English as a Second Language

English as a Second Language (ESL)

ESL 24 Novice-Mid ESL Skills Lab

  • Units:0.5 - 1.5
  • Hours:27 - 81 hours LAB
  • Prerequisite:None.
  • Enrollment Limitation:Students may only enroll in one ESL Skills Lab per semester.
  • Advisory:ESLL 20, ESLR 20, and ESLW 20; Concurrent enrollment in ESLL 20, ESLR 20, and/or ESLW 20 is recommended as ESL 24 is designed to supplement the instruction students receive in those courses.
  • Catalog Date:June 1, 2019

This course develops, expands, and reinforces multiple English language skills at the novice-mid level in an independent and/or small group environment. Coursework includes integrated study topics relative to vocabulary and study skills, reading, grammar use, idiomatic language study and application, conversation and listening skills, and assorted integrated software programs. Late registration is allowed as long as space is available and with the permission of the instructor. This course is not a substitute for other ESL courses. Students will earn .5 units for each 27 hours of lab completed for a maximum of 1.50 units. This course is a Pass/No Pass course.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO #1: RECOGNIZE BASIC PARTS OF SPEECH AND BASIC ELEMENTS OF ENGLISH SENTENCES.
  • Identify nouns, verbs, adjectives, articles, and prepositions.
  • Analyze basic English sentences to identify subjects, verbs, and completers.
  • SLO #2: USE THE SIMPLE PRESENT, PAST, FUTURE AND PRESENT PROGRESSIVE TENSES CORRECTLY.
  • Produce sentences in oral or written form using verb form and tense correctly.
  • SLO #3: DEMONSTRATE COMPREHENSION OF BASIC ENGLISH.
  • Answer simple questions about the literal content of basic level English text or aural passages.
  • SLO #4: DEMONSTRATE UNDERSTANDING OF THE ENGLISH ALPHABETIC PRINCIPLES.
  • Recognize all the letters of the English alphabet as well as most of the phonetic sounds of English.
  • Produce the sounds of American English with occasional native language interference.

ESL 34 Novice-High Skills Lab

  • Units:0.5 - 1.5
  • Hours:27 - 81 hours LAB
  • Prerequisite:None.
  • Advisory:ESLL 30, ESLR 30, and ESLW 30; Concurrent enrollment in ESLL 30, ESLR 30, and/or ESLW 30 is recommended as ESL 34 is designed to supplement the instruction students receive these courses.
  • Catalog Date:June 1, 2019

This course develops, expands, and reinforces multiple English language skills at the novice-high level in an independent and/or small group environment. Coursework includes integrated study topics relative to vocabulary and study skills, reading and grammar use, idiomatic language study and application, conversation and listening skills, and assorted integrated software programs. Late registration is allowed as long as space is available and with the permission of the instructor. This course is not a substitute for other ESL courses. Students will earn .5 units for each 27 hours of lab completed for a maximum of 1.50 units. This course is a Pass/No Pass course.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO #1: IDENTIFY BASIC PARTS OF SPEECH AND BASIC ELEMENTS OF ENGLISH SENTENCES.
  • Identify subjects, verbs, and completers in simple, compound and basic complex sentences.
  • Recognize the function of various types of conjunctions and use them correctly.
  • SLO #2: EMPLOY STRATEGIES TO IMPROVE READING AND AURAL COMPREHENSION.
  • Identify topics, main ideas, and supporting details in reading passages and listening activities.
  • Identify vocabulary meaning based on context clues.
  • SLO #3: DEVELOP EFFECTIVE WRITING AND REVISION STRATEGIES.
  • Identify main ideas, topic sentences, and supporting details in own writing.
  • Construct simple sentences using simple present, simple past, and future tenses.
  • Apply basic punctuation and capitalization rules.
  • SLO #4: EMPLOY BASIC RULES OF SYLLABICATION, STRESS AND INTONATION OF STANDARD AMERICAN ENGLISH
  • Distinguish the three -s ending sounds and understand the cause for the variant sounds
  • Differentiate the three -ed ending sounds and understand the cause for the variant sounds.
  • Recognize basic stress, rhythm, and intonation patterns of American English and how these affect meaning.

ESL 37 Novice-High Integrated Reading and Writing

  • Units:6
  • Hours:108 hours LEC
  • Prerequisite:ESLR 20 and ESLW 20 with grades of "C" or better, or placement through the assessment process.
  • Catalog Date:June 1, 2019

This course focuses on learning academic reading and writing skills at the novice-high level, with an emphasis on vocabulary development, reading comprehension, and the writing process. Students will develop paragraphs with a clear beginning, middle, and end in the context of a multiple paragraph writing assignment. This course is part of the reading and writing sequence which prepares ESL students to take college courses leading to a certificate, degree, and/or transfer.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: DEMONSTRATE COMPREHENSION OF MULTI-PARAGRAPH TEXT WITH INCREASING LEVELS OF SOPHISTICATION.
  • Identify main ideas, topic sentences, and supporting details.
  • Use skimming and scanning strategies to identify general ideas and locate specific information
  • Use background knowledge and personal experience to improve understanding of a reading.
  • SLO 2: DEVELOP VOCABULARY BUILDING STRATEGIES
  • Use context clues to determine meaning of new words.
  • Identify basic prefixes, suffixes and roots and use that information to determine part of speech and meaning.
  • Use a variety of strategies to successfully acquire new vocabulary.
  • SLO 3: EMPLOY THE WRITING PROCESS TO COMPLETE MULTI-PARAGRAPH WRITING ASSIGNMENTS.
  • Write focused paragraphs with a clear beginning, middle, and end based on topics covered in the course.
  • Apply basic steps in the writing process including prewriting, writing, editing, and revising.
  • Demonstrate use of basic writing and formatting conventions including punctuation, capitalization, margins, indentations, spelling, and legible handwriting.
  • SLO 4: PRODUCE SIMPLE SENTENCES AS WELL AS BASIC COMPOUND AND COMPLEX SENTENCES WITH CORRECT ENGLISH SYNTAX, PUNCTUATION AND CAPITALIZATION.
  • Recognize dependent and independent clauses in simple, compound and complex sentences by identifying subjects, verbs, and completers.
  • Produce compound and complex sentences by using conjunctions effectively.
  • SLO 5: USE GRAMMAR TO COMMUNICATE EFFECTIVELY IN WRITING.
  • Use simple present, present continuous, simple past, and simple future correctly according to context.
  • Use singular and plural count nouns and noncount nouns with correct articles and quantifiers.
  • Use adjectives effectively.

ESL 39 College Ready Skills for English Language Learners

  • Units:2
  • Hours:36 hours LEC
  • Prerequisite:ESLL 20, ESLR 20, or ESLW 20 with a grade of "C" or better, or placement through the assessment process.
  • Catalog Date:June 1, 2019

This is a course to prepare English language learners for success in the American academic experience. This course provides college success strategies, language skills, and support resources in the language appropriate for entry level ESL students.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO #1: DEMONSTRATE AN UNDERSTANDING OF AMERICAN COLLEGE POLICIES AND PRACTICES.
  • Identify college services and resources.
  • Demonstrate an understanding of how to use an online management systems and the college website.
  • Recognize and use vocabulary related to a college campus, resources, and policies.
  • SLO #2: USE BASIC STRATEGIES TO INCREASE ACADEMIC SUCCESS IN READING, WRITING, AND LISTENING/SPEAKING.
  • Use basic reading skills such as previewing, scanning, and part of speech recognition to increase reading comprehension.
  • Identify and use linear patterns of organization including basic outlining.
  • Use a variety of set phrases for speaking with professors and classmates.
  • Use basic strategies for correcting errors in writing.
  • SLO #3: DEVELOP AWARENESS OF STUDY STRATEGIES AND TEST-TAKING STRATEGIES.
  • Demonstrate an understanding of time management and expectations of work done outside of class.
  • Identify a variety of test questions and develop the ability to follow directions on tests in English.
  • Use a variety of strategies for increasing academic vocabulary in English.

