Course Description

The purpose of this course is to improve reading skills through the practice of vocabulary enrichment, pre-reading techniques, reading comprehension exercises, critical thinking strategies, written responses, discussions, and reflections. Exploring and examining the entire reading process, students will become a more confident, independent, effective, and efficient reader. Students will develop an appreciation and understanding of both classic and contemporary works of literature

This course will be offered at all levels – grades 3-5, 6-8 and 9-12.

Learning Outcomes

Students will be able to demonstrate the following skills:

1) Identify the topic and purpose of a reading sample -predict /anticipate

2) Distinguish between main ideas and supporting details – identify themes

3) Locate specific information

4) Distinguish between stated and implied ideas; make inferences

5) Draw conclusions and predict outcomes

6) Recognize the structure and organization of paragraphs – language style, diction

7) Use strategies to think critically about reading

8) Use various reading aids such as the dictionary /thesaurus, vocabulary enhancement – understand phonetics for proper pronunciation

9) Use appropriate technology to enhance reading comprehension, reading speed, and vocabulary development

10) Demonstrate techniques for improving vocabulary such as using contextual clues, word parts, and other reading devices

MATERIALS – A variety of texts will be explored, both fiction and non-fiction; short stories, informational texts, and poetry.

• The Big Ideas Part 1 - UNDERSTANDING OUR MODERN WORLD – An Introduction to the Humanities

This is a multidisciplinary course designed to introduce the student to the history and evolution of civilization from prehistory to present. We will explore the evolution of technology, science, art, mythology and any other major movement throughout the history of humankind.

Students will develop critical thinking and communication skills through research, reading, writing, comprehension and literacy skills needed for success in school and their daily life. Students will read, interpret, and create a variety of informational, literary, and graphic texts. Students will explore and critically analyse information and ideas through historical events, literature, art, science and technology.

Students will develop an understanding of the importance of great ideas throughout human history and how great thinkers affect their world ( this includes Western, Eastern. Each week Students will be assigned a short reading or research topic and corresponding critical thinking questions to be reviewed at he beginning of each class.

1. Introduction: Why Study the Humanities?

2. Introduction: Prehistory and Myth – How did the world begin? Science and Mythology

3. Ancient World - Mesopotamia, The Hebrews, Ancient Egypt, Europeans

7. Ancient India and China – the Eastern Mind / history / philosophy

8. Early Aegean Civilizations

9. The western mind -Athens and the Golden Age of Greece, Greek Drama and Philosophy. Classical and Hellenistic Style

10. The Rise and Fall of Rome – Early Christianity - The Arts of Early Christianity. Dark Ages, Islam

11. Cultures of Early Medieval Europe - Medieval Christianity and the Arts

12. The East - India and Hinduism,

13. Confucianism and the Chinese Rise to Power - Buddhism and Buddhist Cultures - The Arts of China and Japan

14. Clash of Culture / The Age of Exploration - Africa and the Global Trade - Native American Cultures - Meso- and South American Empires Meso- and South American Empires,

15. The Italian Renaissance

• The Big Ideas Part 2 - UNDERSTANDING OUR MODERN WORLD – An exploration of the ideas, people

and historic events of modernism from the Renaissance to today. We will examine the evolution and

advancement of literature, art, technology and philosophy from these eras. Each week Students will be

assigned a short reading or research topic and corresponding critical thinking questions to be reviewed at

he beginning of each class.

Areas of Exploration;

Institutions and Traditions of The West - The course begins in early modern Europe during the

Renaissance period (1400-1600) and discusses the exciting cultural and intellectual developments brought about through this & quot;rebirth.& quot;

Age of Exploration - Students assume the role of the explorer and look beyond Europe to what was going on in North America, or what was called the "New World." Students study the lives of peasants in Europe in the 1500s, as well as the indigenous peoples living in America. They examine the changes that occurred for these peoples as a result of contact and European settlement.

