Successful completion of ENG 097 ESL Accuplacer placement into this course

Transcription

1 Salem Community College Course Syllabus Section I Course Title: ESL ENGLISH READING/WRITING PREPARATION II Course Code: ESL 098 Lecture Hours: 5 Lab Hours: 2 Credits: 6 Course Description: This course is designed for students who are able to understand most oral language pertaining to familiar topics in a social situation, but still have difficulty with comprehension, and oral and written communication in more advanced academic English. The curricular focus is on more advanced applications of literacy skills. The student will develop the necessary listening, speaking, and reading skills necessary for communication, word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print in order to be successful in the mainstream classroom. Students must earn a score of 79 (ibt format) on the TOEFL test to proceed into ENG 104. Pre-requisite: Either of the following: Co-requisite: None Successful completion of ENG 097 ESL Accuplacer placement into this course Place in College Curriculum: Although this course is not required for any specific curriculum, it is essential for students in need of strengthening their language and reading skills before entering academic programs. Upon successful completion of this course, students will proceed to ENG 104. Date of Last Revisions: New Course

2 Section II Course Content Outline: Course Content Writing I. Important Factors in Writing A. Attitude B. Discovery C. Pre-writing D. Outlining E. Revising, Editing, Proofreading II. III. IV. The First and Second Steps in Writing A. Begin with a point or topic sentence B. Support the topic with specific evidence The Third and Fourth Steps in Paragraph Writing A. Organize and connect specific evidence B. Write clear, error-free sentences Four Bases for Evaluating Paragraph Writing A. Unity B. Coherence C. Development D. Sentence Skills Course Content - Grammar V. Types of Paragraph Development A. Illustration B. Process C. Comparison/Contrast D. Description E. Definition F. Cause/Effect G. Classification H. Persuasion I Subject/Verb A. Identifying Subjects B. Identifying Verbs II Clauses and Phrases

3 A. Identifying Clauses 1. Noun clauses 2. Adjective clauses 3. Adverb clauses B. Identifying Phrases 1. Prepositional phrases 2. Verb phrases 3. Participle phrases III Sentence Types A. Simple B. Compound C. Complex D. Compound/Complex IV Sentence Fragments A. Sentence Necessities 1. Subject 2. Verb 3. Complete thought B. Incomplete Thought Fragment C. Extra Information Fragment 1. Phrases with participles 2. Infinitive phrases 3. Dependent clauses V Comma Splices and Run-on Sentences A. Reviewing Independent Clauses B. Joining Independent Clauses 1. Using Coordinating Conjunctions 2. Using Dependent Signals 3. Using Semicolons C. Avoiding Comma Splices 1. Using the wrong connection 2. Joining short sentences 3. Joining closely related ideas VI Commas that Separate A. Commas with two independent clauses B. Commas after introducing dependent clauses C. Commas for clarity D. Comas for adjectives in a series E. Commas with quotes

4 F. Commas with items in a series G. Commas with direct address H. Commas with added details I. Commas for greetings and salutation J. Commas for number placement VII Parenthetical Commas A. Describing the noun 1. Words that describe 2. Phrases that describe 3. Clauses that provide extra information 4. Clauses that identify the noun B. Setting off other elements 1. Transition words 2. Dates with years 3. Places (state, country) VIII Apostrophes A. Possession B. Special cases C. Contractions D. Plurals IX Subject-Verb Agreement A. Sentence Structure 1. Compound subjects 2. Compound subjects and singular verbs 3. Correlatives 4. Words that separate subjects and verbs B. Special Cases 1. Collective nouns 2. Quantities 3. Titles 4. Singular nouns with plural forms X Pronoun Usage A. Types of Pronouns 1. Subject pronouns 2. Object pronouns 3. Reflexive pronouns 4. Possessive pronouns

5 B. Pronoun Reference Problems C. Sexist Language D. Sentence Structure Problems 1. Compound antecedent 2. Compound antecedents with singular pronouns 3. Either/or, neither/nor 4. Pronouns before the antecedent E. Pronoun Problems 1. Indefinite pronouns 2. Indefinite pronouns with a modifier 3. Relative pronouns F. Special Cases 1. Collective nouns as antecedents 2. Quantities as antecedents 3. Titles as antecedents 4. Singular nouns with plural forms XI Shift in Person A. First Person Perspective B. Second Person Perspective C. Third Person Perspective XII Shift in Verb Tense A. Present Tense B. Past Tense C. Future Tense D. Special Problems 1. Quotations 2. Books, movies, etc. XIII Punctuation A. Semicolons 1. Closely related independent clauses 2. Clarify lists B. Colons C. Parentheses D. Hyphens XIV Parallel Structure A. Clauses and Phrases B. Parallel Verb Forms

