/

http://grammar.ccc.commnet.edu/grammar/five_par.htm


http://www.readwritethink.org/professionaldevelopment/strategyguides/implement%20ing-writing-process-30386.html

http://www.readwritethink.org/professionaldevelopment/strategyguides/implement%20ing-writing-process-30386.html

http://www1.aucegypt.edu/academic/writers/research.htm

http://www.angelfire.com/wi/writingprocess/

http://crayon.net/

http://www.ncela.gwu.edu/index.htm

http://www.ipl.org/div/aplus/

http://eslwriter.net/professional-writing/a-must-read-ten-most-importantthings-foresl-writers-to-know/

http://eslwriter.net/professional-writing/a-must-read-ten-most-importantthings-foresl-writers-to-know/

http://iteslj.org/cw/




Online Writing Lab (OWL). Retrieved from

http://owl.english.purdue.edu/handouts/general

Washington State University. (n.d.). Common errors in English usage. Retrieved from

http://www.wsu.edu/~brians/errors/errors.html

Rice University. (n.d.). Rice OWL Designing effective oral Presentations. Retrieved from

http://www.rcs.k12.va.us/wbhs/studyskills/oral%20presentations/Rice%20OWL%

20Desi gning%20Effective%20Oral%20Presentations.htm

Shoebottom, P. (2013). Helping ESL students understand written texts. Retrieved from

http://esl.fis.edu/teachers/support/commun.htm Instruction Educational Programs.

Retrieved from http://www.ncela.gwu.edu/index.htm

Developing Teachers. (2000-2012). Sample lesson plans for English. Retrieved from


Shoebottom, P. (2013). Helping ESL students understand written texts. Retrieved from

http://esl.fis.edu/teachers/support/commun.htm

http://owl.english.purdue.edu/handouts/general

http://www.wsu.edu/~brians/errors/errors.html

http://www.ncela.gwu.edu/index.htm


http://esl.fis.edu/teachers/support/commun.htm




Electronic Sources

The following institutional electronic addresses will be used as part as reference for all

five workshops

Acquisition of texts by chapters

• www.cengage.com

Acquisition of ebooks

• http://www.pearsoneducacion.net/puerto-rico/inicio

• www.mcgraw-hill-educacion.com

• http://store.virtusbooks.com/

Institution Libraries

Universidad del Turabo (For some resources your username (email) and password will be

requested)

http://bv.ut.suagm.edu/es

• Data Base

o http://bv.ut.suagm.edu/es

• Library Catalog (To identify text available in the library)

o http://bibliotecavirtualut.suagm.edu/es/publications


https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/biblioteca1

• Data Base (For some resources your username (email) and password will be

requested)

o https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/bases-de-

datos

• Library Catalog (To identify text available in the library)

o https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/motores-de-

busqueda

http://www.cengage.com/

http://www.pearsoneducacion.net/puerto-rico/inicio

http://www.mcgraw-hill-educacion.com/

http://store.virtusbooks.com/



http://bibliotecavirtualut.suagm.edu/es/publications

https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/biblioteca1

https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/bases-de-datos

https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/bases-de-datos

https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/motores-de-busqueda

https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/motores-de-busqueda




Universidad Metropolitana

http://bibliotecaumet.suagm.edu/

• Data Base (For some resources your username (email) and password will be

requested)

o http://bibliotecaumet.suagm.edu/index.php/buscar-informacion-

link/articulos-via-db-link

o http://www.doaj.org/

• Library Catalog (To identify text available in the library) o http://cat.umet.suagm.edu/vwebv/searchBasic?sk=en_US

Important Links:

• American Psychological Association (APA) Style Publication Manual

o http://www.apastyle.org

o https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/manuales-de-

estilo

o http://bibliotecaumet.suagm.edu/images/pdf/tutorials/GuiaRevMarzo2012A

PA6taEd.pdf

• Copyright and Plagiarism

o http://www.suagm.edu/Programa_Ahora/copyright/guia_derechos_autor.pd

f

o https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/plagio

• Information for students: Information published, rules, manual, etc.

o http://www.suagm.edu/umet/ve_publicaciones.asp

o http://www.suagm.edu/turabo/con_manuales_docs_estudiante.asp

o http://estune.suagm.edu/encuentros

o http://estune.suagm.edu/vicerrectoria_politicas#overlay-

context=vicerrectoria_politicas

http://bibliotecaumet.suagm.edu/

http://bibliotecaumet.suagm.edu/index.php/buscar-informacion-link/articulos-via-db-link

http://bibliotecaumet.suagm.edu/index.php/buscar-informacion-link/articulos-via-db-link

http://www.doaj.org/

http://cat.umet.suagm.edu/vwebv/searchBasic?sk=en_US

http://www.apastyle.org/

https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/manuales-de-estilo

https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/manuales-de-estilo

http://bibliotecaumet.suagm.edu/images/pdf/tutorials/GuiaRevMarzo2012APA6taEd.pdf

http://bibliotecaumet.suagm.edu/images/pdf/tutorials/GuiaRevMarzo2012APA6taEd.pdf

http://www.suagm.edu/Programa_Ahora/copyright/guia_derechos_autor.pdf

http://www.suagm.edu/Programa_Ahora/copyright/guia_derechos_autor.pdf

https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/plagio

http://www.suagm.edu/umet/ve_publicaciones.asp

http://www.suagm.edu/turabo/con_manuales_docs_estudiante.asp

http://estune.suagm.edu/encuentros

http://estune.suagm.edu/vicerrectoria_politicas#overlay-context=vicerrectoria_politicas

http://estune.suagm.edu/vicerrectoria_politicas#overlay-context=vicerrectoria_politicas




o http://www.suagm.edu/turabo/pdf/2009-Manual-Informativo-Estudiante.pdf

Important notice: If for a reason you cannot access any website provided in this

module, do not limit yourself in searching for other websites on-line.

