English 393 - Honors 290 Syllabus
English 393 Teaching English to Adults: Internship
Honors 290: Literacy Center
Loyola University Chicago
These courses offer you engaged learning/service learning/internship xperience.
You will spend 45-50 hours of service assisting your neighborhood adult learners and will have approximately 12 hours of contact instruction in class.
You will engage in research for your written assignments and in reflection for your journal assignments.
LOYOLA COMMUNITY LITERACY CENTER
Tutoring online since 1992 in service to the community.
To contact staff, email firstname.lastname@example.org [LO yola CO mmunity LI teracy CE nter]
To contact instructor, email email@example.com or firstname.lastname@example.org
** From the Dean: Because of copyright laws and intellectual property rights, materials from the course cannot be shared outside the course without the instructor’s written permission.
University calendar: www.luc.edu/academics/schedules
All times for tutoring and class sessions will be announced in Central Time, daylight or standard
Welcome to English 393/Honors 290 !
Founded in 1992, the Literacy Center has helped the adults in the Rogers Park and surrounding neighborhoods improve literacy and English language skills.
We practice Jesuit values in action by teaching people how to read.
Tutors and Adult Learners: Partners in Education
You follow in the footsteps of a generation of Loyola students who have served our community.
We are continuing our online adventure this semester. We have always prided ourselves on the close relationship established between our student-tutors and our adult learners with our goal of one-on-one tutoring in person. We believe we have maintained these relationships online as best we can under the circumstances of the present pandemic.
MISSION: Our goal is to provide individual assistance to all neighborhood adults who wish to improve their reading, writing, listening, and speaking skills in English, whether they were born in the US or in other countries or whether they are native speakers or emergent multi-language learners. Our primary interest at the Literacy Center is to help our adult learners reach their goals. We want them to know that this is a place where they are welcome and respected. Therefore, we want a firm commitment from each tutor to form a partnership with his or her learner. We are all on a first name basis at the Center to emphasize that we are partners, sharing with each other. While the learner is acquiring new skills from the tutor, the tutor is learning about the culture and experiences of the learner.
While the Loyola Community Literacy Center offers community adults an opportunity to improve their skills, it also offers student-tutors the chance to serve their community and to engage with their Jesuit education. Our dedicated students often write in their journals about their life-changing experience at the Center:
- The literacy center was such a salient reminder of how everyone is created in God’s image and has an inherent worth and dignity that cannot be defined by socio-economic status or race. It is so neat to realize our differences, not ignore them, and see how our world is enriched and made more like the Kingdom because of its diversity in humanity. I think that sometimes it would be discouraging to hear about the trials a lot of the learners experience in everyday life because of discrimination or other injustices, but ultimately that should be something we do see and hear and listen to in order to develop empathy and catalyze change. (RR, Spring 2020).
- By assisting these individuals in teaching them English, I feel as though I fulfill the university’s mission statement in servicing humanity. For example, I had a beginner English learner this semester, and she was very eager to learn the language in order to secure a job and pass her citizenship test. This Engaged Learning experience truly puts into perspective how this service makes a critical difference in this individual’s life. However, the experience has also expanded my own knowledge. I have learned so many new things about the cultures my learners come from. Though I am teaching a language that is prevalent to the U.S. culture, I am genuinely ecstatic that I am also able to learn about the foods, language, and upbringing my learners come from. As I teach them, they inadvertently teach me things as well (MA, Spring 2022).
- I worked closely with adult learners of English, most of whom live in the Rogers Park neighborhood. . . . Generally, our learners at the Literacy Center express strong feelings of gratitude for tutors’ help with learning English. I witnessed this firsthand with my learners, who thanked me for helping them to navigate everyday life in an English-speaking society. But I must express my gratitude as well– spending this semester as an ESL tutor made me grateful for my own education, and grateful for this opportunity to connect and use my skills to help others. I was able to form genuine friendships and chat with my learners about our lives. One of the best sessions that I had with my learner . . . involved an extended conversation about our names and family names– I connected with her on a personal level and also learned about her Mexican culture. It’s clear to me that the Literacy Center helps with language learning, but also promotes care for the whole person by recognizing our learners’ dignity and valuing their unique life stories. I’m so grateful for this experience and highly recommend this service learning experience to any Loyola student (GS Spring 2022).
- This Engaged Learning experience has forever changed my life and my worldview. Having learned so much about different cultures and beliefs, this program allowed me to gain a lived experience by being exposed to people with unique backgrounds….. From … [one learner] I learned so much about Vietnamese culture and what it is like living in the United States with English not being your first language. She also taught me a lot about flowers and cooking! From …[another] I also learned a bit about what it is like to live in a country where your first language is not spoken very much. He also taught me how important it is to travel and do new things! [Both] learners taught me just how much can be accomplished with hard work, dedication and perseverance in the face of
- … Both … told me their experiences living in a new country. What surprised them, and the observations they had about the United States, broadened my understanding of the country in so many ways. (EP Spring 2021).
- Writing assignments are due before every class meeting and should be typed, double spaced, and written clearly with close attention to content, organization, and mechanics. Topics and required length are listed on Sakai.
* Please read this syllabus carefully. When you have read and understood the terms of this course, please send an email to the instructor (email@example.com) indicating that you understand what the course requires and specifying the following three points: (1) the number of hours of credit for which you are registered; (2) which evening/s you will tutor; and (3) your understanding and acceptance of the terms of this document.