6 C. Parallel Nouns and Descriptions XV Misplaced Words, Phrases and Clauses A. Misplaced Modifiers B. Misplaced Phrases 3. Prepositional phrases 4. Phrases with participles 5. Infinitive phrases C. Misplaced clauses XVI Library Use A. Almanac B. Encyclopedia C. Reader s Guide to Periodic Literature Course Content Reading I. Vocabulary A. Context Clues B. Inferences C. Word Structure D. Dictionary E. Application F. Pronunciation II. III. IV. Comprehension A. Topic B. Main Idea 1. Stated 2. Implied C. Controlling Idea D. Thesis E. Transition Support A. General/major B. Specific/minor Organizational Patterns A. Illustration B. Narration C. Comparison/Contrast D. Cause/Effect E. Classification

7 F. Persuasion G. Definition H. Process V. Note-taking A. Essential Elements B. Paraphrasing C. Outlining VI. Fact vs. Opinion A. Verifiable/unverifiable B. Objective/subjective C. Connotative/denotative D. Justified/unjustified VII. Informative and Persuasive Writing A. Purpose B. Tone C. Bias VIII. IX. Arguments A. Essential Elements B. Evaluation Strategies Pre-reading A. Process B. Overview C. Questions D. Predictions E. Focus X. Research Assignments A. GOLD-CAT Reference System B. Periodical Guide to Literature C. Reference Books D. Interlibrary Loan

8 Section III Course Performance Objectives: Listening Course Performance Objective #1 The student will show understanding of academic vocabulary. 1. The student will demonstrate understanding of everyday vocabulary including singular and plural regular and irregular nouns and action verbs. 2. The student will derive meaning from any preposition. Course Performance Objective #2 The student will demonstrate an understanding of various forms of oral communication. 1. The student will recognize simple statements (subject-verb, subject-verb-object, in the past present and future tenses) that are accurate descriptions of pictures. 2. The student will demonstrate and understanding of complex verbal directions using words pertaining to three identifying criteria. 3. The student will demonstrate an understanding of cause and effect using because. 4. The student will identify the main idea of an appropriate-level passage. 5. The student will demonstrate literal understanding of orally presented topics. 6. The student will understand simple inference questions pertaining to a short oral expository passage. 7. The student will understand an inference question about a character s feelings 8. The student will demonstrate understanding of language functions (e.g., greetings, requests, apologies). 9. The student will understand classroom directions. 10. The student will demonstrate understanding of sequences of events after listening to a short simple passage that is read orally. 11. The student will recognize relevant and irrelevant information in discourse. 12. The student will recognize persuasive voice. 13. The student will demonstrate understanding of metaphor, including simile and personification. Course Performance Objective: Speaking Course Performance Objective #1 Students will communicate with appropriate pronunciation, intonation, and stress. 1. The student will intelligibly pronounce academic vocabulary. 2. The student will pronounce the s endings of plural nouns. 3. The student will pronounce the ed endings of regular past tense verbs. 4. The student will use correct falling intonation when asking a wh- question.

9 Course Performance Objective #2 Students will demonstrate knowledge of appropriate academic vocabulary. 1. The student will demonstrate knowledge of the use of regular and irregular comparative and superlative adjectives. 2. The student will demonstrate understanding of the use of regular and irregular verbs. 3. The student will demonstrate understanding of the use of abstract verbs. Course Performance Objective #3 Students will use appropriate sentence construction for clear communication. 1. The student will formulate sentences with subordinate clauses. 2. The student will formulate compound sentences. 3. The student will show ability to use present, past, present progressive, present perfect and present perfect progressive. 4. The student will use the correct form of modal auxiliaries can, could, may, might, will, + infinitive verb form. 5. The student will formulate negative statements, avoiding double negatives and using no or not correctly. 6. The student will formulate statements with neither/nor. 7. The student will use quantifiers with count and non-count nouns. 8. The student will use articles in context. 9. The student will demonstrate an ability to use prepositions of time, place, position, and reason. 10. The student will explain in complete sentences what a series of pictures in sequence is illustrating. 11. The student will provide personal information in complete sentences. 12. The student will tell the use or purpose of familiar objects. Course Objective #4 The student will use appropriate language functions to obtain and give information. The student will use the following language functions to communicate effectively in appropriate settings: asking permission, making and accepting apologies, inviting, making suggestions, expressing needs and wants.

