Los Medanos College 2700 East Leland Road Pittsburg CA ... · Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 Course Title: Advanced Academic

Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Advanced Academic Writing, Reading, Vocabulary, and Dispositional Thinking Subject Area/Course Number: ESL-095WRV

Form Revised 5-18-2016 Page 1 of 34

New Course OR Existing Course Author(s): Spring 2018 - Paula Gunder with Monica Tapiarené Subject Area/Course No.: ESL-095WRV Units: 5 Course Title: Advanced Academic Writing, Reading, Vocabulary, and Dispositional Thinking Discipline(s): English as a Second Language Pre-Requisite(s): Level 4 (Exiting-Advanced) placement by the English as a Second Language assessment process, or ESL-085WRV or equivalent Co-Requisite(s): Advisories: Completion or equivalent of or concurrent enrollment in ESL-095G; completion of or concurrent enrollment

in the corresponding advanced level ESL Credit course – ESL-095SL – as offered in the schedule of classes. Also, completion or equivalent of the intermediate level ESL Credit courses – ESL-085WRV, ESL-085G, and ESL-085SL, and, as needed, completion or equivalent of the LMC ESL Noncredit Entering course sequences - Level 1 (Foundational) and Level 2 (Bridging). Non-native English speaking language learner.

Catalog Description: This is an English for Academic Purposes (EAP) dispositional thinking, reading, writing, and vocabulary-development course for non-native English speaking students designed to improve these students’ ability to successfully undertake North American college-level work at an advanced level of proficiency. This course helps ESL students develop academic vocabulary and college-level analysis and evaluation reading and writing capabilities. Students work with multi-page and book-length nonfiction and fiction texts on contemporary topics and issues from a range of disciplines. Students continue to learn, evaluate, and hone use of 1) contextual and structural information to infer meaning of words and idiomatic language to enlarge their vocabulary base and improve fluency and 2) pre-, during-, and post-reading strategies to enhance comprehension and to analyze, evaluate, and interpret information and ideas. Students persist to develop and refine the academic ability to discuss – orally and in writing - their opinion/reaction to readings while developing critical and dispositional thinking and academic language skills. Students advance their understanding of specific U.S. academic writing standards at the sentence, paragraph, and essay level including summarizing, paraphrasing, and quoting authors’ ideas using MLA in text citations. Successful completion of this course – in conjunction with corresponding English language grammatical and speaking/listening proficiency – prepares students purposefully for ENGL-100 as well as college-level courses. This course is part of the three-course package of advanced general and career technical education transition and support courses for multilingual English language learners – ESL-095WRV, ESL-095G, and ESL-095SL. Schedule Description: In this advanced level course for multilingual English language learners, you will increase your academic vocabulary base, enhance your critical reading, dispositional thinking, and university writing abilities, and ultimately advance your potential to succeed in English 100 and other U.S. college classrooms. You will improve your ability to understand and use academic and professional vocabulary and expressions, and you will sharpen your skills and strategies to critically analyze, understand, discuss, and academically write about stimulating social, cultural, ethical, and global issues, events, and concepts in English. You will also improve your understanding and use of advanced-level English grammar and syntax as you gain mastery of North American academic paragraph and essay writing. Complete this course, ESL-095G, and ESL-095SL and apply for the Advanced English for Academic and Professional Advancement Skills Certificate. Hrs/Mode of Instruction: Lecture: __90__ Scheduled Lab: ____ HBA Lab: ____ Composition: ____ Activity: ____ Total Hours __90__ Credit Credit Degree Applicable (DA) Grading Pass/No Pass (P/NP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 Student Choice (SC) 2 3 ESL-014 - Last date of Assessment: SP16 Cohort #: 2 ESL-044 - Last date of Assessment: SP14 Cohort #: 4




Please apply for: LMC General Education Requirement(s): Transfer to: CSU UC IGETC Area __3B__ CSU GE Area__C2__ C-ID Number ______ Course is Baccalaureate Level: Yes No Signatures: Department Chair Date Librarian Date Dean (Technical Review) Date Curriculum Committee Chair Date President/Designee Date CCCCD Approval Date (Board or Chancellor's Office) Date STAND ALONE COURSE: YES NO Course approved by Curriculum Committee as Baccalaureate Level: YES NO LMC GE Requirement Approved by the Curriculum Committee: _________________ FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester ______________ Catalog year 20____/20_____ Class Max: ________________ Dept. Code/Name:_______________ T.O.P.s Code: _____________ Crossover course 1/ 2: _____________ ESL Class: ____Yes / No________ DSPS Class: _Yes / No_____ Coop Work Exp: ___Yes / No_____ Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level B Basic Skills B Developmental Preparatory B Advanced Occupational NBS Not Basic Skills C Adult/Secondary Basic Education C Clearly Occupational D Personal Development/Survival D Possibly Occupational E For Substantially Handicapped E* Non-Occupational F Parenting/Family Support G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer

I Career/Technical Education 2 Two levels below transfer J Workforce Preparation Enhanced 3 Three levels below transfer K Other non-credit enhanced Not eligible for enhanced




Institutional Student Learning Outcomes:

General Education SLOs: At the completion of the LMC general education program, a student will: 1. read critically and communicate effectively as a writer and speaker. 2. understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3. think critically and creatively 4. consider the ethical implications inherent in knowledge, decision-making and action. 5. possess a worldview informed by diverse social, multicultural and global perspectives.

None

Program-Level Student Learning Outcomes (PSLOs): The Los Medanos College English as a Second Language (ESL) / English for Multilingual Students (EMLS) program infuses habits of mind – intelligent behaviors and thinking dispositions – and the LMC Institutional SLOs into our second language acquisition-oriented program student learning outcomes (PSLOs) to optimally help prepare students to meet their social and civic language needs and achieve their academic and career goals. As a non-native English language learner who successfully completes our program, you will

PSLO 1 Reading

PSLO 2 Vocabulary

PSLO 3 Writing

PSLO 4 Grammar

PSLO 5 Speaking/ Listening

PSLO 6 Language Awareness

Embrace having more to learn through reading inquiringly and critically and thinking flexibly about diverse, multigenre college-preparatory and college texts that connect you to multicultural, social, ethical, and global ideas and issues.

Strive to gain increasing ability to understand and accurately and creatively use vocabulary learned from context and on the new general service list (NGSL) and the new academic word list (NAWL) in known and new situations.

Communicate clearly, effectively, and creatively in writing at the word, phrase, clause, sentence, paragraph, and essay levels, reviewing and reflecting on your writing and learning, and collaborating with others to support your continual development.

Risk responsibly and persist to accurately understand and apply a wide variety of grammatical structures – from basic to advanced - to negotiate meaning, ask questions, share and discuss ideas and opinions, solve problems, create plans, make decisions, present arguments, and apply past knowledge to achieve solid understanding and intended meaning.

Speak and listen with empathy and increasing confidence, fluency, and self-regulation, exploring diverse and alternative perspectives, within a range of formal and informal social, academic, and career communication settings.

Pay attention to recognize and self-improve pronunciation difficulties, speech challenges, writing complexities, listening obstacles, and reading issues that may impede successful engagement and interaction, finding humor and responding with wonderment and awe to support your doing so.




Course-Level Student Learning Outcomes (CSLOs): Upon completion of this course a non-native English speaking student will be able to CSLO 1: Use oral and written reading and thinking strategies and skills to actively and critically read, understand, reflect on, and respond to academic and literary texts, which include diverse perspectives and world views, at an advanced level of proficiency (main emphasis: PSLO 1 and 2; significant emphasis: PSLO 6; moderate emphasis PSLO 3 and 4; slight emphasis PSLO 5). CSLO 2: Demonstrate ability to use structural information, contextual clues, and cohesive devices as well as an English language dictionary to infer and define meaning, and learn and use new words and idiomatic language at an advanced level of proficiency (main emphasis: PSLO 1 and 2; significant emphasis: PSLO 6; moderate emphasis PSLO 3 and 4; slight emphasis PSLO 5). CSLO 3: Write, edit, and revise academic and expository paragraphs and essays, which integrate and synthesize course readings, discussions, and personal opinions/reactions/ideas, are clearly focused, well developed, logically organized, and show an advanced level of developing linguistic proficiency (main emphasis; PSLO 1, 2, and 3; significant emphasis: PSLO 4 and 6; moderate emphasis PSLO 5). CSLO 4: Practice, describe, and assess understanding and use of habits of mind/thinking dispositions to effectively support learning vocabulary, reading skills and strategies, reading to learn, writing, and interrelated language development (main emphasis: PSLO 1, 2, and 3; significant emphasis: PSLO 6).




