| Student | Word # in Part 1 | Word # in Part 2 |
| Abraham | 1 | 12 |
| Yun-Hsing (Zach) | 2 | 11 |
| EA | 3 | 10 |
| Humbat | 4 | 9 |
| Azamat | 5 | 8 |
| Teeerawuth | 6 | 7 |
| Raj | 7 | 6 |
| Sumitra | 8 | 5 |
| Kornwika Pinky | 9 | 4 |
| Zanda | 10 | 3 |
| Sudil | 11 | 2 |
| Saken | 12 | 1 |
| Galiya | 1 | 1 |
| Halil | 2 | 2 |
| Yalcin | 3 | 3 |
| Wised | 4 | 4 |
| Benjamin | 5 | 5 |
| Extra Credit | Any word |
10.16.2008
WoW Student Assignment Word Numbers
10.04.2008
BioPoem Exercise
How to Write a Biopoem
(Line 1) First name
(Line 2) Three or four adjectives that describe the person
(Line 3) Important relationship (daughter of . . . , mother of . . . , etc)
(Line 4) Two or three things, people, or ideas that the person loved
(Line 5) Three feelings the person experienced
(Line 6) Three fears the person experienced
(Line 7) Accomplishments (who composed . . . , who discovered . . . , etc.)
(Line 8) Two or three things the person wanted to see happen or wanted to experience
(Line 9) His or her residence
(Line 10) Last name
---------------------------------------------------------------------------------------------------------
Biopoem Sample
Rosa
Determined, brave, strong, loving
Wife of Raymond Parks, mother of all children
Who loved equality, freedom, and the benefits of a good education
Who hated discrimination, loved to stand up for her beliefs, and loved to help others
Who feared that racism would continue, feared losing the opportunity to make a difference, and feared that young people might lose opportunities to develop strength and courage
Who changed history as she accomplished great strides for equality and encouraged excellence for all
Who wanted to see love triumph and see an end to all bias and discrimination in a world in which respect is freely given to all
Born in Alabama and living in Detroit
Parks
From Abromitis, B.S. (1994, June/July). Bringing lives to life. Biographies in reading and the content areas. Reading Today, 11, 26. Reprinted with permission of the publisher and author.
Copyright 2004 IRA/NCTE. All rights reserved.
(Line 1) First name
(Line 2) Three or four adjectives that describe the person
(Line 3) Important relationship (daughter of . . . , mother of . . . , etc)
(Line 4) Two or three things, people, or ideas that the person loved
(Line 5) Three feelings the person experienced
(Line 6) Three fears the person experienced
(Line 7) Accomplishments (who composed . . . , who discovered . . . , etc.)
(Line 8) Two or three things the person wanted to see happen or wanted to experience
(Line 9) His or her residence
(Line 10) Last name
---------------------------------------------------------------------------------------------------------
Biopoem Sample
Rosa
Determined, brave, strong, loving
Wife of Raymond Parks, mother of all children
Who loved equality, freedom, and the benefits of a good education
Who hated discrimination, loved to stand up for her beliefs, and loved to help others
Who feared that racism would continue, feared losing the opportunity to make a difference, and feared that young people might lose opportunities to develop strength and courage
Who changed history as she accomplished great strides for equality and encouraged excellence for all
Who wanted to see love triumph and see an end to all bias and discrimination in a world in which respect is freely given to all
Born in Alabama and living in Detroit
Parks
From Abromitis, B.S. (1994, June/July). Bringing lives to life. Biographies in reading and the content areas. Reading Today, 11, 26. Reprinted with permission of the publisher and author.
Copyright 2004 IRA/NCTE. All rights reserved.
9.18.2008
9.11.2008
8.02.2008
Syllabus
ENGLISH 77, COMPUTER-ASSISTED VOCABULARY STUDY (3)
Prerequisite/Co-requisite Courses: None
Fall 2008, Thursdays, 9-11:45
Instructor: Dr. Sylvia Y. R. Schoemaker
Phone: 510.628.8036
Office Hours: T-Th 11:45-12:390 and by arrangement
E-mail: profs4e@gmail.com
REQUIRED TEXT
Richek, Margaret. The World of Words: Vocabulary for College Students 7/e. New York, 2005. ( ISBN: 0-618-76678-2)
Course text site: http://college.cengage.com/devenglish/richek/world_words/7e/resources.html
Recommended texts: Dictionary, Thesaurus
COURSE DESCRIPTION
Course study involves the use of computer programs in building varied and precise vocabularies. Focuses include the historical development and present-day resources of the American English vocabulary, special attention to Latin and Greek vocabulary building prefixes, suffixes and bases, neologisms, field-related vocabulary, and idioms. (3 units)
COURSE OBJECTIVES
*Expansion of vocabulary to college level.
*Development of decoding skills through word analysis.
*Understanding of formal and informal registers, slang, jargon, and standard usage
*Explanation of the nuances in American English words.
Upon completion of the course students will be able to demonstrate acquisition of vocabulary decoding and encoding with appropriate use through a variety of applications, exercises and quizzes with increasing fluency and accuracy.
