Curriculum Requirements Document Template
Developmental English 1: Sentence to Paragraph
Design Document Sample
Tool for Course Instructional Designer
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Document Name
Document Stage
Revision Summary
Date
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Dev English 1 Design Document Draft v2 17NOV05
1st Draft
N/A
11/21/05
Dawn Stapert
Dev English 1 Final 30NOV05
Final Draft
· Incorporated comments from Julie Nichols, Erik Styles, and
Carrie
· Added course project details
· Added in Grading Criteria to Course Activities Matrix
· Added notes to DH and CW
· Other minor changes
11/30/05
Dawn Stapert
Course Details
Course Name(s)
Developmental English 1: Sentence to Paragraph
Curriculum
General Education
Course Description
The “Developmental English 1: Sentence to Paragraph” course
introduces students to college-level writing with an emphasis on
basic grammar. Students will apply their learning to a variety of
writing activities focusing on creating sentences and
paragraphs.
Course Resources
Student Learning Materials
Texts
‘The Wrtiter’s World: Paragraphs and Essays’ by Lynne Gaetz and
Suneeti Phadke
Prentice Hall Grammar Workbook, The, 2/E
0131947710
Prentice Hall ESL Workbook, The, 2/E 0131947591
Applying English To Your Career 0131921150
Web Sites
www.prenhall.com/gaetz
www.phwords.com
Tutor Center
Electronic Media
Visualizing Writing CD-ROM 0131734253
OneKey CourseCompass, Student Access Kit, Writer's World, The:
Sentences and Paragraphs 013188705X
Practice and Assess for Writer's OneKey
013194262X
Sentence to Paragraph CourseCompass Course Access Card
0131942638
Instructor Only Materials
Texts
‘The Wrtiter’s World: Paragraphs and Essays’ (Annotated
Instructor’s Edition) by Lynne Gaetz and Suneeti Phadke.
Web Sites
Electronic Media
Course Content
Course Objectives
1. State why and how good writing skills can benefit you in your
life and career.
2. Describe and apply the four steps of the writing process.
3. Describe the paragraph pattern types.
4. Identify the parts of a sentence and differentiate between
sentence types.
5. Write grammatically correct sentences and recognize and avoid
common sentence problems.
6. Define verbs, state their usage rules, and recognize proper
use of them in writing.
7. Define pronouns, state their usage rules, and recognize
proper use of them in writing.
8. Define nouns, state their usage rules, and recognize proper
use of them in writing.
9. Define modifiers, state their usage rules, and recognize
proper use of them in writing.
10. Identify the rules for using commas, end marks, apostrophes,
and quotation marks, and recognize proper use of them in
writing.
11. Identify rules for diction usage in the English
language.
12. Construct grammatically correct paragraphs.
SCANS Objectives
1. Locates, understands, and interprets written information in
prose and in documents such as manuals, graphs, and schedules.
2. Communicates thoughts, ideas, information, and messages in
writing
3. Creates documents such as emails and paragraphs.
4. Generates new ideas.
5. Recognizes problems and devises and implements plan of
action.
6. Uses efficient learning techniques to acquire and apply new
knowledge and skills.
7. Discovers a rule or principle underlying the relationships
between two or more objects and applies it when solving a
problem.
8. Exerts a high level of effort and perseveres towards goal
attainment.
9. Assesses self accurately, sets personal goals, monitors
progress, and exhibits self-control.
10. Chooses ethical courses of action.
11. Contributes to group effort.
12. Works well with men and women from diverse backgrounds.
13. Acquires and Evaluates Information.
14. Organizes and maintains information.
15. Interprets and communicates information.
16. Chooses procedures and tools including computers and related
technologies.
Special Instructions to the Course Writer
· This course has a lot of skipping around in the text. As part
of the introduction to the students, we need to point this out and
explain why.
· Throughout the course, build in online interactivity for ESL
users and career-specific examples.
For the ESL issue, the Instructor Manual of Writer’s World
provides numerous tips for ESL students, also the ESL Workbook
provides exercises and explanations that can be useful. Can place
an “ESL” button throughout the course when there is some
ESL-relevant information to add. The 1st ESL tip can explain the
use of the buttons as well as provide a link or reference to
additional resources and exercises.
For the career-specific examples, can handle it in 2 ways:
1) Like the ESL buttons described above, can have some
interactivity associated with “career applications.” Can have a
button for each of the top 5 careers with examples, etc., or can
have a “career application” button, and once you click on that, can
see info for several different careers.
2) Can have a variety of activity options based on the career
track. Instructor can direct students to choose the one that aligns
with their career.
· Reference the “Visualizing Writing” CD ROM for ideas on
content presentation. Most topics of the Writer’s World book are
included in this CD ROM, and it may give the Course Writer ideas on
interactivity design like rollovers, animated examples, etc.
· All PH Words references are taken from specific courses
established by our SME. When referencing the PH Words activities,
use the following for access:
Web site link:
http://www.phwords.com/writingpro/wp_welcome.jsp?WebLogicSession=Q2fLpzS2nHj2dGYjobi5G62TyoeYaH4OxKdoZi5m4UqMfB4bhjWi|2410460464151120242/-1062703239/6/7001/7001/7002/7002/7001/-1
Username: readysetsewPassword: Linbook06
· Additional exercises will be listed as option and can be
incorporated as a link on the screen.
Objectives and Course Outline
[Note to Course Writer: Please note the following abbreviations
used in this document: CW = Course Writer; DH = Development House;
WW = Writers World text]
Lsn
Lesson Title
Reading
Course Objectives
Lesson Objectives
Graded Activities
Online Activity Ideas
1
The Writing Process and an Introduction to Paragraphs
[Note to CW: No reading is associated with this objective, so
please add a couple of screens to emphasize why writing skills are
important].
State why and how good writing skills can benefit you in your
life and career.
· State why and how good writing skills can benefit you in your
life and career.
Activity 1.1Discussion ForumWhy is writing important?
Start each lesson with a writing warmup. Have students write a
paragraph on what they want to learn in this class. Not graded,
just submitted online.
[Note to CW: The text has abundant practice, exercises, and
readings intermixed within the content presentation. Unless
otherwise noted, assume students will not read and work through
these unless assigned].