Age of Enlightenment -Students look closely at the period of enlightenment and the rise of scientific

thought, between the years 1650-1800. Students discuss European society in the 1700s and how

Enlightenment ideals such as of reason, human autonomy, progress, universalism, popular government,

and secularism, changed people's day-to-day lives. From a cultural standpoint, students explore how political and social changes were reflected in literature, art and music.

Age of Revolution - This unit focuses on the period from 1750-1800 to present an in-depth study of the

French and American Revolutions. Students analyse important themes common to most revolutions

throughout history, including social inequality and hunger. Students examine the conflict through the

rebellions, Rights of Man, Freedom, Liberty, the “idea” of America, Napoleon’s rise to power and spread of liberalism and nation states.

Industrial Society - Students examine the massive social consequences of the Industrial Revolution

throughout Europe and the rest of the world. The invention of the factory (mass production) completely

changed how people structured their days. The 19 th Century world as a tension between the old and new.

The new ideas, ie: Marx, Darwin, and new developments in health sciences. Imperialism and colonialism and Western dominance (and arrogance) 20 th Century – MAELSTROM - Students examine the 20 th century events (from the titanic, WWI, Russian Revolution, the roaring 20’s, the dirty 30’s (great depression),Rise of Fascism, WW2, The Atomic Age and the Cold War. Modern China’s rise) and ideas like Existentialism, Relativity, the electronic environment (radio / T.V.) Space exploration, etc. And students will connect all these dots and make sense of this century and how it directly connects with the present age of Information.

Age of Information - Students critically examine our current age, the rapid change of values, as a result of our interconnectedness ( internet / microchip) – social media, propaganda and the future – possible

futures, technologies etc.

Introduction to the Classics

This course is designed to introduce the student to Western Classic literature in a very clear and understandable way. To provide just the essential knowledge and background of Western literature; an understanding of the development and evolution of western thought through exploring the great works of literature. We will examine the significance of literature from the following eras –

1. Two origins - Ancient

2. Greek period

3. Roman Period

4. Medieval Period

5. Renaissance Period

6. Neo-Classical Period

7. Romantic Period

8. Realism or Naturalism

9. Modernism

10. Post modernism

That makes the book only an “outline introduction.” course designed to give Western literature a general introduction. T for an introductory course to Western literature has to make students familiar with the background of the historical development from period to period.

Furthermore, it needs to make students familiar with the important features of each period in the light of the literary genres and movements or schools, as well as with the major authors and works, involved in its historical development. Accordingly, this book is so arranged that each chapter contains three chief integral parts—“Historical Background,” “Literary Features,” and “Major Authors and Works,” plus one additional part—“Further Remarks.” This book can also be used as a reference book for any course designed to teach the history of Western literature or the appreciation of Western literature. In this book Chinese translations are provided for those names of authors or titles of works which are already known to have their popular Chinese translations or which the author thinks important and therefore had better have Chinese translations. In some cases when the already-existing popular Chinese translations are not good enough, they are replaced with new translations by the author. A Pronunciation Guide to Proper Names is attached to this book for those who may want to know how some proper names are pronounced. For the accomplishment of writing this book, I wish to thank my friend and former colleague, Professor Robert Glen of Chung Shan Medical University, who encouraged me to write this book, read its first draft, and gave me many valuable comments and suggestions for revising it.

• ACADEMIC WRITING  I  – COURSE OUTLINE

Objectives:

By the end of the course, students will be able to:

1. Demonstrate and apply knowledge of basic essay structure, including introduction, body and conclusion;

2. Employ the various stages of the writing process, including pre-writing, writing and re-writing

3. Employ descriptive, narrative and expository modes;

4. Demonstrate ability to write for an academic audience

5. Demonstrate understanding of and apply the principles of effective paragraph structure;

6. Write concise sentences;

7. Employ quotation, paraphrase and summary;

8. Introduce, position and integrate source material into the body of an essay;

9. Recognize and correct basic grammatical errors, specifically errors of subject/verb agreement, verb tense, pronoun agreement, usage of prepositions and articles;