ESL 44 Intermediate-Low Skills Lab

  • Units:0.5 - 1.5
  • Hours:27 - 81 hours LAB
  • Prerequisite:None.
  • Advisory:ESLL 40, ESLR 40, and ESLW 40; concurrent enrollment in ESLL 40, ESLR 40, and/or ESLW 40 is recommended as ESL 44 is designed to supplement the instruction students receive these courses.
  • Catalog Date:June 1, 2019

This course develops, expands, and reinforces multiple English language skills at the intermediate-low level in an independent and/or in small group environment. Coursework includes integrated study topics relative to vocabulary and study skills, reading and grammar use, idiomatic language study and application, pronunciation and listening skills, composition and writing, and/or workplace skills. This is an open-entry open-exit course. Students may register until the end of the ninth week of the semester if space allows. This course is not a substitute for other ESL courses. Students will earn .5 units for each 27 hours of lab completed for a maximum of 1.50 units. This course is graded Pass/No Pass.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO #1: EXTRACT VITAL INFORMATION FROM LISTENING PASSAGES AND LECTURES TO TAKE NOTES OF MAIN AND SUPPORTING IDEAS.
  • SLO #2: DEMONSTRATE EXPLICIT COMPREHENSION OF LEVEL APPROPRIATE TEXTS.
  • Locate topics, recognize main ideas and major supporting details in intermediate level reading passages.
  • SLO #3: DISTINGUISH THE MEANINGS CONVEYED BY FUNDAMENTAL ENGLISH GRAMMAR STRUCTURES.
  • Identify and produce simple, compound and complex sentences with correct punctuation.
  • Identify and produce sentences with appropriate verb structures.
  • SLO #4: EXHIBIT AN EMERGING UNDERSTANDING OF THE REVISION AND EDITING PROCESS AS TOOLS FOR WRITING IMPROVEMENT.

ESL 47 Intermediate-Low Integrated Reading and Writing

  • Units:6
  • Hours:108 hours LEC
  • Prerequisite:ESL 37 with a grade of "C" or better, or placement through the assessment process.
  • Catalog Date:June 1, 2019

ESL 47 is an integrated reading and writing course for English language learners at the intermediate level. In preparation for academic writing, students build skills in pre-writing, learn to write strong paragraphs, and practice the basics of essay structure. Students also build academic reading skills and vocabulary. With the information gathered through readings, students begin to use academic content to supplement their ideas in writing. This course is part of the reading and writing sequence, which prepares ESL students to take college courses leading to a certificate, degree, and/or transfer.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: DEMONSTRATE COMPREHENSION OF MULTI-PARAGRAPH ACADEMIC TEXTS
  • Actively and critically respond to readings through discussions, journals, etc.
  • Begin to demonstrate understanding of main and supporting ideas through the use of graphic organizers or basic outlines.
  • SLO 2: EMPLOY LEVEL-APPROPRIATE VOCABULARY BUILDING STRATEGIES
  • Begin using prefixes and suffixes to expand vocabulary.
  • Recognize and identify word families.
  • Use strategies to independently study new vocabulary in and out of class.
  • SLO 3: USE COMMON ENGLISH SENTENCE PATTERNS
  • Use simple, compound, and complex sentences with correct punctuation and conjunctions.
  • SLO 4: EMPLOY THE WRITING PROCESS TO COMPLETE SEVERAL WRITING ASSIGNMENTS.
  • Show the ability to complete all steps of the writing process for paragraph and basic essay writing.
  • Write fully developed paragraphs with a clear topic sentence, supporting sentences, and concluding sentence.
  • Show the ability to move from paragraph to basic essay writing.
  • Demonstrate an understanding of unity and coherence in writing.
  • Apply level-appropriate grammar to writing to make ideas clear, concise, and specific.
  • Use correct formatting, spelling, punctuation, capital letters, and grammar in in-class and out-of-class writing assignments.
  • SLO 5: DEMONSTRATE AN EMERGING ABILITY TO APPLY NEW INFORMATION TO WRITING.
  • Synthesize information learned in readings.
  • Apply content from the readings to generate ideas for writing assignments.

ESL 54 Intermediate-Mid Skills Lab

  • Units:0.5 - 1.5
  • Hours:27 - 81 hours LAB
  • Prerequisite:None.
  • Advisory:ESLL 50, ESLR 50, and ESLW 50; concurrent enrollment in ESLL 50, ESLR 50, and/or ESLW 50 is recommended as ESL 54 is designed to supplement the instruction students receive these courses.
  • Catalog Date:June 1, 2019

This course develops, expands, and reinforces multiple English language skills at the intermediate-mid level in an independent and/or in small group environment. Coursework includes integrated study topics relative to vocabulary and study skills, reading and grammar use, idiomatic language study and application, pronunciation and listening skills, composition and writing, and/or workplace skills. This is an open-entry open-exit course. Students may register until the end of the ninth week of the semester if space allows. This course is not a substitute for other ESL courses. Students will earn .5 units for each 27 hours of lab completed for a maximum of 1.50 units. This course is a Pass/No Pass course.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO #1: IDENTIFY CENTRAL MEANING IN ACADEMIC SPOKEN DISCOURSE.
  • Take notes on short academic lectures, identify main ideas, subtopics, and important details.
  • SLO #2: DEMONSTRATE IMPLICIT AND EXPLICIT COMPREHENSION OF LEVEL APPROPRIATE TEXTS.
  • Derive main ideas and supporting details from new texts.
  • Distinguish between fact and opinion and draw conclusions
  • SLO #3: WRITE SIMPLE, COMPOUND, AND COMPLEX SENTENCES WITH CORRECT PUNCTUATION.
  • Use clause and sentence combining strategies with a variety of connectors with correct punctuation.
  • SLO #4: IDENTIFY AND USE GRAMMAR STRUCTURES, VERB TENSE AND ASPECT, AND WORD FORMS WITH CONFIDENCE AND RARE ERRORS.

ESL 110 ESL College English Preparation: Intermediate

  • Units:6
  • Hours:108 hours LEC
  • Prerequisite:ESLR 40 and ESLW 40 with grades of "C" or better, or placement through the assessment process.
  • Catalog Date:June 1, 2019

ESL 110 is an accelerated course that integrates reading and writing. This course addresses the reading and writing skills English language learners need to succeed in college-level courses. Students focus on refining college-level academic skills in reading and writing with an emphasis on speed, vocabulary development, fluency, use of standard English, and analytical skills. Students will do extensive reading and writing with ever-increasing critical analysis. Students will follow the writing process in essay writing and will move from personal experiences to incorporating academic information. The class is the first semester of a two-semester sequence that moves students to ENGWR 300 and ENGRD 310/312.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: DEMONSTRATE IMPLICIT AND EXPLICIT COMPREHENSION OF MULTI-PARAGRAPH, MULTI-PAGE ACADEMIC TEXTS
  • Actively and critically respond to readings through discussions, journals, etc.
  • Demonstrate understanding of ideas and organization in outlines, a variety of graphic organizers, and concise summaries that include the use of paraphrasing.
  • Demonstrate synthesis of new and previous information to reach conclusions.
  • SLO 2: EMPLOY VOCABULARY BUILDING STRATEGIES
  • SLO 3: USE A VARIETY OF ENGLISH SENTENCE PATTERNS WITH CORRECT PUNCTUATION
  • Use simple, compound, and complex sentences with correct punctuation and a variety of coordinators.
  • Use sentence combining strategies and clauses, including adjective, adverb, noun, and condition clauses.
  • SLO 4: EMPLOY THE WRITING PROCESS TO COMPLETE SEVERAL MULTI-DRAFT ESSAYS.
  • Use a variety of prewriting strategies, organizing, writing, and revising in the completion of essay writing.
  • SLO 5: DEMONSTRATE COLLEGE-APPROPRIATE SKILLS BOTH IN AND OUT OF THE CLASSROOM
  • Use effective time management strategies such as prioritizing assignments by level of importance and difficulty.

