COMMUNITY COLLEGE OF PHILADELPHIA COURSE TITLE: English 092 - Intermediate Writing for Non-native Speakers of English COURSE DESCRIPTION: The writing component of the second of four pairs of integrated courses that develop reading and writing skills in English. Teaches reading and writing as processes. Vocabulary development, study skills, critical thinking, and reading comprehension. Introduces expository essays, summaries and reading responses. Compound verb forms and compound and complex sentence structures. Credit will not be applied toward graduation. Course is paired and integrated with English 082 - Intermediate Reading for Non- native Speakers of English. PREREQUISITE: Pass grade in English 081 and English 091 or placement
Transcript
COMMUNITY COLLEGE OF PHILADELPHIA
COURSE TITLE: English 092 - Intermediate Writing for Non-native Speakers of English
COURSE DESCRIPTION: The writing component of the second of four pairs of integrated courses that develop reading and writing skills in English. Teaches reading and writing as processes. Vocabulary development, study skills, critical thinking, and reading comprehension. Introduces expository essays, summaries and reading responses. Compound verb forms and compound and complex sentence structures. Credit will not be applied toward graduation. Course is paired and integrated with English 082 - Intermediate Reading for Non-native Speakers of English.
PREREQUISITE: Pass grade in English 081 and English 091 or placement
COREQUISITE: English 082 - Intermediate Reading for Non-nativeSpeakers of English
COURSE HOURS: 3-0-3
COURSE WRITER: Michelle C. Sun, Department of English
DATE: September 28, 2001
A. Course DescriptionEnglish 082/092 is the second of four pairs of integrated ESL reading/writing courses that prepare students for academic reading and writing at the college level and for day-to-day communication in English. This integrated course pair teaches reading and writing as processes, and includes vocabulary development, study skills, critical thinking, and reading comprehension. It introduces expository essays, summaries, and reading responses. Compound verb forms, and compound and complex sentence structures are taught. English 082/092 requires students to attend a writing lab for one hour per week.
B. RationaleIn general, learners at this level have mastered basic English reading and writing skills. They have acquired beginning comprehension skills and a working but limited English vocabulary. Most students can write a well-developed paragraph and a simple three-paragraph essay, both of which contain basic sentences and occasional compound and complex structures. They are ready to start using English-English dictionaries and depend less on translation.
This integrated pair of intermediate reading and writing courses helps students focus on expanding their limited academic experience in English. At this level, students read a variety of materials of increasing length and complexity. They continue to build their reading competence, and at some point, venture to decode the discourse of a whole book, a process forming an important foundation for extensive reading. They continue to expand their lexical repertoire as well as in the areas of syntax, mechanics, and study skills. Further in the semester, they are introduced to critical thinking and research skills using the computer. Simple summaries of short or long reading texts help sort out main ideas and supporting details. Students produce multi-paragraph essays and letters, as well as book reports with their reactions. Besides writing in the narrative and descriptive modes, they learn to write basic expository essays. Through reading, students acquire fluency, and gain more knowledge of both content and form, skills that are essential for writing. In the cycles of reading and writing, students are challenged to become independent readers and writers.
A one-hour weekly writing lab is mandatory as part of English 082/092, giving additional writing support to students at this level. Instructors should provide their lab specialists with a course syllabus at the beginning of the semester and discuss course goals and specific student needs. Some lab assistance may include helping with student revisions, giving computer instruction, offering further guidelines on using the grammar text, continuing to cover reading exercises, and at times, arranging small group or individualized tutoring within the lab sessions. Instructors should maintain continuous communications with lab specialists to give comprehensive lab service to students.
Students enter English 082/092 after passing English 081/091, or are placed in English 082/092 based on their scores on the Maculaitis Reading placement test and a timed
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writing placement test. See Appendix A (A Proposal for Changing the Scoring of the Essay Part of the ESL Placement Test) of the ESL Curriculum Revision Proposal for a detailed explanation of student placement procedures.
Students with documented disabilities are provided accommodations, as needed, to enhance access to instruction, assessment, and evaluation.
C. Course Goals/ Learning ObjectivesThese integrated intermediate reading and writing courses seek to prepare students for the next high-intermediate pair of courses, English 083/093. The overall goals are to expand reading strategies, engage in extensive reading (adapted readers and news articles written for ESL students), understand American culture through reading, write summaries and responses, and produce basic expository essays. Other important goals are to use a monolingual dictionary, develop vocabulary words during reading, and gain preliminary competency in the use of technology for reading and writing.
C.1 Reading ComprehensionRoutine reading is the best way to develop comprehension. Through extensive reading, students expand comprehension strategies for a variety of genres, acquire different syntactic structures, and learn to use different speeds for reading comprehension.
Students are expected to Read and learn different genres Understand the elements in a story: characters, setting, plot, conflict, resolution, and
theme Preview a textbook (titles, prefaces, table of contents, index, appendix, and reviews)
and a selection of a chapter or a few pages of reading materials (titles, subtitles, illustrations, and graphs)
Restate main ideas and supporting details in short passages, individual chapters and overall books
Skim for overall meaning and scan for specific information Predict content (before and during sustained reading) Draw inferences Form impressions and opinions of text
C.2 Writing as a Response to ReadingWriting at this level should be introduced as a tool for reflecting on readings and for self-evaluating understanding. Through ongoing reading, students become aware of logical organization, e.g., how ideas are presented in a hierarchical text. Writing, on the other hand, allows them to process content together with their life experiences and previous knowledge.