To contact the instructor, Jacqueline Heckman, please email firstname.lastname@example.org or email@example.com
Office hours TBA; and anytime by email; make an appointment for Zoom, Skype, WeChat, or FaceTime.
To contact the Center staff, please email them at firstname.lastname@example.org (LO yola CO mmunity LI teracy CE nter). You will be receiving the managers’ email addresses at orientation.
The Center office in Loyola Hall is closed. Please contact us by email.
Orientation is online. Please tell us which evening you will attend. We will send you a packet of information and the link for the session.
Tutoring is online MTWTh from 7-9:30 pm.
Class Meetings: There are five class meetings with a sixth session for 3 credit hour students, usually from 5:45-6:45 pm if this time is convenient for students. Each meeting is offered in two sessions during the 5th, 7th, 9th, 11th, and 13th week of the semester (some departures from this schedule are made because of the academic calendar). Students have enough time to tutor on the same evening. There are make-up meetings for any student who cannot make the scheduled meetings. The specific dates and times will be set after we begin the semester and can arrange times convenient to all.
Helpful links: On the final pages of this syllabus you will find information about university services and the university policy on recording classes as well as the university’s non-discrimination policy.
TEXTBOOK: All students are required to use the textbook I Speak English (5th ed.) by Ruth Johnson Colvin.
There are three copies on reserve in Cudahy library. If you wish to have your own copy, purchase the book from New Readers Press (https://www.newreaderspress.com/i-speak-english) or from Amazon. There are also copies that can be found in used bookstores. The 4th edition will suffice if you cannot find the 5th. Additional articles will be assigned and links to these materials published in Sakai. Reading and writing assignments are all designed to assist you with your tutoring.
OBJECTIVES AND OUTCOMES: The internship/tutorial at the Loyola Community Literacy Center is a service learning program, combining the enthusiasm and generosity of public service with the rigor of professional discipline. The internship/tutorial can be taken for one, two, or three credit hours in English 393 course and for three credit hours in Honors 290; the requirements vary with each credit hour option and are described in detail below. When taken for three credit hours, the course qualifies for the Core Engaged Learning-Service Learning Internship requirement.
While many of our learners are refugees or recent immigrants to the United States, some are native born citizens who are trying to improve their literacy skills. As you teach the basics of written and spoken English, you will assist the learners to improve their personal and professional lives and to fulfill a responsible role in society by improving their proficiency in English or in their fields of study. You will also learn about the diversity in Loyola's neighborhood, because our learners come from all continents and all age groups, and range from those who may be illiterate in their native language to those who are professionals in their homeland and need English proficiency in order to practice here in the United States.
The learning outcomes of this class support the values of understanding diversity in the US and around the world, to practice faith in action, and to engage in service and leadership in the community. You will also more fully understand the value of promoting justice by enabling the learners who come to the Center to integrate more completely into US society and to understand the laws, the opportunities, and their rights and obligations. By completing weekly journals as well as several writing assignments and class discussions, you will reflect on all your experiences. At the end of the term, you will discover that you have been enriched by your experience: It will change your life. You will discover strengths in yourself because you have helped another person adjust to his/her new environment and to be prepared to assume a more responsible role in the community. You will assist that person in forging a deeper understanding of community and justice, and in developing an appreciation of the relationships we all can form as we assist each other to grow stronger.
You are never alone: There are always two staff members present every evening to assist you. The instructor/director is in real-time communication with the staff each evening, and you may contact the instructor at any time with any questions or comments.
For 1 hour of credit (Engl 393 only) you agree to:
(1). Attend the orientation program if you are a learner new to the Center. Tutor one night each week for the semester. You agree to sign on to the meeting before 7 p.m. one night each week and to tutor, to observe and report, or to undertake other volunteer duties for the evening as needed (this may be working on lesson plans) as requested by the managers. You agree to make up any evening of tutoring that you miss because of your absence.
(2). Attend the five bimonthly 5:45 class meetings and complete all the reading assignments in the textbook as well as the assigned research articles.
(3). Have one conference with the instructor beginning around midterm.
(4). Submit a contribution to Learning at Loyola, the Literacy Center book distributed at the end of the semester. (5). Write all the papers outlined on the syllabus (10 journals and 5 writing assignments). Your final assignment will be either a project description or a paper. If you are doing a project with the Director’s permission, your final Writing Assignment (# 5) will be a one page report on the project’s completion. If you are doing a paper, your final Writing Assignment (# 5) will be a paper approximately 3-4 pages long exclusive of the bibliography, will include some research, and will be submitted on Sakai and posted to Turnitin through Sakai.
For 2 hours of credit (Engl 393 only) you agree to:
(1). Attend the orientation program if you are a learner new to the Center. Tutor two nights each week for the semester. You agree to sign on to the meeting before 7 p.m. two nights each week and to tutor, to observe and report, or to undertake other volunteer duties for the evening as needed (this may be working on lesson plans) as requested by the managers. You agree to make up any evening of tutoring that you miss because of your absence.
(2). Attend the five bimonthly 5:45 class meetings and complete all the reading assignments in the textbook as well as the assigned research articles.
(3). Have one conference with the instructor beginning around midterm.
