1
Curriculum Vitae and Course Syllabi
Benjamin Hoffiz, Ph.D.
1320 E. Glenhaven Drive
Phoenix, AZ 85048 USA
Phone: +1 480-460-1527
E-mail: [email protected]
EDUCATION
University of Arizona (Tucson, AZ)
Ph.D. Near Eastern Studies (Arabic Language and Linguistics)
Dissertation: Morphology of UAE Arabic, Dubai Dialect
Minor: Linguistics and Second Language Acquisition
M.A. University of Michigan, Ann Arbor
Near Eastern Studies. Concentration: Arabic Language & Linguistics
B.A. University of Michigan, Ann Arbor, (with “High Distinction”) Near Eastern Studies.
CASA Fellowship ([Center for Arabic Study Abroad], American University in Cairo)
SUMMARY STATEMENT
Arabic Linguist, Researcher, Professor, Translator and Academic Writer.
Digitalized and Searchable Arabic-English Dictionary Authorship, Arabic Discourse Analysis, Pragmatics,
Inference (Reading between the Lines), Arabic Textbook Writing and Program Development.
ARABIC TEXTBOOK AND DICTIONARY
1.Arabic - English Concise Research and Translation Dictionary
{‫ﺟَﻤﺔ‬
َ ‫ﺚ َﻭﺍﻟﱠﺘْﺮ‬
ِ ‫ﺤ‬
ْ ‫ﺼٌﺮ ِﻟـﻠْــَﺒ‬
َ ‫ﺨَﺘ‬
ْ ‫ﻱ ُﻣ‬
‫ ِﺇْﻧـﺠﻠﻴﺰ ﱞ‬- ‫ﻲ‬
‫ﺠٌﻢ ﻋـﺮﺑ ﱞ‬
َ ‫ﻀـــﺎِﺋـــِﻞ }ُﻣـْﻌ‬
َ ‫ﺷــَﻤـﺎِﺋِﻞ ﺍﻟـَﻔــ‬
َ ‫ﺴـﺎِﺋِﻞ ِﻓــﻲ‬
َ ‫ﺼـﺎِﺋــِﻞ ﺍَﳌـ‬
َ ‫ﺏ َﻓـ‬
ُ ‫ِﻛــــَﺘـــﺎ‬
This dictionary is digitally-searchable in PDF form, and can be developed into an app. It contains more than
7,500 entries, based on more than 2,000 Arabic roots. Publication: August 2012. ISBN: 978-1-58152-899-2.
Copley Custom Textbooks/ XanEdu, 530 Great Road, Acton, MA 01720. Contact: [email protected],
800-218-5971, 734-302-6500. Also: [email protected]
2.Arabic: Acquisition and Comprehension. «‫ ﺍﻻﻛﺘﺴﺎﺏ ﻭﺍﻻﺳﺘﻴﻌﺎﺏ‬:‫»ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﱠﻴﺔ‬
Sixth Edition. 2010, Ann Arbor, MI, Copley Custom Publishing/ XanEdu. {ISBN: 978 1 58152 719 3}.
This is a comprehensive textbook, with a fully-vocalized Arabic-English Glossary, (ca. 2,200 entries). It
contains extensive material in grammar, translation and a great deal of other linguistically relevant,
academically-sound materials, including DVD’s and CD’s. Copley Custom Textbooks, XanEdu, Acton,
Massachusetts.
Hoffiz CV
2
ARABIC TEACHING EXPERIENCE
United States Air Force Academy (Academy, Colorado)
Department of Foreign Languages, Assistant Professor of Arabic
July 2013 - May 2014
Courses taught:
Elementary Arabic [Arabic 131, 132]
Advanced Arabic [Arabic 322] (Newspaper Arabic, with Translation and
Analysis)
Second Year Arabic [Arabic 231, 232]: As needed basis.
Executor, Cultural Summer Language Immersion Program (CSLIP), for USAFA Cadets for Arabic
language immersion in Morocco.
Arabic Curriculum Development, New Course Materials and Handouts
USAFA Faculty Learning Committee
Arabic Video Reviews and Analysis
Embry-Riddle Aeronautical University (Prescott, Arizona),
Department of Humanities, Assistant Professor of Arabic
Aug. 2011 - June 2013
Courses taught:
Arabic Language and Culture through the Advanced Level
[LAR 100, 200 & 300]
Arabic Curriculum Development and Placement Testing
Also:
Introduction to Arabic and Islamic History (& Culture) [RS 306, 307]
Project Global Officers: Grant Obtained for Arabic Study in Jordan,
U.S. Air Force ROTC.
Oakland University (Rochester, Michigan),
Department of Modern Languages and Literatures, Special Lecturer, Arabic
Aug. 2002 - July 2011
Major Accomplishments:
1.Arabic program developed from the ground up.
2.Arabic textbook authorship.
3.Intermediate and advanced levels developed and implemented.
4.Arabic placement tests developed.
Courses developed and taught:
Introduction to Arabic Language and Culture I [ARB 114]
Introduction to Arabic Language and Culture II [ARB 115]
Second Year Arabic I [ARB 214]
Second Year Arabic II [ARB 215]
Third Year Arabic (Two Semester Sequence) [ML 390]
Hoffiz CV
3
OTHER PROFESSIONAL EXPERIENCE INVOLVING ARABIC
Arizona State University
Aug. 2014 - Present
•Arabic interpretation and liaison work. Arizona State University, Global Launch
• Teacher Training & Curriculum Development: Cohort of Faculty from the Iraqi Ministry of Education
• Arabic-English Translations & Interpretation. Ongoing
• Student advising and disability assistance. Arizona State University, Global Launch
• Also: Committee Membership: a.Kuwait Professional Development Panel, Global Launch, ASU
Other Teaching at ASU:
• Bachelor of Interdisciplinary and Liberal Studies. BIS 350, Diversity and Organizations.
(2014 - Present)
• HST 100, Global History to 1500, SHARCS, ASU.
(Fall 2015)
Additional Arabic Service Experience
Project Global Officers (GO). (Grant obtained). Also: Arabic Cultural Immersion (CSLIP), for USAF Cadets
in Jordan.
Faculty Advisor: Arab-American Students’ Organization, Embry-Riddle Aeronautical University, Oakland
University
COORDINATION EXPERIENCE
ESL Coordinator and Adjunct Professor
Lawrence Technological University, Southfield, Michigan
• Curriculum standards and policies
• Interviewed/hired all new faculty members
• Taught ESL at all levels and content areas
• Placement and TOEFL testing and record-keeping
• Text and materials development
Adjunct Professor
University of Phoenix, Detroit Campus
Taught:
• World Religious Traditions I (REL \ 133) (Polytheistic Religions)
• World Religious Traditions II (REL \ 134) (Monotheistic Religions)
Highlights: In-class lecture and discussion
Research Writing
Presentations and Student Participation
Hoffiz CV
2001 - 2006
July 2009 - July 2011
4
Modalities of Delivery: Online submission of all coursework and classroom materials/ procedures, Online
Chat Groups, Ground Facilitation [Instruction]
Willam Tyndale College (Farmington Hills, Michigan), Adjunct Professor
Course developed and taught:
Modern Standard Arabic (Two Semester Sequence)
Instructor, King Abdul-Aziz Naval Base, Al-Jubail, Saudi Arabia
Course taught: [in Arabic]
Naval Shipbuilding (Saudi Arabian Cadets and Officers)
Aug. 1998 - May 2000
1987 - 1988
Assistant Visiting Professor of Arabic
University of Illinois, Urbana-Champaign
1995-1996
Coordinator: Program in Arabic and Sub-Saharan African Languages
Taught:
• Arabic language courses (MSA, second year and advanced),
• Introduction to Linguistics
• Supervised 13 Teaching Assistants (Center for African Studies & the Department of Linguistics).
Arabic Research and Teaching Assistant: (Arabic Language, Lexicography, Dialects)
University of Arizona, Tucson, Arizona, U.S.A.
1993 - 1995
Department of Near Eastern Studies
Taught:
• Elementary MSA
• Research in Gulf Arabic-English Dictionary
Instructor of Arabic
Defense Language Institute, Presidio of Monterey, CA
Taught:
• Modern Standard Arabic, all main skill areas
• Conversational MSA
• Levantine Dialect
• Arabic Military Terminology
Arabic Teaching Assistant
University of Michigan, Ann Arbor
Hoffiz CV
1985
1982 - 83
5
Taught:
• A Programmed Course in Modern Standard Arabic
• Arabic Orthography, Grammar, Greetings, etc.