10. Improve academic and idiomatic vocabulary;

11. Employ socially appropriate language

12. Read, analyze and respond to assigned readings with an understanding of structure and mechanics;

13. Identify effective writing techniques in his or her own work and in peer writing.

14. Employ correct MLA or APA citation style, including parenthetical, in-text citation and works- cited pages.

15. Evaluate sources for relevance and reliability

16. Avoid plagiarism

Topics:

Course topics will include the following:

1. Paragraph structure (topic sentence, supporting examples, transition sentence)

2. Basic rhetorical modes (narration, description, exposition)

3. Writing process (pre-writing, writing, re-writing)

4. Effective use of quotation, paraphrase and summary

5. Stylistics (vocabulary, conciseness)

6. Correct paper formatting

7. Grammar & mechanics as needed

8. Reading and responding to assigned readings

Types of Assignments:

1. Short papers

2. Assigned readings

3. Independent reading

4. Class presentation

LEARNING OUTCOMES Upon successful completion of the course, students will be able to demonstrate the following: Critical and Creative Thinking:

- recall and interpret information (identify subject/topic, main ideas, supporting ideas, and sequence)

- summarize information

- make inferences by: using prior knowledge identifying purpose and audience evaluating information for accuracy, relevance, and importance recognizing underlying assumptions (bias and tone) synthesizing information

- compare and contrast

- classify

- define

- draw conclusions

- respond to information (create solutions, identify impact of solutions, modify solutions)

- identify and discuss examples of fact and opinion

Reading, Research, Reference

- use context clues and word structure analysis (prefix, suffix, root) to determine meaning

- use a dictionary and a thesaurus to expand vocabulary and to learn homonyms, antonyms and synonyms

- use in-book reference tools (index, table of contents, glossary

- recognize point of view, illogical argument, fallacies, stereotypes, bias and propaganda

- critically evaluate, make inferences, and draw conclusions

Written Communication:

- use the steps of the writing process (prewrite, outline, draft, revise, edit)

- write paragraphs and essays in a variety of rhetorical modes including exposition and persuasion

- write a summary

- adjust content and style of writing to suit purpose, audience, and situation

- revise and edit work to improve content, organization, word choice, phrasing, grammar, sentence and paragraph structure, spelling, and punctuation

- recognize and edit for clichés, jargon, slang, and wordiness

- use complex and compound sentence structures

- write paragraphs and essays on demand

- gather, evaluate, and organize information into a research assignment using appropriate documentation (MLA or APA)

- understand and avoid plagiarism

• ACADEMIC WRITING II – COURSE OUTLINE

Objectives: Academic Writing II

By the end of the course, students will be able to:

1. Demonstrate and apply knowledge of basic essay structure, including introduction, body and conclusion; logical, methodical, structure (the “5 Rule) will be emphasized, in presentation of information, in sentence, paragraph and essay response.

2. Employ the various stages of the writing process, including pre-writing, writing and re- writing/revision

3. Employ descriptive, narrative, persuasive and expository modes; active voice vs passive.

4. Demonstrate ability to write for an academic audience- Academic language /Vocabulary – emphasis on the use of precise vocabulary and concision in sentence structure. Improve academic and idiomatic vocabulary. Recognize and correct basic grammatical errors, specifically errors of subject/verb agreement, verb tense, pronoun agreement, usage of prepositions and articles / mechanics of writing

5. Demonstrate understanding of and apply the principles of effective paragraph structure; write concise sentences, paragraphs, and essays – understanding of wordiness and redundancy.

6. Introduce, position and integrate source material into the body of an essay; employ quotation, paraphrase and summary; citations - Employ correct MLA or APA citation style, including parenthetical, in-text citation and works-cited pages. Evaluate sources for relevance and reliability.

