Syllabus

ENOS11 Contemporary English Language 1 is a comprehensive course which allows you to improve your English by giving you a practical understanding of the language and how to use it. Our teaching methodology enables you to learn how English is spoken and used in real-life, day-to-day situations. Focusing on the four skills (reading, writing, speaking and listening), you will practise speaking and writing skills along with sharpening grammar, vocabulary, and meta-language. Every lesson will be based on a specific topic or theme. The language skills and grammar are taught within the framework of the topic and serve to help you apply everything you have learned in a natural way. Teachers and academic staff will be on hand to give you ongoing support, encouragement, advice and feedback and to steadily guide you to B2 level of English competence. Your progresses is assessed continually.

This is a hybrid course beacuse it blends brick and mortar classroom with online learning. The primary goals of transforming this course into a hybrid are: a) ensuring the continuity of learning and b) facilitating student centered learning. The course will combine two learning environments each dealing with separate set of content and learning skills, which would also support each other in the ‘presentation-practice-production’ cycle: 

Face to face

This approach will primarily free up the class time for productive skills, especially for much needed speaking practice and simulation. It will also be a time for you to acquire and use meta skills through collaborative projects. More information about it in the Module chapter.

Virtual classroom 

Virtual classroom will act as supporting learning platform in a sense that it will contain the syllabi and all the course materials, something to fall back on in case you miss a class. In addition, it will be a home to skills such as reading and writing. Finally, the automated platform will serve as a testing tool. Being a social learning tool as well, it will be our class network. Embedded video conferencing software, instant messaging, white board, collaborative document editing and other groupware tools are invaluable for cooperative learning, as well as for one-to-one consults.

Course workload and ECTS

This course is awarded 10 ECTS, the acronym stands for European Credit Transfer System and is equivalent to 25-30 hours of work. This means you need to spend 250 to 300 hours working during the course to successfully complete it. The number of hours is divided between class work, online learning and individual work at home. This course has 5 classes per week which means you will spend 120 hours in the classroom. Online component of the course requires of you to spend 2-3 hours per week, which is adds to 80 hours during the school year. Rest of the time is left for your individual studying and reading at home.

Prerequisites 

In order to actively participate in all aspects of the course there are several requirements. First of all, you will need a working desktop or laptop computer with OS Windows XP or later, a viable ADSL, cable, or WiFi internet connection, a web camera, and a headset (earphones and a microphone).  If you do not own a computer, or have no internet access, there are several ways to bypass it. Firstly, all student dorms offer a free service of a computer center with internet access. Secondly, the school offers free WiFi as well as several computer stations in the Library.

This implies you having basic computer skills such as working with Internet browsers and Microsoft Office Suite.  

During this course, you will:

• use the new vocabulary in the context of assigned readings.
• read a range of literary and academic texts
• read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information.
• discuss the reading in a classroom setting and in the group blog.
• summarize and paraphrase the main idea of the reading.
• answer several different types of questions from the reading: gist, purpose, detail and reference.
• use the appropriate strategies to construct meaning: before, during, and after reading strategies.
• construct meaning within the context of your own understanding and experiences.

• listen with understanding to short academic lectures and other related oral content. The subject matter of these lectures is complex and is delivered at normal speed. 
• accurately identify and understand the main ideas and details presented.
• take clear notes, using signal words as organizational cues, also making lists, noting definitions, linking examples to main ideas, identifying cause and effect, and identifying points of view.

• discuss the topics meaningfully and fluently with the teacher and with colleagues. Some of the discussion strategies you will employ are asking for and sharing opinions and ideas, agreeing and disagreeing, offering facts and examples, asking clarification questions, seeking confirmation, paraphrasing, and managing a discussion.
• present your thoughts in an understandable manner. You will occasionally use sentences containing complex grammatical constructions with some errors, but not of a serious enough nature to prevent understanding.
• construct and deliver a 5-minute presentation.
• demonstrate vocabulary usage appropriate to the speaking tasks in presentations.
• include organized content appropriate to the speaking tasks in presentations.
• produce understandable standard English appropriate to the high intermediate level and to the speaking tasks.
• participate in peer assessment of class presentations.
• participate in class discussions and social dialogue.

