COMMUNITY COLLEGE OF PHILADELPHIAfaculty.ccp.edu/dept/esl/ESL_082-092_5-29-01.pdfReview present and...

COMMUNITY COLLEGE OF PHILADELPHIA

COURSE TITLE: English 092 - Intermediate Writing for Non-

native Speakers of English

COURSE DESCRIPTION: The writing component of the second of four

pairs of integrated courses that develop

reading and writing skills in English. Teaches

reading and writing as processes. Vocabulary

development, study skills, critical thinking,

and reading comprehension. Introduces

expository essays, summaries and reading

responses. Compound verb forms and

compound and complex sentence structures.

Credit will not be applied toward graduation.

Course is paired and integrated with English

082 - Intermediate Reading for Non-native

Speakers of English.

PREREQUISITE: Pass grade in English 081 and English 091 or placement

COREQUISITE: English 082 - Intermediate Reading for Non-native

Speakers of English

COURSE HOURS: 3-0-3

COURSE WRITER: Michelle C. Sun, Department of English

DATE: September 28, 2001

of 27

A. Course Description

English 082/092 is the second of four pairs of integrated ESL reading/writing courses that

prepare students for academic reading and writing at the college level and for day-to-day

communication in English. This integrated course pair teaches reading and writing as

processes, and includes vocabulary development, study skills, critical thinking, and

reading comprehension. It introduces expository essays, summaries, and reading

responses. Compound verb forms, and compound and complex sentence structures are

taught. English 082/092 requires students to attend a writing lab for one hour per week.

B. Rationale

In general, learners at this level have mastered basic English reading and writing skills.

They have acquired beginning comprehension skills and a working but limited English

vocabulary. Most students can write a well-developed paragraph and a simple three-

paragraph essay, both of which contain basic sentences and occasional compound and

complex structures. They are ready to start using English-English dictionaries and depend

less on translation.

This integrated pair of intermediate reading and writing courses helps students focus on

expanding their limited academic experience in English. At this level, students read a

variety of materials of increasing length and complexity. They continue to build their

reading competence, and at some point, venture to decode the discourse of a whole book,

a process forming an important foundation for extensive reading. They continue to

expand their lexical repertoire as well as in the areas of syntax, mechanics, and study

skills. Further in the semester, they are introduced to critical thinking and research skills

using the computer. Simple summaries of short or long reading texts help sort out main

ideas and supporting details. Students produce multi-paragraph essays and letters, as well

as book reports with their reactions. Besides writing in the narrative and descriptive

modes, they learn to write basic expository essays. Through reading, students acquire

fluency, and gain more knowledge of both content and form, skills that are essential for

writing. In the cycles of reading and writing, students are challenged to become

independent readers and writers.

A one-hour weekly writing lab is mandatory as part of English 082/092, giving additional

writing support to students at this level. Instructors should provide their lab specialists

with a course syllabus at the beginning of the semester and discuss course goals and

specific student needs. Some lab assistance may include helping with student revisions,

giving computer instruction, offering further guidelines on using the grammar text,

continuing to cover reading exercises, and at times, arranging small group or

individualized tutoring within the lab sessions. Instructors should maintain continuous

communications with lab specialists to give comprehensive lab service to students.

Students enter English 082/092 after passing English 081/091, or are placed in English

082/092 based on their scores on the Maculaitis Reading placement test and a timed

of 27

writing placement test. See Appendix A (A Proposal for Changing the Scoring of the

Essay Part of the ESL Placement Test) of the ESL Curriculum Revision Proposal for a

detailed explanation of student placement procedures.

Students with documented disabilities are provided accommodations, as needed, to

enhance access to instruction, assessment, and evaluation.

C. Course Goals/ Learning Objectives

These integrated intermediate reading and writing courses seek to prepare students for the

next high-intermediate pair of courses, English 083/093. The overall goals are to expand

reading strategies, engage in extensive reading (adapted readers and news articles written

for ESL students), understand American culture through reading, write summaries and

responses, and produce basic expository essays. Other important goals are to use a

monolingual dictionary, develop vocabulary words during reading, and gain preliminary

competency in the use of technology for reading and writing.

C.1 Reading Comprehension

Routine reading is the best way to develop comprehension. Through extensive reading,

students expand comprehension strategies for a variety of genres, acquire different

syntactic structures, and learn to use different speeds for reading comprehension.

Students are expected to

Read and learn different genres

Understand the elements in a story: characters, setting, plot, conflict, resolution, and

theme

Preview a textbook (titles, prefaces, table of contents, index, appendix, and reviews)

and a selection of a chapter or a few pages of reading materials (titles, subtitles,

illustrations, and graphs)

Restate main ideas and supporting details in short passages, individual chapters and

overall books

Skim for overall meaning and scan for specific information

Predict content (before and during sustained reading)

Draw inferences

Form impressions and opinions of text

C.2 Writing as a Response to Reading

Writing at this level should be introduced as a tool for reflecting on readings and for self-

evaluating understanding. Through ongoing reading, students become aware of logical

organization, e.g., how ideas are presented in a hierarchical text. Writing, on the other

hand, allows them to process content together with their life experiences and previous

knowledge.


of 27

Write one-paragraph summaries of chronological events in fictional readings or main

ideas in nonfiction readings

Write personal reactions to reading selections, such as interpretations or opinions

Raise comprehension questions and answer them in writing

Continue to engage in narrative and descriptive writing

Introduce expository essays with the body paragraphs having clear topic sentences

and supporting details. Some typical assignments are to explain three causes why

many marriages are not working nowadays, three reasons why we need to use the

computer or three interesting characteristics you discover in the American culture

Integrate personal experiences with new information from reading

Engage in transactional writing, for example informal letters

Develop awareness of the composing process that requires revising (to clarify ideas or

improve organization) and editing (to improve grammatical accuracy)

Engage in peer conferencing to increase awareness, during the writing process, of

readers’ responses

C.3 Lexicon/Semantics

Through reading, students expand their lexical repertoire. As students identify lexically-

related words in reading, they learn the meanings and classify them into lexical domains

for different topics. By writing about their readings, they develop richer ideas and greater

lexical maturity.


