Active Outline

General Information

Course ID (CB01A and CB01B)
ESL D265.
Course Title (CB02)
Low Advanced Grammar, Writing and Reading
Course Credit Status
Credit - Not Degree Applicable
Effective Term
Fall 2021
Course Description
This course will develop low-advanced skills for writing clear, organized, well-developed multi-paragraph compositions, grammar, sentence structure and reading comprehension, and vocabulary for students.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This is a low-advanced level course that provides a foundation in multi-paragraph composition writing, grammar editing, and comprehension of literal and inferred meaning, reading strategies, and vocabulary building. This is a stand-alone basic skills course.

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 a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Not transferable

Units and Hours

Summary

Minimum Credit Units
6.0
Maximum Credit Units
6.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours6.012.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
72.0
Laboratory
0.0
Total
72.0
Course Out-of-Class Hours
Lecture
144.0
Laboratory
0.0
NA
0.0
Total
144.0

Prerequisite(s)

ESL D255. or ESL D455. 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)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

Discussion and problem solving performed in class

In-class essays

Quiz and examination review performed in class

Homework and extended projects

Collaborative learning and small group exercises

Collaborative projects

Other: Instruction based on current SLA research, theory, methods and techniques.

Assignments

  1. Read low-advanced nonfiction academic texts (articles, essays, and excerpts from texts). May additionally read fiction (novel, short stories).
    1. Analysis of and response to texts in the form of writing assignments, annotations, short answers, journals and discussion.
    2. At least two summaries of nonfiction reading selections using paraphrasing and summarizing skills that identify main and supporting ideas.
    3. Vocabulary exercises and activities including vocabulary journals and using vocabulary from texts in writing assignments.
  2. Write multi-paragraph, analytical and expository compositions that take a position and integrate ideas, perspectives, and support from assigned nonfiction readings.
    1. Two multi-drafted, multi-paragraph analytical and expository compositions based on nonfiction readings, building from paragraphs to the essay.
      1. One writing assignment that includes a guided introduction and thesis statement and two body paragraphs.
      2. Another writing assignment that includes an introduction, thesis statement, two body paragraphs and a guided conclusion.
      3. 500-1000 word count for each writing assignment.
    2. At least two graded in-class examinations. The midterm may also serve as the first draft of one of the multi-drafted writing assignments.
  3. Practice grammar, editing and writing techniques.
    1. Grammar points must include: tenses, clauses, sentence boundaries, sentence combining, time expressions, parallelism and paraphrasing.
    2. Focus is on editing paragraphs as opposed to sentence-level grammar exercises.

Methods of Evaluation

  1. Summaries of reading selections that demonstrate understanding of main and supporting ideas using low-advanced grammar and vocabulary.
  2. Quizzes that test reading comprehension, reading techniques/skills, vocabulary recognition and usage.
  3. Multi-paragraph compositions that are evaluated and graded by the instructor based on the department standard rubric, including academic structure, unity, development, coherence, cohesion, critical thinking, grammar and vocabulary.
  4. Satisfactory completion of in-class work, homework assignments and/or quizzes that are evaluated for reading comprehension, writing structure, and proper grammar/vocabulary usage.
  5. Midterm and final exam which include in-class writing that is evaluated based on the department standard rubric, and reading that evaluates comprehension, reading techniques/skills and vocabulary.

Essential Student Materials/Essential College Facilities

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

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Fitzpatrick, Mary. Engaging Writing 1. Pearson/Longman, 2011.
Rubin, Bruce. Inside Reading 3: The Academic Word List in Context, 2nd edition. Oxford University Press, 2012.
Ruetten, Mary. Developing Composition Skills. 3rd ed. Heinle/Cengage Learning, 2012.
Schmitt, Diane and Norbert Schmitt. Focus on Vocabulary 2: Mastering the Academic Word List, 2nd edition. Pearson Longman, 2011.
Smith, Lorraine C. and Nancy Nici Mare. Reading for Today 5: Topics for Today, 5th ed. National Geographic Learning/Cengage, 2016.