ESL 130 ESL College English Preparation: Advanced-Low

  • Units:6
  • Hours:108 hours LEC
  • Prerequisite:ESL 110 with a grade of "C" or better, or placement through the assessment process.
  • Catalog Date:June 1, 2019

ESL 130 is an accelerated course that integrates reading and writing at the high-intermediate and advanced-low level and prepares English language learners to be successful in college-level courses. Students refine academic reading skills with an emphasis on comprehension of academic texts, reading fluency, annotation, and vocabulary development. Students develop research and synthesizing skills and write a variety of essays based on critical analysis of readings. The course also emphasizes competent sentence variety and mastering the mechanics of English in the context of the essay. This class is the second semester of a two-semester sequence that moves students to ENGWR 300 and ENGRD 310/312.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: DEMONSTRATE ACADEMIC READING SKILLS BOTH IN CLASS UNDER THE PRESSURE OF TIME AND OUT OF CLASS.
  • Demonstrate the appropriate use of a variety of pre-reading techniques.
  • Adapt strategies to address various reading tasks by choosing the appropriate reading skill to fit the task, working through difficult passages, annotating, and using text clues including headings, captions, etc. to aid comprehension.
  • SLO 2: RESPOND TO READINGS IN CLEAR WRITTEN AND ORAL RESPONSES THAT SHOW CRITICAL ANALYSIS.
  • Demonstrate the ability to infer, summarize, paraphrase, and make graphic organizers or outlines.
  • SLO 3: EMPLOY THE WRITING PROCESS TO COMPLETE SEVERAL MULTI-DRAFT ESSAYS THAT INCLUDE OUTSIDE SOURCES.
  • Use a variety of prewriting strategies, conduct basic research, write multiple drafts, and revise writing.
  • Use instructor feedback and independent proofreading skills to complete final drafts with few grammatical errors.
  • SLO 4: CONSISTENTLY DEMONSTRATE COLLEGE-APPROPRIATE SKILLS BOTH IN AND OUT OF THE CLASSROOM
  • Complete college-level assignments including following multi-part instructions, using independent thinking or basic research, completing work on time even when multiple steps are required, and utilizing correct formatting for all written assignments.
  • Respect academic integrity by using one's own ideas and words in writing and citing sources when necessary.

ESL 325 Advanced-Low Integrated Reading and Writing

  • Units:6
  • Hours:108 hours LEC
  • Prerequisite:ESLR 310 and ESLW 310 with grades of "C" or better, or placement through the assessment process.
  • Transferable:CSU; UC (ESL 325, ESLW 310, ESLW 320, or ESLW 340: any or all of these courses combined: maximum credit, 8 units)
  • Catalog Date:June 1, 2019

This course integrates the reading and writing skills English language learners need to succeed in college-level courses. Students focus on refining academic reading skills with an emphasis on speed, vocabulary development, and analytical comprehension. Students will practice research and synthesizing skills and do extensive writing based on critical analysis of readings. Students will analyze and employ techniques throughout the writing process to produce a variety of well-focused, fully developed and organized essays. The course also emphasizes competent sentence variety and mastering the mechanics of English in the context of the essay. Essays will incorporate outside sources as well as personal experience.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO #1: PROVE ABILITY TO FUNCTION IN MOST READING SITUATIONS WHERE ENGLISH IS THE PRIMARY LANGUAGE
  • employ appropriate reading strategies and adjust reading speed appropriately to address a full range of reading tasks
  • demonstrate reading-proficiency skills including predicting, skimming, scanning, surveying, questioning and reviewing
  • demonstrate ability to read for specific information
  • SLO #2: ANALYZE READINGS TO RECOGNIZE RHETORICAL PURPOSE AND STRUCTURE
  • analyze readings to determine rhetorical mode and organizational pattern
  • deduce author's intended audience, bias, and thesis
  • SLO # 3: DEMONSTRATE ABILITY TO FUNCTION IN WRITING SITUATIONS FOR A VARIETY OF ACADEMIC AND WORKPLACE PURPOSES WHERE ENGLISH IS THE PRIMARY LANGUAGE
  • apply the writing process (including prewriting, outlining, drafting, revising and editing)
  • explain a response appropriately and competently to a written prompt under the pressure of time
  • produce a unified essay with a clearly developed thesis
  • synthesize ideas from different texts on a common theme in a written response
  • SLO #4: SUPPORT OPINIONS WITH FACTS AND COGENT REASONING
  • distinguish between fact and opinion in essays
  • utilize cogent reasoning to support arguments
  • SLO # 5: APPLY ERROR CORRECTION STRATEGIES TO ADDRESS REPETITIVE WEAKNESSES IN WRITING
  • utilize error rubrics to identify and correct errors
  • SLO # 6: DEMONSTRATE CONTROL OF GRAMMAR WITH RARE ERRORS IN FORM
  • SLO #7: EMPLOY VOCABULARY BUILDING STRATEGIES
  • employ vocabulary building skills such as analysis of roots, affixes, and contextual clues
  • SLO # 8: PARTICIPATE IN THE PEER REVIEW PROCESS TO STRENGTHEN THE INTENT OF WRITTEN COMMUNICATION
  • express appropriate feedback to peer writers
  • SLO #9: MAKE PROGRESS TOWARD BECOMING SELF-RELIANT AND INDEPENDENT LEARNERS
  • demonstrate emerging ability to mine information through electronic media
  • express and respect academic integrity by using one's own ideas and words in writing, and demonstrate an understanding of how to avoid plagiarism, including basic use of citation
  • develop ideas through writing multiple drafts
  • SLO #10: BECOME MORE PREPARED TO CONTRIBUTE TO A DIVERSE DEMOCRATIC SOCIETY WITH A PLURALISTIC PERSPECTIVE OF THE WORLD
  • contrast American cultural values and practices with those of students' native culture
  • respond clearly to various bicultural and multicultural readings
  • demonstrate ability to incorporate peer feedback in the revision

English as a Second Language - Grammar (ESLG)

ESLG 31 Basic English Grammar

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:ESLW 20 with a grade of "C" or better, or placement through the assessment process.
  • Catalog Date:June 1, 2019

This course provides English language learners with an introduction to the basics of English grammar including parts of speech, word form, word order, and the fundamental verb tenses necessary for writing. Students will learn to recognize how words function in English sentences, and be able to identify

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: UNDERSTAND THE PARTS OF SPEECH AND HOW THEY FUNCTION IN ENGLISH.
  • Recognize nouns, verbs, adjectives, adverbs, pronouns, articles, prepositions, and conjunctions.
  • Understand the function of each of the parts of speech in the context of a simple sentence.
  • SLO 2: RECOGNIZE AND CONSTRUCT SIMPLE AND PROGRESSIVE VERB FORMS IN THE PAST, PRESENT, AND FUTURE.
  • Understand the use of auxiliary verbs and main verbs when constructing the past, present, and future tenses.
  • Utilize the correct auxiliary verb when creating negative statements, yes/no questions, and information questions.
  • SLO 3: RECOGNIZE AND CONSTRUCT SIMPLE SENTENCES AND BASIC COMPOUND AND COMPLEX SENTENCES.
  • Analyze sentences to determine type, an use knowledge of sentence formation to correct errors.
  • Create original sentences using a variety of sentence types based on purpose or need.

