| 12/6/2025 10:46:03 AM |
| Changed Course |
| CATALOG INFORMATION
|
| Discipline and Nbr:
EMLS 708 | Title:
NC TRANSITIONAL ENG |
|
| Full Title:
NC Transitional English in Reading/Writing/Grammar |
| Last Reviewed:11/24/2025 |
| Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
| Maximum | 0 | Lecture Scheduled | 9.00 | 17.5 max. | Lecture Scheduled | 157.50 |
| Minimum | 0 | Lab Scheduled | 0 | 16 min. | Lab Scheduled | 0 |
| | Contact DHR | 0 | | Contact DHR | 0 |
| | Contact Total | 9.00 | | Contact Total | 157.50 |
| |
| | Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| | Total Out of Class Hours: 315.00 | Total Student Learning Hours: 472.50 | |
Title 5 Category:
Non-Credit
Grading:
Non-Credit Course
Repeatability:
27 - Exempt From Repeat Provisions
Also Listed As:
Formerly:
EMLS 781
Catalog Description:
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In this low-intermediate reading, writing, and grammar course, students will focus on the development of academic reading and writing skills, with particular emphasis on campus resources and programs needed for academic success. Reading instruction will focus on comprehension, critical thinking, and vocabulary. Writing instruction will include paragraph structure, an introduction to multi-paragraph writing, and grammar in context. This course is designed to prepare multilingual students for the credit EMLS pathway.
Prerequisites/Corequisites:
Recommended Preparation:
Course Completion of EMLS 715 ( or ESL 715)
Limits on Enrollment:
Schedule of Classes Information
Description:
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In this low-intermediate reading, writing, and grammar course, students will focus on the development of academic reading and writing skills, with particular emphasis on campus resources and programs needed for academic success. Reading instruction will focus on comprehension, critical thinking, and vocabulary. Writing instruction will include paragraph structure, an introduction to multi-paragraph writing, and grammar in context. This course is designed to prepare multilingual students for the credit EMLS pathway.
(Non-Credit Course)
Prerequisites:
Recommended:Course Completion of EMLS 715 ( or ESL 715)
Limits on Enrollment:
Transfer Credit:
Repeatability:27 - Exempt From Repeat Provisions
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
| Associate Degree: | Effective: | | Inactive: | |
| Area: | | |
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| CSU GE: | Transfer Area | | Effective: | Inactive: |
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| IGETC: | Transfer Area | | Effective: | Inactive: |
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| CSU Transfer: | | Effective: | | Inactive: | |
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| UC Transfer: | | Effective: | | Inactive: | |
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| C-ID: |
Certificate/Major Applicable:
Certificate Applicable Course
COURSE CONTENT
Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
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1. Apply critical thinking skills to respond to adapted selections of fiction and nonfiction
2. Apply the writing process to produce organized paragraphs that reflect critical thinking, incorporate academic content and demonstrate grammatical control at a level appropriate for this course
3. Comprehend low-intermediate reading passages by identifying organizational strategies, summarizing, and using main ideas and details to support writing assignments
4. Utilize metacognitive thinking skills in learning and studying processes
5. Utilize SRJC resources and services to realize academic goals and access information on the Internet
Objectives:
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At the conclusion of this course, the student should be able to:
Reading:
1. Employ level-appropriate critical reading skills
2. Distinguish main idea from supporting details or examples in low intermediate reading passages
3. Summarize short selections of fiction and non-fiction
4. Use basic affixes and roots and the dictionary to determine the meaning and pronunciation of new vocabulary
5. Analyze works of fiction
6. Increase reading comprehension
Writing:
1. Employ the writing process to produce multi-draft paragraphs that consist of a clear topic sentence, supporting details, and a concluding sentence on relevant topics covered in class
2. Produce different genres of academic writing, such as descriptive/narrative, compare/contrast, and expository modes
3. Utilize level-appropriate critical thinking skills in developing and supporting a topic sentence
4. Complete in-class paragraphs in response to a reading
5. Edit papers for specific grammar points
6. Integrate academic language into paragraphs
7. Demonstrate some sentence variety in writing
8. Demonstrate level-appropriate control of sentence structure and boundaries
9. Demonstrate level-appropriate control of verb tenses, spelling, and punctuation
Information Competency and Research:
1. Access information on the internet
2. Use the computer effectively as a communication, writing, research, and language development tool
3. Avoid plagiarism
Metacognitive Skills:
1. Develop awareness of thinking processes while reading and writing
2. Take responsibility for one's own learning, such as checking online learning platforms for missed class content, completing homework, checking grades, completing an Educational Plan with a counselor, etc.
Transitional (Matriculation) Skills:
1. Navigate and use a variety of SRJC resources, programs, and services
2. Demonstrate academic study skills needed for success in beginning credit-level EMLS courses
3. Articulate academic goals and steps needed to achieve them
Topics and Scope
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EMLS 708 instructional time focuses on these areas: reading, writing, critical thinking, and grammar instruction.