Continue to understand the meaning of common prefixes and simple derivational

suffixes

Continue to recognize antonyms and synonyms

Guess the meaning of words from their immediate language context

Develop dictionary skills with a monolingual (English-English), rather than a

bilingual dictionary. Specific dictionary instruction may include

Multiplicities of meanings

Parts of speech

Word families with various common inflections

Syntactic rules

Idiomatic usage

Classify and sub-classify words of the same domain (furniture: beds, sofas, end

tables, and bookcases etc.; furniture with storage: dresser, hutch, bureau, wardrobe,

and cabinets)

Design effective systems for recording vocabulary words for future use (e.g. index

cards in index files)

C.4 Syntax

Identifying syntactic structures within a text gives clues to the relationship among ideas.

This understanding is crucial in writing, given language learners’ knowledge that the

of 27

correct use of syntactic rules in writing helps unity and coherence. The cycle of reading

and writing makes students aware of the communicative nature of various syntactic

structures and helps develop syntactic competence.

Students in English 082/092 are expected to

Review the basic sentence patterns and word order in sentences learned in English

081/091

Change sentences with the use of direct object and indirect object

Expand sentences by using different types of adjectives: opinion, size, shape, age,

color, origin, and material

Expand sentences with the use of adverbs of intensity

Recognize relative clauses in reading and learn to use them in writing

Combine sentences with adverbial clauses

Combine sentences with comparatives

Use logical and chronological organizers appropriately

Understand and use infinitives in subject and object positions

Expand the main verb with modals

Understand and use the future tense for intentions, personal arrangements, fixed

schedules, prediction, and for promises, offers and willingness.

Review present and present continuous tenses

Understand and use past tense for definite past and continuing past times

Recognize present perfect tense in describing duration

Distinguish between sentences and sentence fragments

C.5 Mechanics

Students at this level continue to need explicit instruction in punctuation and spelling

rules. They need to acquire strategies to become developing editors. They should learn to

use an editing checklist, which serves as an effective guiding tool for writing. Such

editing processes increase their awareness of mechanical usage.

In addition to skills expected at the level of English 081/091, students are expected to

learn

Spelling of common words

Sentence boundaries and how to avoid fragments

Capitalization and punctuation

Subject/verb agreement

C.6 Cultural Knowledge

Through reading, students explore American history and society, gathering information

about the unfamiliar but crucial cultural context of this country.


Learn about American culture, traditions, values, trends, and history

Stay abreast of current news events and give opinions

of 27

C.7 Study Skills Introduction to basic study skills helps students to become effective learners, to inquire

about the American setting, and to identify and organize information for better

understanding and future retrieval. Indeed, learning strategies are one of the best

predictors of success in adapting to a new environment and to academic settings.


Annotate a text

Ask questions to clarify points of queries

Take risks to participate effectively in the classroom

Re-evaluate study strategies for effective learning

Budget time effectively between assignments and during tests

Understand exam-taking techniques: objective and subjective

C.8 Technology Skills

Students in English 082/092 are introduced to computer technology as a reading tool for

performing research via the Internet. They may also be introduced to the computer as a

writing tool for organizing and editing their essays.


Check out books from the College Library and explore resources and facilities at

local free libraries

Use a computer to become aware of our ever-expanding, highly-developed

technological society

Search for electronic (Internet) texts on assigned and personal topics

Begin to use the computer as a word processing tool for

o Revising and editing in writing

o Formulating outlines in reading

D. Planned Sequence of Activities

This pair of courses at the intermediate level should be structured so as to encompass a

deeper understanding of the United States, such as the historical, social, cultural,

religious, and political areas of American life. As for reading texts, students at this level

are receptive to genres such as biographies, historical fiction, history, and detective and

immigrant stories. The use of a newspaper such as News for You is another resource that

increases students’ interest in national and international news.

The typical sequence of learning involves the use of pre-reading activities, reading

materials or text, vocabulary building, comprehension discussion (oral and written), and

journal writing. Selected readings lead to formal writings, such as essays and book

reports, followed by additional drafts, which require revising and editing.

D.1 Reading and Writing Connections

Writing activities should all be integrated with reading assignments and comprise tasks of

different levels. First, paraphrasing activities are crucial in helping students formulate

of 27

ideas in their own words from the text and then transfer to their own writing. Second,

students at this level are challenged to write the main idea in their own words. At the

beginning of the semester, the teaching of main ideas should focus on short passages with

several paragraphs. As the semester proceeds, the scope of the main idea should expand

to cover pages, individual chapters, and eventually the entire book (see more guidelines

in the next section). Third, soon after students can identify the plot and/or main ideas in

written summaries, they should be guided further to write their opinions, a task that is

crucial to critical thinking.

The writing sequence should also move from the review of description and narration to

focus on basic expository writing. Writing the main idea of comprehension passages

facilitates the writing of topic sentences in expository paragraphs, and summarizing

details found in description and narration forms the backbone for giving supporting

details. In addition, journal writing strengthens students’ fluency in writing essays. The

design of activities should follow this pattern of weaving between reading and writing,

journal writing and formal writing, and thinking and rethinking.

