Lodmer - 7 -
ESL 21B, Section 2007
Spring, 2006
ESL21B INTERMEDIATE COMPOSITION AND GRAMMAR
Instructor: Emily Lodmer 2/12/06
E-mail: Course: #2007, T TH 7:45 a.m. – 10:50 a.m. ESL 125
Phone: (310) 434-4565 ( Office Hours: ESL115 M/W12:45 p.m.-1:15 p.m. p.m.
Fax: (310) 434-3627 T/TH 11:15 a.m. - 1 p.m.
www.smc.edu (Faculty Homepages - ESL) http://homepage.smc.edu/lodmer_emily/
ESL 21B is the second half of a year course, ESL 21A/B. This section meets 6 hours per week for 8 weeks – Tues 4/18/06 – Tues 6/6/05 (Final =6/6/06 Confirm Final Exam Date @www.smc.edu). ESL 21B is a 3 unit high-intermediate writing course for non-native speakers of English who have successfully completed ESL 21A with a grade of C or better.
Upon completion of this course the student will be able to do the following:
Writing:
1. write sentences generally free of mechanical and gross grammatical errors (v/t/forms, FRAG, R/O, verbals, agreement, consistency, s/pl#);
2. write effective thesis statements and strong topic sentences situated effectively within essays;
3. use a variety of sentence types accurately and effectively;
4. demonstrate effective word choice (appropriate, varied, idiomatic);
5. write coherent and cohesive expository essays of 5+ paragraphs that incorporate elements of summary, paraphrase, (APA) source quotation/citation, and rhetoric;
6. revise for clarity and organization;
7. use linking and transitional elements with sentences, between sentences, and between paragraphs; attempt to link up with thesis (though inconsistently);
8. compose essays using various prewriting, revising and editing strategies;
9. understand and use source readings and essays (inconsistently);
Reading:
1. read and draw inferential and literal information from – and evaluate – academic and popular prose in order to use one or multiple readings to support a focused essay;
2. distinguish between summarized, paraphrased, and quoted secondary sources;
3. consistently differentiate main ideas and details in expository writing;
4. identify and understand the importance of purpose, bias, audience, tone, and register in long (3+ pages) readings;
5. begin to distinguish both connotative and denotative meanings of academic vocabulary (though ability to reproduce such nuances may be inconsistent);
Grammar:
use the following in speaking/writing:
1. word forms of academic vocabulary;
2. consistently produced idiomatic written English with few errors that mark them as ESL students:
§ verb forms; tenses; S/V agreement ( including modals and passive voice);
§ conditionals;
4. dependent clauses, transitions, connectors;
5. sentence structure free from R/O & FRAG;
5. articles (a, an, the) and prepositions (understand but use inconsistently)
Listening and Speaking:
1. understand and use rhetorical terminology – discuss, explain, analyze, compare, contrast, define, summarize, argue, narrate – so that they proceed appropriately in test-taking and speaking situations;
2. comprehend an academic lecture (though may inconsistently understand all academic vocabulary)
3. participate in small group and class discussions and study groups with consistent oral competency;
Texts:
Required:
Holton, Marasco
Looking Ahead: Mastering Academic Writing, BOOK 4
Lang, Janet
Writing Clearly, 2nd Edition
Hosseini, Khaled
Kite Runner
Recommended:
Oxford Collocations Dictionary for Students of English
Requirements:
Protocol: No food or drinks in the classroom.
All pagers, cell phones, and walkie-talkies must be shut off
during class. Cell phone disturbance will result in one point
subtracted from the student's final grade. No sleeping postures.
NO electronic dictionaries. Only English in class.
Attendance: Students who miss more than 6 hours (one week) of class
will be dropped.
Tardies: Students who arrive late for class, late after the break,
or leave early more than twice will be dropped.
Two tardies equal one absence.
Drops: Students are responsible for dropping any course.
Check drop deadlines. Failure to drop may result in an “F.”
Writing: Five graded writing assignments will be written in class
and revised both in and out of class.
Please have an SMC password. Final drafts of all essays,
paragraphs, summaries, etc. should be word-processed.
Put your last name, first name, ESL 21A, Section # 1995
and the date in the upper right hand corner of 8 1/2 by 11 paper.