TOPICAL OUTLINE
Topics covered include: computer/net tools for vocabulary study, word analysis, levels of usage, registers, denotative and connotative values, contextual understanding and applications.
Word study e-journal and special projects--
Students will keep a journal of words for personal study. Selected vocabulary may be taken from class conversations, classroom materials, readings, texts, current events, popular media (newspapers, magazines, T.V., radio, film), and online sources.
For projects, students will select several semantic categories to develop word lists organized by conceptual themes:
1 People
2 Places
3 Actions
4 Nature
5 Time
6 Quantities
7 Qualities
8 Objects
9 Ideas
10 Values
SCHEDULE
Instructional Methods Overall, the course sessions will include presentation, discussion, and application modes.
In addition, among methods and materials used are the following:
▪Structural Analysis of Words
▪Conceptual framework for vocabulary study – contexts and processes
▪ Computer and Internet resources
▪Word Lists
▪Automated vocabulary study programs
▪Word processing for vocabulary study
▪On-line dictionary, thesaurus, and other resources
Assessment Criteria & Method of Evaluating Students Class Participation 15%
Prerequisite/Co-requisite Courses: None
Fall 2008, Thursdays, 9-11:45
Instructor: Dr. Sylvia Y. R. Schoemaker
Phone: 510.628.8036
Office Hours: T-Th 11:45-12:390 and by arrangement
E-mail: profs4e@gmail.com
REQUIRED TEXT
Richek, Margaret. The World of Words: Vocabulary for College Students 7/e. New York, 2005. ( ISBN: 0-618-76678-2)
Course text site: http://college.cengage.com/devenglish/richek/world_words/7e/resources.html
Recommended texts: Dictionary, Thesaurus
COURSE DESCRIPTION
Course study involves the use of computer programs in building varied and precise vocabularies. Focuses include the historical development and present-day resources of the American English vocabulary, special attention to Latin and Greek vocabulary building prefixes, suffixes and bases, neologisms, field-related vocabulary, and idioms. (3 units)
COURSE OBJECTIVES
*Expansion of vocabulary to college level.
*Development of decoding skills through word analysis.
*Understanding of formal and informal registers, slang, jargon, and standard usage
*Explanation of the nuances in American English words.
Upon completion of the course students will be able to demonstrate acquisition of vocabulary decoding and encoding with appropriate use through a variety of applications, exercises and quizzes with increasing fluency and accuracy.
TOPICAL OUTLINE
Topics covered include: computer/net tools for vocabulary study, word analysis, levels of usage, registers, denotative and connotative values, contextual understanding and applications.
Word study e-journal and special projects--
Students will keep a journal of words for personal study. Selected vocabulary may be taken from class conversations, classroom materials, readings, texts, current events, popular media (newspapers, magazines, T.V., radio, film), and online sources.
For projects, students will select several semantic categories to develop word lists organized by conceptual themes:
1 People
2 Places
3 Actions
4 Nature
5 Time
6 Quantities
7 Qualities
8 Objects
9 Ideas
10 Values
SCHEDULE
| Wk | Date | Topic |
| 1 | 4-Sep | Dictionary Skills and Context Clues |
| 2 | 11-Sep | Words About People, WoW C1 |
| 3 | 18-Sep | Words in the News, WoW C2 |
| 4 | 25-Sep | Words for Feeling, Expression, and Action, WoW C3 |
| 5 | 2-Oct | Other Useful English Words, WoW C4 |
| 6 | 9-Oct | Word Elements, WoW C5 |
| 7 | 16-Oct | Word Elements: Prefixes, WoW C6 |
| 8 | 23-Oct |
|
| 9 | 30-Oct | Word Elements: Movement, WoW C7 |
| 10 | 6-Nov | Word Elements: Together and Apart, WoW C8 |
| 11 | 13-Nov | Word Elements: Numbers and Measures, WoW C9 |
| 12 | 20-Nov | Word Elements: Thought and Belief, WoW C10 |
| 13 | 27-Nov | Word Elements: The Body and Health, WoW C11 |
| 14 | 4-Dec | Word Elements: Speech and Writing, WoW C12 |
| 15 | 11-Dec | Finals week |
Instructional Methods Overall, the course sessions will include presentation, discussion, and application modes.
In addition, among methods and materials used are the following:
▪Structural Analysis of Words
▪Conceptual framework for vocabulary study – contexts and processes
▪ Computer and Internet resources
▪Word Lists
▪Automated vocabulary study programs
▪Word processing for vocabulary study
▪On-line dictionary, thesaurus, and other resources
Assessment Criteria & Method of Evaluating Students Class Participation 15%
| Class Participation | 15% |
| Quizzes | 10% |
| Projects | 15% |
| Term Paper | 30% |
| Presentation | 10% |
| Final Exam | 20% |
| Total | 100% |
| 100-95 | A |
| 94-90 | A- |
| 89-87 | B+ |
| 86-84 | B |
| 83-80 | B- |
| 79-77 | C+ |
| 76-74 | C |
| 73-70 | C- |
| 69-67 | D+ |
| 66-64 | D |
| 63-60 | D- |
| 59 or < | F |
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