Students are expected to
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Write one-paragraph summaries of chronological events in fictional readings or main ideas in nonfiction readings
Write personal reactions to reading selections, such as interpretations or opinions Raise comprehension questions and answer them in writing Continue to engage in narrative and descriptive writing Introduce expository essays with the body paragraphs having clear topic sentences
and supporting details. Some typical assignments are to explain three causes why many marriages are not working nowadays, three reasons why we need to use the computer or three interesting characteristics you discover in the American culture
Integrate personal experiences with new information from reading Engage in transactional writing, for example informal letters Develop awareness of the composing process that requires revising (to clarify ideas or
improve organization) and editing (to improve grammatical accuracy) Engage in peer conferencing to increase awareness, during the writing process, of
readers’ responses
C.3 Lexicon/SemanticsThrough reading, students expand their lexical repertoire. As students identify lexically-related words in reading, they learn the meanings and classify them into lexical domains for different topics. By writing about their readings, they develop richer ideas and greater lexical maturity.
Students are expected to Continue to understand the meaning of common prefixes and simple derivational
suffixes Continue to recognize antonyms and synonyms Guess the meaning of words from their immediate language context Develop dictionary skills with a monolingual (English-English), rather than a
bilingual dictionary. Specific dictionary instruction may include Multiplicities of meanings Parts of speech Word families with various common inflections Syntactic rules Idiomatic usage
Classify and sub-classify words of the same domain (furniture: beds, sofas, end tables, and bookcases etc.; furniture with storage: dresser, hutch, bureau, wardrobe, and cabinets)
Design effective systems for recording vocabulary words for future use (e.g. index cards in index files)
C.4 SyntaxIdentifying syntactic structures within a text gives clues to the relationship among ideas. This understanding is crucial in writing, given language learners’ knowledge that the correct use of syntactic rules in writing helps unity and coherence. The cycle of reading
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and writing makes students aware of the communicative nature of various syntactic structures and helps develop syntactic competence.
Students in English 082/092 are expected to Review the basic sentence patterns and word order in sentences learned in English
081/091 Change sentences with the use of direct object and indirect object Expand sentences by using different types of adjectives: opinion, size, shape, age,
color, origin, and material Expand sentences with the use of adverbs of intensity Recognize relative clauses in reading and learn to use them in writing Combine sentences with adverbial clauses Combine sentences with comparatives Use logical and chronological organizers appropriately Understand and use infinitives in subject and object positions Expand the main verb with modals Understand and use the future tense for intentions, personal arrangements, fixed
schedules, prediction, and for promises, offers and willingness. Review present and present continuous tenses Understand and use past tense for definite past and continuing past times Recognize present perfect tense in describing duration Distinguish between sentences and sentence fragments
C.5 MechanicsStudents at this level continue to need explicit instruction in punctuation and spelling rules. They need to acquire strategies to become developing editors. They should learn to use an editing checklist, which serves as an effective guiding tool for writing. Such editing processes increase their awareness of mechanical usage.
In addition to skills expected at the level of English 081/091, students are expected to learn Spelling of common words Sentence boundaries and how to avoid fragments Capitalization and punctuation Subject/verb agreement
C.6 Cultural Knowledge Through reading, students explore American history and society, gathering information about the unfamiliar but crucial cultural context of this country.
Students are expected to Learn about American culture, traditions, values, trends, and history Stay abreast of current news events and give opinions
C.7 Study Skills
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Introduction to basic study skills helps students to become effective learners, to inquire about the American setting, and to identify and organize information for better understanding and future retrieval. Indeed, learning strategies are one of the best predictors of success in adapting to a new environment and to academic settings.
Students are expected to Annotate a text Ask questions to clarify points of queries Take risks to participate effectively in the classroom Re-evaluate study strategies for effective learning Budget time effectively between assignments and during tests Understand exam-taking techniques: objective and subjective
C.8 Technology SkillsStudents in English 082/092 are introduced to computer technology as a reading tool for performing research via the Internet. They may also be introduced to the computer as a writing tool for organizing and editing their essays.
Students are expected to Check out books from the College Library and explore resources and facilities at
local free libraries Use a computer to become aware of our ever-expanding, highly-developed
technological society Search for electronic (Internet) texts on assigned and personal topics Begin to use the computer as a word processing tool for
o Revising and editing in writingo Formulating outlines in reading
D. Planned Sequence of ActivitiesThis pair of courses at the intermediate level should be structured so as to encompass a deeper understanding of the United States, such as the historical, social, cultural, religious, and political areas of American life. As for reading texts, students at this level are receptive to genres such as biographies, historical fiction, history, and detective and immigrant stories. The use of a newspaper such as News for You is another resource that increases students’ interest in national and international news.
The typical sequence of learning involves the use of pre-reading activities, reading materials or text, vocabulary building, comprehension discussion (oral and written), and journal writing. Selected readings lead to formal writings, such as essays and book reports, followed by additional drafts, which require revising and editing.