ESLG 41 Elements of English Sentences

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:ESLW 30 with a grade of "C" or better, or placement through the assessment process.
  • Catalog Date:June 1, 2019

This course provides English Language Learners with a review of the basic elements of English sentences including parts of speech, word order, proper use of word form, and the simple and progressive verb tenses. Students will learn to recognize a variety of English sentence patterns in listening, and reading and be able to produce those patterns in their own speaking and writing.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: ANALYZE SENTENCES TO IDENTIFY THE PARTS OF SPEECH AND HOW THEY FUNCTION.
  • Label the parts of speech in a sentence.
  • Explain how words function in a given sentence.
  • SLO 2: RECOGNIZE AND CONSTRUCT SIMPLE AND PROGRESSIVE VERB FORMS IN THE PAST, PRESENT AND FUTURE.
  • Identify simple and progressive verb forms in the past, present, and future and explain the reason a particular tense is used.
  • Produce sentences that use the simple and progressive past, present, and future verb forms correctly.
  • SLO 3: CONSTRUCT SIMPLE AND COMPOUND ENGLISH SENTENCES IN THE CONTEXT OF A PARAGRAPH USING APPROPRIATE WORD FORMS AND CORRECT VERB FORM AND TENSE.
  • Explain the difference between the simple and compound sentence structures and how to use them effectively.
  • Write a paragraph using simple and compound sentence correctly.

ESLG 51 Grammar for Intermediate ESL Writers

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:ESLG 41 with a grade of "C" or better, or equivalent skills demonstrated through the assessment process.
  • Catalog Date:June 1, 2019

This course reviews the form and use of the simple and continuous tenses in the present, past and future as well as the present perfect and present perfect continuous. It also provides instruction in other intermediate-level grammar topics such as gerunds and infinitives, articles, and nouns. It is intended for students who need additional grammar instruction to support their development writers in English.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO #1: ANALYZE THE GRAMMATICAL STRUCTURES IN SELECTED SAMPLES OF WRITTEN AND ORAL ENGLISH.
  • Identify parts of speech, word forms, parts of a sentence, and clause structures in a variety of samples of English.
  • SLO #2: DEMONSTRATE AN UNDERSTANDING OF GRAMMATICAL CONCEPTS TO EFFECTIVELY COMMUNICATE IDEAS BOTH ORALLY AND IN WRITING.
  • Demonstrate an understanding of verb tense by choosing tense and aspect to clearly communicate about time in response to level-appropriate topics.
  • Build sentences to demonstrate skill in using a limited variety of phrase and clause structures.
  • Demonstrate an emerging ability to recognize the role of modals and conditionals and use these structures in writing.
  • Demonstrate the ability to manipulate word forms to write correct sentences with parallel forms.
  • Proofread one's own writing for the grammatical concepts learned in the course.

ESLG 110 Grammar for Intermediate-High ESL Students

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:ESLG 51 and ESLW 40 with grades of "C" or better, or placement through the assessment process.
  • Catalog Date:June 1, 2019

This course is intended for English language learners who need to develop an understanding of English grammar to study at the college level. It continues to build competency in the English verb tense system and provides instruction in more advanced clause structures, such as noun clauses, adverb clauses, and conditionals. Students will apply these concepts in writing assignments.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO #1: ANALYZE THE GRAMMATICAL STRUCTURES IN SELECTED SAMPLES OF ADAPTED AND NATIVE WRITTEN AND ORAL ENGLISH.
  • Identify parts of speech, word forms, parts of a sentence, verb tenses, and clause structures in a variety of samples of English.
  • Explain the reason for the use of a variety of grammatical structures to convey meaning, identify time/aspect in a story, etc.
  • SLO #2: DEMONSTRATE AN UNDERSTANDING OF GRAMMATICAL CONCEPTS TO EFFECTIVELY COMMUNICATE IDEAS BOTH ORALLY AND IN WRITING IN RESPONSE TO ACADEMIC PROMPTS.
  • Demonstrate an understanding of verb tense by choosing tense and aspect to clearly communicate about time in response to level-appropriate academic topics.
  • Build sentences to demonstrate skill in using a variety of phrase and clause structures including adjective and adverb clauses.
  • Recognize the role of modals and conditionals and use these structures correctly in writing.
  • Demonstrate the ability to manipulate word forms and use corpus information to write correct sentences with parallel forms.
  • SLO #3: IDENTIFY ERRORS IN ONE'S OWN WRITING AND CORRECT BOTH LOCAL AND GLOBAL ERRORS

ESLG 120 Advanced ESL Grammar

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:ESLG 110 and ESLW 50 with grades of "C" or better, or placement through the assessment process.
  • Catalog Date:June 1, 2019

This course focuses on developing control of the form and meaning of important grammar structures, especially those used in writing. Students also learn advanced-level grammar topics and develop independent editing skills. Students write extensively and apply strategies to correct both local and global grammatical errors. The course is intended for students who need to develop strong control of grammar to support their educational and career goals.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO #1: ANALYZE THE GRAMMATICAL STRUCTURES IN SAMPLES OF ADVANCED-LEVEL, ACADEMIC ENGLISH.
  • Identify parts of speech, word forms, parts of a sentence, verb tenses, clause structures, and other grammatical structures in a variety of samples of advanced-level English.
  • SLO #2: DEMONSTRATE AN UNDERSTANDING OF ADVANCED GRAMMATICAL CONCEPTS TO EFFECTIVELY COMMUNICATE IDEAS BOTH ORALLY AND IN WRITING.
  • Demonstrate an understanding of verb tense, modals, and conditionals to respond to topics of varying degrees of complexity.
  • Build sentences to demonstrate skill in using an extensive variety of phrase and clause structures, including adjective, adverb, and reduced clauses.
  • Demonstrate the ability to manipulate word forms and word choice to write correct sentences with parallel forms and colloquial use of English.
  • SLO #3: APPLY KNOWLEDGE OF GRAMMAR STRUCTURES AND EDITING TOOLS TO EDIT ONE'S OWN WRITING.
  • Identify and correct global errors including tense, word forms, non-colloquial forms, and clause structure.
  • Identify and correct local errors including subject/verb agreement, pluralization, article usage, and mechanics.
  • Demonstrate competence in using tools such as an English Language Learner dictionary and corpus to find grammatical information as an aid while editing one's own writing.