An example of a partial semester schedule using The Story of Benjamin Franklin,

Amazing American by Margaret Davidson is presented as follows:

Reading Text

Freewriting Assignments

Formal Writing Assignments

Chapter 1

Benjamin Franklin as a

person

A good classmate of mine

Chapter 2

Ben’s big ideas during his

childhood and how he

reminds you of your

childhood days

Two incidents in your

childhood that have great

influence in your adult life

Chapter 3

Three major reasons why

Ben ran away from home

Discuss an important decision

you made and three reasons

why you made this decision

Chapter 9

Ben’s major events in

England and comment on

the success of his

diplomatic journey

Discuss one important

political event/social change

in your country or USA and

how it affected your family

Chapter 10

Ben’s diplomatic efforts in

France and comment on

whether his mission was

successful

Discuss Ben’s diplomatic

efforts in France and

comment on the factors

leading to his well-received

mission

of 27

D.2 Forming habits for extensive reading

A class survey at the beginning of the semester gives a profile of students’ former reading

habits in both English and their native language. A class discussion of the survey results

often provides momentum to students’ reading development, which will gain pace once

they attend a library tour (at the College Library or the Free Library). The goals, of

course, are to inform them about the availability and varieties of books, the locations of

appropriate levels, and methods of borrowing. To encourage reading for pleasure, the

guideline for book selections at the library should be based solely on students’ own

interests.

A brief in-class reading, once the semester begins, sets the tone for supportive reading,

which paves the way for out-of-class reading. Regular class discussions on finding time

for pleasure reading amidst students’ busy schedules keeps such momentum going.

Subsequent monitoring may include recording reading progress in a “read and record”

sheet, with information of the title and type of book read, time spent on each reading,

frequency of reading, duration to finish, and date for completion of their book report etc.

Students may be asked to read at least 6 books in one semester and challenged to read as

many as they can, perhaps 10 or more.

Suggested guidelines for students’ book reports may include the following:

Summary section

Stating the kind of text being read (fiction or nonfiction), type of publication

(newspaper, magazine, or Internet), the author, and the year of publication

Summarizing the major elements in the story for fictional selections

Prompting questions may include

o What are the major characters of the text?

o Where is the setting and when does the story take place?

o What is the plot and how are events developed?

o What kind of ending does the story have? Would you describe it as happy,

unfinished, sad, tragic, or other?

o What is the author’s message? Can you extract and express the message?

Writing the main idea and several facts as supporting details for nonfiction

selections

Response section

Questions for fictional work:

o Which characters do you like and which ones do you want to identify

with?

o What parts of the story interest or puzzle you the most?

o What parts do you dislike?

o What parts would you like to change in the story and how?

o What are your personal experiences or thoughts related to the book?

o Would you recommend the book to others? Why or why not?

Questions for nonfiction work:

o What information did you already know before reading the text?

o How useful are the facts you learned?

of 27

o Do you know other books on the same topic?

o What are the latest developments on this topic that you know?

o What is the area under this topic that you want to write about?

o What is a related topic about which you want to read more?

D.3 Integrating reading with cultural context and computer technology

Students should link reading and writing with their social, cultural, and technological

contexts and expand their learning to the world at large, in particular integrating such

information with the American values and their own specific cultural values. Activities

should center on the search for materials related to different social, historical, religious,

cultural, and political aspects. The study of research topics makes students realize that a

topic can be related to multiple disciplines.

Consider again, for example, an assignment on the life of Benjamin Franklin. Students

research city facilities named after him, such as streets, buildings, bridges, museums,

institutions, or sculptures, and gather information about him to examine how his legacy

extends to our contemporary society. They then discuss their previous knowledge about

him and raise questions about what more to inquire concerning this American founding

father. The instructor may want to arrange a class trip to one of the places discussed, such

as the Philadelphia Visitors Center, Franklin Court, Franklin Institute, or the Liberty

Museum.

Toward the middle of the semester, students attend a library workshop on using the

Internet. The ultimate assignment is to research, via the Internet, the life of Benjamin

Franklin. The objectives of this research are to

Be introduced to and be aware of the Internet as a research tool

Develop the experience of knowing what to select in the Internet (to select articles

within their level of comprehension)

Report their findings and discoveries, either as a whole class or in small groups

Validate the accuracy of what they have learned about this famous American

D.4 Vocabulary

The teaching of vocabulary is critical for building comprehension in understanding

familiar and unfamiliar topics and across various genres at this level. Students should

abandon the typical dependency on native-language dictionaries as well as the practice of

consulting them for every individual unfamiliar vocabulary words. The pre-reading and

post-reading vocabulary activities should include multiple strategies to speed up their

vocabulary development.

Important questions for students to increase the mastery of vocabulary items are as

follows:

Is it a word that involves conceptual meaning in the text to be attended to, or is it a

word that deals with the low-level details to be omitted?

What is the part of speech of this vocabulary word?

What are the words found in the immediate context as clues for its meaning?

Does it convey a positive or negative connotation?

of 27

Are there prefixes or suffixes to give clues for meaning?

Are there words that can serve as synonyms or antonyms?

Can I form a domain of related words under a certain topic?

Apart from developing educated guesses for unknown vocabulary words, students should

receive guidelines for improving their dictionary skills. The Longman Dictionary of

American English Workbook is a good source for supplementary materials.

