course outline of record · prepositions, conjunctions, and basic verb tenses, capitalization, and...

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

Course Title: Fundamental Writing Skills 1 Subject Area/Course Number: ESLN-065W

Form Revised 5-18-2016 of 18

New Course OR Existing Course Author(s): Fall 2018 - Paula Gunder Subject Area/Course No.: ESLN-065W Units: 0 Course Title: Fundamental Writing Skills 1 Discipline(s): English as a Second Language Pre-Requisite(s): Co-Requisite(s): Advisories: One year of English language instruction; level-appropriate placement by the ESL assessment process Catalog Description: This is the first in the two-course “Entering” stage in the LMC Noncredit ESL writing skills instructional sequence. This foundational English for General Purposes (EGP) course focuses on helping non-native English-speaking language learners develop beginning to high-beginning writing skills that are essential for clear, understandable written communication. Students will learn, practice and apply basic sentence structures, punctuation and spelling rules, editing strategies, and the roles and placements of nouns, verbs, adjectives, pronouns prepositions, and conjunctions. Students will also learn level-appropriate vocabulary and practice using new words in their writing for everyday purposes. This first-level entering-stage writing skills course is four levels below transfer and supports students progressing to the second-level entering-stage writings skills course, ESLN-075W. It is recommended that students concurrently enroll in the other level one entering-level Noncredit ESL courses – ESLN-065G, ESLN-065VR, and ESLN-065CP – as offered in the schedule of classes. Schedule Description: Take this course, and you will learn and build essential skills needed to communicate clearly when writing in English. Your ability to write will improve week by week as you study and become comfortable using standard English sentence structures and parts of speech, correct punctuation and spelling rules, and helpful editing strategies. You will also be introduced to basic vocabulary that will help you successfully complete everyday writing tasks and express your ideas, feelings, plans, and goals in writing. This course is for beginning to high-beginning English language learning students. Successfully complete it and ESLN-075W, and then apply for the Fundamental Writing Skills Certificate of Competency. Hrs/Mode of Instruction: Lecture: ____ Scheduled Lab: ____ HBA Lab: ____ Composition: ____ Activity: ____ Total Hours __54__

Credit Credit Degree Applicable (DA) Grading Pass/No Pass/Satisfactory Progress (P/NP/SP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 Noncredit (NC) Student Choice (SC) 2 3 Unlimited This is a CSLO assessment based Noncredit redesign of the Credit course ESL-041 - Last date of Assessment: SP14 Cohort #: 4 Please apply for: LMC General Education Requirement(s): Transfer to: CSU UC IGETC Area ____ CSU GE Area____ 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) program infuses habits of mind/thinking dispositions and the LMC Institutional SLOs into our second language acquisition 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…

PLSO 1 Reading

PSLO 2 Vocabulary

PLSO 3 Writing

PLSO 4 Grammar

PLSO 5 Speaking/ Listening

PLSO 6 Language Awareness

Embrace having more to learn through reading inquiringly and critically and thinking flexibly about diverse, multi-genre texts at the pre-college and college levels that connect you to multicultural, social, and global ideas and issues.

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

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 complications, listening complexities, 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: Understand, apply, and produce standard English sentence structures using nouns, adjectives, pronouns, prepositions, conjunctions, and basic verb tenses, capitalization, and punctuation at a beginning to high-beginning level of English language proficiency in closed and open-ended writing assignments (main emphasis: PSLO 3; significant emphasis PSLO 6 and 4; moderate emphasis PSLO 1 and 2; slight emphasis PSLO 5). CSLO 2: Comprehend and use basic vocabulary, spelling rules, and editing strategies to complete controlled and creative writing tasks at a beginning to high-beginning level of proficiency (main emphasis: PSLO 3; significant emphasis PSLO 6 and 4; moderate emphasis PSLO 1 and 2; slight emphasis PSLO 5). CSLO 3: Practice, describe, and assess understanding and use of habits of mind/thinking dispositions to effectively support developing basic writing skills and interrelated language development (main emphasis: PSLO 3; significant emphasis: PSLO 6).




