|Student Learning Outcomes -|
- Identify rhetorical strategies used by authors of assigned readings, i.e., the ways in which authors introduce topics, organize ideas, and develop main points, etc.
- Write a unified, cohesive piece of extended written discourse containing multiple paragraphs.
|Description - |
|A basic course for non-native speakers focusing on techniques of college writing, emphasizing clear prose. Lecture, discussion, and individualized instruction. Emphasis on the production of short compositions containing well-developed paragraphs and a variety of standard English sentences. Does not meet the graduation requirement in composition.|
|Course Objectives - |
|The students will be able to: |
- analyze authentic reading selections for audience, purpose, cultural perspective, ideas, issues, organization, development, and other writing techniques.
- respond to readings by formulating opinions in discussion and in writing.
- generate ideas for writing assignments using a variety of heuristics.
- write compositions with a clear purpose and audience using clearly focused, organized, and well-developed paragraphs.
- express ideas in reasonably clear language including complex sentence structures and appropriate vocabulary.
- revise and edit writing assignments for correct verb use, word form, word choice, and punctuation.
- write and edit a complete essay in class.
|Special Facilities and/or Equipment - |
|Course Content (Body of knowledge) - |
- Read Analytically
- determine the main idea, audience, and purpose of each reading selection
- evaluate the effectiveness of introductions and conclusions
- evaluate the effectiveness of supporting detail
- identify cohesive devices
- distinguish between facts, inferences, and opinions
- Respond to reading selections in writing or orally
- agreement with or challenges to specific content
- connections to other readings
- connections with personal experiences
- respond effectively to classmates?? compositions
- reflect back the main idea
- point out specific effective writing techniques
- ask questions for clarification
- Generate ideas for writing
- journal response
- Write focused, developed compositions
- determine a main idea, purpose, and audience for each composition
- develop unified and focused paragraphs
- determine a controlling focus for each paragraph
- use supporting details, examples, metaphors, facts, and dialogue, as appropriate
- organize ideas in a clear sequence
- use transitional words and phrases effectively
- Use effective sentences
- use adverbial and relative clauses effectively
- vary sentence beginnings
- use effective cohesive devices
- use verb tense and form correctly
- punctuate sentence boundaries and dialogue correctly
- Revise and edit writing assignments
- 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
- edit for correctness
- English sentence structure (S + V + O)
- subject-verb agreement
- verb tense
- pronoun reference
- word form
- word choice
- punctuation of dialogue
- run-on sentences
- Write 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 - |
- Comprehension and analysis of assigned reading selections
- Journal assignments
- At least three revised essay assignments of approximately 500 words demonstrating academic essay structure. Essays must not be completely descriptive in nature but must also contain an analytical component. No quoting of outside materials is expected for ESLL 237.
- The first essay should explain the significance of a personal experience or the reasoning behind a personal opinion. Personal narrative or description may be used, but only to support controlling ideas. (Sample topics: "My Favorite Strategies for Learning English" or "Why I chose Foothill College")
- The second essay should be on a more general topic. In addition to developing examples based on general observations, student writers may still use some personal examples for support. (Sample topics: "Characteristics of a Good Teacher" or The Biggest Problems in My Hometown")
- The third essay deals with a contrast, e.g. comparing a certain cultural aspect of the student's home country to one in the U.S., or discussing a change in cultural values. (Sample topic: "Traditional Family Values")
- At least two in-class compositions without advance notice of the prompt. Students must earn an average grade of "C" or better on the in-class essays in order to pass the class.
- Exercises and quizzes
|Representative Text(s) - |
|Instructors must choose a textbook from the list below. If, however, a faculty member would prefer to use a textbook not on the list, he or she must contact a full-time faculty member who regularly teaches the course to explain how the adoption would serve to achieve the learning outcomes specified in the course outline of record. |
Boardman, Cynthia A. and Jia Frydenberg.Writing to Communicate 2: Paragraphs and Essays.3rd ed. White Plains, NY: Pearson Education, Inc. 2008.
Mlynarczyk, Rebecca, and Steven Haber. In Our Own Words: A Guide with Readings for Student Writers 3rd ed. New York: Cambridge University Press, 2005.
Smoke, Trudy.A Writer's Workbook. NY: Cambridge University Press, 2005.
|Disciplines - |
|English as a Second Language |
|Method of Instruction - |
|Lecture, Discussion. |
|Lab Content - |
|Not applicable. |
|Types and/or Examples of Required Reading, Writing and Outside of Class Assignments - |
- Readings from the text and other sources.
- Three revised writing assignments and two in-class essays of approximately 500 words each.