• demonstrate understanding of and ability to produce the targeted academic writing tasks.
• follow the steps of the writing process to produce assignments.
• adequately use Standard English grammar in writing assignments.
• adequately use content material and vocabulary appropriate to the writing assignments.
• participate in self-assessment and peer-assessment analysis exercises.
• complete the class blog assignments and constructively comment on the blog posts of your colleagues.

• use the targeted grammatical patterns in both speaking and writing with a high degree of accuracy.
• demonstrate knowledge of the explanations and rules for the conventions of standard spoken and written English.
• use the most appropriate grammatical structures in a variety of contexts.
• correct your own errors when given appropriate feedback.
• correct your colleagues’ errors in a socially appropriate manner.

• pronounce words correctly and provide short definitions or synonyms for words.
• identify the part of speech of the words and presented forms, as well as identify context cues in texts for correct word form placement.
• use presented vocabulary in classroom activities, such as games, puzzles and discussions.
• use the presented vocabulary words and other word forms in appropriately in oral and written form.
• use the vocabulary items in discussions, with correct meanings.
• use appropriate collocations for some of the vocabulary items.

• critically select and evaluate the information on the internet.
• be aware of the legal and ethical use of the information.
• use digital media for expressing your opinions and ideas.
• collaboratively work in a team.
• constructively comment and criticize the work of your colleagues.

Course materials:

• Oxenden, C. & Latham-Koenig, C. (2012). New English File (Upper-Intermediate) Student book. Oxford: OUP.
• Oxenden, C. & Latham-Koenig, C. (2012). New English File (Upper-Intermediate) Work book. Oxford: OUP.
• Thompson, A. J. & Martinet, A. V. (2006). A Practical English Grammar. Oxford: OUP.
• Thompson, A. J. & Martinet, A. V. (2006). A Practical English Grammar: Exercises 1. Oxford: OUP.
• Thompson, A. J. & Martinet, A. V. (2006). A Practical English Grammar: Exercise 2. Oxford: OUP.
• McCarthy, M. & O'Dell, F. (2001). English Vocabulary In Use (Upper-intermediate). Cambridge: CUP.
• Townsend, S. (1986). The Secret Diary of Adrian Mole. London: Longman

Assessment and Grading

Your work in this course will be continually assessed and graded at the end. The course work will be assessed in several ways: 

Rubrics - a scoring tool that explicitly represents the performance expectations for an assignment or piece of work. It divides the assigned work into component parts and provides clear descriptions of the characteristics of the work associated with each component, at three levels of mastery. Rubrics will be used to assess your participation in online discussions. You can find the descriptive rubrics in chapter 4.1.

Peer review forms and checklist - some of your speaking assignments will be assessed by your classmates, not instructors. In turn, peer reviews are also going to be assessed by the instructor. To fascilitate this process we will use forms and checklist. You can find them in chapters 4.2 and 4.3. 

Final grade - your final grade is based on your complete work and performance during the course.

Grading criteria

Written exam comprises of three parts:

1. Dictation        
2. Reading test                                
3. Essay

Oral exam: You will be asked to read and translate into Serbian an excerpt from the chapters of The Secret Diary of Adrian Mole which you are required to read. The oral exam also includes three brief questions, two of which have to do with the excerpt you will be asked to read and translate; the third question is a general interest/opinion question.

Example: Read and translate the following excerpt, then answer the questions that follow.

The truant officer came round this afternoon; he caught me sitting in a deckchair in the front garden. He didn’t believe I was ill! He is reporting me to the school! The fact that I was sipping Lucozade whilst wearing pyjamas, dressing gown and slippers seemed to have escaped him. I offered to show him my yukky tonsils but he backed away and trod on the dog’s paw. The dog has got a low pain threshold so it went a bit berserk. My father came out and separated them but things could get nasty for us.