Assessment Instruments: CSLO 1: Use oral and written reading and thinking strategies and skills to actively and critically read, understand, reflect on, and respond to academic and literary texts, which include diverse perspectives and world views, at an advanced level of proficiency. CSLO 1 can be assessed with such instruments as the following:

X Exams/Tests X Quizzes Research Projects

Portfolios X Sentences, Paragraphs, and Essays

Oral and Aural Demonstrations, Performances, Presentations

Projects

Field Trips

Role Plays

X Group Tasks or Projects

X Class Engagement/ Participation

X Homework X Journals, Notebooks, Logs, Checklists, Inventories

X Assignments

Oral Demonstrations - Retelling/Summarizing Protocols and Reading Conferences: These are authentic assessment tasks that can provide both quantitative and qualitative information about students’ comprehension including their fluency, phonemic awareness, decoding abilities, and word recognition. Sample assessment Via retelling/summarizing conference assessments, which can be conducted for formative or summative (e.g., as a final exam) purposes, each student can be afforded the opportunity to demonstrate her/his skills and underlying strategy usage in a performance-based setting by being asked to read a text – orally or silently, depending on what is being assessed – and then asked a series of questions which can serve to identify the student’s understanding, interpretation and inference skills. In that we often retell, summarize, and share our thoughts about what we read in real-life situations, these assessment tasks mirror real-world abilities. Assessments can be managed by use of a scoring rubric that could include (a) accuracy of retell, (b) identification of text structure, (c) identification of main idea, (d) statement of opinion, and (e) transfer of text information, for example. Each dimension could be given a point value, in this case, for example four points for a total possible score of 20 points. Additional information can be gathered with regard to phonemic awareness, self-correction, and use strategies to support understanding (this usually involves the digital recording of the student reading). An adaptable sample rubric is provided here.

ESL Recall Protocol / Reading Comprehension

CATEGORY 4 - proficient 3 - developing 2 - emerging 1/0 - struggling

Can retell or summarize the text orally

Retells in proper sequence, wholly capturing the main idea(s) and using significant detail as support

Retells in proper sequence, generally identifying the main idea(s) and using a good amount of detail as support

Retells with 1 or 2 sequencing issues, partially indicating the main idea(s) and using some detail as support

Retells with several mistakes in the sequencing. Uses few details.

Can fluently read the text

All or almost all of the text is read with appropriate pausing, phrasing, stress, intonation, and rate.

80-89% of the text is read with appropriate pausing, phrasing, stress, intonation, and rate.

70-79% of the text is read with appropriate pausing, phrasing, stress, intonation, and rate.

Less than 70% of the text is read with appropriate pausing, phrasing, stress, intonation, and rate.




Can relate the text to personal experiences; give opinion or interpretation

Can relate and elaborate on several events, ideas, or elements in the text to personal experiences or provide well-supported opinion or interpretation

Can relate and explain several events, ideas, or elements in the text to personal experiences; can provide supported opinion or interpretation.

Can relate a few events, ideas, or elements in the text to personal experiences; can provide basic opinion or interpretation.

Is unable to make any connections with the events, ideas, or elements in the text; cannot give opinion or interpretation.

Can formulate questions from the text

Can ask numerous meaningful and well formulated questions referring to the text.

Can ask a several meaningful questions referring to the text.

Can ask a few uncomplicated questions about the text.

Is unable to formulate questions referring to the text

Is able to understand and utilize vocabulary from the text

Can define and use all new vocabulary words from the text using contextual or structural information.

Can define and use many new vocabulary words from the text using contextual or structural information.

Can define and use some new vocabulary words from the text using contextual or structural information.

Struggles to define and use new vocabulary words from the text and cannot use contextual or structural information as support.

Checklists, Inventories, Rating Scales: These types of assessment, which can be administered in formative and/or summative manner, can offer students the chance to monitor and determine their own skill and strategy development and achievement as they provide them with a means to self-assess. Such assessments have been shown to be powerful motivators as they offer students an opportunity to reflect on, manage, and gain greater understanding of their own learning and achievement. Faculty can conduct co-assessments based on observations and performances. Implementation can be done in a pretest-posttest manner. The example is adaptable for appropriate use with students of varying levels of English language proficiency. Sample assessment

SURVEY OF READING STRATEGIES Kouider Mokhtari and Ravi Sheorey, 2002

The purpose of this survey is to collect information about the various strategies you use when you read school-related academic materials in ENGLISH (e.g., reading textbooks for homework or examinations; reading journal articles, etc.). Each statement is followed by five numbers, 1, 2, 3, 4, and 5, and each number means the following:

‘1’ means that ‘I never or almost never do this’. ‘2’ means that ‘I do this only occasionally’. ‘3’ means that ‘I sometimes do this’. (About 50% of the time.) ‘4’ means that ‘I usually do this’. ‘5’ means that ‘I always or almost always do this’.

After reading each statement, circle the number (1, 2, 3, 4, or 5) which applies to you. Note that there are no right or wrong responses to any of the items on this survey.

No. Strategy Rating 1 I have a purpose in mind when I read. 1 2 3 4 5 2 I take notes while reading to help me understand what I read. 1 2 3 4 5 3 I summarize what I read to reflect on important information in the text. 1 2 3 4 5 4 I try to get back on track when I lose concentration. 1 2 3 4 5 5 I underline or circle information in the text to help me remember it. 1 2 3 4 5 6 I use reference materials such as dictionaries to help me understand what I read. 1 2 3 4 5 7 I use tables, figures, and pictures in text to increase my understanding. 1 2 3 4 5 8 I use context clues to help me better understand what I am reading. 1 2 3 4 5 9 I paraphrase (restate ideas in my own words) to better understand what I read. 1 2 3 4 5 10 I guess the meaning of unknown words by separating different parts of a word. 1 2 3 4 5 11 I think about what I know to help me understand what I read. 1 2 3 4 5 12 I preview the text to see what it is about before reading it. 1 2 3 4 5




13 When text becomes difficult, I read aloud to help me understand what I read. 1 2 3 4 5 14 I think about whether the content of the text fits my reading purpose. 1 2 3 4 5 15 I read slowly but carefully to be sure I understand what I am reading. 1 2 3 4 5 16 I discuss what I read with others to check my understanding 1 2 3 4 5 17 I skim the text first by noting characteristics like length and organization. 1 2 3 4 5 18 I adjust my reading speed according to what I am reading. 1 2 3 4 5 19 I decide what to read closely and what to ignore. 1 2 3 4 5 20 When text becomes difficult, I pay closer attention to what I am reading. 1 2 3 4 5 21 I stop from time to time and think about what I am reading. 1 2 3 4 5 22 I try to picture or visualize information to help remember what I read. 1 2 3 4 5 23 I use typological aids like boldface and italics to identify key information. 1 2 3 4 5 24 I critically analyze and evaluate the information presented in the text. 1 2 3 4 5 25 I go back and forth in the text to find relationship among ideas in it. 1 2 3 4 5 26 I check my understanding when I come across conflicting information. 1 2 3 4 5 27 I try to guess what the material is about when I read. 1 2 3 4 5 28 When text becomes difficult, I reread to increase my understanding. 1 2 3 4 5 29 I ask myself questions I like to have answered in the text. 1 2 3 4 5 30 I check to see if my guesses about the text are right or wrong. 1 2 3 4 5

SCORING GUIDELINES FOR THE SURVEY OF READING STRATEGIES Student Name: ________________________________________________ Date: __________

1. Write the number you circled for each statement (i.e., 1, 2, 3, 4, or 5) in the appropriate blanks below. 2. Add up the scores under each column and place the result on the line under each column. 3. Divide the subscale score by the number of statements in each column to get the average for each subscale. 4. Calculate the average for the whole inventory by adding up the subscale scores and dividing by 30. 5. Use the interpretation guidelines below to understand your averages.

