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Most not logical |
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In logical order |
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Flows purposefully |
Details
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Few details |
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Sufficient basic details |
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Clear and vivid |
Organization
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Not well organized |
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Some organization |
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Strong organization |
Accuracy
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Errors prevent comprehension |
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Some spelling & agreement errors throughout |
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Very few errors |
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Criteria |
Scale |
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Logical sentence order |
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Clear and vivid detail |
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Organization |
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Accuracy |
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8.7 Formative Assessments - These assessments are
not for grades; instead, they provide information to help students to learn and
the instructor to teach.
8.7.1 Pre-Examination - a written pre-examination will be administered the first
week of class to help determine the level of prior knowledge with the target
language [TL]. This examination is not part of the course grade.
8.7.2 Classroom Assessment Techniques [CATs] - These assessments will be administered periodically to help determine class acquisition of new material, identify subjects for review and prepare for summative assessments. CATs used include "Clearest/Muddiest", "Minute Paper", "RSQC2" and others. CATs are not taken for a grade. Feedback resulting from CAT administration is reported back to the class in a timely manner to help students learn.
9.1 IVCC Grading Scale: <60%=F, 60-69%=D, 70-79%=C, 80-89%=B, 90-100%=A
9.2 Grade Point Calculation
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Assessment Type: |
Possible Points: |
My Points: |
| Tech Orientation |
10 |
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| Partner Performance 1 | 25 | |
| Partner Performance 2 | 25 | |
| Partner Performance 3 | 25 | |
| Group Performance 4 | 25 | |
| Group Performance 5 | 25 | |
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Quiz 1 |
100 |
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Quiz 2 |
100 |
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Quiz 3 |
100 |
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Participation 1 |
50 |
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Participation 2 |
50 |
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Homework 1 |
50 |
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Homework 2 |
50 |
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Journal 1 |
50 |
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Journal 2 |
50 |
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| Capstone Performance | 100 | |
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Final Oral Examination |
100 |
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Final Written Examination |
100 |
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TOTAL POSSIBLE POINTS |
1035 |
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9.3.1 My "Extra Credit Philosophy"
As a faculty advisor to two IVCC student organizations I am deeply committed to
supporting student activities that provide cultural enrichment and opportunities
for extra curricular learning. Throughout the semester, I'll post a series of
activities that are eligible for extra credit points toward the grade in this
course. Some are passive activities such as attending a special event; others
are active opportunities to work on a World Language Organization (WLO) project
as a volunteer; others are purely academic opportunities to earn points - such
as writing an optional essay.
9.3.2 Guidelines for the ethical application of "Extra
Credit" opportunities
As an instructor, my two-fold purpose in offering "extra credit" opportunities
includes encouragement of students to participate in extra curricular activities
at IVCC and provision of a "safety cushion" of points to help counterbalance a
disappointing performance on an assessment or serve as a means to improve a
grade for a student who has done all the coursework but may have earned lower
than desired grades on assessments. It is not my intention to provide "extra credit"
points to students who participate in these activities instead of completing
required course work.
9.3.3 "Extra Credit" Policy
"Extra credit" points will be applied toward the grade of students who have
completed all course work. If a student has an incomplete grade for a missing
assignment or assessment, then the "extra credit" points will not be applied until the missing
assignments are completed for late, partial credit. Any quizzes missed because
of unexcused absences may not be made up.
10.1 Syllabus statement:
10.1.1 Effective Summer 2011, students will have the ability to initiate a withdrawal from classes. By completing the form in the Records Office or through the form located within WebAdvisor, the student is authorizing IVCC to remove him/her from the course. Entering the student ID number serves as the student’s electronic signature. IVCC has the right to rescind a withdrawal in cases of academic dishonesty or at the instructor’s discretion.
10.1.2 Students should be aware of the impact of a withdrawal on full-time status for insurance purposes and for financial aid. It is highly recommended that students meet with their instructor or with a counselor before withdrawing from a class to discuss if a withdrawal is the best course of action for that particular student.
10.1.3 More detailed information is available at www.ivcc.edu/admissions and selecting the menu item for Withdrawals on the left side of the page.
10.2 It is the responsibility of the student to request a withdrawal from this course before the final withdrawal date.
10.3 Students will not be automatically withdrawn by the professor for failure to attend class.
10.4 If a student has attended class after the Last Date for Withdrawal, that student is not eligible for a withdrawal unless there are extenuating circumstances.
10.5 If a student has extenuating circumstances and needs to request a withdrawal after the Final Withdrawal Date, it is necessary to obtain the signatures of both the professor and the dean of the division. Such approvals are not granted automatically.
10.1 Withdrawal from a course can affect financial aid. Students who receive financial aid should see an advisor in the Financial Aid Office before withdrawing from a course.