________________________________________________________________________________________
OTHER TEACHING EXPERIENCE
Arizona State University, Tempe, AZ and Glendale, AZ
• ASSOCIATE INSTRUCTOR, Arizona State University, Global Launch (formerly American English
and Culture Program). This is an intensive ESL Program, all content areas.
(2014 - Present)
• ADJUNCT PROFESSOR, Bachelor of Interdisciplinary and Liberal Studies. Teach BIS 350,
Diversity and Organizations (Analysis, Research Writing, Discussion).
(2014 - Present)
• Adjunct Professor: History and World Civilizations, SHARCS, Arizona State University.
Teach HIS 100 & HIS 101, Global History
Adjunct Professor
University of Phoenix, Detroit Campus
July 2009 - July 2011
Taught:
• World Religious Traditions I (REL \ 133) (Polytheistic Religions)
• World Religious Traditions II (REL \ 134) (Monotheistic Religions)
Modalities of Delivery: Online submission of all coursework and classroom materials/ procedures, Online
Chat Groups, Ground Facilitation [Instruction]
Adjunct Professor
William Tyndale College, Farmington Hills, Michigan
Taught and developed Curriculum Materials for:
• Modern Standard Arabic
• World Regional Geography, World Civilizations
• Ethnic and Cultural Diversity
Lecturer of English as a Foreign Language
King Fahd University of Petroleum & Minerals, Dhahran, Saudi Arabia
Taught:
• Technical, Scientific, and Engineering Writing
• Business English
ESL Teaching Assistant
University of Arizona, Tucson, Arizona
Hoffiz CV
1998 - 2000
1996 - 1998
1991 - 1992
‫‪6‬‬
‫‪Center for English as a Second Language‬‬
‫‪1992 - 1995‬‬
‫‪Summer 1991‬‬
‫‪-۳‬‬
‫‪Adjunct Instructor of ESL‬‬
‫‪Pima Community College, Tucson, Arizona‬‬
‫‪Instructor of English as a Foreign Language‬‬
‫‪Temple University Japan‬‬
‫‪Kami-Ochiai, Shinjuku-ku, Tokyo, Japan‬‬
‫______________________________________‬
‫‪ARABIC PUBLICATIONS #‘S 3-6, [TITLES AND DESCRIPTIONS]:‬‬
‫ﺕ ﻣﻴﺪﺍﻧﻴٌﺔ«‬
‫ﺕ ﻭﺍﻗﺘﺮﺍﺣﺎ ٌ‬
‫»ﺗﺼﻤﻴﻢ ﻭﻛﺘﺎﺑﺔ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻄﻼﺏ ﺍﻷﺟﺎﻧﺐ‪ :‬ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻠﻴﻤﺔ‪ ،‬ﻣﻼﺣﻈﺎ ٌ‬
‫ﻲ ﺍﻷّﻭﻝ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﻴﺮﻫﺎ‬
‫ﻲ ِﻓﻲ ﺍﳌﺆﲤﺮ ﺍﻟﺪﻭﻟ ّ‬
‫ﺚ ُﺃْﻟِﻘ َ‬
‫ﺤ ٌ‬
‫َﺑ ْ‬
‫)ﺍﳉﺎﻣﻌﺔ ﺍُﻷﺭﺩﱢﻧﻴﺔ‪ ،‬ﻋﱠﻤﺎﻥ(‪ .‬ﺍﻟﺴﺎﺑﻊ ﻣﻦ ﺃﻳﺎﺭ )ﻣﺎﻳﻮ( ‪۲۰۰۸‬ﻡ‪.‬‬
‫‪-٤‬‬
‫ﻱ ﺍﻷﻗﻄﺎﺏ«‪ ،‬ﺃﻭ‬
‫»ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ :‬ﺭﺳﺎﻟﺔ ﺍﻟﺪﻋﻮﺓ ﻭﺍﳉﻬﺎﺩ ﻓﻲ ﻋﺎﻟٍﻢ ُﺃﺣﺎﺩ ّ‬
‫ﻱ ﺍ ﻟﺒﻌﺪ«‬
‫ﺐ ُﺃﺣﺎﺩ ّ‬
‫»ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ :‬ﺭﺳﺎﻟﺔ ﺍﻟﺪﻋﻮﺓ ﻭﺍﳉﻬﺪ ﻓﻲ ﻛﻮﻛ ٍ‬
‫ﻲ ﻓﻲ ﺍﳌﺆﲤﺮ ﺍﻟﺪﻭﻟﻲ ﺍﻷّﻭﻝ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻬﺎ‬
‫ﺚ ُﺃْﻟِﻘ َ‬
‫ﺑﺤ ٌ‬
‫)ﺟﺎﻣﻌﺔ ﺩﻣﺸﻖ‪ ،‬ﻣﻌﻬﺪ ﺍﻟﻠﻐﺎﺕ‪ ،‬ﻣﺮﻛﺰ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻮﺭﻳﺔ(‪ ۲۹-۲۷ .‬ﺃﻳﺎﺭ ‪۲۰۰٤‬ﻡ‪.‬‬
‫‪-٥‬‬
‫»ﺗﻮﻋﻴﺔ ﺍﻷﺑﺼﺎﺭ ﺳﺘﺆﱢﺩﻱ ﺇﻟﻰ ﻧﺘﻘﻴﺔ ﺍﻷﻧﺼﺎﺭ«‪،‬‬
‫ﻲ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺴﻠﻴﻢ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻘﻮﱘ ﺍﳊﻜﻴﻢ‬
‫ﺚ ﻣﻴﺪﺍﻧ ﱞ‬
‫ﺑﺤ ٌ‬
‫ﺚ ﻓﻲ ﺍﳌﺆﲤﺮ ﺍﻟﺪﻭﻟﻲ ﺍﻟﺜﺎﻧﻲ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻬﺎ‬
‫ﻲ ﻫﺬﺍ ﺍﻟﺒﺤ ُ‬
‫ﻟﻘﺪ ُﺃْﻟِﻘ َ‬
‫)ﺟﺎﻣﻌﺔ ﺩﻣﺸﻖ‪ ،‬ﻣﻌﻬﺪ ﺍﻟﻠﻐﺎﺕ‪ ،‬ﻣﺮﻛﺰ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻮﺭﻳﺔ(‪ ۳۱-۲۹ .‬ﺃﻳﺎﺭ ‪۲۰۰٥‬ﻡ‪.‬‬
‫»ﻧﻀﺎﻝ ﺍﻷﺑﻄﺎﻝ ﻓﻲ ﺳﺎﺣﺔ ﺍﻟﻘﺘﺎﻝ«‪ ،‬ﺃﻭ‬
‫‪-٦‬‬
‫ﺊ ﺑﺠﻨﻮﺩ ﺍُﻷﺧﺪﻭﺩ«‬
‫ﺐ ﳑﺘﻠ ٍ‬
‫»ﻭﺟﻮﺩ ﺍﳋﻠﻮﺩ ﻓﻲ ﻛﻮﻛ ٍ‬
‫ﻲ ﻓﻲ ﺍﳌﺆﲤﺮ ﺍﻟﺪﻭﻟﻲ ﺍﻟﺜﺎﻟﺚ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻬﺎ‬
‫ﺚ ُﺃْﻟِﻘ َ‬
‫ﺑﺤ ٌ‬
‫)ﺟﺎﻣﻌﺔ ﺩﻣﺸﻖ‪ ،‬ﻣﻌﻬﺪ ﺍﻟﻠﻐﺎﺕ‪ ،‬ﻣﺮﻛﺰ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻮﺭﻳﺔ(‪ ۳-۱ .‬ﺣﺰﻳﺮﺍﻥ ‪۲۰۰٦‬ﻡ‪.‬‬
‫___________________________________________________‬
‫‪OTHER PUBLICATIONS:‬‬
‫‪1.Arabic - English Concise Research and Translation Dictionary‬‬
‫ﺟَﻤﺔ{‬
‫ﺚ َﻭﺍﻟﱠﺘْﺮ َ‬
‫ﺤ ِ‬
‫ﺼٌﺮ ِﻟـﻠْــَﺒ ْ‬
‫ﺨَﺘ َ‬
‫ﻱ ُﻣ ْ‬
‫ﻲ ‪ِ -‬ﺇْﻧـﺠﻠﻴﺰ ﱞ‬
‫ﺠٌﻢ ﻋـﺮﺑ ﱞ‬
‫ﻀـــﺎِﺋـــِﻞ }ُﻣـْﻌ َ‬
‫ﺷــَﻤـﺎِﺋِﻞ ﺍﻟـَﻔــ َ‬
‫ﺴـﺎِﺋِﻞ ِﻓــﻲ َ‬
‫ﺼـﺎِﺋــِﻞ ﺍَﳌـ َ‬
‫ﺏ َﻓـ َ‬
‫ِﻛــــَﺘـــﺎ ُ‬
‫‪This dictionary contains more than 7,500 entries, based on more than 2,000 Arabic roots. Publication: August‬‬
‫‪2012. ISBN: 978-1-58152-899-2. Copley Custom Textbooks/ XanEdu, 530 Great Road, Acton, MA 01720.‬‬
‫‪Contact: [email protected], 800-218-5971, 734-302-6500. Also: [email protected]‬‬
‫‪Hoffiz CV‬‬
7
2.Arabic: Acquisition and Comprehension. «‫ ﺍﻻﻛﺘﺴﺎﺏ ﻭﺍﻻﺳﺘﻴﻌﺎﺏ‬:‫»ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﱠﻴﺔ‬
Sixth Edition. 2010, Ann Arbor, MI, Copley Custom Publishing/ XanEdu. {ISBN: 978 1 58152 719 3}.