10 Course Performance Objective: Reading Course Performance Objective #1 The student will develop the reading skills necessary for word recognition, comprehension, interpretation and analysis. 1. The student will read aloud short sentences that are statements, questions and exclamations with understandable intonation. 2. The student will read aloud complex passages with few errors. 3. The student will build vocabulary by reading and viewing from a wide variety of sources. 4. The student will identify antonyms. 5. The student will identify synonyms. 6. The student will show knowledge of the meaning of common prefixes, suffixes, and word roots. 7. The student will show knowledge that common prefixes added to specific adjectives change them to their opposites. 8. The student will show knowledge of the relationships between adjectives and related adverb forms that end in -ly. 9. The student will show knowledge of the relationship between words and suffixes ( -ness, - er, -able ). 10. The student will identify the root word of words with multiple affixes. 11. The student will determine the meaning of unfamiliar words by using knowledge of individual known words. 12. The student will determine the meaning of familiar vocabulary words with multiple meanings. 13. The student will determine the correct use of homographs and homophones using context clues. 14. The student will demonstrate an understanding of common idioms. 15. The student will determine the answer to a literal or simple inference question regarding the meaning of a simple passage. 16. The student will determine the antecedent of a personal pronoun. 17. The student will determine the antecedent of a noun or noun phrase. 18. The student will show understanding of the order of events within a sequence or a process. 19. The student will identify the main idea or main topic when it is or is not explicitly stated. 20. The student will identify the best summary of an informative reading selection. 21. The student will identify the important details that support a main idea or summary statement. 22. The student will show understanding of the elements common to specific text structures: expository, narrative, persuasive, and descriptive. 23. The student will predict what would most likely happen next in a narrative. 24. The student will distinguish between fact and opinion. 25. The student will identify the main character and all other important characters in a story. 26. The student will infer characters feelings about themselves or their surroundings at different points in a story. 27. The student will identify the main character s attempts to solve his or her problem in a story. 28. The student will demonstrate an understanding of the most important details in a story. 29. The student will differentiate among the literary elements of plot, character, setting, point of view, rising action, climax, falling action, resolution and theme. 30. The student will use various text features to locate information. 31. The student will recognize figurative language in various texts.

11 Course Performance Objective: Writing Course Performance Objective #1 The student will develop the structural skills of the writing process. 1. The student will write dictated words and sentences 2. The student will write the correct form of verbs in agreement with count and non-count noun subjects. 3. The student will write the correct form of modal auxiliaries (e.g., can, could, may, might, will, would, should + infinitive verb form). 4. The student will express future time with if clauses. 5. The student will use conditional verb forms with if clauses. 6. The student will write verb forms with non-verb functions (infinitives and gerunds). 7. The student will form possessive nouns correctly. 8. The student will write the correct form of irregular count plurals. 9. The student will use indefinite articles a and an correctly with count and non-count nouns. 10. The student will use the correct number and case of personal pronouns. 11. The student will use demonstrative pronouns appropriately. 12. The student will use interrogative pronouns in simple questions. 13. The student will use indefinite pronouns with correct subject-verb agreement. 14. The student will use common regular and irregular comparative and superlative forms of adjectives. 15. The student will use possessive adjectives and pronouns and reflexive pronouns appropriately. 16. The student will use adverbs and adverb phrases in different sentence positions. 17. The student will use direct quotations and indirect quotations. 18. The student will use coordinating conjunctions. 19. The student will combine words as they normally appear in idiomatic English. 20. The student will spell academic words. 21. The student will spell contractions. 22. The student will use commas for any words and phrases in a series. 23. The student will use commas joining two independent clauses with and, but, and or. 24. The student will use commas to set of appositives. 25. The student will use commas after long adverbial phrases or clauses at the beginning of a sentence. 26. The student will use commas after transition words. 27. The student will use hyphens correctly. 28. The student will capitalize correctly. 29. The student will choose the topic sentence of a paragraph. 30. The student will edit mechanical writing errors based on the rules of grammar, punctuation, and spelling. 31. The student will write compound sentences with and and but / 32. The student will formulate negative sentences without double negatives. 33. The student will formulate negative sentences with be, do and modal auxiliaries in declarative statements. 34. The student will identify run-on sentences and sentence fragments.