12.1 Academic integrity is directly linked to the Core Values of Illinois Valley Community College, three of which are RESPONSIBILITY, RESPECT and HONESTY. It is the RESPONSIBILITY of each student to RESPECT the academic integrity of our course by doing their own work, and by refusing to assist others in deception. Academic dishonesty violates the academic integrity expected of all students.
12.1.2 Students will abide by the IVCC Student Code of Conduct as outlined in the Student Handbook at all times.
12.2 Academic dishonesty is defined as, but is not limited to:
12.2.1 Cheating – using or attempting to use unauthorized materials, study aids, or information in any academic exercise, including copying from another person’s work or preparing work for another person that is to be presented as the other person’s own work.
12.2.2 Fabrication – furnishing false information to a College official relative to academic matters, including, but not limited to, misrepresentation of written information provided in admission documents.
12.2.3 Plagiarism – comes from the Latin plagiare, which means “to steal.” Therefore, plagiarism is a form of cheating. Plagiarism is defined as using the words or ideas of another as one’s own either on purpose or unintentionally. This includes, but is not limited to, copying whole, portions or the paraphrasing (rewording) of passages or information from any source in any academic exercise (written or oral) without giving credit to the author or source using an appropriate citation style. Students must be able to prove that their work is their own.
12.2.4 Facilitating Academic Dishonesty – helping or attempting to help another to violate any provision of this code.
12.3 Academic dishonesty violates the Student Code of Conduct. The professor has full authority to identify academic dishonesty in her classroom and to impose any of the following sanctions:
12.3.1 Failure of any assignment, quiz, test, examination or paper, project or oral presentation for the work in which the violation occurred.
12.3.2 Lower grade.
12.3.3 Involuntary withdrawal from the course.
12.3.4 Failure of the course.
12.3.5 The professor may report extreme cases of academic dishonesty (such as, but not limited to, collusion among a number of students, selling or providing papers or repeated violations of academic dishonesty, etc.) directly to the Vice President for Student Services for disciplinary action as outlined in section VII Disciplinary Process.
12.3.6 Other sanctions as determined by the professor. The sanction will be put in writing and signed by the student, professor and the Dean of Humanities, Fine Arts and Social Sciences Division.
13. Class Policies and Procedures
13.1 Be prepared for class activities in the modules by doing the homework in preparation for class.
13.2 Complete assignments on time.
13.2.1 Be courteous.
13.3 Unexpected delays or cancellations of class: Because partial delivery of this class depends on access to the Internet, it is possible that access will be delayed from time to time due to technical difficulties. Please remain calm, patient and courteous should we experience technical difficulties. Appropriate adjustments in course expectations will be made to allow students an opportunity to complete any assignments that are interrupted due to such system-wide delays.
13.4
Communication Procedures and E-mail Etiquette
13.4.1 Effective Summer 2011, all students will be responsible for
checking their IVCC email. All electronic college correspondence will only
be sent to the IVCC email.
Students still
have the ability to forward their email to another account.
13.4.2 Appropriate routing of information requests
13.4.2.1 For information on accessing your IVCC student e-mail account, Web Advisor, BlackBoard log on or other IVCC technology issue, go to the Learning Commons.
13.4.2.2 For technical information regarding the Heinle Learning Center [HLC] in Quia such as browser incompatibilities with your computer that might require adjustments, difficulty logging on to your course in HLC, contact Quia technical support from the home page of your quia platform at http://books.quia.com .
13.4.2.3 For all
course content related questions you have four available resources:
13.4.2.2 Go to BlackBoard [BB]-Course Information-Frequently Asked Questions
[FAQ] and search the topics for the information you need. This resource is a
compendium of answers that I have given to questions asked often. Make FAQ
your first resource. FAQ is available 24/7 and you will very likely find the
information you need there.
13.4.2.3.2 Post your question in the BB-Discussion Forum-General
Instructions for Collaboration at the top of the BB Discussion Forum.
Members of the class are encouraged to ask and reply to questions in this
forum. Sometimes, the best way to remember something that you are trying to
learn is to explain it in your own words to someone else. I also monitor the
posts and will offer helpful comments when needed.
13.4.2.3.3 E-mail me at
anna_pietrolonardo@ivcc.edu
using the protocol listed below in 13.4.3.
13.4.2.3.4 Call or visit me in person during scheduled office hours on the
IVCC campus in A316.
13.4.3
In order to expedite the process when you send me an e-mail, identify
yourself by first and last name, course and class section and the topic of
your message. Here is an example of a clearly worded e-mail subject line:
Subject: Bill Jones SPN-1001-100-FA11 - M1 Homework Question
13.4.3.1 Please do not expect me to take the time to lookup your name in
all my course rosters to determine which class and section you are in.
