12/21/2024 7:39:29 AM	ESL 781 Course Outline as of Fall 2022	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  ESL 781	Title:  TRANSITIONAL
Full Title:  Transitional Reading/Writing/Grammar for NC ESL Students
Last Reviewed:10/8/2018

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	0	Lecture Scheduled	9.00		17.5 max.	Lecture Scheduled	157.50
Minimum	0	Lab Scheduled	0		16 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:  Non-Credit
Grading:  Non-Credit Course
Repeatability:  27 - Exempt From Repeat Provisions
Also Listed As: 
Formerly: 

Catalog Description:

A low-intermediate reading, writing, and grammar course that focuses on the development of academic reading and writing skills. 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. Designed to prepare non-native speakers of English for the ESL credit pathway.

Prerequisites/Corequisites:

Recommended Preparation:
Qualifying Test Score on ESL Placement Test; OR Course Completion of ESL 715

Limits on Enrollment:

Schedule of Classes Information
Description:

A low-intermediate reading, writing, and grammar course that focuses on the development of academic reading and writing skills. 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. Designed to prepare non-native speakers of English for the ESL credit pathway.

(Non-Credit Course)
Prerequisites:
Recommended:Qualifying Test Score on ESL Placement Test; OR Course Completion of ESL 715
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:

1.  Apply critical thinking skills to respond to adapted selections of fiction and nonfiction

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 metacognitive thinking skills in learning and studying processes

6.  Utilize SRJC resources and services to realize academic goals

 

Objectives:

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 basic 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

ESL 781 instructional time focuses on these three 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. Basic 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. Simple, 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

         (eg., "metacognitive bookmark")

    B. Techniques to encourage students to take responsibility for their own learning

         (eg., double and/or triple entry journals, "metacognitive reading log template")

V.  Transitional Skills

    A. Study skills, including note-taking 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:

A. READING

    1. Reading comprehension and vocabulary exercises (weekly)

    2. Summarizing activities (4-6)

    3. Discussing and analyzing readings (weekly)

    4. Basic research activities using the internet (4-6)

    5. Exams and quizzes (2-3 exams, 4-6 quizzes)

 

B. WRITING

Written assignments will result in a minimum of 2,000 words.

    1. Journals, summaries, and responses to assigned readings

    2. At least 5 multi-draft paragraphs (personal narrative, descriptive, and expository

         paragraphs) of 150-200 words (about 1/2 to 3/4 page)

    3. Targeted practice of different steps of the writing process (from pre-writing through

         editing)

    4. Vocabulary, grammar, and writing exercises, including computer-based activities

    5. At least 2 in-class paragraph exams

    6. Common assessment portfolio

 

C. TRANSITIONAL SKILLS

    1. Generating and researching questions concerning resources, programs and services at SRJC

    2. Debriefing information gleaned from campus tours, research, and guest speakers

    3. Articulating academic goals in writing

    4. Meet with a counselor to develop an educational plan

    5. Oral presentations

 

Other representative assignments may include:

    1. Metacognitive reading logs, double/triple entry reading journals (Reading Apprenticeship

         practices)  (weekly)

    2. Timed reading chart

    3. Group assignment

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, journals, analysis of readings, and common assessment portfolio
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 15 - 25%
Paragraph revision, sentence combining, vocabulary, online exercises, reading comprehension activities
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%
Exams, quizzes, and in-class paragraph exams
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 5 - 10%
Attendance, participation, collaboration, oral presentations, transitional skill work

Representative Textbooks and Materials:

Integrated Reading/Writing Texts:

Northstar Reading and Writing  2 with MyEnglishLab. 4th ed. Haugnes, Natasha and Maher, Beth. 2015

Pathways 1: Reading, Writing, and Critical Thinking Student Book and Online Workbook. Vargo, Mari and Blass, Laurie. Cengage Learning. 2013 (classic)

Q Skills for Success 2 Reading and Writing Student Book with access card to online practice. Bixby, Jennifer and McVeigh, Joe. Oxford University Press. 2011 (classic)

 

Grammar Reference Texts:

Fundamentals of English Grammar 4th Edition Student Book with online student access. 4th ed. Azar, Betty and Hagen, Stacy. Pearson Education. 2011 (classic)

 

Fiction:

Flor's Journey to Independence. Vaille, Barbara and QuinnWilliams, Jennifer. University of Michigan Press. 2005 (classic)

How Tia Lola Came to Stay. Alvarez, Julia. Yearling. 2002 (classic)

The Pool Party. Soto, Gary. Yearling. 1995 (classic)

 

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

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