(4). Submit a contribution to Learning at Loyola, the Literacy Center book distributed at the end of the semester. (5). Write all the papers outlined on the syllabus (10 journals and 5 writing assignments). Your final assignment will be either a project description or a paper. If you are doing a project with the Director’s permission, your final Writing Assignment (# 5) will be a one page report on the project’s completion. If you are doing a paper, your final Writing Assignment (# 5) will be approximately 5-6 pages long exclusive of the bibliography, will include some research, and will be submitted on Sakai and posted to Turnitin through Sakai.
For 3 hours of credit and to satisfy the Core Engaged Learning-Service Learning Internship requirement, you agree to:
(1). Attend the orientation program if you are a learner new to the Center. Tutor two nights each week for the semester. You agree to sign in to the meeting before 7 p.m. two nights each week and to tutor, to observe and report, or to undertake other volunteer duties for the evening as needed (this may be making lesson plans) as requested by the managers. You agree to make up any evening of tutoring that you miss because of your absence.
(2). Attend the five bimonthly 5:45 class meetings and the additional 6th session held for 3 credit-hour Core students; to complete all the reading assignments in the textbook as well as the assigned research articles.
(3). Have one conference with the instructor beginning around midterm.
(4). Submit a contribution to Learning at Loyola, the Literacy Center book distributed at the end of the semester.
(5). Write all the papers outlined on the syllabus (10 journals and 5 writing assignments). Your final assignment will be either a project description or a paper. If you are doing a project with the Director’s permission, your final Writing Assignment (# 5) will be a one page report on the project’s completion. If you are doing a paper, your final Writing Assignment (# 5) will be approximately 7-8 pages long exclusive of the bibliography, will include some research, and will be submitted on Sakai and posted to Turnitin through Sakai.
(6). Complete an additional reading assignment, a text possibly chosen from the suggested course supplementary reading list or another text to be approved by the instructor related to any of your experiences at the Center: second language acquisition, adult education, adult literacy, specific language skill areas (pronunciation, reading, writing, grammar), immigration, refugee issues, sociolinguistics, culture . . . . Prepare a 1 ½ to 2 page review of the book. Your book review will include an objective statement of the purpose/audience/thesis of the book, a very short summary as well as an analysis of the content, and then a subjective section discussing your evaluation of the text as well as an assessment of how it relates to your experience at the Literacy Center and to your special interests.
All students MUST submit a contribution to the Learning at Loyola book published each semester. This may be a piece of writing, a photo, an art work, a sketch, a recipe, a riddle, a poem, a puzzle . . . . whatever you choose to submit.
ATTENDANCE POLICIES – RIGID: Because this is an internship/tutorial, not a regular class, you are responsible for meeting deadlines and requirements without reminders from the instructor. You might be interested to know that, on rare occasions in the past, students in this internship/tutorial sometimes failed to turn in assignments promptly, forgot that they were due, failed to ask questions about the assignments before they were written, or claimed not to know that this syllabus exists. These are not encouraging signs in students who volunteer for independent learning projects. You are required to contact the instructor with a statement, an agreement with the LCLC, specifying the credit options you wish to exercise and recognizing that meeting deadlines and course requirements is your responsibility (this email is due before the semester begins; see the note on page two).
Please note that there are no "cuts" in this course. If you miss a tutoring session, you must make it up either by tutoring an extra night or by working for the LCLC in another capacity as our needs require. You must also notify the staff beforehand of your absence. If you know your regularly scheduled learner is not coming, you must still come to the LCLC and be assigned another learner for the evening or be asked to perform other duties; you may be assigned to assist with administrative tasks or to observe a learner-tutor pair and write a short observation report.
Because there are so few class meetings, you must attend ALL class meetings; there are no allowed absences. You can make up a class, of course, by contacting the instructor before your absence.
** If a student misses a tutoring session or a class and does not initiate a make-up, the student’s final grade will be lowered by one grade level for each such absence: for example, from an A- to a B+ for one missed tutoring session or class absence not made up.
We are closed for university holidays. The last night of tutoring is usually during the penultimate week of classes for the semester.
ORIENTATION: If you are new to the Center, you must attend one evening of the online orientation program.
The required orientation program for new tutors is given on three separate evenings. The same material is presented; you must attend one of the three. Once you have completed the orientation, you may choose any evening/s you wish, as arranged with the LCLC managers. Be consistent once the semester begins.
Orientation Sessions at the LC, from 7-9:30 pm, Tuesday, Wednesday, and Thursday during the second week of the semester: We will send you materials and a Zoom link beforehand.
The orientation session for tutors new to the Center is essential. The presenters will tell you what you need to know to be an effective tutor. Once you are trained, however, you will find that there is still more you need to know, about grammar, about pronunciation, about helping your learner with specific questions. That's why there are always two trained staff members on hand to help you out. At the LCLC you are never on your own; there are staff and resources to help you whenever you have questions. If you have tutored for the LCLC before, you do not have to attend the orientation session. Just email email@example.com or firstname.lastname@example.org and let us know which night/s you will be able to tutor.
Tutoring begins the Monday of the third week of the semester.
*** You will receive the Zoom tutoring session link which is the same for all tutoring sessions. Beginning the week the Center opens, join the meeting for tutoring on the evening(s) for which you have signed up. Our hours for tutors are 7-9:30 p.m., Monday through Thursday. Be sure you sign in a few minutes early on the evening(s) you will tutor.