ESLG 310 Intermediate-High Grammar

  • Units:4
  • Hours:72 hours LEC
  • Prerequisite:ESLG 57 with a grade of "C" or better, or placement through the assessment process.
  • Transferable:CSU
  • Catalog Date:June 1, 2019

This course focuses on further practice of the forms, meanings, and usage of grammatical structures of English. Oral and written practice reinforces the structures studied. Students practice writing extensively both in and out of class.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO #1: ANALYZE THE GRAMMATICAL STRUCTURES IN SELECTED SAMPLES OF WRITTEN AND ORAL ENGLISH.
  • Analyze the functions of word forms in sentences.
  • Assess the role and function of clauses in complex sentences.
  • Describe relationships among phrases and clauses within sentences
  • Identify both hypothetical and probable conditions in written and oral English.
  • SLO #2: SYNTHESIZE UNDERSTANDING OF, AND APPLY, GRAMMATICAL FORMS AND STRUCTURES TO EFFECTIVELY COMMUNICATE IDEAS BOTH ORALLY AND IN WRITING.
  • Choose active and passive voice verb tense and aspect structures to effectively communicate a full range of time concepts including actual and hypothetical conditions.
  • Choose appropriate present and past tense modals to communicate varying degrees of politeness, certainty and obligation in writing and oral presentations.
  • Build sentences to demonstrate skill in modification using descriptive phrases and subordinate clauses for both adjectival and adverbial purposes including communication of time, purpose, contrast, concession, and condition.
  • SLO #3: APPLY KNOWLEDGE OF COLLOCATIONS TO APPROPRIATELY SELECT AND EMPLOY A RANGE OF FORMS INCLUDING GERUNDS, INFINITIVES, PREPOSITIONS, AND MODAL AUXILIARIES.
  • Research high frequency collocations used by native speakers via language samples found in dictionary and on line resources.

ESLG 320 Advanced-Low Grammar

  • Units:4
  • Hours:72 hours LEC
  • Prerequisite:Eligibility is determined by the assessment process, or completion of ESLG 310 with a grade of "C" or better.
  • Transferable:CSU
  • Catalog Date:June 1, 2019

This course focuses on developing control of the forms and meaning of major structures used in writing with an emphasis on aligning clause structures and writing purposes. Students write extensively and apply editing strategies introduced in the course. Assignments emphasize grammar and syntax in the context of longer written work.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: RECOGNIZE AND NAME GRAMMAR AND SYNTACTIC STRUCTURES USING APPROPRIATE METALINGUISTIC TERMS.
  • analyze parts of speech and phrase structure forms and functions
  • analyze clause structures, forms,and functions
  • distinguish among and correctly form tense and aspect structures
  • SLO 2: WRITE SENTENCES APPROPRIATE TO SPECIFIC RHETORICAL PURPOSES
  • employ passive and active voice appropriately
  • express real and unreal conditions
  • embed clauses and otherwise extend the meaning of sentences through modification
  • SLO 3: REVISE AND IMPROVE THE LOGICAL ORGANIZATION AND DEVELOPMENT OF ONE'S OWN WRITING
  • build clear relationships between and among ideas through appropriate use of logical connectors and transitions
  • analyze the effects of word choice and sentence structure on the meaning of one's own writing
  • SLO 4: APPLY KNOWLEDGE OF GRAMMAR STRUCTURES TO EDIT ONE'S OWN WRITING
  • identify and correct global errors including tense, word forms, syntax, logic and mechanics
  • identify and correct local errors including subject/verb agreement, pluralization, and articles

English as a Second Language - Listening (ESLL)

ESLL 20 Novice Listening and Speaking

  • Units:4
  • Hours:72 hours LEC
  • Prerequisite:None.
  • Catalog Date:June 1, 2019

This course will provide an introduction to academic listening and speaking for novice level English language learners. Instruction focuses on basic listening and speaking strategies for a variety of situations, including listening for main ideas and utilizing learned phrases for class discussion. English sounds and intonation patterns are introduced.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: IDENTIFY MOST OF THE PHONETIC SOUNDS OF AMERICAN ENGLISH
  • Identify letters that are spoken clearly and produce the sounds with occasional native language interference.
  • Contrast consonant and vowel sounds and characteristics.
  • SLO 2: DEMONSTRATE ABILITY TO FUNCTION IN REHEARSED LISTENING AND SPEAKING SITUATIONS WHERE ENGLISH IS THE PRIMARY LANGUAGE
  • Understand and respond appropriately to basic spoken instructions.
  • Recognize and orally produce words, phrases and sentences that follow basic phonetic patterns studied in contextual situations.
  • SLO 3: IDENTIFY CENTRAL MEANING IN BASIC ACADEMIC DISCOURSE
  • SLO 4: USE A LIMITED VARIETY OF PRESENTATION AND DISCUSSION STRATEGIES EFFECTIVELY
  • Use discussion strategies to communicate with students from other cultures in an active, respectful way.
  • Participate in group discussions about basic academic topics based on context learned in class and negotiate meaning in order to reach a desired result.
  • Plan and produce brief individual presentation and group skits or presentations on topics rehearsed in class with pronunciation comprehensible to a sympathetic listener.
  • SLO 5: FOLLOW APPROPRIATE COLLEGE BEHAVIOR GUIDELINES
  • Use a monolingual ESL dictionary to learn vocabulary.
  • Complete out-of-class assignments in a timely manner.
  • Complete assignments and exams without the assistance of other students.

ESLL 30 Novice-High Listening and Speaking

  • Units:4
  • Hours:72 hours LEC
  • Prerequisite:Completion of ESLL 20 with a grade of "C" or better; or placement through the assessment process.
  • Catalog Date:June 1, 2019

This course will provide further instruction in academic listening and speaking for English language learners at the novice-high level. Instruction focuses on basic listening and speaking strategies for a variety of situations, including listening for main ideas and details and utilizing learned phrases for effective class discussion and presentations. Students continue to work on English sounds, stress patterns, and intonation patterns.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: USE BASIC PRONUNCIATION RULES TO IMPROVE COMPREHENSIBILITY
  • Apply syllabication and stress rules to pronounce individual words.
  • Use basic intonation patterns to say questions.
  • Produce the sounds of English with occasional native language interference.
  • SLO 2: DEMONSTRATE ABILITY TO FUNCTION IN LIMITED ACADEMIC LISTENING AND SPEAKING SITUATIONS IN ENGLISH ONLY
  • Understand and respond to spoken instructions.
  • Identify central meaning and important details of basic academic discourse.
  • Choose appropriate ideas and responses for meaningful discussions based on topics introduced in class.
  • Write dictated questions and appropriate responses in timed situations.
  • Analyze notes to develop a basic main idea outline.
  • Use main idea notes to respond correctly orally, or in writing, to exam or discussion questions.
  • SLO 3: USE A LIMITED VARIETY OF PRESENTATION AND DISCUSSION STRATEGIES EFFECTIVELY
  • Plan, rehearse, and produce individual, paired or group presentations on topics introduced in class.
  • Use learned expressions for conducting a productive group discussion.

ESLL 31 Listening and Speaking for College Readiness

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:ESLL 20 with a grade of "C" or better, or placement through the assessment process.
  • Catalog Date:June 1, 2019

English language learners at the novice-high level develop the listening and speaking strategies necessary for college and workforce readiness. Basic listening strategies include listening for main ideas and supporting details in a variety of situations. Basic speaking strategies include the utilization of appropriate learned vocabulary and continued development of the production of English sounds, stress patterns, and intonation patterns. Students will also develop effective small group and class discussion strategies. This course is part of the ESL listening sequence, which is designed to prepare English language learners to take college courses leading to a certificate, degree, and/or transfer.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: DEMONSTRATE ABILITY TO FUNCTION IN CONTROLLED, HIGHLY SUPPORTED ACADEMIC LISTENING SITUATIONS IN ENGLISH.
  • Develop basic note-taking skills using guided lecture outlines and demonstrate understanding by using these notes to respond to written questions.
  • Identify central meaning and important details in basic academic discourse which is supported by visual images and auditory cues.
  • Write dictated questions based on a mini lecture and respond appropriately in a timed situation.
  • Understand and respond to spoken instructions.
  • SLO 2: DEMONSTRATE ABILITY TO PARTICIPATE IN CONTROLLED, HIGHLY SUPPORTED ACADEMIC SPEAKING SITUATIONS IN ENGLISH.
  • Use notes to respond to discussion questions with specific information from level appropriate lectures or video presentations.
  • Choose appropriate ideas and responses for meaningful discussions based on topics introduced in academic lectures.
  • Use learned expressions to participate effectively in small group and class discussions.
  • SLO 3: USE BASIC PRONUNCIATION RULES TO IMPROVE COMPREHENSIBILITY.
  • Use basic intonation patterns to make statements and ask questions.
  • Apply syllabication and stress rules to pronounce individual words.
  • Produce the sounds of English with occasional native language interference.