Here are some websites you can use:

https://scholar.google.com/

http://www.sciencedirect.com/

http://www.search.com/

http://www.academicinfo.net/subject-guides

http://eric.ed.gov/

http://www.base-search.net/


The facilitator can make any changes or add electronic addresses if it is necessary.

http://www.suagm.edu/turabo/pdf/2009-Manual-Informativo-Estudiante.pdf

https://scholar.google.com/

http://www.sciencedirect.com/

http://www.search.com/

http://www.academicinfo.net/subject-guides

http://eric.ed.gov/

http://www.base-search.net/





Tutorials:

Access any links provided below to use in the Blackboard:

1. Discussion Forum

2. Chat

3. Group Pages

4. E-mail

5. Verify Grades

6. Access a Course

7. Submit a Task

8. Send email

9. Audio with audacity

10. Video with windows moviemaker

11. Students’ Tutorial to Access Modules

12. Email account Activation Windows Live

Access to the links below to use the library:


https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/tutoriales

Universidad del Turabo

http://bv.ut.suagm.edu/es/resources-and-guides

http://ut.suagm.edu/es/estudprofesionales/tutoriales

Universidad Metropolitana

http://bibliotecaumet.suagm.edu/index.php/servicios/guias-de-ayuda-y-tutoriales

http://www.suagm.edu/SUAGM/mycampus/participar-foro_demo/participar-foro_demo.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/Induccion/chat/Chat.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/Induccion/GroupPages/Group_Pages_Discussion_Board.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/Induccion/email/Send%20Email%202.htm

http://www.suagm.edu/SUAGM/mycampus/como-cotejar-mis-notas_demo/como-cotejar-mis-notas_demo.htm

http://www.suagm.edu/SUAGM/mycampus/como-acceder_demo/como-acceder_demo.htm

http://www.suagm.edu/SUAGM/mycampus/como-someter_demo/como-someter-una-tarea_demo.htm

http://www.suagm.edu/SUAGM/mycampus/correo-electronico-con-sin-anejo_demo/correo-electronico-con-sin-anejo_demo.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/audacity/Audacity.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/moviemaker/Moviemaker.htm

http://www.suagm.edu/programa_ahora/Tutoriales/estudiantes_acceso_a_modulos_bb_09.pps

http://www.suagm.edu/programa_ahora/Tutoriales/activacion_email_suagm.pps

https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/tutoriales

http://bv.ut.suagm.edu/es/resources-and-guides

http://ut.suagm.edu/es/estudprofesionales/tutoriales

http://bibliotecaumet.suagm.edu/index.php/servicios/guias-de-ayuda-y-tutoriales




Evaluation:

Evaluation Criteria Maximum Score

Maximum Percent

(%)

Acquired Punctuation

Acquired Percent

(%)

Participation* (Appendix A) 20 5%

Tests and Quizzes *

Written paragraphs

100 25%

Portfolio* (Appendixes B y B2) 25 10%

Other (in class activities):

▪ Demonstration Presentation

▪ Weekly Oral Activities

▪ Forum

▪ Essay

▪ Debate

▪ Final Oral Presentation

(Appendix N)

255 60%

Total: 400 100%

* Estos criterios son requeridos en todos los cursos del Programa AHORA.

El/La Facilitador/a del curso determinará las fechas límites para la entrega de trabajos,

tareas, portafolio y administración de pruebas, entre otros.

(Ver Anejo I: Tabla de conversión)

Curva de Evaluación

A B C D F

100 - 90 89 – 80 79 - 70 69 - 60 59 - 0




Explicación de los criterios de evaluación:

1. Participation: (Appendix A) Participation is an irreplaceable element in every

workshop. In case of absence, the student should contact the facilitator in order to be

excused and means to hand in the assigned work and be prepares for the next workshop.

All activities carried out in the absent workshop, subject to evaluation, will be considered

and evaluated per the parameters specified in the module and communicated standards

by the facilitator in Workshop 1.

2. Portfolio (Appendix B y B2): It will consist of a reflection, a criticism or an analysis of the

Works presented, which include the degree of success achieved in relation to the goals

proposed at the beginning of the course, the intellectual growth and skills developed in the

course. The Facilitator will determine the delivery date and the format of the Portfolio.

3. Theoretical Test: A theoretical test or several quizzes will be offered where the acquired

knowledge will be assessed. The Facilitator will determine the date to administer the test

or the quizzes

4. Essay: (Appendix H, Appendix O): An organized essay consists of an introductory

paragraph, three or more paragraphs that support the central idea of the topic and a

concluding paragraph. All the paragraphs in the essay have a central idea expressed in a

sentence (topic sentence) that usually opens the speech and in addition, several secondary

ideas that support, explain, and expand the central idea.

5. Oral Presentation: (Appendix N): The oral presentation means delivering an address to

a public audience. It also refers to public speaking and/or speech-making. It is a brief

discussion of a defined topic delivered to a public audience in order to impart knowledge or

to stimulate discussion. The skill in oral presentation is equally as important as effective

writing. Almost every oral presentation contains an introduction, main body and conclusion

like a short paper. Though it is a formal speech in nature or vocal performance to an

audience, it may occasionally require adequate planning and thorough preparation in using

one's voice, body language and visual aids such as slideshows to present and illustrate the

points more effectively and to achieve the desired results.

6. Discussion Forum: (Appendix J): A discussion Forum is a general term for any online

"bulletin board" where you can leave and expect to see responses to messages you have




left. Every week there will be a posted thread (topic) to which you will read and answer or

react to at least two of the opinions from your classmates.

7. Demonstration Presentation: (Appendix P): Is a speech given for the purpose of telling

and or showing how to do something. Often, they have visual aids and or handouts including

Power Point and Keynote presentations offering the audience a detailed sequence of

events.




Compliance with Reasearch Law

Ana G. Mendez University system through the Institutional Board of Review(IRB) that is

regulated by the Federal Law 45 CFR 46 Parts A, B, C y D, establishes that the Facilitator or

the student who requires or carries out an investigation or administers questionnaires or

interviews, should refer to norms and procedures of the Compliance Office and request

authorization.

To access the forms of the Compliance Office, enter in the following ways.

1. Go to the website http://www.suagm.edu/ac_aa_re_ofi_comites_irbnet.asp,

select Compliance Office and choose Forms.

2. In a direct way, visit :http://www.suagm.edu/ac_aa_re_ofi_listado_formularios2.asp

.