Global Reading Strategies (GLOB Subscale)

Problem Solving Strategies (PROB Subscale)

Support Reading Strategies (SUP Subscale)

Overall Reading Strategies (ORS)

1. ________ 3. ________ 4. ________ 6. ________ 8. ________ 12. _______ 15. _______ 17. _______ 20. _______ 21. _______ 23. _______ 24. _______ 27. _______

7. ________ 9. ________ 11. _______ 14. _______ 16. _______ 19. _______ 25. _______ 28. _______

2. ________ 5. ________ 10. _______ 13. _______ 18. _______ 22. _______ 26. _______ 29. _______ 30. _______

GLOB ______ PROB ______ SUP ______

_____ GLOB Score _____ PROB Score _____ SUP Score ____Overall Score / 13 / 8 / 9 / 30 _____ GLOB Average _____ PROB Average _____ SUP Average ____ Overall average KEY TO AVERAGES: 3.5 or higher = High 2.5 – 3.4 = Medium 2.4 or lower = Low




INTERPRETING YOUR SCORES: The overall average indicates how often you use reading strategies when reading academic materials. The average for each subscale shows which group of strategies (i.e., Global, Problem Solving, or Support strategies) you use most often when reading. It is important to note, however, that the best possible use of these strategies depends on your reading ability in English, the type of material read, and your reading purpose. A low score on any of the subscales or parts of the inventory indicates that there may be some strategies in these parts that you might want to learn about and consider using when reading (adapted from Oxford 1990, pp. 297-300). Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students reading strategies. Journal of Developmental Education, 25 (3), pp. 2-10. In-class and Homework-based Assignments, Quizzes, and Tests: These assessments may include, for example, multiple choice, true/false, matching, short answer, sentence completion and construction, labeling, editing and error correction, contrastive analysis, summaries, problem solving, and/or defining tasks. They can be implemented in-class, as homework, individually or in collaborative pair or group settings, and different parts might be administered orally or in writing. The following is provided as an example of a text-based assessment that allows students to demonstrate various reading comprehension skills and strategies. Sample assessment Pre-reading and During Reading Assignments Previewing and Predicting Vocabulary Preview – A. Look over the focus words that you will encounter in the first reading in our Culture and Identity unit. Working with a partner, but without using a dictionary or translating, discuss what you know about the words and make notes about each in the margins of the page or in your own notebook.

Academic Vocabulary demonstrate to found insufficient

to mature to modify a myth an opponent proficient

Multiword Vocabulary to grit one’s teeth to hone a skill to keep up with a leading role

to look the part to make the case to stretch the truth to talk one’s way into

B. The following words appear in the reading. Review these words with your partner and answer the questions that follow.

brand cash registers disciples employees enlightenment karate chop

monks robes self-defense temple training warfare

1. Which words are connected to fighting? How do you know? 2. Which words are connected to business? Why do you think this? 3. Which words suggest that the reading might be about religion and philosophy? Why?

Reading Preview – Look at the time line on the second page of the text, and discuss the following questions with your success team.

1. When was the Shaolin Temple founded?




2. What happened in 1928? 3. When did a lot of Americans learn about the Shaolin Temple? Why?

Predicting What do you think this reading will be about? Use the previewed vocabulary words to support your prediction(s). Active Reading As you read the first text, use the vocabulary color-coding strategies, underlining techniques, and annotating skills that we have learned and that help you read and understand. You can preview the side questions if you want as well and answer them as you read and according to the paragraph to which they refer, or you can wait until you are finished reading the entire text. Circle any words that you do not know. Try to surmise their meanings from the context. Know that there we will do activities to help us learn many of the words. ENJOY!




1. The purpose of paragraph 2 is to explain _______. a. the history of the Shaolin Temple b. how kung fu came to be used for fighting c. why monks had to fight

2. The main idea of paragraph 4 can be found in sentence ____

a. 1 b. 2 c. 3




4. The main idea of paragraph 7 is that _______.

a. Hu’s school is different from the larger kung fu academies in Dengfeng

b. the students at Hu’s school are not required to pay a lot of money

c. fighting is the most important element of kung fu

3. The most useful annotation for paragraph 6 would be _______.

a. Hu Zhengsheng = disciple of Yang Gutwu, Shaolin master

b. Hu Zhengsheng = handsome and confident movie star




5. The purpose of paragraph 8 is to show examples of _______.

a. saving money b. “eating bitterness” c. outdoor drills

6. The most useful annotation for paragraph 10 would be _______.

a. H.Z. = early history/how he became a Shaolin master

b. H.Z. = childhood/why he was obsessed with kung fu

c. H.Z. = demonstration/how he learned a first strike

7. In paragraph 11, the writer probably decided to end the test with this example because _______.

a. It explains what happens when a student hurts his/her ankle at school

b. It describes another way that Hu’s school is very difficult for students

c. It shows that the next generation is continuing the traditions of kung fu




CSLO 2: Demonstrate ability to use structural information, contextual clues, and cohesive devices as well as an English language dictionary to infer and define meaning, and learn and use new words and idiomatic language at an advanced level of proficiency. CSLO 2 can be assessed with such instruments as the following:


X Portfolios X Sentences, Essays and Paragraphs

Oral Presentations

Projects

Field Trips Simulation Group Projects

X Class Participation

X Homework X Journals, Notebooks, Logs

X Assignments

Vocabulary Notebooks: This tool is used to assess students’ vocabulary acquisition over time. Vocabulary notebooks

can be critical tool in student word learning, providing a single place for students to record their growing vocabulary

base and ability to use the words they are encountering. Periodic review of the notebooks by the students and faculty

is a crucial component of the use of this instrument. A simple rubric indicating the degree of completeness,

originality, accuracy, and understanding through use can be utilized using this scale – 4 excellent – 3 good – 2 fair – 1 needs work. Students can be provided a means to self‐assess their receptive and productive acquisition of the words.

Sample assessment LMC ESL Vocabulary Development Notebook

When using a vocabulary notebook, you will need to decide how to organize it. Common ways are:

alphabetically - list the words according to their first letter A, B, C, D, ... Z. date - list the words according to the date you first saw them grammatical organization - all the verbs together, all the nouns together etc. topic - all the words related to a particular subject together - word families and lexical sets

Organizing words alphabetically is fine when you want to know about a word that you hear or read. Topic organization is better if you want to find a word to use productively in your writing or speech. A good suggestion is to organize the main part of your vocabulary notebook by topic or class and have an alphabetical index at the back of the book which refers to the topic areas or class. Your notebook will be assessed using this scale – 4 excellent – 3 good – 2 fair – 1 needs work – and rating your completeness, accuracy, and understanding through use.

Sentence you first heard/read the word Part of speech Relationships (other words in the family) Pronunciation and spelling Formation (affixes and roots)

Definition Word Connotation (positive/negative) Synonyms Antonyms Collocations Usage (formal / informal, where, and when) Personalization of word (your own sentence, picture, relation, question, categorization, or other)




In-class and Homework-based Assignments, Quizzes, and Tests: These assessments may include, for example, definition recognition, synonym identification, meaning from context inferencing, matching, short answer, correct word choice, sentence completion and construction, part of speech labeling, and cloze tasks. They can be implemented in-class, as homework, individually or in collaborative pair or group settings, and different parts might be administered orally or in writing. The following are two examples of assessment suitable for this low-beginning–beginning level of vocabulary instruction Sample assessment Vocabulary Practice Using Context Clues – Find the words in bold in the first reading from our Culture and Identity unit. Use the context and the sentences below to help you match each word to the correct definition.

