ESL 103 - English as a Second Language III

1. Catalog Description:
The third core course in the study of English reading, writing and grammar designed for students whose first language is other than English. The course further develops and adds to skills taught in ESL 100. The course includes high-intermediate reading, paragraph and short essay writing, grammar, and sentence structure. One hour a week will be spent using the computer lab software designed to reinforce reading, writing and grammar skills introduced in class.

2. Course Prerequisites
Advisory placement upon successful completion of ESL 100 or equivalent based on ESL assessment process

3. Course Objectives
The student will:

a. Apply the rules for the formation, meaning, and use of grammatical structures studies in Level III (see course content) when reading and writing in English.

b. Read passages more quickly and efficiently by applying appropriate reading strategies and understand common cultural references, allusions, and assumptions in text.

c. Comprehend texts of some conceptual or linguistic complexity in a variety of genres from personal to academic.

d. Infer meaning of new vocabulary through reading and discussion, structural analysis and contextual clues, and distinguish facts and details from opinions, judgments and conclusions.

e. Produce original sentences, both simple and compound, using the present, past and future simple and progressive tenses as well as the present , past, and future perfect tenses; sentences will show a good control of spelling, simple and complex  structure and punctuation.

f. Compose original paragraphs and multi-paragraph compositions which are well organized and developed with topic sentences and a thesis statement based on personal interests, journals, readings, and academic themes.

g. Write effectively about a variety of topics, both concrete and abstract, with a limited ability to integrate outside material.

h. Edit and proof read his/her own writing or peer writing following the basic rules of paragraph formation, essay structure, spelling, grammar, and punctuation.

4. Minimum Student Materials

a. texts
b. dictionary
c. writing materials
d. floppy disk

5. Minimum Instructional Facilities

a. Standard classroom with moveable chairs and blackboard.
b. Overhead projector and screen.
c. TV and VCR
d. Computer lab.

6. Course Content

a. Reading skills include comprehension of grammatically complex readings and readings on personal to academic topics; summary, paraphrasing, and quoting exercises; discussion of cultural and historical references, assumptions and allusions; and vocabulary development through contextual and structural clues as well as reading strategies to develop speed and accuracy.

b. Sentence skills include using subordination, adjective and adverb clauses, correct comma usage, and sentence variety.

c. Writing skills include incorporating well organized paragraphs with topic sentences, supporting details, and transitions into short essays with thesis statements. Development of the writing process will continue with a focus on revision. Topics move from personal to academic with integration from outside sources. More emphasis is placed on audience.

d. Grammar skills include a review of the simple, progressive and perfect forms of verbs, more present and past forms of modals, more gerunds and infinitives, conditional sentences, and common punctuation.

7. Method of Instruction

a. Pre-reading exercises and discussion will be used before passages are read. Follow-up exercises will include comprehension, critical reading skills, summarizing, and vocabulary development. Whole group, small group, or pair discussions focus on cultural or historical aspects of reading passages. Students will select 1-2 books from the library and work in a reading group to write a report.

b. Students will write papers inside and outside of class. They will complete a report using information from library sources.

c. Students may write journals on assigned or free topics, or in response to readings. Journals may be used as a base for paragraph writing.

d. Students will write well organized and supported paragraphs  with clear topic sentences and transitions to be incorporated into short essays with thesis statements. Students will continue to use the writing process model. Writing may be based on journals, reading themes, and grammatical structures.

e. Grammatical structures are presented in the context of a reading passage, article or dialogue; rules may be taught deductively or inductively through lecture. Students will complete oral and written exercises individually or in groups to practice structures.

f. Specific reading, writing, and grammar skills are reinforced through use of the computer software in the computer lab.

8. Method of Evaluation

a. Completion of homework assignments to include reading exercises, original sentences and paragraphs, journals, and grammar exercises.
b. Quizzes and Tests
c. Written in-class midterm and final exams
d. Classroom participation
e. Software modules successfully completed.

9. Texts and References

a. Required Texts

(1)        Fuchs, Marjorie. Focus on Grammar - A High-Intermediate Course for Reference and Practice. White Plains, N.Y.: Addison-Wesley Publishing Company,  1994.

(2) Broukal, Milada. Weaving It Together - Book 3. Boston, Mass: Heinle & Heinle Publishers, 1994.

or

(3) Blanton, Linda. The Multicultural Workshop - Book 3. Boston, Mass: Heinle & Heinle  Publishers, 1994.

b. Supplementary Texts

(1)  Fuchs, Marjorie.. Focus on Grammar - A High-Intermediate Course for Reference and             Practice, Workbooks A&B. White Plains, N.Y.: Addison-Wesley Publishing Company, 1994.

(2) The Multicultural Workshop Box. Boston, Mass: Heinle & Heinle, 1995.