In addition to the forms, the instructions for the certification are available online. These

certifications are: IRB Institutional Review Board, Health Information Portability Accounting Act

(HIPAA), and Responsibility Conduct for Research Act (RCR). If you have any questions

contact the Institution Coordinator Office or the Office of Compliance to the following numbers:

Nombre Posición Contacto

Sra. Evelyn Rivera Sobrado Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo Coordinadora Cumplimiento UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar Coordinadora Cumplimiento Turabo

Tel. (787) 743-7979 Ext.4126

Sra. Natalia Torres Coordinadora de Cumplimiento UNE

Tel. (787) 257-7373 Ext. 2279

http://www.suagm.edu/ac_aa_re_ofi_comites_irbnet.asp

http://www.suagm.edu/ac_aa_re_ofi_listado_formularios2.asp




Course’s Guidelines

1. The student must present a valid excuse to the Facilitator for any absence and replace

the work for the workshop. The Facilitator reserves the right to accept the excuse and

the work presented and adjusts the assessment as he/she understands necessary

2. The student will log to Blackboard before the beginning and during the course to be

informed of the announcements published by the Facilitator in the platform or any

other related activity.

3. Oral presentations and special activities cannot be rearranged. If the student presents

a valid and verifiable excuse (e.g. medical or court), the Facilitator will schedule an

interview for a written test of the activity not attended.

4. This course is in an accelerated mode and requires that the student prepares before

each workshop as specified in the module. An average of 15 hours weekly is required

to prepare for each workshop.

5. The Facilitator may require the participant to rewrite any work that does not comply

with the requirements previously established.

a. Ethical behavior is expected in all course activities. This means that all work

must be original and that any used references should indicate the source,

either via citations or bibliography. Plagiarism will not be tolerated, and in

detected cases the student is exposed to receive zero at work and referred to

the Disciplinary Committee of the institution. Students should observe

practices that seek to prevent incurring in plagiarism of documents and works.

(https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/plagio)

(http://bibliotecaumet.suagm.edu/index.php/para-investigar/herramientas-para-

investigar/guia-de-derecho-de-autor)

6. If the Facilitator makes any changes, they must be discussed with the students during

the first workshop and will deliver the agreements in writing to the students and the

Program.

7. The Facilitator will establish means of contact and communication for the course.

https://mysuagm.suagm.edu/web/une-servicios-al-estudiante/plagio

http://bibliotecaumet.suagm.edu/index.php/para-investigar/herramientas-para-investigar/guia-de-derecho-de-autor

http://bibliotecaumet.suagm.edu/index.php/para-investigar/herramientas-para-investigar/guia-de-derecho-de-autor




8. The use of cell phones is permitted only in course activities, according how the

facilitator establishes it.

9. Children and relatives are not allowed in the classrooms.

10. Students who receive vocational rehabilitation services must communicate with the

Facilitator at the beginning of the semester to plan a reasonable accommodation and

assisted equipment required in accordance with the recommendations of the Vice-

Presidency for Development and Retention. Also, those students with special needs

who require some assistance or accommodations in any aspect of the course should

contact the Facilitator. Students with special needs must contact the Facilitator in

case of needing differentiated evaluation due to particular needs.

11. Every student is responsible for compliance with the academic and administrative rules

of the institution that is available at the Student Affairs Vice-Presidency, including the

regulation of students.




Workshop 1

Oral Communication

Specific Objectives:

By the end of the workshop, the student will:

1. Expresses relevant information in a short oral talk to introduce himself/herself to the class.

2. Organizes gathered information from a previously researched topic to engage and interact

effectively in a class conversation.

Electronic searches

Using a search engine or in the virtual library database, conducting research, taking into

consideration:

▪ Types of paragraphs

▪ Interviews

▪ Sentence structure

▪ Four conventions of writing

Assignment to be handed-in on Workshop one: Instructions:

1. Skim through your ENGS 101 Course Module to familiarize yourself with its content.

2. Write two descriptive paragraphs about yourself. Use complete sentences and the four

conventions of writing. Refer to Appendix K for Guide questions.

3. Practice the oral reading of the paragraphs to be presented in class.

4. Choose an artist or sport player and research in available sources all important facts about

him/her in order to present the information to the class and interact with the classmates.

5. Prepare an expository paragraph about the chosen figure applying correct paragraph

structure and complete sentences.

6. Complete the Blackboard Forum for the following:

▪ Why is so important to express yourself correctly in written English? Refer to

Appendix J or instructions.

7. Post a response to a minimum of two classmates answers




8. Read all the submitted posts and come prepared to discuss the findings.

Activities:

1. Ice breaker activity will be carried out selected by the Facilitator.

2. The Facilitator will discuss the following:

a. Course objectives

b. Resources available

c. Evaluation criteria (refers to the appendix)

i. Portafolio

ii. Determine if it will be in a digitalized or paper presentation.

d. Due dates and information related to tasks, works and tests will be arranged and discussed.

e. A demonstration for access and use of tools available in Blackboard will be presented by the Facilitator.

f. Blackboard

i. Tasks

1. The Facilitator will create the spaces in order for students to

submit tasks and will explain in detail the process to submit

tasks.

ii. Tests or Quizzes

1. The Facilitator will explain the process to complete the tests

created in Blackboard.

iii. Forums: The Facilitator will promote the creation of Student Blogs in

Blackboard to encourage students’ interaction in class.

1. Presentation Blog

2. Thematic Blog, the facilitator will define the Topic and will

indicate the available period to submit and will place the

following basic participation rules in which each student will:

a. Create a conversation topic (new thread) (1 per

participant).




b. React to at least two of the themes placed by the

students. Select Student Representative

3. The Facilitator may share necessary electronic documentation using additional

resources option in Blackboard.

4. Facilitator will lead a guided oral talk in which the students will recall the important facts

about the selected figure researched.

5. Discuss the students’ findings in the Discussion Forum.

6. The Facilitator divides the class in groups of three students. Each student will interview

two classmates and will prepare two descriptive paragraphs to be handed in next

workshop.

7. Assign the task of searching in Blackboard for selections posted by the Facilitator to find

main idea and supporting details for next workshop.

8. The Facilitator clarifies doubts related to tasks to be performed before the next

workshop. It is very important to verify tasks and suggested activities for the next

workshop to proceed with the necessary arrangements.

9. By the end of the workshop, the student must complete and submit the Assessment/

appraisal document.

10. All work, evidence of assessment or other documents in the course must be included in

the portfolio, after having been corrected and evaluated by the facilitator.

Assessment

1. Complete document Muddiest Point (Appendix C)




Workshop 2

Reading


By the end of the workshop, the students will:

1. Recognizes the main idea and supporting details from given selections.

2. Compares ideas using complete and varied sentence structures.

3. Creates a sequence of events or a process exercise to be presented in class.

4. Makes inferences from pictures using oral communication tools.

Electronic searches.


consideration:

▪ Main idea

▪ Supporting Details

▪ Summary

▪ The Writing Process

▪ Comparison and contrast

▪ Venn Diagram

▪ Sequence of events

▪ Inferences

Assignment to be handed-in on Workshop two:

Instructions:


a. Why is so important to identify the main idea from each reading selection?

b. Refer to Appendix J for instructions.

