SRJC Course Outlines

4/21/2024 1:10:27 AMESL 314 Course Outline as of Fall 2016

Inactive Course

Discipline and Nbr:  ESL 314Title:  HIGH INTRM ESL GRAM/WRIT  
Full Title:  High-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 314

Catalog Description:
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A high-intermediate ESL grammar and writing course focusing on paragraph writing, introduction to basic essay writing, and clause structures of various types in complex sentences. Designed for non-native speakers of English.

Qualifying ESL Placement Test score or completion of ESL 312 with a grade of C or better or Credit.

Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
A high-intermediate ESL grammar and writing course focusing on paragraph writing, introduction to basic essay writing and clause structures of various types of complex sentences. Designed for non-native speakers of English.
(Grade or P/NP)

Prerequisites:Qualifying ESL Placement Test score or completion of ESL 312 with a grade of C or better or Credit.
Limits on Enrollment:
Transfer Credit:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP


Associate Degree:Effective:Inactive:
CSU GE:Transfer Area Effective:Inactive:
IGETC:Transfer Area Effective:Inactive:
CSU Transfer:Effective:Inactive:
UC Transfer:Effective:Inactive:

Certificate/Major Applicable: Not Certificate/Major Applicable


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. Produce paragraphs with a focused main idea, sufficient development of supporting ideas, and a conclusion.
2. Recognize the structure and organization of an essay.
3. Produce an essay with a minimum of 3 paragraphs.
4. Use level-appropriate vocabulary and clear transitions in writing.
5. Demonstrate sentence variety in writing: simple, compound, and complex (adjective, adverb, and noun clauses).
6. Demonstrate control of sentence boundaries.
7. Demonstrate level-appropriate control of punctuation, spelling and verb tenses.
8. Complete in class, timed writing assessments.
9. Recognize main and supporting ideas in high-intermediate reading passages.
10. Write brief summaries.
11. Word-process paragraphs and essays.
12. Use the Internet to access information.

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. Topic sentence with topic and controling idea
   b. Supporting ideas
   c. Concluding statement
   d. Use of transitions to enhance paragraph coherence
 3. Recognition of the structure and organization of an essay
   a. Introductory paragraph (hook and thesis statement)
   b. Body paragraph(s)
   c. Concluding paragraph
 4. Descriptive/narrative, expository, and argumentative modes
 5. Collaborative peer editing
 6. Critical thinking skills
B. Grammar Skills
 1. Grammar focus
   a. Past perfect verb tense
   b. Adverbial clauses
   c. Adjective clauses
   d. Noun clauses, including direct and indirect speech
   e. Conditional clauses
 2. Recognition and correction of run-ons, fragments, and comma splices
 3. Development of coherent, varied sentences using simple, compound, and complex sentences
 4. Editing of writing for grammartical and mechanical problems
   a. Subject-verb agreement
   b. Verb tense usage
   c. Capitalization and punctuation
   d. Clause structure
C. Reading Skills
 1. Application of pre-reading strategies
 2. Recognition of main and supporting ideas
 3. Scanning for details
 4. Vocabulary development
 5. Basic summarization skills
 6. Application of critical thinking skills
D. Computer Skills
 1. Utilizing the computer as a writing and editing tool
 2. Demonstrated understanding and usage of a website
 3. Usage of the computer to access information from the Internet

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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 activities
 3. Presentations
 4. Discussions analyzing readings and a variety of themes
 5. In-class writings on topics of current relevance
 6. Objective exams and quizzes
 7. A minimum of 2 in-class paragraphs including the midterm and the final
B. Computer lab work
 1. Sentence, paragraph, and essay writing and editing
 2. Computerized grammar and writing exercises
 3. Internet activities
C. Homework
 1. Grammar exercises
 2. Reading exercises
 3. Revising and editing
 4. At least 3 descriptive/narrative expository, and argumentative paragraphs of approximately 250 words (about 1 page), using a multi-draft process
 5. At least 2 multi-paragraph descriptive/narrative or expository essay of 300-350 words (about 1 1/2 pages), using 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, short essays, and journals
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
0 - 0%
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
0 - 0%
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 in Context 3, 3rd edition, Elbaum, Heinle/Cengage, 2006
Grammar Links 3, 2nd edition, Van Zante, et al., Heinle/Cengage, 2004
Blueprints 1, Folse, et al., Heinle/Cengage, 2003
From Great Paragraphs to Great Essays, Folse, et al., Heinle/Cengage, 2007
Instructor prepared materials

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