|11/29/2023 6:50:58 AM||
||New Course (First Version)
|Discipline and Nbr:
ESL COLL READ WRITE||
ESL College Reading and Writing
|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||14 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
Title 5 Category:
AA Degree Applicable
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
| ||Total Out of Class Hours: 157.50||Total Student Learning Hours: 236.25||
This AA/AS degree-applicable course is designed to aid non-native English learners in developing skills to the level required for success in English 1A and other transfer-level courses. Upon successful completion of this class, students will be eligible to take ENGL 1A.
Course Completion of ESL 200R ( or ESL 319R) and Course Completion of ESL 200W ( or ESL 318 or ENGL 318) OR Course Completion of ESL 320R and Course Completion of ESL 320W OR Course Completion of ESL 200W ( or ESL 318 or ENGL 318) and Course Completion of ESL 320R OR Course Completion of ESL 320W and Course Completion of ESL 200R ( or ESL 319R)
Limits on Enrollment:
Schedule of Classes Information
This AA/AS degree-applicable course is designed to aid non-native English learners in developing skills to the level required for success in English 1A and other transfer-level courses.
Prerequisites:Course Completion of ESL 200R ( or ESL 319R) and Course Completion of ESL 200W ( or ESL 318 or ENGL 318) OR Course Completion of ESL 320R and Course Completion of ESL 320W OR Course Completion of ESL 200W ( or ESL 318 or ENGL 318) and Course Completion of ESL 320R OR Course Completion of ESL 320W and Course Completion of ESL 200R ( or ESL 319R)
Limits on Enrollment:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Not Certificate/Major Applicable
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
|Associate Degree:||Effective:||Spring 2006||Inactive:||Fall 2009
| Area:||A||English Composition
|CSU GE:||Transfer Area|| ||Effective:||Inactive:
|IGETC:||Transfer Area|| ||Effective:||Inactive:
This course is a reflection of English 100, however it goes beyond the
scope of English 100 by "sheltering" the language for second language
learners through the use of slowed speech, redundancy, visual aids and
greater attention to specific grammar structures and vocabulary.
Upon completion of this course, students will be able to:
1. Identify and judge the use of stylistic features in readings.
2. Analyze and evaluate the use of causal analysis, persuasion, and
argumentation in readings.
3. Summarize readings of various lengths and complexity.
4. Analyze readings for implied meaning, irony, satire, assumptions, and
5. Discuss cultural biases and compare them to second language students'
assumptions and values.
6. Identify logical fallacies in arguments.
7. Synthesize meaning, using a variety of comprehension techniques,
discussion, and pre-writing strategies.
8. Demonstrate an advanced knowledge of roots and affixes.
1. Write a minimum of 4,000 words of prose.
2. Write at least three analytical essays with clear, complex theses;
adequate development and organization, and effective points of view
3. Write essays developed through causal analysis, persuasion, and
4. Write essays or papers that effectively incorporate source materials
and document them in MLA style.
5. Link ideas with appropriate transitions.
6. Revise essays and other writings for organization, style, and tone.
7. Proofread, with particular attention to syntax, sentence structure,
grammar, punctuation, mechanics, and other persistent second
8. Write critical papers in response to challenging readings.
9. Consider and refute opposing points of view in essays or other
Topics and Scope
Focuses 40% on reading and 60% on writing.