D.1 Reading and Writing ConnectionsWriting activities should all be integrated with reading assignments and comprise tasks of different levels. First, paraphrasing activities are crucial in helping students formulate ideas in their own words from the text and then transfer to their own writing. Second, students at this level are challenged to write the main idea in their own words. At the
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beginning of the semester, the teaching of main ideas should focus on short passages with several paragraphs. As the semester proceeds, the scope of the main idea should expand to cover pages, individual chapters, and eventually the entire book (see more guidelines in the next section). Third, soon after students can identify the plot and/or main ideas in written summaries, they should be guided further to write their opinions, a task that is crucial to critical thinking.
The writing sequence should also move from the review of description and narration to focus on basic expository writing. Writing the main idea of comprehension passages facilitates the writing of topic sentences in expository paragraphs, and summarizing details found in description and narration forms the backbone for giving supporting details. In addition, journal writing strengthens students’ fluency in writing essays. The design of activities should follow this pattern of weaving between reading and writing, journal writing and formal writing, and thinking and rethinking.
An example of a partial semester schedule using The Story of Benjamin Franklin, Amazing American by Margaret Davidson is presented as follows:
Reading Text Freewriting Assignments Formal Writing Assignments
Chapter 1Benjamin Franklin as a person
A good classmate of mine
Chapter 2Ben’s big ideas during his childhood and how he reminds you of your childhood days
Two incidents in your childhood that have great influence in your adult life
Chapter 3Three major reasons why Ben ran away from home
Discuss an important decision you made and three reasons why you made this decision
Chapter 9Ben’s major events in England and comment on the success of his diplomatic journey
Discuss one important political event/social change in your country or USA and how it affected your family
Chapter 10Ben’s diplomatic efforts in France and comment on whether his mission was successful
Discuss Ben’s diplomatic efforts in France and comment on the factors leading to his well-received mission
D.2 Forming habits for extensive readingA class survey at the beginning of the semester gives a profile of students’ former reading habits in both English and their native language. A class discussion of the survey results often provides momentum to students’ reading development, which will gain pace once
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they attend a library tour (at the College Library or the Free Library). The goals, of course, are to inform them about the availability and varieties of books, the locations of appropriate levels, and methods of borrowing. To encourage reading for pleasure, the guideline for book selections at the library should be based solely on students’ own interests.
A brief in-class reading, once the semester begins, sets the tone for supportive reading, which paves the way for out-of-class reading. Regular class discussions on finding time for pleasure reading amidst students’ busy schedules keeps such momentum going. Subsequent monitoring may include recording reading progress in a “read and record” sheet, with information of the title and type of book read, time spent on each reading, frequency of reading, duration to finish, and date for completion of their book report etc. Students may be asked to read at least 6 books in one semester and challenged to read as many as they can, perhaps 10 or more.
Suggested guidelines for students’ book reports may include the following:Summary section
Stating the kind of text being read (fiction or nonfiction), type of publication (newspaper, magazine, or Internet), the author, and the year of publication
Summarizing the major elements in the story for fictional selectionsPrompting questions may include
o What are the major characters of the text?o Where is the setting and when does the story take place?o What is the plot and how are events developed?o What kind of ending does the story have? Would you describe it as happy,
unfinished, sad, tragic, or other?o What is the author’s message? Can you extract and express the message?
Writing the main idea and several facts as supporting details for nonfiction selections
Response sectionQuestions for fictional work:
o Which characters do you like and which ones do you want to identify with?
o What parts of the story interest or puzzle you the most?o What parts do you dislike?o What parts would you like to change in the story and how?o What are your personal experiences or thoughts related to the book?o Would you recommend the book to others? Why or why not?
Questions for nonfiction work:o What information did you already know before reading the text?o How useful are the facts you learned?o Do you know other books on the same topic?o What are the latest developments on this topic that you know?o What is the area under this topic that you want to write about?
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o What is a related topic about which you want to read more?
D.3 Integrating reading with cultural context and computer technologyStudents should link reading and writing with their social, cultural, and technological contexts and expand their learning to the world at large, in particular integrating such information with the American values and their own specific cultural values. Activities should center on the search for materials related to different social, historical, religious, cultural, and political aspects. The study of research topics makes students realize that a topic can be related to multiple disciplines.
Consider again, for example, an assignment on the life of Benjamin Franklin. Students research city facilities named after him, such as streets, buildings, bridges, museums, institutions, or sculptures, and gather information about him to examine how his legacy extends to our contemporary society. They then discuss their previous knowledge about him and raise questions about what more to inquire concerning this American founding father. The instructor may want to arrange a class trip to one of the places discussed, such as the Philadelphia Visitors Center, Franklin Court, Franklin Institute, or the Liberty Museum.
Toward the middle of the semester, students attend a library workshop on using the Internet. The ultimate assignment is to research, via the Internet, the life of Benjamin Franklin. The objectives of this research are to Be introduced to and be aware of the Internet as a research tool Develop the experience of knowing what to select in the Internet (to select articles
within their level of comprehension) Report their findings and discoveries, either as a whole class or in small groups Validate the accuracy of what they have learned about this famous American
D.4 VocabularyThe teaching of vocabulary is critical for building comprehension in understanding familiar and unfamiliar topics and across various genres at this level. Students should abandon the typical dependency on native-language dictionaries as well as the practice of consulting them for every individual unfamiliar vocabulary words. The pre-reading and post-reading vocabulary activities should include multiple strategies to speed up their vocabulary development.
