5/30/2025 7:18:13 PM	EMLS 10 Course Outline as of Fall 2026	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  EMLS 10	Title:  EMLS COLLEGE COMP
Full Title:  College Composition for Multilingual Students
Last Reviewed:4/28/2025

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	4.50	Lecture Scheduled	4.50		17.5 max.	Lecture Scheduled	78.75
Minimum	4.50	Lab Scheduled	0		8 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	4.50			Contact Total	78.75
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  157.50

Total Student Learning Hours: 236.25

Title 5 Category:  AA Degree Applicable
Grading:  Grade Only
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly:  ESL 10

Catalog Description:

Multilingual students will prepare for the writing and critical reading demands across the disciplines by covering academic genres representative of the college at large. Students will learn expository and argumentative writing, appropriate and effective use of language, close reading, cogent thinking, and research strategies. Students will also receive integrated grammar and academic vocabulary instruction based on the needs typical of second-language learners.

Prerequisites/Corequisites:
Completion of the EMLS Guided Self-Placement or completion of one of the following courses: EMLS 20, (ESL 100)

Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description:

Multilingual students will prepare for the writing and critical reading demands across the disciplines by covering academic genres representative of the college at large. Students will learn expository and argumentative writing, appropriate and effective use of language, close reading, cogent thinking, and research strategies. Students will also receive integrated grammar and academic vocabulary instruction based on the needs typical of second-language learners.

(Grade Only)
Prerequisites:Completion of the EMLS Guided Self-Placement or completion of one of the following courses: EMLS 20, (ESL 100)
Recommended:
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:	Fall 2019	Inactive:
Area:	A	English Composition
CSU GE:	Transfer Area			Effective:	Inactive:
	A2	Written Communication		Fall 2019
IGETC:	Transfer Area			Effective:	Inactive:
	1A	English Composition		Fall 2019
CSU Transfer:	Transferable	Effective:	Fall 2019	Inactive:
UC Transfer:	Transferable	Effective:	Fall 2019	Inactive:
C-ID:
CID Descriptor: ENGL 100	College Composition	SRJC Equivalent Course(s): ENGLC1000 OR EMLS10

Certificate/Major Applicable: Both Certificate and Major Applicable

COURSE CONTENT

Student Learning Outcomes:
At the conclusion of this course, the student should be able to:

1. Read, analyze, and respond to a representative sampling of academic genres across the curriculum with consideration of context, audience, purpose, and culturally-bound references.

2. Employ a variety of rhetorical strategies to write a comprehensive, well-developed, and coherent expository essay with a focused thesis and appropriate support.

3. Summarize and discuss academic college-level non-fiction and fiction.

4. Competently integrate multiple text sources for the purpose of developing a written argument, analysis, or interpretation.

5. Locate, read, evaluate, analyze, and interpret primary and secondary sources, incorporating them into written essays using appropriate documentation.

6. Self-edit for common second language errors such as verb usage, word forms, and sentence boundaries.

7. Comprehend and use vocabulary from an academic word List.

 

Objectives:

At the conclusion of this course, the student should be able to:

 

Reading:

1. Identify the main idea or thesis.

2. Recognize different rhetorical patterns and organizational strategies.

3. Explain how the writer supports and illustrates ideas and connects them to the thesis.

4. Employ active reading strategies.

5. Identify the representative features of different academic genres, including culturally-bound references.

6. Use inference skills to identify slant and bias.

7. Identify argumentative techniques and recognize logical fallacies.

8. Demonstrate comprehension of academic texts through discussion and writing.

9. Articulate opinions and assumptions based on academic texts in discussion and writing.

 

Writing:

1. Write expository and argumentative essays, each with a clearly identifiable thesis, totaling 6,000 to 8,000 words.

2. Write essays which demonstrate an understanding of the features of different academic genres.

3. Organize essays, paragraphs, and sentences logically and coherently.

4. Develop paragraphs with concrete, appropriate, and relevant details.

5. Apply knowledge of rhetorical patterns to effectively shape paragraphs.

6. Paraphrase, summarize, and synthesize material from paragraphs and essays.

7. Revise essays for clarity, sentence variety, academic variety, and common second-language errors in punctuation, grammar, and spelling.

