Modesto Junior College Course Outline of Record ESL 48

Transcription

1 Modesto Junior College Course Outline of Record ESL 48 I. OVERVIEW The following information will appear in the catalog ESL 48 ESL Composition and Reading 5 5 Units Prerequisite: Satisfactory completion of ESL 45 and ESL 46 or qualification by the MJC assessment process. Recommended for Success: Before enrolling in this course, students are strongly advised to be concurrently enrolled in ESL 47. Practice in composition and reading for advanced ESL students who plan to continue in colleg Preparation for reading and writing in various academic and vocational disciplines. Emphasis on writing in response to readin Significant homework may be assigned to a la Field trips might be require (A-F or P/NP - Student choice) Lecture II. LEARNING CONTEXT Given the following learning context, the student who satisfactorily completes this course should be able to achieve the goals specified in Section III, Desired Learning: COURSE CONTENT Required Content: j. k. l. m. Development of intensive and extensive reading comprehension and speed Expansion of active vocabulary, including word-attack skills as well as recognition and accurate use of word forms Pre-reading and reading skills/strategies and use of reference materials Review of high-intermediate level sentence structure patterns (compound and complex sentences), and review of capitalization, punctuation, and spelling Review of paragraph and essay development, unity, and coherence Academic five-paragraph essays, each with an appropriate introduction and thesis statement, body paragraphs, and a conclusion Development of analytical skills in writing body paragraphs of essays Supporting main ideas with an array of descriptive details and examples Transitions and coherence in compositions (paragraphs and essays) Common organizational strategies and methods of development in writing Writing for specific academic purposes and audiences with appropriate register, voice, and tone Outlining, note taking, essay exam writing skills Using the basic functions of a word processor and writing/rewriting compositions in Microsoft Word Division: Literature & Language Arts 1 of 5

2 ENROLLMENT RESTRICTIONS Prerequisites Satisfactory completion of ESL 45 and ESL 46 or qualification by the MJC assessment process. Advisories Before enrolling in this course, students are strongly advised to be concurrently enrolled in ESL 47. Requisite Skills Before entering the course, the student will be able to: j. k. l. m. Read material with a vocabulary of at least 2500 words Write showing accurate control of statements and questions in present, past, present perfect, and future tenses Write showing correct formation and various appropriate uses of past perfect and future perfect in structured writing tasks Write showing accurate use of comparative and superlative forms of adjectives and adverbs Write using modal auxiliaries in present and past forms, including perfect modals Write showing accurate distinction in use and formation of active and passive voice in a variety of tenses Write conditional sentences, contrary-to-fact conditions in both present and past Use reported speech in a variety of tenses Write using common verb + gerund or verb + infinitive idiomatic expressions Write using a variety of sentence types ( compound, complex, and simple) with correct punctuation Write well-developed five-paragraph essays in multiple rhetorical modes showing clear thesis statements, topic sentences, unity, and level-appropriate cohesive devices Concisely summarize and respond to the main ideas of a reading text Use self-editing techniques to address a variety of errors C. HOURS AND UNITS 5 Units INST METHOD TERM HOURS UNITS Lect Lab 0 0 Disc 0 0 D. METHODS OF INSTRUCTION (TYPICAL) Instructors of the course might conduct the course using the following method: Assign readings and texts, follow-up with class discussions, and assign written analytical responses. Lead regular reading discussions ( of a novel). Assign written or oral exercises on reading to develop comprehension, vocabulary, and drawing of inferences. Division: Literature & Language Arts 2 of 5

