Instructor: Shawn Ford	Instructor: Susan Inouye
Office: ‘Iliahi 220	Office: Olapa 129
Phone: 734-9327 E-mail: sford@hawaii.edu	Phone: 734-9708 E-mail: Inouye@hawaii.edu
Office Hours: T Th 1:45 – 2:30 pm	Office Hours: M W 10:45 – 11:45 am
Classroom: Mokihana 101 Class Times: T Th 10:45 am – 1:30 pm WebCT website: http://webct.hawaii.edu

“Word up!”: exclamation – I understand you; I agree with you. A colloquial phrase originating from within the African-American community, which has spread to wider use among American speakers of English, largely through mass media influences such as MTV and popular TV comedy shows. Often shortened to simply “Word!” In the context of this class, this phrase could also refer to developing linguistic knowledge, i.e.: “Make your knowledge of words go up.”

Course Description

The Word Up Learning Community focuses on the study of language and how we learn it. We will explore linguistics from students’ unique perspectives as English language learners. In this learning community, students will:

• study basic linguistics concepts

• develop academic English writing skills

• work on shared assignments and projects throughout the semester

• examine individual language development patterns and needs for future language development

The goal of the ESL100 course is for students to acquire a deeper understanding and fluency of academic English through reading and writing within a content area. The students will read current research in the field of Second Language Acquisition on the topic of Interlanguage Grammar and write papers analyzing the research and themselves as they are reflected in that research.

The goals of the Linguistics 102 course are for students to be introduced to the field of linguistics, to learn the analytical methods utilized in linguistics, and to apply this knowledge and these skills to their own language identity and development, and to other languages.

This learning community meets for 5 hours a week and is worth 6.0 credits. The ESL 100 component fulfills the Written Communication Foundation Requirement for degrees at KCC and UHM. Linguistics 102 satisfies the Humanities Group 1 requirement for degrees at KCC and UHM. In addition, Linguistics 102 32525 is designated as a Writing Intensive section, which usually carries an ENG 100 or ESL 100 or ENG 160 PRErequisite. Therefore, a student must achieve a C or better in the ESL 100 portion of this Learning Community in order to receive the WI credit for LING 102.

Course Requirements

Required Texts – available in the KCC Bookstore

• An Introduction to Language. Fromkin, Rodman & Hyams. 8th ed. Thomson Wadsworth, 2007.

• Keys for Writers (w/ Smarthinking tutoring service)
• Pronunciation Contrasts in English. Nilsen & Nilsen.

Portfolio Materials – available in the KCC Bookstore

• 3-ring binder for your “Word Up Learning Community Portfolio” (≥ 1-1/2” with inside pockets)
• 1 package of notebook dividers with tabs (5 count)

WebCT Requirement

• Students will be required to collaborate on and submit many assignments through the class website which is a password protected WebCT website. Students who are registered for the class will be given a WebCT account. Students can access the class website from home, campus, or anywhere else that they have internet access. Go to http://webct.hawaii.edu and log in with your UH username and password.

• U.H. e-mail account. Students are required to use their U.H. e-mail address (username@hawaii.edu) for all e-mail correspondence in this community. Only e-mails from U.H. accounts are acceptable. E-mail accounts from free Internet services (MSN, Hotmail, Yahoo, etc.) are often unreliable, and spread viruses and spam. Be forewarned.
• For account and password help, please go to the IMTS Help Desk in the 2^nd floor of the Naio building.

Plagiarism and Academic Honesty

Plagiarism will not be tolerated in this class. Plagiarism is copying another's ideas, word-for-word or paraphrased, without giving the originator credit. Asking another individual to write assignments is another form of plagiarism. Using an assignment that you've done for another class is also unethical. Using essays (or portions of essays) from the internet without proper documentation is also plagiarism. In this class, the penalty for plagiarism is as follows: accidental plagiarism such as forgetting to cite a source will mean No Credit on the assignment and a chance to do the assignment over again, with citations included. In deliberate or aggravated cases, the student will fail the course. Repeated offenses or an entirely plagiarized essay will result in referral to higher authorities, which may lead to expulsion from KCC. Please also refer to the university's policy on academic honesty online at http://www.hawaii.edu/student/conduct/. There is never a good reason to plagiarize. Your instructors are here to help you. Don’t hesitate to ask us for help if you ever find yourself tempted to resort to plagiarism.