* 7. Read, analyze and respond to assigned readings with an understanding of structure and mechanics; analyse information /data / infographics – recognizing what constitutes a sound argument and what is a fallacy. Evaluating information – disinformation /misinformation and propaganda. Understanding Media.

Specifics:

Specific topics will include the following:

1. Paragraph structure (topic sentence, supporting examples, transition sentence) “The 5 Rule”

2. Basic rhetorical modes (narration, description, exposition) emphasis on Expository and Persuasive Writing.

3. Writing process (pre-writing, writing, revision)

4. Effective use of quotation, paraphrase and summary - MLA , APA, and other formats for citation

5. Stylistics (vocabulary, conciseness) – emphasis on precise vocabulary

7. Grammar & mechanics as needed

8. Reading and responding to assigned readings – logical / critical thinking application to formulating and argument – evaluating information, understanding persuasive techniques used in propaganda, and media ( critical thinking ).

9. use /misuse of technology in research and writing

Types of Assignments:

1. Short papers /essays

2. Assigned readings /responses

3. Independent reading/ evaluation

4. Class presentation

LEARNING OUTCOMES /SPECIFICS - Upon successful completion of the course, students will be able to demonstrate the following: Critical and Creative Thinking:

- recall and interpret information (identify subject/topic, main ideas, supporting ideas, and sequence)

- summarize information

- make inferences by:

using prior knowledge identifying purpose and audience evaluating information for accuracy, relevance, and importance recognizing underlying assumptions (bias and tone) synthesizing information, recognize “mis” and “dis” information, logical fallacies,

- compare and contrast

- classify

- define

- draw conclusions

- respond to information (create solutions, identify impact of solutions, modify solutions)

- identify and discuss examples of fact and opinion

Reading, Research, Reference

- use context clues and word structure analysis (prefix, suffix, root) to determine meaning

- use a dictionary and a thesaurus to expand vocabulary and to learn homonyms, antonyms and synonyms

- use in-book reference tools (index, table of contents, glossary

- recognize point of view, illogical argument, fallacies, stereotypes, bias and propaganda

- critically evaluate, make inferences, and draw conclusions

Written Communication:

- use the steps of the writing process (prewrite, outline, draft, revise, edit)

- write paragraphs and essays in a variety of rhetorical modes including exposition and persuasion

- write a summary

- adjust content and style of writing to suit purpose, audience, and situation

- revise and edit work to improve content, organization, word choice, phrasing, grammar, sentence and paragraph structure, spelling, and punctuation

- recognize and edit for clichés, jargon, slang, and wordiness

- use complex and compound sentence structures

- write paragraphs and essays on demand

- gather, evaluate, and organize information into a research assignment using appropriate documentation (MLA or APA)

- understand and avoid plagiarism

• ACADEMIC WRITING III – COURSE OUTLINE

Objectives: Academic Writing III

Course Objectives -This course aims at taking you a step further in familiarizing you with the various rules governing academic writing including punctuation, summaries, critical reviews, opinion editorial(s) (Op-Ed), citing sources, short and long papers, research papers, etc. As you have learned, writing is necessary for all students in higher education. It is a process. It starts from understanding your task. It then goes on to doing the research and reading. The next stage is planning and writing various drafts.

This is followed by proof-reading and editing. All this should lead to the final text. Academic writing in English is linear. It starts at the beginning and finishes at the end, with every part contributing to the main line of argument, without digression or repetition. This line of argument must be made clear whatever kind of writing you are producing and you, the writer, are responsible for making this line of argument clear and presenting it in an orderly fashion so that the reader can follow.

By the end of the course, students will be able to:

Apply the skills learned in the previous Academic Writing courses. We will review skills from Academic Writing II (see previous syllabus* attached). In Academic Writing III students will first learn to apply logic and reasoning skills in developing arguments, thesis’, position papers and abstracts.