This is a comprehensive textbook, with a fully-vocalized Arabic-English Glossary, (ca. 2,200 entries). It also
contains extensive material in grammar and translation, and a great deal of other linguistically relevant,
academically-sound materials, including DVD’s and CD’s. Copley Custom Textbooks, XanEdu, Acton,
Massachusetts.
3.”Designing and Writing Arabic Language Examinations for Non-Native Students: The Most Effective
Means, Observations and Recommendations from the Field”. Presented and delivered at The First
International Conference for the Teaching of Arabic as a Second Language, (Jordan University, Amman), May
2008. (Written and delivered in Arabic).
4.”How to choose an effective Arabic Instructor, Issues and Questions”. Presented and delivered at the Third
International Conference for the Teaching of Arabic as a Second Language, June 2006, Damascus University,
Syria. (In Arabic).
5.”Testing Parameters for Language Assessment”. The Second International Conference for the Teaching of
Arabic as a Second Language, May 2005, Damascus University, Syria. (Written and delivered in Arabic).
6.”How to teach Arabic outside the Middle East”. The First International Conference for the Teaching of
Arabic as a Second Language, May 2004, Damascus University, Syria. (Written and delivered in Arabic).
7.”Muslim-American Leisure Lifestyles: Transition and Adaptation”, Encyclopedia of Recreation and Leisure
in America. , New York, Charles Scribner’s Sons. ISBN-13: 978-0684312651
8.Book Review, Arabic Grammar: A Reference Guide, by John Mace, 1998, Edinburgh University Press,
(ISBN: 0 7486 1079). 2003, Journal of Arabic Literature, XXXIV,3, Koninklijke Brill NV, P.O. Box 9000,
2300 PA, Leiden, Netherlands.
9.Arabic Literature Translation: “Section concerning the Degrees of People in Terms of Morals according to
Works”, by ‘Ikhwaan aS-Safaa’, 2001-2002. (The Original Arabic into English).
10.“Lexical and Thematic Recurrence in Arabic Newspaper Reportage”.
From: Proceedings, Second Annual Conference, English for Specific Purposes, University of Bahrain, 1998.
Manama.
11.“Arabic L1 Interference in English Target Language Compositions”.
From: Proceedings, First Annual Conference, English for Specific Purposes, University of Bahrain, 1997.
Manama.
12.Untitled Poem in Leather, Wheels, and Gravel Rash. 1994, Arrival Press, Peterborough, England, UK.
Suzy Goodall, Ed.
_____________________________________________________________________________________
Hoffiz CV
8
CONFERENCE & SPEECH PRESENTATIONS
1.Poster Presentation “Arabic ESL Students in North America: Challenges and Issues”. AZTESOL 2014 State
Conference, October 11, 2014. Held at Northern Arizona University, Flagstaff, AZ.
2. “Orientalism from Arabic Viewpoints”. “Representations of Orientalism in Western Art and Literature” Conference,
March 25, 2011. Department of Modern Languages & Literatures, Oakland University
3. ”Designing and Writing Arabic Language Examinations for Non-Native Students: The Most Effective Means,
Observations and Recommendations from the Field”. The First International Conference for the Teaching of Arabic as a
Second Language, (Jordan University, Amman), May 2008. (Written and delivered in Arabic).
4. Keynote Speaker: “War and Peace in the Middle East” Delivered at the “What is Spirituality? Conference”
March 31, 2007, Louhelen Conference Center, 3208 South State Rd. Davison, MI 48423.
5. ”How to choose an effective Arabic Instructor, Issues and Questions”. Presented and delivered at the Third
International Conference for the Teaching of Arabic as a Second Language, June 2006, Damascus University, Syria. (In
Arabic).
6.”Testing Parameters for Language Assessment”. The Second International Conference for the Teaching of Arabic as a
Second Language, May 2005, Damascus University, Syria. (Written and delivered in Arabic).
7. “How to teach Arabic outside the Middle East”. The First International Conference for the Teaching of Arabic as a
Second Language, May 2004, Damascus University, Syria. (Written and delivered in Arabic).
CURRENT SCHOLARLY PUBLICATIONS IN PROGRESS
1 " «‫ﺍﻹﳒﻠﻴﺰﻱ ﺍﳊﺎﺳﻮﺑﻲ‬-‫ ﺗﺮﻗﻴﻢ ﺍﳌﻌﺠﻢ ﺍﻟﻌﺮﺑﻲ‬:‫»ﺍﺧﺘﺮﺍﻕ ﺍﳊﻮﺍﺟﺰ‬
In English: “Penetrating the Barriers: Digitalizing the Computerized Arabic-English Dictionary”,
and: 2.“Meta-expectations for Students of Arabic in the Western World”
[Both of these papers were accepted for presentation at Jordan University, Amman]. Spring 2014.
3.Complete Translation of the USAFA Base Briefing into Arabic. Spring 2014.
4.Revision of the Computerized [Digitalized] Arabic-English dictionary. This will have approximately 8,000
Arabic entries, from about 3,000 roots. Expected completion: December 2015.
_____________________________________________________________________________________
THESIS COMMITTEE MEMBERSHIP
Mr. Andrew Drummer.
Degree Conferred: Master of Arts in Liberal Studies.
Hoffiz CV
August 2007
9
Title of Thesis:
“Terrorists, Rebels & Warriors: The Portrayal of Arabs and Muslims in Hollywood before & after September 11”
____________________________________________________________________________________
AWARDS & RECOGNITION
Nominee: Service Excellence Award, Embry-Riddle Aeronautical University. Fall 2011.
“Excellence in Teaching Award”
(Oakland University Senate Teaching & Learning Committee).
March 2006.
PROFESSIONAL ACTIVITIES AND SERVICE
• Master of Arts in Liberal Studies: Middle Eastern Culture, History, Religions and Literature.
• Set pedagogical standards and goals
• Promoted and developed the Arabic program to increase student interest in all aspects.
Hoffiz CV
10
_____________________________________________________________________________________
PROFESSIONAL REFERENCES
Davy Weissenbacher, Ph.D.
Research Scholar (FSC), Biomedical Informatics
College of Health Solutions
Arizona State University
[email protected], (480) 492-0477
Dr. Paul Roochnik
Professor of Arabic
Tel.: Office: 240-373-4519, Mobile: 831-710-0212
Email: [email protected]
Mohamed Nouri, MBA
Course Director, Arabic
United States Air Force Academy
Tel.: 202-468-4167, Also: 719-333-8680
Email: [email protected]
Dr. Raji Rammuny
Professor Emeritus of Arabic
University of Michigan
Email: [email protected]
Phone: (734) 945-8489
Haning Z. Hughes, PhD
Chief, Strategic Languages Division
Assistant Professor of Chinese
United States Air Force Academy
Academy, CO 80840
Tel.: 719.333.2298, Email: [email protected]
John M. Chamberlin V, Maj, USAF
Assistant Professor of Arabic
(316) 759-3364, [email protected]
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11
Ms. Lois Malone
Program Manager: Global Launch
Arizona State University
Tempe, AZ 85287 USA
[email protected], [email protected]
480-727-2929, 480-965-2376
Dr. Seigo Nakao
Associate Professor of Japanese
Department of Modern Languages and Literatures
Oakland University
354 O'Dowd Hall
Rochester, Michigan 48309 USA
EMAIL: [email protected], +1-248-370-2066
Dr. Russell Arent (on sabbatical leave),
PO Box 16626, Minneapolis, MN 55416
Phone: 612-605-5643; Email: [email protected].
