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ESL 0030C - Academic Reading and Writing

http://catalog.sierracollege.edu/course-outlines/esl-0030c/

Catalog Description DESCRIPTION IS HERE: Prerequisite: Placement by matriculation assessment process or completion of ESL 20C with grade of "C" or better Advisory: Concurrent enrollment in ESL 25G and 25L Hours: 90 lecture Description: Essay organization, incorporation of academic sources, timed-writing, and revision editing. Emphasizes critical thinking skills and evaluation of academic texts for research purposes. Prepares students for ENGL 1A. (CSU, UC-with unit limitation) Units 5 Lecture-Discussion 90 Laboratory By Arrangement Contact Hours 90 Outside of Class Hours Course Student Learning Outcomes Describe and discuss historical, ethnic, socio-cultural, and American academic influences that affect students with diverse cultural backgrounds. Utilize research techniques and strategies for developing and narrowing a topic, breadth and depth reading comprehension. Write well-organized, coherent college-level paragraphs, essays, and summaries, developed with appropriate support development including but not limited to research, definition of terms, facts, statistics, counter-argument(s), expert opinions, personal experience. Course Content Outline I. Writing & Syntax A. Organization and development for advanced process writing for academic and expository essays: argument/position, compare/contrast, definition (4,500 words) B. Thesis statement development strategies for sufficiency and relevance C. Varied evidence for thesis support: topic sentences, illustrations to support generalizations, details, reasons, results, conditions, facts, statistics, opinions, examples, Research source reference and citation (paraphrase, summary, quotation, citation) E. Style & Tone F. Lexical and sentence structure variety G. Use of transitions and logical connectors for coherence H. Use of referents and relative clauses I. Self-editing and revision strategies J. Peer critique and revision K. Timed-writing L. Advanced summary writing for research purposes, source documentation M. Portfolio of at least 3 in-class expository samples II. Reading A. Analysis and evaluation of a variety of sources (reference books, books, scholarly journals, newspapers, magazine articles, internet articles) for both in and out-of-class assignments selected by the instructor for written response and critique B. Evaluation of sources for research (paraphrase, summary, quotation, citation) C. Interpretation and evaluation of various rhetorical methods of others for logic, reasoning, value of evidence, motivational and ethical appeals D. Effective Reading Habits (preview, prediction, annotation, questioning strategies, not verbalizing, use of outlines and graphic organizers) E. Analysis of authentic text for audience, purpose, main ideas, and details F. Evaluation of text for indirect language: bias, fact vs. opinion, inferences, idiomatic, and figurative G. Literary analysis (plot, setting, character, tone, point of view, genre) H. Extensive reading of at least one novel or 87,000 words III. Vocabulary A. Academic vocabulary using the academic word list B. Dictionary use learner and college-level dictionaries; finding collocative word patterns; identifying target meaning C. Context clues: synonyms, antonyms, embedded definitions, sentence structure D. Latin and Greek roots and affixes analysis E. Introduction to thesaurus, identifying the appropriate meaning and register for use IV. American Socio-Academic Awareness A. Knowledge of American socio-academic expectations: syllabus, attendance, office hours, classroom behavior norms, smart phones, homework directions and completion, grading, grade privacy, academic honesty/plagiarism, behavior during exams, first language use, presentations, group discussions, peer-led projects, netiquette as it applies to electronic journal writing (weblogs) and discussion boards, language of metacognition of critical thinking for analysis, synthesis, problem solving, logic and reasoning, language of academic writing B. Knowledge of traditional student study practices: study and test-taking strategies, study habits, organizing class materials, time management, types of tests questions, reviewing strategies, understanding and following directions for online and in class assignments C. Common campus academic and career support services: Campus Event calendar for all events, ASSC clubs, library services, tutoring, skill workshops, the hub, testing center, financial aid, health services, counseling & educational planning, career center, degree, transfer and certificate exploration, career readiness, resume building, interview skills, career research, student engagement centers (Cross-cultural, PRIDE, Gender Resource, Undocu-center) and more Course Objectives Course Objectives 1. Compose academic written discourse that incorporates multiple sources of research material as evidence for academic expository writing 2. Read and evaluate authentic academic text for purpose, validity, analysis of logical fallacies, and synthesis in written discourse 3. Develop research techniques and strategies for developing and narrowing a topic, breadth and depth reading comprehension; incorporation of summary, paraphrase, and quotations; MLA and source citation 4. Identify and expand usage of academic vocabulary including the most frequent words on the Academic Word List (Coxhead, 2000) 5. Access and participate in key campus support services compiled and assessed by a learner’s portfolio 6. Demonstrate appropriate American classroom etiquette, course expectations, and socio-linguistic competence for academic situations Methods of Evaluation Classroom Discussions Essay Examinations Reading Assignments 1. Read instructor-provided article, internet source material, or textbook selection and evaluate for genre, appropriateness, and logic / clarity of arguments as a source for a thesis statement. 2. Read model essays for a selected writing genre and/or used as an explanation of writing skills and strategies. Writing, Problem Solving or Performance 1. Write a brief and succinct academic summary that identifies essential referenced information including the author’s main argument for use in an annotated bibliography. 2. Write a 2-3 page critical essay responding to an instructor selected theme (e.g., psychology of success, environmental issues, American cultural identity) using information from two previously instructor- approved sources to support a thesis. Other (Term projects, research papers, portfolios, etc.) Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.