_____ 1. The film is based on a Greek myth (¶ 2) and tells the story of Hercules

a. skillful; able to do something well

_____ 2. The book was modified (¶ 2) for a younger audience so that they could understand the story.

b. a person who plays of fights against another

_____ 3. Joana is a proficient (¶ 2) speaker of three languages: Chinese, Spanish, and Italian.

c. not enough for a particular purpose

_____ 4. After all of his training, Juan defeated his opponent (¶ 6) easily. d. a story from ancient cultures about history, gods, or heroes

_____ 5. Three friends founded (¶ 7) a charity that provides sports education for low-income children.

e. to grow to full size or mental ability

_____ 6. The court dismissed the case because of insufficient (¶ 8) evidence. f. to show how something works _____ 7. As Tad matures (¶ 9), he is becoming more and more responsible. g. changed slightly _____ 8. In the workshop, the computer scientist will demonstrate (¶ 10) how the new technology can be used.

h. started and financially supported an organization

Increasing Understanding and Collocation – The words in bold below show academic words from above and the words that they often appear with (or “collocate” with). Complete the sentences with your own ideas.

1. Ancient myths are stories of goes and heroes of long ago. One popular myth from my culture is _____ 2. When food is genetically modified, it means that _____ 3. When people interview for a job and say that they are somewhat proficient at using a type of software, they

probably mean that _____ 4. When a school or university is founded by a famous person, the institution often honors that person by _____ 5. When people complain that they have insufficient funds, they mean they _____ 6. If someone is an outspoken opponent of a political party, it means, s/he _____ 7. As children mature, they begin to _____ 8. One way that students demonstrate knowledge of a particular subject is by _____

Applying Your Understanding – Write answers to the following questions. Use the words in bold in your answers. We will have a share and review exchange later.

1. How proficient are you in English? Do you think that you are better at reading, speaking, or writing in English? 2. As you mature, do you enjoy the same type of movies that you liked 10 years ago, or have your movie preferences

changed? Explain your answers. 3. Do you think that students can make the case that tests do not always demonstrate their ability in English? Why

or Why not? 4. Who are some characters from ancient myths from your culture or cultures you know? What do you know about

them? 5. If you had a chance, what type of charity would you like to found? Explain your answers. 6. Who plays the leading role in your favorite movie? 7. What is one time that you stretched the truth a little when telling a story? Explain your answer.




CSLO 3: Write, edit, and revise academic paragraphs and expository essays, which integrate and synthesize course readings, discussions, and own opinions/reactions/ideas and are clearly focused, well developed, logically organized, and show developing syntactic maturity at an advanced level of proficiency

CSLO 3 can be assessed with such instruments as the following:


X Portfolios X Essays and Paragraphs

Oral Presentations

Projects

Field Trips Simulation Group Projects

X Class Participation

X Homework X Journals, Notebooks, Logs

X Assignments

Major Essay Assignments: Students will write three academic, thesis-driven essays using information and ideas from the course text or texts, which will include diverse perspectives and worldviews. Essays should be 4-5 or 6-7 pages in length. Each major essay will require students to synthesize ideas from a fiction text along with their own ideas. Students will also write at least two rough drafts for each essay in order to demonstrate the ability to revise. The first draft will focus on organization and content revision and the; second draft will focus on sentence structure, word choice and grammar revision.

Sample assessment Essay / Outliers ESL 044-FALL 2017 ESSAY # 2 Instructor: Mónica Tapiarené In Outliers, Malcolm Gladwell asserts, “It is only by asking where they are from that we can unravel the logic behind who succeeds and who doesn’t” (10). Gladwell further argues, “The culture we belong to and the legacies passed down by our forebears shape the pattern of our achievement” (19).

PROMPT: Does success in the U.S. depend on one’s culture and/or place of origin?

Write an argumentative essay. Please support your position with quotes and paraphrases from Outliers by Malcolm Gladwell (all chapters we read in class, including Ch. 8 – Rice Paddies and Ch. 9 – “Marita’s Bargain” Part 1 and 2), Reaching Out by Francisco Jiménez, and your personal experience and observations. This is a reading based, synthesis-argumentative essay. Please incorporate quotes and paraphrases from the readings. This is not a research paper. Please do not use other sources. Do not use Wikipedia. Please include at least 3 relevant quotes per paragraph. Use the “reporting verbs” and “hedges/boosters” from Elements of Success 4 (required). Use the reading responses you have already written or provide new quote analysis using the 1b, 3c, 4d, 7c strategies (required). The 1st draft is due the day of your appointment: Nov. 8, 13, 15 or 20: The FINAL draft is due Wednesday, November 22th at 9:00 a.m. No late papers. I am giving you two weeks to work on your essay. Please plan accordingly.




OPTION A Introductory paragraph:

Hook [a quote, a shocking statement, a statistic, an anecdote. Define SUCCESS {in your own words – you have already written the definition. Look at your notes} Thesis: The thesis is the answer to the prompt: Does success in the U.S. depend on one’s culture and/or place of origin? -Success in the U.S. depends on one’s culture and or place of origin because ___1__, ____2___, and___3_____ -Success in the U.S. does not depend on one’s culture and/or place of origin because __1__, ___2_, and ____3____ or -Even though ___________________________, _____________________.

Supporting Paragraph: Reaching Out

Topic Sentence: Key word from the thesis (1) must appear in the topic sentence: Support Support Support

Supporting Paragraph: Outliers


Personal experience / observations paragraph

Topic sentence: Key word from the thesis (3) should appear in the topic sentence:

Conclusion Re-state your thesis. Final comments / reflection

OPTION B Introductory paragraph:

Hook [a quote, a shocking statement, a statistic, an anecdote] Define SUCCESS {in your own words – you have already written the definition. Look at your notes}




Thesis: The thesis is the answer to the prompt: Does success in the U.S. depend on one’s culture and/or place of origin? -Success in the U.S. depends on one’s culture and or place of origin because ___1__, ____2___, and___3_____ -Success in the U.S. does not depend on one’s culture and/or place of origin because __1__, ___2_, and ____3____ or -Even though ___________________________, _____________________

Supporting Paragraph: Reason 1 (why you agree or disagree):


Supporting Paragraph: Reason 2 (why you agree or disagree):


Supporting Paragraph: Reason 3 (why you agree or disagree) or Personal experience / observations paragraph

Topic sentence: Key word from the thesis (3) should appear in the topic sentence: Support Support Conclusion: Re-state your thesis. Final comments / reflection

OPTION C: Please talk to the instructor about other possible essay organization format.

ESL-095WR/ESL-044 ESSAY EVALUATION RUBRIC AND FEEDBACK WORKSHEET Name: ___________________________________________________ Score: ___________________________

Assignment Feedback Exemplary/ Distinguished

“A”

Proficient/ Good “B”

Developing/ Competent

“C”

Limited/Not Yet/Needs

Improvement “D” - “F”

CRITICAL ANALYSIS




Essay has a clearly stated thesis statement, usually placed near the end of the introductory paragraph. Thesis is appropriate for audience and purpose

Make thoughtful claims [points/ideas/opinions] at the beginning of each paragraph that state part of the answer to the essay question.

Support claims with appropriate and detailed evidence from the readings and experience and/or prior knowledge or opinions [remember: one of the central purposes of the essay is to demonstrate mastery of the readings, so if there is too much personal opinion or experience then the essay is not completing the assignment requirements].

Show evidence that the student has completed and comprehended the readings and understood the writing task by accurately explaining what the author and/or evidence means

Paraphrase and quote skillfully so the author’s meaning remains true and accurate, but your own voice also emerges

ORGANIZATION Separate paragraphs. Each paragraph focuses on one main idea

Each paragraph has a clear and concise topic sentence that summarizes the paragraph and is relevant to the thesis.