Examples of Supporting Texts and References

AuthorTitlePublisher
Brown, Douglas. Principles of Language Teaching and Learning. 5th ed. Pearson, 2006.
Celce-Murcia, Marianne, Donna Brinton and Marguerite Ann Snow. Teaching English as a Second Language. 4th ed. Cengage, 2014.
Ferris, Dana and John Hedgcock. Teaching ESL Composition. 3rd ed. Lawrence Erlbaum Associates, 2013.
Lemov, Doug. Teach Like a Champion. Jossey-Bass, 2010.
Sousa, David. How the Brain Learns (4th ed.). Corwin Press, 2011.

Learning Outcomes and Objectives

Course Objectives

  • Read, comprehend and analyze low-advanced level texts from a variety of cultural, societal, and personal perspectives using a variety of reading strategies.
  • Write connected, multi-paragraph compositions that demonstrate analytical thinking in response to texts.
  • Demonstrate low-advanced level sentence structure, grammar and vocabulary.
  • Expand academic vocabulary comprehension and usage.
  • Evaluate, revise and edit own writing and writing of classmates.

CSLOs

  • Write well-developed, connected, analytical paragraphs in response to reading materials.

  • Evaluate own writing for unity, coherence, clarity, development and rhetorical structure by means of revision and editing.

  • Demonstrate understanding and usage of low-advanced grammar, sentence structure, and vocabulary in writing and reading.

  • Demonstrate reading comprehension skills of low-advanced academic reading materials and fiction.

  • Identify and analyze organization and rhetorical modes of extended reading materials.

Outline

  1. Read, comprehend and analyze low-advanced level texts from a variety of cultural, societal, and personal perspectives using a variety of reading strategies.
    1. Read low-advanced texts that reflect cultural, ethnic, gender, sexual and socioeconomic diversity.
    2. Identify thesis, main ideas, supporting details and author's perspective, bias and credibility.
    3. Preview reading through title, subtitles, pictures, graphs, and comprehension questions to predict schema.
    4. Skim reading passages to generally understand main ideas and scan to find specific information.
    5. Annotate reading materials.
    6. Demonstrate comprehension and analysis of reading materials by engaging in such activities as a class and small group discussions, sharing related personal experiences and knowledge, and writing summaries and journals.
  2. Write connected, multi-paragraph compositions that demonstrate analytical thinking in response to texts.
    1. Write multi-paragraph, multi-drafted analytical and expository compositions based on nonfiction readings that build up from paragraphs to the essay.
    2. Demonstrate academic structure including introduction and thesis, topic sentence, support, concluding sentences, and a conclusion paragraph.
    3. Demonstrate proficiency in development, unity, coherence and cohesion.
    4. Respond to and incorporate ideas and perspectives from assigned readings.
    5. Generate ideas and content through prewriting and invention techniques such as discussion, listing, clustering and freewriting.
    6. Revise to improve content, structure and mechanics by writing multiple drafts.
    7. Develop academic writing skills including quoting and paraphrasing.
  3. Demonstrate low-advanced level sentence structure, grammar and vocabulary.
    1. Produce a variety of sentence structures using low-advanced vocabulary.
    2. Demonstrate low-advanced level grammar proficiency including but not limited to verb tense, clauses, sentence boundaries, sentence combining and parallel structure.
  4. Expand academic vocabulary comprehension and usage.
    1. Use low-advanced level vocabulary accurately and appropriately.
    2. Use context clues to understand new vocabulary.
    3. Identify and use collocations.
    4. Identify and use synonyms and antonyms.
  5. Evaluate, revise and edit own writing and writing of classmates.
    1. Apply the process approach to writing that includes multiple drafts and revisions.
    2. Improve content, structure, grammar and vocabulary through guided peer review and instructor feedback.
Back to Top