E. Required Texts

At present, there is no single textbook that teaches the integrated reading and writing

skills described in these two courses. The choice of a single novel or biography may be

used to help students expand their reading competence from one or two paragraphs to an

entire book. Students, subsequently, should continue to read as many short books as they

can. The novel or biography selected will be the best choice if it includes the major

organizational patterns and grammatical structures required for this level. Teachers may

select from the following texts:

The Story of Benjamin Franklin, Davidson (Yearling) Reading

Amazing American

North Star 2 (Addison, Wesley Longman) Reading

North Star 2 (Addison, Wesley Longman) Writing

Interactions Two McGraw-Hill

A Reading Skills Book Kirn/Hartmann Reading

A Writing Process Book Segal/Pavlik Writing

A Communicative Grammar Kirn/Jack Grammar

Tapestry, Reading Bk 2 and Writing Bk 2 Heinle & Heinle Reading

Writing

Building on Basics Baker-Gonzales & Blau (Longman) Reading

Great American Stories, Book 1 and 2 Draper (PHR) Reading

Bridges to Academic Writing Strauch (Cambridge) Writing

First Steps to Academic Writing Holt (Longman) Writing

Tools for Writing Fellag (Heinle) Writing

Grammar in Context, Book 2 Elbaum( Heinle) Grammar

Focus on Grammar, Intermediate Fuchs, Bonner, Westheimer Grammar

2nd

Edition (Longman)

Longman Dictionary of American English (Addison Wesley Longman) Dictionary

and Workbook

The Newbury House Dictionary of (Newbury House) Dictionary

American English

News for You New Readers Press Newspaper

Other adapted fictional titles include Pocahontas (Yearling), and Rain Man (Penguin).

The latter, however, is recommended for lower-level students in this course. Numerous

choices of readers appropriate for this level are available from Penguin USA (marketed

by Pearson Education: Longman) and Cambridge University Press. Nonfiction works at

of 27

this intermediate level are available from New Readers Press and Globe Fearon. Many of

these books are available in the ESL Collection in our college library.

F. Library Resources and Bibliography

A large selection of ESL books has been added to the ESL bookshelves in the College

Library as the result of a College mini-grant. These books fall into the range from

prelevel to advanced levels. The majority of books fall within the low and high

intermediate levels. They are all catalogued in the OPAC system under the keyword

“ESL” next to the call number.

The College Library faculty provides instruction in basic library skills for ESL students,

so that they can learn about the OPAC system and check books out. Useful pamphlets

and library maps can be obtained for the design of class instruction so that students can

be introduced to library-oriented vocabulary words in advance of their visit to the Library

for the instruction given by Library faculty there.

The Library also offers Internet workshops to give introductory orientation to the

Internet, the different search engines, and how to conduct subject searches.

Instructors may find the following references useful for their classroom teaching:

Extensive Reading in the Second Language Classroom (Cambridge University Press,

1998)

Grammar in the Composition Classroom (Heinle, 19990)

Vocabulary: Description, Acquisition and Pedagogy (Cambridge University Press, 1998)

Vocabulary in Language Teaching (Cambridge University Press, 2000)

Teaching Collocation (Language Teaching Publications, 2000)

G. Technological Resources

The two integrated courses at this level may use computer technology to increase reading

and writing opportunities. Hotmail and College e-mail accounts could allow students to

e-mail their writing assignments to teachers and other students for feedback.

The Internet serves as a base for research projects related to students’ reading materials.

Instructors may work in conjunction with staff of the College Library to help students

engage in online research projects. Instructors can first arrange for students to attend a

workshop in the College Library to develop an introductory understanding of the Internet.

Subsequent lessons can be designed using computer classrooms for Internet research.

Students at this level will need at least two to three sessions. The instructors may also

want to give clear guidelines so that students will select materials of appropriate language

level.

The Learning Lab offers “Writing with Computers” for students without any computer

background in word processing. Students from this level get the most benefits from this

type of introductory workshop.

of 27

H. Learning Laboratory

Students are required to attend the mandatory laboratory classes offered by the Learning

Lab Department of Academic Support. The curriculum of the one-hour weekly lab

instruction is designed to reinforce students’ writing development based on readings.

Regular attendance is vital.

The course instructor and lab specialists collaborate to provide a supportive environment

for language acquisition. Continual communication between the ESL faculty and the ESL

Learning Lab faculty is critical to form an integrated learning experience. Part of the

class instructor’s essential tasks are to send the syllabus to the Lab faculty, maintain

weekly communication on teaching materials and activities, student progress, students

who need extra assistance, and test and examination requirements. The lab faculty should

also provide ongoing reports of attendance, class activities and student performance.

Members of the ESL Curriculum Committee recommend that the English 082/092

instructors consult lab specialists for additional opinions on students who are potentially

in the MP or F range.

The class and lab faculty should collaborate to design lab class activities that will connect

reading and writing. The Curriculum Committee strongly recommends that the lab

faculty

Provide reading materials to strengthen reading comprehension (These materials

could lead to compositions, simple summary writing and personal responses.)

Guide students in revising based on first draft compositions from class

Help sharpen students’writing strategies with continual conferencing

Provide practice using exercises or materials on any grammar concept taught in class

Help students strengthen required rhetorical skills

Assist students to comprehend texts at the discourse level by engaging them in

discussion about the adapted library books they are reading for the course

Provide instruction in vocabulary skills and review dictionary use

Give additional help to weaker students in small group settings during lab classes

Class faculty should communicate to students about the resources available in the

Learning Lab:

Tutoring services for individual appointments

Availability of standing tutoring appointments for repeating students

Ongoing lab instruction activities such as reading and writing workshops,

conversational groups and computer workshops

I. Student Assessment

Examination requirements may differ slightly across sections of this level, but the

common requirements are a final reading comprehension exam together with a

vocabulary assessment component, a grammar final, and a writing final. The ESL faculty

meets for group grading of the writing finals to evaluate holistically if students’ essays

pass the standard of proficiency for this level. Individual instructors will then review

of 27

students’ writing, reading, and grammar examination scores along with semester work to

determine promotion to the 083/093 level. There will be a uniform grade for the two

integrated courses. Grades of P (pass), MP (Making Progress), I (Incomplete) or F (Fail)

are given.