Each paragraph contains one claim/reason + evidence + explanation of evidence. Contains abundant specific examples, details and illustrations drawn from the readings as well as the student’s experience to fully develop the main point as expressed in the topic sentence.

PROOFREADING SYNTACTICAL MATURITY Show emerging accuracy in terms of Standard Academic English rules: --shows use of punctuation rules especially that we have reviewed in class.

Uses sentence-combining skills covered in class. Essay has a maximum of two fragments, two run-ons and two comma splices or a total of 6 errors.

The essay reflects the sentence-combining skills covered in class though sentence structure may be occasionally awkward, choppy or ineffective.

Awkward sentences may occasionally impede understanding. Student attempts to use the sentence-combining skills covered in class although may not be entirely successful.

Frequent errors in punctuation. No evidence of sentence-combining strategies.

GRAMMAR May contain some minor errors in grammar and an occasional major error. Student recognizes during the conference that grammatical errors were, in fact, for the most part, proofreading errors

Errors may occasionally impede understanding. However, most sentences are sound and generally acceptable. Student acknowledges grammar and proofreading errors.

Frequent errors, both major and minor. Student is clearly struggling with some major grammatical concepts, but makes an effort to correct them during the student/teacher conference.

Sentences are difficult to understand due to frequent errors, both major and minor. Student may have significant problems with grammar.

VOCABULARY / WORD CHOICE -Wrong word

Essay has a maximum of four

Essay has less than eight errors.

Essay has more than ten errors.

Student is struggling with




-Wrong word form / wrong Part of speech -wordiness

errors. Mostly, proofreading errors

Some are proofreading errors; some are errors

–not proofreading errors

word choice and parts of speech.

“The purpose of this assessment is to give feedback and to enhance performance on future assignments. Students should have a clear sense of their strengths and areas of improvement. The instructor tracks student progress and sees that they are improving in all areas.” (Borrowed from English 95). Sample assessment Essay – Final Exam Essay ESL 044-FALL 2017 ESSAY # 3 Instructor: Mónica Tapiarené

PROMPT: How is this country shaping or influencing who you are and what you are becoming?

Write a comparison/contrast essay. Follow one of the formats indicated in the Rubric. Please support your position with quotes and paraphrases from Outliers by Malcolm Gladwell, Reaching Out by Francisco Jiménez, and your personal experience and observations. This is a reading based essay. Please incorporate quotes and paraphrases from the readings. BRAINSTORMING: Answer the following questions. Write your key ideas in the Comparison/Contrast Rubric HANDOUT The answers to the following questions will help you generate ideas: Brainstorming:

1. Compare the educational system and educational opportunities you had (or did not have) in your country of origin to the American educational system and the educational opportunities you have (or you don’t have) in the U.S.

2. Compare the job opportunities you had (or did not have) in your country of origin and in the U.S.

3. What has influenced you? Please be specific. Narrate the event with details. 4. Who has influenced you? Be specific. Narrate the event. 5. Are you the same “Maria” who grew up in Mexico or “Habib” who grew up in Iran? What changes have you noticed in your personality, way of thinking, work ethic and goals. Please be specific. Write the year you came to the U.S., your first experiences with the culture, language, interaction with people and with the system. Then, reflect on how this country has shaped or influenced who you are now and what you are becoming. See C/C Rubric for guidance.

Please read the prompt again: PROMPT: How is this country shaping or influencing who you are and what you are becoming?

Write a comparison/contrast essay. Please support your position with quotes and paraphrases from Outliers by Malcolm Gladwell, Reaching Out by Francisco Jiménez and your personal experience and observations.




This is a reading based, synthesis essay. Please incorporate quotes and paraphrases from the readings. The final draft is due the day of the final exam. (Please see Essay Rubric on following pages.)




ESL 044‐ COMPARISON/CONTRAST RUBRIC

SUBJECT ‐ BY ‐ SUBJECT

INTRODUCTION/THESIS /5 POINTS

IS THE THESIS CLEAR? IS THE WRITER INFORMING OR PERSUADING? IF thesis is NOT clear, RE‐WRITE.

SUBJECT A: Y OUR COUNTRY OF ORIGIN /40 points

TOPIC SENTENCE: YES / NO.

NO TOPIC SENTENCE? PLEASE WRITE IT HERE:

POINT 1: EDUCATIONAL SYSTEM / EDUCATIONAL OPPORTUNITIES

YOUR IDEAS / NARRATIVE

LEAD IN/Paraphrase or QUOTE/ANALYSIS


POINT 2 JOB OPPORTUNITIES




POINT 3 NARRATE YOUR PERSONALITY, GOALS, IDEALS BEFORE YOU CAME TO THE U.S.

REFLECT

WHO / WHAT INFLUENCED YOU?

IS THE PARAGRAPH BALANCED? ‐‐> SAME "AMOUNT OF INFORMATION FOR EACH POINT?

IF NOT, WHAT POINT NEEDS MORE INFO/ANALYSIS?

IS THIS PARAGRAPH COHERENT? IF NOT, WHAT NEEDS TO BE ADDED/DELETED?




SUBJECT B: IN THE U.S.A. 40 points



POINT 1: EDUCATIONAL SYSTEM / EDUCATIONAL OPPORTUNITIES




POINT 2 JOB OPPORTUNITIES




POINT 3 ARE YOU THE SAME PERSON? Please answer question 5 ‐ Essay Guidelines

YOUR IDEAS / REFLECTION

WHO / WHAT INFLUENCED YOU? quotes from Outliers and Reaching Out




CONCLUSION 5 points

RE‐STATE THESIS ‐ FINAL COMMENTS/REFLECTION

GRAMMAR/SENTENCE STRUCTURE /10 POINTS

fragments

run ons

comma splices

informal language

verb tenses

word choice/translation issues




ESL 044 ‐ COMPARISON/CONTRAST RUBRIC

POINT ‐ BY ‐ POINT

INTRODUCTION/THESIS /5 POINTS

IS THE THESIS CLEAR? IS THE WRITER INFORMING OR PERSUADING? IF thesis is NOT clear, RE‐WRITE.

POINT 1: EDUCATIONAL SYSTEM / EDUCATIONAL OPPORTUNITIES /27 points



SUBJECT A: IN YOUR COUNTRY


SUBJECT B: IN THE U.S.







POINT 2: JOB OPPORTUNITIES /27 POINTS



SUBJECT A: IN YOUR COUNTRY

IDEAS / NARRATIVE




POINT 3: ARE YOU THE SAME PERSON WJO GREW UP IN xxxx (YOUR COUNTRY OF ORIGIN)? /27 points



SUBJECT A: GROWING UP IN YOUR COUNTRY


WHO and WHAT INFLUENCED YOU?

SUBJECT B: LIVING IN THE U.S.


WHO and WHAT INFLUENCED YOU? quotes from Outliers and Reaching Out




CONCLUSION /5 points

RE‐STATE THESIS ‐ FINAL COMMENTS/REFLECTION

GRAMMAR/SENTENCE STRUCTURE /10 POINTS

fragments

run ons

comma splices

informal language

verb tenses

word choice/translation issues




CSLO 4: Practice, describe, and assess understanding and use of habits of mind/thinking dispositions to effectively support learning vocabulary, reading skills and strategies, reading to learn, writing, and interrelated language development.