Class Breakdown

Part One: Applied logic; the importance of logic in analyzing information

- Logical syllogisms

- Advanced analogies

- Inductive / deductive reasoning

- Fallacies

- Structuring logical arguments

Part Two: Advanced Word Work

- Grammar / punctuation

- Precise / concise language

- Syntax / Active and Passive voice application

- Developing writing style

Part Three: Advanced Analysis/Summary

- Identifying and analyzing sound Thesis’

- Identifying audience; purpose: to inform, to explain, to persuade, to convince, etc.

- Critical thinking questions

- Refuting arguments (analysis /structured argument)

- Precis (Concise Summary)

Part Four: Beyond simply supporting a thesis

- Writing about controversial issues

- Developing logical arguments for both pro and con

- Hegelian dialectic; how to identify and how to apply

This course is designed to help students develop skills in expository and argumentative writing by completing multi-draft essays of varying degrees of complexity. In these essays students develop topics in at least four of these five rhetorical patterns: example, comparison/contrast, classification, process analysis, and cause/effect analysis. The students also write an argumentative essay that demonstrates familiarization with methods of research documentation. During the course, students will utilize the various stages of  the writing process: prewriting, drafting, and revising.

TOPICS

• Course Introduction & Goal Setting ● What is academic writing? ● Exposition, Narration and Persuasion in academic writing ● Writing in context

• The Expository Essay [Foundations] ● Developing an expository topic ● Pre-writing strategies ● Designing the thesis statement

• From thesis to paragraph ● Idea development ● Keeping ideas focused ● Paragraph transitions

• Doing background research for the essay ● Sourcing credible information ● Interpreting and using graphical data ● Preparing the reference page

• Review of expository writing ● Different types of editing ○ Grammar and mechanics ○ Coherence and fluency ○ Evidence and support

• Incorporating tables, diagrams, graphs ● Effective use of graphical information in formal essays ● Analyzing graphical information

• Conceptualizing recommendations/areas for further research ● Providing solutions in the context of the essay ● Pointing out gaps in knowledge

• Review of expository writing ● Final checking of style and content

• Argumentative Writing [Foundations] ● Developing an argumentative thesis ● Argument structure ● Persuasive strategies

• Logic, Truth and Critical thinking ● What is critical thinking? ● Developing healthy skepticism ● Logical reasoning

• Researching rhetorical strategies ● Different types of rhetorical strategies ● Avoiding fallacies in reasoning ● Developing the counter-argument

• Review of persuasive writing ● Reviewing rhetorical strategies ● Fallacy detection ● Refining the counter-argument

• Anecdotes and analogies as rhetorical strategy & Developing a Rebuttal ● Persuasive storytelling in the argumentative essay ● Using strategic concessions ● Countering the counter-argument

• Review of argumentative writing ● Final checking of style and content

Advanced Creative Writing: Fiction /Prose

This course provides an opportunity for students to create texts and take these through editing processes that will have them writing with increased sophistication and independence. Learners will broaden their previous writing experiences and deepens skills in introspection, reflection, and intention in the writer’s use of language and organization of stories. Learners will assess written and oral story to help them understand the power of creative storytellers to help us understand the community, the world and the self. They will then practice several different forms of writing in creative non-fiction, memoirs, poetry, the short story. Through practice, students will learn to take risks and persevere as they prepare to write independent pieces that will be polished to a publishable quality for real life purposes.

Students will have the opportunity to learn and practice the craft of fiction; examine the work of modern and contemporary short story and novel writers and the forms and techniques essential to fiction.