TUTORING POLICIES: You are required to tutor one or two nights a week, depending on the number of credits for which you are registered. If you are ill, send an email to email@example.com or to firstname.lastname@example.org to report that you will be absent; you must make up the tutoring session at a later date. If your regular learner is ill and notifies you, you must still join the meeting where you will be assigned to tutor a different learner, to perform some other task for the Center, or to observe another tutor-learner pair.
Your tutoring will be assessed on an on-going basis primarily by the Center staff, both as you are tutoring and in terms of the records you create based on your sessions. The staff members observe tutoring, discreetly and unobtrusively, and periodically join the sessions of all our tutors. From time to time a manager or lead tutor will join your session, say hello, and stay for 10 minutes or so. (Friendly and supportive supervision is part of what the Literacy Center offers both learners and tutors.) Other tutors may also observe working pairs in order to gain valuable insight into the tutoring process. This is routine practice. In addition, after each evening of tutoring, you will fill out a session report on the work you and your learner completed and make suggestions/lesson plans for the following session. Each session report from all tutoring sessions for all learner/tutor pairs are reviewed by the Center staff and the instructor on an ongoing basis; the reports constitute very important evidence of your tutoring skills, including the regularity and reliability of your attendance; promptness; willingness to adapt to the LCLC's needs; responsiveness to staff suggestions; thoroughness; resourcefulness; and attentiveness to learner's needs.
GUIDELINES FOR READING AND WRITING ASSIGNMENTS. The reading and writing assignments are all designed to assist you with your tutoring and to lead you to reflect on your experiences. You will write regular assignments that ask you to assess your progress as a tutor and to show how you are learning to improve your teaching and to interact more effectively with our learners. The instructor reserves the right to change the assignments, readings, meeting times and dates, and due dates for assignments as the needs of the class or circumstances require.
Reading assignments: Join one of the scheduled classes for each set of meetings according to syllabus. Be prepared for the meeting with the assigned readings analyzed and the written papers prepared. With all of our reading assignments, articles as well as the textbook, some of the information is pertinent to your tutoring but perhaps not all. If, for example, you are tutoring a native speaker, you will be less interested in the articles on language acquisition than will a tutor who is working with an emergent multi-lingual learner. Nevertheless, read carefully the sections that apply to your current learner and skim all other sections even though they are not directly related to your current learner. You never know what next week will bring.
Writing assignments: All journals and written assignments may be submitted in person or through Sakai.
- Journals are meant to be a reflection on your tutoring experiences and on the way in which they have been reinforced by your reading. They are informal but should be written in prose and not in outline form. They may be typed, handwritten, or kept in a spiral notebook and shown to the instructor (take a photo), depending on your journaling practices. They are important for content, not for style and mechanics. It will be helpful to you to write a journal entry for each week reflecting on your tutoring experiences, but not all these will be submitted to class. You will submit a total of ten journals throughout the semester (topics will be assigned), two for each of the five class meetings required of all students. Some of these will be reflections on your tutoring while others will be responses to assigned articles. Length is equivalent to one typed page double spaced.
- Obtaining, distributing, or communicating examination materials prior to the scheduled examination without the consent of the teacher
- Providing information to another student during an examination
- Obtaining information from another student or any other person during an examination
- Using any material or equipment during an examination without consent of the instructor, or in a manner which is not authorized by the instructor
- Attempting to change answers after the examination has been submitted
- Unauthorized collaboration, or the use in whole or part of another student’s work, on homework, lab reports, programming assignments, and any other course work which is completed outside of the classroom
- Falsifying medical or other documents to petition for excused absences or extensions of deadlines
- Any other action that, by omission or commission, compromises the integrity of the academic evaluation process
Due dates for papers. All papers are due on the dates posted on Sakai. Extensions are possible only in cases of emergency. In some cases and with permission from the LCLC Director, you may present a research project rather than a research paper for the final writing assignment.
Schedule of Class Meetings (Specific dates and times chosen after student input )
PLEASE NOTE: “Although the University does not require masking, it is a principle of this class-section that, out of respect for the health of housemates and others in regular contact with members of our community, in this class we wear masks over nose and mouth at all times we are together in the classroom. Intransigent non-compliance may be reported to the Office of Student Conduct & Conflict Resolution” (wording suggested by Provost’s office).
(1) 5th week of the semester;
Reading due: Colvin, chapters 5, 10, 11, and 12; review quickly chapters 1-4 (some of that material was used during orientation); be prepared to relate one specific topic from each chapter to your experience at the LCLC so far. Also, read and be prepared to discuss the articles assigned for the Journal # 2; they are attached to that assignment.
Journals # 1 and 2 due: Two journal entries from the first two weeks of tutoring. Journal # 1 should discuss your reflections on the orientation session and your first weeks of tutoring. Journal # 2 should discuss your reflections on the assigned articles (see Sakai) as they relate to your tutoring. Do not summarize. The journals are attached to that assignment posting.** Remember that journals are informal and should be equivalent in length to one typewritten page double spaced. . . . written in prose, not in outline form. One page total for journals – not onepage for each assigned article.
Writing assignment # 1 due: No fewer than 2 pages (no more than 3) explaining how issues of adult education and literacy raised during the orientation session have emerged in your own tutoring. You must read chapters 5, 10, 11, and 12 and review chapters 1-4 in Colvin's I Speak English before you begin to write, and your essay must work specifically with ideas in several (but not all) of these chapters. Be sure to refer to Colvin in your paper. Avoid generalizations and avoid merely repeating ideas from the orientation session; focus instead on how the particulars of your own experience relate to the orientation and to the material in Colvin's book, to which you should refer specifically. Take a look at the appendices, especially the one which identifies terms used in ESL.