No late papers will be accepted. Papers are late any time after the start of class.
Journal: Dated, titled, and numbered entries with record sheets
are graded (Cr/NCr) on quality and quantity. They may
add up to 3 points to final grade in class.
(May be helpful if grade is borderline.)
Quizzes: Occasional (Cr/NCr) quizzes will cover grammar, mechanics, and terminology;
no make-up quizzes.
.
Final: The Final Exam is written on Tuesday, June 6, 2006
in an 81/2 by 11” Blue Book. No Final= Fail.
Assignments: All essays must be written in class and may be revised (TYPED)at home.
Group Work: Students will be expected to participate in study groups
in and out of class.
Homework: Twelve hours per week minimum is required of each student.
Honor Policy: Students must adhere to the SMC Code of Academic Conduct
regarding plagiarism and cheating. Students who cheat will be
reported to the Admissions and Records Office and will
receive a Fail on the assignment or in the class.
Communication: You may contact me either voice mail
or email. Please get the phone number or e-mail of
at least four classmates to ask about course assignments.
Grading: (ESL 21B MAY be taken for CREDIT/NO CREDIT; See your counselor for transfer guidance!)
Methods of Instruction: Lecture/discussion 40%; Group and paired activities 50%; Multimedia/guest speakers 10%
Methods of Evaluation:
Letter grades (A-F) will be weighted:
1. 60% of final grade in class = in class writing (essays and summaries);
2. 15% of final grade in class = midterm;
3. 15% of final grade in class = FINAL EXAM;
4. 10% of final grade in class = journals
91-100% (5) Excellent (A)
Content: competent and effective integration of information from reading; strong on-topic thesis throughout; ample support; accurate APA in-text sourcing and reference page construction
Organization: effective; competent paragraphing and use of transitions
Language: uses variety of sentence types accurately and effectively; few minor grammatical errors; meaning is always clear; effective word choice, sophisticated language
82- 90% (4) Above-Average (B)
Content: adequate integration of information from reading; satisfactory on-topic thesis; adequate development and support; use of APA in-text sourcing and reference page construction (may contain minor errors)
Organization: satisfactory organization; satisfactory paragraphing; ideas usually connected
Language: uses a variety of sentence types with minor errors; some grammatical errors which do not obscure meaning; varied and usually appropriate word choice
70- 81% (3) Satisfactory (C)
Content: attempts to integrate information from the reading, not always effective; adequate thesis; supports and develops most ideas; may include minor instances of plagiarism; attempted use of APA in-text sourcing and reference page construction (may contain multiple errors)
Organization: somewhat effective organization; inconsistent competence in paragraphing; connects most ideas
Language: good though sometimes inconsistent control of simple, compound, complex sentences; noticeable grammatical errors; some may interfere with meaning; generally appropriate word choice with some odd usage; simplistic language
60- 69% (2) Unsatisfactory (D)
Content: minimal success at integrating information from reading; thesis minimally supported; may stray off-topic; attempts to support some ideas with examples or details; may include obvious plagiarism; inadequate use of APA in-text sourcing and reference page construction
Organization: minimal competency in paragraphing; paragraphs may ramble; ideas may be loosely connected or unrelated
Language: frequent grammar problems that may interfere with readability; weak linguistic control
0- 59% (1) Reflects 11A/B level
Content: little or no attempt to integrate information from reading; thesis and/or clear focus missing or weak; may be off topic; may include substantial amount of plagiarism; no attempted use of APA in-text sourcing and/or reference page construction
Organization: little or no competence in paragraphing; ideas poorly connected or disconnected
Language: minimal grammatical competence; meaning may often be unclear; frequent gross sentence structure errors; may not have enough original writing to evaluate; limited and simple word choice; may interfere with meaning
You need an A, B, or C to pass to the next level. Most “A” and “B” students can go to English 1 upon successful completion of this course. IF you get a “C” and/or you still do not feel confident about attempting Freshman Composition (English 1 – the transfer class required by most colleges and universities), it is strongly advised that you enroll in ESL 25. ESL 25 is a workshop style bridge course that should prepare you for successful completion of English 1. See your counselor for more information.