Important questions for students to increase the mastery of vocabulary items are as follows: Is it a word that involves conceptual meaning in the text to be attended to, or is it
a word that deals with the low-level details to be omitted? What is the part of speech of this vocabulary word? What are the words found in the immediate context as clues for its meaning? Does it convey a positive or negative connotation? Are there prefixes or suffixes to give clues for meaning? Are there words that can serve as synonyms or antonyms? Can I form a domain of related words under a certain topic?
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Apart from developing educated guesses for unknown vocabulary words, students should receive guidelines for improving their dictionary skills. The Longman Dictionary of American English Workbook is a good source for supplementary materials.
E. Required TextsAt present, there is no single textbook that teaches the integrated reading and writing skills described in these two courses. The choice of a single novel or biography may be used to help students expand their reading competence from one or two paragraphs to an entire book. Students, subsequently, should continue to read as many short books as they can. The novel or biography selected will be the best choice if it includes the major organizational patterns and grammatical structures required for this level. Teachers may select from the following texts:
The Story of Benjamin Franklin, Davidson (Yearling) Reading Amazing AmericanNorth Star 2 (Addison, Wesley Longman) ReadingNorth Star 2 (Addison, Wesley Longman) Writing
Interactions Two McGraw-Hill
A Reading Skills Book Kirn/Hartmann ReadingA Writing Process Book Segal/Pavlik
Writing A Communicative Grammar Kirn/Jack Grammar
Tapestry, Reading Bk 2 and Writing Bk 2 Heinle & Heinle Reading Writing
Building on Basics Baker-Gonzales & Blau (Longman) ReadingGreat American Stories, Book 1 and 2 Draper (PHR) ReadingBridges to Academic Writing Strauch (Cambridge) WritingFirst Steps to Academic Writing Holt (Longman) WritingTools for Writing Fellag (Heinle) WritingGrammar in Context, Book 2 Elbaum( Heinle) GrammarFocus on Grammar, Intermediate Fuchs, Bonner, Westheimer Grammar
2nd Edition (Longman)Longman Dictionary of American English (Addison Wesley Longman) Dictionary and Workbook The Newbury House Dictionary of (Newbury House) Dictionary American English
News for You New Readers Press Newspaper
Other adapted fictional titles include Pocahontas (Yearling), and Rain Man (Penguin). The latter, however, is recommended for lower-level students in this course. Numerous choices of readers appropriate for this level are available from Penguin USA (marketed by Pearson Education: Longman) and Cambridge University Press. Nonfiction works at this intermediate level are available from New Readers Press and Globe Fearon. Many of these books are available in the ESL Collection in our college library.
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F. Library Resources and BibliographyA large selection of ESL books has been added to the ESL bookshelves in the College Library as the result of a College mini-grant. These books fall into the range from prelevel to advanced levels. The majority of books fall within the low and high intermediate levels. They are all catalogued in the OPAC system under the keyword “ESL” next to the call number.
The College Library faculty provides instruction in basic library skills for ESL students, so that they can learn about the OPAC system and check books out. Useful pamphlets and library maps can be obtained for the design of class instruction so that students can be introduced to library-oriented vocabulary words in advance of their visit to the Library for the instruction given by Library faculty there.
The Library also offers Internet workshops to give introductory orientation to the Internet, the different search engines, and how to conduct subject searches.
Instructors may find the following references useful for their classroom teaching:Extensive Reading in the Second Language Classroom (Cambridge University Press, 1998)Grammar in the Composition Classroom (Heinle, 19990)Vocabulary: Description, Acquisition and Pedagogy (Cambridge University Press, 1998)Vocabulary in Language Teaching (Cambridge University Press, 2000)Teaching Collocation (Language Teaching Publications, 2000)
G. Technological ResourcesThe two integrated courses at this level may use computer technology to increase reading and writing opportunities. Hotmail and College e-mail accounts could allow students to e-mail their writing assignments to teachers and other students for feedback.
The Internet serves as a base for research projects related to students’ reading materials. Instructors may work in conjunction with staff of the College Library to help students engage in online research projects. Instructors can first arrange for students to attend a workshop in the College Library to develop an introductory understanding of the Internet. Subsequent lessons can be designed using computer classrooms for Internet research. Students at this level will need at least two to three sessions. The instructors may also want to give clear guidelines so that students will select materials of appropriate language level.
The Learning Lab offers “Writing with Computers” for students without any computer background in word processing. Students from this level get the most benefits from this type of introductory workshop.
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H. Learning LaboratoryStudents are required to attend the mandatory laboratory classes offered by the Learning Lab Department of Academic Support. The curriculum of the one-hour weekly lab instruction is designed to reinforce students’ writing development based on readings. Regular attendance is vital.
The course instructor and lab specialists collaborate to provide a supportive environment for language acquisition. Continual communication between the ESL faculty and the ESL Learning Lab faculty is critical to form an integrated learning experience. Part of the class instructor’s essential tasks are to send the syllabus to the Lab faculty, maintain weekly communication on teaching materials and activities, student progress, students who need extra assistance, and test and examination requirements. The lab faculty should also provide ongoing reports of attendance, class activities and student performance. Members of the ESL Curriculum Committee recommend that the English 082/092 instructors consult lab specialists for additional opinions on students who are potentially in the MP or F range.
