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General Information

Course ID (CB01A and CB01B)
ESLD005.
Course Title (CB02)
Advanced Composition and Reading
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
Close reading and analysis of a variety of societal, academic, and literary texts representing culturally diverse perspectives. Practice of the techniques of expository, response, and argumentative writing based on critical reading and critical thinking. Composition of clear, organized, and well-developed essays, with outside sources and demonstration of information literacy.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course meets a general education requirement for °®¶¹´«Ã½ and transfers to the CSU and UC Systems. As the first of two advanced composition classes in the ESL Program, it equips students with critical skills in analyzing college-level texts and writing cogent argumentative essays. The course also introduces students to research and library databases to help develop academic skills in using sources. Intra-campus research has shown that students are more successful in English Writing and General Education courses after passing ESL D005.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to both UC and CSU
°®¶¹´«Ã½ GEArea(s)StatusDetails
2GA1°®¶¹´«Ã½ GE Area A1 - English CompositionApproved
2GES°®¶¹´«Ã½ GE - Environment Sustainability and Global CitizenshipApproved
CSU GEArea(s)StatusDetails
CGA2CSU GE Area A2 - Written CommunicationApproved
IGETCArea(s)StatusDetails
IG1AIGETC Area 1A - English CompositionApproved

Units and Hours

Summary

Minimum Credit Units
5.0
Maximum Credit Units
5.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours5.010.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
60.0
Laboratory
0.0
Total
60.0
Course Out-of-Class Hours
Lecture
120.0
Laboratory
0.0
NA
0.0
Total
120.0

Prerequisite(s)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or a qualifying score on the English as a Second Language Placement Test.

Corequisite(s)

Advisory(ies)

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

(See general education pages for the requirements this course meets.)

Methods of Instruction

Lecture and visual aids

Collaborative learning and small group activities

Vocabulary exercises

Individual and group presentations

Discussions of assigned reading

In-class essays

In-class exploration and credibility assessment of online sources

Quiz and examination review performed in class

Guest speakers

Collaborative learning and small group exercises

Assignments

  1. Reading, approx. 500-700 total pages of rhetorically and culturally diverse texts, such as nonfiction, academic essays, professional researched articles and at least one book-length work by a single author.
    1. Analysis of and response to texts in the form of annotating, short answers, journal writing, discussion, and presentations.
    2. Vocabulary exercises and activities, which may include use of vocabulary items in students' own writing.
  2. Writing (at least 6,000 words of rhetorically diverse writing assignments)
    1. At least three out-of-class essays.
    2. In-class essays for midterm and final exams.
    3. Written homework and journal writing to practice skills in paraphrasing, summarizing, incorporating academic sources, and analyzing texts.

Methods of Evaluation

  1. Homework assignments and quizzes on texts, vocabulary, and writing techniques, graded on comprehension, critical analysis, and synthesis of materials.
  2. In-class midterm and final essay exams, graded by instructor for preparedness on content development, idea organization, and grammatical accuracy.
  3. A minimum of three, multi-drafted essays peer reviewed and graded by instructor for content, development, organization, and use of appropriate academic vocabulary and sentence structure.
  4. Individual and/or small group presentations of fiction and nonfiction texts, graded on comprehension, analysis, and delivery of content.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Dollahite, Nancy E. and Julie Haun. Sourcework: Academic Writing from Sources. 2nd ed., Heinle ELT, 2012.
Goshgarian, Gary. What Matters in America: Reading and Writing about Contemporary Culture. 3rd ed.,Longman, 2011.
Rosa, Alfred, and Paul Eschholz. Models for Writers: Short Essays for Composition. 12th ed., Bedford/ San Martin's, 2015.
Spack, Ruth. Guidelines: A Cross-Cultural Reading/Writing Text, 3rd ed., Cambridge University Press, 2007.
Hacker, Diana and Nancy Sommers. " A Writer's Reference." 9th Edition. Bedford/ St.Martin's Press, 2018.

Examples of Supporting Texts and References

AuthorTitlePublisher
Divakaruni, Chitra. Arranged Marriage: Stories. Anchor, 1996.
Divakruni, Chitra Banerjee. Queen of Dreams. Doubleday, 2004.
Guterson, David. Snow Falling on Cedar. Vintage Contemporaries, 1995.
Kingston, Maxine Hong. The Woman Warrior: Memoirs of a Girlhood Among Ghosts. Vintage Books, 2000.
Lahiri, Jhumpa. The Namesake. Houghton Mifflin Harcourt. 2004
Lahiri, Jhumpa. The Interpreter of Maladies. Houghton Mifflin Harcourt. 2000
Lahiri, Jhumpa. Unaccustomed Earth. Vintage/Random House, 2008
Lee, Harper. To Kill a Mockingbird. reissued ed. Warner Books, 1988.
Ninh, Bao. The Sorrow of War. reprint ed. Riverhead Books, 1996.
Ozeki, Ruth. All Over Creation. Penguin Books, 2004.
Reichl, Ruth. Tender at the Bone. Random House, 2010.
Tan, Amy. The Joy Luck Club. Ivy Books, 1990.
Tan, Amy. The Kitchen God's Wife. Ivy Books, 1992.

Learning Outcomes and Objectives

Course Objectives

  • Read, analyze and evaluate college-level texts and academic source material from a variety of societal and cultural perspectives.
  • Compose expository analytical essays on a variety of topics in response to and incorporating materials from assigned texts and research materials.
  • Demonstrate level-appropriate sentence structure, grammar and vocabulary.

CSLOs

  • Analyze and evaluate college-level fiction & nonfiction texts.

  • Write essays, including research-based writing, demonstrating academic rhetorical strategies and documentation.

  • Demonstrate college-level grammar, sentence structure, and vocabulary in writing.

Outline

  1. Read, analyze and evaluate college-level texts and academic source material from a variety of societal and cultural perspectives.
    1. Read assigned and self-selected researched texts that reflect cultural, ethnic, gender, sexual, and

      socio-economic diversity.
    2. Identify author's thesis, supporting details, perspective, purpose, intended audience, tone, bias, credibility, and source validity.
    3. Demonstrate comprehension, analysis, and critical thinking by engaging in class and small group discussions, debates, presentations, paraphrase, and summary writing.
  2. Compose expository analytical essays on a variety of topics in response to and incorporating materials from assigned texts and research materials.
    1. Generate topics, supporting ideas, and thesis statements for essays that respond to and incorporate ideas and perspectives from assigned and researched texts.
    2. Employ various rhetorical modes and paragraph constructions appropriate to support thesis and address purpose and audience.
    3. Respond to and incorporate ideas and perspectives from diverse texts by paraphrasing, summarizing, synthesizing, and citing source material using MLA format.
    4. Write clear, organized, and well-developed expository, analytical, and argumentative essays with the writing process approach that incorporates prewriting, outlining, drafting, revising, proofreading, and editing.
    5. Compose a comprehensive research paper utilizing MLA guidelines for formatting, citing sources, and compiling a Works Cited page.
  3. Demonstrate level-appropriate sentence structure, grammar and vocabulary.
    1. Produce sophisticated, complex sentence structures using a variety of clauses and phrases.
    2. Demonstrate proficiency in advanced grammar skills including, but not limited to, correct tense usage, clauses, sentence boundaries, and sentence combining.
    3. Employ academic vocabulary to express meaning clearly and accurately.
    4. Improve content, structure, grammar and vocabulary through guided peer review and feedback from an instructor.
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