Support Courses:
ESL 14A Pronunciation and Spelling
ESL 14B Accent Correction
ESL 15 Oral communication
ESL 16A Articles
ESL 16B Verbs
ESL 20 A/B Grammar Workshops
ESL 23 Intermediate Reading Skills
IF YOU GOT A “C” IN ESL 21A AND IF YOU HAVE REPEATED THAT COURSE, IT IS STRONGLY SUGGESTED THAT YOU TAKE ESL 20 A AND/OR B AND/OR ESL 23 AT THE SAME TIME YOU ARE TAKING ESL 21B!!
Tutoring:
Free tutoring is available in the ESL Center. Please sign up in the ESL Office, # 106.
Bring in any ESL 21B assignments that you do not understand. Tutors will not proofread, correct errors, or rewrite sentences; however, they will work with you on your individual English language problems.
Syllabus and weekly assignments are subject to change at the instructor’s discretion.
ESL 21B
COURSE ASSIGNMENTS
Spring 2006 (2nd 8 weeks) April 18-June 6
Week Assignments
1 Introduction to 21B; diagnostic testing.
4/18, 20 LA chapter 1.
7-9.
Reading #1 pp. 10-17.
Reading #2 pp. 18-21
Reading #3 pp. 23-27
Sentence Types, LA pp. 258-271
Verb Tenses, WC pp 3-27
Writing Generalizations LA pp. 22-23.
Summary on “Manners, Emotions and the American Way”
Journal
a) LA p.12 Learner’s Notebook
b) What is frustration? Write about a time you were frustrated. How did you feel? What did you do?
c) Contrast how Americans express anger with the way people in your culture express anger.
KR pp. 190-229+ study guide
Quiz #1 – verb tenses (past, present, perfect)
2 LA Chapter 3 – Investigative Reporting, pp. 82-92
4/25, 27 Reading #1 pp. 92-101
Reading #2 pp. 101-106
Reporting verbs, pp. 110-115
Present/past narration continued
Summary on “Centenarians…” LA pp. 96-99
Verbals, WC pp. 28-48 Verbals
Quiz #2 Verbals
KR pp. 230-272 + study guide
Journal
a) How do you feel about the elderly and getting old yourself?
b) How are the elderly treated in your culture? Are they treated differently than in the U.S.? If so, how?
In class Essay #1
3 LA Chapter 4, pp. 122-129, Writing Evaluations
5/2, 4 Reading #1 pp. 130-135
Reading #2 pp. 135-140.
Logical Connections/Transitions pp. 141-146
Noun + of phrase, pp. 146-151
Thesis Statements
Subject/Verb Agreement LA p.151, WC unit 10, pp. 183-195
Quiz #3 S/V
KR pp. 273-310 + study guide
Journal
a) LA p. 122 Identifying Criteria
b) Write an evaluation of your favorite LA restaurant.
c) How do U.S. media (TV, film, newspapers, magazines, etc.) portray your native country? Do you like this portrayal? Why or why not?
4 Common Essay Exam (Essay #2)
5/9, 11 LA Chapter 6 – Writing a Problem Solving Paper pp.195-200
Reading #1 pp. 200-206
Reading #2 pp. 206-210
WC unit 4 pp. 68-86 Conditionals
Quiz #4 conditionals
KR pp. 311-343 + study guide
Journal
a) LA p. 199 Learner’s Notebook – Xerox the editorial
b) Discuss your responses to the Privacy Quiz on p. 200 LA
c) Do we have a right to know about the lives of famous people? Why or why not?
Journal Notebooks will be collected TH May 12.
5 LA Chapter 6 continued pp. 211-219
5/16, 18 KR pp. 259-320+ study guide
Journal
a) What is your impression of the book so far?
b) What themes spiral and recur?
6 KR pp. 344-end of book + study guide
5/23, 25
Journal
7 KR pp. Re-read Chapters 1 and 2 pp. 1-13 + study guide
5/30 JOURNALS COLLECTED Tuesday, May 30.
6/1 Last class session: Review for Final
FINAL EXAM—Tuesday, June 6, 2006 Bring 2 blue books (8 1/2 x 11)
GOOD LUCK!!