The class and lab faculty should collaborate to design lab class activities that will connect reading and writing. The Curriculum Committee strongly recommends that the labfaculty Provide reading materials to strengthen reading comprehension (These materials
could lead to compositions, simple summary writing and personal responses.) Guide students in revising based on first draft compositions from class Help sharpen students’writing strategies with continual conferencing Provide practice using exercises or materials on any grammar concept taught in class Help students strengthen required rhetorical skills Assist students to comprehend texts at the discourse level by engaging them in
discussion about the adapted library books they are reading for the course Provide instruction in vocabulary skills and review dictionary use Give additional help to weaker students in small group settings during lab classes Class faculty should communicate to students about the resources available in the Learning Lab: Tutoring services for individual appointments Availability of standing tutoring appointments for repeating students Ongoing lab instruction activities such as reading and writing workshops,
conversational groups and computer workshops
I. Student AssessmentExamination requirements may differ slightly across sections of this level, but the common requirements are a final reading comprehension exam together with a vocabulary assessment component, a grammar final, and a writing final. The ESL faculty meets for group grading of the writing finals to evaluate holistically if students’ essays pass the standard of proficiency for this level. Individual instructors will then review students’ writing, reading, and grammar examination scores along with semester work to
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determine promotion to the 083/093 level. There will be a uniform grade for the two integrated courses. Grades of P (pass), MP (Making Progress), I (Incomplete) or F (Fail) are given.
I.1 Course requirementsEvaluative tools consist of the following:
Midterm and final reading and vocabulary examinations Midterm and final writing examinations In-class and at-home compositions with reading-related topics Eight revised and edited papers of at least 250 words with adequate unity, coherence,
and development, and again with the topics generated from reading materials A portfolio with all essay drafts and revisions Two grammar examinations and a few grammar quizzes within the semester Reading and vocabulary quizzes given throughout the semester
I.2 Exit CriteriaStudents should demonstrate Comprehension which involves processing main ideas and supporting ideas in a
longer text such as a book The proficiency to develop, revise and edit a composition of at least 250 words in
class within two hours The ability to produce writing in the rhetorical modes of description, narration, and
basic exposition The mastery of control using syntactic and mechanical features required in this
course, especially toward the end of the semester A consistent development of vocabulary and strategies adequate for reading
comprehension and writing proficiency at the next level
J. Course Assessment and EvaluationEvaluative tools of English 082/092 may consist of a combination of various methods.
Occasional review of course descriptions and curricula at the curriculum committee meetings to address concerns, adjust the needs of our changing student population, and update more recent materials and methodologies in content and delivery
Collegial visitations to discuss different teaching methodologies, materials, student needs, and course delivery.
Use of student questionnaires to identify effective teaching, activities, materials, and special concerns
ESL book committee meetings to search for and identify appropriate textbooks and course materials
Based on data gathered through use of some or all of the above listed methods, ESL faculty will convene every five years to assess the quality of course content and the learning process in English 082/092.
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K. Sample SyllabiOn the following pages are two sample syllabi for English 082/092. The two illustrate a range of possibilities, both meeting the goals and incorporating the kinds of activities described in this document.
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English 082 - Intermediate Reading for Non-native Speakers of English/English 092 - Intermediate Writing for Non-native Speakers of English
Fall, 2001
K.1.1 Dr. Michelle C. SunClass Times: 9:05-10:00, MWF Lab Time: 11:15-12:10, F
10:10-11:05, MWFOffice Hours: 11:15-12:15
1:15-2:15Office: BR52, (215) 751-8682
Course DescriptionEnglish 082/092 is the second of four integrated pairs of reading/writing courses. This integrated pair of courses will further prepare you for academic college work by expanding your basic reading and writing skills. You will read materials from a wide selection of fiction and nonfiction, and develop strategies for reading, writing, grammar, vocabulary, study, and life. You will write about what you have read and write several drafts to communicate your ideas better. You will learn to build up reading habits, and become an independent reader and learner.
Required Textbooks1. The Story of Benjamin Franklin, Amazing American, Margaret Davidson,Yearling. (BF)2. Bridges to Academic Writing, Ann O. Strauch, Cambridge (BAW)3. Grammar in Context, Second Edition, Book 2, Sandra N. Elbaum, Heinle & Heinle4. Longman Dictionary of American English (Addison Wesley Longman) or The
Newbury House Dictionary of American English
Course Requirements and Grades Attend all classes. Do all the class and homework assignments. The Learning Lab is part of the course, and you are required to attend the weekly
sessions. Read on an ongoing basis. Read at least four books for the midterm (available in
class) and another four books or as many as you want for the final within the semester. Books are classified into three levels (beginning, intermediate, and advanced) and you will check books from class or the library. You will keep a reading record to track progress. Whenever you finish reading a book, you will write a summary and reactions.
You will present one book report at the end of the semester. You should write about eight revised and edited papers of at least 250 words based on
readings. You will revise and edit your essays based on your teacher’s or peers’ feedback.
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There will be two major tests and many small quizzes to assess your reading, writing and grammar skills.
The course will have a midterm and a final examination. You must submit a reading portfolio that includes your reading record sheets, journals, and summaries as well as a writing portfolio that includes all your writing assignments and drafts for each examination.
You should demonstrate competence in reading a whole book; you should know the layout of a book and the elements of a story.
To pass, you must receive a “P” which requires you to pass in all of your first draft writing, homework assignments, midterm and final examinations. Grades of “MP” (making progress) or “F” (failure) will require you to repeat the course. Please note: an “MP” midterm examination grade does not mean failure. All it means is that you have been making progress and that you should continue your effort.