Course Goals

This learning community is designed to

1) Introduce second language learning in the context of linguistics that will help the students to better understand their language development and use, with the intention of becoming better observers and users of language;

2) help students evaluate and analyze the content provided in Goal 1; and

3) help students demonstrate their understanding in writing of various issues and problems associated with theories associates with second language learning;

with the overall goal to

4) prepare students for their future writing needs at KCC and elsewhere as they develop an academic understanding of and a personal appreciation for the nature of language.

Student Objectives

Upon successful completion of the Word Up learning community, the student will be able to:

Learning Community Objectives
ESL Component	Shared	Linguistics Component
Read critically and evaluate literary selections and to apply the same techniques to the student’s own writing;	Describe and explain one’s own language use and development	Develop a deeper understanding of and appreciation for the nature of language and a livelier interest in all of its manifestations
Write clear, coherent prose, for specific purposes and for specific audiences;	Demonstrate an ability to work collaboratively as a community of learners	Distinguish geographic, historical and social variation in language
Practice writing expository essays using rhetorical and writing techniques;	Make use of deductive reasoning in various academic tasks	Develop an awareness of gender-related issues in language use
Identify details that support an author's thesis;	Make use of inductive reasoning in various academic tasks	Perform basic phonological, morphological and syntactical analyses of language data
Discover in reading various techniques and devices used by the author;	Demonstrate an understanding of the nature of academic discourse through reading, writing and speaking activities	Transcribe the sounds of English using phonetic symbols
Review topic sentence, paragraph and supporting details;	Conduct academic research	Construct the ancestral form of words on the basis of selected data from contemporary daughter languages
Write various types of academic essays;		Understand the terminology and concepts of the discipline
Write a research paper with bibliography, demonstrating mastery of this form;		Apply the theoretical linguistic principles discussed in class to the analysis of language as it is used around you
Organize outlines and thesis sentences as aids to writing;
Spontaneously write an organized and well-developed essay on a given topic;
Keep a journal for spontaneous writing assignments; and
Promote ideas and increase writing skills.

Course Assignments and Grading

Throughout the semester, students will have numerous assignments that are specific to the either the ESL 100 component or the Linguistics 102 component, and they will have several assignments that are shared by both components. At the end of the semester, students will receive separate grades for ESL 100 and LING 102.

Learning Community Assignments
ESL Component	Shared	Linguistics Component
Homework (readings & questions): 13 x 10 pts. = 130 pts.	Online Journals: 28 entries =240 pts.	Homework (readings & questions): 6 x 10 pts. = 60 pts.
1a. Introduction to Interlanguage	ESL Component – 180 pts.	1. Ch. 1 (Intro to Linguistics) & Ch. 8 (Language Acquisition)
1b. Interlanguage Research	Service Learning Journal 1-8 (15 pts. Ea. = 120 pts)	2. Ch. 6 (Phonetics) & Ch. 7 (Phonology)
1c. What is Interlanguage	Vocabulary Journal 1-12 (5 pts. Ea. = 60 pts)	3. Ch. 3 (Morphology)
1d. Fossilization		4. Ch. 4 (Syntax)
1e. Interlanguage Review	Linguistics Component – 60 pts.	5. Ch. 2 (Brain & Language)
2. 1st & 2nd Language Acquisition Differences	Language Observations/Responses 1-4 (Obs. 10 pts ea./Resp. 5 pts ea.)	(Ch. 10 Language in Society - Homework included in Linguistic Autobiography prewriting)
3. Interlanguage Phonology		6. Ch. 11 (Language Change)
4. Interlanguage Morphology
5. Interlanguage Syntax
6. Developmental Sequences
7. The Brain: SUP, CUP & Language Transfer
8a. BICS and CALP
8b. Restricted and Elaborated Codes
Quizzes: 6 x 20 pts. = 120 pts.	Posters: 3 x 10 pts. = 30 pts. (including oral pres.)	Quizzes: 3 x 20 pts. = 60 pts.
Vocab Quiz 1	Poster 1: language profile	1. Ch. 6&7 Phonetics/Phonology Quiz
Vocab Quiz 2	Poster 2: application of concepts	2. Ch. 3 Morphology Quiz
Vocab Quiz 3	Poster 3: language analysis & goals	3. Ch. 4 Syntax Quiz
Vocab Quiz 4
Essay Quiz 1
Essay Quiz 2
Essays (1^st & 2^nd drafts, Peer Review, & Grammar Analysis) 4 x 30 pts. = 120 pts.	Essays (1^st & 2^nd drafts): 230 pts	Field Project (data collection, 1^st & 2^nd drafts, oral presentation) 100 pts.
1. Personal essay (PE)	4. IL Phonology Project (ILP) – 50 pts.	6. Field Project
2. IL summary (ILS)	7. Linguistic Autobiography (LA) – 150 pts.
3. Self IL Phonology (SILP)	8. Service Learning Reflection Essay (SLR) – 30 pts.
5. Interlanguage Analysis (ILA)	9. Portfolio Reflection (PR) (graded with portfolio)
Citizenship: 10 pts.	Learning Community Portfolio: 100 pts.	Citizenship: 5 pts.
ESL 100: 380 pts.	ESL 100: 360 pts./LING 102: 240 pts.	LING 102: 225 pts.