Abed Mougharbel
Arabic Professional Consultant
[email protected], (480) 993-9652
Ilene Abramson, Ph.D.
Wayne State University
Detroit, Michigan 48202 USA
1127 South Lake Dr Unit 114
Novi, MI 48377-1816
Tel: 248-926-0695, Cell: 248-974-3023
Email: [email protected], Also: [email protected], [email protected]
Leeann Chen, Ph.D.
Language Coordinator, HU/COM Department
College of Arts and Sciences
Embry-Riddle Aeronautical University
3700 Willow Creek Road
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12
Prescott, AZ, 86301
[email protected], 928-777-6682
Mr. Jack Halpern, CEO: CJK Dictionary Institute
Komine Building (3rd & 4th Floors)
34-14, 2-chome, Tohoku, Niiza-shi
Saitama 352-0001 JAPAN
[email protected],
Phone: 81-48-473-3508, Fax: 81-48-486-5032
Professor Mark Rentz
International Alumni Ambassador
Arizona State University
[email protected], cell: 480-201-5440, Also: (480) 965-7781
Ms. Anneliese Mougharbel
Arabic Academic and Cultural Expert
2821 E. Muirwood Dr
Phoenix, AZ 85048
480-415-0405, [email protected]
Dr. Mahmoud Hussein, Professor of Arabic
Tel.: 313-587-3543
Email: [email protected]
Kevin H. Ellsworth, PhD
Interim Head, Faculty of Interdisciplinary & Liberal Studies
Principal Lecturer, College of Letters and Sciences
[email protected], 480-727-7090 – http://cls.asu.edu/ils
www.linkedin.com/in/drkevinellsworth/
Dr. Charity Peak
Director of Faculty Development
United States Air Force Academy
Tel.: 719-930-8407, Also: 719-333-2311
Email: [email protected]
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13
Jennifer Cabrelli Amaro, Ph.D.
Tel.: (319) 541-5218
Email: [email protected]
Mr. Christopher Carabajal
Academic Advisor Sr, Undergraduate Student Services
Mary Lou Fulton Teachers College
Arizona State University, Tempe
(480) [email protected]
Dr. Fawzia Ahmad
University of Colorado Denver
Tel.: (720) 301-7097
Email: [email protected]
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14
UNITED STATES AIR FORCE ACADEMY
DEPARTMENT OF FOREIGN LANGUAGES
ARABIC 321 Spring 2014
STUDENT STUDY GUIDE AND QUICK VIEW SYLLABUS
‫ﺃﻛﺎﺩﳝﻴﺔ ﺍﻟﻘﻮﺍﺕ ﺍﳉﻮﻳﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ‬
‫ﻗﺴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‬
۳۲۱ ‫ﺻﻒ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ ﻡ‬۲۰۱٤ ‫ﺩﻭﺭﺓ ﺍﻟﺮﺑﻴﻊ‬
‫ﺩﻟﻴﻞ ﺍﻟﻄﺎﻟﺐ‬
‫ ﺑـﻦ ﺣــﺎﻓـﻆ‬.‫ ﺩ‬:‫ﺍﻷﺳــﺘﺎﺫ‬
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15
ARABIC 321 COURSE OBJECTIVES
Arabic 321 is the follow on course to Arabic 222. It is the upper intermediate/Advanced Modern Standard Arabic
course which aims at further developing facility in the different modes of communication. Even if content input of
the course is largely reading based, interpretive listening, speaking and writing are reinforced, as are some effective
Arabic language learning strategies that will assist you in improving and maintaining your proficiency in the
language. Upon successfully completing Arabic 321, you will be able to:
•
concepts
Know and use a more extensive vocabulary and gain better control of grammatical
•
demonstrate an ability to communicate about content areas of the type mentioned
•
understand (identify) main ideas in simple factual narratives in same content areas
below
•
identify (and communicate about) detail information in spoken and written narratives
in the same content areas which include
•
Topics within a range of social context such as school, work, hobbies, travel, family,
•
People, people’s lives and profiles, their contributions to their communities, societies and
their possible roles in Arab/Middle Eastern history, US- Arab or international relations, military or
otherwise.
•
Numbers in items such as dates, vital country or city statistics, simple news items
•
Cultural knowledge in areas of Arab history, geography, and social issues related to
products, practices and perspectives of Arab people in their varying communities.
Instructor:
Hoffiz CV
Dr. Benjamin Hoffiz
Office: Fairchild Hall, Suite 4L8
Tel: 719.333-8686, E-Mail: [email protected]
16
Course Materials / Textbooks:
1. Al-Kitaab fiiTa’allum al’Arabiyya with DVDs: A Textbook for Arabic:Part Two, Second Edition By
Kristen Brustad, Abbas Al-Tonsi and Mahmoud Al-Batal, Georgetown University Press, 2006. ISBN
978-1-58901-096-3
2. The Hans Wehr Arabic-English Dictionary, Edited by J.M.Cowan, 1976 or later edition, Spoken Language
Services, Inc. New York.
3. Handouts provided by the instructor
4. Various on-line resources and other Multimedia materials.
GRADES
The grading system is outlined below. Any questions should be directed to your instructor. Timely completion
of non-graded homework assignments is factored into “Class Preparedness” of the Instructor Prerogative (IP)
section.