CSLO 4 can be assessed with such instruments as the following:

LMC ESL Thinking Dispositions/Habits of Mind Assessment Matrix – Writing and Language Awareness

Language Focus Assessment Instrument

Thinking Disposition / Habit of Mind

Selected Response

Open-ended

Response Checklist

Performance Observation

Interview Rubric Journal,

Log, Diary

Portfolio

Writing

6 Communicate Clearly

5 Innovate

7 Reflect

8 Collaborate

Language Awareness

14 Pay Attention

15 Find Humor

16

Seek Out and Respond with Wonderment and Awe

Adapted from Costa, A. and Kallick, B. Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success (2008), p. 218-219. Sample assessment

LMC ESL Habits of Mind – Intelligent Behaviors and Thinking Dispositions – Performance Rubrics Using a scoring guide, the rubric(s) is/are performance-based assessments that seek to measure or rate the quality of a student’s intelligent behavior as applied to or employed by the student in support of learning, understanding, engaging in specific ESL course content and related activities, opportunities, and challenges. The five-point rubric, ranging from "no concept" to "exemplary," was designed to focus on the Habits of Mind (HoM) woven into the LMC ESL curriculum, including our program, course, lesson, and instructional student learning outcomes. It is meant to provide an assessment that may be used in formative and/or summative manner to determine and describe interconnected levels of academic achievement and functional performance. It may be presented as a pre-test/post-test or as a recurring progress monitoring tool. It can also be used in an oral interview setting. It is based on Costa and Kallick's 16 Habits of Mind, includes elements from Bloom's Revised Taxonomy and Marzano's Dimensions of Learning and 21st Century Learning Skills, and features the LMC ESL faculty’s own original pedagogical and instructional mindsets, philosophies, and practices. Instructions Scoring requires the assignment of one of the numbers for each HoM in the spaces provided to the right of the descriptions. The overall score across all Habits of Mind for a specific course is determined by adding the scores from each of the HoM.




Overall Scoring No Concept – 0 Limited – 1-3 Developing – 4-6 Proficient – 7-9 Exemplary – 10-12

Used in a pre/post model or as a progress monitoring tool, the same teacher should pre- and post- assess the student to be consistent in scoring. The score should reflect the student’s advancement, success, and strengths, and it should also encourage him/her to continue to develop greater independence in applying the thinking disposition(s), becoming increasingly sensitive to times when using the HoM would be beneficial, building greater inclination to using (i.e., desiring and seeking out situations in which to use) the HoM, and monitoring and evaluating her/his own skills and behavior. Student Name: _______________________________________ L1: ___________________________ ESL Course: _____________ # of Semesters at LMC: _______________ Date(s) of administration(s): __________ __________ ________ __________ __________

WRITING 7. COMMUNICATE CLEARLY: Thinking and communicating with clarity and precision Be clear. Aim to communicate carefully and skillfully in both written and oral form. Think and interact with clarity and precision. Avoid overgeneralizations, distortions, deletions and exaggerations. Compose, present, discuss, and express yourself with composure and confidence. When engaging in ESL writing learning, application, and creation opportunities, the student uses vague and imprecise language; does not communicate clearly or effectively. No Concept –

0

score(s)

with considerable assistance, expresses thoughts and ideas using generally nondescriptive language through written and oral communication.

Limited – 1

with some assistance, formulates thoughts and ideas using some degree of specific language through written (and oral) communication.

Developing – 2

mostly articulates accurately, clearly, and effectively in written (and oral) communication; mainly avoids overgeneralizations, omissions, and misrepresentations/biases.

Proficient - 3

articulates exactly and distinctly in written (and oral) communication using precise language and demonstrates complexity with supporting statements.

Exemplary - 4

5. INNOVATE: Creating, imagining, and innovating Make and take time to imagine and be creative. Work to build fluency and eloquence of expression. Don't just recycle. UPCYCLE! Look for new ideas everywhere, and share everything. Desire and achieve originality. Fail UP! - "Ever tried. Ever failed. No matter. Try again. Fail again. Fail better." ~ Samuel Beckett When engaging in ESL writing leaning, application, and creation opportunities, the student appears satisfied with status quo; cannot generate any new ideas or see more than a/the given or common

solution. No Concept – 0

score(s)

seldom makes attempts to compose/construct or solve problems with some thoughtfulness and imagination; may rarely describe different ways of looking at a situation.

Limited – 1

generates original ideas, sentences, opinions sometimes; can be resourceful while crafting; retains a tendency to “play it safe” and possibly reproduce what believes is expected.

Developing – 2

strives for greater and greater originality and fluency of ideas; employs flexibility and elaboration techniques; can produce cleverly written products.

Proficient - 3

evaluates to refine work; seeks out and UPCYCLES constructive criticism; engages discovery, visioning, and experimentation to reach unexpected levels of written products.

Exemplary - 4

8. REFLECT: Thinking about your thinking

Think about your thinking. Recognize the thinking strategies you use to accomplish different tasks. Know your knowing. Be aware of your own thoughts, feelings, and actions and their effects on the work your do and on others. Learn how you learn. When engaging in ESL writing learning, application, and creation opportunities, the student




is unaware of individual learning processes; does not wonder or evaluate how own thinking affects learning and performance; seemingly does not care about the effects of own actions.

No Concept – 0

score(s)

has a restricted awareness of certain basic learning processes; slim ability to understand s/he knows and doesn’t know or describe thinking; seldom forms mental questions while seeking understanding, meaning, or information.

Limited – 1

is aware of individual learning processes with guidance from the teacher or using visual modals; with teacher guidance can sometimes describe thinking and explain small benefits gained from thinking about own thinking

Developing – 2

is aware of and applies individual learning processes and can explain strategies in own decision-making and how thinking about her/his thinking helps own learning and helps improve her/his written work.

Proficient - 3

can consciously reflect on which learning processes work and which do not; adjusts accordingly; can explain in detail processes to others; is aware of own actions and their effect of written work and on others.

Exemplary - 4

9. COLLABORATE: Thinking interdependently Work together. Want and be able to work with and learn from others. "I'm on your team. Be on my team." ~ Kid Pres. Participate. Engage. Share. Be accountable. Think interdependently. Learn, Teach, Know, and Grow TOGETHER! When engaging in ESL writing learning, application, and creation opportunities, the student prefers to work alone; is intolerant of others or tries to dominate others; interrupts, “shows off,” or ignores

group/pair activities to pursue individual interests. No Concept – 0

score(s)

is able to partially accomplish tasks; works ineffectively in groups and/or partner situations; shows restricted ability or desire to think in concert with others and/or support group efforts.

Limited – 1

can work cooperatively and is able to accomplish tasks in certain group and/or partner settings; occasionally shows sensitivity to others and their needs; shows sporadic realization of intellectual and creative power of team work.

Developing – 2

is open and receptive to feedback from others; mainly draws positive energy from group/partner interactions while accomplishing tasks, undertaking necessary roles and responsibilities, and showing sensitivity to others.

Proficient - 3

engages in collaborative work and assumes different roles and responsibilities to accomplish tasks effectively using group dynamic skills; wants to be and is a team player; helps others stay focused and successfully moves the group or dyad toward the goal.

Exemplary - 4




Method of Evaluation/Grading:

Performances, Observations, Interviews, Conferences (CSLOs 1, 2, 3, 4) 40-45% Reading and Vocabulary Quizzes and Exams (CSLOs 1, 2, 3, 4) 25-30% Logs, Notebooks, Journals, Self-Assessments (CSLOs 1, 2, 3, 4) 15-20% In-class and Homework Assignments, Activities, and Participation (CSLOs 1, 2, 3, 4) 20-25%

A-level Achievement A-level work of students at this LMC advanced level of English language proficiency regarding academic and critical reading, vocabulary, writing, and thinking is characterized by excellent ability to comprehend texts that are multipage nonfiction and fiction works spanning ethical, academic, cultural, and professional topics (90-100% of the time). A high degree of agility in applying before, during, and after reading schema-building, inference, analysis, evaluation, and interpretation skills and strategies to improve English language development is demonstrated on a regular basis (90-100% of the time). The work shows mastery of the appropriate and even creative use of high frequency academic words and language (at least 90% correct), and advanced dexterity in using context to support understanding. Essays shows evidence that the student has completed and comprehended the readings and understood the writing task. Essay fully responds to the assignment. It has a clear focus with a stated thesis statement. Each paragraph contains abundant specific examples, details and illustrations drawn from the readings as well as the student’s experience, to fully develop the main point as expressed in the topic sentence. Paragraphs show thoughtfulness (analysis, reflection, explanation, commentary). Student always uses MLA format correctly for formatting and citation purposes. Demonstrates knowledge of sentence mechanics and grammar (with minimal errors). Reflection on and employment of content-specific thinking dispositions are advanced. C-level Achievement C-level work of students at this LMC advanced level of English language proficiency regarding academic and critical reading, vocabulary, writing, and thinking is characterized by satisfactory ability to comprehend texts that are multipage nonfiction and fiction works spanning ethical, academic, cultural, and professional topics (70-79% of the time). An average capability in applying before, during, and after reading schema-building, inference, analysis, evaluation, and interpretation skills and strategies to improve English language development is noticeable (70-79% of the time). The work shows adequate use of academic words and language (at least 70% correct), and a passing ability in using context to support understanding. Essay has “average” thoughtfulness in meeting the assignment’s minimal requirements. Essay has an identifiable focus with a recognizable thesis. Writing is organized, but may lack clarity or be somewhat ineffectively organized in some places. Supports thesis with a bare minimum of detail and analysis. May have some errors in MLA format or citation. Demonstrates a basic understanding of sentence mechanics. Errors in grammar, punctuation, and spelling are present, but do not interfere with meaning. Reflection on and employment of content-specific thinking dispositions are satisfactory.