The Writer’s World
Chapter 1: Exploring (pp. 2-15)—skip practice exercises,
“Reflect on it,” and “The Writer’s Room”
Chapter 2: Developing (pp. 16-37)
Chapter 3: Revising and Editing (p. 38)
Describe and apply the four steps of the writing process.
· Identify the four steps of the writing process.
(Will be evaluated in Quiz 1)
Matching exercise matching each step with its description and/or
purpose
(Refer to Cluster Diagram on p. 12) For a given topic, show the
student a list of examples (who example, what example, when
example, etc) and a cluster shape like that on p. 12. Put the topic
in the middle and branches for who, what, when, where and how and
have them drag the correct example to the correct branch.
· Describe the purpose and key elements for each writing process
step.
(Will be evaluated in Quiz 1)
Activity 1.2
Practice Exercise
Intended Audience
WW Practice 1, p. 6-7
Use as practice with M/C questions.
WW Practice 2, p. 8-9
Animated example of clustering.
· Practice Exploring Techniques
Activity 1.3
Practice Exercise
Exploring Techniques
Animated exercise of clustering or other exploring strategy.
[Note to CW: Writer’s World does not cover this lesson objective
in a direct way. Use PH Words “Watch” resource for Topic Sentence
and Supporting Details. (Flachman, Recognizing a paragraph, Module
33.11) This topic needs to be clearly presented on screen].
[Note to DH: Create a short electronic file (either MS Word or
pdf) with the content contained in the PH Words “Watch” exercise
mentioned in the note to CW}
· Identify and describe the key elements of a paragraph.
(Will be evaluated in Quiz 1).
Animated examples using content from Ph Words, Flachman course,
Module 33.11
· Practice Developing Techniques
Activity 1.4Discussion Forum
Progressive Paragraph
WW Practice 2, p. 20-21. Use as an interactive practice
exercise.
WW Practice 3, p. 22. Use for Beat the Clock.
Construct grammatically correct paragraphs.
· Apply the steps of the writing process to write a
paragraph.
Activity1.5Writing Assignment
Paragraph Construction
Activity 1.6
Course Project
Writing Portfolio
Notes to CW for Lesson 1
[See above notes]
2
Paragraph Patterns
The Writer’s World
Chapter 4: Illustration (p. 52, p. 54 “What is Illustration?”
section) Chapter 5: Narration (p. 65 “What is Narration?”
section)
Chapter 6: Description (p. 77 “What is Description?”
section)
Recognize the paragraph pattern types.
· Define what is meant by a paragraph pattern.
(Will be evaluated in Quiz 1).
Writing warmup: Have students write a paragraph on their family.
Submitted, but not graded.
Chapter 7: Process (p. 89 “What is Process?” section)
Chapter 8: Definition (p. 101 “What is Definition?” section)
Chapter 9: Classification (p. 114 “What is Classification?”
section)
Chapter 10: Comparison and Contrast (p. 127 “What is Comparison
and Contrast?” section)
Chapter 11: Cause and Effect (p.
· List and define the 9 types of paragraph patterns, and
recognize paragraph pattern types in writing samples.
(Will be evaluated in Quiz 1).
(reference Florida Exit test, pp. 30-34):
Matching exercise matching the pattern type to the appropriate
paragraph.
Crossword activity using the info from the bullet points.
140 “What is Cause and Effect?” section)
Chapter 12: Argument (p. 153 “What is Argument?” section)
Chapter 4: Illustration (p.54-63)
· List the rules for writing an illustration paragraph.
(Will be evaluated in Quiz 1).
Activity 2.1:
Practice Exercise
Illustration Paragraph Q/A
[Note to DH: Create an electronic file containing the content of
all but the last reading above.]
Construct grammatically correct paragraphs.
· Write an illustration paragraph.
Activity 2.2:
Writing Assignment
Illustration Paragraph
Activity 2.3:
Discussion Forum
Illustration Paragraph Checklist
Animated or online exercise emphasizing the use of the
Illustration Paragraph Checklist
Activity 2.4
Quiz 1
The writing process and paragraph patterns
Notes to CW for Lesson 2
For the intro to the paragraph types, ensure that each has 1
lecture screen a piece, then a summary screen at the end.
3
Sentence Structure
The Writer’s World
Chapter 16: Simple Sentences (pp. 254-262)
Chapter 17: Compound Sentences (pp. 266-267)
Chapter 18: Complex Sentences (pp. 278-279)
Identify the parts of a sentence and differentiate between
sentence types.
· Define subjects, verbs, and prepositional phrases.
(Will be evaluated in Quiz 2).
Writing warmup: Have students write a paragraph on their
hobbies. Submitted, but not graded.
Beat the clock exercise:
Give a list of 5 sentences, give limited time to the student to
highlight the following: Round 1—Subjects, Round 2—Verbs, Round
3—Prepositional Phrases.
· Identify subjects, verbs, and prepositional phrases in
writings.
Activity 3.1:
Practice Exercise
Identifying parts of a sentence
Online practice identifying subjects, verbs, and prep phrases in
writing samples. Can use examples in practice #1-7 in WW text (p.
254-262).
· Describe and classify simple, compound, and complex
sentences.
(Will be evaluated in Quiz 2).
Activity 3.2:
Discussion Forum
Sentence Classification
Online practice identifying simple, compound, and complex
sentences. Use practice #1, 2, 4, 6, 7 (p. 268-274) in text.
Write grammatically correct sentences and recognize and avoid
common sentence problems.
· Compose simple, compound, and complex sentences.
Activity 3.3:
Writing AssignmentSimple, compound and complex sentences
Drag and Drop Activity: Online practice writing compound and
complex sentences. Use examples in practice #1, 2, 4, (p. 280-283)
in text.
Notes to CW for Lesson 3
4
Avoiding Sentence Errors and the Classification Paragraph
The Writer’s World
Chapter 20: Fragments and Runons (pp. 306-307, 312-313)
Chapter 9: Classification (pp. 114-121)
Write grammatically correct sentences and recognize and avoid
common sentence problems.
· Characterize and identify common sentence problems
(Will be evaluated in Quiz 2).