Activity /Event
Points
GR #1
GR #2
500
500
Quiz #1
Quiz #2
Quiz #3
Written Essay
Course project / Oral Presentation
100
100
100
100
100
IP Points
220
Final Examination
600
-------------------------------------------------------------------------------------TOTAL
2320
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17
2014 SPRING SEMESTER CALENDAR
Effective language learning Strategies
Successful Learners of Arabic and other languages
-- attend class regularly, listen attentively, participate and pay full attention to class discussions, activities and questions
that arise
-- take notes and review them after class or during and after study sessions, develop their own lists of important
vocabulary, grammar concepts, rules and how to apply them
-- do their share of the work to prepare for class by previewing material, reading text book materials and discussing it
with classmates and instructor
-- read materials in textbook critically and formulate questions about them
--utilize effective listening and reading strategies by
•
developing tolerance for ambiguity (not every word heard or read will be familiar)
•
using grammatical, visual, context and other clues to make sense and meaning of what is read or
heard
•
using memory aids for recall of new vocabulary (including note cards, personal lists, stories,
association, semantic and grammar categories )
•
asking classmates and instructor questions and taking risks of making errors, using alternate
ways, communicative strategies to express their thoughts and opinions
•
setting regular time to study and develop curiosity about language, culture and relevant materials
learned in and outside of class (thinking and learning outside the box)
--seek opportunities to practice materials learned and enhance their knowledge and proficiency in the language and
culture
-- become independent life-long learners of the new language, by using dictionaries, on-line resources, travel and other
means of enhancing their proficiency
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Successful learners of Arabic use communicative strategies, to learn or keep a conversation or class activity
going in Arabic. Questions or comments such as the following help to get clarification, the exact meaning,
the root, the plural or singular form, the spelling of a word or phrase and the opinion of a classmate, an author
or the instructor among other things that a conversation in or out of class can include:
‫ﻣﺎ ﻫﻮ ﺟﻤﻊ ﻫﺬﻩ ﺍﻟﻜﻠﻤﺔ ؟‬
‫ﻣﺎ ﻫﻮ ﻣﻔﺮﺩ ﻫﺬﻩ ﺍﻟﻜﻠﻤﺔ ؟‬
‫ ؟‬.... ‫ﻫﻞ ﺗﻮﺍﻓﻖ ﺭﺃﻱ‬
‫؟‬.... ‫ﳌﺎﺫﺍ ﻻ ﺗﻮﺍﻓﻖ ﺭﺃﻱ‬
‫ﻣﺎ ﻫﻮ ﻣﻮﺿﻮﻉ ﺍﻟﻨﺺ ؟‬
‫ﻃﻴﺐ‬
‫ﺖ ﻋﻠﻰ ﺣﻖ ! ﺍﳊﻖ ﻣﻌﻚ‬
ِ ‫ ﺃﻧ‬، ‫ﺖ‬
َ ‫ﺃﻧ‬
! ‫ ﺃِﻋﺪﻱ ﻣﺮﺓ ﺃﺧﺮﻯ ﻣﻦ ﻓﻀﻠﻚ‬، ‫ﺃﻋﺪ‬
‫ ؟‬...... ‫ﻣﺎ ﻣﻌﻨﻰ‬
‫ ؟‬....... ‫ﻛﻴﻒ ﻧﻜﺘﺐ‬
‫؟‬........ ‫ﻛﻴﻒ ﻧﻘﻮﻝ‬
‫؟‬... ‫ﻣﺎ ﻫﻮ ﺭﺃﻳﻚ ﻓﻲ‬
! ‫ ﺃﻧﺎﻻ ﺃﻭﻓﻖ ﺭﺃﻳﻚ‬، ‫! ﻣﻊ ﻛﻞ ﺇﺣﺘﺮﺍﻣﻲ‬
! ‫! ﺻﺤﻴﺢ‬
USAFA cadets with end-of CSLIP certificates with AALIM administrators and host siblings
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ARABIC 321 CALENDAR AND QUICK VIEW SYLLABUS
Session
CLASSROOM ACTIVITY
HOMEWORK
QUIZ/EXAM
1
321 ‫ ﻧﻈﺮﺓ ﻋﺎﻣﺔ ﺣﻮﻝ ﺑﺮﻧﺎﻣﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻲ ﺻﻒ‬، ‫ﺗﻌﺎﺭﻑ‬
‫)ﻛﺘﺎﺏ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻤﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ ) ﻧﻈﺮﺓ ﻋﺎﻣﺔ ﺣﻮﻝ ﺍﻟﻜﺘﺎﺏ‬
2
‫ﺃﺷﺨﺎﺹ ﻭﺃﻣﺎﻛﻦ‬
PEOPLE AND PLACES
Chapter 1
5.‫ﻣﺮﺍﺟﻌﺔ ﺃﻭﺯﺍﻥ ﺍﻟﻔﻌﻞ ﺹ‬
2 ‫ﻣﻔﺮﺩﺍﺕ ﺍﳉﺰﺀ ﺍﻷﻭﻝ ﺹ‬Read syllabus materials on line and bring questions.
Study the vocabulary for Ch. 1, identify the items you already know in the list
Complete chart p.5
3
Vocabulary exercise 2, p.6
Speaking Activity p. 7.
Reading selection p. 14
‫ﺇﺑﻦ ﺑﻄﻮﻃﺔ‬
Listen to Audio text and learn related vocabulary.
Look up information and learn more about the Arab Muslim explorer/traveler Ibn Battuta
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4
Reading selection discussion
Listen and fill-in blanks p.10
‫ﺍﳌﻐ ﺮﺏ‬
Prepare answers to Qs. p. 15 after reviewing text
‫ﺍﻟﻴﻤﻦ‬
Look up information and learn more about the Arab countries Yemen & Morocco
5
Structures equivalent to continuous past and habitual past: Various ways Arabic expresses past
Doubled verb conjugation review
Read grammar notes p.18
Complete and turn-in exercise 14, p.19
6
Group writing exercise:
Bio sketches of influential personalities in Arab-Islamic History
Look up information and learn more about the Arab/Muslim people in history: e.g., Prophet
Muhammad or any one of his companions, Haroun Al-Rashid
Al-Khwarizmi, Ibn Sina, Ibn Roshd,
LLC
7
Chapter Review.
Skimming and scanning a text:
A city profile:
‫ﺩﻣﺸﻖ‬
Using vocabulary learned in 1st CH. turn-in a 75-100 words bio of an influential Arab Islamic personality in history or the
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21
contemporary era.
Prepare to discuss reading p.30
8
QUIZ # 1 1 ‫ﺍﻣﺘﺤﺎﻥ ﻗﺼﻴﺮ ﺭﻗﻢ‬
Review Ch.1
QUIZ #1
9
Review Quiz.
Dictionary using practice
Derivational exercises
Bring Hans Wehr dictionaries to class
10
‫ﺃﻋﻴﺎﺩ ﻭﺍﺣﺘﻔﺎﻻﺕ‬
HOLIDAYS, CELEBRATIONS
CH .2
Vocabulary practice
Structure: Derivation exercise p.41
Listening activity p. 47:
‫ﻋﻴﺪ ﺍﻟﻔﺼﺢ‬.
Study the chapter vocabulary, identify familiar items and learn he new ones.
Read the grammar notes, p. 40 and complete derivation exercise p. 41.
11
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22
Reading Activity
‫ﺫﻛﺮﻳﺎﺕ ﺭﻣﻀﺎﻧﻴﺔ ﻣﻦ ﺍﻟﺸﺎﻡ‬
Read text p. 49 and answer Qs p.48.
12
Reading Activity and discussion
‫ﺫﻛﺮﻳﺎﺕ ﺭﻣﻀﺎﻧﻴﺔ ﻣﻦ ﺍﻟﺸﺎﻡ‬
Identify main idea(s) in the text and provide a summary for turn-in
13
Structure: Deriving participles. p. 57.
Preview qs. p. 60 related to text on Christian holidays
Study grammar notes pp.52-55 and complete exercise 14, p. 56.
14
Reading and discussion Activity:
‫ﺃﻋﻴﺎﺩ ﺍﳌﺴﻴﺤﻴﲔ‬
Prepare reading and discussion of Text p.61, Answer questions
15
Review.
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23
Prepare questions on chapter 2 materials presented
16
Student Oral Presentations
17
GR 1‫ﺍﻻﻣﺘﺤﺎﻥ ﺍﻷّﻭﻝ‬
GR 1
18
‫ﺗﻄﻮﺭﺍﺕ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻭﺛﻘﺎﻓﻴﺔ ﻓﻲ ﺍﻟﻌﺎﻟﻢ ﺍﻟﻌﺮﺑﻲ‬
‫ﻣﻊ ﺍﻟﺼﺤﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
CH. 3
SOCIAL & INTELLECTUAL DEVELOPMENTS IN THE ARAB WORLD
Study Chapter vocabulary pp. 67-69. Identify familiar items and learn new ones
19
Vocabulary and structure exercises
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24
Complete conjugation charts in exercises 2 &3.
20
Listening Activity (Check homework)
Reading Text p. 80
‫ﺍﻹﻣﺒﺮﺍﻃﻮﺭﻳﺔ ﺍﻟﻌﺜﻤﺎﻧﻴﺔ‬
‫ﻣﺤ ﻤ ﺪ ﻋ ﻠ ﻲ‬
View/Listen to DVD (Ch. 3, Culture) and complete tasks on p.81
Complete Fill-in the blank Exercise p.79
21
Reading and discussion
‫ﺭﻓﺎﻋﺔ ﺍﻟﻄﻬﻄﺎﻭﻱ‬
Prepare for Reading Text p. 80
22
Reading and discussion
‫ﺑﺪﺍﻳﺎﺕ ﺍﻟﺼﺤﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
Structure and vocabulary practice exercise 9. p.75.
Prepare for Reading Text p. 82
23
QUIZ # 22 ‫ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﻘﺼﻴﺮ ﺭﻗﻢ‬
Study for quiz
QUIZ # 2
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25
24
Review Quiz
Exercise 6 p. 73 (Speaking Activity)
25
Vocabulary and Structure practice
‫ﻛﺎﻥ ﻭﺃﺧﻮﺍﺗﻬﺎ‬
Reading and discussion: Text p.96-7.
Read grammar notes on pp.85-87
26
Vocabulary and Structure practice
‫ﺍﻟﻔﻌﻞ ﺍﳌﺒﻨﻲ ﻟﻠﻤﺠﻬﻮﻝ‬
Reading and discussion: Text p.96-7.