Classroom Procedures It is basic courtesy that when anyone is speaking to the entire class, you should listen
and not talk to other students. You will have your turn to express your ideas. Buy all your textbooks and materials and bring them to class on Monday in the
second week, at the latest. Make sure you have all the required books for every class as well as your homework completed before class.
During tests, you should only ask me any questions that you may have. You should not speak to anyone else for any reason.
Do not turn on your cell phone or beeper.
AttendanceArriving five minutes or more after class begins is considered as one “lateness.” Three latenesses are equivalent to one “absence.” Having six “absences” without good reasons will result in your being dropped from the course.
Other Matters Inform your teacher during the first or second weeks of class if you have any special
needs due to disability. Also inform your teacher if you have a change in your telephone number.
Weekly ScheduleWeeks DescriptionsWeeks 1-2
Diagnostic reading and writing examinations Class acquaintance Reading for pleasure and forming habits for reading Exploring interests related to Benjamin Franklin (BF) in Philadelphia Previewing the book of BF BF: Ben Writes a Letter BAW: Writing about a Person (Chapter 1) Reading skills: biography, elements of a story, and distinguishing between main ideas and details
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Composing skills: description and ideas of drafts Language skills: present tense, paragraphing, and library words used in the College
Library Study skills: visit the College Library and check out two books Writing Assignment (choose one):
(a) Describe Benjamin Franklin.(b) Describe an elderly person.(c) Describe a classmate (based on an interview).
Weeks 3-4
BF: Ben’s Big Ideas and Ben Learns a Trade BAW: Narrating a Personal Experience Reading skills: skimming, scanning, making predictions Composing skills: narration, organization (paragraphs with topic sentences and
supporting details), and writing Language skills: present continuous, future, and past tenses Study skill: annotating a text Writing assignments (choose one):
(a) Summarize Ben’s big ideas during his childhood and explain how hereminds you of childhood days.
(b) Write a letter to Ben’s brother asking for better working conditions(as if you were BF).
(c) Describe a situation in which you experienced embarrassment, fun, terror, or pride.
Weeks 5-6
BF: Ben Runs Away and Ben Settles Down BAW: Providing Examples (Chapter 3) Supplying Reasons (Chapter 4) Reading skills: chronological events and forming questions from reading Composing skills: illustration, revising and editing Language skills: singular and plural, noncount nouns, there + be, and quantity Writing assignment: Give three major reasons why Ben had to run away from home. Writing assignment: Explain the reasons for an important decision you made.
Weeks 7-8
Midterm examinations: reading comprehension, writing and grammar Hand in Portfolio Reports of pleasure reading Computer lab: using the Internet to research Benjamin Franklin Review of midterm papers
Weeks 9-10
BF: Ben Flies a Kite and Ben Goes to England BAW: Writing a Summary (Chapter 7) Reading skills: classification, chronology of events, scanning, and drawing inferences Composing: summary writing, evaluation, and feedback Study skills: time line Language skills: gerunds, infinitives and object positions Writing assignment: Summarize Ben’s major events in England and comment on the
Success of his diplomatic journey.
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Weeks 11-12
BF: Ben Goes to France and Ben’s Last Days BAW: Explaining with Parallel Points (Chapter 5) Reading skills: continuation of timeline, asking questions, and critical thinking Composing: argumentation, logical organizing, and revising Language skills: comparatives, equatives, and superlatives Writing assignment: Explain with parallel points to support whether Ben Franklin’s
Diplomatic efforts in France were a success or failure.
Weeks 13-14
Review the book, The Story of Benjamin Franklin, Amazing American BAW: Process Writing (Appendix 2) Reading skills: understanding the book as a whole unit, and critical thinking Composing skills: process writing and exploring ideas Study skills: note cards for different chapters Language skills: comparatives, equatives, and superlatives Writing assignment: Do you think that Benjamin Franklin was a great statesman, diplo-
mat, inventor, and writer? Why or why not? Give reasons to support your position. Writing assignment: Choose a topic from pp. 111 – 112 in BAW. Select one book from your pleasure reading record and give an oral report about this
book to the class. Review for final examinations. Hand in portfolio. Understand exam-taking techniques: objective and subjective. Review learning strategies as effective learners.
Week 15
Final reading examination Final writing examination Final grammar examination
Major reading tests and the reading final exam will be graded on a percentile basis. You will usually have to earn from 70 to 75% or better to pass. Below 50% will be a failure.
You will receive just one grade for your in-class compositions. You can correct the mistakes and revise them, but your grade will not change. However, you can revise and improve your out-of-class compositions, and receive a better grade if your revisions warrant a better grade.
You will need to keep a portfolio of all your written work, especially essays with outlines and all revised drafts. The portfolio system will be explained in class.
Your final grade will be based on the following:All reading and writing assignmentsPortfolio of all written workTests, quizzes, and journal assignmentsClass participation, including the peer review process
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AttendanceFinal examinations: I will choose theme-based reading materials and write the questions for the reading exam. The writing exam will have a choice of composition topics. You will need to write a composition of about 225 to 250 words. Two other ESL instructors and I will grade the writing exam. I will assign the final grades.
