Learning Focus:

The module is based on the Learning by Design Pedagogy, English Language Proficiency Standards for Adult Education, and the Lincoln College General Learning Outcomes for course ENG 099.  

• Learning by Design Pedagogy

Education at Illinois. (2019, March 6). Multiliteracies pedagogy: Learning by design [Video]. YouTube. https://www.youtube.com/watch?time_continue=592&v=5kDoPllbUvQ

Knowledge Objectives:

• English Language Proficiency Standards

Anderson, K., Foster, J., & Steele, J. (2017). Illinois ESL content standards. Illinois Community College Board, 1-226.

• Lincoln College General Learning Outcomes

English 099 is intended to strengthen students’ critical reading and writing skills and further prepare them for college-level assignments.

Successful completion of ENG 099 does not count toward any degree requirement including elective credit. ENG 099 does count as part of student’s course load for the semester.

Students must pass ENG 099 with a C or better to progress to ENG 101.

Program Learning Outcomes:

Upon completion of the general education program at Lincoln College, students will:

• Effectively communicate in oral & written forms. (Communication Skills)
• Produce solutions to problems using critical reasoning. (Analytical Skills)
• Critique and evaluate diverse perspectives/ideas. (Appreciate Diversity)
• Articulate core values in making ethical choices. (Ethical Decision-making)
• Recognize one's accountability to a larger community. (Responsible Citizenship)

Course Learning Outcomes:

Upon completion of the course, students will be able to:

• Improve critical thinking, reading and writing skills through analysis and synthesis of texts. 
• Understand and practice the integral components of the writing process, including drafting, writing and revising. 
• Employ effective use of required elements of grammar, usage, and style. 
• Identify a variety of rhetorical forms in reading and writing. 
• Develop and strengthen effective reading strategies. 
• Develop vocabulary appropriate for academic reading and writing. 

Minimum Course Objectives/Topics:

During the course, students should:

• Strengthen critical thinking through the analysis of literal and figurative meaning within readings and writings.
• Develop an understanding of a wide range of academic and figurative language by utilizing vocabulary-building strategies (context clues, inference, analogies, word parts, reference materials).
• Paraphrase and summarize main ideas and identify supporting details.
• Engage in all aspects of the writing process (brainstorm ideas, narrow topics, outline, draft, edit, revise).
• Write a well-constructed and effective thesis.
• Write complete, clear, effective sentences free of grammatical and spelling errors.
• Arrange sentences in logically constructed paragraphs which contain topic sentences and which illustrate unity, development, and coherence to reflect logical thought.
• Recognize and identify audience and purpose. 
• Understand audience expectations.
• Identify and retrieve source materials needed to evaluate, organize, and select information from print and electronic sources.
• Acquire basic critical, technical, and mechanical skills needed to find relevant information.

Knowledge Processes

The Writing Mentor will be used by students to practie their writing. At least ten paragraphs should be completed over the course of the module using a prompt that has been generated within The Writing Mentor. This tool will also be used as a revision tool that will provide feedback on work produced in this course.

Burstein, J. (2017, November 14). The writing mentor application -- a Google Docs add-on [Video]. YouTube. https://www.youtube.com/watch?v=kGeXorgjUwo

Zoom will be used to supplement CG Scholar in implementing this module.  View the tutorial below.

International TEFL Academy. (2019, July 17). Zoom teaching demo [Video]. YouTube. https://www.youtube.com/watch?v=56INU0_eFfs&feature=youtu.be

Knowledge Outcomes:

Comments: These are shorter (at least 100 words), less-formal responses, that require you to comment on at least two of your peers. Use the @ sign and the person's name to respond to comments in 100 words or more (e.g.,@ Erin Lamboi).

Updates: These are longer (at least 400 words), more-formal responses that include at least two forms of embedded media (e.g. links, images, video, audio) and references in APA format. Respond to at least two of your peers in 100 words or more and when appropriate provide links to other references or sources that can add to your peer's content.

Major Work: This is the last project of the module. It should be at least 3,000 words and include at least eight forms of embedded media (e.g. links, images, video, audio). At least ten outside sources should be used, five of which are from peer-reviewed journal articles. The work will be presented in a 15 minute presentation using Zoom as described above.

Additional Resources:

Anderson, K., Foster, J., & Steele, J. (2017). Illinois ESL content standards. Illinois Community College Board, 1-226.