2. Select from a local newspaper a news related to sports, marketing or movies.

3. Read the news and prepare a summary following the five paragraph format that

contains main idea and the supporting details.




4. Select a writing prompt for Comparison and Contrast from the given list (Appendix

L).

5. Study the Guide for the Preparation of the Essay (Appendix H).

6. Search information in the Internet or any other available resource about your topic.

7. Organize all important details in order to prepare a comparison and contrast paper.

8. Research for a recipe that includes the ingredients and all the steps to prepare it.

Prepare a written paper with all the details following the five paragraph format and a

short oral talk to present the sequence of events orally in class. This exercise has to

be oral and reading is not allowed.

Activities

1. The Facilitator will begin the class offering a review from the previous class and will

collect the assignments.

2. The students present to class their news selection and the Facilitator will divide the

class in groups of three students according to the selections.

3. Students will share their findings in a chat during the class.


5. Facilitator will explain the meaning of a comparison and contrast essay by means of a

Power Point Presentation and will review the steps of the writing process.

6. Discuss the Guide for the Preparation of the Essay (Appendix H).

7. Students will share the chosen topic from the list of comparison and contrast topics

and organize the information to prepare an essay that will turned in the next

Workshop. This essay will be prepared using the five paragraph essay format and the

references in the APA style.

8. Facilitator will request the students to provide the main ideas and supporting details

from the selections assigned in the previous class.

9. Students will present their short oral presentation based on the recipe to demonstrate

the sequence of events and/or a process.

10. The Facilitator will present some pictures to the class and will ask the students to

make inferences from them. Students will take notes and will share their findings with

the class.




11. Facilitator will hand out a short quiz on main idea to be answered in class.

12. The Facilitator will offer suggestions on the topics to be presented in the final oral

presentation to be delivered in Workshop Five according to the group selections from

the news chosen in the assignments prior to the workshop.

13. The facilitator will discuss the guidelines and means of evaluation for the final oral

presentation (Appendix N)





appraisal document.

16. All work, evidence of assessment or other documents in the course must be included

in the portfolio, after having been corrected and evaluated by the Facilitator.

Assessment

1. Students will complete the Appendix E “Immediate Written Response”




Workshop 3

Writing



1. Applies the steps of the writing process in an essay following the five paragraph format.

2. Discuss the importance of writing correctly in English.

3. Identifies different types of sentences in given exercises.

4. Corrects sentences with grammatical mistakes in given exercises.

5. Constructs clear, concise and effective sentences and paragraphs in a narrative essay

Electronics searches.


consideration:

▪ The Writing Process

▪ Types of Sentences

▪ Sentence editing

▪ Narrative Essay

▪ Five Paragraph Format

Assignments to be handed in on workshop three:

Instructions:


a. Why is so important to write correct sentences in written communication?

b. Refer to Appendix J for instructions

2. Search information in reliable sources on the Writing Process, The 5 Paragraph Format

and Narrative Essays.

3. Write a summary of the important details and come prepared to class to discuss your

findings.

4. Visit Blackboard for exercises posted by the Facilitator on types of sentences,

Download the exercises and follow the written instructions.

5. Organize the material to be included in the Portfolio.




6. Complete the Comparison and Contrast Essay in all its parts.

Activities


collect written assignments and the grammar exercises posted in Blackboard.


3. A guided discussion will be carried out on the topic of the Writing Process.

4. The Facilitator will review the 5 paragraph format to be used in the writing of essays.

5. The Facilitator will offer a summary of Narrative Essay.

6. Discuss the exercises assigned in Blackboard.

7. Facilitator will hand out a short quiz to be answered in class.





appraisal document.


the portfolio, after having been corrected and evaluated by the Facilitator.

Assessment

1. Complete document One-minute paper (Appendix F)




Workshop 4

Sentence Structure

Specific objectives


1. Explains how written messages in media influence the population.

2. Identify incorrect sentences applying grammatical structure rules.

3. Composes various types of messages using different and varied media.

4. Locates reliable resources of printed and electronic sources of information relevant to

the topics discussed in class.



consideration:

▪ Grammatical structures

▪ Media Messages

▪ Electronic Resources

Assignments to be handed in on workshop four:

Instructions:


a. How written messages in media influence the population?


2. Visit Blackboard to refer to the practice exercise posted by the Facilitator on

grammatical structures. Follow the instructions and bring it to class.

3. Search for different messages in the media that are being used lately with positive or

negative messages that influence the population. Create a positive media message to

be presented in class. Bring them to class in written paper, flash drive or Internet sites.

4. Study the Guide for the Portfolio Preparation (Appendix B)

5. Organize the material to be included in the Portfolio.




Activities:


collect the assignments.


3. Discuss the practice exercises on grammatical structures.

4. Carry out guided discussion and presentation of the media messages searched by the

students.

5. Facilitator will hand out a short quiz to be answered in class.

6. Discussion of the Guide for the Portfolio Preparation (Appendix B) will be carried out.

7. The Facilitator will clarify doubts related with the task to be completed before Workshop

Five.

8. Facilitator will discuss the final guidelines for the final oral presentation. By the end of

the workshop, the student must complete and submit the Assessment/ appraisal

document.


the portfolio, after having been corrected and evaluated by the facilitator.

Assessment

1. Assessment document, Self-Evaluation (Appendix D)




Workshop 5

Delivering a Speech



1. Chooses and demonstrates oral communication techniques on a selected topic.

2. Prepares and presents an oral presentation using the Power Point Platform on the

selected topic applying adequate oral communication skills and correct grammatical

structure.



consideration:

▪ Topics assigned by the Facilitator

▪ Oral Communication Skills

▪ Effective Oral Presentations

Assignment to be handed-in on workshop five:

Instructions:


a. How can you prepare effectively to deliver your oral presentation in class?


2. Review that the research project is complete in all its parts (Appendix N)

3. Prepare a PowerPoint presentation on the topic assigned.

4. Prepare yourself for the oral presentation.

5. Download and print a copy of the Assessment Matrix: Participation and Attendance

(Appendix A)

6. Download and print a copy of the Assessment Matrix for Assessment activities and the

Discussion of Results of Assessment and Authorization for the use of the Portfolio

Document (Appendix B2).