(2) 7th week of the semester;
Reading due: Colvin, chapters 6, 7, 8, 9, and the appendices, especially Appendix C. Be prepared to relate one topic from each chapter to your experience at the LC; be sure you have an understanding of the specific content in each chapter. Also, read the article(s) which will be assigned on a topic related to the work of the Center (for your journals).
Journals # 3 and 4 due: Two journal entries from the last 2 weeks. Each journal should discuss the assigned articles.
Writing assignment # 2 due: No fewer than 2 pages (no more than 3) pages reflecting on your experience of the last 2 weeks. Address your experience in terms of growth, altered expectations, adjustment to the conditions of your LCLC experience. Refer to your first paper specifically and compare your views then to what you know now. Be specific about what your experience is teaching you, how your tutoring has changed, how it has been affected by your learners and their interests. Also, discuss the assigned chapters in Colvin, not only supporting your points but perhaps taking issue with some of her ideas. Be sure to refer to Colvin in your paper.
(3) 9th week of the semester;
Reading due: Read and be prepared to discuss the article(s) assigned.
Journals # 5 and 6 due: In Journal 5, you will discuss your tutoring experiences over the past half semester as well as any other service to the Center. Journal 6 should be your response to the assigned article(s).
Writing assignment # 3 due for 1 and 2 cr. hr. students: Prepare a 2-page paper comparing how two different grammars, readers, workbooks, other LCLC texts, websites, or other sources handle a specific problem or error that you have worked on for several sessions. The paper should describe how you tried to address the problem (confusion of past and past perfect tenses, use of the definite and indefinite article, capitalization, use of the semicolon, pronunciation of the voiced and voiceless th sound, vocabulary development, developing pieces of writing. . . etc.) and what you learned from comparing two different resources that treat the problem or error. You may borrow (for a very short time – overnight or two-three days, for example) an LC text. You may use websites. You may find an article on the web or in a database. You may NOT choose any of the articles assigned for class or the textbook; we’ve already responded to those and discussed them in class. This paper will be posted on Turnitin through Sakai.
Writing assignment # 3 due for 3 cr. hr. students: Prepare a 2 ½ to 3-page paper comparing how two different sources books or websites or articles -- grammars, readers, workbooks, handbooks, other LCLC texts, websites, videos, blogs, or other sources -- handle a specific problem or error or skill that you have worked on for several sessions. You may also choose a topic about a problem or skill you have encountered or have heard discussed at the Center even if you have not worked on it specifically with your learner(s). The paper should describe how the topic can be addressed with a learner (e.g., confusion between two tenses; pronunciation difficulties with one sound; vocabulary development; organizing essays; learning our alphabet for beginners, developing essays and brainstorming....) and what the two sources you compared say about resolving the problem. *** In order to satisfy the new Engaged Learning requirement for Undergraduate Research for Core, you must do research for this project in addition to the two sources you have compared. Besides the two sources you are comparing, this research must include 2 outside works, either texts, journal articles, newspapers, or reliable websites, 1 of which must be a peer reviewed journal articles (not book reviews or abstracts.). You may NOT choose any of the articles already assigned for class or the textbook; we’ve already responded to those and discussed them in class. This paper must have a bibliography (a separate page). It will be posted to Turnitin through Sakai.
(4) 11th week of the semester;
*** Submit your Learning at Loyola contribution to the editors no later than this week. ***
Reading due: Read and be prepared to discuss the article(s) assigned.
Journals # 7 and 8 due: journal entries will discuss the articles assigned and how the information impacted your tutoring.
Writing assignment # 4 due:
If you are doing a final project with the Director’s permission (Writing Assignment # 5 will be a short report on this project’s completion), then Writing assignment # 4 will be a maximum one page description of the project you propose to undertake. You will discuss the project: its goals, the methods and materials you are using, and the practical arrangements you are making to complete the project. The project can consist of posting flyers, recruiting tutors for next semester, editing Learning at Loyola, or completing any project (with the Director’s prior approval) that would benefit the Center.
If you are doing a final paper for your Wr. Assgn. # 5, then Writing assignment # 4 will be a proposal for your final paper. The proposal should be one page in length and should include a statement of your purpose, your thesis, and a preliminary working bibliography. The topic may center on any aspect of the work of the Center: second language acquisition, adult education, adult literacy, specific language skill areas (pronunciation, reading, writing, grammar), immigration, refugee resettlement, sociolinguistics, culture, etc. You may not choose the same topic you developed in your text review for Writing assignment # 3. You will include research (4-8 journal articles or texts; the number depends on the required length of your paper as described below) and submit it to Sakai and through Sakai posted to Turnitin. The paper may include a discussion of your semester experience at the LCLC and the work of the LCLC as examples - not as the main topic. Please note that generalizations about literacy, poverty, and social conditions are not needed in these papers. The length of the paper depends on the number of credit hours for which you are registered: 1 cr. hr., 3-4 pp.; 2 cr. hrs., 5-6 pp. 3 cr. hrs., 7-8 pp
(5) 13th week of the semester;
Reading due: Read and be prepared to discuss the article(s) previously assigned. Also, 3-credit hour students should be prepared to tell the instructor which book they selected for their 6th meeting discussion and book review.