ESLL 40 Intermediate-Low Listening and Speaking

  • Units:4
  • Hours:72 hours LEC
  • Prerequisite:Completion of ESLL 30 with a grade of "C" or better; or placement through the assessment process.
  • Catalog Date:June 1, 2019

ESLL 40 is a course in academic listening and speaking for English language learners at the intermediate-low level. Instruction focuses on academic listening and speaking strategies for a variety of college classroom situations, including note-taking and utilizing a range of learned phrases for effective class discussion and presentations. Students continue to work on English sounds, stress, and intonation patterns to improve their comprehensibility and fluency. This course is part of the ESL listening sequence, which is designed to prepare English language learners to take college courses leading to a certificate, degree, and/or transfer.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: ILLUSTRATE ABILITY TO EMPLOY RULES OF SYLLABICATION, STRESS AND INTONATION OF STANDARD AMERICAN ENGLISH
  • SLO 2: DEMONSTRATE ABILITY TO FUNCTION IN LIMITED COLLEGE LISTENING AND SPEAKING SITUATIONS
  • Perform adequately in both rehearsed and impromptu conversations on topics studied in class.
  • Generate oral and written responses to questions given on exams, in interviews, in dictations, or discussion topics.
  • Modify response, questions, or pronunciation for the purpose of clarification during a discussion.
  • SLO 3: EXTRACT VITAL INFORMATION FROM LISTENING PASSAGES AND LECTURES TO TAKE NOTES OF MAIN AND SUPPORTING IDEAS.
  • Outline the main and supporting ideas and summarize ideas presented in brief audio or visual lectures, discussions, or interviews.
  • Evaluate the message, audience, and purpose of speakers in a variety of listening activities.
  • Employ data from the outlined notes for use in speaking and writing.
  • SLO 4: USE A LIMITED VARIETY OF PRESENTATION AND DISCUSSION STRATEGIES EFFECTIVELY
  • Design and produce group and/or individual presentations with visual aids related to an academic topic discussed in class.
  • Interact with classmates to complete speaking tasks while showing respect, examining more than one viewpoint, negotiating meaning, and clearly indicating agreement or disagreement.
  • SLO 5: MAKE PROGRESS TOWARD BECOMING AN INDEPENDENT LEARNER
  • Perform academic responsibilities in a timely and ethical fashion.
  • Respect academic integrity and personal responsibility.
  • Research new vocabulary in English only dictionaries for proper pronunciation, word form, and meaning.

ESLL 41 Listening, Speaking and Presentation Skills for College

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:None.
  • Catalog Date:June 1, 2019

ESLL 41 is a course in college listening and speaking for English language learners at the intermediate-low level. Students improve their listening by learning to take notes while watching short lectures, and they develop their speaking skills through class discussions and short presentations. This course is part of the ESL listening sequence, which is designed to prepare English language learners to take college courses leading to a certificate, degree, and/or transfer.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO #1: PREPARE AND DELIVER SHORT YET ENGAGING PRESENTATIONS ON ACADEMIC TOPICS
  • Give intelligible presentations of up to 5-6 minutes based on course topics.
  • Include an introduction and conclusion, clear transitions, complete information to explain subtopics, and engaging visuals that utilize technology.
  • Use verbal and non-verbal strategies to engage the audience during presentations.
  • SLO #2: USE INTERACTIVE SPEAKING STRATEGIES EFFECTIVELY
  • Respond orally to listening passages by answering questions, stating opinions, or giving brief summaries.
  • Use learned strategies to engage others in group discussions.
  • SLO #3: USE NOTE-TAKING TECHNIQUES TO TAKE ORGANIZED, ACCURATE NOTES BASED ON SHORT LECTURES FROM A VARIETY OF DISCIPLINES

ESLL 50 Intermediate-Mid Listening and Speaking

  • Units:4
  • Hours:72 hours LEC
  • Prerequisite:Completion of ESLL 40 with a grade of "C" or better; or placement through the assessment process.
  • Catalog Date:June 1, 2019

ESLL 50 is an academic listening and speaking course at intermediate-mid level designed for English language learners who wish to further the development of their communication skills. This course is designed to introduce students to academic listening and speaking activities. Students will continue to develop pronunciation skills and complex pronunciation strategies. Students will expand their abilities to communicate in both familiar and unfamiliar situations as they continue to refine their pronunciation skills. This course is part of the ESL listening sequence, which is designed to prepare English language learners to take college courses leading to a certificate, degree, and/or transfer.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: DEMONSTRATE ABILITY TO FUNCTION IN LIMITED LISTENING AND SPEAKING SITUATIONS WHERE ENGLISH IS THE PRIMARY LANGUAGE
  • Discuss academic topics in groups
  • Take notes from short academic lectures
  • Understand spoken instructions
  • Demonstrate comprehension and ability to converse with limited fluency in most conversations
  • SLO 2: PRODUCE SHORT, UNREHEARSED EXAMPLES OF MOSTLY INTELLIGIBLE CONNECTED SPEECH
  • Speak clearly but with some hesitation
  • Use mostly comprehensible pronunciation
  • Use grammar and vocabulary to convey meaning although sometimes making mistakes that disrupt meaning
  • SLO 3: IDENTIFY CENTRAL MEANING IN ACADEMIC SPOKEN DISCOURSE
  • Take notes based on short lectures
  • Identify main ideas, subtopics, and important details
  • Use notes to respond in speaking and writing
  • SLO 4: USE A LIMITED VARIETY OF PRESENTATION AND DISCUSSION STRATEGIES EFFECTIVELY
  • Give a short, intelligible presentation that includes an introduction, conclusion, transitions between subtopics, supporting information, and informative visuals
  • Participate in meaningful discussions using a limited number of strategies to clarify, express opinions, agree, disagree, and ask for others’ opinions
  • SLO 5: PARTICIPATE EFFECTIVELY IN A PLURALISTIC ACADEMIC SETTING
  • Interact respectfully with students from diverse backgrounds
  • Participate appropriately in discussions that require examining more than one perspective and expressing and responding to opinions
  • SLO 6: MAKE PROGRESS TOWARD BECOMING INDEPENDENT LEARNERS
  • Demonstrate limited ability to correct spoken errors that lead to misunderstanding
  • Respect academic integrity and complete academic responsibilities in a timely fashion

ESLL 111 Academic Listening, Speaking, and Presentation Skills

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:ESLL 40 with a grade of "C" or better, or placement through the assessment process.
  • Catalog Date:June 1, 2019