Activities:

1. Facilitator will collect the Portfolio.


3. Students will present the Power Point presentations on the topic assigned.

4. Facilitator will evaluate the presentations.

5. Facilitator will complete the Assessment Matrix: Participation and Attendance

(Appendix A) for each student.

6. Facilitator will complete the Assessment Matrix for Assessment Activities and the

Discussion of Results of Assessment and Authorization for the Use of the Portfolio

document (Appendix B2) for each student.

Assessment

1. Students will complete the Appendix D Self Evaluation




Appendixes




Appendix A

Assessment Matrix: Participation

Name: Date:

Course: Facilitator:

PT: Section:

Using the scale below, the Facilitator will determine if the student complies with submitted criteria. Scale: 5 Totally accomplished

4 Almost accomplished

3 Partially Accomplished

2 Slightly Accomplished

1 Not Accomplished

Criterios 4 3 2 1 0 Comentarios

1. Asistió puntualmente a todos los talleres (presenciales y/o

sincrónicos)

2. Su participación y contribución fue activa, demostrando

interés, iniciativa y creatividad en el desarrollo de la clase,

3. Formula y contesta preguntas del facilitador y de sus

compañeros de forma clara y argumentativa, demostrando

que estaba preparado para la clase presencial o sincrónica.

4. Participó puntual y activamente de los foros y otras

herramientas de colaboración publicadas en Blackboard y/o

en herramientas externas Web 2.0 siguiendo las

instrucciones requeridas para cada una.

5. Ingresó a Blackboard para completar y/o entregar tareas,

pruebas u otras actividades asignadas por el facilitador en

las fechas requeridas.

Suma según puntuación de escala:

Total: __/ 20

*La puntuación máxima de la matriz valorativa es 20. Este número equivale al 5% de la nota final del curso.

Student’s Signature

Facilitador’s Signature

Commments:




Appendix B Guide for the Protfolio Preparation

What is a Portfolio?

According to Lamberto Vera (2005) the portfolio is a strategy that consists of the collection of

works performed by the student to demonstrate efforts, achievements and progress during a

class period.

What is the purpose of the Portfolio?

The professor will establish the goal and objectives of the use of the Portfolio as an assessment

tool in the class.

o The main purpose is to demonstrate the knowledge acquired by the student and

raise his/her learning process.

What are the elements of the Portfolio?

The Portfolio prepared by the student for the course must have the following elements in

physical and conceptual structure:

I. Cover Page (The information should be centralized)

a. The page must contain:

i. Upper part:

1. University Name and Escuela de Estudios Profesionales

ii. Center

1. Portfolio of Name of the Course

iii. Bottom part :

1. Student’s name, Course code, Facilitator’s course name and

handed in date.

II. Table of Contents (in the order the information is included without listing)




III. Introduction

a. It will consist of a reflection, a criticism or an analysis of the Works presented,

which include the degree of success achieved in relation to the goals proposed at

the beginning of the course, intellectual growth and skills developed in the

course.

IV. Self-Portrait

a. Biographical data of the student, goals and/or professional expectations, self-

assessment of the profession.

V. Collected information and divided by workshops (as applicable to the course)

Each workshop should include a reflective overview of its contents. Among the works

that might appear are the following:

a. Homework / Tasks

b. Tests or Quizzes

c. Special Works, individually or in groups

d. Other Evaluation Strategies

e. Assessment activities

i. Reflective journals, expressions of the student of academic or personal

issues

ii. One minute paper.

iii. Muddiest Point

iv. Case study

v. Oral Presentations

vi. Conceptual maps of the studied unit

vii. Rendition Works

viii. Other activities presented in the module or suggested by the Facilitator

f. Final self-evaluation of the Portfolio

i. Reflection that answers the following:

1. What did I learn from this course?

2. For what can I use this acquired knowledge?

3. Which areas do I domain?

4. Which areas do I still need to strengthen?




5. During the process of development of the Portfolio, which topics or

strategies I would like to find in another course? What I would not

like to find?

6. What concept or skills- related questions were left unanswered?

VI. Appendixes

a. Any document related to the course that has been part of the research process.

For example: News, professional articles, videos, observations, etc.

VII. Means to deliver the Portfolio

a. The student will deliver the Portfolio to the Facilitator:

• Physical

• Digital, (CD, flash memory, other.)

b. The facilitator will assess the portfolio using the provided activities of appraisal

assessment matrix and will save the copy as evidence for a period of one year.

VIII. The structure of the Portfolio should follow the Style Manual of APA in its latest 6th

Edition

IX. The EEP sets availability of the following resources:

a. Guía para la implementación del portafolio en cursos

b. Formato de portafolio en PowerPoint

Resources for the Preparation of the Portfolio

Arbesú, I. & Gutierrez, E. (2014). El portafolio formativo: Un recurso para la reflexión y auto-

evaluación en la docencia. Recuperado de

http://www.sciencedirect.com/science/article/pii/S0185269814706129

Chang, K. (2005). ePortfolio for the Assessment of Learning. Recuperada de

http://www.futured.com/documents/FuturEdePortfolioforAssessmentWhitePaper.pdf

Cisneros, J. L., Hernández, L., Anguiano, H. (2002). La técnica de Portafolio como estrategia de

trabajo en la enseñanza de la sociología de la educación. Recuperada de

http://bibliotecadigital.conevyt.org.mx/colecciones/documentos/somece2002/grupo4/Cis

neros.pdf

Mahara (s.f.). Creación de portfolios y recursos libres. Recuperado de http://mahara.org/

http://www.suagm.edu/programa_ahora/curriculo/implementacion_de_portafolio_en_cursos.ppsx

http://www.suagm.edu/programa_ahora/curriculo/portafolio_electronico_formato.ppt

http://www.sciencedirect.com/science/article/pii/S0185269814706129

http://www.futured.com/documents/FuturEdePortfolioforAssessmentWhitePaper.pdf

http://bibliotecadigital.conevyt.org.mx/colecciones/documentos/somece2002/grupo4/Cisneros.pdf

http://bibliotecadigital.conevyt.org.mx/colecciones/documentos/somece2002/grupo4/Cisneros.pdf

http://mahara.org/




Quong, Andrew. (2009). Tutorial e-Portfolios. Recuperado de

http://www.youtube.com/watch?v=iJ93ocBFlf4

RCampus (2010) Portafolios electrónicos y herramientas de avalúo. Recuperado de

http://www.rcampus.com

http://www.youtube.com/watch?v=iJ93ocBFlf4

http://www.rcampus.com/




Appendix B-2

Assessment Matrix for Assessment Activities

Nombre del Estudiante:___________________________________ Fecha: ________________________

Domina poco No domina

2 1

Presenta muy

pocas evidencias.