Writing warmup: Have students write a paragraph on a sports team
(or why they don’t like sports). Submitted, but not graded.
· Define a fragment.
(Will be evaluated in Quiz 2).
· Recognize a fragment in writing samples.
Activity 4.1:
Practice Exercise
Fragments
Online practice using WW Practice Exercises 1-5 (pp.
307-311)
M/C questions from PH Grammar Workbook, Exercises 11.2 – 11.6;
PH Editing Workbook, Exercises 10.1 – 10.10
· Describe comma splices and run-on sentences.
(Will be evaluated in Quiz 2).
· Recognize comma splices and run-on sentences in writing
samples.
Activity 4.2:
Practice Exercise
Comma Splices and Run-ons
Matching questions using PH Grammar Workbook, Ch. 12, Exercises
12.1-12.5
Recognize the paragraph pattern types.
· List the rules for writing a classification paragraph.
(Will be evaluated in Quiz 2).
Online activity using “recall” and “apply” questions from Ph
Words, Paragraphs course, Lesson 2.7.1)
Construct grammatically correct paragraphs.
· Write a classification paragraph with grammatically correct
sentences.
Activity 4.3:
Writing Assignment
Classification Paragraph
Activity 4.4:
Discussion Forum
Classification Paragraph Checklist
Students play the role of “teacher.” They are presented with
paragraphs that meet all but 1 criteria in checklist. They then
select the criteria that is not met and “grade” the paper with
feedback. Could be scenario based.
Activity 4.5:
Quiz 2
Sentences
Notes to CW for Lesson 4
5
Using Verbs Correctly
The Writer’s World
Chapter 25: Subject-verb agreement (pp. 368-379)
Chapter 23: Past Participles (pp. 345-346)
Define verbs, state their usage rules, and recognize proper use
of them in writing.
· List and describe the types of verbs.
(Will be evaluated in Quiz 3).
Writing warmup: Have students write a paragraph on their
hometown. Submitted, but not graded.
Crossword Puzzle
· State rules for subject-verb agreement, and recognize proper
and improper examples.
(Will be evaluated in Quiz 3).
Activity 5.1:
Practice Exercise
Subject Verb Agreement
Beat the Clock game
Use Practice exercises 1-9 from WW text on pp. 370-379
· Differentiate between regular and irregular verbs.
(Will be evaluated in Quiz 3).
Activity 5.2:
Practice Exercise
Regular and Irregular Verbs
Use M/C questions from PH Words Test Course Off the Shelf,
module 11.31, Recall questions.
Use WW practice exercises 1, 5-8 on pp. 346-355.
· Discriminate between incorrect and correct usage of verbs in
writing samples.
Activity 5.3:
Discussion Forum
Correct usage of verbs
Notes to CW for Lesson 5
Wherever possible, add additional ESL practice exercises online
(not graded) for this lesson.
6
Using Pronouns Correctly
The Writer’s World
Chapter 28: Pronouns (pp. 414-416, 405-413)
Define pronouns, state their usage rules, and recognize proper
use of them in writing.
· Define pronoun and describe types of pronouns.
(Will be evaluated in Quiz 3).
Writing warmup: Have students write a paragraph on their
favorite restaurant. Submitted, but not graded.
Online exercise where students replace nouns with appropriate
pronouns.
· State pronoun-antecedent agreement rules.
(Will be evaluated in Quiz 3).
Strike out or Beat the Clock.
· State pronoun case rules.
(Will be evaluated in Quiz 3).
Strike out or Beat the Clock.
· List common problems with pronoun usage.
(Will be evaluated in Quiz 3).
· Discriminate between incorrect and correct usage of pronouns
in writing samples.
Activity 6.1
Practice Exercises
Pronoun-antecedent agreement
Activity 6.3
Practice Exercise
Pronoun Case
Activity 6.2
Discussion Forum
Proper use of Pronouns
M/C or Beat the Clock using questions from PH Florida Exit test,
Exercises on p. 145-146; PH Editing Workbook, Exercises 2.11-2.13
on pp. 24-25
Activity 6.4:
Quiz 3
Verbs and Pronouns
Notes to CW for Lesson 6
Wherever possible, add additional ESL practice exercises online
(not graded) for this lesson.
7
Using Nouns Correctly and the Descriptive Paragraph
The Writer’s World
Chapter 27: Nouns, Determiners, and Prepositions (p. 389)
Chapter 35: Capitalization and Other Punctuation Marks (pp.
503-504)
Chapter 6: Description (pp. 77-84)
Define nouns, state their usage rules, and recognize proper use
of them in writing.
· Define noun.
(Will be evaluated in Quiz 4).
Writing warmup: Have students write a paragraph on their commute
to work. Submitted, but not graded.
Use Ph Words, Off the Shelf Reading Course, Lesson 11.11 “Watch”
info on nouns. [Note to DH—Please use this content and build an
interesting animation on nouns based on the content in the Watch
section.]
· Differentiate between common and proper nouns.
(Will be evaluated in Quiz 4).
M/C or Beat the Clock using info from Lesson 11.11 “Watch” clip
from above.
· State the rules for capitalization.
(Will be evaluated in Quiz 4).
M/C or Beat the Clock using PH Words, “Off the Shelf” course,
lesson 11.71
· List and describe the types of nouns.
(Will be evaluated in Quiz 4).
Crossword, Strikeout, Matching, or Word Scramble
· Discriminate between incorrect and correct usage of nouns and
capitalization in writing samples.
Activity 7.1
Practice Exercise
Nouns
Activity 7.2
Practice Exercise
Capitalization
Ph Words 11.11
Describe the paragraph pattern types.
· List the rules for writing a descriptive paragraph.
(Will be evaluated in Quiz 4).
Students are provided with a list of Topic sentences and are
asked to select those that lend themselves most to a descriptive
paragraph.
Construct grammatically correct paragraphs.
· Write a descriptive paragraph applying the correct usage of
nouns.
Activity 7.3:
Writing Assignment
Descriptive Paragraph
Activity 7.4:
Discussion Forum
Descriptive Paragraph Checklist
Students play the role of “teacher.” They are presented with
paragraphs that meet all but 1 criteria in checklist. They then
select the criteria that is not met and “grade” the paper with
feedback. Could be scenario based.
