Daily Schedule

PLEASE NOTE:  Readings should be done for the day they are listed.  For example, on Thursday, Jan. 22nd we will talk about Teaching Readers of English, Chapters 1 & 2 in class.  Your active participation in discussions is expected in this class and is part of your grade—be prepared!

Readings that are not from HUD or F&H are in the library’s electronic course reserves (ER).  http://www.library.uiuc.edu/ereserves/show.asp?iID=1174&cID=1924

(or follow the reserves link on the library page, to Electronic Reserves, and EIL 445). 

Key:

TROE = Teaching Readers of English (Hedgcock & Ferris, 2009) TL2C = Teaching L2 Composition (Ferris & Hedgcock, 3rd Ed., 2014) (ER) = Electronic Reserve Optional = Optional!  You really don't have to read them, but if you want to know more, read away!

= something to be done for that day (most typically for readings **DUE = Major Assignment due that day

Week 1—Introductions
Tues., Jan.20	Introduction to the course and to each other Introduction to the ESL Writing and Reading Resources message board Discussion of materials creation H: Syllabus H: Daily Schedule H:  Course Assignments HW: Make a list of topics you would like to discuss on our practice days, and why you believe we should focus on them.
Thurs., Jan.22	Theories for Reading Practice Day Discussion TROE: Chapters 1 & 2 Hmmmmmmm http://padlet.com/randallsadler/gsb0q8dho7md
Week 2— Writing and Reading Theories
Tues., Jan. 27	Theories for Writing TL2C:  Chapters 1 & 3
Thurs., Jan.29	Theories, part II.  The Theories Strike Back. Story Cube Stories Zee Zee's Earthly Adventure The Adventures of Sally the Scuba Diver Home Repair Gone Wrong The Story of Little Lost Lion The Whip
Week 3— Extensive Reading & Using Literature
Tues., Feb.3	Extensive Reading TROE:  Chapters 6 &7 Optional, (ER) Day & Bamford, chapters 8 & 9  Extensive Reading:  Benefits, Drawbacks, and ideas The following Handouts will be used in class.  no need to read before. H:  The Little Red Riding Hood H:  The Death of the Seven Dwarfs H:  Some important terms in literary analysis H:  Cultural Analysis Essay H:  Character Analysis for Snow White and the Seven Dwarfs H:  Textual Analysis H:  Text-in-context
Thurs.,  Feb. 5	Using Literature, continued §  Practice Day1
Week 4 — Ethics and Placement
Tues., Feb.10	Issues of Ethics & Placement (ER)  Silva, Tony. (1997). “On the ethical treatment of ESL writers  (ER)“CCCC statement on second-language writing and writers”  (linked)  Silva, T. (1994). "An examination of writing program administrators' options for the placement of ESL students in first year writing classes." H:  Placement Options Handout H:  Placement Options Worksheet
Thurs., Feb.12	Practice Day 2 &3
Week 5— Course Design for Writing
Tues., Feb. 17	Reading, Genre Awareness, and Task Design in Writing Classroom TL2C, Chapter 4 HW:  In addition to the reading for Thursday, bring a draft of what you believe are the key elements of a Daily Lesson Plan.  You don't need to bring a fully developed lesson.  Think of this as a blank lesson plan that you could later fill in.
Thurs., Feb.19	Syllabus & Course Design for Writing Final Project and Course Observation Discussion       TL2C: Chapter 5 Practice Day 4
Week 6— Course Design for Reading
Tues., Feb.24	Syllabus Design & Planning for Reading  TROE: Chapter 4  Optional (ER) Aebersold & Field (1997). Chapter 3, "Designing the Reading Course" H:  Intensive versus Extensive Reading Courses Chart Practice Day 5
Thurs., Feb.26	Intensive Reading Lessons  TROE: Chapter 5 Optional: (ER)  Aebersold & Field (1997). Chapter 10, “Planning the Reading Lesson” Practice Day 6
Week 7— The Reading Process