No presenta las

evidencias de

trabajo por taller.

Presenta muchos

errores

ortográficos,

gramaticales, de

redacción o de

expresión oral y

no domina el

estilo APA.

La redacción es

pobre con

muchos errores

ortográficos o

de expresión

oral. No utiliza el

estilo APA.

Manifiesta poco

progreso

académico y

personal.

No manifiesta

progreso

académico y

personal.

Demuestra poco

interés y utiliza

escasos

elementos

tecnológicos en

la confección del

portafolio.

No demuestra

interés ni utiliza

elementos

tecnológicos en

la confección del

portafolio.

Presenta alguna

información,

pero no guarda

relación con el

curso.

No presenta

información

adicional.

TOTAL

MATRIZ DE VALORACIÓN PARA ACTIVIDADES DE AVALÚO

Curso: ____________________________________

Criterio Descripción Domina totalmente Domina bastante Domina parcialmente Puntuación

5 4 3

Contenido de curso

Información dividida por

talleres que están

relacionadas con las

actividades de evaluación y

avalúo (assessment ) del

estudiante.

Presenta todas las

evidencias de trabajo

desarrolladas en el

curso.

Presenta algunas

evidencias de

trabajo

desarrolladas en

el curso.

Presenta el 50% de las

evidencias de trabajo

desarrolladas en el

curso.

Destrezas de

comunicación oral y

escrita

El portafolio contiene

evidencias de comunicación

oral y escrita y en los

documentos utiliza el estilo

APA.

Presenta trabajos de

comunicación oral y

escrita libres de errores

gramaticales,

ortográficos, de

redacción o de

expresión oral y aplica

en forma correcta los

requerimientos de APA.

Presenta algunos

errores

ortográficos y

gramaticales o de

expresión oral y

demuestra

conocimiento

básico del estilo

APA.

Presenta varios

errores de redacción,

ortográficos y

gramaticales o de

expresión oral y

poco conocimiento

del APA.

Pensamiento

crítico

Demuestra un progreso

personal y académico a

través de reflexiones

críticas, trabajos

investigativos y/u otros.

Manifiesta un progreso

académico y personal

considerado.

Destrezas

tecnológicas

Utiliza elementos

tecnológicos en la

preparación del portafolio

acorde con el contenido y

formato del curso.

Demuestra alto interés y

siempre utiliza

elementos tecnológicos

que apoyan la

confección del

portafolio.

Demuestra

interés y utiliza

elementos

tecnológicos que

apoyan la

confección del

portafolio.

Demuestra algo de

interés y utiliza

ciertas herramientas

tecnológicas que

apoyan la confección

del portafolio.

Manifiesta un

progreso

académico y

personal

moderado.

Manifiesta algún

nivel de progreso

académico y

personal.

Comentarios:

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

Iniciativa, ética y

liderazgo

Ofrece información y

evidencias adicionales que

van más allá de lo asignado

en clase o requerido para el

curso, se apoya en fuentes

confiables.

Presenta información

adicional relacionada

con el curso.

Presenta alguna

información

relacionada con el

curso.

Presenta muy poca

información adicional

relacionada con el

curso.




Discussion of Results of Assessment and

Authorization for the Use of the Portfolio

I, _________________________________, with identification number

S00__________________________________:

1. Certify that the Facilitator discussed the results of assessment of the learning course.

2. Authorize the School of Professional Studies, AHORA Program, to keep the portfolio

prepared for the course ___________________ for a period of time of a year, according

to the policy of Ana G. Méndez University; from the date of delivery as evidence of the

retrieved academic learning process.

For the record so we sign, Student’s signature : Date:

Facilitator’s Signature: Date:




Appendix C

Muddiest Point

Name: Date :


PT: Section :

Instructions: After the workshop activities, answer and turn in the following. Remember to

save as evidence in the Portfolio of the course once it is evaluated by the Facilitator.

1. Which was the topic that you best understood?

2. Over which concept or skill do you still have doubts?

3. How can this be clarified? Do you need additional help?




Appendix D Self-Evaluation

Name: Date:


PT: Section:

Reflect on the following premises and answer:

1. What have I learned so far? Explain.

2. Was my participation in each workshop active? Explain.

3. Did I prepare properly for all workshops? Explain.

4. In which aspects did I highlight as a student? Explain.

5. What could I have done better? Explain.




Appendix E Inmediate Written Response

Name : Date:


PT: Section :

Question(s): Question(s):




Appendix F One-minute Paper

Name: Date:


PT: Section:

Instructions: Answer the following questions and then hand it in to the facilitator.

1. What is the most important thing you learned in class?

2. What question was not answered in the class?

3. In what kind of situation can you apply the concepts discussed today?




Appendix G Guide for Cases Analysis

Purpose

Case study promotes the student’s ability to think strategically, analyze problems and

opportunities, and make valid alternatives based on the analysis performed. It also provides the

student a systematic process to make decisions that are in the selection of the best strategy

when compared to others.

Parts of the Case Analysis

Each case analysis must have a written report (___ points) and an oral presentation

(___ points) for a total score of ___ points (the score will be assigned by the Facilitator of the

course)

The written report should not exceed ___ pages, double spaced, and must include a

minimum of five references from professional magazines, journals, books, studies, journals,

among others of academic nature. The page limit does not include graphical annexes or tables

that complement the analysis. The analysis should be concise and efficient without having to

elaborate on areas that are not relevant. The writing must have the correct use of grammar

and spelling.

The oral presentation must be of ___ minutes and innovative and varied audio-visual

resources should be incorporated. In case of a group presentation, all members must actively

participate.

The analysis (both written and oral) should be organized in the following manner:

I. Introduction

• Provide a brief overview of the case, including a brief description of the company, its

vision and mission. This part must not exceed two paragraphs.




II. Problem/ Situation Description

• Express clearly the main problem without using complicated arguments.

• Provide a brief background of the situation presented in the case to position the analysis

in perspective.