Notes to CW for Lesson 7
8
Using Modifiers Correctly
The Writer’s World
Chapter 30: Mistakes with Modifiers (pp. 439-441, 443)
Chapter 29: Adjectives and Adverbs (pp. 425-435)
Chapter 3: Revising and Editing (pp. 39-49)
Define modifiers, state their usage rules, and recognize proper
use of them in writing.
· Identify the types of modifiers.
(Will be evaluated in Quiz 4).
Writing warmup: Have students write a paragraph on their morning
ritual. Submitted, but not graded.
Matching exercises. Use recall and apply exercises from PH
Words, “Off the Shelf Reading” Course, Lessons 11.51 and 11.52.
· Define adjectives and adverbs.
(Will be evaluated in Quiz 4).
Activity 8.1:
Practice Exercise
Modifiers
Animated examples and Beat the Clock exercises. Use recall and
apply exercises from PH Words, “Off the Shelf Reading” Course,
Lessons 11.51 and 11.52; Exercises 5.4 and 5.5 in PH Editing
Workbook p. 52-53; WW Practice Exercises 1, 3-9 on pp 426-436
· Recognize dangling and misplaced modifiers in writing
samples.
Activity 8.2:
Discussion Forum
Dangling and Misplaced Modifiers
A timed exercise where student is eyewitness to a crime and must
select the one sentence from a list of 3 or 4 that answers each of
the policewoman’s questions clearly. If they pick the misleading or
confusing sentence (because of a misplaced modifier) the
policewoman must clarity and that takes up time and the crook gets
away. If they are clear, the crook is caught.
Online practice activities taken from:
WW Practice 1,2, 5 on pp. 441-446; PH Grammar Workbook,
Exercises 13.2 – 31.8 on pp 149-157
Describe and apply the four steps of the writing process.
· State the purpose and process for revising and editing.
(Will be evaluated in Quiz 4).
Use recall and apply exercises from PH Words, Paragraphs Course,
Lessons 1.1.8, 1.1.10, and 1.1.11. Turn into a Beat the clock and
Ordering exercise.
· Practice Revising and Editing Techniques
Activity 8.3:
Writing Assignment
Revising and Editing
Activity 8.4:
Course Project
Writing Portfolio
Activity 8.5:
Quiz 4
Nouns and Modifiers
Notes to CW for Lesson 8
From here on out, students will be revising and editing their
prior work. Whatever you can do in the lesson presentation to
provide guidance on this would be great!
9
Punctuation: Using Commas and End Marks Correctly and the
Narration Paragraph
The Writer’s World
Chapter 33: Commas (pp. 477-485)
Chapter 5: Narration (pp. 64-75)
PH Editing Workbook
Chapter 9: Punctuation/ Exclamation Marks (pp. 102-103)
PH Words
Off the Shelf Course: Module 11.61, Watch
Identify the rules for using commas, end marks, apostrophes, and
quotation marks, and recognize proper use of them in writing.
· List the uses of a comma and state the rules for comma usage
in the English language.
(Will be evaluated in Quiz 5).
Writing warmup: Have students write a paragraph on their
favorite actor. Submitted, but not graded.
Beat the Clock activity. Use PH Words, Course Biays, Module
1.16.3 Recall exercises.
[Note to DH—make an electronic content file for the PH Editing
Workbook reading and the PH Words reading above]
· Identify end marks, list the uses of end marks, and state the
rules of end mark usage in the English language.
(Will be evaluated in Quiz 5).
Show animated exercises showing rules.
· Discriminate between incorrect and correct usage of commas and
end marks in writing samples.
Activity 9.1
Practice Exercise
Commas and End Marks
Online practice using Practice 4-5 and Final Review in WW, pp.
482-489; PH Grammar Workbook, Exercises 15.1-15.3 (pp 175-176)
Describe the paragraph pattern types.
· List the rules for writing a narration paragraph.
(Will be evaluated in Quiz 5).
Construct grammatically correct paragraphs.
· Write a narration paragraph correctly applying the rules for
commas and end marks.
Activity 9.2:
Writing Assignment
Narration Paragraph
Activity 9.3:
Discussion Forum
Narration Paragraph Checklist
Activity 9.4:
Course Project
Writing Portfolio
Online sample exercises
PH Words, Paragraphs Course, Module 2.4.1 Apply Exercises
Notes to CW for Lesson 9
Make sure to include onscreen presentation for content presented
in the PH Editing Workbook and PH Words Readings above.
10
Punctuation— Using Apostrophes and Quotation Marks Correctly
The Writer’s World
Chapter 34: The Apostrophe, Quotation Marks, and Titles (pp.
490-494, 495-496)
Identify the rules for using commas, end marks, apostrophes, and
quotation marks, and recognize proper use of them in writing.
· Define and identify the usage rules for apostrophes and
quotation marks.
(Will be evaluated in Quiz 5).
Writing warmup: Have students write a paragraph on a recent trip
or vacation. Submitted, but not graded.
Matching or Single Choice. Use content from PH Words, Course
Biays, Module 1.16.4, Recall and Apply.
· Discriminate between incorrect and correct usage of
apostrophes and quotation marks in writing samples.
Activity 10.1
Practice Exercise
Apostrophes
Activity 10.2
Practice Exercise
Quotation Marks
Practice exercises from PH Editing Workbook, 9.6, 9.7, and 9.8
on pp. 98-100.
Describe and apply the four steps of the writing process.
· Practice Revising and Editing Techniques
Activity 10.3:
Discussion Forum
Revising and Editing
Activity 10.4:
Course Project
Writing Portfolio
Activity 10.5:
Quiz 5
Punctuation
Notes to CW for Lesson 10
11
Spelling, Using Words Correctly, and the Process Paragraph
The Writer’s World
Chapter 32: Spelling and Commonly Confused Words (pp. 459-467,
469-471)
Chapter 7: Process (pp. 88-99)
Identify rules for diction usage in the English language.
· Identify rules for spelling.