1. Define the word truant (line 1).
2. Combine the second and third sentence into one using the appropriate linking device.
3. Should university students be required to attend classes?

Open class discussion is an important and significant part of an online course. While class discussion whether online or face to face, can be characterized by free flowing conversation, there are identifiable characteristics that distinguish exemplary contributions to class discussion from those of lesser quality.  The criteria found on the rubric below will be used to assess the quality of your initial postings and responses to the postings and comments of peers during class discussion.  

Adapted from: Joan Vandervelde, University of Winsconsin – Stout 

Evaluate another speaker in your class, using the criteria listed below. Be sure to make at least two significant, constructive comments in each section. Give the speaker feedback on what you liked about the presentation as well as suggestions for improvement.

Student:                      ______________________________________________________           

Presentation topic:      ____________________________________________________

What did you like about this presentation?

What suggestions do you have for this speaker for the next presentation?

What grade would you give this presentation (A B C D F)? Why?

Your name: ___________________________________

Adapted form: Schaller, K. (2002). Principles of Effective Public Speaking: Student Workbook. Boston, MA: McGraw-Hill

Did the organizer:

• Develop a clear plan for the discussion?
• Arrange the physiscal space to meet the requirements of the presentation?
• Develop and use audio/visual aids?

Did participants:

• Know and stick to the outline?
• Keep contributions focused and BRIEF? 
• Avoid repetition of points already made?
• Listen carefully and critically?
• Indulge in friendly disagreements about important ideas?
• Appear knowledgeable and prepared to discuss? 
• Manage their nonverbal communication effectively? 
• Assist the moderator?

Did the moderator:

• Presented an opening statement to gain audience attention and create interest?
• Introduced the panelists?
• Asked questions to initiate discussion?
• Balance communication among the panelists?
• Keep the group on the agenda?
• Summarized the discussion?

Adapted from: UMW’s Speaking Center UNCG University Speaking Center, 256-1346,  http://speakingcenter.uncg.edu

Teacher’s expectations

The following ground rules will help your work in this course to go much more smoothly. Please carefully review these expectations and follow them.

1. You are expected to come to class on time. If you are absent from any part of the class, it is entirely your responsibility to ascertain what you missed. It is our recommendation that you establish a reliable way to communicate with classmates to help you with this. Also, you can always contact the instructors regarding time you have missed; we cannot re-teach the entire class, but we will answer intelligently prepared questions and help you stay on track.
2. Academic integrity will be appraised. For further details, read section 5.1 Academic Honesty.
3. Don’t turn in late assignments. Late submissions will result in a lower grade (will not be accepted).
4. Keep up with the reading. You have quite a few chapters, modules, discussion postings, and e-mail messages to read for the class. Please keep up with the reading. Students who keep up with the reading tend to do much better in this kind of class than those who do not.
5. Don’t miss a quiz. Missed quizzes may not be retaken.
6. Work with others. You are required to make every effort to work effectively and promptly with others in your groups. Fair criticism of your failure to work effectively with others will significantly affect your collaboration and participation grade.
7. Respect for one another is always the rule in this course. You should always refrain from having conversations while the teacher is speaking / instructing or while other students are responding to questions. Treat others with courtesy, respect and civility. For netiquette in online communication, see section 5.2

Academic Honesty – Guidelines For Students

As members of an academic community, students and faculty have the responsibility to engage in honest communication. Academic dishonesty is a serious violation of the trust upon which an academic community depends. Some examples of academic dishonesty follow.