Course Content: English language and writing, reading, and vocabulary skill and strategy development and refinement for non-native English speaking students in this course occurs through the following units of instruction and according to the given percentages of time/attention/focus over the course of a semester

25% Academic Critical Reading and Thinking at an advanced level of English language proficiency Critically and actively reading, comprehending, responding to – via analysis, evaluation, interpretation,

and discussion – texts Learning, practicing, reflecting on, and reviewing academic critical and active reading and thinking skills

and strategies

20% Academic Vocabulary at an advanced level of English language proficiency Developing vocabulary within the reading contexts and high frequency target words mainly as on the

NAWL (new academic word list) and including some also on the NGSL (new general service list) Learning, practicing, reflecting on, and reviewing vocabulary learning strategies

15% Habits of Mind/Thinking Disposition at an advanced level of English language proficiency Learning, practicing, reflecting on, applying, discussing thinking dispositions to effectively support

learning vocabulary and reading skills and strategies, reading to learn, writing, and interrelated language development

40% Academic Writing at an advanced level of English language proficiency

Writing complete sentences. (subject + predicate) Writing simple, compound, complex and compound complex sentences:

Learn how to combine sentences appropriately using coordinating conjunctions, subordinating conjunctions, conjunctive adverbs, and various phrasal constructions

• Reporting the authors’ ideas - summarizing, paraphrasing and quoting using MLA in text citations: Learn how to quote, summarize and paraphrase Report authors’ ideas using effective summaries and paraphrases. Paraphrase authors’ ideas using students’ own words (encouraging the use of synonyms and new and creative ways of expressing ideas in writing) without changing the authors’ ideas.

Writing expository texts: paragraphs and essays Showing advanced accuracy of Standard (U.S.) Academic English – within the non-native English

language learner ranges of proficiency and expectation Learn and practice proofreading strategies, and identify and correctly understand and manage sentence structure and grammatical challenges and opportunities

Using North American Academic English in terms of composing: key concepts, tone, and vocabulary

Advanced Active and Critical Reading and Thinking

Advanced Writing, Syntax, and Grammar

Advanced Vocabulary Development

Previewing a reading Recalling information Skimming information Scanning for information Summarizing information Learning independently to improve reading skills Reading for comprehension (strategies, text organization) Understanding charts Using headings to create an outline Creating a flowchart

From paragraphs to essays reviewed Genre and style in writing Seven stages of the writing process Improving model paragraphs and essays Introductions and conclusions Using or avoiding personal language Adapting semi-formal style for academic writing Paraphrasing: plagiarism and; successful paraphrases; using paraphrases as support

Academic and professional vocabulary Idiomatic language Understanding meaning from context Understanding Antonyms Choosing the correct dictionary definition Understanding Synonyms Understanding phrasal verbs Using common expressions and idioms Understanding collocations Anaphoric and cataphoric reference words




Understanding a timeline Organizing information in a chart Understanding graphics Creating an outline Creating an information chart Getting the main ideas Identifying supporting information Making inferences Getting meaning from context Recognizing point of view Interpreting statistics Recognizing reference markers Understanding a study Analyzing literacy excerpts Identifying problems/solutions Understanding organization Connecting purpose to main ideas Understanding purpose/sequence Annotating Assessing the reliability of sources Note taking Identifying and explaining reasons Evaluating Assessing the author’s bias Analyzing survey results Explaining opinions Discussing theories Explaining the author’s tone Making analogies Inferring the author’s opinion Describing reasons Explaining answers Determining the author’s viewpoint Discussing and comparing reasons Taking and discussing a class survey Giving examples to support answers Explaining the author’s bias Determining the author’s purpose Discussing advantages and disadvantages Giving reasons for why you agree or disagree Discussing possible outcomes Drawing inferences from text Evaluating evidence Reflecting on own experience Evaluating Recommendations Inferring tone and attitude Integrating information Synthesizing information Identifying benefits Understanding causes/effects Identifying trends Understanding reference Applying ideas to other contexts

Summarizing: main ideas, chapter article, academic, response Academic integrity versus plagiarism Self- and peer review (with review sheet) Shifting style from conversational or informal to formal Writing reference list entries in MLA styles Avoiding gender-exclusive language Forming outlines Expository writing Argumentative essay Citing source material Unity Coherence Thesis statements Sentence variety Transitions Hooks Organization Titles Background information Clarity Developing ideas Word choice Using direct quotations and indirect speech Using indicators that signal shifts in verb tense and voice Metaphor and simile in writing Writing on an assigned topic Tense and aspect Articles, nouns, and noun phrases Passive voice Independent and dependent clauses Simple, compound, complex, and compound complex sentences Relative clauses (defining and non-defining) Punctuation: Commas, colons, apostrophes Conditional sentences Subject-verb agreement Fragments, run-ons, and coma splices Pronoun use

Language of attribution Linking words that perform different functions Exemplification Reporting verbs Understanding adverbs and adjectives Identifying parts of speech Word Forms: Recognizing the suffix -al Recognizing the suffixes -ance and -ence Recognizing the suffix -ity Recognizing the suffix -al Recognizing the suffix -ly Recognizing the suffix -ful Recognizing the suffixes -ion and -tion Recognizing the suffix -ment




Lab By Arrangement Activities (If Applicable): Instructional Methods:

Lecture Lab Activity Problem-based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role-Playing Discussion Computer Assisted Instruction Other (explain) ________________________________________

Textbooks: Reading and Vocabulary Lorraine C. Smith and Nancy Nici Mare, Reading for Today 4: Concepts, Fourth Edition, 2017. Lorraine C. Smith and Nancy Nici Mare, Reading for Today 5: Topics, Fourth Edition, 2017. Laurie Blass and Jessica Williams, 21st Century Reading 4: Creative Thinking and Reading with TED Talks, First Edition, 2016. Tania Pattison, Critical Reading: English for Academic Purposes, First Edition, 2015. Paul MacIntyre and David Bohlke, Reading Explorer 4, Second Edition, 2015. Robert F. Cohen and Judy L. Miller, Longman Academic Reading Series 4: Reading for College, First Edition, 2016. Catherine Mazur-Jefferies, Reading and Vocabulary Focus 3, First Edition, 2014. Kenneth Pakenham, Jo McEntire and Jessica Williams, Making Connections 3: Skills and Strategies for Academic Reading, Second Edition, 2013. Baker-Gonzalez, Joan and Eileen K. Blau. World of Reading: A Thematic Approach to Reading Comprehension 3, First Edition, 2009. (This textbook has multicultural and global essays, articles, and stories ESL students enjoy and can bring their own experience to.) Writing Lida Baker, Kristin Donnalley Sherman, Robyn Brinks Lockwood, Grammar for Great Writing C (high-intermediate), First Edition, 2018. Mari Vargo and Laurie Blass, Pathways 4: Reading Writing, and Critical Thinking, Second Edition, 2018. (reading and writing; available March 2018) Steve Marshall, Advance in Academic Writing: Integrating Research, Critical Thinking, Academic Reading and Writing, First Edition, 2017. (may be suitable for both ESL-085WR and ESL-095WR). Milada Broukal, Weaving it Together 4: Connecting Reading and Writing, 4th Edition, 2016. (reading and writing)