I.1 Course requirements

Evaluative tools consist of the following:

Midterm and final reading and vocabulary examinations

Midterm and final writing examinations

In-class and at-home compositions with reading-related topics

Eight revised and edited papers of at least 250 words with adequate unity, coherence,

and development, and again with the topics generated from reading materials

A portfolio with all essay drafts and revisions

Two grammar examinations and a few grammar quizzes within the semester

Reading and vocabulary quizzes given throughout the semester

I.2 Exit Criteria

Students should demonstrate

Comprehension which involves processing main ideas and supporting ideas in a

longer text such as a book

The proficiency to develop, revise and edit a composition of at least 250 words in

class within two hours

The ability to produce writing in the rhetorical modes of description, narration, and

basic exposition

The mastery of control using syntactic and mechanical features required in this

course, especially toward the end of the semester

A consistent development of vocabulary and strategies adequate for reading

comprehension and writing proficiency at the next level

J. Course Assessment and Evaluation

Evaluative tools of English 082/092 may consist of a combination of various methods.

Occasional review of course descriptions and curricula at the curriculum

committee meetings to address concerns, adjust the needs of our changing student

population, and update more recent materials and methodologies in content and

delivery

Collegial visitations to discuss different teaching methodologies, materials,

student needs, and course delivery.

Use of student questionnaires to identify effective teaching, activities, materials,

and special concerns

ESL book committee meetings to search for and identify appropriate textbooks

and course materials

of 27

Based on data gathered through use of some or all of the above listed methods, ESL

faculty will convene every five years to assess the quality of course content and the

learning process in English 082/092.

K. Sample Syllabi

On the following pages are two sample syllabi for English 082/092. The two illustrate a

range of possibilities, both meeting the goals and incorporating the kinds of activities

described in this document.

of 27

English 082 - Intermediate Reading for Non-native Speakers of English/

English 092 - Intermediate Writing for Non-native Speakers of English

Fall, 2001

K.1.1 Dr. Michelle C. Sun

Class Times: 9:05-10:00, MWF Lab Time: 11:15-12:10, F

10:10-11:05, MWF

Office Hours: 11:15-12:15

1:15-2:15

Office: BR52, (215) 751-8682

Course Description

English 082/092 is the second of four integrated pairs of reading/writing courses. This

integrated pair of courses will further prepare you for academic college work by

expanding your basic reading and writing skills. You will read materials from a wide

selection of fiction and nonfiction, and develop strategies for reading, writing, grammar,

vocabulary, study, and life. You will write about what you have read and write several

drafts to communicate your ideas better. You will learn to build up reading habits, and

become an independent reader and learner.

Required Textbooks

1. The Story of Benjamin Franklin, Amazing American, Margaret Davidson,Yearling.

(BF)

2. Bridges to Academic Writing, Ann O. Strauch, Cambridge (BAW)

3. Grammar in Context, Second Edition, Book 2, Sandra N. Elbaum, Heinle & Heinle

4. Longman Dictionary of American English (Addison Wesley Longman) or The

Newbury House Dictionary of American English

Course Requirements and Grades Attend all classes.

Do all the class and homework assignments.

The Learning Lab is part of the course, and you are required to attend the weekly

sessions.

Read on an ongoing basis. Read at least four books for the midterm (available in

class) and another four books or as many as you want for the final within the

semester. Books are classified into three levels (beginning, intermediate, and

advanced) and you will check books from class or the library. You will keep a

reading record to track progress. Whenever you finish reading a book, you will write

a summary and reactions.

You will present one book report at the end of the semester.

You should write about eight revised and edited papers of at least 250 words based on

readings. You will revise and edit your essays based on your teacher’s or peers’

feedback.

of 27

There will be two major tests and many small quizzes to assess your reading, writing

and grammar skills.

The course will have a midterm and a final examination. You must submit a reading

portfolio that includes your reading record sheets, journals, and summaries as well as

a writing portfolio that includes all your writing assignments and drafts for each

examination.

You should demonstrate competence in reading a whole book; you should know the

layout of a book and the elements of a story.

To pass, you must receive a “P” which requires you to pass in all of your first draft

writing, homework assignments, midterm and final examinations. Grades of “MP”

(making progress) or “F” (failure) will require you to repeat the course. Please note: an

“MP” midterm examination grade does not mean failure. All it means is that you have

been making progress and that you should continue your effort.

Classroom Procedures It is basic courtesy that when anyone is speaking to the entire class, you should listen

and not talk to other students. You will have your turn to express your ideas.

Buy all your textbooks and materials and bring them to class on Monday in the

second week, at the latest. Make sure you have all the required books for every class

as well as your homework completed before class.

During tests, you should only ask me any questions that you may have. You should

not speak to anyone else for any reason.

Do not turn on your cell phone or beeper.

Attendance

Arriving five minutes or more after class begins is considered as one “lateness.” Three

latenesses are equivalent to one “absence.” Having six “absences” without good reasons

will result in your being dropped from the course.

Other Matters

Inform your teacher during the first or second weeks of class if you have any special

needs due to disability.

Also inform your teacher if you have a change in your telephone number.