Journal # 9 due: This journal will discuss several websites that you are asked to explore.
Journal # 10 Please reflect on your experience at the Center this semester.
Writing assignment # 5 is your final project and the written report of the project’s results OR your final paper if you are not doing a project. It is due at the end of the semester.
If you are doing a final project, write a one page maximum report on the project for Writing Assignment 5. The project can consist of posting flyers, recruiting tutors for next semester, editing Learning at Loyola, or completing any project (with the Director’s prior approval) that would benefit the Center.
If you are doing a final paper, the paper IS Writing Assignment # 5.
(6) tba Final session for 3 cr hr Core students only;
Writing assignment # 6 – book review
The 6th session and the book review were added to the syllabus at the time we made the application for Core credit so as to distinguish between the 2 and 3 credit hour options. The book chosen may be selected from the sample list in Sakai or may be another book (to be approved by the instructor) which should address your specific interests connected to your LC experience. It can be on any topic suggested by your experience at the Center: adult education; literacy, language, linguistics, second language acquisition, grammar, pronunciation, culture, political topics, economics, sociological topics, historical subjects, natural history topics, geography, or other related topics which have developed because of your experience at the Center. Students are required to discuss their choice during the last (the 6th) session and to complete a written 1 ½ page book review by the end of exam week. The review will have (1) the bibliography entry for the text listed first, followed by the review which will include (2) a brief summary of the main points (brief); (3) a brief discussion of the style, evidence used, intended audience, author’s authority and success in achieving his/her purpose (brief); and (4) a discussion of how the text was of interest to you because of your experience at the Literacy Center.
The book review must be submitted to Sakai and Turnitin through Sakai.
EVALUATION AND GRADING CRITERIA * See Note 1 below for assessment information!
Tutoring, 60% for all students
Written assignments for 1 & 2 credit hour students:
1, 4 %
2, 4 %
3, 5 %
4, 1 %
Wr assgn # 5 (report on project or final paper), 10 %
10 journals, 1.4 % for each journal;
Class participation, 2 % (assuming attendance at all class meetings and sessions)
Written assignments, 3 credit hour students:
1, 4 %
2, 4 %
3, 5 %
4, 1 %
Wr assgn # 5 (report on project or final paper), 10%
10 journals, 1 % for each journal
Book review, 4 %
Class participation, 2 % (assuming attendance at all class meetings and sessions)
*** Papers must be submitted on the dates and at the times requested. Late papers may be penalized 5% per calendar day that they are late.
Grading standards. Grading criteria are numerous and address, among other concerns, dedication, reliability, originality, thoroughness, coherence of written presentation, and quality of response to assignments.
Grade of A: loyal, enthusiastic, attentive tutoring, significant originality in using and devising materials for tutoring sessions, insightful observations about learner's work, detailed and accurate session reports; tutoring shows imagination and creativity; unfailingly prompt; flexible, showing progress as a tutor even when working with a series of learners only once or twice; written work consistently meets highest standards of insight and expression, and effectively integrates required reading with the objectives of the assignment. Final paper may well lead to revision of some LCLC policies and procedures.
Grade of B+: highly reliable and effective tutoring, showing some originality in using and devising materials for tutoring sessions; observations about learner's work are generally very useful; sessions reports are thorough; tutor has invariably been prompt and flexible; written work meets high standards of insight and expression, and integrates required reading with the objectives of the assignment. Final paper may lead to revision of some LCLC policies and procedures.
Grade of B: reliable tutoring, generally following recommended books and techniques; observations about learner's work sometimes need clarification and sharpening, and/or sessions reports sometimes lack detail; tutor has generally been prompt and flexible; written work meets general but not top standards in terms of expression and argument, and/or required reading sometimes not fully integrated with the objectives of the assignment.
Grade of C+: adequate tutoring but not showing much originality in using and devising materials; observations often need amplification; session reports somewhat thin; tutor not always reliable; written work clearly short of highest standards and/or does not integrate required reading with the objectives of the assignment.
Grade of C: adequate tutoring but showing little or no originality in using and devising materials; observations frequently needed amplification; session reports thin; tutor not always reliable; written work clearly short of high standards and/or does not integrate required reading with the objectives of the assignment.
Grade of D and below: unsatisfactory tutoring; unreliable, diffuse reports; unresponsive to staff suggestions and assistance; poor written work, unresponsive to suggestions for improvement.
NOTE 1: Assessment. Your tutoring will be assessed on an on-going basis primarily by the Center staff, both as you are tutoring and in terms of the records you create based on your sessions. The staff members observe tutoring, discreetly and unobtrusively, and periodically sit in on the sessions of all of our tutors. From time to time a manager or lead tutor will stop by your table, say hello, and sit in for 10 minutes or so. (If you were taking tennis lessons, you'd want the coach to watch you play, and if the coach watched you play, you'd expect some feedback; friendly and supportive supervision is part of what the Literacy Center offers both learners and tutors.) Other tutors may also observe working pairs in order to gain valuable insight into the tutoring process. This is routine practice. In addition, after each evening of tutoring, you will fill out a session report on the work you and your learner completed and suggestions/lesson plans for the following session. Each session report from all tutoring sessions for all learner/tutor pairs are reviewed by the Center staff and the instructor on an ongoing basis; the reports constitute very important evidence of your tutoring skills, including the regularity and reliability of your attendance; promptness; willingness to adapt to the LCLC's needs; responsiveness to staff suggestions; thoroughness; resourcefulness; and attentiveness to learner's needs. Contributions to our regularly-scheduled meetings will also be factored into this part of your grade. If you sometimes tutor at another off-site location when we are tutoring in person as directed by the LCLC staff because of space constraints, you will be asked to alternate the practice with tutoring on-site to enable observation. The LCLC supports its tutors with a trained, highly experienced staff. You should not feel that observation is an intrusion; it is a necessary part of what we do.
