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Exploring Types of Evidence in Oral Communication
Kristi DiLallo
Students will recognize the importance of having a diversity of sources in oral communication.
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Use of Supporting Materials
Sunita Lanka
To identify a variety of reliable sources to support / strengthen claims and research, to understand how supporting materials lead to reasonable inferences and provide authentic strength to a claim (analysis), and finally to learn accurate citations.
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Working with Conclusions through Logical Fallacies: Finding Faults and Rebuttals
Timothy David Orme
To help students identify logical fallacies, the harm of those fallacies, and how they might pinpoint them in their own work.
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Why do we need public art for social justice affirmation?
DeBorah Silguero
Students could learn the power of using a researched context speech based on social justice through the arts, to engage the audience in policy reform in areas such as healthcare, immigration, or the criminal justice system to remedy potential biases toward certain demographic groups.
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Teaching Synthesis
Sarah P C Dahlen, Jacqui Grallo, Kenny Garcia, George Station, Shwadhin Sharma, and Amir Attia
Students will learn how to synthesize information from sources.
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Reverse Research
Robin de la Llata Aimé
Students are introduced to academic research and writing with a focus on methods of attribution.
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Literature Review
Amanda Pullum
Students should learn to develop a social scientific research question; distinguish scholarly from non-scholarly sources; locate and evaluate relevant scholarly literature; and synthesize multiple scholarly sources.
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Analyzing Policy and Stakeholder Perspectives – the Case of the Spotted Owl
Victoria Derr
- Effectively reading in our discipline – focused on Text-Based Discussions
- Identifying and analyzing stakeholder perspectives
- Applying policy to understand stakeholder perspectives
[1] Schoenback, Ruth, Cynthia Greenleaf, and Lynn Murphy. 2012. Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms. WestEd.org.
[2] Ibid.
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Active Listening "Debates" - Classroom Activity
Victoria Derr
Students will practice critical thinking, active listening, and the development and presentation of arguments and positions through oral and written communication.
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Spanish for Heritage Speakers: Instructional Module #1
Gabriela C. Zapata
By the end of this module, students should be able to:
1. Identify and name characteristics of the narrative genre;
2. Identify the rules for and correctly use the preterite and imperfect;
3. Identify the rules for the accentuation of palabras agudas and esdrújulas and correctly apply them;
4. Write a narrative of at least 300 words;
5. Understand the rules behind the production of visual "texts";
6. Produce a visual narrative using images and video.
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Spanish for Heritage Speakers: Instructional Module #2
Gabriela C. Zapata
This is the second instructional module for the teaching of Spanish to heritage speakers at the intermediate level. The outcomes for this module are as follows:
1. Students will be able to understand the way in which a persuasive essay is organized and written;
2. Students will be able to continue applying the rules for the accentuation of palabras esdrújulas and agudas to improve their spelling;
3. Students will be able to understand the rules that govern the present tense in Spanish and why it is the most appropriate tense when writing a persuasive essay.
4. Students will learn the rules that govern the accentuation patterns for palabras llanas and hiatos, and they will apply these rules under instructor and peer guidance;
5. Students will apply the concepts learned to the development of a persuasive essay;
6. Students will apply the concepts learned to create and carry out an interview with a person of Hispanic origin in order to collect information about his/her work experiences in the United States.
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Spanish for Heritage Speakers: Instructional Module #3
Gabriela C. Zapata
This is the third instructional module for the teaching of Spanish to heritage speakers at the intermediate level. The outcomes for this module are as follows:
1. Students will be able to understand the way in which a descriptive essay is organized and written;
2. Students will be able to continue applying the rules for the accentuation of palabras esdrújulas and agudas to improve their spelling;
3. Students will be able to understand the rules that govern the use of adjectives in Spanish, including the exceptions that break these rules;
4. Students will review the rules that govern the accentuation patterns for palabras llanas and hiatos, and they will apply these rules under instructor and peer guidance;
5. Students will apply the concepts learned to the development of a descriptive essay;
6. Students will apply the concepts learned to create a presentation on a cultural aspect related to their family Hispanic heritage;
7. Students will learn how to prepare an academic presentation, and they will implement this knowledge in the oral presentation of their work.
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Spanish for Heritage Speakers: Instructional Module #4
Gabriela C. Zapata
This is the fourth module of an instructional course for Spanish Heritage Speakers.
By the end of this module, students should be able to:
1. Be able to critically analyze the ideas about bicultural/bilingual identity expressed in a variety of multimodal ensembles, such as poems, photos, and art pieces;
2. Synthesize the knowledge learned in the previous modules to develop an multi-genre autobiography;
3. Synthesize the knowledge learned in the previous modules to develop hybrid, multimodal autobiography.
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