I. Reading
A. Nonfiction reading
1. Pre-reading skills to survey, predict, skim, and scan
2. Main ideas and supporting details in adapted reading selections
3. Rhetorical styles and organizational patterns
4. Transition words and phrases
5. Fact and opinion
6. Basic inference skills
7. Annotating, note-taking, and summarizing
B. Fiction reading
1. Pre-reading skills to predict plot
2. Elements of fiction in short stories (for elements such as setting, protagonist, antagonist, and theme)
3. Descriptive and sensory language
C. Critical analysis
1. Identification of different perspectives on selected issues
2. Comparing and contrasting information from one or more sources
D. Academic vocabulary study
1. Basic roots and affixes to determine correct word forms
2. Synonyms and antonyms
3. Dictionary use to determine meaning and usage based on reading context
4. Explicit study of targeted academic vocabulary
II. Writing
A. Guided pre-writing and writing techniques
1. Journal writing
2. Brainstorming
3. Organizing techniques such as clustering, and sequencing of general ideas and details
B. Drafting
1. Topic sentence
2. Supporting ideas and examples
3. Concluding sentence
4. MLA (Modern Language Association) style formatting (heading, page numbers, title, etc.)
C. Revising paragraphs
1. Revision of paragraphs using guided questions for coherence, clarity, and development
2. Transitions and other strategies for linking ideas
D. Grammar (taught in the context of writing)
1. Expanded application of basic grammatical structures
a. Present and future tenses
b. Comparative and superlative adjectives
c. Parts of speech and word forms
d. Question formation
e. Correct use of pronouns
2. Introduction to and application of low-intermediate grammatical structures
a. Past tenses
b. Simple modals and related expressions
c. Simple, compound, and some complex sentences
d. Word order, sentence structure, and sentence boundaries
3. Peer- and self-editing of paragraphs for grammatical problems in response to common editing symbols
a. Subject-verb agreement
b. Verbs, including present, past, future, and modals
c. Punctuation: capitalization, quotation marks, apostrophes, periods, and commas
d. Word form and usage
e. Spelling patterns
f. Basic parallel structure
III. Information Competency and Research
A. Word-processing skills
B. Email usage
C. Understanding and usage of a website and internet search skills
D. Online language development resources
E. Use of online learning platforms to access class materials, resources for academic success and messages, and/or submit assignments, check grades, etc.
F. Awareness of plagiarism
IV. Metacognitive Skills
A. Strategies to monitor thinking processes while reading and writing (e.g., "metacognitive bookmark")
B. Techniques to encourage students to take responsibility for one's own learning (e.g., double and/or triple entry journals, "metacognitive reading log template")
V. Transitional Skills
A. Study skills, including note-taking and language learning strategies
B. Academic and professional goals and making an Educational Plan
C. Navigating the college system and campus
1. Counseling and financial aid services
2. Resources and opportunities at SRJC
3. Utilize tutoring services
4. Use SRJC website for registration, updating information, paying fees, using Canvas, finding resources, etc.
Assignments:
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1. Reading
a. Reading comprehension and vocabulary exercises (weekly)
b. Summarizing activities (4-6)
c. Reading analysis and discussion activities (weekly)
d. Basic research activities using the internet (4-6)
e. Exams and quizzes (2-3 exams, 4-6 quizzes)
2. Written Assignments Will Result in a Minimum of 2,000 Words
a. Journals, summaries, and responses to assigned readings
b. At least 5 multi-draft paragraphs (personal narrative, descriptive, and expository paragraphs) of 150-200 words (about 1/2 to 3/4 page)
c. Targeted practice of different steps of the writing process (from pre-writing through editing)
d. Vocabulary, grammar, and writing exercises, including computer-based activities
e. At least two in-class paragraph exams
3. Oral Presentations Incorporating Technology
4.Transitional Skills Activities, such as:
a. Generating and researching questions concerning resources, programs, and services at SRJC
b. Debriefing information gleaned from campus tours, research, and guest speakers
c. Articulating academic goals in writing
d. Meeting with a counselor to develop an educational plan
4. Additional Assignments as Assigned by Instructor May Include:
a. Metacognitive reading logs, double/triple entry reading journals (reading apprenticeship practices)
b. Group assignments
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
40 - 50% |
| Writing assignments | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
15 - 25% |
| Writing assignments; summarizing activities; research activities; reading analysis and discussion activities | |
| 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
30 - 40% |
| Exams, quizzes, and in-class or timed paragraph exams | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
5 - 10% |
| Attendance, participation, collaboration,transitional skills activities; other representative assignments | |
Representative Textbooks and Materials:
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Integrated Reading/Writing Texts:
Pathways 1: Reading, Writing, and Critical Thinking Student Book and SPARK. 3rd edition. Blass, Laurie, Vargo, Mari and Sherman, Kristin. Cengage Learning. 2024
Grammar Reference Texts:
Fundamentals of English Grammar Student Book with App, 5e 5th ed. Edition Azar, Betty and Hagen, Stacy. Pearson Education. 2019. (classic).
Fiction:
How Tia Lola Came to Stay. Alvarez, Julia. Yearling. 2002. (classic)
Other Words for Home. Warga, Jasmine. 2019. (classic).
Some Places More Than Others. Watson, Renee. 2019. (classic).
The Circuit: Stories from the Life of a Migrant Child. Jimenez, Francisco. 1997. (classic)
Orientation to College:
What Every ESL Student Should Know: A Guide to College and University Academic Success. Flores, Kathy Ochoa. University of Michigan Press. 2008. (classic).
Instructor prepared materials
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