12 35. The student will use subordinating conjunctions because and since to connect a dependent clause to an independent clause. 36. The student will write a descriptive paragraph with a topic sentence and several supporting idea. 37. The student will write a chronologically organized paragraph explaining a process. 38. The student will write a narrative and expository paragraph describing a personal experience. 39. The student will write a business letter. 40. The student will write a persuasive letter. 41. The student will write a standard five paragraph essay. 42. The student will determine the most effective order of sentences in a paragraph. 43. The student will determine where paragraph breaks should occur. 44. The student will eliminate a redundant or unnecessary sentence from a paragraph. 45. The student will determine whether or not elements of sentences in a passage are parallel in structure. 46. The student will practice a variety of prewriting activities and organizational strategies to generate, focus, and organize ideas. 47. The student will use transitions effectively. 48. The student will research information from various sources to prepare presentations or reports that use summarizing, paraphrasing, direct quotations, citations of sources, and bibliographic entries. Course Performance Objective: Culture Course Performance Objective #1 The student will develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions and social roles. 1. The student will explain a personal preference. 2. The student will express an opinion about an issue 3. The student will describe places, people or things using adjectives. 4. The student will describe and interpret information in a chart or graph. 5. The student will give directions based on a map. Course Performance Objective #2 The student will become more comfortable with the host culture by understanding American values and societal norms. 1. The student will identify and understand the most powerful values in American culture, such as freedom and equality. 2. The student will understand how these values developed and how they are revealed in the media, society, and individuals. 3. The student will practice various methods of gaining information about a new culture: readings, observations and interviews.

13 Section IV General Education Requirements: The general education goals covered in ESL 098 are: communication, critical thinking and problem solving, and information literacy. Section V Outcomes Assessment: A college-wide outcomes assessment program has been put into place to enhance the quality and effectiveness of the curriculum and programs at Salem Community College. As part of this assessment program, the learning outcomes for this course will be assessed. Assessment methods may include tests, quizzes, papers, reports, projects and other instruments. Copies of all outcomes assessments are available in an electronic assessment bank maintained by the Institutional Research and Planning office. Section VI Course Activities: The students will participate in lecture, lab, group activities, written assignments, quizzes, and class participation. Proper assessment tools will be used to assess student learning. See addendum for assessment tools and Tentative Schedule. Enabling Objectives will be evaluated by multiple measures of assessment including but not limited to homework, verbal answers, reports, projects, quizzes and tests. Course Requirements and Means of Evaluation: The student will be required to attend all class and lab sessions, complete homework and classroom reading and writing assignments, to participate in classroom discussions and to complete examinations, tests and quizzes. To successfully complete this course, students must score 79, (ibt format), on the TOEFL test and this score will also be included in determining the final grade. The college requires that a final grade of: A (90-100), B (80-89), C (70-79), F (below 60), or F/A (failure due to attendance), be administered. This is a six (6) in-house credit course. Grades for this course are preceded by the # sign as they are not included in Student GPA Calculation. Please refer to the instructor s syllabus addendum (to be distributed in class) for specific information regarding the course requirements and means of evaluation. Attendance Policy: Regular and prompt attendance in all classes is expected of students. Students absent from class for any reason are responsible for making up any missed work. Faculty members establish an attendance policy for each course and it is the student s responsibility to honor and comply with that policy.

14 Academic Honesty Policy: Students found to have committed an act of academic dishonesty are subject to failure in the course, academic probation, and/or suspension from the college. See the Student Handbook for additional details. ADA Statement: If you have a 504 Accommodation Plan, please discuss it with your instructor. If you have any disability but have not documented it with the Disability Support coordinator at Salem Community college, you must do so to be eligible for accommodations. To contact the Disability Support Coordinator, call , or disabilitysupport@salemcc.edu to set up an appointment. To find out more information about disability support services at Salem Community College, visit