This course is intended for English language learners who intend to study at the college level. It builds students' ability to listen and speak in the college classroom. Students improve their listening skills through academic lectures and develop strong classroom speaking skills through various types of presentations.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO #1: PREPARE AND DELIVER EFFECTIVE, ENGAGING PRESENTATIONS ON ACADEMIC TOPICS
  • Give intelligible presentations of up to 8-10 minutes that include an appropriate introduction and conclusion, clear transitions, complete information to explain subtopics, and instructive visuals, including appropriate use of PowerPoint.
  • Use strategies to engage the audience during presentations.
  • SLO #2: USE A VARIETY OF INTERACTIVE SPEAKING STRATEGIES EFFECTIVELY
  • Respond to lectures orally by paraphrasing, summarizing, or expressing personal reactions.
  • Demonstrate appropriate speaking and participation strategies for the college classroom.
  • SLO #3: USE NOTE-TAKING TECHNIQUES TO TAKE ORGANIZED, ACCURATE NOTES BASED ON LECTURES FROM A VARIETY OF DISCIPLINES

ESLL 114 Intermediate Listening and Speaking for Allied Health Careers

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:Completion of ESLL 40 with a grade of "C" or better; or placement through the assessment process.
  • Advisory:ESLR 40 and ESLW 40 with grades of "C" or better
  • Catalog Date:June 1, 2019

ESLL 114 is a listening and speaking course at intermediate level designed for English language learners who wish to enter the allied health field. This course is designed to introduce students to the listening and speaking skills needed in both the academic and work environment. Students will continue to develop pronunciation skills and complex pronunciation strategies in the context of the allied health field. Students will expand their abilities to communicate in both familiar and unfamiliar allied health situations as they continue to refine their oral communication skills. In addition, students will develop focused listening and note-taking strategies necessary to complete course and work related activities in the field of allied health.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: DEMONSTRATE ABILITY TO FUNCTION IN LISTENING AND SPEAKING SITUATIONS WHERE ENGLISH IS THE PRIMARY LANGUAGE.
  • Discuss academic allied health topics in groups.
  • Take notes from short academic lectures on topics related to allied health.
  • Understand, follow, and restate spoken instructions.
  • Demonstrate comprehension and ability to converse with emerging fluency in most allied health related situations.
  • SLO 2: PRODUCE SHORT, UNREHEARSED EXAMPLES OF MOSTLY INTELLIGIBLE CONNECTED SPEECH.
  • Speak clearly but with some hesitation.
  • Use mostly comprehensible pronunciation while demonstrating a limited ability to correct spoken errors that lead to misunderstanding.
  • Use grammar and vocabulary to convey meaning although sometimes making mistakes that disrupt communication.
  • SLO 3: IDENTIFY CENTRAL MEANING IN SPOKEN DISCOURSE.
  • Take notes based on short lectures on allied health related topics.
  • Identify main ideas, subtopics, and important details.
  • Use notes to respond in speaking and writing.
  • SLO 4: USE A VARIETY OF PRESENTATION AND DISCUSSION STRATEGIES EFFECTIVELY.
  • Give intelligible presentations on allied health related topics that include a clear organization with an introduction, transitions between subtopics, supporting information, informative visuals, and a conclusion.
  • Participate in meaningful discussions using strategies to clarify, express opinions, agree, disagree, and ask for others’ opinions.

ESLL 121 Academic Listening, Note-taking, and Discussion

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:ESLL 111 with a grade of "C" or better, or placement through the assessment process.
  • Advisory:ESLL 310
  • Catalog Date:June 1, 2019

This course prepares English language learners for the level of listening, note-taking, and discussion necessary to be successful in college classes. Students develop academic note-taking skills by listening to real academic lectures and build speaking skills by responding to lectures in class discussions. This course helps prepare ESL students for the rigor of general education courses in the sciences, social sciences, humanities, and other disciplines.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO #1: USE PRE-LISTENING STRATEGIES TO PREPARE FOR LECTURES
  • Prepare for listening by building background knowledge, learning relevant vocabulary, and predicting content.
  • SLO #2: DEMONSTRATE COMPETENCE TAKING ACCURATE NOTES BASED ON LECTURES
  • Use note-taking techniques to organize lecture content into sub-topics, main ideas, and supporting details.
  • Fill in lecture outlines.
  • SLO #3: DEMONSTRATE THE ABILITY TO APPLY INFORMATION FROM NOTES TO A VARIETY OF CLASS ASSIGNMENTS
  • Use notes to recreate lectures.
  • Analyze information from notes to answer questions, write summaries, and study for tests.
  • SLO #4: ACTIVELY PARTICIPATE IN A VARIETY OF CLASS DISCUSSION ACTIVITIES
  • Use a range of academic speaking and discussion strategies to critically discuss and respond to lecture content.

ESLL 124 Advanced Listening and Speaking for Allied Health Careers

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:ESLL 114, ESLR 114, and ESLW 114 with grades of "C" or better
  • Corequisite:ESLR 124 and ESLW 124
  • Catalog Date:June 1, 2019

ESLL 124 is a listening and speaking course at the advanced level designed for English language learners who wish to enter the allied health field. In this course students will refine the listening and speaking skills necessary for both the academic and work environment. Students will expand their abilities to communicate in both familiar and unfamiliar allied health situations as they continue to refine their oral communication skills. In addition, students will expand their abilities to participate in focused listening situations and lectures necessary for content courses and work related situations.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: USE A VARIETY OF INTERACTIVE LISTENING AND SPEAKING STRATEGIES EFFECTIVELY.
  • Demonstrate ability to apply active listening strategies to situations encountered in allied health related content courses and careers.
  • Demonstrate ability to use effective speaking strategies in situations encountered in allied health related content courses and careers.
  • SLO 2: DEMONSTRATE THE ABILITY TO TAKE EFFECTIVE LECTURE NOTES AND UTILIZE THE INFORMATION ACQUIRED THROUGH THE NOTE-TAKING PROCESS ON TOPICS IN ALLIED HEALTH AND RELATED CONTENT AREAS.
  • Prepare for listening by building background knowledge, learning relevant vocabulary, and predicting content.
  • Use note-taking techniques to organize lecture content into sub-topics, main idea, and supporting details.
  • SLO 3: PREPARE AND DELIVER EFFECTIVE, ENGAGING PRESENTATIONS ON TOPICS IN ALLIED HEALTH AND RELATED DISCIPLINES.
  • Give intelligible presentations of up to 8-10 minutes that include an appropriate introduction, fully developed content with clear transitions between subtopics, and a conclusion.
  • Utilize presentation software effectively to enhance the presentation.
  • SLO 4: ACTIVELY PARTICIPATE IN A VARIETY OF CLASS DISCUSSION ACTIVITIES.
  • Use a range of academic speaking and discussion strategies to critically discuss and respond to lectures in allied health and related disciplines.

