英语 教师资源

The course syllabus offers an overview of course design. The syllabus is a vital document for instructors 和 students. It clarifies 和 communicates the goals, expectations, activities, 他们es, 和 structure of the course in language, organization, 和 design that students can clearly underst和. It should provide answers to questions such as: What will I learn? 我该怎么办呢?? How will I be graded? 事情什么时候会发生? 发生? 它也是形成有效关系的重要早期接触点 between instructor 和 students. The syllabus provides a road map for the course, 这些主题和目标是在具体活动和任务中发展起来的 这堂课. (Thus, in the resources below you can view sample syllabi with accompanying major assignments 和 activities).

在所有水平的英语我们整合阅读，写作和批判性思维，专注 on 1) teaching broad-based foundational skills in reading 和 writing for academic success; 2) teaching skills that are unique to the discipline of 英语 和 literature; 3) increasing students’ familiarity with academic culture; 和 4) the creation of 这意味着它能在课堂之外产生共鸣，并与学生的生活经历联系起来. 我们强调批判性思维是意义的创造:它不局限于概念 形式逻辑，但包括分组，推理，评估，质疑， 和 assessing information 和 ideas.

All core transfer-level composition classes at “大学 require the reading 至少有一篇完整的论文和几篇学术论文的写作，总共 6000个单词. Further details about each course (objectives, content, assignments, presentation) can be found in the course outlines, linked here:

• 英语 1 (formerly 英语 1A)
• 英语 4 (to be 英语 4A in Fall 2020)
• 英语 7 (to be 英语 7A in Fall 2020)

We also offer preparatory (pre-ENGL 1) 英语 courses (ENGL 101 和 102). 这种“通过/不 “通过”预转学课程为学生提供了必要的时间和实践 培养阅读、写作、批判性思维和学术技能 pressure of a final course grade. We offer students in these courses the same kind 我们在转学课程中提供阅读，写作和批判性思维经验.

Resources Link Here:

样例教学大纲 和 SYLLABI WITH UNIT PLANS

夏博学院的学生带着不同的教育经历进入我们的课堂 和准备. Our classrooms, especially our ENGL 1 classrooms will have diverse 学习者，我们可以最好地为他们服务，通过了解他们作为一个群体和个人: 他们是谁，他们知道什么和能做什么，以及如何有效地支持他们的学习.

使用入学问卷，调查和简短的非分级阅读和写作 assignments very early in the semester is a valuable way of learning about students. 这些知识在两个方面有帮助:1)作为建立积极关系的基础; 和 2)  to design 和 adapt course activities 和 materials to provide appropriate, targeted scaffolding 和 support to help students succeed.

Beyond the introductory questionnaire, which is a starting point for relationships 在教师和学生之间，我们认为教师应该起到促进作用 与社区的联系贯穿整个学期的课堂，而不仅仅是课堂之间 the instructor 和 students but also among students. A great deal of research indicates 在课堂上，学生和教师之间强大的社会联系可以发挥作用 a significant role in student academic success. Our students have much to teach us 我们支持他们把他们的知识和经验带到 我们的教室. Activities that build engagement, rapport, trust, 和 value of student 知识支持智力发现、同伴支持和更有效的教学.

Resources Link Here: SAMPLE INTAKE/ DIAGNOSTIC/ COMMUNITY BUILDING ACTIVITIES

The selection of relevant, engaging, 和 intellectually rigorous course texts is a vital component of course design. Book-length works, fiction or non-fiction, must be included at all levels of our curriculum, including pre-ENGL 1 courses. 一个完整的 text is defined as any work that sustains 他们es, including a book of short 文章s 作者单一. St和 alone 文章s, articles, 和 other texts are recommended for use in conjunction with full-length texts to provide a variety of models. 我们建议 that the texts be integrated into the course 他们atically.

在课程文本的选择中，建立课堂文本之间的桥梁至关重要 和 our students' lives, 和 give 他们 access to worlds beyond their own. 我们知道 当学生看到自己在文本和作者中得到反映时，他们就会感到强大 他们读. We also know that the horizon of knowledge is exp和ed when students read diverse worldviews, experiences 和 perspectives.

在英语1级和前英语1级，我们建议使用非小说类 if fiction or autobiographical works are assigned, they be analyzed for issues 和 他们es connected to other readings in the course rather than for literary aspects.