Charl Norloff and Amy Renehan, University Success Writing: Transition Level, First Edition 2016. Linda Butler, Alice Oshima, Ann Hogue, and Alan Meyer, Longman Academic Writing Series 4: Essays, Fourth Edition, 2016. Linda Butler, Alice Oshima, Ann Hogue, and Alan Meyer, Longman Academic Writing Series 5: Essays to Research Papers, Fourth Edition, 2016. Keith Folse, Elena Vestri Solomon, David Clabeaux, Great Writing 5 From Great Essays to Research, Third Edition, 2015. Andrew Aquino-Cutcher, Wendy Asplin, David Bohlke, Jeanne Lambert, Final Draft 3, First Edition, 2015. Wendy Asplin, Monica Jacobe, Alan Kennedy, Final Draft 4, First Edition, 2015. Anne Ediger, Jenni Currie Santamaria, and Randee Falk, Elements of Success 4: Grammar for Writing, First Edition, 2014. (currently used in ESL-044) Keith Folse, Elena Vestri Solomon, David Clabeaux, Great Writing 4 Great Essays, Fourth Edition, 2014. Debra Daise and Charl Norloff, Q: Skills for Success 2e Reading and Writing Level 4, Second Edition, 2014. (reading and writing) Rhonda Liss and Jason, Davis, Effective Academic Writing 2e Student Book 3, Second Edition, 2014. (ESL-095WR and ESL-085WR) Andrew English and Laura Monahon English, NorthStar Reading and Writing 4, Fourth Edition, 2014. Nigel Caplan, Inside Writing 3, First Edition, 2014. Julia Williams, LEAP Advanced Reading and Writing, First Edition, 2013. Peter Chin, Yusa Koizumi, Samuel Reid, Sean Wray, Yoko Yamazaki, Academic Writing Skills 3, First Edition, 2013. (university) Jessica Williams, Kristine Brown, Sue Hood, Academic Encounters Level 3 Reading and Writing: Life and Society, Second Edition, 2012. (high intermediate) Bernard Seal, Academic Encounters Level 4 Reading and Writing: Human Behavior, Second Edition, 2012. (advanced) Sue Peterson and Dorothy Zemach, Writing Power 4, First Edition, 2012. Peter Chin, Samuel Reid, Sean Wray, Yoko Yamazaki, Academic Writing Skills 2, First Edition, 2012. (advanced) Barbara Smith-Palinka, Kelly Croghan-Ford, Key Concepts 2: Reading and Writing Across the Disciplines (advanced), First Edition, 2009 (classic text with authentic readings from college textbooks). Novels Level appropriate and multiculturally focused novels will be chosen by ESL faculty and program. For example: Malcolm Gladwell, Outliers: The Story of Success, Back Bay Books, 2011. Francisco Jiménez, Reaching Out, HMH Books, 2009.




LMC English as a Second Language Curriculum Map ESL/EMLS Stages, Courses,

and Program Student Learning Outcomes PSLO 1 Reading

PSLO 2 Vocabulary

PSLO 3 Writing

PSLO 4 Grammar

PSLO 5 Speaking/Listening

PSLO 6 Language Awareness

The Los Medanos College English as a Second Language (ESL) program infuses Habits of Mind – intelligent behaviors and thinking dispositions – and the LMC institutional student learning outcomes (ISLOs) into our second language acquisition-oriented program student learning outcomes (PSLOs) to optimally help prepare students to meet their social and civic language needs and achieve their academic and career goals. As a non-native English language learner who successfully completes our program, you will

Embrace having more to learn through reading inquiringly and critically and thinking flexibly about diverse, multigenre college-preparatory and college texts that connect you to multicultural, social, ethical, and global ideas and issues.

Strive to gain increasing ability to understand and accurately and creatively use vocabulary learned from context and on the new general service list (NGSL) and the new academic word list (NAWL) in known and new situations.

Communicate clearly, effectively, and creatively in writing at the word, phrase, clause, sentence, paragraph, and essay levels, reviewing and reflecting on your writing and learning, and collaborating with others to support your continual development.

Risk responsibly and persist to accurately understand and apply a wide variety of grammatical structures – from basic to advanced - to negotiate meaning, ask questions, share and discuss ideas and opinions, solve problems, create plans, make decisions, present arguments, and apply past knowledge to achieve solid understanding and intended meaning.

Speak and listen with empathy and increasing confidence, fluency, and self-regulation, exploring diverse and alternative perspectives, within a range of formal and informal social, academic, and career communication settings.

Pay attention to recognize and self-improve pronunciation difficulties, speech challenges, writing complexities, listening obstacles, and reading issues that may impede successful engagement and interaction, finding humor and responding with wonderment and awe to support your doing so.

Language Learning Stages and Courses LMC ISLO 1, 2, 3, 4, 5

LMC ISLO 1, 3

LMC ISLO 1, 2, 3, 4

LMC ISLO 1, 2, 3

LMC ISLO 1, 2, 3, 5

LMC ISLO 1, 2, 3

I. ENTERING Building a foundational language learning base and a bridge into college credit ESL

ESLN-065VR ESLN-075VR Basic Vocabulary and Reading Development 1 and 2

I - 4 I - 4 AS – 2 AS – 2 AS – 1 I – 3 P – 4

P – 4

AS – 2 AS – 2 AS – 1 P – 3

ESLN-065W ESLN-075W Fundamental Writing Skills 1 and 2

AS – 2 AS – 1 I – 4 AS – 3 AS – 1 I – 3 AS – 2 AS – 1 P – 4 AS – 3 AS – 1 P – 3

ESLN-065G ESLN-075G Foundational Grammar for General Communication 1 and 2

AS – 2 AS – 2 AS – 2 I – 4 AS – 2 I – 3 AS – 2 AS – 2 AS – 2 P – 4 AS – 2 P – 3

ESLN-065PC ESLN-075PC Essential Pronunciation and Conversation 1 and 2

AS – 1 AS – 2 AS – 1 AS – 2 I – 4 I – 3 AS – 1 AS – 2 AS – 1 AS – 2 P – 4 P – 3

II. ENGAGING Developing skills and strategies for college and work engagement and success

ESL-085WRV Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking

R – 4 R – 4 R – 4 AS – 3 AS – 1 R – 3

ESL-085G Intermediate Grammar for College and Career Communication

AS – 2 AS – 2 AS – 2 R – 4 AS – 2 R – 3

ESL-085SL Intermediate Oral Communication for the College Classroom and Beyond

AS – 1 AS – 2 AS – 1 AS – 2 R – 4 R – 3

III. EXITING ESL-095WRV M – 4 M – 4 M – 4 AS – 3 AS – 1 M – 3




Preparing for academic and career/professional advancement and excellence

Advanced Academic Writing, Reading, Vocabulary, and Dispositional Thinking ESL-095G Advanced Grammar for College and Career Communication

AS – 2 AS – 2 AS – 2 M – 4 AS – 2 M – 3

ESL-095SL Advanced Speech Communication for Academic and Professional Advancement

AS – 1 AS – 2 AS – 1 AS – 2 M – 4 M – 3

TOTALS 32 34 32 40 30 42 I = PSLO is Introduced P = PSLO is Practiced R = PSLO is Reinforced M = PSLO is Mastered AS = PSLO is Additionally Supported The degree each PSLO is emphasized: 0 = No Emphasis; 1 = Slightly Emphasized; 2 = Moderately Emphasized; 3 = Significantly Emphasized; 4 = Mainly Emphasized

Los Medanos College 2700 East Leland Road Pittsburg CA ... · Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 Course Title: Advanced Academic

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