III. Analysis of the Situation

• Lead all necessary and relevant analysis (e.g. Analysis of the business environment,

industry, competition, and consumer).

• Interpret the situation: strengths and internal weaknesses, opportunities and external

threats (FODA) (analysis SWOT – acronym in English). A specific list of the four most

important points must be submitted for each aspect. A brief explanation to the extent

that is necessary can be included.

The analysis of the situation should focus on points that sustain the problem.

IV. Strategic Alternatives

• Provide a listing and (Specific) brief explanation of three strategic alternatives that could

be considered to solve the problem previously identified.

• Provide a detailed comparison of each alternative using specific evaluation criteria.

• Support the evaluation with quantitative and qualitative analysis where applicable

(tables, matrixes, figures can be included).

• Explain the advantages and disadvantages of each alternative.

V. Recommendations and Implementation

• Select the recommended strategic alternative to solve the problem.




Appendix H Guide for the Preparation of the Essay

An organized essay consists of an introductory paragraph, three or more paragraphs that

support the central idea of the topic and a concluding paragraph. All the paragraphs in the

essay have a central idea expressed in a sentence (topic sentence) that usually opens the

speech and in addition, several secondary ideas that support, explain, and expand the central

idea.

Introductory Paragraph

The introductory paragraph must contain at the beginning, sentences related to the

theme that will call the attention and the interest of the reader. Then, it shows the main idea of

the essay and the statement of the problem or the formulation of the thesis sentence to be

sustained. The declaratory sentence is the “what” and the “who” of the subject or the theme of

the essay. It gives meaning and direction to the essay. This paragraph can contain, according

to the type of the essay, the thesis to be demonstrated, the personal opinion or others opinions

about the developed subject. It is also an approach of the topic in a question form without

answering at the time, but answered later.

In a second sentence, state, highlight, and list the important details (aspects of central

ideas) or topics to be discussed in the paragraphs in the body of the essay. This enumeration

responds to the plan that has been traced in the development of the subject and at the same

time it becomes the guide and the essay’s direction. Then, write sentences that complete,

expand, and sustain the central idea, the purpose and the importance of the subject.




Body (Supporting Paragraph)

The body of the essay is the part in which the thesis presented in the introduction is

developed and supported. It should have not less than three arguments that refute, test, and

evidence the exposed approach in the introduction.

Assign a supporting paragraph that begins with a topic sentence that establishes and sets out

the paragraph’s main idea. The main idea is the reasoning of conviction. For each paragraph,

there should be a central idea. For every idea, there should be several secondary ideas that at

the same time will exemplify and uphold the central idea. The topic sentence determines the

direction and development of the paragraph.

Conclusion

In the final paragraph of the essay present briefly the following:

• A summary of the main points

• The reaffirmation of the thesis defended by the author

• Possible solutions to the problem

• New positions, new findings that strengthen the author’s thesis and that refute the

contrary position




Appendix I Conversion Table: Evaluarion Criteria

Punctuation Percentage

A. Maximum score according to the

assessment matrix

B. Maximum Percentage. According to the

evaluation criteria.

C. Score achieved by the student X. Percentage achieved by the student.

Formula:

X = B x C / A

Example:

Criteria: Participation and Attendance

Punctuation Percentage

45 5%

40 X

Formula:

X = 5 x 40 / 45

X = 4.4%




Appendix J

Rubrica fpr Discussion Forums

Discussion Forum: to learn about the process of participation in forums, each student will log to

the appropriate link located in the Tutoriales section from Blackboard.

For the assigned day in the week of each workshop, post a comment following the instructions in

each of the workshops. Then, comment in at least two publications of your classmates in one of

the following ways:

• Send a question to verify or request further information.

• Share your initial comment and compare it with your classmates.

• Offer suggestions about the comment.

• Validate ideas with own experiences.

• Complete or complement the publication of your classmates.

Remember to base your writing and responses to classmates with specific references

according to your personal reading using the APA format in the latest edition.

*Workshops 1–5

Rubric Discussion Forum Maximum 10 points

The answer to the discussion question is reflective and representative to the

readings and/or content of the course module. APA (6 ª ed.) is used to quote

and substantiate comments. It is made on time.

4

Answers thoughtfully to at least two of the comments of classmates and asks

questions that extent the discussion and is carried out on time.

2

The final closing reflection (R & R) of the reading and the discussion of content

represents learning and professional development.

2

References are included following the APA format, as needed. Writing is

grammatically strong.

2

TOTAL




Appendix K

Guide Questions for Personal Introduction

▪ What is your complete name?

▪ Where do you live?

▪ Is it a house or an apartment?

▪ What do you do for a living? What is your job?

▪ Where do you work?

▪ How old are you?

▪ How tall are you?

▪ Are you married or single?

▪ Do you have children? If so, howso, how old are they?

▪ Have you lived in another country?

▪ How do you spend your free time?

▪ Do you have any hobbies?

▪ Do you like cooking?

▪ What kind of food do you like?

▪ What kind of music do you like?

▪ Do you play a musical instrument?

▪ What are you studying at the university?

▪ How long have you been in the university?

▪ What do you like to do on Saturday?

▪ What do you like to do on Sunday?

▪ Do you practice any sport? If so, which one(s)?

▪ What languages do you speak in addition to English and Spanish?

▪ How can you evaluate your English speaking skills?

▪ Do you have special skills?

▪ What do you expect to learn in this course?




