| 4/19/2024 4:29:36 AM |
| Changed Course |
| CATALOG INFORMATION
|
| Discipline and Nbr:
ESL 10 | Title:
ESL COLLEGE COMPOSITION |
|
| Full Title:
ESL College Composition |
| Last Reviewed:1/28/2019 |
| Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
| Maximum | 4.50 | Lecture Scheduled | 4.50 | 17.5 max. | Lecture Scheduled | 78.75 |
| Minimum | 4.50 | Lab Scheduled | 0 | 8 min. | Lab Scheduled | 0 |
| | Contact DHR | 0 | | Contact DHR | 0 |
| | Contact Total | 4.50 | | Contact Total | 78.75 |
| |
| | Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| | Total Out of Class Hours: 157.50 | Total Student Learning Hours: 236.25 | |
Title 5 Category:
AA Degree Applicable
Grading:
Grade Only
Repeatability:
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
Formerly:
Catalog Description:
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This course is designed for non-native English speakers and emphasizes preparing students for the writing and critical reading demands across the disciplines by covering academic genres representative of the college at large. Students receive instruction in expository and argumentative writing, appropriate and effective use of language, close reading, cogent thinking, and research strategies. An additional focus is integrated grammar and academic vocabulary instruction based on needs typical of second-language learners.
Prerequisites/Corequisites:
Completion of ESL 100 or ENGL 100
Recommended Preparation:
Limits on Enrollment:
Schedule of Classes Information
Description:
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This course is designed for non-native English speakers and emphasizes preparing students for the writing and critical reading demands across the disciplines by covering academic genres representative of the college at large. Students receive instruction in expository and argumentative writing, appropriate and effective use of language, close reading, cogent thinking, and research strategies. An additional focus is integrated grammar and academic vocabulary instruction based on needs typical of second-language learners.
(Grade Only)
Prerequisites:Completion of ESL 100 or ENGL 100
Recommended:
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
| Associate Degree: | Effective: | Fall 2019
| Inactive: | |
| Area: | A
| English Composition
|
| |
| CSU GE: | Transfer Area | | Effective: | Inactive: |
| | A2 | Written Communication | Fall 2019 | |
| |
| IGETC: | Transfer Area | | Effective: | Inactive: |
| | 1A | English Composition | Fall 2019 | |
| |
| CSU Transfer: | Transferable | Effective: | Fall 2019 | Inactive: | |
| |
| UC Transfer: | Transferable | Effective: | Fall 2019 | Inactive: | |
| |
| C-ID: |
| CID Descriptor: ENGL 100 | College Composition | SRJC Equivalent Course(s): ENGL1A OR EMLS10 |
Certificate/Major Applicable:
Both Certificate and Major Applicable
Approval and Dates
| Version: | 02 | Course Created/Approved: | 1/28/2019 |
| Version Created: | 1/29/2021 | Course Last Modified: | 8/15/2021 |
| Submitter: | Luz Garcia | Course Last Full Review: | 1/28/2019 |
| Version Status: | Approved Changed Course | Prereq Created/Approved: | 1/28/2019 |
| Version Status Date: | 2/8/2021 | Semester Last Taught: | Summer 2021 |
| Version Term Effective: | Summer 2021 | Term Inactive: | Fall 2021 |
COURSE CONTENT
Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
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1. Read, analyze, and respond to a representative sampling of academic genres across the
curriculum with consideration of context, audience, purpose, and culturally-bound references.
2. Employ a variety of rhetorical strategies to write a comprehensive, well-developed, and
coherent expository essay with a focused thesis and appropriate support.
3. Summarize and discuss academic college-level non-fiction and fiction
4. Competently integrate multiple text sources for the purpose of developing a written argument,
analysis, or interpretation.
5. Locate, read, evaluate, analyze, and interpret primary and secondary sources, incorporating
them into written essays using appropriate documentation.
6. Self-edit for common second language errors such as verb usage, word forms, and sentence
boundaries.
7. Comprehend and use vocabulary from the Academic Word List.
Objectives:
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Upon completion of the course, students will be able to:
Reading--From a representative sampling of academic genres across the curriculum:
1. Identify the main idea or thesis.
2. Recognize different rhetorical patterns and organizational strategies.
3. Explain how the writer supports and illustrates ideas and connects them to the thesis.
4. Employ active reading strategies.
5. Identify the representative features of different academic genres, including culturally-bound
references.
6. Use inference skills to identify slant and bias.
7. Identify argumentative techniques and recognize logical fallacies.
8. Demonstrate comprehension of academic texts through discussion and writing.
9. Articulate opinions and assumptions based on academic texts in discussion and writing.
Writing--:
1. Write expository and argumentative essays, each with a clearly identifiable thesis,
totaling 6,000 to 8,000 words.
2. Write essays which demonstrate an understanding of the features of different academic
genres.
3. Organize essays, paragraphs, and sentences logically and coherently.
4. Develop paragraphs with concrete, appropriate, and relevant details.
5. Apply knowledge of rhetorical patterns to effectively shape paragraphs.
6. Paraphrase, summarize, and synthesize material from paragraphs and essays.
7. Revise essays for clarity, sentence variety, academic variety, and common second-language
errors in punctuation, grammar, and spelling.