Prepare reading and discussion questions. P.97
27
Chapter Review Exercises pp. 99-102
28
CH. 4
SOCIAL & INTELLECTUAL LIFE IN THE ARAB WORLD
‫ﻣﻬﻤﺔ ﺍﳉﺎﻣﻌﺔ‬
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26
117.‫ﻗﺮﺍﺀﺓ ﺍﻟﻨﺺ ﺹ‬
Study Chapter vocabulary pp.104-106. Identify familiar items and learn new ones
29
Reading Activity
‫ﻣﻬﻤﺔ ﺍﳉﺎﻣﻌﺔ‬
Prepare written answers to questions p. 116.
30
Structures:
Listening Activity :
‫ﻥ ﻭﺃﺧﻮﺍﺗﻬﺎ‬
ّ ‫ﺇ‬
115 ‫ﺍﳉﺰﺍﺋﺮ ﲢﺖ ﺍﻻﺣﺘﻼﻝ ﺍﻟﻔﺮﻧﺴﻲ ﺻﺰ‬
Read grammar notes onpp.119-120 and complete exercise 17,p.121.
31
Review Chapters 3 & 4 (Relevant sections):
Study Chapters and prepare questions for review and discussion
32
Speaking/ Student presentations
Prepare for Oral Presentations.
33
Hoffiz CV
27
GR
2
. ‫ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺜﺎﻧﻲ‬
34
128‫ ﻧﺪﻭﺓ ﻋﺎﳌّﻴﺔ ﻋﻦ ﺗﺎﺭﻳﺦ ﺍﳉﺰﻳﺮﺓ ﺍﻟﻌﺮﺑﻴﺔ ﺻﺰ‬: ‫ﻗﺮﺍﺀﺓ ﺍﻟﻨﺺ‬.
Complete exercise 23,p.127
35
Listening Activity:
129 .‫ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ ً ﺹ‬
36
Begin graded student presentations/ special projects/ writing assignments
Prepare for student presentations/ special projects/ writing assignments
37
QUIZ #3‫ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﻘﺼﻴﺮ ﺍﻟﺜﺎﻟﺚ‬
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Reading/ Vocabulary exercise p. 130
28
QUIZ # 3
QUIZ # 3
38
Continue graded student presentations/ special projects/ writing assignments
Prepare for student presentations/ special projects/ writing assignments
39
Review Chapters 1 & 2 for final exam.
Prepare review Chapters 1 & 2 for final exam.
40
Review Chapters 1 & 2 for final exam.
Prepare review Chapters 1 & 2 for final exam.
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29
UNITED STATES AIR FORCE ACADEMY
DEPARTMENT OF FOREIGN LANGUAGES
ARABIC 322
SPRING SEMESTER 2014 SYLLABUS
‫ ﻗﺴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‬:‫ﺃﻛﺎﺩﳝﻴﺔ ﺍﻟﻘﻮﺍﺕ ﺍﳉﻮﻳﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ‬
322 ‫ﺻﻒ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺩﻟﻴﻞ ﺍﻟﻄﺎﻟﺐ‬
‫ ﻡ‬۲۰۱٤ ‫ﺩﻭﺭﺓ ﺍﻟﺮﺑﻴﻊ‬
‫ﺩﻟﻴﻞ ﺍﻟﻄﺎﻟﺐ‬
‫ ﺑﻦ ﺣﺎﻓﻆ‬.‫ ﺩ‬:‫ﺍﻷﺳﺘﺎﺫ‬
322
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
COURSE OVERVIEW AND OBJECTIVES
Hoffiz CV
30
Arabic 322 is an advanced course in Modern standard Arabic (MSA), as commonly used in the news media. It
is the follow-on course to Arabic 321 and continues to build your Arabic listening, reading and speaking skills
with a focus on effective strategies used in listening, reading and interpreting and discussing current events
from varying sources. In addition to a larger vocabulary repertoire and better control of structure, an emphasis
is placed on communication both written and oral.
Upon completing the course successful, you will be expected to:
1)
Demonstrate the ability to interpret (understand) main ideas from narratives in both authentic and
modified spoken and written MSA texts on familiar topics.
2)
Demonstrate the ability to obtain detail information from texts of similar topics and levels of
complexity, such as news briefs, stories, historical and cultural narratives and descriptions.
3)
Communicate with reasonable ease and accuracy in some detail and beyond the one or two-sentence
level (in interpersonal and presentational modes) about familiar topics, familiar cultural content depicting life
and events in Arabic speaking communities.
4)
Compare aspects of language and culture knowledge learned to those in your own language and culture
and make sense of them as they relate to your own life experiences and future career as an officer in the Air
Force.
Instructor:
Dr. Benjamin Hoffiz
Office: Fairchild Hall, Suite 4L8
Tel: 719.333-8686, E-Mail: [email protected]
Course Materials / Textbooks:
1. Media Arabic, by Alaa Elgibali and Nevenca Korica. The American University in Cairo Press, 2007.
2. The Hans Wehr Arabic-English Dictionary, Edited by J.M.Cowan, 1976 or later edition, Spoken
Language Services, Inc. New York.
3. Handouts provided by the instructor.
4. Various online resources and other Multimedia materials.
GRADES
Hoffiz CV
31
The grading system is outlined below. Any questions should be directed to your instructor. Timely completion
of non-graded homework assignments is factored into “Class Preparedness” of the Instructor Prerogative (IP)
section.
Activity /Event
Points
GR #1
300
GR #2
300
3 Quizzes
300
2 Oral Presentations
300
IP Points
200
Final Examination
600
--------------------------------------------------------------TOTAL
2000
Hoffiz CV
32
2014 SPRING SEMESTER CALENDAR
2013)
SUNDAY
MONDAY
(Approved 30 Nov
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
NEW YEAR’S
1
DAY---------------------------
2
---------------------------------
3 TRANSITION
CADET WING RETURNS DAY
1900
T2
10 M3
11
12
JANUARY
4
TRANSITION
DAY
5
6 M1
7
T1
8
M2
9
13 T3
14
M4
15
T4
16
M5
17
T5
18
19
20 HOLIDAY
21
MARTIN LUTHER KING
NO CLASSES
27 M8
28
M6
22
T6
23
M7
24
T7
25
26
T8
29
M9
T9
31
M10
1
2
QUIZ 1
30
FEBRUARY
3 T10
4
M11
5
T11
6
M12
7
T12
8
9
10 M13
11
T13
12
M14
13
T14
14
M15
15
16
17 HOLIDAY
18
PRESIDENTS’ DAY
NO CLASSES
T15
19
M16
20
NAT’L CHARACTER &
LEADERSHIP
SYMPOSIUM (NCLS)
NCLS
NO CLASSES
22
23
24 T16
M17
26
T17
M18
1
2
25
GR 1
27
21
NCLS
NO CLASSES
28
MARCH
T18
3 M19
4
T19
5
M20
10 M21
11
T21
12
M22
17 T23
18
M24
19
T24
24
25
----------------------- ---------------------------------
6
QUIZ 2
13
T20
7
RECOGNITION
TRAINING BEGINS
AFTER ACADEMICS
T22
14
20
M25
21
RECOGNITION
TRAINING
NO CLASSES
M23
8
15
RECOGNITION
TRAINING
9
16
T25
22
23
SPRING BREAK----------- ---------------------------------------------BEGINS LMD
26
S P R I N G---------
27
---------------------------------
28
B R E A K-------------
29
---------------------------------
T27
M28
30
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CADET WING 31
RETURNS 1900
APRIL
M26
1
T26
2
M27
5
6
7 T28
8
M29
9
13
14 M31
15
T31
16
T29
10 M30
11 T30
12
FALCON HERITAGE
FORUM ---------------------- ---------------------------------- -------------------------------M32
17 T32
18 M33
19
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3
GR 2
4
20
33
21 T33
22
M34
23
28 M36
29
T36
30
T34
24
M35
25
T35
26
27
M37
1
T37
2
M38
3
4
T39
8
M40
9
T40
10
MAY
QUIZ 3
5 T38
DEAN’S
WEEKEND
12
19
FINALS
1&2&3
6
13
M39
FINALS
4&5&6
7
14
20
21
S U M M E R---------------- P R E P-----------------------
26 MEMORIAL DAY
27
----------------------- GRADUATION-------------
28
WEEK------------------------
FINALS
7&8&9
15
16
17
11 FINALS
13 & 14
23
24
--------------------------------- GRADUATION WEEK
BEGINS
FINALS
10 & 11 & 12
22
W E E K---------------------29
30
GRADUATION DAY
SUMMER TRANSITION
DEAN’S
WEEKEND
11
18
25
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31
SUMMER TRANSITION
C2C Sanchez, C2C Bateman and C2C Euhus relaxing at a café in Moulay Idriss, Morocco during the
Cadet Summer Language Immersion Program (June 2012)
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34
ARABIC 322 QUICK VIEW SYLLABUS
Les.