Weekly Schedule Weeks Descriptions

Weeks

1-2

Diagnostic reading and writing examinations

Class acquaintance

Reading for pleasure and forming habits for reading

Exploring interests related to Benjamin Franklin (BF) in Philadelphia

Previewing the book of BF

BF: Ben Writes a Letter

BAW: Writing about a Person (Chapter 1)

Reading skills: biography, elements of a story, and distinguishing between main

of 27

ideas and details

Composing skills: description and ideas of drafts

Language skills: present tense, paragraphing, and library words used in the College

Library

Study skills: visit the College Library and check out two books

Writing Assignment (choose one):

(a) Describe Benjamin Franklin.

(b) Describe an elderly person.

(c) Describe a classmate (based on an interview).

Weeks

3-4 BF: Ben’s Big Ideas and Ben Learns a Trade

BAW: Narrating a Personal Experience

Reading skills: skimming, scanning, making predictions

Composing skills: narration, organization (paragraphs with topic sentences and

supporting details), and writing

Language skills: present continuous, future, and past tenses

Study skill: annotating a text

Writing assignments (choose one):

(a) Summarize Ben’s big ideas during his childhood and explain how he

reminds you of childhood days.

(b) Write a letter to Ben’s brother asking for better working conditions

(as if you were BF).

(c) Describe a situation in which you experienced embarrassment, fun, terror,

or pride.

Weeks

5-6 BF: Ben Runs Away and Ben Settles Down

BAW: Providing Examples (Chapter 3)

Supplying Reasons (Chapter 4)

Reading skills: chronological events and forming questions from reading

Composing skills: illustration, revising and editing

Language skills: singular and plural, noncount nouns, there + be, and quantity

Writing assignment: Give three major reasons why Ben had to run away from home.

Writing assignment: Explain the reasons for an important decision you made.

Weeks

7-8 Midterm examinations: reading comprehension, writing and grammar

Hand in Portfolio

Reports of pleasure reading

Computer lab: using the Internet to research Benjamin Franklin

Review of midterm papers

Weeks

9-10 BF: Ben Flies a Kite and Ben Goes to England

BAW: Writing a Summary (Chapter 7)

Reading skills: classification, chronology of events, scanning, and drawing inferences

Composing: summary writing, evaluation, and feedback

Study skills: time line

of 27

Language skills: gerunds, infinitives and object positions

Writing assignment: Summarize Ben’s major events in England and comment on the

Success of his diplomatic journey.

Weeks

11-12 BF: Ben Goes to France and Ben’s Last Days

BAW: Explaining with Parallel Points (Chapter 5)

Reading skills: continuation of timeline, asking questions, and critical thinking

Composing: argumentation, logical organizing, and revising

Language skills: comparatives, equatives, and superlatives

Writing assignment: Explain with parallel points to support whether Ben Franklin’s

Diplomatic efforts in France were a success or failure.

Weeks

13-14 Review the book, The Story of Benjamin Franklin, Amazing American

BAW: Process Writing (Appendix 2)

Reading skills: understanding the book as a whole unit, and critical thinking

Composing skills: process writing and exploring ideas

Study skills: note cards for different chapters

Language skills: comparatives, equatives, and superlatives

Writing assignment: Do you think that Benjamin Franklin was a great statesman, diplo-

mat, inventor, and writer? Why or why not? Give reasons to support your position.

Writing assignment: Choose a topic from pp. 111 – 112 in BAW.

Select one book from your pleasure reading record and give an oral report about this

book to the class.

Review for final examinations.

Hand in portfolio.

Understand exam-taking techniques: objective and subjective.

Review learning strategies as effective learners.

Week

15 Final reading examination

Final writing examination

Final grammar examination

Major reading tests and the reading final exam will be graded on a percentile basis. You will usually

have to earn from 70 to 75% or better to pass. Below 50% will be a failure.

You will receive just one grade for your in-class compositions. You can correct the

mistakes and revise them, but your grade will not change. However, you can revise

and improve your out-of-class compositions, and receive a better grade if your

revisions warrant a better grade.

You will need to keep a portfolio of all your written work, especially essays with outlines and all

revised drafts. The portfolio system will be explained in class.

Your final grade will be based on the following:

of 27

All reading and writing assignments

Portfolio of all written work

Tests, quizzes, and journal assignments

Class participation, including the peer review process

Attendance

Final examinations: I will choose theme-based reading materials and write the questions for the reading

exam. The writing exam will have a choice of composition topics. You will need to write a

composition of about 225 to 250 words. Two other ESL instructors and I will grade the writing exam.

I will assign the final grades.

At the end of the semester you will receive a final grade which will be the same for both reading

and writing: P = You have completed all the assignments, taken the final exams, met all the requirements of

English 082/ 092, and are ready for English 083/093.

MP = You completed all the assignments and final exams, you have shown some improvement, but

you need more time in the course to master the material. You must repeat English 082-092.

F = You did not complete all your assignments and/or were very irregular in attendance and work.

Your taking the final exams will not condone your lack of attendance and your incomplete assignments.

You must repeat English 082/092.

I truly hope that you enjoy English 082/092 and have a good semester!

of 27

Syllabus

English (ESL) 082: Intermediate Reading for Non-native Speakers of English

English (ESL) 092: Intermediate Writing for Non-native Speakers of English

FALL 2000

WELCOME TO CLASS

Sections: 082/194 & 092/202 Monday, Wednesday, Friday, 12:20 & 1:25 Room:____

Lab Time: Friday, 2:30

Instructor: Elaine DiGiovanni (Mrs. Di)

Office: BR- 47 F

Phone: 215-751-8674 Press 2

Office Hours: M W F 10:10 – 12:10

Either you or I can ask for a meeting to discuss your work. Please feel free to drop in any

time during my office hours for extra help or for a chat. I’ll always be glad to see you.

