SRJC Course Outlines

4/16/2024 1:33:50 PMESL 312 Course Outline as of Fall 2016

Inactive Course
CATALOG INFORMATION

Discipline and Nbr:  ESL 312Title:  INTERM ESL GRAM/WRIT  
Full Title:  Intermediate ESL Grammar/Writing
Last Reviewed:9/14/2009

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum6.00Lecture Scheduled6.0017.5 max.Lecture Scheduled105.00
Minimum6.00Lab Scheduled08 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total6.00 Contact Total105.00
 
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  210.00Total Student Learning Hours: 315.00 

Title 5 Category:  AA Degree Non-Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly:  ENGL 312

Catalog Description:
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An intermediate ESL grammar and writing course focusing on the paragraph writing process and grammar structures. Designed for non-native speakers of English.

Prerequisites/Corequisites:
Qualifying ESL Placement Test score or completion of ESL 310 or ESL 310B with a grade of C or better or Credit.


Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
An intermediate ESL grammar and writing course focusing on the paragraph writing process and grammar structures. Designed for non-native speakers of English.
(Grade or P/NP)

Prerequisites:Qualifying ESL Placement Test score or completion of ESL 310 or ESL 310B with a grade of C or better or Credit.
Recommended:
Limits on Enrollment:
Transfer Credit:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

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: Not Certificate/Major Applicable



COURSE CONTENT

Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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Upon completion of this course, students will be able to:
1. Write a cohesive paragraph that includes a topic sentence, supporting ideas, and a conclusion.
2. Employ level-appropriate vocabulary and correct word forms in writing.
3. Use a variety of sentences in writing: simple, compound, and some complex.
4. Use correct verb tenses and forms in writing.
5. Demonstrate level-appropriate control of punctuation and spelling conventions
6. Complete in-class, timed writing assessments.
7. Recognize main and supporting ideas in intermediate reading passages.
8. Word-process paragraphs.
9. Locate and use an Internet website on a specific topic.

Topics and Scope
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A. Composition Skills
 1. Application of intermediate pre-writing and writing techniques
   a. Brainstorming
   b. Clustering
   c. Outlining
   d. Development of a first draft
   e. Revising
    f. Editing
 2. Development of a paragraph
   a. Identification of the elements of a topic sentence
     1. topic
      2. controling idea
   b. Development of a topic sentence
   c. Development of supporting ideas
   d. Recognition and the use of transitions to enhance paragraph coherence
   e. Development of a concluding statement
 3. Description and narration
 4. Expository writing
 5. Collaborative peer editing
 
B. Grammar Skills
 1. Grammar focus
   a. Past modals
   b. Gerunds and infinitives
   c. Present perfect and present perfect progressive tenses
   d. Passive voice, including participial adjectives
 2. Complete sentence unit and basic patterns of English writing
 3. Recognition and correction of run-ons, fragments, and comma splices
 4. Development of coherent, varied sentences and paragraphs using simple, compound, and some complex sentences
 5. Editing of writing for grammatical problems
   a. Subject-verb agreement
   b. Verb usage
   c. Capitalization and punctuation basics
 
C. Reading Skills
 1. Pre-reading strategies
 2. Recognition of main and supporting ideas
 3. Scanning for details
 4. Vocabulary development
D. Computer Skills
 1. Use of the computer as a writing and editing tool
 2. Development of basic Internet search skills

Assignments:
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The following represent the types of assignments that may be included:
A. In-class work
 1. Vocabulary and grammar exercises
 2. Pair and group work
 3. Presentations
 4. Discussions analyzing readings and a variety of themes
 5. In-class writings on topics of current relevance
 6. Grammar exams and quizzes
 7. A minimum of 2 in-class paragraphs including the midterm and the final
B. Computer lab work
 1. Sentence and paragraph writing and editing
 2. Computerized grammar exercises
 3. Basic Internet use
C. Homework
 1. Grammar exercises
 2. Reading exercises
 3. Revising and editing
 4. At least 6 descriptive/narrative paragraphs of 200-250 words (about 3/4 to 1 page), using simple, compound and complex sentences and a multi-draft process

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%
Written homework, paragraphs, and journals
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
0 - 0%
None
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
40 - 50%
Objective quizzes and essay exams, midterm and final in-class essay
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
10 - 20%
Class attendance and participation, oral presentations, and portfolios


Representative Textbooks and Materials:
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Grammar
Grammar in Context 3, 3rd edition, Elbaum, Heinle/Cengage, 2006
Grammar Links 3, 2nd edition, by Van Zante, et al., Heinle/Cengage, 2004
 
Writing
Great Paragraphs, 2nd edition, Folse, et al., Heinle/Cengage, 2004
 
Reading
What a Life! Broukal, Pearson/Longman, 2001
 
Instructor prepared materials

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