(Will be evaluated in Final Exam)
Writing warmup: Have students write a paragraph on what they’ve
learned in this class. Submitted, but not graded.
· Memorize commonly confused words.
(Will be evaluated in Final Exam)
Activity 11.1
Practice Exercise
Spelling Flashcards
Beat the clock exercise using the 120 misspelled words on pp.
466 – 467 in WW
· Describe what is meant by exactness.
(Will be evaluated in Final Exam)
· Define a cliché, and describe how to avoid its use.
(Will be evaluated in Final Exam)
Describe the paragraph pattern types.
· List the rules for writing a process paragraph.
(Will be evaluated in Final Exam)
Construct grammatically correct paragraphs.
· Write a process paragraph correctly applying the rules for
diction.
Activity 11.2:
Writing Assignment
Process Paragraph
Activity 11.3:
Discussion Forum
Process Paragraph Checklist
Activity 11.4:
Course Project
Writing Portfolio
Students play the role of “teacher.” They are presented with
paragraphs that meet all but 1 criteria in checklist. They then
select the criteria that is not met and “grade” the paper with
feedback. Could be scenario based.
Notes to CW for Lesson 11
12
Activity 12.1
Exam
Final Exam
Activity 12.2
Course Project
Writing Portfolio
Course Activity Matrix
Lsn
Activity #
Activity Title
Activity Type
Activity Description
Deliverable
Due Date
Time on Task (hrs)
Grading Criteria/Considerations
1
1.1
Why is writing important?
Discussion Forum
17. Each student posts the following information to a discussion
board:
· Name
· Profession
· How improved writing skills can benefit them in their career
and everyday life.
18. Students read the other students postings.
19. Instructor reviews postings.
20. Instructor circulates an email to entire class summarizing
the top 10 ways this class feels improved writing skills can help
them.
Discussion forum participation
Prior to Lesson #2
.5
Students graded on their participation level. See Discussion
Forum Rubric for guidance.
1.2
Intended Audience
Practice Exercise
21. Each student creates and submits 2 email messages (about 4-5
sentences a piece) about career goals—one written to a friend and
one to a boss.
22. Instructor can choose any sample messages to distribute and
annotate to the whole class.
Email text for 2 messages
Prior to Lesson #2
.5
Use Written Assignment Rubric—only grade on criteria dealing
with audience. Students will be graded on whether the message is
appropriate for each audience.
1.3
Exploring Techniques
Practice Exercise
23. Students choose a topic from the list below:
· Balancing family and work
· Planning a vacation
· Study habits
24. Students choose 2 exploring techniques (choose from
freewriting, brainstorming, questioning, or clustering)
25. Students go through exploring techniques, document the
results, and post to instructor.
½ to 1 page exercise
Prior to Lesson #2
1.0
Students will be graded on the following:
· If 2 techniques were completed.
· Number of ideas documented for each technique.
· If technique process was applied correctly.
1.4
Progressive Paragraph
Discussion Forum
26. Students are directed to The Writer’s Desk, p. 24 in WW
book.
27. For each of the 5 topics listed, the student will provide
either the narrowed topic, topic sentence, supporting sentences, or
conclusion.[Note to CW: For this and other exercises where the
students pair off or form groups, assign each student a number at
the beginning of the course and have instructor form groups by
posting the student numbers who will work together.]
28. Student 1 will provide the narrowed topic and post. Student
2 will provide the topic sentence and post. Student 3 will provide
the supporting statement #1 and post. Student 4 will provide the
supporting statement #2 and post. Student 5 will provide the
concluding paragraph and post.
29. “Progressive” paragraphs are posted for all students to
review.
Discussion forum participation
Prior to Lesson #2
1.0
Students graded on their participation level. See Discussion
Forum Rubric for guidance.
1.5
Paragraph Construction
Writing Assignment
(Refer to Activity 1.3 above)
30. For the topic chosen in Activity 1.3, students will perform
and document the appropriate exploring strategy.
31. Students construct and document a paragraph plan for that
topic.
32. Students write a paragraph based on the prewriting
activities.
1-2 page paper including prewriting steps and a completed
paragraph
Prior to Lesson #2
1.5
Students will be graded based on:
· If the prewriting is complete.
· If the prewriting is done correctly.
· Written paragraph graded based on Writing Assignment Rubric,
focusing on the criteria dealing with paragraph elements being
present.
1.6
Writing Portfolio
Course Project
[See Course Project Phase 1]
Creation of Writing Portfolio Table
Lesson 12
.5
Students will be graded based on:
· Completion of portfolio
· Organization of portfolio
· Quality of paragraphs based on Writing Assignment Rubric
2
2.1
Illustration Paragraph Q/A
Practice Exercise
33. Students are directed to the “Apply” exercise in Ph Words,
number 2.2.1.
34. Answer all 10 questions in the exercise
Exercise Answers
Prior to Lesson #3
.5
Right/Wrong answers.
2.2
Illustration Paragraph
Writing Assignment
35. Students are directed to “Writing Activity 1” exercise in
WW, p. 62.
36. Students are to choose 1 topic from the list.
37. Students are to write and submit prewriting and a completed
illustration paragraph based on that topic.
1-2 page paper including prewriting steps and a completed
paragraph
Prior to Activity 2.3
1.5
Graded based on Writing Assignment Rubric, placing the least
emphasis on grammar.
2.3
Illustration Paragraph Checklist
Discussion Forum
38. Students post the illustration paragraph they wrote in
Activity 2.2.
39. Students refer to the Illustration Paragraph Checklist found
in WW on p. 63
40. Students critique another student’s paragraph using the
checklist.
Peer feedback
Prior to Lesson #3
.5
Students graded on their participation level. See Discussion
Forum Rubric for guidance.
2.4
Writing Process and Paragraph Patterns
Quiz 1
(Refer to Recall activities in PH Words, sections 1.1.5, 1.1.7,
1.1.12, 1.41, 2.2.1)
20 Question Quiz
Prior to Lesson #3
1.5
Right/Wrong answers.
3
3.1
Identifying Parts of a Sentence
Practice Exercise
41. Students are directed to “recall” and “apply exercises in Ph
Words, Test Biays Course, module 1.1.1.