A. Stylistic analysis of Language
a. Standard and non-standard English
b. Technical language and jargon
c. Cliches and euphemisms
e. Figurative language
f. Second language syntax
B. Rhetorical strategies
1. Causal analysis
C. Interpretive analysis
1. Assumptions, values and beliefs
a. Academic expectations in US higher education
b. Cultural assumptions and mores
3. Inference and implication
D. Critical analysis
1. Identifying logical fallacies in arguments
2. Considering and refuting opposing viewpoints
3. Evaluating and responding to an author's ideas
4. Synthesizing meaning from one or more sources
E. Information competencies
1. Identifying and narrowing research topics
2. Formulating a research plan
3. Evaluating information for authority and other criteria
4. Compiling a working bibliography in MLA form
F. Vocabulary study
1. Roots and affixes in context of readings
2. Guessing meaning through contextual clues
3. Recognition of word forms (nouns, adjectives, adverbs, etc.)
4. Redundancy: repetition of new vocabulary for second
A. Formulating and refining a thesis
B. Choosing an effective point of view
1. Addressing communicative competence
2. Understanding cultural perspectives of the audience
C. Using language that is appropriate, exact, concrete and specific
D. Rhetorical strategies
1. Causal analysis
E. Achieving an effective style
1. Avoiding wordiness, unnecessary repetition, and jargon
2. Simplifying phrases, clauses, and sentences
3. Linking ideas with appropriate transitions
4. Creating sentence variety; providing familiarity with English
5. Using advanced clause structure and verb tenses
6. Use of correct word forms in writing
7. Achieving second language fluency
F. Revising and proofreading
1. Recognizing specific second language errors
2. Correcting errors
a. Subject-verb agreement
b. Use of plurals
e. Clause structure
G. Working with source materials and research findings
1. Recording and organizing research findings
2. Integrating source material and research findings effectively
into original writings
3. Using on-line resources, such as InfoTrac
4. Avoiding plagiarism
5. Documenting in MLA style
H. Techniques for effective in-class writing
The following are representative assignments; actual assignments vary from
class to class:
Reading assignments of various lengths and complexity provide topics for
analysis and discussion, and serve as models for writing topics, style,
and structure. Some classes include a full-length work of fiction or
nonfiction, but all classes should contain non-fiction readings from a
variety of academic disciplines.
1. Identify and judge the effectiveness of figurative language in
2. Evaluate an author's choice of language in an assigned reading.
3. Trace reasons or results underlying a reading developed through causal
4. Identify the use of logical, emotional, or ethical appeals in a
5. Evaluate the quality of evidence presented in an argumentative essay.
6. Identify cultural assumptions and mores.
7. Study for quizzes on vocabulary words, common roots and affixes.
Written assignments using exposition and argumentation comprise a
significant number of essays and critical responses. Some instructors use
writing workshops and individual conferences/tutorials to explore and
refine the process of drafting, revision, and proofreading with attention
to writing English fluently.
1. Maintain a journal for exploring observations, responding to assigned
readings, and generating ideas for essays and other writings.
2. Write papers or essays (of approximately 1,000 words each) for which
prewriting, drafting, conferencing with the instructor, and revision
3. Write a persuasive essay (of approximately 1,000 words) in response
to a course reading or to supplementary materials.
4. Write an argumentative essay (of approximately 1,000 words) that
effectively incorporates source material documented in MLA style.
5. Complete exercises in sentence combining, and identification of noun,
adjective, and adverb clauses.
6. Complete verb tense exercises focusing on American English usage.
7. Revise an essay or other writing for diction, voice, style, sentence
structure, grammar, punctuation, and mechanics.
8. Write a work-related report or a proposal for a business or
9. Produce a clearly organized, grammatically appropriate, in-class
Methods of Evaluation/Basis of Grade.
Representative Textbooks and Materials:
|Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.||Writing
50 - 60%
|Written homework, Essays, response papers, research papers, journals||
|Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.||Problem Solving
10 - 15%
|Essay revision, sentence combining, vocabulary||
|Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.||Skill Demonstrations
5 - 20%
|Exams: All forms of formal testing, other than skill performance exams.||Exams
5 - 20%
|Multiple choice, True/false, Matching items, Completion, Quizzes||
|Other: Includes any assessment tools that do not logically fit into the above categories.||Other Category
0 - 10%
HORIZONS: A READER OF EXPERIENCES, edited by Amy Johnson. Houghton
THE HARVEST GYPSIES, by John Steinbeck, Heyday Books, 2002.
THE RED PONY, by John Steinbeck, Penguin, 1993.
THINGS FALL APART, by Chinua Achebe. Anchor Books, 1994.
TORTILLA CURTAIN, by T. Boyle. Penguin Books, 1996.
THE KITCHEN GOD'S WIFE, by Amy Tan. Ivy Books, 1992.
AMERICA NOW, 4th ed., by Atwan, Bedford Publishing, 2001.
THE PROSE READER, 6th ed., by Flachmann and Flachman. Prentice-Hall,
THE MERCURY READER, by Kathleen Shine Cain, et al. Longman, 2003.
AT A GLANCE: PAIRED SOURCES, by Lee Brandon. Houghton Mifflin, 2003.
AT A GLANCE: ESSAYS, 3rd ed., by Lee Brandon. Houghton Mifflin, 2006.
PATTERNS PLUS: A SHORT PROSE READER WITH ARGUMENTATION, 8th ed., by
Mary Lou Conlin. Houghton Mifflin, 2005.
THE BRIEF ENGLISH HANDBOOK, 6th ed., by Dornan and Dawe. Longman, 2001.
RULES FOR WRITERS, 4th ed., by Diana Hacker. Bedford, 2000.
GRAMMAR TROUBLESPOTS, 3rd ed., by Ann Raimes. Cambridge University Press,
KEYS FOR WRITERS, 3rd ed., by Ann Raimes. Houghton Mifflin, 2001.
UNDERSTANDING AND USING ENGLISH GRAMMAR, by Betty Azar. Prentice Hall
GATEWAYS TO ACADEMIC WRITING, by Alan Meyers. Longman, 2005.