Resources Link Here: SAMPLE COURSE TEXTS

核心作文课的主要写作作业应侧重于学术 文章. While informal writing exercises 和 personal reflection are important parts of the writing process, formal major 文章s should require students to critically respond to or analyze class texts 和 他们es. Major writing assignments should also require students to sustain 和 support complete arguments. Assignments based upon 课堂文本和持续的辩论通过培养学生的学术阅读， writing, 和 critical thinking skills. The major writing assignments for the course should follow a clear assignment arc, in which students write 和 revise 文章s of increasing length 和 complexity.

Resources Link Here: SAMPLE MAJOR WRITING ASSIGNMENTS

Students who improve their reading tend to improve their writing 和 vice-versa. At 在我们各个层次的英语课程中，教师应该创造一个整合的环境 阅读，写作，批判性思维，口语和听力，培养建筑 的社区.

阅读: 积极的阅读方式对提高阅读理解能力和阅读效率至关重要 in helping students grasp ideas 和 meaning than "word by word reading.“我们必须积极地 引导学生在课堂上批判性地阅读指定的文本，并直接回答 students' reading practices, model effective reading strategies, coach students in developing their own strategies (e.g. pre-reading, annotation, identifying organizational 模式...), 和 make use of class time to process the reading. There are many creative 方法 of bringing a text to life for students, 和. Imagination is an important part of critical reading 和 critical thinking. Instructors should cultivate effective reading strategies that students can utilize in diverse academic contexts.

Resources Link Here: SAMPLE READING ACTIVITIES

写作: Students should learn writing as a process. As teachers, we best serve students by 指导他们完成一系列的写作阶段，包括头脑风暴、写作前准备、 drafting, revising, editing 和 self-evaluation. Writing activities should help students 理解课程文本和思想，理清自己的思考关系 the ideas of others, including course text authors 和 their peers. 遗嘱的一部分 include personal reflection, but writing activities should also focus on explicit practice of the skills 和 techniques of academic writing, such as creating thesis statements, organizing coherent paragraphs, using evidence in support of a claim, 准确地引用和引用，分析他人的语言和内容，等等 出来. And rather than focusing on st和-alone grammar exercises, we should address 句子级的错误，在我们的学生自己的写作的背景下，并与目标 of enabling 他们 to become independent writers 和 proofreaders.

Resources Link Here: SAMPLE WRITING PROCESS ACTIVITIES

Research is a component of all three core transfer-level composition classes: ENGL 1, ENGL 4, 和 ENGL 7. Students should learn the basics of conducting effective research, 其中包括:使用图书馆目录、学术数据库和搜索来查找资源 engines; evaluating sources for their relevance, credibility, 和 quality; integrating 和 synthesizing multiple sources; 和 accurately citing sources using st和ard academic 引用样式. In a class, research might be conducted individually or as a group, for a paper or a presentation. Especially in ENGL 1, setting up a library research orientation is recommended. In addition, classroom activities, assignments, 和 computer lab time should support the development of these skills with explicit instruction 和 guided practice. 

Resources Link Here: SAMPLE RESEARCH ACTIVITIES

合作小组活动和任务提供了有价值的、真实的机会 to integrate the development of reading, writing, critical thinking, speaking, 和 listening skills while building community in the classroom. Students teach 和 learn a great deal from each other; they provide academic 和 social support in invaluable 方法. Smaller activities include group discussions 和 collaborative paragraph writing; 风险较大的作业包括小组论文作业、小组研究报告、 和 group dramatic performances. Group projects can be conducted in-person, online 或者将面对面和在线协作结合起来，使用诸如 as Canvas 和 Google Docs. 

Resources Link Here: SAMPLE GROUP ASSIGNMENTS

Students’ academic, professional, 和 personal lives extend beyond the classroom, 他们可能面临现实世界的挑战，这些挑战可能会影响或阻碍他们的学习 和 long-term academic success. As instructors we are often important points of contact between “大学 和 students. We can be access points to help students find 和 utilize campus resources that can help fulfill their needs. This list is not exhaustive, 但它为学生提供了关键资源的快速链接，这样我们就可以帮助指导 他们.

Academic 辅导 和 Suppport:

• 需求方 (Disabled Students Resource Center)
• ESL (英语 as a Second Language)
• 学习 Connection
• 学习 Skills Program
• 图书馆
• 干细胞中心
• WRAC (Writing 和 Reading Across the Curriculum)

咨询, Educational, Financial, Social, Health 和 Other Resources

• 梦想家
• 埃尔森特罗
• Food 和 Life Pantry
• 金融援助
• 健康中心
• Mental Health Services
• Special Academic Support Programs
• 学生生活
• 学生俱乐部
• 转移中心
• Veteran's Resource Center