THM Sadaqa Group ©

Your Standard Salafi Curriculum Guide

A Reading, English and Composition Course


THM Sadaqa Group offers Advanced Academic Courses. 

Enrolling for this course in the English Language targets areas in reading, literature, and composition to engage students in becoming skilled readers of content focusing on narrative, expository, analytical, and argumentative essays that are based on readings representing a wide variety of styles, and genres.

Fees: $50.00 per month

Age Requirement: 9th Grade – Adult for College Prep

Course Highlights:  A full year of course instruction, focused and intensive non-coed preparatory program for women

1. Single Semester Block Scheduling for One (1) Year

2. 450 Hours of class room Interaction

3. Technology tools such as WiZiQ interactive classrooms

4. Testing and Evaluation system

Course Materials:

· Recorded Sessions Available (for enrolled students)

· Study Materials, Worksheets

· Tutorials, Handouts

Academic Policy Statements:

1. Attendance is mandatory upon enrollment, not more than three (3) absences during any nine (9) week period.  Any participant having more than three absences in a nine week period will be suspended from the program and placed on academic review.

2. Lateness is not tolerable. Three (3) late entries to class will equal one (1) absence.

3. All missed assignments are still due from the participant. It is the responsibility of the student to find out what you missed during any late entry or absence. You will have 24 hours to submit the work after your return to class.

4. Missed quizzes, mock test, or exams. Students, who miss a quiz or mock test, may schedule a makeup session. Any missed exam is considered an automatic failure, and cannot be made up.

Who can enroll in this course?

                The THM Sadaqa Group program is dedicated to the advancement of education for young women and adults from beginning to end. Our instructors are dedicated to assisting the participants of this program and their families in learning and implementing the skills provided to lead meaningful partnerships that encourage compassionate, nurturing, and cooperative relationships for personal, professional, and individual endeavors.

                Muslim Women from all cultures in various communities may enroll for this course with the mindset of improving their individual goals as leaders in society and developing the skills to become better mothers, students of knowledge, lecturers, and renowned educators based upon the Standard Salafi Curriculum Guide (SSCG).

How long is the course?

                The Advanced Academic Prep Course in the English Language requires that students dedicate one (1) full year of intensive block scheduling. The course provides single semester block scheduling (SSBS) with three (3) hour sessions, three (3) days a week for three (3) months per semester.

·  Reading and Composition Block I

·  English and Composition Block II

·  English Literature Block III

·  ESL Adult Academic Enhanced Course* Elective

Course Description

      Students are required to write in several forms about a variety of subjects in informal contexts (e.g. journal keeping, collaborative writing, and in-class responses) designed to help them become increasingly aware of themselves as writers. Students are required to participate in nonfiction readings (e.g., essays, journalism, science writing, nature writing, autobiographies/biographies, diaries, history, and criticism) that are selected to give students opportunities to identify and explain an author's use of strategies and techniques. 

Students learn how to cite sources using a recognized editorial style (e.g., Modern Language Association MLA or The Chicago Manual of Style CMS).

If Arabic/English poetry is assigned, the main purpose will be to help students understand how various effects are achieved by the writers' linguistic choices.

Students learn to analyze how graphics and visual images both relate to written texts.

Students learn the enhanced research skills, particularly, the ability to evaluate, use, and cite primary and secondary sources. The course assigns projects such as the researched argument paper, which goes beyond the parameters of a traditional research paper by asking students to present an argument of their own that includes the analysis of ideas from an array of sources.

The Advanced Academic Prep Course in the English Language provides instruction and feedback on students' writing assignments, both before and after the students revise their work.

Students develop the following skills:

  • A wide-ranging vocabulary used appropriately and effectively
  • A variety of sentence structures, including appropriate use of subordination and coordination
  • Logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis
  • A balance of generalization and specific, illustrative detail
  • An effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure

What is the Academic Education Enhanced Course for ESL Students*?

The Adult Secondary Academic Education Enhancement Course provides additional assistance to students whose first language is not English, but has previously attended or graduated from traditional academic settings of High School or Alternative schools. Participants are instructed with the following course objectives: Beginning literacy/phonics, Vocabulary, General reading comprehension, Text in format, Reference materials, Reading strategies, Reading and thinking, and Academic-oriented skills.

How can I determine if I need assistance before placement in Advanced Academics?

Students are generally placed in class by skill level area (Adult Basic Education ABE, Adult Secondary Education ASE, or General Education Development GED), once a student registers, they will be assigned an ABE, ASE, or GED Academic pretest.

Required Textbooks for this course?

Each student is required to purchase or obtain a copy of all required textbooks for individual use inside and outside the classroom.    

(There are three main textbooks and one PDF document for ESL)

· The Compact Bedford Introduction to Literature: Reading, Thinking, and Writing

Date published: 1994                            

ISBN: 0312086202

·The Bedford Reader (fourth edition)

Date published: 1991-01-01

ISBN: 0312035853

·The St. Martin's Handbook

Date published: 1995-01-01

ISBN: 0312102127

How can I join the course?

