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Master Syllabus

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Administrative Unit: Language and Communications Studies Department
Course Prefix and Number: EAPP 103
Course Title: Oral Communication Skills I
Number of:
Credit Hours 5
Lecture Hours 6
Lab Hours 0
Catalog Description:

The curriculum is designed to provide English language learners with the skills and practice that is necessary for them to develop and improve academic listening and speaking in English and to eventually become successful students in U.S. college courses. With the goal of meaningful communication in an academic setting, students acquire and practice new vocabulary, develop and practice active listening and academic discussion strategies based on lectures from a variety of subject areas, and give oral presentations. Pronunciation is addressed as needed.

 
Prerequisite(s) / Corequisite(s):

Placement in the high-intermediate level of English for Academic Purposes

 
Course Rotation for Day Program: Offered Fall and Spring.
 
Text(s): Most current editions of the following:

The most current edition of a high-intermediate listening and speaking text that focuses instruction on cognitive as well as language skills for academic success. Text can be either integrated skills, such as:




Pathways 3
(Heinle)
Recommended
Q Skills for Success 3: Listening and Speaking
(Oxford University Press)
Recommended
Or separate listening and speaking texts, such as:

Recommended
Lecture Ready 2
(Oxford University Press)
Recommended
Speech Communications Made Simple 1
(Longman-Pearson)
Recommended
Other required text:

Recommended
Oxford American Dictionary for Learners of English
(Oxford University Press)
Required
 
Course Learning Outcomes
  1. Identify and use select Academic Word List (AWL) vocabulary and a range of formulaic expressions to increase communicative effectiveness in class discussions and presentations.
  2. Articulate the main ideas and details of moderately-complex listening passages, both orally and in writing.
  3. Use active listening strategies to improve comprehension and retention of content in both familiar and unfamiliar passages, such as audio articles or lecture excerpts.
  4. Plan and deliver clear and effective timed presentations (3-5 min.) using presentation software.
  5. Demonstrate basic knowledge of U.S. higher education norms and expectations in oral academic discourse.
  6. Reflect and self-assess, orally and in writing, applying course content to prior knowledge and personal experience.
  7. Interact with peers, faculty, and staff in informal and (limited) formal situations to develop and improve cultural knowledge and confidence in using English spontaneously.
 
Major Topics/Skills to be Covered:
  • Academic Word List (AWL) vocabulary and formulaic expressions in student-led class discussions (e.g., linking contributions, building on another’s comment, disagreeing, and turn-taking) and formal presentations (e.g., standard greetings, clarifications, and closings)
  • Comprehension and re-stating of main ideas and details of moderately-complex listening passages, both orally and in writing
  • Listening techniques and strategies, such as connecting, predicting, clarifying key words, searching for answers to questions, taking notes (using keywords, symbols, organizers), re-listening, responding, summarizing, and extending, to improve comprehension and retention of content
  • Planning and giving a variety (narrative, informative, how-to, and persuasive) of short, timed presentations, which include developmental phases and feedback activities (e.g., outlining, drafting, and practicing) to improve organization, clarity, and delivery of ideas
  • Appropriate use of verbal (intonation, volume, and other vocal features) and non-verbal (gestures, eye contact, and body language) communication in the delivery of ideas
  • Tips and best practices for using presentation software appropriately
  • Basic oral and visual (MLA) citation rules for use in select, formal presentations
  • Critical thinking skills, such as reflection, peer- and self-assessment, evaluation/analysis/synthesis from multiple perspectives, etc.
  • Emphasis on fluency over accuracy in the use of English at co-curricular activities, such as International Coffee Hour and Lunch Beyond Borders
 

Recommended maximum class size for this course: 12

 
Library Resources:

Online databases are available at http://www.ccis.edu/offices/library/index.asp. You may access them using your CougarTrack login and password when prompted.

 
Prepared by: Miranda Wilkerson Date: September 15, 2015
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

Office of Academic Affairs
15/03