Appendix L

Comparison and Contrast Essay Topics

1. Apple vs. Microsoft

2. Coke vs Pepsi

3. Renaissance Art vs. Baroque Art

4. Antebellum Era vs. Reconstruction Era in American History

5. Childhood vs. Adulthood

6. Star Wars vs. Star Trek

7. Biology vs. Chemistry

8. Astrology vs. Astronomy

9. American vs. British Government (or any world government)

10. Fruits vs. Vegetables

11. Dogs vs. Cats

12. Ego vs. Superego

13. Christianity vs. Judaism (or any world religion)

14. Republican vs. Democrat

15. Monarchy vs. Presidency

16. US President vs. UK Prime Minister

17. Jazz vs. Classical Music

18. Red vs. White (or any two colors)

19. Soccer vs. Football

20. North vs. South Before the Civil War

21. New England Colonies vs. Middle Colonies OR vs. Southern Colonies

22. Cash vs. credit cards

23. Sam vs. Frodo Baggins

24. Gandalf vs. Dumbledore

25. Fred vs. Shaggy

26. Rap vs. Pop

27. Articles of Confederation vs. US Constitution

28. Henry VIII vs. King Louis XIV




29. Stocks vs. Bonds

30. Monopolies vs. Oligopolies

31. Communism vs. Capitalism

32. Socialism vs. Capitalism

33. Diesel vs. Petroleum

34. Nuclear Power vs. Solar Power

35. Saltwater Fish vs. Freshwater Fish

36. Squids vs. Octopus

37. Mammals vs. Reptiles

38. Baleen vs. Toothed Whales

39. Seals vs. Sea Lions

40. Crocodiles vs. Alligators

41. Bats vs. Birds

42. Oven vs. Microwave

43. Greek vs. Roman Mythology

44. Chinese vs. Japanese

45. Comedy vs. Drama

46. Renting vs. Owning

47. Mozart vs. Beethoven

48. Online vs. Traditional Education

49. North vs. South Pole

50. Watercolor vs. Oil

51. 1984 vs. Fahrenheit 451

52. Emily Dickinson vs. Samuel Taylor Coleridge

53. WEB DuBois vs. Booker T. Washington

54. Strawberries vs. Apples

55. Airplanes vs. Helicopters

56. Hitler vs. Napoleon

57. Roman Empire vs. British Empire

58. Paper vs. Plastic

59. Italy vs. Spain

60. Baseball vs. Cricket




61. Jefferson vs. Adams

62. Thoroughbreds vs. Clydesdales

63. Spiders vs. Scorpions

64. Northern Hemisphere vs. Southern Hemisphere

65. Hobbes vs. Locke

66. Friends vs. Family

67. Dried Fruit vs. Fresh

68. Porcelain vs. Glass

69. Modern Dance vs. Ballroom Dancing

70. American Idol vs. The Voice

71. Reality TV vs. Sitcoms

72. Picard vs. Kirk

73. Books vs. Movies

74. Magazines vs. Comic Books

75. Antique vs. New

76. Public vs. Private Transportation

77. e-Mail vs. Letters

78. Facebook vs. Twitter

79. Coffee vs. an Energy Drink

80. Toads vs. Frogs

81. Profit vs. Non-Profit

82. Boys vs. Girls

83. Birds vs. Dinosaurs

84. High School vs. College

85. Chamberlain vs. Churchill

86. Offense vs. Defense

87. Jordan vs. Bryant

88. Harry vs. Draco

89. Roses vs. Carnations

90. Poetry vs. Prose

91. Fiction vs. Nonfiction

92. Lion vs. Tiger




93. Vampires vs. Werewolves

94. Lollipop vs. popsicles

95. Summer vs. Winter

96. Recycling vs. Landfill

97. Motorcycle vs. Bicycle

98. Halogen vs. Incandescent

99. Newton vs. Einstein

100. Go on Vacation vs. Stay at Home

101. Rock vs. Scissors




Appendix M

Rubric for Paragraphs

Score 5= Excellent 4=Good 3= Moderate 2= Good 1= Deficient 0= Not observed

Subject Key elements of the assignment were covered Content is comprehensible and accurate Major points are supported by specific details and or examples

Higher-order thinking The writer compares/ contrasts/integrates the subject with experience At an appropriate level, the writer analyzes and synthesizes the theory to develop new ideas and ways of conceptualizing and performing

Organization Title Topic sentence Supporting details

Style/ Mechanic Paper is laid out effectively Rules of grammar and punctuation are followed Spelling is correct

Readability/style Sentences are complete, clear and concise Sentences are well constructed with varied structure

Punctuality Paper was turned in on the time allotted




Appendix N

Rubric for Oral Presentations

Name: __________________________ Date: ________________

Score 4= Excellent 3=Good 2= Moderate 1= Deficient 0= Not observed

Criteria Score

Content

• Key elements of the assignment were covered

• Topic was relevant and addresses the assignment specifications

• Content is comprehensible, accurate, and believable

• Key points are noted

• Topic was researched adequately

Organization and structure

• Presentation is well organized, clear and effectively structured

• As a team presentation, it is integrated rather than being a disjointed

series of individual presentations with smooth transitions

• There is an introduction to gain the audience’s attention and explain the

purpose of the presentation

• Presenter made eye contact with the audience

• Tone, pitch, and rate were appropriate

Use of visual Aids

• Visual aids are used where appropriate

• Visual aids are appropriately professional given the presentation’s

context

• Visual aids are easy to see/read

• Media is used correctly

• Visual aids contribute to the overall effectiveness of the presentation

Audience Participation

• Questions from the audience are effectively addressed and

answered correctly

Time Limit

• The presenters stayed within the allotted time limit used well/ not rushed

Total /68




Appendix O

Rubric for Written Works

Name: ___________________ Date: _________________

Score= ____/80pts


Subject ▪ Key elements of the assignment were covered ▪ Content is comprehensible and accurate ▪ Major points are supported by specific details and or

examples

Higher-order thinking ▪ The writer compares/ contrasts/integrates the subject with

experience ▪ At an appropriate level, the writer analyzes and

synthesizes the theory to develop new ideas and ways of conceptualizing and performing

Organization ▪ The introduction provides a background on the topic ▪ The central theme is clear ▪ The structure is clear, logical and easy to follow ▪ The sections support the central theme ▪ The conclusion follows the body of the paper

Style/ Mechanics ▪ Paper is laid out effectively ▪ Paper is neat ▪ Rules of grammar and punctuation are followed ▪ Spelling is correct

Readability/style ▪ Sentences are complete, clear and concise ▪ Sentences are well constructed with varied structure ▪ Transitions between sentences and paragraphs help

maintain the flow of thought ▪ Words are precise and unambiguous ▪ The tone is appropriate to the audience, content and topic

Punctuality ▪ Paper was turned in on the time allotted




Appendix P

Demonstration Rubric

Criteria Score

1. Greetings

2.Introduction

3.Clearly demonstrates a process or provides instructions

4.The process was not read. Student was well prepared

5. Use of visual aids

5. Includes a demonstration

7. Shows final product

8. Speaks fluently

9. Posture

10. Volume

11. Rate

12. Eye contact

13.Comprehensibility

14.Fluency

Total ___/56pts





Universidad del Este, Universidad Metropolitana, Universidad del Turabo

© 2016. Sistema Universitario Ana G. Méndez, Derechos Reservados.

ENGS 110 INTERMEDIATE ENGLISH I: SPEAKING, READING...

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