To find out if classes are cancelled due to snow, you can listen to radio station KYW at

1060 on the AM dial, or check www.kyw1060.com on the Internet. The code number for the

Community College of Philadelphia is Philadelphia 238 for day classes and 2238 for

evening classes.

COURSE DESCRIPTION:

Second in a series of four pairs of integrated courses that develop reading and writing

skills in English. Teaches reading and writing as processes. Instruction in the

development of reading strategies, reading comprehension, critical thinking, vocabulary

development, and study skills. Introduces expository essay, summary and reading

responses. Study of intermediate grammar and compound and complex sentence

structures.

REQUIRED TEXTS AND MATERIALS:

All textbooks and materials must be purchased before the 2nd

week of class. You will be

required to mark your texts by writing answers, writing margin notes, underlining, etc.

Building on Basics by J. Baker-Gonzales and E.K.Blau: Longman

http://www.kyw1060.com/

of 27

The Story of Benjamin Franklin, Amazing American by M. Davidson: A Yearling

Book

Bridges to Academic Writing by A.O. Strauch: St Martin’s Press

Focus on Grammar: An Intermediate Course for Reference and Practice, 2nd

Edition by M. Fuchs, M. Bonner and M. Westheimer: Longman

Longman Dictionary of American English. New Edition

Two folders with pockets

Standard 8 ½ x 11 white paper(with lines)

Pack of 3 x 5 index cards for a vocabulary bank

Pen, pencils, erasers, highlighter, white-out

Additional reading materials, worksheets, and other handouts (I will make copies for you)

GOALS AND OBJECTIVES:

English 082/092, an intermediate integrated pair of reading and writing courses, seeks to

prepare you for the high intermediate reading and writing course, English 083/093, and

for day-to-day communication in English. The course begins to prepare you for the rigors

of academic reading and writing. It aims to enhance your ability to understand the

similarities and differences between listening, speaking, reading, and writing so that all

skills reinforce each other. The course will help you to develop awareness that reading

and writing are processes that require ideas to be revisited, reevaluated, and revised. In

addition, it will teach you how you can become more personally and intellectually

involved in your reading and writing. After completing the course satisfactorily, you

should ready to enter the next level with confidence in your academic reading and writing

abilities.

Some specific objectives of this reading and writing course are for you to:

Read and learn to recognize the characteristics of different types of reading materials,

non-fiction and fiction.

Expand reading strategies for different types of reading materials.

Increase reading comprehension.

Develop critical thinking and reading skills.

Read actively and develop study skills by annotating, outlining, and questioning

Respond in writing to reading.

Summarize main ideas in non-fiction and chronological events in fiction.

Paraphrase portions of texts.

Write personal reactions to readings.

Write basic expository essays of 250 words with at least three well developed

paragraphs.

Increase vocabulary.

Write clearly with level appropriate grammar, sentence structure, and mechanics.

of 27

Work together with classmates to comprehend and interpret readings and to peer

review compositions.

Appreciate the uses of computer technology.

Increase your general knowledge and understand that knowledge is connected.

Enjoy the pleasures of reading and writing.

ATTENDANCE:

Class attendance is required, so you need to come to class regularly. According to the

College’s general policy, if you miss the equivalent of two weeks of class (6 classes

for a MWF course and 4 for a TTR course), I am permitted to drop you from the

course. You will receive a Withdrawal or a Failure if it is too late to drop (add date to

drop courses without receiving F penalty). You must have a valid excuse for missing

class. If you are ill, and you can’t attend, call me and leave a voice mail message.

Also, when you come to class, please bring a doctor’s certificate explaining any

lengthy illness. I can be flexible with some of these rules if you have severe health or

personal problems, but you need to notify me and explain your situation.

Coming late disturbs everyone. From 5 to 10 minutes late counts as a late (two lates

count as one absence) and more than 10 minutes late will be considered as an

absence. Early departures will be counted as an absence, also.

ASSIGNMENTS:

Be prepared to have reading and writing homework for every class the entire semester.

If you are absent, it is your responsibility to find out either from a classmate or me

what you have missed, complete the assignments, and come prepared for the next

class. Absence from class does not excuse you from being prepared for class or from

turning in assignments on time.

Your participation in small groups and whole class discussion is an important part of

this course, and therefore, it is very important that you participate in these activities

and come prepared to contribute to class discussions and group work.

All assignments must be turned in on time and at the beginning of the class on the

assigned day. Late submissions will be checked, but the highest grade that you can

receive is an MP+.

In addition to your regular lab hour, if you need extra help, you can receive free

tutoring by an ESL specialist in the Learning Lab (Room B1-28). Make an

appointment early in the semester if you need extra help. Your friends or relatives can

also help you a little, but you alone must complete the assignments. Copying a

classmate’s homework or any other form of PLAGIARISM will result in an F grade.

(We will discuss the definition of plagiarism in class.) You can also come to my

office for tutoring.

of 27

You will be required to keep a reading journal and writing portfolio. I will explain

these in class.

All assignments must be written on 8 ½ x 11 white paper with blue or black pen and

double-spaced or completed on a word processor, also double-spaced.

I will mark your grammatical errors with correction symbols (These will be explained

in class) and make comments in the margin or at the end. If you do not understand

anything, please feel free to ask me, as you will be expected to make the corrections

and incorporate my suggestions.

From time to time, you will also peer review each other’s essays, making comments

and suggestions. So every time you submit a formal paper, please submit two copies.

If possible, please write your essays using a word processor.

CLASSROOM PROCEDURES:

To create an optimal learning environment we need to follow certain procedures.