NOTE 2: It is assumed that you have a copy of this syllabus no later than the end of the second week of the semester, that you will have determined how many hours of credit you wish to earn, and that you understand and agree to abide by the rules governing this internship/tutorial and the regulations of the LCLC as explained to you during orientation sessions. You are required to email the instructor with an acknowledgement of your understanding and acceptance of all the terms of the syllabus.
NOTE 3: Absences. You are required to tutor one or two nights a week, depending on the number of credits for which you are registered. If you are ill, you must email the manager to report that you will be absent and make up the tutoring session at a later date. If your regular learner is ill and notifies you, you must still come to the Center where you will be assigned to tutor a different learner, to observe another tutor-learner pair and write a report, or to perform some other task for the Center (filing, typing, etc.).
NOTE 4: If you are a returning tutor, your grading criteria may be altered to suit the course work agreed on in conference with the instructor.
ACADEMIC INTEGRITY. Please be advised that the Dean of the College of Arts and Sciences instructs all instructors at Loyola University Chicago to make their students aware of the penalties for any form of academic dishonesty as those penalties are outlined in the Undergraduate Studies Catalogue and on the Department of English webpage. It is assumed that you are familiar with these penalties; if you have any questions about fair use of material, contact the instructor. See the website on the English Department site at https://www.luc.edu/academics/catalog/undergrad/reg_academicintegrity.shtml for more information and a number of examples. Here are a few categories of what is considered plagiarism, which “involves taking and using specific words, phrases, or ideas of others without proper acknowledgement of the sources. Students may not:
1. Submit material copied from a published or unpublished source.
2. Students may not submit the same work for credit for more than one assignment (known as self-plagiarism).
3. Students may not fabricate data.
4. Students may not collude.
5. Students may not cheat.
6. Students may not facilitate academic misconduct.”
The English language research community has strict standards regarding plagiarism (to use or appear to use another’s words or ideas without proper credit to the source.). Proper documentation techniques must always be followed when using outside sources. University policy requires that a report be sent to the chairperson of the course in which the student is enrolled for any instance of plagiarism. Plagiarism will result in a student’s failing the paper and the course.
It is the policy of this instructor that students enrolled in their first semester at Loyola will receive a failing grade on the assignment and will not be permitted to revise it. In addition, their final grade will be lowered by one step (from a C to a C-, for example). Students enrolled in their second and subsequent semesters at Loyola will fail the course, as will first semester students who have engaged in egregious examples of plagiarism.
Further information on this topic as well as the university standards for addressing plagiarism are found at the first website below. The second is the information used by the Writing Program with further information about academic standards concerning writing.
Further information on procedures for academic grievances and appeals are found at:
College of Arts & Sciences Statement on Academic Integrity
A basic mission of a university is to search for and to communicate the truth as it is honestly perceived. A genuine learning community cannot exist unless this demanding standard is a fundamental tenet of the intellectual life of the community. Students of Loyola University Chicago are expected to know, to respect, and to practice this standard of personal honesty.
Academic dishonesty can take several forms, including, but not limited to cheating, plagiarism, copying another student’s work, and submitting false documents.
Academic cheating is a serious act that violates academic integrity. Cheating includes, but is not limited to, such acts as
Plagiarism is a serious form of violation of the standards of academic dishonesty. Plagiarism is the appropriation of ideas, language, work, or intellectual property of another, either by intent or by negligence, without sufficient public acknowledgement and appropriate citation
that the material is not one's own. It is true that every thought probably has been influenced to some degree by the thoughts and actions of others. Such influences can be thought of as affecting the ways we see things and express all thoughts. Plagiarism, however, involves the taking and use of specific words and ideas of others without proper acknowledgement of the sources, and includes the following:
-Submitting as one's own material copied from a published source, such as print, internet, CD-ROM, audio, video, etc.
-Submitting as one's own another person's unpublished work or examination material
-Allowing another or paying another to write or research a paper for one's own benefit
-Purchasing, acquiring, and using for course credit a pre-written paper
The list above is in no way intended to be exhaustive. Students should be guided by the principle that it is of utmost importance to give proper recognition to all sources. To do so is both an act of personal, professional courtesy and of intellectual honesty. Any failure to do so, whether by intent or by neglect, whether by omission or commission, is an act of plagiarism. A more detailed description of this issue can be found at http://luc.edu/english/writing.shtml#source.
In addition, a student may not submit the same paper or other work for credit in two or more classes without the expressed prior permission of all instructors. A student who submits the same work for credit in two or more classes without the expressed prior permission of all instructors will be judged guilty of academic dishonesty, and will be subject to sanctions described below. This applies even if the student is enrolled in the classes during different semesters. If a student plans to submit work with similar or overlapping content for credit in two or more classes, the student should consult with all instructors prior to submission of the work to make certain that such submission will not violate this standard.