Tues., Mar.3	Reading Skills & Strategies (ER) HUD, Chapter 4  (ER) HUD, Chapter 5 H:  Bloom's Taxonomy H:  In-class reading:  http://www.space.com/28716-dwarf-planet-ceres-dawn-science.html Practice Day 7
Thurs., Mar. 5	Schema HUD, Chapter 6  HUD, Chapter 7 Practice Day 8
Week 8—Steps in the Writing Process
Tues., Mar.10	An Overview of Approaches & The Process Approach (ER)  Reid, Joy. (1993). “Overview of ESL composition.” H:  Writing Approaches Worksheet Practice Day 9
Thurs., Mar.12	Beyond the Process Approach? (ER)  Olson, Gary. (2002). “Toward a post-process composition: Abandoning the rhetoric of assertion.”  Practice Day 10  **You should have 50% of your Materials Creation posts done by this week. That means at least 4 original posts
Week 9— Teacher Feedback in Writing
Tues., Mar. 17	Practice Days 11 and 12
Thurs., Mar.19	Teacher feedback in Writing TL2C:  Chapter 7 (pp. 237-253 only--up to the Peer Review info)    (ER)  Ferris, D.R. (1999). “One size does not fit all: Response and revision issues for immigrant student writers.”   Teacher Feedback Samples Teacher Feedback section on the forum http://padlet.com/randallsadler/teacherfeedback
Week 10—Spring Break
Tues.,Mar. 24	Spring Break.  Go to TESOL and/or AAAL!
Thurs.,  Mar 26	Spring Break.  Go to TESOL and/or AAAL!
Week  11— Peer Feedback
Tues. Mar 31	Peer feedback in Writing TL2C:  Chapter 7 (pp. 253-270--Peer Review info)    Practice Day 13
Thurs., Apr. 2	Peer feedback continued (ER)  Berg, C. (1999). “Preparing ESL students for peer response."
Week 12— Assessing Writing & Reading
Tues., Apr.7	Assessing Writing TL2C:  Chapter 6 H:  Validity and Reliability Discussion Questions  H:  Reading & Writing Assessment--Discussion Questions for Th Practice Day 14
Thurs., Apr.9	Assessing Reading  TROE:  Chapter 9 Optional: (ER)  Aebersold & Field (1997). Chapter 9, “Assessing L2/FL Reading” Practice Day 15
Week 13— Error Treatment & Vocabulary Acquisition
Tues., Apr.14	Error treatment in writing TL2C:  Chapter 8 Optional:  (ER) Frodensen, J. (2001). “Grammar in writing.”  Optional: (ER) Reid, J. (1998). “Responding to ESL students’ language problems…” H:  Error Correction Sample Essay: http://tinyurl.com/error-sample
Thurs., Apr. 16	Vocabulary acquisition and Reading TROE:  Chapter 8 15 Vocabulary Activities in 15 Minutes Effective Strategies for Teaching Vocabulary in the ESL Classroom (Canadian TEFL Journal) 10 Good Games for Recycling Vocabulary (Internet TESL Journal) Practice Day 16 **DUE: Course Observation & Reflection Report Due
Week 14— Technology and Contrastive Rhetoric
Tues., Apr.21	Technology and Reading/Writing Links to be used in-class.  No need to check ahead: Vocabulary Resources One nice vocabulary tool (thanks Mica Swyers!):  Flashcard Machine Text Analyzers/Readability A few Technology Resources Document Sample 1   Document Sample 2 Jin Kim's  COCA presentation: http://tinyurl.com/o9ptdse 50 Essential Resources for ESL Students
Thurs., Apr.23	Contrastive Rhetoric HUD, Chapter 8 (direct link) Optional: (ER) Reid, J. (1998). “Using contrastive analysis to analyze ESL/EFL student error” Practice Day 17 DUE: **Comprehensive Exam due (applies ONLY to MATESL students taking the Comp exams and graduating this semester—Comp. exam will be discussed in class)
Week 15—Presentations of Final Projects
Tues. Apr. 28	Presentation of Final Projects
Thur. Apr. 30	Presentation of Final Projects
Week 16—Presentations of Final Projects
Tues., May 5	Presentation of Final Projects Course Wrap-up Course Evaluations, etc.
Wed.,  May 6	Last Day of Classes for university (our last class yesterday)
Fri., May 15	**DUE: Final Project for the course due NO LATER THAN MAY 15th (those taking the Comp exam and who will graduate this semester see April 19th) will have already completed this)