Alhamami, M. (2013). Observation of YOUTUBE language learning videos. Teaching English with Technology, 13(3), 3-17. Retrieved from http://www.tewtjournal.org

Hadijah, S., & Pd, M. (2016). Teaching by using video: Ways to make it more meaningful in EFL classrooms. Retrieved from https://www.researchgate.net/publication/320146544_T

Learning Focus

Pedagogical Rationale: 

• Students will experience the known by showing what they already know about writing through completing the diagnostic essay.
• Students will experience the new through reading the unfamiliar text and getting to know their new peers by creating and responding to the update.
• Students will apply appropriately by writing the diagnostic essay and completing the update introducing themselves.
• Students will apply creatviely by producing a multimodal text through responding to the update and including audio, video, or an embedded image.

Knowledge Objectives, Processes, and Outcomes:

Students will write the diagnostic essay by following the procedure below:

• Read the article How can you appreciate 23-rd century English?
• Answer the question: Do you agree or disagree with this article? Why or Why not?
• Include an introduction, body, and conclusion.
• Information should be supported with information from the article and from your own experiences.
• Choose a side that you agree with. Do not choose both. Take a clear stance.
• When you are finished writing read your essay and correct errors before submitting.

Students will create an Update:

• Update your profile on the community page and create an update introducing yourself (Include at least one form of media)

The pupose of this essay is to help the instructor establish what students need to succeed academically. The results are used to guide the class curriculum and as a learning tool that will be revised and resubmitted at the end of the course. This assessment is not graded and will not influence your grade. The purpose of the update is to allow students to get to know each other, as well as for the instructor to get to know the students.

Instructor Sugesstions:

Create your own profile and update including a video introducing yourself.  Comment on student updates.  

Additional Resources:

If the article assigned in this lesson is outside of the learner's ZPD use the following resource to determine proper reading level and to further scaffold the lesson.

• How to Google search by reading level?

Learning Focus

Pedagogical Rationale:

• Students will experience the known through exploring their own writing styles.
• Students will experience the new through exploring the different writing genres that constitute academic writing as well as through exploring how writing differs across cutlures.
• Students will analyze functionally through discussing these differences. 
• Students will analyze critically through evaluating and analyzing their own writing styles.

Knowledge Objectives:

• Students will explore and discuss how writing differs across cultures.
• Students will explore and discuss the different genres of academic writing.
• Students will evaluate and analyze their own writing styles.

Knowledge Processes:

• Students will watch the Where did English come from? - Claire Bowern video and respond to the Think, Dig Deeper, and Discuss sections embedded within the video.
• Students will watch the 50 people show us their states' accents: Culturally speaking: Condé Nast traveler video on pronunciation to understand the different English accents that exisit within the United States.

Knowledge Outcomes:

Students will Comment and create an Update:

• Comment: Read Kaplan's Building an Argument Across Cultures and analyze the embedded image also provided below. What is the meaning behind this image? How would you explain this image? What significance does this have for you as a writer? Based on your explanation of this illustration, how accurate do you think it is in describing cutural differences in writing? Reply to the post and respond to at least two of your peers by responding with @ and the name of your peer. For example, @Erin Lamboi.
• Update: How does the second video relate to you and where you came from? Respond to at least three of your peers.

Instructor Sugesstions:

Create your own profile and update including a video introducing yourself. Comment on student updates.

Additional Resources

Lamboi, E. (2019). Culturally relevant pedagogy. Lincoln College.

Learning Focus:

Pedagogical Rationale:

• Students will experience the new through identifying components of the communication model and audience and purpose.
• Students will conceptualize by name by defining the communication model, the components of the communication model, as well as the meaning of audience and purpose.
• Students will conceptualize by theorizing by comparing two videos that discuss communication from two different perspectives.
• Students will apply appropiately by designing a table or chart using a tool of their choice to identify audience and purpose.
• Students will apply creatively by responding to the update and producing a multimodal text by including the embedded image of the table/chart.
• Students will analyze functionally through comparing the two videos as well as through analyzing the text or video of their choice to identify audience and purpose. 
• Students will analyze critically through a discussion of the purpose of the chosen text or video.

Knowledge Objectives:

• Students will understand the communication model.
• Students will identify the compents of the communication model.
• Students will define audience and purpose.
• Students will compare different perspectives of communication.
• Students will analyze content.
• Students will design a table/chart.

Knowledge Processes:

• Students will watch the video How miscommunication happens (and how to avoid it) and respond to the Think, Dig Deeper, and Discuss sections embedded within the video.
• Students will watch the Melissa Marshall: Talk nerdy to me video and then post a comment.

Knowledge Outcomes:

Students will create a Comment and create an Update:

• Comment: React to the Melissa Marshall: Talk nerdy to me. How does this video relate to the Communication Model discussed in the TEDEd activity? Reply to the post and respond to at least two of your peers by responding with @ and the name of your peer. For example, @Erin Lamboi.
• Update: Choose an article or video and analyze the content based on the following criteria: (This content has been provided in a table for students).