42. Students complete and submit recall questions.
43. Students complete and submit apply questions.
Exercise Answers
Prior to Lesson #4
1.0
Right/Wrong answers.
3.2
Sentence Classification
Discussion Forum
44. Students write 5 sentences on a topic of their choice.
45. Students post their sentences.
46. Students classify other student’s sentences as either
simple, compound, or complex.
5 sentences and peer feedback
Prior to Lesson #4
1.0
Students graded on their participation level. See Discussion
Forum Rubric for guidance.
3.3
Simple, compound and complex sentences
Writing Assignment
47. Students are directed to “Final Review” exercise in WW, p.
289.
48. Students are to rewrite and submit the three paragraphs in
the Final Review, changing simple sentences to compound and complex
sentences.
3 paragraphs
Prior to Lesson #4
1.5
Graded based on Writing Assignment Rubric, placing the least
emphasis on grammar.
4
4.1
Fragments
Practice Exercise
49. Students are directed to “recall” and “apply” exercises in
Ph Words, Test Biays Course, module 1.6.1.
50. Students complete and submit recall questions.
51. Students complete and submit apply questions.
Exercise Answers
Prior to Lesson #5
.5
Right/Wrong answers.
4.2
Comma Splices and Run-ons
Practice Exercise
52. Students are directed to “recall” and “apply” exercises in
Ph Words, Test Biays Course, module 1.3.1.
53. Students complete and submit recall questions.
54. Students complete and submit apply questions.
Exercise Answers
Prior to Lesson #5
.5
Right/Wrong answers.
4.3
Classification Paragraph
Writing Assignment
55. Students are directed to “Writing Activity 2” exercise in
WW, p. 124.
56. Students follow instructions.
57. Students are to write and submit a completed classification
paragraph based on that topic.
Completed paragraph
Prior to Activity 4.4
1.0
Graded based on Writing Assignment Rubric, placing the least
emphasis on grammar.
4.4
Classification Paragraph Checklist
Discussion Forum
58. Students post the classification paragraph they wrote in
Activity 4.4.
59. Students refer to the Classification Paragraph Checklist
found in WW on p. 125
60. Students critique another student’s paragraph using the
checklist.
Peer feedback
Prior to Lesson #5
.5
Students graded on their participation level. See Discussion
Forum Rubric for guidance.
4.5
Sentences
Quiz 2
(Refer to Recall activities in PH Words, sections [Note to
CW—please fill in appropriate PH Words sections mapped to content
in Lessons 3-4 ]
20 Question Quiz
Prior to Lesson #5
1.5
Right/Wrong answers.
5
5.1
Subject Verb Agreement
Practice Exercise
61. Students are directed to “recall” and “apply” exercises in
Ph Words, Test Course Off the Shelf, module 11.33.
62. Students complete and submit recall questions.
63. Students complete and submit apply questions.
Exercise Answers
Prior to Lesson #6
.5
Right/Wrong answers.
5.2
Regular and Irregular Verbs
Practice Exercise
64. Students are directed to Practice exercises 2, 3, and 4 in
WW (pp. 371-374)
65. Students complete and submit exercises.
Exercise Answers
Prior to Lesson #6
1.0
Right/Wrong answers.
5.3
Correct Usage of Verbs
Discussion Forum
66. Students are directed to the WW Final Reviews on pp. 357 and
381.
67. Student’s are paired with another student.
68. Each student completes 1 question from each Final Review and
post.
69. Student partner reviews the original student post and
provides written feedback.
Posted problems and student feedback
Prior to Lesson #6
1.0
Students graded on their participation level. See Discussion
Forum Rubric for guidance.
6
6.1
Pronoun-antecedent agreement
Practice Exercise
70. Students are directed to Practice exercises 5, 6, and 7 in
WW (pp. 414-418)
71. Students complete and submit exercises.
Exercise Answers
Prior to Lesson #7
1.0
Right/Wrong answers.
6.2
Pronoun Case
Practice Exercise
72. Students are directed to Practice exercises 2 and 4 in WW
(pp. 410-414)
73. Students complete and submit exercises.
Exercise Answers
Prior to Lesson #7
1.0
Right/Wrong answers.
6.3
Proper use of Pronouns
Discussion Forum
74. Students are directed to the Writer’s Circle in WW (pp.
424)
75. Students are paired off.
76. Students write interview questions and send to their partner
in an email.
77. The partner replies with the answers to the interview
questions.
78. Each student then writes the paragraph as instructed in
exercise.
79. Completed paragraphs are posted.
80. Students read all postings.
Posted paragraph and student feedback
Prior to Lesson #7
1.5
Students graded on their participation level. See Discussion
Forum Rubric for guidance.
6.4
Verbs and Pronouns
Quiz 3
(Refer to Recall activities in PH Words, sections [Note to
CW—please fill in appropriate PH Words sections mapped to content
in Lessons 5-6 ]
20 Question Quiz
Prior to Lesson #7
1.5
Right/Wrong answers.
7
7.1
Nouns
Practice Exercise
81. Students are directed to Practice 1 and 4 in WW (pp. 391 and
395);
82. Students follow instructions for the exercises.
83. Students complete and submit exercises.
Exercise Answers
Prior to Lesson #8
.5
Right/Wrong answers.
7.2
Capitalization
Practice Exercise
84. Students are directed to Practice 1 in WW (pp. 505-506);
Exercises 14.1 and 14.2 in PH Editing Workbook pp. 145-146.
85. Students follow instructions for the exercises.
86. Students complete and submit exercises.
Exercise answers
Prior to Lesson #8
1.0
Right/Wrong answers.
7.3
Descriptive Paragraph
Writing Assignment
87. Students are directed to “Writing Activity 1” exercise in
WW, p. 86.
88. Students choose a topic from the list provided.
89. Students are to write and submit a completed description
paragraph based on that topic.
Completed paragraph
Prior to Activity 7.4
1.0
Graded based on Writing Assignment Rubric.
7.4
Descriptive Paragraph Checklist
Discussion Forum
90. Students post the description paragraph they wrote in
Activity 7.3.
91. Students refer to the Descriptive Paragraph Checklist found
in WW on p. 87.
92. Students critique another student’s paragraph using the
checklist.