Plagiarism or any other act of academic dishonesty will result minimally in the instructor’s assigning the grade of "F" for the assignment or examination. The instructor may impose a more severe sanction, including a grade of “F” in the course. All instances of academic dishonesty must be reported by the instructor to the chairperson of the department involved, and to the Dean of the College of Arts and Sciences.
The chairperson may constitute a hearing board to consider the imposition of sanctions in addition to those imposed by the instructor, including a recommendation of expulsion, depending on the seriousness of the misconduct. In the case of multiple instances of academic dishonesty, the academic dean of the student's college may convene a hearing board. Students have the right to appeal the decision of the hearing board to the academic dean of the college in which they are registered. The decision of the dean is final in all cases except expulsion. The sanction of expulsion for academic dishonesty may be imposed only by the Provost upon recommendation of a dean.
Students have a right to appeal any finding of academic dishonesty against them. The procedure for such an appeal can be found here.
The College of Arts and Sciences maintains a permanent record of all instances of academic dishonesty. The information in that record is confidential. However, students may be asked to sign a waiver which releases that student’s record of dishonesty as a part of the student’s application to a graduate or professional school, to a potential employer, to a bar association, or to similar organizations.
Approved by the CAS Council of Chairs & Program Directors on 9/17/07; Endorsed by the CAS Academic Council on 9/19/07
Privacy and Class Recording Policies
Any recordings in this class are only for use in this class. They cannot be downloaded by students.
Assuring privacy among faculty and students engaged in online and face-to-face instructional activities helps promote open and robust conversations and mitigates concerns that comments made within the context of the class will be shared beyond the classroom. As such, recordings of instructional activities occurring in online or face-to-face classes may be used solely for internal class purposes by the faculty member and students registered for the course, and only during the period in which
the course is offered. Students will be informed of such recordings by a statement in the syllabus for the course in which they will be recorded. Instructors who wish to make subsequent use of recordings that include student activity may do so only with informed written consent of the students involved or if all student activity is removed from the recording. Recordings including student activity that have been initiated by the instructor may be retained by the instructor only for individual use.
Loyola adheres to all applicable federal and state civil rights laws and regulations prohibiting discrimination in private institutions of higher education. Loyola does not discriminate against any employee, applicant for employment, student, or applicant for admission on the basis of race, color, religion, sex, age, sexual orientation, gender identity or expression, national or ethnic origin, ancestry, disability, marital status, parental status, military/veteran status, or any other characteristic protected by applicable law.
This Nondiscrimination Policy prohibits discrimination in employment and in providing access to educational opportunities. Therefore, any member of the Loyola community who acts to deny, deprive, or limit the educational or employment benefits or opportunities of any student, employee, guest, or visitor on the basis of their actual or perceived membership in the protected classes listed above is in violation of the Nondiscrimination Policy.
Campus Safety: luc.edu/safety in an emergency, call 44911 on campus or 773.508.SAFE (7233). Or call 911 (City of Chicago emergency number)
Wellness Center: luc.edu/wellness 82530, 56360; medical care, crisis intervention, brief counseling, sexual assault advocacy services, health ed.
If you are experiencing a mental health crisis after-hours, please call 773-508-2530, press 3
Information about Covid and other public health matters can be found at https://www.luc.edu/healthsafetyandwellbeing/
Loyola Alert: register at http://www.luc.edu/alert
Campus Ministry: luc.edu/campusministry 82200
Preferred name in university records: https://www.luc.edu/regrec/preferred-name-FAQ.shtml
Student Accessibility Center: https://www.luc.edu/sac 83700
Center for Student Assistance and Advocacy, called the CURA Network: https://www.luc.edu/cura/
The above address will lead you to links to specific sites for Equity & Title IX Concerns, Behavioral Concerns (BCT), Academic Concerns,
Personal Concerns (CARE), Student Conflict and Conduct Concerns, & General Student Concerns. For more information about the Center
for Student Assistance and Advocacy, please contact the Office of the Dean of Students at 773.508.8840 (88840) or
deanofstudents@LUC.edu. https://www.luc.edu/dos/ The Dean’s office is Suite 300 on the 3rd floor of Damen Student Center.
For confidential support related to gender-based violence, visit the Community Center on Gender Based Violence at
Please note: We want to help all our students in any way we can. If you share anything related to gender-based misconduct, however, we as instructors cannot keep the information private. Faculty and staff are mandated by law to report it to one of our Title IX coordinators whose names and email addresses can be found on the Office for Equity and Compliance page at https://www.luc.edu/equity/about/contacttheoecteam/. You would then receive information from the coordinator about your rights and resources and it would be your decision to follow up.
With very limited exceptions, all Loyola faculty and staff employees must report any known, disclosed, alleged, or otherwise reported (formally or informally) incidents of sexual misconduct that satisfies any of the following criteria:
- Sexual misconduct against any individual who is currently a minor by any individual
- Sexual misconduct againstany individual who is or was a student at the time of the incident
- Sexual misconduct byany individual who is or was a student or employee (faculty or staff) at the time of the incident
Gender-based misconduct includes but is not limited to stalking, harassment, exploitation, assault, or dating violence, (emotional, physical, sexual, verbal, financial, or digital abuse or threat of abuse). For more information on Title IX policies, see