Purpose and Audience Analysis

1. Kind of Vocabulary: Informal or Formal language
2. Examples/Ideas used for content: General or Specific examples given
3. Sentence structure: Limited or Varied sentence structure
4. Use of pronouns: Many or No use of pronouns
5. How ideas are organized: Descriptive language and Narrative or Description and Argumentation

What is the purpose of this essay and who is the audience? Include the content from the chart above in your response. This content can be represented using a chart similiar to the one above, a flow-chart, an outline, etc. Any format is acceptable as long as all parts are present and presented in a form other than plain text. Respond to at least three of your peers.

Instructor Suggestions:

Instructors can also assign the video or text rather than having students choose depending on the level of the students. Suggest that students meet you privately using Zoom to check for understanding.

Learning Focus:

Pedagogical Rationale:

• Students will conceptualize by naming through defining the thesis statement and understanding the process of creating a thesis statement.
• Students will apply appropriately by constructing their own thesis statement.
• Students will analyze critically by analyzing their diagnostic essays and discussing their thesis statements. 

Knowledge Objectives:

• Students will understand and define the meaning of a thesis statement.
• Students will construct their own thesis statements.
• Students will understand the parts of an essay.
• Students will analyze the diagnostic essay and identify the parts of the essay.
• Students will design a PIE outline based on the diagnostic essay.

Knowledge Processes:

• Students will watch Purdue OWL: Thesis statements video in order to understand the process of wrting a thesis statment.
• Students will watch Writing an effective thesis statement video in order to understand the process of writing a thesis statement.

Knowledge Outcomes:

Students will create a Comment and create an Update:

• Comment: Create and post your thesis statement. Respond to at least two of your peers by responding with @ and the name of your peer. For example, @Erin Lamboi.
• Update: Revise your diagnostic essay: Determine if there is a thesis statement. Revise or include a thesis statment and explain the changes you made in a reflective paragraph. Respond to at least three of your peers.

Instructor Suggestions:

Students may need extra time for this section depending on their skill level. Suggest that students meet with you privately using Zoom to check for understanding.

Additional Resources: 

Outlining: P.I.E.C.  Students can use the template below to organize their own work. This template is optional. As long as all parts are included in the outline, a mind-map or other graphic organizer could also be used. Lucidchart offers some free templates.

PIE Outline

Learning Focus:

Pedagogical Rationale:

• Students will experience the known by reviewing their diagnostic essays and identifying areas of coherency or the lack of coherency in thier own writing.
• Students will experience the new by creating coherent paragraphs.
• Students will conceptualize by naming through defining and understanding coherency and the KNO strategy.
• Students will apply appropriately by using the KNO model to revise thier own writing.
• Students will analyze functionally by assessing their diagnositc essay for coherency.

Knowledge Objectives:

• Students will understand and define the meaning of coherency in academic writing. 
• Students will define and understand the KNO strategy.
• Students will analyze and apply the KNO strategy to determine coherency.
• Students will create coherent paragraphs in their own writing.

Knowledge Processes:

• Students will watch the Part 1: Coherence, KNO video to understand coherency and the KNO strategy.
• Students will watch the Part 2: Coherence, sample paragraph video to understand how to identify and revise their diagnostic essay using the KNO strategy.

Knowledge Outcomes:

Students will create an Update:

• Update: Using the model from the videos highlight the parts of your diagnostic essay that coincide with the KNO strategy for determining coherence within your paragraphs and within the paper. Analyze your results by writing a reflection based on what you found when you used the KNO strategy. Revise your essay according to the results of the KNO strategy. Respond to at least three of your peers.

Instructor Suggestions:

Students may need extra time for this section depending on their skill level. Suggest that students meet you privately using Zoom to check for understanding.

Learning Focus:

Pedagogical Rationale:

• Students will conceptualize by naming through understanding and defining plagiarism and paraphrasing.
• Students will conceptualizy by theorizing through developing their own definiton of plagiarism.
• Students will apply appropriately by assessing their own work for plagiarism and paraphrasing correctly.
• Students will apply creatively by investigating real-life examples of plagiarism and presenting the result in an update.
• Students will analyze functionally by assessing the effects of plagiarism.
• Students will analyze critically by discussing the effects of plagiarism on self and on the community.