Peer feedback
Prior to Lesson #8
.5
Students graded on their participation level. See Discussion
Forum Rubric for guidance.
8
8.1
Modifiers
Practice Exercise
93. Students are directed to the following:
· Practice 2 in WW (pp. 427-428)
· P. 103, PH Florida Exit exam
· Exercise 6.4 and 6.5, PH Editing Workbook (pp. 61-62)
94. Students follow instructions for the exercises.
95. Students complete and submit exercises.
Exercise answers
Prior to Lesson #9
1.0
Right/Wrong answers.
8.2
Dangling and Misplaced Modifiers
Discussion Forum
96. Students are directed to Practice 3 and 4 in WW (pp.
444-445)
97. Students are paired off.
98. 1st student completes Practice 3 and submits to 2nd student
for review.
99. 2nd student completes Practice 4 and submits to 1st student
for review.
100. Students submit both the exercises and review comments to
instructor.
Exercise answers and review comments
Prior to Lesson #9
1.0
Students graded on their participation level. See Discussion
Forum Rubric for guidance.
8.3
Revising and Editing
Writing Assignment
101. Students are directed to their completed paragraph from
Activity 1.5
102. Students apply the editing and revising techniques to
refine their paragraph. Emphasize addition of modifiers in the
exercise.
103. Students submit revised paragraph to instructor.
Paragraph
Prior to Lesson #9
1.0
Graded based on Writing Assignment Rubric.
8.4
Writing Portfolio
Course Project
[See Course Project Phase 2]
Edited Illustration and Classification Paragraph
Lesson 12
1.5
Students are graded based on:
· Completion of portfolio
· Organization of portfolio
· Quality of paragraphs based on Writing Assignment Rubric
8.5
Nouns and Modifiers
Quiz 4
(Refer to Recall activities in PH Words, sections [Note to
CW—please fill in appropriate PH Words sections mapped to content
in Lessons 7-8 ]
20 Question Quiz
Prior to Lesson #9
1.5
9
9.1
Commas and End Marks
Practice Exercise
104. Students are directed to the following:
· Practice 1-2 in WW (pp. 478-480)
· PH Words, Off the Shelf Course, Module 11.61 Apply.
· Exercise 9.10, PH Editing Workbook (pp. 103)
105. Students follow instructions for the exercises.
106. Students complete and submit exercises.
Exercise answers
Prior to Lesson #10
1.5
Right/Wrong answers.
9.2
Narration Paragraph
Writing Assignment
107. Students are directed to “Writing Activity 1” exercise in
WW, p. 74.
108. Students choose a topic from the list provided.
109. Students are to write and submit a completed narration
paragraph based on that topic.
Paragraph
Prior to Activity 9.3
1.0
Graded based on Writing Assignment Rubric.
9.3
Narration Paragraph Checklist
Discussion Forum
110. Students post the narration paragraph they wrote in
Activity 9.2.
111. Students refer to the Narration Paragraph Checklist found
in WW on p. 75.
112. Students critique another student’s paragraph using the
checklist.
Peer Feedback
Prior to Lesson #10
.5
Students graded on their participation level. See Discussion
Forum Rubric for guidance.
9.4
Writing Portfolio
Course Project
[See Course Project Phase 3]
Edited Descriptive Paragraph
Lesson 12
.75
Students are graded based on:
· Completion of portfolio
· Organization of portfolio
· Quality of paragraphs based on Writing Assignment Rubric
10
10.1
Apostrophes
Practice Exercise
113. Students are directed to Practice 1, 3, 4, and 5 in WW (pp.
491-495)
114. Students follow instructions for the exercises.
115. Students complete and submit exercises.
Exercise Answers
Prior to Lesson #11
1.0
Right/Wrong answers.
10.2
Quotation Marks
Practice Exercise
116. Students are directed to Practice 8 and Final Review in WW
(pp. 499-502)
117. Students follow instructions for the exercises.
118. Students complete and submit exercises.
Exercise Answers
Prior to Lesson #11
1.0
Right/Wrong answers.
10.3
Revising and Editing
Discussion Forum
119. Students are directed to post one of their completed
paragraph assignments from Lessons 1-4.
120. Students pair off.
121. Each student revises and edits the paragraph and posts
revised paragraph.
Revised Paragraph
Prior to Lesson #11
1.0
Students graded on their participation level. See Discussion
Forum Rubric for guidance.
10.4
Writing Portfolio
Course Project
[See Course Project Phase 3]
Edited Narration Paragraph
Lesson 12
.75
Students are graded based on:
· Completion of portfolio
· Organization of portfolio
· Quality of paragraphs based on Writing Assignment Rubric
10.5
Punctuation
Quiz 5
(Refer to Recall activities in PH Words, sections [Note to
CW—please fill in appropriate PH Words sections mapped to content
in Lessons 9-10 ]
20 Question Quiz
Prior to Lesson #11
1.5
11
11.1
Spelling Flashcards
Practice Exercise
122. Students are directed to online Practice Activity 11.1
123. Online activity involves an animated flashcard containing
descriptions of commonly confused words.
124. Students are to type in the correct word with the correct
spelling for the word described in #2.
125. Students submit their activity upon completion.
Submitted exercise.
Prior to Lesson #12
1.0
Right/Wrong answers.
11.2
Process Paragraph
Writing Assignment
126. Students are directed to “Writing Activity 1” exercise in
WW, p. 98.
127. Students choose a topic from the list provided.
128. Students are to write and submit a completed process
paragraph based on that topic.
Paragraph
Prior to Activity 11.3
1.0
Graded based on Writing Assignment Rubric.
11.3
Process Paragraph Checklist
Discussion Forum
129. Students post the process paragraph they wrote in Activity
11.2.
130. Students refer to the Process Paragraph Checklist found in
WW on p. 99.
131. Students critique another student’s paragraph using the
checklist.
Peer Feedback
Prior to Lesson #12
.5
Students graded on their participation level. See Discussion
Forum Rubric for guidance.