                Students can register for enrollment through the THM Sadaqa Group website www.thmsadaqagroup.org, or by sending a request to info@thmsadaqagroup.org for additional information on the enrollment process.

Website: www.thmsadaqagroup.org

Participants can make payments, directly to PayPal, from the WiZiQ platform on day one of the course, or by money order.

The Bedford Reader Selections

In the Bedford Reader students are introduced to numerous forms of writing. To begin the process we strongly encourage each student to read pages 1-9. Students should include with their notetaking the title of the reading, the author, where the essay was first published and when it was first published. Complete your first reading. Read it again! 

Warm Up - In Bed by Joan Didion (see document) pages 11-23; Essay about Migraines

HW Assignment 1: In an essay, state your opinion, considering these questions. What is the psychological effect of illness on the person who is ill?, What does the person lose or gain?, To what extent can doctors help the person?, What is the writer's view (implied or stated) of the medical profession? What does Islam say regarding the treatment of headaches? (see The Medicine of the Prophet). Are there any narrations about headaches? Explain 

2. Narrations read pages 25-36

Champion of the World by Maya Angelou pgs. 37-42

HWAssignment 2: Analyze how narration depends on description.Write an essay based on some childhood experience of your own, still vivid in your memory.

Champion of the World” is the nineteenth chapter in I Know Why the Caged Bird Sings; the title is a phrase taken from the chapter.  Remembering her own childhood, the writer tells us how she and her older brother, Bailey, grew up in a town in Arkansas.  The center of their lives was Grandmother and Uncle Willie’s store, a gathering place for the black community.  On the night when this story takes place, Joe Louis, the “Brown Bomber” and the hero of his people, defends his heavyweight boxing title against a white contender.  Angelou’s telling of the event both entertains us and explains what it was like to be African American in a certain time and place."

On Being the Target of Discrimination by Ralph Ellison pgs. 43-52

HWAssignment 3- Writing your first paper (2-3 pages): Look at Maya Angelou's "Champion of the World" (p.37) and Ralph Ellison's "On Being the Target of Discrimination" (p.43) and compare and contrast the ways the African Americans in these two essays find their value as human beings.



3. Description: Writing with Your Senses

     Like a narrative, description is a familiar method of expression, already a working part of you. In any frivolous conversation with friends, you probably do your share of describing. You relate in wards someone you've met by describing their clothing, the mannerisms, the facial expressions, and the way they were walking. You may have described somewhere you've been, something that you have admired, or something you just can't fathom.

In a journal, diary, or letter to a friend, you describe your school, or perhaps you describe the neighborhood, or Masjid you now attend and the Muslim sisters who come there. We hardly go one day without describing some person, place, or thing. In writing, description is almost indispensable as paper.


A descriptive paragraph, essay, or article is written for two purposes:

  • to convey information without any bias or emotion
  • to convey something with feeling
A detailed objective description is given by attempting to describe an object (impartial, public, or functional). You describe the subject so clearly and exactly that your reader will understand it or recognize it, and you leave your emotions out. This type of writing is usually done for technical and scientific information, such as a manual, a report on biology, or for telling someone the directions to your house.

subjective description involves (emotional, personal, or impressionistic) descriptions. You will find these when you read magazine articles and advertisements, your letters to a friend, or your thoughts about the day in your journal or diary. This kind of description, uses biased and personal feelings -- in fact, they are essential to the writing.

Take a look at the following excerpt... What type of descriptive writing is presented?


Smuggler’s Notch

“The snow was blinding, thrashing through the air, the ice particles taping hard on my face and goggles. The sign to the ski trail was invisible in the snowstorm. Everything was white as I skied blindly through the snow. It was a white-out. A faint, muffled shout was carried to me by the wind. My mother, the only other companion on the slope, was beckoning me to follow her. The small descent of the slope was breath-taking. The forever beauty of Vermont mountains at Smuggler’s Notch were too picture-perfect, but they stood, mountain majesties against the dim-lit sky.


The trail was empty and silent beside the howling wind. The winding path turned through a mile less forest of trees, always making me wonder if we’d ever get to the bottom. Why is it taking so long/Is there anybody else here? Questions zipped through my mind like the stock taped of Wall street. My legs throbbed and threatened to slip from beneath me. I glided up beside my mom and insisted we stop and rest. She quickly agreed. We stood there, in the middle of the trail, resting, but also waiting in hope for another skier to arrive. None came. Ten minutes inched by. Suddenly we began to hear noises… voices, music, and moving about sounds. Convinced that that was the lodge, we hurried on down the slope. Coming over the last rise, we saw the base lodge at last. It was the only bright light among the dark forest, with people inside chugging down hot cocoa by the fire. That experience, though it happened some years back, is still a clear memory in my mind.”