Assessment Instruments: CSLO 1: Understand, apply, and produce standard English sentence structures using nouns, adjectives, pronouns, prepositions, conjunctions, and basic verb tenses, capitalization, and punctuation at a beginning to high-beginning level of English language proficiency in closed and open-ended writing assignments. CSLO 1 can be assessed with such instruments as the following:

X Exams/Tests X Quizzes Research Projects

X Portfolios, Surveys, Inventories

X Sentences and basic paragraphs

Oral/Aural Performances

Projects

Field Trips Simulation Group Projects

X Class Engagement/ Participation

X Homework X Journals X Activities/ Assignments

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 and control of their own learning and achievement. Faculty can conduct co-assessments. Implementation can be done in a pre/posttest manner. The example is adaptable for appropriate use with students of varying levels of English language proficiency. Sample assessment

INVENTORY OF WRITING STRATEGIES Cabrejas Peñuelas, 2012

The purpose of this survey is to collect information about the various strategies you use when you write school-related writing in ENGLISH .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.




SCORING GUIDELINES FOR THE INVENTORY OF WRITING 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 47. 5. Use the interpretation guidelines below to understand your averages.

Memory Strategies (MEM Subscale)

Cognitive Strategies (COG Subscale)

Compensation Strategies (COMP Subscale)

Metacognitive Strategies (META Subscale)

Affective Strategies (AFF Subscale

Social Strategies (SOC Subscale)

Overall WRITING Strategies

1. ____ 2. ____ 3. ____ 4. ____

5. ____ 6. ____ 7. ____ 8. ____ 9. ____ 10. ____ 11. ____ 12. ____ 13. ____ 14. ____ 15. ____ 16. ____ 17. ____

18. ____ 19. ____ 20. ____ 21. ____ 22. ____ 23. ____

24. ____ 25. ____ 26. ____ 27. ____ 28. ____ 29. ____ 30. ____ 31. ____ 32. ____ 33. ____ 34. ____ 35. ____ 36. ____ 37. ____

38. ____ 39. ____ 40. ____ 41. ____ 42. ____ 43. ____

44. ____ 45. ____ 46. ____ 47. ____

_____ Overall Score

____ /4 ____/13 ___/6 ____/14 ____/6 ____/4 ____/47 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 writing strategies when writing school assignments. The average for each subscale shows which group of strategies you use most often when writing. It is important to note, however, that the best possible use of these strategies depends on your writing ability in English, the type of writing assignment, and your writing 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 writing (adapted from Oxford 1990, pp. 297-300). Cabrejas Peñuelas, AB. (2012). The Writing Strategies of American University ESL Students. Estudios de Linguistica Inglesa Aplicada, 12, pp. 77‐113. 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 an assessment that allows students to demonstrate their writing skills development after having learned about a set of prepositions. Sample assessment Directions: Follow the directions for section of the three sections below. If you have questions, please ask. First, underline the 26 prepositional phrases in these sentences. Circle the prepositions.

My Student Life 1. I am a high school student in Singapore. 2. I go to Mayflower Secondary School. 3. I am in my last year at this school. 4. I begin my trip from home to school at 7 a.m. 5. My friends and I go to school by bus. 6. Our first class begins at 8 a.m. 7. My last class ends at 3 p.m. 8. After school, I take a bus to my house. 9. On the trip between my school and my house, I listen to music. 10. I eat dinner with my family at 7 p.m. 11. Before dinner, I usually study. 12. On Monday and Friday, I study from 4 p.m. to 7 p.m. 13. On some days, I study after dinner, too. 14. I study more on Monday than any other day. Next, in section A, write at, on, or in to complete the prepositional phrase of time. In section B, write an original sentence with each prepositional phrase. A. 1. _____ Monday 2. _____ 9 o’clock 3. _____ midnight 4. _____ 2012 5. _____ Friday 6. _____ January 1st 7. _____ January




8. _____ summer B. 1. _____________________________________________________________________________ 2. _____________________________________________________________________________ 3. _____________________________________________________________________________ 4. _____________________________________________________________________________ 5. _____________________________________________________________________________ 6. _____________________________________________________________________________ 7. _____________________________________________________________________________ 8. _____________________________________________________________________________ Lastly, change the order of the words to write a correct sentence. Be careful with capital letters and punctuation. 1. at french o’clock 10 my begins class _____________________________________________________________________________ 2. at boston leaves the bus for nine _____________________________________________________________________________ 3. july family a my trip in takes _____________________________________________________________________________ 4. sunday show is on favorite our TV _____________________________________________________________________________ 5. maria and norah i 1985 born were in _____________________________________________________________________________ 6. birthday is in my january _____________________________________________________________________________ 7. i go at sleep to midnight _____________________________________________________________________________ 8. tuesday and have class english on monday wednesday we _____________________________________________________________________________