Knowledge Objectives:

• Students will identify examples of academic writing.
• Students will understand and define plagiarism.
• Students will understand and define paraphrasing.
• Students will assess and discuss the effects of plagiarism on self and society.
• Students will develop their own definition of plagiarism. 
• Students will design a plagiarism lesson.
• Students will investigate real-life examples of plagiarism. 
• Students will analyze their diagnostic essays, apply the rules of paraphrasing, and assess for plagiarism.

Knowledge Processes:

• Students will watch the Top tips for academic writing video to understand the characteristics of academic writing.
• Students will watch the Plagiarism: Lesson one video to understand plagiarism. 
• Students will watch the Paraphrasing skills by David Sotir video to understand how to paraphrase.
• Students will watch the Comma story - Terisa Folaron video to understand how to properly use commas. 

Knowledge Outcomes:

Students will create two Updates:

• Update 1: How would you teach the important rules of paraphrasing and comma use? How would you incorporate plagiarism into your presentation? How is plagiarism viewed in your country or in other countries? What is Lincoln College's policy on plagiarism? Answer these questions and include a modern day example of plagiarism by providing an example of someone famous or powerful who has been caught plagiarizing. Respond to at least three of your peers.

• Update 2: Revise your diagnostic essay: Check your essay for plagiarism and proper punctuation use. Explain your corrections and respond to at least three of your peers.

Instructor Suggestions:

Suggest that students meet you privately using Zoom to check for understanding.

Learning Focus:

Pedagogical Rationale:

• Students will experience the known by using the KWHLAQ model.
• Students will experience the new by using the KWHLAQ model. 
• Students will conceptualize by naming through defining the peer review.
• Students will conceptualiz by theorizing through using the KWHLAQ model and the document to understand peer review.
• Students will apply appropriately by participating in the peer review process.
• Students will analyze functionally by assessing and discussing their work and that of their peers.

Knowledge Objectives:

• Students will understand and define the meaning and significance of peer review.
• Students will apply the KWHLAQ model to assess their understanding of peer review.
• Students will understand how to provide proper feedback.
• Students will apply peer feedback. 

Knowledge Processes:

• Students will watch the Writing peer review (peer critique) top10 mistakes video to understand the peer review process.
• Students will review the Feedback expressions and strategies document to understand how to provide proper feedback. 

Knowledge Outcomes:

Students will create two Updates:

• Update 1: What is your experience with peer feedback? Repsond to the question and complete the chart below. You can create your own chart, list, or write in the form of a paragraph. Any type of sumbission is acceptable as long as all parts of the original chart are answered. Respond to at least three of your peers.

Tolisanao, S. (2011). Upgrade your KWL chart to the 21st century [Online Image]. Retrieved from http://langwitches.org/blog/2011/07/21/upgrade-your-kwl-chart-to-the-21st-century/

• Update 2: Submit the diagnostic essay draft for peer review.  You will peer reveiw 2-3 of your peers and will receive feedback from 2-3 of your peers.

Instructor Suggestions:

Suggest that students meet you privately using Zoom to check for understanding.

Major Work Assignment:

Students will present on a current event in the form of a conflict resolution.

Major Work Overview:

• Introduction to the topic (1 min),
• Use of media (3-5 min)
• Discussion of Topic (at least 5 min.)
• Class Discussion Questions (4-5 min.)

Major Work Requirements:

• Must be 15 minutes in length
• Must include some type of media (youtube video, podcast, TEdTalk, etc.).
• The media portion of the presentation must be less than 5 minutes
• Discussion of Topic must be 5 minutes or more
• Provide at least 3 questions for the class

Major Work Rubric

Use this to guide your own work as well as to provide feedback to your peers. You will use this rubric as well as the Rise rubrics below to assess your peers as well as youself.

Major Work Rubric

Peer-Review Requirements:

• All class members will be required to complete a Peer Review.
• Please see the rubrics below.

Peer-Feedback Rubric

Use this to guide you in providing feedback to two of your peers. Also, use this to guide how you will provide feedback on the feedback you are given from two of your peers.

• Peer-Rise Model

Emily Wray (2011). Make Sense Media. RISE model. Retrieved from http://www.emilywray.com/rise-model

• Peer-Rise Rubric

Emily Wray (2011). Make Sense Media. RISE model. Retrieved from http://www.emilywray.com/rise-model

Self-Evaluation Rubric

Complete this after receiving feedback from two peers, after giving feedback to two peers, and after making your final revisions based on the feedback you have received.

• Self-Rise Model

Emily Wray (2011). Make Sense Media. RISE model. Retrieved from http://www.emilywray.com/rise-model

• Self-Rise Rubric

Emily Wray (2011). Make Sense Media. RISE model. Retrieved from http://www.emilywray.com/rise-model