| 6/9/2026 6:37:03 PM |
| Changed Course |
| CATALOG INFORMATION
|
| Discipline and Nbr:
ESL 320W | Title:
ADVANCED ESL WRITING |
|
| Full Title:
Advanced ESL Writing |
| Last Reviewed:10/5/2009 |
| Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
| Maximum | 6.00 | Lecture Scheduled | 6.00 | 17.5 max. | Lecture Scheduled | 105.00 |
| Minimum | 6.00 | Lab Scheduled | 0 | 17.5 min. | Lab Scheduled | 0 |
| | Contact DHR | 0 | | Contact DHR | 0 |
| | Contact Total | 6.00 | | Contact Total | 105.00 |
| |
| | Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| | Total Out of Class Hours: 210.00 | Total 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:
Catalog Description:
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An advanced writing course focusing on essay writing (prewriting, revising, and editing techniques), research, critical thinking and analysis, grammar, idiomatic usage, and vocabulary development. Designed for non-native speakers of English.
Prerequisites/Corequisites:
Qualifying Test Score in English OR Completion of ESL 316 or higher (V3)
Recommended Preparation:
Limits on Enrollment:
Schedule of Classes Information
Description:
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An advanced writing course focusing on essay writing (pre-writing, revising, and editing techniques), research, critical thinking and analysis, grammar, idiomatic usage, and vocabulary development. Designed for non-native speakers of English.
(Grade or P/NP)
Prerequisites:Qualifying Test Score in English OR Completion of ESL 316 or higher (V3)
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. Employ the writing process to produce essays that contain a detailed thesis statement, well-developed supporting paragraphs, and a clear conclusion.
2. Recognize various audiences and use appropriate registers.
3. Utilize appropriate modes in their writings.
4. Apply level-appropriate critical thinking skills in their writings.
5. Determine the reliability and validity of research materials and use those sources in supporting their essays.
6. Edit writing for grammatical accuracy.
7. Write sentences that contain sophisticated clause structure and varied and formal academic vocabulary.
8. Summarize and paraphrase material from reading assignments.
9. Use the computer effectively as a writing and research tool.
10. Complete in-class, timed essays.
Topics and Scope
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A. Composition Skills
1. Prewriting
a. Brainstorming
b. Journal writing
c. Clustering
d. Outlining
2. The first draft
a. Thesis statements
b. Topic sentences
c. Body paragraphs
d. Conclusion
3. Revision of essays for coherence, critical thinking, and logical development of ideas
4. Editing for grammatical accuracy
5. MLA form in essays
6. Collaborative work in peer editing, group tasks, and open-ended discussions
7. In-class essay writing process
B. Grammar Skills
1. Recognition and correction of run-ons, fragments, and comma splices
2. Simple, compound, complex, and compound-complex sentences
3. Editing papers for grammatical problems
a. Subject-verb agreement
b. Use of verbs including perfect tenses and passive voice
c. Reported speech
d. Use of conditional forms
e. Punctuation: capitalization, quotation marks, commas, semicolons, and colons
f. Word form and usage
g. Parallelism
C. Reading Skills
1. Schema building through a variety of fiction and non-fiction readings
2. Contextual vocabulary development through readings and use of new words in essays
3. Connotation and irony
4. Recognition of rhetorical strategies
5. Paraphrasing and summarizing
6. Reliability and validity of research sources
7. Critical analysis of ideas of various writers
8. Use of material from reading to support writing
D. Computer Skills/Information Literacy
1. The computer as writing and editing tool
2. Use of the thesaurus, dictionary, on-line databases, etc.
3. The Internet as a research instrument
a. As a tool to find multiple sources of information for use in research essays
b. As a source for summarizing and paraphrasing
c. As a source for documentation and citation
4. Issues of plagiarism
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 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 essays in response to an academic reading, including the midterm and the final
B. Computer work
1. Paragraph and essay writing and editing
2. Computerized grammar and writing exercises
3. Internet research
C. Homework
1. Grammar exercises
2. Reading exercises
3. Revising and editing
4. At least 2-4 multi-draft essays and 1 multi-draft research essay for a total of 3,000 words (about 12 pages), using descriptive/narrative, expository, and argumentative modes
5. Self-reflective portfolio of semester writings
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, 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% |
| 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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A Cultural Exploration of the USA, by Balsamo, 2008.
College Writing 4: English for Academic Success, Schuemann, et al., Heinle/Cengage, 2006
Northstar 5, 2nd edition, Boyd, et al., Pearson/Longman, 2009
Key Concepts 2, Smith-Palinkas & Croghan-Ford, Heinle/Cengage, 2010
Creating Meaning, Blass, et al., Oxford University Press, 2008
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