13.4.3.2 Although I do try to learn the names of all my students, I often
have several students with similar names. Please do not assume I will be
able to identify you if you only give me your first name.
13.4.3.3 AND, be specific about the question you are asking me. Please don't
expect me to search through all the course resources for the specific place
where you were in an exercise in BlackBoard or Heinle Learning Center in
order to reply. Either send me a screen shot, clip and paste, or key in the
actual question so I can reply more promptly. The more specific you are in
wording your request, the more promptly you will receive a response.
13.4.3.4 I use a triage system to prioritize messages when I face a full
inbox. If you are having a problem that requires urgent attention, please
indicate that in the subject line. Example: Mary Garcia, SPN-1001-150,
Problem with Quiz #2. When I see an urgent message, I'll read it first.
However, please don't say that everything is "urgent" when it is not.
13.4.4 Response Time
13.4.4.1 Because of the large number of unidentified e-mails that I have
received, I have adopted the policy of reading and responding to
unidentified e-mails LAST.
13.4.4.2 Please allow 48 hours (not including weekends or holidays) for a
reply. Often, I am able to respond very quickly, but please do not expect an
immediate reply.
13.5 Collaborative learning - In class activities, students will often work with partners or be assigned to study groups. Many students find it helpful to extend this practice in their study routine by posting general questions for discussion in the Black Board Discussion Forum, too. I encourage you to become acquainted with your classmates through the group activities in each module and to contact them to discuss the assignments studied in class, work together online and help one another in learning new material. Your activity in the BB-Discussion Forum and in the HLC Partner-Pairing activities will be reflected in your grade in each module activity.
13.6
Recommendations for learning a new language:
13.6.1 A language cannot be learned overnight. Daily practice is much more
useful than cramming the night before an assessment. When learning new
vocabulary, it is helpful to use the terms in original sentences several
times. Write them; say them out loud; turn them into questions; answer them;
make flash cards; use them in conversations with classmates.
Use the study methods that work best for your personal learning style.
13.6.2 Recommended
Study Sequence
13.6.2.1
It is essential to prepare for the module activities by first doing the
homework to learn the "Puntos clave" or Key Points listed in the table for
each chapter in the Schedule of Assignments that accompanies this Syllabus.
Using the
resources in BB-Course Documents and HLC in Quia for the current chapters as
if they were an a la carte menu, select assignments that will be most
helpful to you.
Read the materials, do the assignments in advance of class or before
attempting the module activities in an online class..
13.6.2.2 Be ready to discuss and use the new material in Spanish. Focus on
what you know in Spanish, not on translation from Spanish back into English.
In other words, learn to THINK IN SPANISH. The more knowledge you learn, the
easier it will become to accomplish this.
13.6.3 Unprepared students are at least as boring as unprepared instructors
– and nearly as damaging to the class.
13.6.3.1 Be a responsible and courteous collaborator. Your partner or group
members will be counting on you to do your part in a timely manner so that
you can all complete your activities on time for maximum grade credit.
13.6.4 Learning a new language requires a genuine commitment of time and
energy. Consider it an investment with many rewards to be gained through the
process.
13.6.4.1 Even with careful preparation, do not expect to speak perfectly or
to be able to express yourself as well in Spanish as in your native language
in the early days of your studies.
13.6.4.2 Expect to make mistakes, to sound and feel silly at times. Consider
this class a safe laboratory for experimentation with the Spanish language.
13.6.4.3 Perhaps most importantly, expect to enjoy this class, too.
14.1 The Early Alert System helps to promote your academic success through the development of a comprehensive process to identify, assist, and follow-up with you as challenges to successfully complete a course may arise. The process consists of the identification of such challenges by faculty referral, self-report, and/or GPA.
14.2Once identified, you will meet with a counselor to assess areas of difficulty and develop a Success Agreement. The Agreement will outline a very specific and individualized plan for you to employ to work toward academic improvement.
14.3 Students participating in this program will be encouraged to meet more frequently with their counselor to review progress so any new or continuing difficulties can be addressed, and successes can be recognized. Students will continue in the program until satisfactory improvements are achieved.
15.1 This course syllabus is tentative. I reserve the right to amend it at any time.
16.1 Respect-- one of IVCC's core values of respect, caring, honesty, fairness and responsibility, represented by the acronym ReaCHFaR-- has been chosen as this year's campus wide theme. Respect influences each of us daily -- at school, in our homes, at work, and in our fields of study.
16.2 Keep the theme in mind as you complete course activities this semester.
[ ] SPN-2001-01 Professor Pietrolonardo
18. Web links to supplemental resources:
18.1 Cengage Learning publisher web site
Rev. 08/05/2012 - amp
Anna Marie Pietrolonardo © 2010, All rights reserved