At the end of the semester you will receive a final grade which will be the same for both reading and writing:P = You have completed all the assignments, taken the final exams, met all the requirements of
English 082/ 092, and are ready for English 083/093.MP = You completed all the assignments and final exams, you have shown some improvement, but
you need more time in the course to master the material. You must repeat English 082-092.F = You did not complete all your assignments and/or were very irregular in attendance and work.Your taking the final exams will not condone your lack of attendance and your incomplete assignments.You must repeat English 082/092.
I truly hope that you enjoy English 082/092 and have a good semester!
Syllabus
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English (ESL) 082: Intermediate Reading for Non-native Speakers of EnglishEnglish (ESL) 092: Intermediate Writing for Non-native Speakers of English
Instructor: Elaine DiGiovanni (Mrs. Di)Office: BR- 47 FPhone: 215-751-8674 Press 2Office Hours: M W F 10:10 – 12:10
Either you or I can ask for a meeting to discuss your work. Please feel free to drop in any time during my office hours for extra help or for a chat. I’ll always be glad to see you.
To find out if classes are cancelled due to snow, you can listen to radio station KYW at 1060 on the AM dial, or check www.kyw1060.com on the Internet. The code number for the Community College of Philadelphia is Philadelphia 238 for day classes and 2238 for evening classes.
COURSE DESCRIPTION:
Second in a series of four pairs of integrated courses that develop reading and writing skills in English. Teaches reading and writing as processes. Instruction in the development of reading strategies, reading comprehension, critical thinking, vocabulary development, and study skills. Introduces expository essay, summary and reading responses. Study of intermediate grammar and compound and complex sentence structures.
REQUIRED TEXTS AND MATERIALS:
All textbooks and materials must be purchased before the 2nd week of class. You will be required to mark your texts by writing answers, writing margin notes, underlining, etc.
Building on Basics by J. Baker-Gonzales and E.K.Blau: Longman The Story of Benjamin Franklin, Amazing American by M. Davidson: A Yearling
Book Bridges to Academic Writing by A.O. Strauch: St Martin’s Press Focus on Grammar: An Intermediate Course for Reference and Practice, 2nd
Edition by M. Fuchs, M. Bonner and M. Westheimer: Longman
Longman Dictionary of American English. New Edition Two folders with pockets Standard 8 ½ x 11 white paper(with lines) Pack of 3 x 5 index cards for a vocabulary bank Pen, pencils, erasers, highlighter, white-out
Additional reading materials, worksheets, and other handouts (I will make copies for you)
GOALS AND OBJECTIVES:
English 082/092, an intermediate integrated pair of reading and writing courses, seeks to prepare you for the high intermediate reading and writing course, English 083/093, and for day-to-day communication in English. The course begins to prepare you for the rigors of academic reading and writing. It aims to enhance your ability to understand the similarities and differences between listening, speaking, reading, and writing so that all skills reinforce each other. The course will help you to develop awareness that reading and writing are processes that require ideas to be revisited, reevaluated, and revised. In addition, it will teach you how you can become more personally and intellectually involved in your reading and writing. After completing the course satisfactorily, you should ready to enter the next level with confidence in your academic reading and writing abilities.
Some specific objectives of this reading and writing course are for you to:
Read and learn to recognize the characteristics of different types of reading materials, non-fiction and fiction.
Expand reading strategies for different types of reading materials. Increase reading comprehension. Develop critical thinking and reading skills. Read actively and develop study skills by annotating, outlining, and questioning Respond in writing to reading.
Summarize main ideas in non-fiction and chronological events in fiction.Paraphrase portions of texts.Write personal reactions to readings.Write basic expository essays of 250 words with at least three well developed
paragraphs. Increase vocabulary. Write clearly with level appropriate grammar, sentence structure, and mechanics. Work together with classmates to comprehend and interpret readings and to peer
review compositions. Appreciate the uses of computer technology. Increase your general knowledge and understand that knowledge is connected. Enjoy the pleasures of reading and writing.
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ATTENDANCE:
Class attendance is required, so you need to come to class regularly. According to the College’s general policy, if you miss the equivalent of two weeks of class (6 classes for a MWF course and 4 for a TTR course), I am permitted to drop you from the course. You will receive a Withdrawal or a Failure if it is too late to drop (add date to drop courses without receiving F penalty). You must have a valid excuse for missing class. If you are ill, and you can’t attend, call me and leave a voice mail message. Also, when you come to class, please bring a doctor’s certificate explaining any lengthy illness. I can be flexible with some of these rules if you have severe health or personal problems, but you need to notify me and explain your situation.
Coming late disturbs everyone. From 5 to 10 minutes late counts as a late (two lates count as one absence) and more than 10 minutes late will be considered as an absence. Early departures will be counted as an absence, also.
ASSIGNMENTS:
Be prepared to have reading and writing homework for every class the entire semester.
If you are absent, it is your responsibility to find out either from a classmate or me what you have missed, complete the assignments, and come prepared for the next class. Absence from class does not excuse you from being prepared for class or from turning in assignments on time.
Your participation in small groups and whole class discussion is an important part of this course, and therefore, it is very important that you participate in these activities and come prepared to contribute to class discussions and group work.
All assignments must be turned in on time and at the beginning of the class on the assigned day. Late submissions will be checked, but the highest grade that you can receive is an MP+.