Final Grade Scale – based on accumulation of total course points

ESL 100 LING 102

A Excellent achievement 666 – 740 pts. 418.5 – 465 pts.

B Above average achievement 591 - 665 pts. 371.5 – 418 pts.

C Average achievement 516 – 590 pts. 323.5 – 371 pts.

D Minimal passing achievement 441 - 515 pts. 276.5– 323 pts.

F Failure 440 pts. or less 276 pts. or less

Assignment Requirements

The following are required of each student:

1) Participation

• Participation by each student in all aspects of the learning community is required for receiving passing grades.
• Since a portion of the learning community will be dedicated to peer response, group discussions, and group work, active participation by all class members is essential.
• Participation refers to how seriously students take themselves, their classmates, this learning community, and the topics raised in the classroom.
• It also has to do with the amount of effort students put into their assignments and the degree to which students work towards making this learning community their own.

2) Papers/ Essays

• All drafts of papers and assignments must be word processed using either Times New Roman or Arial, 12-point font, double-spaced, with one inch margins. If using an Asian word processing system (such as MS Word), students need to make sure that the paper size is set to 8-1/2 x 11” instead of A-4.
• Be aware that 1-page of text means 1 full page of text, roughly equivalent to 275 words. Therefore, a 1-2 page essay is a minimum of one full page of text; it does not simply mean one piece of paper with some words on it.
• Papers may not be submitted as regular email attachments for any reason.

· Be aware that submission of one paper for two different courses without approval will result in failure of the papers in both courses and academic action taken against the student. Please refer to the UH policy on plagiarism for more information on this matter http://www.hawaii.edu/student/conduct/

· Complete directions for each writing assignment will be provided and discussed in class.

3) Peer Feedback

• During the semester, students will be responsible for several peer feedback assignments.
• After writing 1^st drafts of course essays, students must bring a copy of each essay to class on the associated due dates for paper exchange and peer feedback. Please note: if a student does not bring a paper to class, the student will not be able to participate in feedback activities on these dates, and the student will not receive valuable peer feedback on their writing.
• Using peer feedback guidelines provided to you, you must provide feedback on the papers of your classmates.

4) Service Learning

Each student in this learning community is required to participate in service learning. Students will focus their service on either the International Café or in some case will provide support to a language teacher in the classroom.

• What am I required to do for service learning? As a service learning participant, each student must spend at least 20 hours throughout the semester (most of them during the first 11 weeks) performing various services (tutoring, linguistic informant, peer mentor) based on the Service Learning site. Also, students are required to keep an online service learning journal (via WebCT) to help them make connections between their community service experiences and the content focus of the learning community each week. Students will submit a minimum of 10 weekly journal entries of about 250 words each, beginning in week 2.
• How does service learning fit in with what we do in the learning community? Word Up is a community where students are learning about the nature of human language. Doing service learning with multilingual speakers and second language learners will give students a first-hand look at some important issues that we will be covering in the learning community: second language acquisition; attitudes towards language, dialects, and pidgins/creoles; the interaction of language and culture; and communication issues in general.
• What do students get for all of their hard work? In addition to the inherent rewarding benefits of volunteer work and of interacting with people from a variety of cultures, you will earn up to 120 pts for the 8 Service Learning Journals (up to 15 pts each) that you’ll write that will help you connect your service experience with your classroom learning.