During class, you must follow basic rules of polite conversation. That is, when

anyone is speaking to the whole class, you should not talk to each other.

Bring all necessary books or other materials to class so that everyone can begin and

complete tasks on time.

During tests, you may not speak to each other for any reason. Raise your hand and I

will help you when appropriate.

No eating, drinking, or using a cellular phone or pager in class.

K.1.2 SPECIAL REQUESTS:

If you are registered with the Center on Disability, please inform me the first week of

class so that I can make arrangements to accommodate your needs.

I may need to call you at home, so if you don’t wish to be called at a particular

number or time, please inform me and give me an alternate number. Let me know if

you have a change of address or telephone number.

GRADING PROCEDURES:

All your assignments will be counted for the final grade. You will receive grades for

both in-class assignments and out-of-class assignments. Grades will be determined by

the following system:

PASSING P+ = excellent

of 27

P = very good

P- = adequate

MAKING PROGRESS MP+ = one major problem

MP = two major problems

MP- = several major problems

FAILURE F = haphazard, inadequate or incomplete work

Major reading tests and the reading final will be graded on a percentile basis. You

will usually have to earn from 70 to 75 % to pass. Below 50% will be a failure.

You will receive just one grade for your in-class compositions. You can correct the

mistakes and revise them, but your grade will not change. However, you can revise

and improve your out-of-class compositions, and receive a better grade if your

revisions warrant a better grade.

You will need to keep a portfolio of all your written work, especially essays with

outlines and all revised drafts. The portfolio system will be explained in class.

Your final grade will be based on the following:

All reading and writing assignments

Portfolio of all written work

Tests, quizzes, and journal assignments

Class participation, including the peer review process

Attendance

Final examinations: I will choose theme-based reading materials and write the

questions for the reading exam. The writing exam will have a choice of

composition topics. You will need to write a composition of about 225 to 250

words. Two other ESL instructors and I will grade the writing exam. I will assign

the final grades.

At the end of the semester you will receive a final grade which will be the same for

both reading and writing:

P = You have completed all the assignments, taken the final exams, met all the

requirements of the courses, and are ready for English 083/093

MP = You completed all the assignments and final exams, you have shown some

improvement, but you need more time in the course to master the material.

You must repeat 082/092.

F = You did not complete all your assignments, were very irregular in

attendance and work. Your taking the final exams will not condone your

lack of attendance and incomplete assignments. You must repeat 082/092.

I truly hope that you enjoy English 082/092 and have a good semester!

of 27

DiGiovanni

Community College of Philadelphia

c. 2000

082/092 COURSE SCHEDULE:

Changes to the schedule may be necessary.

Abbreviations: BB = Building on Basics

Franklin = The Story of Benjamin Franklin, Amazing American

Weeks 1,2,3,4 Theme: Growing Up

Diagnostic test & introduction to the course

BB

Student’s Introduction: Building Vocabulary, p. xi-xvii

Selection One “My Early Memories”, p. 2

Selection Three “It’s OK to Be Different” p. 16

Selection Five “To a Daughter Leaving Home” p. 30

Franklin

Ben Writes a Letter p. 1

Ben’s Big Ideas p. 3

Ben Learns a Trade p.. 14

Ben Runs Away p. 25

Grammar: Basic sentence structure and word order

Time & Tense: simple present, present progressive, simple past, past progressive

Reading Test # 1

Out-of-Class Composition # 1 Writing About a Person: A Classmate of Mine

Out-of –Class Composition # 2 Narrating Events: A Personal Experience

In-Class Composition # 1

Weeks 5,6,7 Theme: Looking for Love & Settling Down

BB

Selection Two “Students Think Love Conquers All” p. 44

Selection Three “Getting Married Young” p. 53

of 27

Selection Four “Finding A Wife” p. 64

Franklin

Ben Settles Down p. 36

Ben Branches Out p. 42

Ben Flies a Kite p. 48

Short Story: “The Story of an Hour” by Kate Chopin (adapted version)

Grammar: Time and Tense: future, future time clauses, modals (future possibility)

Nouns and Articles

Reading Test # 2

Out-of-Class Composition # 3 Supplying Reasons


Weeks 8, 9, 10 Theme: Between Two Worlds

BB

Selection One: “Millions of Workers on the Move” p. 117

Selection Two: “Smile” p. 125

Selection Three: “Uptown” p. 132

Franklin

Ben Goes to England p. 59

Ben Goes to France p. 71

Short Story “The Lady, or the Tiger”, by Frank Stockton (adapted version)

Grammar: Phrasal Verbs, Modals (ability, advice, permission, necessity),

Gerunds & Infinitives

Reading Test # 3

Out-of-Class Composition # 4 Explaining with Parallel Points

Weeks 11, 12, 13 Theme: Inventions: Changing the Way We Live

BB

Selection One: “Telecommuting” p. 197

Selection Three: Part I: “High-tech Teaching Tool” p. 212

Part II: “Computers in Every Classroom” p. 213

Selection Four: “The Fun They Had” p. 221

of 27

Franklin Ben’s Last Days p. 84

Grammar: Gerunds and Infinitives (continued), Adjectives and Adverbs,

Present Perfect (since and for)

Out-of-Class Composition # 5 Explaining with Parallel Points

Week 14:


Review

Week 15: Final Exams

COMMUNITY COLLEGE OF PHILADELPHIAfaculty.ccp.edu/dept/esl/ESL_082-092_5-29-01.pdfReview present and...

Documents

Transcript of COMMUNITY COLLEGE OF PHILADELPHIAfaculty.ccp.edu/dept/esl/ESL_082-092_5-29-01.pdfReview present and...