CSLO 2: Comprehend and use basic vocabulary, spelling rules, and editing strategies to complete controlled and creative writing tasks at a beginning to high-beginning level of proficiency. CSLO 2 can be assessed with such instruments as the following:

X Exams/Tests X Quizzes Research Projects

X Portfolios, Surveys, Inventories

X Sentences and basic paragraphs

Oral/Aural Performances

Projects

Field Trips Simulation Group Projects

X Class Engagement/ Participation

X Homework X Journals X Activities/ Assignments

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, error identification and editing, spelling practice, 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 examples of assessment suitable for this beginning to high-beginning level of writing instruction. Sample assessment




New Vocabulary Quiz We learned 52 words that have the sound o as in hello and the different spellings that exist for that particular sound (o, o+consonant+final e, ow, oa, old, oe, ough). Follow the directions below to see how much you learned : ) Fill in the missing letters to spell words with the sound of o in hello. Then copy the correct word. 1. bel___ __________ 2. n___ __________ 3. kn___ __________ 4. Oct__ber __________

5. c___t __________ 6. h__p__ __________ 7. g__s __________ 8. al__n__ __________

9.__ ld __________ 10. alth_____ __________ 11. b__th __________ 12. c___st __________

Correct the order of the letters to make a word that has the sound of o in hello. 1. p e n o _______________ 2. m t o s _______________ 3. e k o j _______________ 4. y e k b a o r d _______________ 5. p h n e o t e e l _______________ 6. o s _______________ 7. s l o c e _______________

8. s o n e _______________ 9. l o n y _______________ 10. o g a _______________ 11. c c o a h _______________ 12. h o w s _______________ 13. w o l s _______________ 14. n o y d o b _______________

Choose five words from the exercises above that are meaningful to you and your life. Create five simple sentences using each of the words to state or describe something that is true for you: for example, it can be something you think, feel, believe, do/don’t do; it can be about your family or friends; it can be about school, home, or work. 1. ___________________________________________________________________ 2. ___________________________________________________________________ 3. ___________________________________________________________________ 4. ___________________________________________________________________ 5. ___________________________________________________________________




CSLO 3: Practice, describe, and assess understanding and use of habits of mind/thinking dispositions to effectively support developing basic writing skills and interrelated language development.

CSLO 3 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:

Writing: Sentences, Connect Sentences/Basic Paragraphs, Portfolios (CSLOs 1, 2, 3) 40-45% Vocabulary, Spelling, Punctuation, and Editing Quizzes and Exams (CSLOs 1, 2, 3) 25-30% Logs, Notebooks, Journals, Self-Assessments (CSLOs 1, 2, 3) 15-20% In-class and Homework Assignments, Activities, and Participation (CSLOs 1, 2, 3) 20-25%

A-level Achievement A-level work of students at this LMC beginning to high-beginning level of English language proficiency with regard to writing skills and dispositional thinking is characterized by excellent ability (correct at least 90% of the time) to demonstrate and apply understanding of standard English sentence structures in written exercises and tasks: for example, simple sentence structures, basic coordination, basic subordination, the use of basic phrases in sentences using parts of speech appropriately. A high degree of agility (accurate at least 90% of the time) in producing and editing standard English sentence structures in both closed and open-ended writing assignments is also evident. Additionally, the student’s written work – in both controlled and creative writing tasks – shows mastery of the appropriate and unique use of target words, including accurate spelling and part of speech (at least 90% correct), and advanced dexterity in using proper capitalization and punctuation. Reflection on and employment of thinking dispositions are advanced. C-level Achievement C-level work of students at this LMC beginning to high-beginning level of English language proficiency with regard to writing skills and dispositional thinking is characterized by satisfactory ability (correct at least 70% of the time) to




demonstrate and apply understanding of standard English sentence structures in written exercises and tasks: for example, simple sentence structures, basic coordination, basic subordination, the use of basic phrases in sentences using parts of speech appropriately. An average capability (accurate at least 70% of the time) at producing and editing standard English sentence structures in both closed and open-ended writing assignments is also evident. Additionally, the student’s written work – in both controlled and creative writing tasks – shows adequacy in using target words, including accurate spelling and part of speech (at least 70% correct), and acceptable ability in using proper capitalization and punctuation. Reflection on and employment of thinking dispositions are developing. Course Content: English language writing skills development for non-native English-speaking students occurs through the following instructional categories and according to the given percentages of time/attention/focus over the course of a semester.

