Esl 106

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GROSSMONT COLLEGE Official Course Outline

ENGLISH AS A SECOND LANGUAGE 106 – ENGLISH AS A SECOND LANGUAGE IV 1. Course Number ESL 106 Course Title English as a Second Language IV Semester Units 5 Hours 5 hours lecture 1 hour TBA


Course Prerequisites A “C” or “CR” grade or higher in ESL 103 or assessment recommendation for ESL 106.


Catalog Description The fourth core course in the study of English grammar, reading, and writing designed for students whose first language is not English. This course develops and takes to a higher level the academic literacy skills taught in English as a Second Language III and includes the study of advanced grammar and sentence structure paragraph and essay organization and development, and advanced reading skills. One hour a week will be spent in the English Writing Center on word processing and/or completing software modules designed to reinforce and develop the grammar, reading, and writing skills introduced in class.


Course Objectives The student will demonstrate the following competencies by the end of the class: a. Apply the rules for the formation, meaning, and use of the grammatical structures studied in Level IV (see Course Content) when reading and writing in English. b. Apply all the rules for spelling, capitalization, and punctuation when proofreading and editing their own and others’ writing. c. Use a variety of sentence structures reflecting the mastery of coordination and subordination. d. Compose essays on a variety of academic and career-related topics and displaying rhetorically effective organization and development. e. Demonstrate some ability to integrate information from outside sources in writing. f. Comprehend the meaning and structure of texts that are conceptually and/or linguistically complex using a wide range of textual clues. g. Read a wide range of personal, professional, and academic texts. h. Identify and interpret correctly rhetorical signals the author uses to establish purpose (to inform, to entertain), attitude toward subject (committed, ironic), and logical strategy (induction, deduction). i. Understand cultural references, allusions, and assumptions found in the reading texts and discuss figurative and idiomatic uses of language. j. Demonstrate an increase in reading speed and efficiency. k. Apply a variety of strategies to increase vocabulary for both receptive and productive purposes.


Instructional Facilities a. b. c. d. Standard classroom with moveable chairs and desks. Overhead projector and screen. VCR and monitor. Computer lab/English Writing Center.


Special Materials Required of Student None.



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Course Content a. Grammar focus. (1) Review and mastery of grammatical terminology. (2) Review and mastery of the form, use, and meaning of all verb tenses. (3) Introduction of the future perfect and future perfect continuous. (4) Review and mastery of the sequence of tenses within sentences and in discourse. (5) Review and development of the form, meaning, and use of passive voice. (6) Introduce the form and use of perfect and passive gerunds and infinitives and review all grammatical functions of gerunds and infinitives. (7) Review and expand the meaning and use of unreal conditionals and other ways to express contrary-to-fact statements. (8) Introduce inverted and implied conditionals and the subjunctive in noun clauses. (9) Review and expansion of the use of definite and indefinite articles, quantifiers, and count/noncount nouns. (10) Review the form, use, and meaning of participles as adjectives, in adjective and adverbial phrases, and verbal complements. (11) Introduce rules for pronoun reference and agreement, and master rules for pronoun case. (12) Mastery of subject-verb agreement. (13) Review and expansion of the use of free and bound prepositions. Mechanics focus. (1) Review and mastery of all punctuations and capitalization rules including the use of colons, semicolons, and quotations. Sentence structure focus. (1) Development of the use of adjective and adverb clauses. (2) Review and expansion of restrictive and nonrestrictive clauses and phrases. (3) Introduction of the use of noun clauses as subjects, objects, and complements in direct and indirect speech. (4) Introduction to the use of parallel structure. (5) Identification and correction of sentence problems – fragments, run-ons, and comma splices. Writing focus. (1) Review and expansion of paragraph development and organization. (2) Continue development of essays with clear thesis statements and organization on a variety of academic and career-related topics. (3) Develop awareness of audience and purpose. (4) Continue awareness of writing as a process with peer, tutor, and teacher feedback and revision. (5) Integrate information from outside sources through the introduction of the use of quoting, summarizing, and paraphrasing. Reading focus. (1) The literal comprehension and critical reading of a variety of texts of some conceptual and/or linguistic complexity. (2) Readings will be from literature, periodicals, and academic texts. (3) Critical reading skills will include the interpretation and analysis of the author's purpose, attitude, and writing strategy. (4) Analysis of the use of cultural references and assumptions in a text. (5) Reading strategies, such as adjusting speed to the text, will improve speed and efficiency. (6) The development of vocabulary will occur through the analysis of contextual and structural clues and through discussion of figurative and idiomatic uses of language.