In addition to your regular lab hour, if you need extra help, you can receive free tutoring by an ESL specialist in the Learning Lab (Room B1-28). Make an appointment early in the semester if you need extra help. Your friends or relatives can also help you a little, but you alone must complete the assignments. Copying a classmate’s homework or any other form of PLAGIARISM will result in an F grade. (We will discuss the definition of plagiarism in class.) You can also come to my office for tutoring.
You will be required to keep a reading journal and writing portfolio. I will explain these in class.
All assignments must be written on 8 ½ x 11 white paper with blue or black pen and double-spaced or completed on a word processor, also double-spaced.
I will mark your grammatical errors with correction symbols (These will be explained in class) and make comments in the margin or at the end. If you do not understand
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anything, please feel free to ask me, as you will be expected to make the corrections and incorporate my suggestions.
From time to time, you will also peer review each other’s essays, making comments and suggestions. So every time you submit a formal paper, please submit two copies.
If possible, please write your essays using a word processor.
CLASSROOM PROCEDURES:
To create an optimal learning environment we need to follow certain procedures.
During class, you must follow basic rules of polite conversation. That is, when anyone is speaking to the whole class, you should not talk to each other.
Bring all necessary books or other materials to class so that everyone can begin and complete tasks on time.
During tests, you may not speak to each other for any reason. Raise your hand and I will help you when appropriate.
No eating, drinking, or using a cellular phone or pager in class.
K.1.2 SPECIAL REQUESTS:
If you are registered with the Center on Disability, please inform me the first week of class so that I can make arrangements to accommodate your needs.
I may need to call you at home, so if you don’t wish to be called at a particular number or time, please inform me and give me an alternate number. Let me know if you have a change of address or telephone number.
GRADING PROCEDURES:
All your assignments will be counted for the final grade. You will receive grades for both in-class assignments and out-of-class assignments. Grades will be determined by the following system:
PASSING P+ = excellentP = very goodP- = adequate
MAKING PROGRESS MP+ = one major problem
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MP = two major problemsMP- = several major problems
FAILURE F = haphazard, inadequate or incomplete work
Major reading tests and the reading final will be graded on a percentile basis. You will usually have to earn from 70 to 75 % to pass. Below 50% will be a failure.
You will receive just one grade for your in-class compositions. You can correct the mistakes and revise them, but your grade will not change. However, you can revise and improve your out-of-class compositions, and receive a better grade if your revisions warrant a better grade.
You will need to keep a portfolio of all your written work, especially essays with outlines and all revised drafts. The portfolio system will be explained in class.
Your final grade will be based on the following:All reading and writing assignmentsPortfolio of all written workTests, quizzes, and journal assignmentsClass participation, including the peer review processAttendanceFinal examinations: I will choose theme-based reading materials and write the questions for the reading exam. The writing exam will have a choice of composition topics. You will need to write a composition of about 225 to 250 words. Two other ESL instructors and I will grade the writing exam. I will assign the final grades.
At the end of the semester you will receive a final grade which will be the same for both reading and writing:
P = You have completed all the assignments, taken the final exams, met all the requirements of the courses, and are ready for English 083/093
MP = You completed all the assignments and final exams, you have shown some improvement, but you need more time in the course to master the material. You must repeat 082/092.
F = You did not complete all your assignments, were very irregular in attendance and work. Your taking the final exams will not condone your lack of attendance and incomplete assignments. You must repeat 082/092.
I truly hope that you enjoy English 082/092 and have a good semester!
DiGiovanni
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Community College of Philadelphiac. 2000
082/092 COURSE SCHEDULE:
Changes to the schedule may be necessary.
Abbreviations: BB = Building on Basics Franklin = The Story of Benjamin Franklin, Amazing American
Weeks 1,2,3,4 Theme: Growing Up
Diagnostic test & introduction to the course BBStudent’s Introduction: Building Vocabulary, p. xi-xviiSelection One “My Early Memories”, p. 2Selection Three “It’s OK to Be Different” p. 16Selection Five “To a Daughter Leaving Home” p. 30
FranklinBen Writes a Letter p. 1Ben’s Big Ideas p. 3Ben Learns a Trade p.. 14Ben Runs Away p. 25
Grammar: Basic sentence structure and word orderTime & Tense: simple present, present progressive, simple past, past progressive
Reading Test # 1 Out-of-Class Composition # 1 Writing About a Person: A Classmate of Mine Out-of –Class Composition # 2 Narrating Events: A Personal Experience In-Class Composition # 1
Weeks 5,6,7 Theme: Looking for Love & Settling Down
BBSelection Two “Students Think Love Conquers All” p. 44Selection Three “Getting Married Young” p. 53Selection Four “Finding A Wife” p. 64
FranklinBen Settles Down p. 36Ben Branches Out p. 42
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Ben Flies a Kite p. 48
Short Story: “The Story of an Hour” by Kate Chopin (adapted version) Grammar: Time and Tense: future, future time clauses, modals (future possibility) Nouns and Articles Reading Test # 2 Out-of-Class Composition # 3 Supplying Reasons In-Class Composition # 2
Weeks 8, 9, 10 Theme: Between Two Worlds
BB
Selection One: “Millions of Workers on the Move” p. 117Selection Two: “Smile” p. 125Selection Three: “Uptown” p. 132
FranklinBen Goes to England p. 59Ben Goes to France p. 71
Short Story “The Lady, or the Tiger”, by Frank Stockton (adapted version)