50% Writing, Sentence Structure, Grammar for Writing, Punctuation and Capitalization Writing words, phrases, simple sentences, basic compound and complex sentences, basic ‘connected

sentences’ paragraphs, parts of speech, verb tenses, capital letters, and punctuation at the beginning to high-beginning levels of English language proficiency (forms of writing could include: letters, autobiographies, comic strips, descriptions, diaries, stories, fables, journals, how-to articles, news article, opinions, resumes, songs, or tall tales)

Learning, practicing, reflecting on, and reviewing beginning to high-beginning writing skills and strategies

25% Vocabulary and Spelling for Writing Building vocabulary at a beginning to high-beginning level based on English vowels sound (as on the

New General Service List and the New Academic Word List) Learning, practicing, reflecting on, and reviewing vocabulary-for-writing strategies at a beginning to high-

beginning level

15% Habits of Mind/Thinking Dispositions Learning, practicing, reflecting on, applying, discussing thinking dispositions for learning writing skills and

interrelated language development

Writing Vocabulary and Spelling for Writing Sentences – subjects and verbs; periods and question marks; capital letters Nouns: singular and plural; proper nouns Verbs – simple present tense: two verb forms (-s and no -s); spelling vers with – es and -ies; irregular verbs (be and have); negative of verbs Adjectives: descriptive, possessive, and demonstrative; nouns working as adjectives Verbs – simple present tense of BE: affirmative and negative; sentences with BE Pronouns: subject and object The Conjunction AND: AND with two words; AND with three or more words Prepositions: phrases; time and place; in the same sentence; word order; common combinations

Learning words with same sounds Using word partners Using an English language learning dictionary Using word parts Using words in context Identifying words Creating unique sample sentences Word pictures




Building bigger sentences with Coordinating Conjunctions: and, but, and so in writing Building bigger sentences with Subordinating Conjunctions: because, after, before, when, if Verbs – present progressive tense Writing about you, family, friends, activities, the world, cities, countries, jobs, schedules, food, tourism, hobbies

Lab By Arrangement Activities (If Applicable): n/a 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: Folse, Keith Great Writing: Foundations, Second Edition, 2020 (available July 2019). Folse, Keith Great Writing: Foundations, First Edition, 2014. Karen Blanchard and Christine Root, Ready to Write 1: A First Composition Text, Fifth Edition, 2016. Karen Blanchard, Writing Power 1, First Edition, 2013 Natasha Haugnes, Focus on Writing 1, Second Edition, 2015 Laurie Blass and Mari Vargo, Pathways: Reading, Writing, and Critical Thinking Foundations (high-beginning), Second Edition, 2018 (writing + reading text) Milada Broukal, Weaving It Together 1 (beginning), Fourth Edition, 2016 (writing + reading text) Alice Savage and Colin Ward, Trio Writing 1, First Edition, 2015 (academically oriented) Jennifer Bixby and Joe McVeigh, Q: Skills for Success Reading and Writing Intro, Second Edition, 2015 (writing + reading text) Walton Burns, Inside Writing Intro, Second Edition, 2014 (academically oriented)




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

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

R – 4 R – 4 R – 4 AS – 3 AS – 1 R – 3

ESLC-085G Intermediate Grammar for College and Career Communication

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

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

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

III. EXITING Preparing for academic and

ESLC-095WRV Advanced Academic Writing, Reading, Vocabulary, and Dispositional Thinking

M – 4 M – 4 M – 4 AS – 3 AS – 1 M – 3




career/professional advancement and excellence

ESLC-095G Advanced Grammar for College and Career Communication

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

ESLC-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

course outline of record · prepositions, conjunctions, and basic verb tenses, capitalization, and...

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