3 Direct small group and/or class discussions (possibly also including asynchronous online discussion boards). Assign controlled composition exercises (, paraphrasing, summarizing, supplying detail, sentence combining, writing an introduction and developing a thesis statement). Assign paragraphs and essays (including the rewriting of paragraphs and essay). Discuss and assign outlining and note-taking practic Conduct individual student conferences. Make use of interactive technologies for intruction. E. ASSIGNMENTS (TYPICAL) EVIDENCE OF APPROPRIATE WORKLOAD FOR COURSE UNITS Time spent on coursework in addition to hours of instruction (lecture hours) Daily homework assignments on grammar, sentence structure, vocabulary, organization of compositions, and/or rhetorical modes Frequent quizzes (one to three times a week) on material from textbook, reader and/or novel, and other supplementary material Weekly reading assignments from reader and/or novel Frequent writing practice (in-class and out-of-class) Paragraph/body paragraph assignments (in-class and out-of-class, including summaries and responses) Essay assignments (4-5 per term, in-class and out-of-class) EVIDENCE OF CRITICAL THINKING Assignments require the appropriate level of critical thinking Read the following introduction (to an essay). First, find and correct the errors in sentence structure (three run-on errors, five fragments, two comma splice errors). Second, rewrite the thesis statement and make the sentence and its sub points parallel. Read the book review below. Then write a response paragraph of about 100 words stating your degree or lack of interest in the book/novel and its content. Support your opinion with reasons for your level or lack of interest, and discuss your feelings regarding the book/novel. Refer back to the review and include at least one direct and one indirect quot Process essay. Choose one of the topics below and write a thoughtful and well-developed five-paragraph essay. i The U.S. and world economy is at a very difficult point with daily news of failing financial systems. What process should the U.S. follow to recover the economy and avoid disaster for the country? It is difficult to raise children and instill good social values in them in today's worl Recommend guidelines and a process that can help parents to raise socially responsible children. F. TEXTS AND OTHER READINGS (TYPICAL) Division: Literature & Language Arts 3 of 5

4 5. 6. Book: Miller, J., & Cohen, R. (2004). NorthStar focus on reading and writing- advanced (2/e). White Plains, NY Longman. Book: Oshima,, & Hogue, (2006). Writing academic English (4/e). White Plains, NY Pearson Longman. Book: Blanchard, K., & Root, C. (2007). For your information (2/e). White Plains, NY Longman/Pearson Education. Other: Graded Readers- (Level 6 in Penguin Readers) Other: Newspapers and news magazines Other: Literature and other authentic reading materials III. DESIRED LEARNING COURSE GOAL As a result of satisfactory completion of this course, the student should be prepared to: write essays in a variety of rhetorical modes at the advanced level of ESL, use self-editing techniques to correct a variety of errors, read and respond to academic material, and summarize the main ideas of various texts. STUDENT LEARNING GOALS Mastery of the following learning goals will enable the student to achieve the overall course goal. Required Learning Goals Upon satisfactory completion of this course, the student will be able to: use monolingual dictionaries and other reference works with increased efficiency use level-appropriate pre-reading and reading strategies such as skimming, scanning, and prediction as applied to academically orientated reading texts read material of words in a variety of academic disciplines with increasing speed and comprehension demonstrating ability to outline and take useful notes analyze and summarize the main ideas of a reading text describe the writer's main idea, thesis, and attitude draw inferences from and respond critically and subjectively to assigned readings 5. recognize common organizational patterns 6. infer meaning of new vocabulary from context 7. identify word forms in a variety of contexts given a structured multiple-draft assignment appropriate to students at the advanced level, write academic essays in a variety of rhetorical modes demonstrating a focused thesis, clear organization, coherence, and substantial development of abstract ideas write assignments similar to those encountered in various lower division college classes, including persuasive/argumentative writing in response to ideas encountered in the course reading demonstrate a proficiency in the use of a variety of sentence types ( simple, compound, complex) including the use of conjunctive adverbs and subordinating conjunctions use a variety of self-editing techniques to address errors such as subject-verb agreement articles pronoun reference and agreement fragments, run-ons, and comma splices 5. singular plural nouns 6. punctuation Division: Literature & Language Arts 4 of 5

5 7. word forms 8. verb tense and forms 9. parallelism follow conventions of spelling, punctuation, and capitalization with increasing accuracy use a word processor as a writing and rewriting tool, editing text and using electronic writing aids such as spelling or grammar checkers IV. METHODS OF ASSESSMENT (TYPICAL) FORMATIVE ASSESSMENT Examinations and quizzes including in-class writing assignments and tests Evaluation of individual original compositions (paragraphs, essays) and other writing exercises Individual conference Performance on homework and class exercises/activities SUMMATIVE ASSESSMENT Final exam consisting of an in-class essay ( argumentative essay) and a test on various aspects of writing and reading covered in the semester Division: Literature & Language Arts 5 of 5