8. Apply appropriate and effective writing strategies to in-class essays.

 

Research:

1. Demonstrate facility with college-level library research techniques, including online research tools.

2. Recognize the difference between primary and secondary sources.

3. Use genre-appropriate documentation style in citing research.

Topics and Scope

I. Academic Reading

    A. Reading skills

         1. Comprehension

         2. Analysis

         3. Synthesis

         4. Evaluation

         5. Recognition of culturally-bound references and bias

         6. Understanding different purposes for reading

         7. Acquisition of college-level vocabulary

    B. Recognizing organizational patterns/genres

         1. Narration

         2. Description

         3. Process

         4. Definition

         5. Compare and Contrast

         6. Cause and Effect

         7. Analysis

         8. Synthesis

         9. Argument/Persuasion

II. The Writing Process

    A. Pre-writing

    B. Drafting

    C. Revision

    D. Editing

    E. Formatting

III. Structuring Essays

    A. Introductory devices

    B. Thesis statements

    C. Body organization

         1. Topic sentences

         2. Paragraph organization and developments

         3. Rhetorical strategies to create effective essays

         4. Research to effectively support arguments

    D. Conclusions

    E. Academic Vocabulary

         1. Word choice

         2. Word forms

         3. Roots and affixes

    F. Formatting

IV. Information Literacy

    A. Library resources

    B. Evaluating sources

    C. Reading, analyzing, and synthesizing information

V. Use of Sources

   A. Documentation format

   B. Plagiarism

         1. Unintentional

         2. Intentional

Assignments:

1. Reading:

    a. Read essays with emphasis on critical reading involving analysis, evaluation, and synthesis of ideas. The number of pages assigned per week will vary depending on the complexity.

    b. Discuss readings in order to examine main ideas, organizational patterns and genres, slant and bias, and culturally-bound references.

    c. Read and analyze the English Department's Work of Literary Merit for the particular semester or a full-length work of fiction or non-fiction.

2. Writing Assignments: Students will write, revise, and edit the equivalent of 6,000 words, focusing on representative academic genres such as narration, description, process, cause and effect, evaluation, argument/persuasion, short answer, summary, and synthesis.

     a. Two to three expository essays or genre-specific writing of approximately 1,000 words each

    b. A research essay of 1200 to 1500 words for which library resources and appropriate documentation format are used.

    c. Five to seven responses to college-level readings and/or the Work of Literary Merit

    d. Summaries of college-level non-fiction readings

    e. At least two in-class writings

    f. Written exercises to improve specific aspects of writing, such as research exercises, thesis invention, organizational strategies, development techniques

    g. Specific exercises in paraphrasing, summarizing, synthesizing, and annotating

    h. Editing for common second language errors such as verb tense, word form, punctuation, etc.

3. Exams and quizzes (2-5)

Methods of Evaluation/Basis of Grade.

Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.		Writing 70 - 80%
Writing Assignments
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 5 - 10%
Writing assignments
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 0 - 0%
None
Exams: All forms of formal testing, other than skill performance exams.		Exams 5 - 20%
Exams and Quizzes
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 5 - 15%
Attendance and participation; class discussions

Representative Textbooks and Materials:

Ways of Reading. 12th ed. Bartholme, David and Petrosky, Anthony and Waite, Stacey. Bedford/St. Martin's Press. 2020. (classic).

Patterns for College Writing: A Rhetorical Reader and Guide. 16th ed. Kirszner, Laurie G. & Mandell, Stephen G. Bedford/St. Martins. 2024

Scenes of Writing: Strategies for Writing with Genres. Devitt, Amy, Reiff, Mary Jo, and Bawarshi, Anis.  New York : Pearson/Longman. 2004. (classic).

The Call to Write. 6th ed. Trimbur, John. Cengage Learning. 2014. (classic).

Writing in the Disciplines. 7th ed. Kennedy, Mary Lynch and Kennedy, William. Pearson. 2011. (classic).

Writing Now: Shaping Words and Images. Katz, Susan and Odell, Lee. Bedford/St. Martins. 2010. (classic).

Best American Essays of the Century. Oates, Joyce and Atwan, Robert. Mariner. 2001. (classic).

 

OER materials

 

Writing Guide with Handbook. Jerskey, Maria, Robinson, Michelle Bachelor, and Fulwiler, Toby. OpenStax. 2021. https://openstax.org/books/writing-guide/pages/handbook Creative Commons Attribution 4.0 International License.

Work of Literary Merit (W.O.L.M.): Each semester the English Department selects a Work of Literary Merit. Typically, at least four faculty lectures are given and special library resources are provided for this project.

Instructor prepared materials

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