SRJC Course Outlines

4/21/2024 2:29:24 AMEMLS 781B Course Outline as of Fall 2024

Changed Course
CATALOG INFORMATION

Discipline and Nbr:  EMLS 781BTitle:  NC EMLS TRANSITION PT 2  
Full Title:  NC Low-Interm Read/Writ/Gramm for Transitional EMLS Pt 2
Last Reviewed:11/28/2022

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum0Lecture Scheduled4.5017.5 max.Lecture Scheduled78.75
Minimum0Lab Scheduled08 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total4.50 Contact Total78.75
 
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  157.50Total Student Learning Hours: 236.25 

Title 5 Category:  Non-Credit
Grading:  Non-Credit Course
Repeatability:  27 - Exempt From Repeat Provisions
Also Listed As: 
Formerly:  ESL 781B

Catalog Description:
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In the second half of this low-intermediate reading, writing, and grammar course, students 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, vocabulary, and rate. Writing instruction will include paragraph structure, an introduction to multi-paragraph writing, and grammar in context. This course is designed for multilingual students.

Prerequisites/Corequisites:


Recommended Preparation:
Course Completion of one of the following courses: EMLS 715 (ESL 715), EMLS 781A (ESL 781A); OR Qualifying Score on Noncredit English Placement Assessment

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
In the second half of this low-intermediate reading, writing, and grammar course, students 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, vocabulary, and rate. Writing instruction will include paragraph structure, an introduction to multi-paragraph writing, and grammar in context. This course is designed for multilingual students.
(Non-Credit Course)

Prerequisites:
Recommended:Course Completion of one of the following courses: EMLS 715 (ESL 715), EMLS 781A (ESL 781A); OR Qualifying Score on Noncredit English Placement Assessment
Limits on Enrollment:
Transfer Credit:
Repeatability:27 - Exempt From Repeat Provisions

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:Effective:Inactive:
 Area:
 
CSU GE:Transfer Area Effective:Inactive:
 
IGETC:Transfer Area Effective:Inactive:
 
CSU Transfer:Effective:Inactive:
 
UC Transfer:Effective:Inactive:
 
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 nonfiction and fiction
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. Word-process paragraphs and access information on the Internet
5. Utilize meta-cognitive thinking skills in learning and studying processes
6. Utilize SRJC resources and services to realize academic goals
 

Objectives: Untitled document
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 affixes and roots and the dictionary to determine the meaning and pronunciation of new vocabulary
5. Analyze works of fiction
6. Increase reading speed and 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. Recognize and 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, timed 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 their own learning
 
Transitional (Matriculation Skills):
1. Navigate and use a variety of SRJC resources, programs, and services
2. Demonstrate academic study skills needed for success in credit ESL courses
3. Articulate academic goals and steps needed to achieve them

Topics and Scope
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ESL 781B focuses on these areas equally: reading, writing, and explicit 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. 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 style formatting (heading, page numbers, title, etc.)
 C. Revising Paragraphs
    1. Revision of paragraphs using guided questions for coherence and development
    2. Transitions and other strategies for linking ideas
 D. Strategies for timed writing
 E. 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. Compound and some complex sentences
         d. Word order, sentence structure and sentence boundaries
    3. Peer- and self-editing of paragraphs for grammatical problems
         a. Subject-verb agreement
         b. Verbs, including present, past, future
         c. Punctuation: capitalization, quotation marks, apostrophes, periods and commas
         d. Word form and usage
         e. Basic parallel structure
 
III. Information Competency and Research
 A. Word-processing skills
 B. Basic email and Internet search skills
 C. Basic understanding and usage of a website
  D. Online language development resources
 E. Awareness of plagiarism
 
IV. Metacognitive Skills
 A. Strategies to monitor thinking processes while reading and writing (i.e., "metacognitive bookmark")
 B. Techniques to encourage students to take responsibility for their own learning (i.e., double and/or triple entry journals, "metacognitive reading log template")
 
V.  Transitional Skills
 A. Study skills, including notetaking and language learning strategies
 B. Academic and professional goals and making an educational plan
 C. Navigating the college system
    1. Counseling and financial aid services
    2. Resources and opportunities at SRJC

Assignments:
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1. READING
    A. Reading comprehension and vocabulary exercises (weekly)
    B. Summarizing activities (2-3)
    C. Discussing and analyzing readings (weekly)
    D. Basic research activities using the internet (2-3)
    E. Exam(s) (1-2) and quizzes (2-3)
    F. Metacognitive reading logs, double/triple entry reading journals (Reading Apprenticeship practices) (weekly)
 
2. WRITING
Written assignments will result in a minimum of 2,000 words.
    A. Journals, summaries, and responses to assigned readings
    B. Multi-draft paragraphs of (personal narrative, descriptive, and expository paragraphs (2-3 minimum of150-200 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. In-class paragraph writing assignments (2 minimum)
    F. Common assessment portfolio
 
3. TRANSITIONAL SKILLS
    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

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%
Analysis of readings; journals; written homework; paragraphs; common assessment portfolio; academic goals
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
15 - 25%
Reading comprehension and vocabulary exercises; summarizing activities; multi-draft paragraph; writing process practice; online exercises
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%
Attendance and participation; collaboration; oral presentations; campus tour/SRJC resource; tutorial hours (ESL 770)/instructor office hours; Education plan;
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
5 - 10%
Attendance, participation, collaboration, oral presentations, tutorial hours (ESL 770)/instructor office hours.


Representative Textbooks and Materials:
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Integrated Reading/Writing Texts:
Pathways 1: Reading, Writing, and Critical Thinking Student Book and Online Workbook 2nd ed. Blass, Laurie. Cengage Learning: 2018.
Northstar Reading and Writing 2 with MyEnglishLab 5th Edition, Haugnes, Natasha & Maher, Beth, 2019.
Q Skills for Success 2 Reading and Writing Student Book with access card to online practice, Ward, Colin. Oxford University Press: 2015 (classic).
Grammar Reference Texts:
Fundamentals of English Grammar 5th Edition Student Book with online student access, Azar, Betty. Pearson Longman: 2019.
Fiction:
How Tia Lola Came to Stay, Alvarez, Julia
The Pool Party, Soto, Gary
Flor's Journey to Independence, Vaille, Barbara & Williams, Jennifer
 
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
Other approved materials

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