 

In the Textbook pgs. 115-135

HW Assignment 4:Read The Death of the Moth by Virginia Woolf and Death of a Moth by Annie Dillard; then answer the following questions.

1. Is Woolf's essay an objective or a subjective description? Give details from the essay to support your answer.

2. Why does Woolf choose to write about something as insignificant as a moth's death? Does she have a purpose other than relating a simple observation?

3. What does the moth in his square windowpane represent to the author? How does Woolf's description in the essay make this clear?

4. In an essay of your own, respond to the ideas about life and death in Woolf's essay. First explain what you understand these ideas to be. Then use examples from your reading and experience to support or contest Woolf's ideas.

5. Why did Dillard retreat to the Mountains? What was the significance of this information to the essay?

6. What or whom does the burning moth represent? How does Dillard reveal her meaning? In the beginning and in the end of her essay, Dillard emphasizes that she lives alone. Why? How does this fact relate to the idea of the essay?

7.What is the significant difference between Woolf's essay and Dillards?

8. Why, according to Dillard, is it usually necessary for writers to revise the opening paragraphs of what they write?

HW Assignment 5: Compare and contrast the moths in both essays as symbols.

Bedford Reader cont.


Truly, I hope that your writing assignments are becoming easier and that doing so helps you learn to use vivid, concrete and abstract words for your descriptions in your writings.

Students are to read pages 170-172; The pages that discuss briefly an auto-biography of Emily Dickinson before presenting her poem, A narrow Fellow in the Grass.

After reading the poem:

HW Assignment 5: Suggestions for writing:

2. Have you written poetry? Try it now, choosing as your subject an object or animal to describe -- something you (like Dickinson) have strong feelings about, such as a tree, a beloved cat, a loathed cockroach. Don't worry too much about meter and rhyme; concentrate instead on images.

HW Assignment 6: Continue reading - Emily Dickinson on Writing page 173

1. In what sense might a word "begin to live" when it's said?

Lastly, read pages 174-175; Additional Writing Topics:

HW Assignment 7: Complete all four writing assignments.

1. Describe another person in the room so clearly and unmistakably that when you read your description aloud, your subject will be recognized. (Be objective and refrain from insults in the description, please!)

2. Write three paragraphs describing one subject from each of the following categories. It will be up to you to make the general subject refer to the particular person, place or thing. Write at least one paragraph as an objective description and at least one as a subjective description. (Identify your method in each case, so that it can be seen how well you carry it out.)

Persons

A friend or roommate

One of your parents

A historic figure

Places

A college campus

A forest

A waiting room

Things

A dentist's drill

A foggy day

A train

See more from the list of persons, places, and things on page 174.

3. In a brief essay, describe your ideal place: an apartment, a bookstore, a dorm room, a vacation spot, a restaurant, a gym, a supermarket or convenience store, a garden, or a golf course. With concrete details, try to make the ideal seem actual.

4. Use a combination of narration and description to develop any one of the following topics:

My first day on the job

My first day at college

Returning to an old neighborhood

Getting lost

A brush with a celebrity

Delivering bad (or good) news

English Literature Block III

The Compact Bedford Introduction to Literature: Reading, Thinking, and Writing

From the selections offered in the text students will cover reading imaginative literature:

1. Reading fiction, plot, character, setting, point of view, symbolism, theme, style - tone - and irony

2. Reading Poetry: word choice, word order, and tone --- images, figures of speech, symbol, allegory, and irony --- sounds, patterns and rhythm, poetic form, open form

3. Reading Drama: A study of Sophocles, A study of William Shakespeare, modern drama

Each section includes a critical case study with collections of stories, poems, and plays. Reviewing pieces written by Emily Dickinson, Robert Frost, T.S. Eliot, Henrik Ibsen and various authors.

In the Compact Bedford Introduction to Literature students are introduced to numerous stories, poems, and plays that are fictional --- designed to stir the imagination as a source for pleasure, even if they are based upon historical events. To begin the process we strongly encourage each student to read the introductory pages 1-8. Within these few pages you are given a glimpse of what is to come, a poem written by Emily Dickinson called "A Narrow Fellow in the Grass"

Students should include with their first section of reading some note taking; always include the title of the reading, the author, where the selection can be found in the text and your thoughts about the selection as you read. Complete your first reading. Read it again! 

Warm Up - Discussion about great, classical, and canonical literature; Our focal point here is to encourage students to read carefully and deliberately to engage your imagination and remove yourself from the circumstances or experiences previously defined in your world.  Read & complete exercises on pages 11 - 15, then pages 15 - 21. 

First Reading: Kate Chopin "The Story of an Hour" Kate Chopin, The Story of an Hour.pdf

HW Assignment 1: Complete Considerations for Critical Thinking and Writing (Q 1 - 11). 

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