Class Activity
Homework
1
•
Introduction
Course Syllabus
Speaking activity (Review past
tense using the last winter break
for conversation).
2
•
UNIT 1 : Conferences
and Meetings
•
Introduction/ Strategies
What ,how and why we read
the news
•
3
•
In class reading of
p.9
•
Read article p.9, write the 5 W’s questions related to the
article.
Read a news item and write a summary for it in Arabic
4
•
•
Listening activity
Small group report on articles pp.
10-13
•
Prepare for small group reports on articles pp. 10-13 with a
focus on the 5 W’s.
Read a news item and write a summary for it in Arabic
5
•
Listening Activity
•
•
•
6
•
•
7
•
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Media Arabic
•
•
•
Understanding Text organization •
Read Introduction and Activity Instructions ( Media Arabic Unit 1 : Conferences
and Meetings
pp.1-6)
Study Vocabulary for Unit 1
Read a news item and write a summary for it in Arabic
Provide answers in Arabic for the question on p. 154.
Study phrases pp. 14-15
Read a news item and write a summary for it in Arabic
Reading for detail information pp. Unit exercise s (pp.22-35) as assigned.
16- 18
Go over homework
Review Unit 1 (Media Arabic ):
Content : Conferences and
Meeting); Strategies : Identifying
Main idea, reading for details, the
5 W.s
Quiz/GR/Notes
Using the new vocabulary learned in this unit, Write an original
news article on a conference or a meeting you attended or wish
to attend. Include all the elements answering factual Questions
what, who, when, why as well as some descriptive detail.
35
Graded Event Quiz #1
8
Prepare for CQ #1
CQ 1
•
9
Review CQ # 1 in Class
•
Study vocabulary p.
: UNIT TWO
‫ﺃﺧﺒﺎﺭ ﺍﳌﻈﺎﻫﺮﺍﺕ ﻭﺍﻹﺿﺮﺍﺑﺎﺕ‬
General introduction to the unit
.and News brief 1 pp. 38-39
In class reading and discussion
Study vocabulary and read news brief for class discussion
11
Reading for main idea and for
detail on protests and
demonstration
.The Arab Revolutions of 2011
Read to identify main ideas and detail information news briefs
12
‫ﺃﺧﺒﺎﺭ ﺍﳌﻈﺎﻫﺮﺍﺕ ﻭﺍﻹﺿﺮﺍﺑﺎﺕ‬
General introduction to the unit
and News briefs pp 40-41
In class reading and discussion
Read articles pp. 43-44 and prepare to discuss them in class
13
‫ﺃﺧﺒﺎﺭ ﺍﳌﻈﺎﻫﺮﺍﺕ ﻭﺍﻹﺿﺮﺍﺑﺎﺕ‬
General introduction to the unit
and News briefs pp 40-41
In class reading and discussion
Using the new vocabulary learned in this unit, Write an original
news article on a protest you witnessed or wish to attend.
Include all the elements answering factual Questions what, who,
when, why as well as some descriptive detail.
10
‫ﺃﺧﺒﺎﺭ ﻋﺎﳌﻴﺔ ﺣﺎﻟﻴﺔ ﻣﻦ ﻣﻮﺍﻗﻊ ﺍﳉﺮﺍﺋﺪ‬
‫)ﺍﻹﻟﻜﺘﺮﻭﻟﻴﺔ )ﺍﺳﺘﻤﺎﻉ ﻭﻣﺤﺎﺩﺛﺔ‬
14
‫ﻣ ﺮﺍ ﺟ ﻌﺔ‬
REVIREW UNITS 1 &2
15
16
‫ﻣ ﺮﺍ ﺟ ﻌﺔ‬
REVIREW UNITS 1 &2
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Prepare news articles for presentation and discussion
Exercises pp. 50-70 as assigned
Review Units 1 & 2
Review Units 1 & 2
Media Arabic
Unit 2 : Protests and
Demonstration
36
GR 1
17
18
: UNIT THREE
: UNIT THREE
19
Study for GR
L
earn the vocabulary pp. 72-73 and read News brief p. 73
Read articles pp. 74 & 75 and prepare for discussion
‫ﺍﻻﻧﺘﺨﺎﺑﺎﺕ‬
General introduction to the unit
News brief 1 p.73 In class
discussion
PREPARE FOR ORAL GRADED EVENT
‫ﺍﻻﻧﺘﺨﺎﺑﺎﺕ‬
General introduction to the unit
News brief 1 p.73 In class
Using the new vocabulary learned in this unit, Write an original
news article on elections you witnessed or voted in. Include all
the elements answering factual Questions what, who, when, why
as well as some descriptive detail.
In class presentations of news
briefs in Unit Two
20
21
UNIT 3 EXERCISES PP. 80-83
ORAL PRESENTATION ON CURRENT EVENTS
UNIT 3 EXERCISES PP. 80-83 as assigned
22
Comprehensive Quiz #2
* Review in class
Graded Event QUIZ #2
23
: UNIT FOUR
LEARN VOCABULARY PP . 94-97 & Read the corresponding
3 news briefs.
24
: UNIT FOUR
‫ﺍﻟﺼﺮﺍﻋﺎﺕ ﻭﺍﻹﺭﻫﺎﺏ‬
General introduction to the unit
and News brief 1 pp. 94-95
In class reading and discussion
‫ﺍﻟﺼﺮﺍﻋﺎﺕ ﻭﺍﻹﺭﻫﺎﺏ‬
News brief 1 pp. 96-97
In class reading and discussion
Hoffiz CV
Media Arabic
Unit 3 : Elections
Read news articles pp. 98-101 to present and discuss in class
CQ 2
37
25
: UNIT FOUR
26
: UNIT FOUR
Exercises 115 – 128 as assigned.
‫ﺍﻟﺼﺮﺍﻋﺎﺕ ﻭﺍﻹﺭﻫﺎﺏ‬
In class reading and discussion pp
102 -103
‫ﺍﻟﺼﺮﺍﻋﺎﺕ ﻭﺍﻹﺭﻫﺎﺏ‬
Using the new vocabulary learned in this unit, Write an original
news article on a terrorist incident in history, the war on
terrorism or a conflict engaging the U.S and other entities.
Include all the elements answering factual Questions what, who,
when, why as well as some descriptive detail.
27
REVIEW UNITS 3 & 4
27
28
: UNIT FIVE
‫ﺍﺧﺒﺎﺭ ﺍﻟﻘﻀﺎﺀ ﻭﺍﳌﺤﺎﻛﻤﺎﺕ‬
TRIALS
: UNIT FIVE
‫ﺍﺧﺒﺎﺭ ﺍﻟﻘﻀﺎﺀ ﻭﺍﳌﺤﺎﻛﻤﺎﺕ‬
TRIALS
29
Prepare question for Review
Learn Vocabulary 140-143 and Read the first two news items
for class discussion
Learn Vocabulary 145-146 and Read the two related news
items for class discussion
Exercises 154 – 168 as assigned.
: UNIT FIVE
‫ﺍﺧﺒﺎﺭ ﺍﻟﻘﻀﺎﺀ ﻭﺍﳌﺤﺎﻛﻤﺎﺕ‬
TRIALS
30
: UNIT FIVE
‫ﺍﺧﺒﺎﺭ ﺍﻟﻘﻀﺎﺀ ﻭﺍﳌﺤﺎﻛﻤﺎﺕ‬
TRIALS
31
Review Unit 4&5
32
GR 2
33
: UNIT SIX
‫ﺍﺧﺒﺎﺭ ﺍﳌﺎﻝ ﻭﺍﻷﻋﻤﺎﻝ‬
Business & Finance
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Using the new vocabulary learned in this unit, Write an original
news article on a famous (or infamous) trial that you heard, read
about or witnessed. Include all the elements answering factual
Questions what, who, when, why as well as some descriptive
detail.