Course Content / Outcomes– General Critical thinking about writing prose and fiction

The student in this course will be:

• writing and publishing for diverse, specialized, real-world contexts in both creative fiction; narration and prose

• exploring personal and cultural identities, memories, and stories, to deepen their understanding of themselves and their world to learn how these are the basis of writing about the human condition

• collaborating and developing skills through reading, writing, designing and editing processes shared with friends/family, classmates and the teacher

• interacting with others through reading, listening and viewing other writers’ works (professional and classmates)

• representing work in a variety of ways including speaking using media posted to the class or privately

• refining the ability to write in complex, controlled styles with effectiveness and impact with increasing independence

• engaging with a variety of worldviews, and Principles • reading many excerpts from texts and learning how mentor texts can help them grow as writers

• challenging themselves to write in genres that are new to them

• choosing areas of interest to deepen their skill in writing what they love to write

• Increasing their command of language usage, literary elements and devices, by gaining understanding of diverse texts’ forms and functions

• finding their writing voice

• studying writer’s processes to find what works for them

• learning to use metacognition to advance their understanding of texts and their own writing

• gaining perspective on the power of story and how they shape us and are shaped by us

Specific Outcomes/ Content essential for advanced writers: students will be able to:

1. identify the sources of their own imaginations

2. apply a composing process that begins with a notion (memory, image, phrase, etc.) and ends with a short story

3. control of point of view

4. write extended dialogue

5. use setting to establish a sense of reality

6. create plots that are significant and dramatic

7. identify what is useful in the critiques of your own work by other students

8. analyze the stories of modern and contemporary short story writers

10. develop a coherent portfolio of short stories.

Major Topics • imagination as a source for writing

• writing as a process

• point of view

• character development

• setting

• plot

• dialogue

• revising

• modern and contemporary poetry

Poetry Course: Understanding and Writing

OBJECTIVES:

This course is an introduction to the reading, writing and critical examination of poetry. The primary purpose of the course is to familiarize the student with various ways to read, write, evaluate, analyze, and take pleasure in poetry. Providing the opportunity to read some great poets; to study a few poetic traditions; to learn about ideas and experiences that tend to elude ordinary modes of expression; and to learn how to study language in a careful, patient, devoted manner. While exploring poetic language, forms, and techniques, the class will consider some rather fundamental questions about poetry: How do poets use sounds, forms, and appeals to the senses to make meanings? What's the relationship of a poem to personal identity? What good is poetry? Why do people bother to read poems? Why do readers love and hate poetry? Why do poets write poems? What does poetry do that we should take notice? I imagine that the answers to these questions are diverse and complex, and I hope that within our class discussions these questions will generate a lively conversation and raise further questions about what poetry is and what it does.

STUDENT LEARNING OUTCOMES: CREATIVE WRITING: POETRY

1. Develop and create poetry around one central idea

2. Use precise word choice and appropriate grammar, punctuation and spelling

3. Read poetry in various forms, including: a. Sonnets, Haiku, Lyric Poetry. Odes, Ballads, Narratives Blank Verse, Heroic Couplets, Free Verse, Epic Poetry

4. Develop a specific vocabulary for discussing and creating poetry, including: a. Use appropriate literary and artistic terms such as rhyme, rhythm, sound, figurative language, and diction

5. Develop an understanding of and appreciation for the various thematic elements used in writing poetry

6. Respond thoughtfully to diversity present in the readings

7. Analyze how the elements of literature enhance one’s enjoyment and understanding of the text: a. Analyze and develop a critical understanding of how knowledge of a work’s structural components lead to fuller appreciation of the work

TOPICS – Generally, students will explore all aspects of poetry; the great poets and theirs works as well as writing poetry and learning to identify and utilize a variety poetic devices in their own poetry.

1. Introduction: What Is Poetry? How to Experience Poetry / Modes of Poetry (Lyric)

2. Modes of Poetry (Narrative, Dramatic)

3. Voice in Poetry (Person, Tone, Irony)

4. Word Choice, Denotation and Connotation

5. Imagery

6. Metaphor, Simile, and Figures of Speech

7. Rhythm and Meter

8. Rhyme and Stanza

9. The Sonnet

10. Other Poetic Forms (EX: Ballade)

11. Free Verse

12. Myth and Symbols

Great Poets to be explored:

Shakespeare, Emily Dickinson, Robert Frost E.A. Poe, Langston Hughes, Maya Angelou, Longfellow, Whitman and countless other.