| 6/9/2026 6:36:45 PM |
| Changed Course |
| CATALOG INFORMATION
|
| Discipline and Nbr:
ESL 310 | Title:
LOW-INTERM ESL INTENSIVE |
|
| Full Title:
Low-Intermediate ESL Intensive |
| Last Reviewed:9/14/2009 |
| Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
| Maximum | 9.00 | Lecture Scheduled | 9.00 | 17.5 max. | Lecture Scheduled | 157.50 |
| Minimum | 9.00 | Lab Scheduled | 0 | 17.5 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:
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 310
Catalog Description:
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An intensive low-intermediate communicative grammar, reading and writing course focusing on the language of social, academic, and workplace environments. Designed for non-native speakers of English.
Prerequisites/Corequisites:
Qualifying ESL Placement Test score or completion of ESL 308 or ESL 308B with grade of C or better or Credit.
Recommended Preparation:
Limits on Enrollment:
Schedule of Classes Information
Description:
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An intensive low-intermediate communicative grammar, reading and writing course focusing on the language of social, academic, and workplace environments. Designed for non-native speakers of English.
(Grade or P/NP)
Prerequisites:Qualifying ESL Placement Test score or completion of ESL 308 or ESL 308B with 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: | | |
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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:
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 paragraph showing a clear topic sentence, detailed support, and a clear conclusion.
2. Complete in-class, timed writing assessments.
3. Use level-appropriate vocabulary, word forms, and transitions in writing.
4. Demonstrate appropriate control of punctuation and spelling with a minimum number of errors.
5. Demonstrate level-appropriate control of grammar with a minimum number of errors.
6. Demonstrate comprehension of reading passages by restating main ideas and supporting details.
7. Demonstrate comprehension of reading passages by making simple inferences.
8. Recognize high frequency vocabulary, identify common affixes, and utilize simple context clues.
9. Apply basic word-processing skills.
Topics and Scope
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A. Composition Skills
1. Simple, compound, and complex English sentences with emphasis on word order and sentence boundaries
2. Key elements of the paragraph: topic sentence, supporting ideas, and concluding sentence
3. Basic punctuation: period, comma, question mark, and apostrophe
4. At least six narrative and descriptive paragraphs through:
a. Prewriting
1. brainstorming
2. free writing
3. listing
4. clustering
b. Drafting
c. Revising
d. Editing
5. At least 2 in-class assessments on descriptive/narrative paragraph writing, including the midterm and final
B. Grammar Skills and Focus
1. Review and expanded application of:
a. Simple present
b. Present progressive
c. Simple past
d. Future
e. Principal parts of speech
2. Development and application of
a. Past progressive
b. Adverbial clauses used with when, while, as, before, after, until, and because
c. Indefinite and reflexive pronouns
d. Comparative and superlative adjectives
e. Present perfect
f. Present perfect progressive
g. Simple modals and related expressions
C. Reading Skills
1. Prediction of content through pre-reading strategies
2. Identification and restatement of main ideas and supporting details
3. Improvement of reading speed and comprehension
4. Recognition of high frequency affixes in nouns, verbs, adjectives, and adverbs
5. Use of context clues to determine the meaning of unfamiliar words
6. High frequency vocabulary
D. Computer Skills
1. Development and application of basic word-processing skills
2. Basic understanding and usage of a website
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 activities
3. Presentations
4. Discussions analyzing readings on 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 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 150-200 words (about 1/2 to 3/4 of a 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 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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Composition:
Ready to Write: A First Composition Text, 3rd edition, by Blanchard & Root, Longman, 2003 (classic)
Reason to Write: Strategies for Success in Academic Writing - High Beginning, by Cohen & Miller, Oxford Press, 2003 (classic)
Grammar:
Grammar Links 2, 2nd edition, by Mahnke & O'Dowd, Heinle & Heinle, 2005 (full edition)
Grammar in Context Book 2, 4th edition, by Elbaum, Heinle & Heinle, 2005 (full edition)
Focus on Grammar: An Integrated Skills Approach Book 3, 3rd edition, by Fuchs, et al., Pearson-Longman, 2006 (full edition)
Multi-Skills Texts:
Northstar: Focus on Reading and Writing - Basic/Low Intermediate, by Haugnes & Maher, Longman, 2004 (classic)
Reading:
Thoughts and Notions, 2nd edition, by Lee & Bush, Heinle & Heinle, 2005
Issues for Today, 3rd edition, by Smith & Mare, Heinle & Heinle, 2004 (classic)
Weaving it Together Book 2, 2nd edition, by Broukal & Murphy, Heinle & Heinle, 2004 (classic)
Password 2 - A Reading and Vocabulary Text, by Butler, Longman, 2004 (classic)
Reading Power, 3rd edition, by Mikulecky & Jeffries, Pearson Ed, 2005
Instructor prepared materials
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