8. Apply appropriate and effective writing strategies to in-class essays.
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
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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
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. Revision
D. Editing
E. 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. Information Literacy
A. Library Resources
B. Evaluating Sources
C. Reading, Analyzing, and Synthesizing Information
V. Use of Sources
A. Documentation Format
B. Plagiarism
1. Unintentional
2. Intentional
Assignments:
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Representative assignments will include but are not limited to:
Reading:
1. Read essays with emphasis on critical reading involving analysis, evaluation, and synthesis of
ideas. The number of pages assigned per week will vary depending on the complexity
2. Discuss readings in order to examine main ideas, organizational patterns and genres, slant and
bias, and culturally-bound references
3. Read and analyze the English Department's Work of Literary Merit for the particular semester
or a full-length work of fiction or non-fiction
Writing:
Students will write, revise, and edit the equivalent of 6,000 words during the semester.
Assignments will be of various lengths focusing on representative academic genres such as
narration, description, process, cause and effect, evaluation, argument/persuasion, short answer,
summary, and synthesis. Students will be asked to do the following:
1. Two to three expository essays or genre-specific writing of approximately 1,000 words each
2. A research essay of 1200 to 1500 words for which library resources and appropriate
documentation format are used
3. Five to seven responses to college-level readings and/or the Work of Literary Merit
4. Summaries of college-level non-fiction readings
5. At least two in-class writings
6. Written exercises to improve specific aspects of writing, such as thesis invention,
organizational strategies, development techniques, research exercises, etc.
7. Specific exercises in paraphrasing, summarizing, synthesizing, and annotating
8. Editing for common second language errors such as verb tense, word form, punctuation, etc.
9. Exams and quizzes (2 - 5)
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
70 - 80% |
| Essay of varying lengths; reading journals; writing exercises dealing with grammar and style; written analyses of readings | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
5 - 10% |
| Research 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
5 - 20% |
| Exams and Quizzes: Multiple choice, Matching items, Completion, Short Answer, Essay Exams | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
5 - 15% |
| Attendance and participation in class discussions | |
Representative Textbooks and Materials:
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Best American Essays of 2017. Jamison, Leslie and Atwan, Robert. Mariner Books. 2017
Ways of Reading. 11th ed. Bartholme, David and Petrosky, Anthony and Waite, Stacey. Bedford/St. Martin's Press. 2016
50 Essays: A Portable Anthology. 5th ed. Cohen, Samuel. Bedford/St. Martins. 2016
Patterns for College Writing: A Rhetorical Reader and Guide. 13th ed. Kirszner, Laurie G. & Mandell,
Stephen G. Bedford/St. Martins. 2016
The Call to Write. 6th ed. Trimbur, John. Cengage Learning. 2014 (classic)
Writing in the Disciplines. 7th ed. Kennedy, Mary Lynch and Kennedy, William. Pearson. 2011 (classic)
Writing Now: Shaping Words and Images. Katz, Susan and Odell, Lee. Bedford/St. Martins. 2010 (classic)
Best American Essays of the Century. Oates, Joyce and Atwan, Robert. Mariner. 2001 (classic)
Work of Literary Merit (W.O.L.M): Each semester the English Department selects a Work of
Literary Merit. Typically, at least four faculty lectures are given and special
library resources are provided for this project.
OTHER REQUIRED ELEMENTS
| Student Preparation |
| Matric Assessment Required: | E | Requires English Assessment |
| Prerequisites-generate description: | U | User Generated Text |
| Advisories-generate description: | NA | No Advisory |
| Prereq-provisional: | N | NO |
| Prereq/coreq-registration check: | Y | Prerequisite Rules Exist |
| Requires instructor signature: | N | Instructor's Signature Not Required |
| | | |
| BASIC INFORMATION, HOURS/UNITS & REPEATABILITY |
| Method of instruction: | 02 | Lecture |
| | 71 | Internet-Based, Simultaneous Interaction |
| | 72 | Internet-Based, Delayed Interaction |
| Area department: | EMLS | English for Multilingual Students (ESL) |
| Division: | 71 | Language Arts & Academic Foundations |
| Special topic course: | N | Not a Special Topic Course |
| Program Status: | 1 | Both Certificate and Major Applicable |
| Repeatability: | 00 | Two Repeats if Grade was D, F, NC, or NP |
| Repeat group id: | | |
| | | |
| SCHEDULING |
| Audit allowed: | N | Not Auditable |
| Open entry/exit: | N | Not Open Entry/Open Exit |
| Credit by Exam: | N | Credit by examination not allowed |
| Budget code: Program: | 0000 | Unrestricted |
| Budget code: Activity: | 1533 | English as a Second Language |
| | | |
| OTHER CODES |
| Disciplines: | English as a Second Language (ESL) |
| Basic Skills: | N | Not a Basic Skills Course |
| Level below transfer: | Y | Not Applicable |
| CVU/CVC status: | Y | Distance Ed, Not CVU/CVC Developed |
| Distance Ed Approved: | Y | Either online or hybrid, as determined by instructor |
| Emergency Distance Ed Approved: | Y | Fully Online
Partially Online
Online with flexible in-person activities
|
| Credit for Prior Learning: | N | Agency Exam |
| N | CBE |
| N | Industry Credentials |
| N | Portfolio |
| Non-credit category: | Y | Not Applicable, Credit Course |
| Classification: | Y | Liberal Arts and Sciences Courses |
| SAM classification: | E | Non-Occupational |
| TOP code: | 4930.84 | English as a Second Language-Writing |
| Work-based learning: | N | Does Not Include Work-Based Learning |
| DSPS course: | N | NO |
| In-service: | N | Not an in-Service Course |
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