11.4
Writing Portfolio
Course Project
[See Course Project Phase 5]
Portfolio Construction
Lesson 12
1.0
Students are graded based on:
· Completion of portfolio
· Organization of portfolio
· Quality of paragraphs based on Writing Assignment Rubric
12
12.1
Final Exam
Exam
132. Students complete the open book final exam.
60 Question Final Exam
6.0
Right/Wrong Answers
12.2
Writing Portfolio
Course Project
133. Students submit their completed Writing Portfolio.
Writing Portolio
Lesson #12
Students are graded on the completion of their work, the
organization of the portfolio, and the quality of their paragraphs
based on the Writing Assignment Rubric.
Time on Task Grid
Lesson
Reading(hours)
Estimated On-screen time (hours)
Outside Class Activities (hours)
Evaluations
(hours)
Course Project
(hours)
Lesson Total
(hours)
1
(24 pp) .75
1.5
4.5
--
.5
7.25
2
(20 pp) .5
1.5
2.5
1.5
--
6.0
3
(12 pp) .5
1.5
3.5
--
--
5.5
4
(11 pp) .5
1.5
2.5
1.5
--
6.0
5
(13 pp) .5
1.5
2.5
--
--
4.5
6
(10 pp) .5
1.5
3.5
1.5
--
7.0
7
(10 pp) .5
1.5
3.0
--
--
5.0
8
(23 pp) .75
1.5
2.5
1.5
1.5
7.75
9
(20 pp) .5
1.5
3.0
--
.75
5.75
10
(6 pp) .25
1.5
3.0
1.5
.75
7.0
11
(21 pp) .75
1.5
2.5
--
1.0
5.75
12
--
--
--
6.0
--
6.0
Total (hours)
6.0
16.5
33.0
13.5
4.5
73.5
Credit Hour Designation
According to several academic institutions, academic credit is a
measure of the total time commitment required of a typical student
in a particular course of study. Total time is comprised of:
1) Time spent “in class”
2) Time spent in a laboratory, studio, or other scheduled
activity
3) Time spent reading, studying, problem solving, writing, or
other activity.
In a traditional, lecture-led course, one credit hour is usually
assigned for 3 hours of student work per week, including time spent
in class and out of class. This credit hour assignment assumes a
fixed course length, which typically ranges between 12-15 weeks
depending on the academic program.
Unlike traditional courses, online courses can vary widely in
the course length, depending on the needs of the student and the
administration requirements of the educational institution. An
online course of 6 weeks can cover the identical content of an
online course that is spread out over 10 weeks. Thus, credit hours
for online courses should be assessed based on the total time
required to complete the course ( “time on task”).
For online courses, one credit hour will equal 20-25 hours time
on task. Therefore,
A 3-credit course will consist of 60-75 hours time on task.
A 4-credit course will consist of 75-100 hours time on task.
Based on the above, the Development English 1: Sentence to
Paragraph course, with an estimated 73.5 hours time on task, will
be designated as a 3-credit hour course.
Grading Criteria
Weighted Grading Breakdown
Activity Types
Weights (%)
Discussion Forums
15%
Practice Exercises
15%
Writing Assignments
25%
Quizzes
20%
Exams
10%
Course Project
15%
TOTAL
100%
Grading Conversion Table
Letter Grade
Percentage
Grade Point
A
90 - 100%
4.0
B+
85 - 89%
3.5
B
80 - 84%
3.0
C+
75 - 79%
2.5
C
70 - 74%
2.0
D+
65 - 69%
1.5
D
60 - 64%
1.0
F
<60%
0.0
Course Project
Project Name
Writing Portfolio
Project Description
The purpose of this project is to provide the student with an
opportunity to illustrate their writing progress and to apply the
writing process and grammar rules learned from this course. The
course project requires students to resubmit writing assignments
from throughout the course, giving them the opportunity to edit
their work prior to resubmission.
Project Objectives
At the completion of this project, the student will be able
to:
Apply the steps of the writing process to write grammatically
correct paragraphs.
Recognize the difference between the illustration,
classification, description, narration, and process paragraphs.
Project Deliverables
A writing “portfolio” containing writing samples from throughout
the course. The portfolio will contain:
· The student’s initial paragraph writing assignment (Activity
#1.5, unedited for illustration of course progression)
· An illustration paragraph (Activity 2.2, edited for final
submission)
· A classification paragraph (Activity 4.3, edited for final
submission)
· A descriptive paragraph (Activity 7.3, edited for final
submission)
· A narration paragraph (Activity 9.2, edited for final
submission)
· A process paragraph (Activity 11.2, edited for final
submission)
Project Details
Project Phase
Deadline
Lesson #
Student Deliverables
Requirements of Project Phase
Grading Weights
(% of project grade)
[1]
(Assigned Lesson 1)
Due Lesson 12
· Unedited Initial paragraph
· Students set up a Writing Portfolio folder
· Students place their initial paragraph for the course into
their portfolio.
0% (just ensure it is included)
[2]
(Assigned Lesson 8)
Due Lesson 12
· Edited Illustration and Classification paragraphs
· Students access their completed paragraphs from Activities 2.
Students reference the feedback obtained from their peers in
Activities 2.3 and 4.4.
· Students edit their paragraphs and place them into their
portfolio folder.
40%
[3]
(Assigned Lesson 9)
Due Lesson 12
· Edited Descriptive paragraph
· Students access their completed paragraphs from Activity
7.3
· Students reference the feedback obtained from their peers in
Activity 7.4.
· Students edit their paragraphs and place them into their
portfolio folder.
20%
[4]
(Assigned Lesson 10)
Due Lesson 12
· Edited Narration paragraph
· Students access their completed paragraphs from Activity
9.2.
· Students reference the feedback obtained from their peers in
Activity 9.3.
· Students edit their paragraphs and place them into their
portfolio folder.
20%
[5]
(Assigned Lesson 11)
Due Lesson 12
· Portfolio construction
· Students place their edited paragraphs into their portfolio
folder
· Students set up a document with a TOC and 1-paragraph per
page.
· For each paragraph above, student adds a title and a
description of the type of paragraph, and pastes that paragraph
onto the page.
· Student submits course project to instructor.
20%
ID�5
Developmental English 1: Sentence to ParagraphPage 1 of
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Dev English 1 Design Document Final 30NOV05