· Please refer to the handout for specific Service Learning requirements that will be given to you separately in class.

5) Class Presentations

• Students will give several brief presentations to the class based on class readings and their research paper assignments.
• In addition, students will be responsible for assessing the presentations of their classmates.
• Participation is an integral part of each student’s final grade.
• Requirements for the presentations will be given at a later date.

6) Learning Community Portfolio

• This semester, students will compile selected assignments into a learning community portfolio.
• The portfolio will include the following categories:

Homework (reading assignments & Linguistics exercises)

Quizzes (vocabulary, Linguistics concept applications, and short essay questions)

All Essays and Papers (final drafts only)

Portfolio Reflection Paper (as a cover letter)

• The portfolio is due at the end of the semester. It will be reviewed by the teachers for student, curriculum, and program assessment and returned to students with their final course grades. This is a major learning community requirement, amounting to roughly 10% of the total points.

Attendance Policy

Students are expected to attend class on time every day. Attendance will be reflected in student class participation, class assignments, quizzes, presentations, and timely submission of papers and other assignments.

If a student misses class, not only will opportunities to learn course content and develop language skills be missed, but also important course information will be missed, and classmates will miss the student’s participation in class.

It is understood that there may be times when a student is unable to come to class due to sicknesses, emergencies, scheduled appointments, or other personal reasons. If a student misses class, the student must get any assignments, explanations, directions, information, and handouts from classmates. Upon return to class, the student should be prepared for any scheduled class activities. Check the WebCT calendar often.

Quizzes, exams, and tests missed due to absence cannot be made up unless the student provides an acceptable and verifiable excuse, such as a Dr.’s note, an accident report, or a police report. Class activities missed due to absence cannot be made up for any reason. Any group assignments missed due to absence should be made up with the respective group members.

Also, general class announcements and directions will be given in the first 10 minutes of class. If a student is late and does not get this information, the student will be responsible for getting the information from a classmate.

Students are responsible for all material covered in class and for all assignments.

Late Work Policy

All homework assignments should be completed before class and submitted in class on the date that they are due. Students should always be ready for classroom activities or discussions.

Late assignments will be accepted up to three class periods after the original due date for credit at a penalty of 10% per class period. Assignments will not be accepted for credit after three class periods late. However, all required assignments, whether accepted for credit or not, must still be included in the course portfolio.

Keep in mind that many classroom activities require related papers and homework assignments in order to receive credit. Full participation is a requirement, and these daily classroom activities cannot be made up. The exception to this is late work that has an acceptable and verifiable excuse (a Dr.’s note, an accident report, a police report, etc.).

Repeated late submissions of work may result in failure of the courses.

Additional Notes

4 All students are expected to conduct themselves in the classroom maturely and to be respectful of each other and of the instructor, according to the guidelines outlined in the KCC Conduct Code which is summarized in the course catalog and is posted in its entirely in the Dean of Students Office, ‘Ilima 205. In addition, all students are expected to follow Netiquette guidelines in all of their online course communications with their peers and instructors. Netiquette refers to proper behavior in an online environment.

4 This class is a Safe Zone. We will not tolerate discrimination on the basis of gender, ethnicity, sexual orientation, religion, or native language. Any violation will be referred immediately to the dean of students for disciplinary action.

4 Please do not send regular course papers or assignments by e-mail or by attachment to peers or instructors unless told otherwise. Turn in hard copies only. All journal entries should be posted on the community discussion board.

4 Please turn off all cell phones, pagers, and other things that beep, ring, chirp, chime, or can play music, while in our classroom. At no time should anyone engage in phone conversations in the classroom for any reason.

4 Please do not smoke on the lanai outside of the Mokihana classroom. Smoke only in open areas around buildings where there are ashtrays.

4 If you have a disability and have not voluntarily disclosed the nature of your disability and the support you need, then please contact the Special Student Services office at 743-9552, located in ‘Ilima 105.

4 This syllabus and the course schedule are subject to change at the teachers’ discretion with appropriate notice.

4 If you have any questions, please feel free to talk to us after class, by e-mail, or make an appointment for an office conference.

Notes-to-self – Reminders – Thoughts –Ideas – Plans – Questions: