8/2/2025 11:12:10 AM	EMLS 50 Course Outline as of Fall 2025	New Course (First Version)
CATALOG INFORMATION
Discipline and Nbr:  EMLS 50	Title:  EMLS 10 SUPPORT COURSE
Full Title:  EMLS 10 Support Course
Last Reviewed:4/15/2025

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	2.00	Lecture Scheduled	2.00		17.5 max.	Lecture Scheduled	35.00
Minimum	2.00	Lab Scheduled	0		8 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	2.00			Contact Total	35.00
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  70.00

Total Student Learning Hours: 105.00

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

Catalog Description:

In this course, multilingual students will strengthen their critical reading, writing, thinking, research, and self-editing skills to support their engagement in and successful completion of EMLS 10.

Prerequisites/Corequisites:
Concurrent Enrollment in EMLS 10 ( or ESL 10)

Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description:

In this course, multilingual students will strengthen their critical reading, writing, thinking, research, and self-editing skills to support their engagement in and successful completion of EMLS 10.

(Grade or P/NP)
Prerequisites:Concurrent Enrollment in EMLS 10 ( or ESL 10)
Recommended:
Limits on Enrollment:
Transfer Credit:CSU;
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:	Transferable	Effective:	Fall 2025	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. Develop the critical thinking, reading, writing, research, and self-editing skills necessary for successful completion of EMLS 10.

2. Use all stages of the writing process to develop, revise, edit, and refine EMLS essays.

 

Objectives:

At the conclusion of this course, the student should be able to:

 

Reading

1. Develop close reading strategies, such as annotating, note-taking, paraphrasing, and summarizing to improve understanding and engagement with academic genres across the curriculum.

2. Build background knowledge through pre- and post-reading activities to better comprehend assigned readings in EMLS 10.

3. Identify and analyze claims, main ideas, evidence, key supporting details, context, audience, purpose, and culturally-bound references.

4. Comprehend academic vocabulary and use strategies to actively build vocabulary during reading.

5. Analyze assignments to develop plans for completing reading and writing assignments by deadlines.

 

Writing

1. Use all stages of the writing process to draft and revise essays for content, organization, rhetorical strategies, language, and format.

2. Proofread with particular attention to syntax, sentence structure, grammar, punctuation, mechanics, and academic word use.

3. Demonstrate proficiency in self-editing for common errors in grammar, punctuation and syntax.

 

Research

1. Demonstrate facility with college-level library research techniques, including online research tools.

2. Recognize the difference between primary and secondary sources.

3. Use genre-appropriate documentation style in citing research.

Topics and Scope

I. Academic Reading

   A. Reading skills

        1. Comprehension

        2. Analysis

        3. Synthesis

        4. Evaluation

        5. Recognition of culturally-bound references and bias

        6. Understanding different purposes for reading

        7. Acquisition of college-level vocabulary

   B. Recognizing organizational patterns/genres such as:

        1. Narration

        2. Description

        3. Process

        4. Definition

        5. Compare and Contrast

        6. Cause and Effect

        7. Analysis

        8. Synthesis

        9. Argument/Persuasion

 

II. The Writing Process

   A. Pre-writing

   B. Drafting

   C. Responding to peer and instructor feedback

   D. Revision

   E. Editing

   F. Formatting

 

III. Structuring Essays

   A. Introductory devices

   B. Thesis statements

   C. Body organization

        1. Topic sentences

        2. Paragraph organization and developments

        3. Rhetorical strategies to create effective essays

        4. Research to effectively support arguments

   D. Conclusions

   E. Academic vocabulary

        1. Word choice

        2. Word forms

        3. Roots and affixes

   F. Formatting

 

IV. Research and Citations

   A. Library resources

   B. Evaluating sources

   C. Reading, analyzing, and synthesizing information

   D. Documentation format

   E. Plagiarism

        1. Unintentional

        2. Intentional

Assignments:

1. Reading assignments related to EMLS 10, such as:

   a. Annotating, paraphrasing, and summarizing exercises/activities

   b. Composing reading responses

   c. Reading journal entries

   d. Close reading and analysis of writing prompts

2. Writing assignments as needed, such as:

   a. Drafts of essays

   b. Portfolio projects

   c. Journals

   d. Timed writing

3. Problem-solving exercises (1-5), such as:

   a. Grammar exercises

   b. Research exercises

   c. Revising and editing exercises

   d. Vocabulary-building exercises

4. Writing Exercises and Activities (1-5), such as:

   a. Reflections

   b. Annotated bibliography work

   c. Student presentations, individual and/or group

   d. Peer review sessions

   e. Peer editing sessions

5. Quizzes (0-8) and Exams (0-3), such as:

   a. Grammar review

   b. Research review

   c. Revising and editing review

    d. Vocabulary review

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 60 - 85%
Reading-based writing assignments related to EMLS 10 (e.g., reading responses or journals), other writing assignments and exercises
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 10 - 15%
Problem-solving exercises
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 0 - 15%
Quizzes and/or Exams
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 5 - 15%
Attendance and participation

Representative Textbooks and Materials:

OER materials such as Writing Guide with Handbook: https://openstax.org/details/books/writing-guide/

They Say, I Say. 4th ed. Graff, Gerald and Birkenstein, Cathy. W.W. Norton. 2018. (classic).

College ESL Writers: Applied Grammar and Writing Strategies for Success. Hall, Barbara and Wallace, Elizabeth. English Open Textbooks. 2018. (classic).

Grammar for Writing. 3: An Editing Guide to Writing. 2nd ed. Cain, Joyce. Pearson. 2012. (classic).

Top 20: Great Grammar for Great Writing. 2nd ed. Folse, Keith and Solomon, Elena, and Smith-Palinkas, Barbara. National Geographic Learning. 2008. (classic).

Understanding and Using English Grammar. 5th ed.  Azar, Betty and Hagan, Stacy. Pearson. 2017. (classic).

Grammar for Great Writing C. Baker, Lida and Sherman, Kristen and Lockwood, Robyn. National Geographic Learning. 2018. (classic).

Instructor prepared materials

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