• Plagiarism is using someone else’s work without giving credit. It is, for example, using ideas, phrases, papers, laboratory reports, computer programs, data – copied directly or paraphrased – that you did not arrive at on your own. Sources include published works such as books, movies, Websites, and unpublished works such as other students’ papers or material from a research service. In brief, representing someone else’s work as your own is academically dishonest. The risk of plagiarism can be avoided in written work by clearly indicating, either in footnotes or in the paper itself, the source of any major or unique idea or wording that you did not arrive at on your own. Sources must be given regardless of whether the material is quoted directly or paraphrased.
• Unauthorized collaboration is working with or receiving help from others on graded assignments without the specific approval of the instructor. If in doubt, seek permission from the instructor before working with others.
• Multiple submission means using the same work to fulfill the academic requirements in more than one course. Prior permission of the instructors is essential.
• The misuse of library materials such as maliciously hindering the use or access of others to library materials is an academically dishonest act. The removal of pages from books or journals harms others in the academic community. Similarly, the removal of books from the libraries without checking them out, the intentional hiding of materials, or the refusal to return reserve readings to the library is dishonest and harmful to the community.
• Obtaining an examination prior to its administration.
• Using unauthorized aid during an examination.
• Knowingly assisting someone else during an examination.

A student remains responsible for the academic honesty of work submitted in the course, even after the student has received a final course grade. 

Ignorance of these standards will not be considered a valid excuse or defense. If a student is ever in doubt about an issue of academic honesty, or has any hesitation about a contemplated course of action, the student should consult with his or her instructors. The penalties are regulated by the Faculty Statute.

Taken from: Advisor's Handbook on Academic Honesty, University of Rochester

From a dictionary:

Netiquette (noun) - The correct or acceptable way of communicating on the Internet.

In online learning environment you will have your communication skills tested! You will be speaking through writing both to fellow students and instructors, so it is imperative to communicate well and professionally. When people cannot see you feelings can be hurt if you are not careful in how you express yourself. The old saying, think before you speak is important here. Think before you write. 

Online Communication

• Be aware that typing in all capital letters indicates shouting.
• Be careful with humor and sarcasm. Both can easily be misunderstood!
• Review all discussion postings before posting your own to prevent repetition.
• Check your writing for errors by reviewing what you have written before submitting it.
• Acronyms (LOL, etc.) and emoticons (smilies) are commonly used online, but be careful not to overuse them.
• Many communications with your instructor or fellow students are best handled through private messages. Only post on the course discussions if the conversation is relevant to others in the class.

Behind Every Name There is a Person

• Respect the privacy of your classmates and what they share in the course.
• Ask classmates for clarification if you find a discussion post offensive or difficult to understand.
• Understand that we may disagree and that exposure to other people’s opinions is part of the learning experience.
• Be respectful of each other. We’re all in this together. Before posting a comment, ask whether you would be willing to make the same comment to a person’s face.

Keep in mind that everything you write, indeed every click of your mouse is recorded on the network server. On the Internet there are no take backs. The golden rule of netiquette in an online learning environment is, do not do or say online what you would not do or say offline.

Use the following conventions when composing a discussion post:

1. During a Discussion assignment, deadlines for posting to and replying will be specified with each assignment. It is a good practice to always check the Discussions multiple times during the week.
2. If you want to send a personal message to the instructor or to another student, use native message service rather than the discussions.
3. Use the appropriate Discussion Topic.
4. Be patient. Don’t expect an immediate response when you send a message.
5. A helpful hint for use with both discussions and message service --- Compose your message in your word-processing application in order to check spelling, punctuation, and grammar --- then copy and paste your composition into a message or the discussion. This also saves online time.
6. Everyone should feel free to participate in class and online discussions. Regular and meaningful discussion posts constitute a substantial portion of your grade.
7. Respect each other’s ideas, feelings and experience.
8. Be courteous and considerate. It is important to be honest and to express yourself freely, but being considerate of others is just as important and expected online, as it is in the classroom.
9. Explore disagreements and support assertions with data and evidence.
10. "Subject" headings: use something that is descriptive and refer to a particular assignment or discussion topic when applicable. Some assignments will specify the subject heading.
11. Use the "reply" button rather than the "compose" button if you are replying to someone else’s posting.
12. Do not use postings such as "I agree," "I don’t know either," "Who cares," or "ditto." They do not add to the discussion, take up space on the Discussions, and will not be counted for assignment credit.
13. Avoid posting large blocks of text. If you must, break them into paragraphs and use a space between paragraphs.