Study for GR
Learn Vocabulary 172-175 and Read the first two news items
for class discussion
GR 2
38
34
Learn Vocabulary 174-175 and Read the corresponding two
news items for class discussion
: UNIT SIX
‫ﺍﺧﺒﺎﺭ ﺍﳌﺎﻝ ﻭﺍﻷﻋﻤﺎﻝ‬
Business & Finance
35
UNIT SIX : Business & Finance
‫ﺍﺧﺒﺎﺭ ﺍﳌﺎﻝ ﻭﺍﻷﻋﻤﺎﻝ‬
36
UNIT SIX : Business & Finance
‫ﺍﺧﺒﺎﺭ ﺍﳌﺎﻝ ﻭﺍﻷﻋﻤﺎﻝ‬
Exercises 184 – 198 as assigned.
Using the new vocabulary learned in this unit, Write an original
news article on an economic or finance issue of your choice.
Include all the elements answering factual Questions what, who,
when, why as well as some descriptive detail.
37
QUIZ 3
QUIZ # 3
38
FINAL ORAL PRESENTATIONS
39
FINAL ORAL PRESENTATIONS
40
Overall REVIEW
Prepare for final Oral Presentations
.
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Prepare for final Oral Presentations
Prepare for final Oral Presentations & general Review
39
It’s a Paaarty ! USAFA Cadets getting a quick lesson in the Gnawa genre of music and dance in Meknes,
Morocco ( Summer 2012)
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40
Policy on Academic Integrity and Documentation
The faculty of the Academy recognizes the importance of designing academic policies that aid in a cadet’s development
toward becoming a leader of character. The purpose of this policy is to provide more specific guidance on academic
integrity policies as they apply to the subject of documentation and will be reviewed annually. All faculty members, as
well as cadets, are required to comply with this policy on academic integrity. Faculty members, upon approval by their
Department Head, may supplement this policy by making more restrictive guidelines. Any such deviations must be given
to the cadets in writing, with a copy to the Dean of the Faculty. Furthermore, any such deviation will be specific to that
particular course or assignment and should not be construed by cadets to imply authorization to deviate from this policy
in any other course or assignment.
Academic integrity is comprised of two key elements: academic excellence and academic disclosure. Academic
excellence entails doing one’s best on every assignment and ensuring that all work is done properly. Giving one’s self
enough time to review all work for mistakes, omissions, and proper citations is an important aspect of this concept. Too
many penalties for violating academic standards, in addition to Honor Code violations, have stemmed from a cadet’s
failure to manage his/her time properly.
Academic disclosure involves many concepts, such as documentation, attributions, and plagiarism. Documentation is the
written acknowledgment of all resources, including those authorized and unauthorized, used in accomplishing graded
work. It is required on all academic work submitted, except random, no-notice homework collections and personal
journals. In addition, individual instructors may require a cadet to identify the contributions of other in drafts submitted
for review. My bottom line and overarching value is to “Always give credit for work that is not your own.”
Documentation requires cadets to give proper credit with it is due, and allows the faculty to provide honest, accurate
feedback to help cadets learn and develop. By submitting academic work, the cadet (or cadets in the case of a group
assignment) has represented it to be the cadet’s (or cadets’) own work, except as documented. It is not necessary to
document individual team member contributions to group assignments or help from an individual cadet’s instructor,
unless the instructor specifies otherwise. If no help was received, even though it was authorized, cadets will write
“Documentation: None” on their work to give a positive indication to their instructor that they did not simply forget to
document. Cadet will only use “Documentation: None” after carefully considering whether any resources were used.
Missing and vague documentation (e.g., I got “help” from…) is unacceptable. Documentation must be made to such a
degree of specificity and accuracy that the reader of the documentation statement knows clearly who gave the assistance,
what assistance was given, and where in the assignment the assistance was given. In describing what assistance was
given, cadets will be as specific as possible.
Instructors may also decide to award less academic credit to a cadet who relies excessively on published material to
accomplish the assignment. For example, extensive use of a problem solutions from a published solution manual, a
theorem proof from a published text, or a literature critique from Cliffs Notes®, even if properly documented, may
deserve little or no academic credit. Using unauthorized resources, even though documented, should also receive an
academic penalty.
Attribution is the method or manner by with a writer correctly identifies which words, thoughts, or ideas are his or hers
and which are those of someone else. Unintentional misattribution of sources may be the result of “sloppy scholarship”
or laziness, or failing to uphold the standards of “academic excellence,”
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and will likely result in an academic penalty. The attribution standard for all papers in all core courses is the Modern
Language Association (MLA) standard. The MLA standard is encouraged for papers in other courses, but Department
Heads may specify other subject-specific standards or style manuals. For homework other than papers, Department
Heads will establish an attribution standard that will be specified in writing in the syllabus or particular assignment.
There are many definitions of plagiarism, but most of them deal with the appropriation of another person’s ideas,
processes, results, or words without giving proper credit. Specifically, plagiarism is the intentional, knowing, or reckless
failure to document or correctly attribute the words, ideas, key terms, research, or information of another in a work
submitted for credit, while intending to gain an unfair advantage for the submitter. Plagiarism is not only a violation of
academic integrity, it also will likely result in the case being referred through the Honor System in accordance with
applicable procedures, since plagiarism entails an attempt to deceive, gain an unfair advantage, or received undeserved
credit. The appropriate authorities in the Honor System must still determine independently whether the requisite act and
intent is present to find a cadet in violation of the Honor Code.
Other service academies and institutions of higher learning have provided excellent guidelines to follow to prevent poor
documentation, misattribution, and even plagiarism. The approach, which is listed below in modified form, reflects the
guiding principles on academic disclosure of cadets to follow in all academic courses.
1. Budget your time to avoid last-minute mistakes. Failure to manage your time properly in regard to academic
assignments may result in poor documentation, misattribution, or possibly plagiarism. Saying “I forgot to put in my
citations” or “I gave you my draft rather than my real paper” because you are printing or forwarding the assignment at
the last minute are not valid excuses.
2. Unless specifically excepted by this policy, give the appropriate credit and citation for everything used or
borrowed from others, including their thoughts and ideas. In the academic setting, cadets will inevitably use the
concepts, words, diagrams, and work of others. Cadets should take these resources and develop them, but should not
compromise their academic integrity by failing to indicate clearly where their work, ideas, or work end and those of
someone else begin. Citations must guide the reader clearly and explicitly to the sources used, whether published,
unpublished, or electronic. A source must be cited each time a cadet borrows from it. A single citation, concluding or
followed by extended borrowing is inadequate and misleading. All use of another’s words, even if constituting only part
of a sentence, must be clearly noted with quotation marks (or in block quotation form) and specific citation.
3. Paraphrase properly. Paraphrase is a tool for conveying or explaining a source’s ideas and requires a citation to the
original source. A paraphrase captures the source’s meaning and tone in one’s own words and sentence structure. In a
paraphrase, the words might be those of a cadet, but the ideas are not. Paraphrasing should not be used to create the
impression of originality, and proper attribution to the original source must be given.
4. Extreme caution should be used when using web-based sources, inkling Internet sites and electronic journals.
Web-based information, even if anonymous, must be appropriately cited. Do not cut and paste or otherwise take material
form websites without proper citation. On this note, the practice of large-scale cutting and pasting from an electronic
source with the intent of later returning to put in citations has historically been shown to be flawed. This has led to many
academic integrity and Honor Code violations.
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5. Do not submit your previously used work for credit, unless specifically authorized to do so. Previously submitted
work has been reviewed by an instructor, with feedback given, even if only a grade. You should not receive credit more
than once for the same work. Certain courses may allow you to build upon work you have previously done, such as a
computer program, lab report or draft of a paper.
6. When in doubt, always document. Always err on the side of caution.
To positively assist you an achieving this academic outcome, your instructor may, before collecting assignments, remind
you to document all help received and provide you an opportunity to correct or modify your documentation statement
without a significant academic penalty. If assignments are turned in electronically or otherwise outside of class, your
instructor may provide you with this reminder and opportunity to correct or modify at the beginning of the following
class period. For each assignment, authorized and/or non-authorized resources will be made clear to you via syllabi,
individual assignment instructions and appropriate course director/instructor reminders throughout the semester.
No policy or guideline can cover every potential academic integrity situation that may arise. The spirit of academic
integrity, however, is doing one’s best in completing a task and always giving credit for work that is not your own.
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