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Method of Instruction Course material is presented in thematic units that provide a rich context, intellectual interest, and linguistic coherence. The readings exemplify target grammar points, are the focus of comprehension and vocabulary practice, and suggest writing topics and models. a. Grammar rules are resented either inductively or deductively in the context of the readings. Students do written or oral exercises to practice new structures in pairs or small groups. b. Novels reinforce textbook themes or introduce new ones. Passages are assigned following in-class prereading exercises and discussion. Follow-up exercises and discussion provide practice in comprehension, critical reading skills, cultural interpretations, and vocabulary development. Exercises to develop reading strategies improve efficiency and speed. Students may respond to texts in reading journals and may do outside reading reports. c. Students write in-class and out of class compositions related to the unit theme following the process approach of prewriting, peer and teacher feedback, and revision. Students will write from 6000 to 7500 words of evaluated prose to include multiple drafts of at least 1 paragraph, 5 to 6 in-class essays of 500-550 words; and 4 to 6 out-of-class essays of at least 650 words. Student and teacher selected essays will be included in a portfolio of 5-6 entries, at least 2 of which are written in class. In addition, journal writing may be assigned on selected topics or in response to readings to increase fluency and stimulate ideas. d. During TBA hours in the English Writing Center students complete assigned software modules on grammar, reading, and writing skills; use word processing to complete and edit their compositions; meet with tutors to edit their writing; and complete Internet assignments.


Methods of Evaluating Student Performance a. b. c. d. e. f. Completion of homework assignments to include grammar exercises, original compositions, reading exercises, reports, and journals. Quizzes and unit tests. Written in-class midterm and final exams. Classroom participation. Completion of skill modules and other assignments in the English Writing Center. A final portfolio of selected writing to include in-class and out-of-class entries.

10. Outside Class Assignments a. b. c. d. e. Grammar and reading exercises. Essay and journal writing. Reading logs or reports. Software modules, word processing, and Internet assignments. Meeting with peers and tutors for writing feedback.


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11. Texts a. Required Texts to be chosen from the following: (1) Werner, Patricia K. and John P. Nelson. Mosaic 2 Grammar. New York, NY: McGrawHill/Contemporary, 2002. (2) Maurer, Jay. Focus on Grammar: An Advanced Course for Reference and Practice. Reading, MA; Addison-Wesley Publishing Co., 2001. (3) Steer, Jocelyn and Karen Carlisi. The Advanced Grammar Book. Boston, MA: Heinle & Heinle, 1998. (4) Frodeson, Jan and Janet Eyring. Grammar Dimensions Four. Platinum edition. Boston, MA: Heinle & Heinle, 2003. (5) Smalley, Regina, Mary K. Ruetten, and Joann R. Kozyrev. Refining Composition Skills. Boston, MA: Heinle & Heinle, 2000. (6) Miller, Judy and Robert Cohen. Northstar: Focus on Reading and Writing – Advanced. White Plains, NY: Longman, 2003. (7) Blass, Laurie and Meredith Pkie-Baky. Mosaic 2 Writing. New York, NY: McGrawHill/Contemporary, 2002. (8) Novels as assigned by instructors. Supplementary texts and workbooks: (1) Workbooks to accompany Focus on Grammar, 2002; Grammar Division 4, 2003; and The Advanced Grammar Book, 1998. (2) Computer software in the English Writing Center.


Date approved by the Governing Board: 4/04


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