Print Version

Effective: Summer 2015

Prerequisites: Prerequisite: Appropriate placement test score or a grade of "C" or better in ESLL 25 and ESLL 249; designed for students whose native language is not English.
Advisory: Advisory: Concurrent enrollment in ESLL 246 and/or 247 strongly recommended; not open to students with credit in ESL 26.
Grade Type: Letter Grade, the student may select Pass/No Pass
Not Repeatable.
FHGE: English Transferable: CSU/UC
5 hours lecture. (60 hours total per quarter)

Student Learning Outcomes -
  • Evaluate, use, and document sources appropriately to develop a position on a topic.
  • Write an argumentative essay of at least 1,000 words articulating and developing a position on an issue discussed in one or more texts.
Description -
The techniques and practice of expository and argumentative writing based on critical reading and thinking. Reading focused on essays and articles, chosen to represent a broad spectrum of opinions and ideas, writing styles, and cultural experiences and perspectives. Research paper synthesizing information from a range of current sources to form a persuasive argument. Fulfills the composition requirement for the A.A. degree.

Course Objectives -
The student will be able to:
  1. read critically and closely analyze selected professional and student texts
  2. write text-based analytical and argumentative essays
  3. write a problem-solution research paper on a current topic
  4. utilize an adequate range of vocabulary and sentence structure, proofread own work to find and correct specified language errors, and edit for correctness
  5. write and edit a complete essay in class
Special Facilities and/or Equipment -
  1. When taught on campus: no special facilities or equipment needed
  2. When taught via Foothill Global Access: on-going access to computer with e-mail software and capabilities; web access with java script and cookies enabled; e-mail address.

Course Content (Body of knowledge) -
  1. Read critically and closely analyze selected professional and student texts
    1. Identify the author's main idea, audience, and purpose
    2. Analyze author's writing technique and stylistic choices
    3. Analyze and evaluate the types of support, evidence, and reasoning used by the author
    4. Identify logical fallacies and appeals to emotion
    5. Critically discuss ideas presented by the author, especially in comparison to the ideas of other authors and the students?? own views
    6. Recognize value system differences when judging and evaluating the effectiveness of a written product
    7. Respond effectively to classmates?? compositions
      1. Reflect back the main point
      2. Point out specific effective writing techniques
      3. Ask questions for clarification
  2. Write text-based analytical and argumentative essays
    1. Generate ideas
    2. Formulate an arguable thesis
    3. Organize and develop ideas with adequate support, evidence, and reasoning
    4. Avoid logical fallacies
    5. Synthesize information from several sources
    6. Summarize, paraphrase, and quote from published works
    7. Identify and avoid plagiarism
    8. Use diction and tone appropriate to the rhetorical purpose and audience identified in the specific writing assignment
  3. Write a problem-solution research paper on a current topic
    1. Select an appropriate topic
    2. Find sources in the library and on the web
    3. Evaluate online sources
    4. Read sources for a specific purpose
    5. Synthesize information
    6. Determine what to summarize, paraphrase, or quote
    7. Incorporate source information
    8. Document sources
  4. Use effective language and edit for correctness
    1. Use a varied of cohesive devices including transitional adverbs, transitional phrases, pronouns, and repetition of key terms
    2. Use a variety of sentence types including phrasal modifiers and complex sentences with few errors in agreement, tense, aspect, number, word order/function
    3. Use an adequate range of vocabulary with only occasional errors of word form, choice, or usage which do not obscure meaning
    4. Edit for correctness
      1. English sentence structure (S + O + V)
      2. Subject-verb agreement
      3. Verb tense
      4. Pronoun reference
      5. Word form
      6. Word choice
      7. Punctuation of quotations
      8. Fragments
      9. Run-together sentences
    5. Revise: Make substantial changes in content (i.e., delete, add, or rearrange ideas) based on feedback from peers, from the ESL Writing Center, and from the instructor
  5. Write and edit a complete essay in class in 80 minutes. When the in-class essay is given as the final exam, the allotted time will be 120 minutes.
Methods of Evaluation -
  1. Analysis of assigned reading selections
  2. Journal assignments
  3. At least two text-based, revised essays of approximately 1,000 words each and one research-based paper of at least 2,000 words.
    1. a synthesis of the themes/ideas of two or more readings (this is NOT a comparison/contrast essay)
    2. an argumentative essay supporting or refuting issues raised in one or more readings
    3. an 8- to 10-page problem-solution or persuasive research paper on a topic of current relevance with at least 6 articles as sources
  4. At least two in-class essays, one of which is an argumentative essay, based on one or more reading selections. Students must receive a minimum grade of C on the final in order to pass the class.
  5. Participation in class discussions
  6. Exercises and quizzes
Representative Text(s) -
Though the ESL Department encourages faculty to choose a textbook from the list below, it respects the right of all faculty members to select a textbook they deem appropriate in accordance with the learning outcomes specified in the course outline of record. We encourage faculty to share new adoptions with colleagues, solicit feedback, and suggest additions to the list of recommended textbooks.

Axelrod, Rise B., Charles R. Cooper, and Alison M. Warriner, Reading Critically Writing Well, 9th ed. New York, Bedford/St. Martins, 2011.
Barnet, Sylvan. A Short Guide to College Writing 5th ed. New York: Longman, 2012.
Kennedy, X.J., Dorothy M. Kennedy, and Marcia F. Muth. The Bedford Guide for College Writers, 10th ed. New York, Bedford/St. Martin's, 2014.
Lunsford, Angela, John Ruszkiewicz, and Keith Walters. Everything's an Argument with Readings, 6th ed. New York, Bedford/St. Martin's, 2013.
Wood, Nancy, and James Miller. Perspectives on Argument, 8th ed. New York: Pearson/Longman, 2015.

Graff, Gerald and Cathy Birkenstein, They Say/I Say: The Moves that Matter in Academic Writing 2nd ed., NY: W.W. Norton, 2009.
Keene, Michael, and Katherine Adams, Easy Access, 4th ed. New York, McGraw-Hill, 2006.

When taught via Foothill Global Access: supplemental lectures, handouts, tests, and assignments delivered via e-mail and/or web; feedback on tests and assignments delivered via e-mail and/or web; class discussion may be delivered in chat rooms, list-servs, and newsgroups or through ETUDES and the Forums.

Disciplines -
English as a Second Language.
Method of Instruction -
Lecture presentations and classroom discussion.
Lab Content -
Not applicable.
Types and/or Examples of Required Reading, Writing and Outside of Class Assignments -
  1. Required readings from the text and other sources.
  2. Five essays, two of which are written in class, and three of which are written outside of class and are approximately 1000 words each.
  3. Other writing such as responses to reading, journal writing, and summaries.