ESLL 310 Intermediate-High Listening and Speaking

  • Units:4
  • Hours:72 hours LEC
  • Prerequisite:Completion of ESLL 50 with a grade of "C" or better; or placement through the assessment process.
  • Transferable:CSU
  • Catalog Date:June 1, 2019

ESLL 310 is an academic listening and speaking course at intermediate-high level designed for English language learners who wish to further the development of their communication skills. This is a course to further develop listening and speaking for academic purposes, including comprehension of lectures, note-taking, presentations, and classroom discussion. Further work on pronunciation is included with emphasis on understanding and producing stress, rhythm, and intonation patterns to communicate effectively. This course is part of the ESL listening sequence, which is designed to prepare English language learners to take college courses leading to a certificate, degree, and/or transfer.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: DEMONSTRATE ABILITY TO FUNCTION IN MOST ACADEMIC AND NON-ACADEMIC ENGLISH-ONLY LISTENING AND SPEAKING SITUATIONS
  • discuss academic topics in groups
  • discuss two sides of an issue
  • take notes from academic lectures
  • understand spoken instructions
  • demonstrate comprehension and ability to converse fluently about level-appropriate topics
  • SLO 2: PRODUCE UNREHEARSED EXAMPLES OF MOSTLY INTELLIGIBLE CONNECTED SPEECH
  • speak fluently with little hesitation
  • use clear and comprehensible pronunciation
  • use grammar and vocabulary to convey meaning while rarely making mistakes that disrupt meaning
  • SLO 3: IDENTIFY CENTRAL MEANING IN ACADEMIC SPOKEN DISCOURSE OF MORE THAN 5 MINUTES IN LENGTH
  • take notes based on lectures using note-taking techniques including abbreviations and key words
  • identify organization including main ideas, subtopics, and important details
  • use notes to respond in speaking and writing
  • SLO 4: USE A LIMITED VARIETY OF INTERACTIVE SPEAKING/LISTENING AND PRESENTATION STRATEGIES EFFECTIVELY
  • give an intelligible presentation that includes an introduction, conclusion, transitions between subtopics, clear supporting information, and informative visuals
  • use discussion strategies effectively, including clarifying, expressing opinions, agreeing, disagreeing and asking others’ opinions
  • SLO 5: DEVELOP THE ABILITY TO CONTRIBUTE TO A DIVERSE DEMOCRATIC SOCIETY WITH A PLURALISTIC PERSPECTIVE OF THE WORLD
  • examine topics from more than one perspective and understand the reasoning behind both sides
  • engage oneself in out-of-class events or other situations that present diverse perspectives
  • participate in group activities appropriately and respectfully with people of different backgrounds
  • SLO 6: MAKE PROGRESS TOWARD BECOMING INDEPENDENT LEARNERS
  • demonstrate ability to correct most spoken errors that lead to misunderstanding
  • conduct basic research to gather information, then paraphrase and organize the information into a presentation
  • demonstrate respect for academic integrity at all times

ESLL 320 Advanced-Low Listening and Speaking

  • Units:4
  • Hours:54 hours LEC; 54 hours LAB
  • Prerequisite:Completion of ESLL 310 with a grade of "C" or better; or placement through the assessment process.
  • Transferable:CSU
  • Catalog Date:June 1, 2019

This is a course with intensive practice in listening and active participation strategies that are appropriate for American college courses. Students will listen to extended lectures from various subject areas, refine note-taking skills, be able to participate in in-depth discussions, and give oral presentations. Students will continue to improve pronunciation skills.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: DEMONSTRATE ABILITY TO FUNCTION IN LISTENING AND SPEAKING SITUATIONS WHERE ENGLISH IS THE PRIMARY LANGUAGE
  • analyze selected issues and prepare to support multiple viewpoints
  • take notes on challenging, lengthy academic lectures
  • participate in discussions and interviews with confidence
  • understand spoken questions, instructions, and announcements
  • demonstrate comprehension of main points of news videos or other excerpts of native speech
  • demonstrate comprehension and ability to converse fluently in everyday conversation
  • SLO 2: PRODUCE LENGTHY, UNREHEARSED EXAMPLES OF INTELLIGIBLE CONNECTED SPEECH
  • speak fluently at an appropriate speed with very little or no hesitation
  • use clear and comprehensible pronunciation
  • use correct grammar and vocabulary correctly so that meaning is not disrupted
  • SLO 3: IDENTIFY CENTRAL MEANING IN CONCEPTUALLY AND LINGUISTICALLY CHALLENGING SPOKEN DISCOURSE
  • take organized and accurate notes based on lectures using note-taking techniques
  • identify main ideas, subtopics, and important supporting facts
  • use notes to respond in speaking and writing and to recreate the lecture
  • SLO 4: USE A VARIETY OF INTERACTIVE SPEAKING/LISTENING AND PRESENTATION STRATEGIES EFFECTIVELY
  • give an intelligible presentation of 8-10 minutes that includes an appropriate introduction and conclusion, clear transitions, complete information to explain subtopics, and instructive visuals, including appropriate use of PowerPoint
  • interact with group members to delegate tasks and come to consensus
  • use a variety of discussion strategies effectively, including clarifying, expressing opinions, agreeing, disagreeing and eliciting others’ input
  • critically discuss, analyze, and summarize relevant content of lectures, videos, or other listening material
  • SLO 5: ENHANCE ABILITY TO CONTRIBUTE TO A DIVERSE DEMOCRATIC SOCIETY WITH A PLURALISTIC PERSPECTIVE OF THE WORLD
  • examine topics from more than one perspective and summarize the reasoning behind both sides
  • attend campus events related to cultural pluralism
  • participate in group activities appropriately and respectfully with people of different backgrounds
  • SLO 6: MAKE PROGRESS TOWARD BECOMING SELF-RELIANT AND INDEPENDENT LEARNERS
  • demonstrate ability to correct spoken errors that lead to misunderstanding
  • conduct basic research for presentations and paraphrase and organize relevant information
  • use the Internet and e-mail to research topics, watch videos, and/or complete web-based listening exercises
  • display academic integrity and honesty at all times

English as a Second Language - Pronunciation (ESLP)

ESLP 41 The Basics of English Pronunciation

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:ESLL 30 with a grade of "C" or better
  • Catalog Date:June 1, 2019

This course introduces the phonetic alphabet and focuses on the identification and production of the sounds of English. Students use basic pronunciation rules to begin to control pronunciation of words and sentences and add expression to their speech.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: IDENTIFY ALL THE SOUNDS OF ENGLISH WITH OCCASIONAL ERRORS.
  • Be able to write sounds and transcribe level-appropriate words using the International Phonetic Alphabet.
  • Use transcriptions in the International Phonetic Alphabet to pronounce words with occasional errors.
  • Identify vowel characteristics: front, central, and back, tense and lax, and vowel length. Identify the place and manner of articulation used to produce most consonant sounds
  • Distinguish minimal pairs with emerging consistency.
  • SLO 2: DEMONSTRATE AN EMERGING ABILITY TO PRONOUNCE ALL THE SOUNDS OF ENGLISH IN CONTROLLED SPEECH.
  • SLO 3: USE BASIC WORD STRESS RULES TO IDENTIFY AND PRONOUNCE STRESSED SYLLABLES.
  • Use rules of word stress to predict the stressed syllables in two-syllable nouns, verbs, and adjectives.
  • Use rules of word stress to predict the stressed syllables in words with common suffixes.
  • Pronounce level-appropriate vocabulary words with correct word stress.
  • SLO 4: USE BASIC RULES OF SUPRASEGMENTAL STRESS TO IDENTIFY AND PRONOUNCE SENTENCE STRESS AND INTONATION.
  • Identify intonation patterns of statements and questions.
  • Use voice to add expression to one's speech and to use English rhythm and intonation with emerging accuracy.

ESLP 50 Intermediate-Mid Pronunciation

  • Units:4
  • Hours:72 hours LEC
  • Prerequisite:Completion of ESLL 40 with a grade of "C" or better, or the equivalent skills demonstrated through the assessment process.
  • Catalog Date:June 1, 2019

ESLP 50 is an English pronunciation course at the intermediate-mid level for English language learners. This course is designed to help intermediate English language learners move toward more comprehensible speech. Students will have intensive work on recognizing and producing speech sounds including analysis of the contrasts between the phonemic inventory of the student's home language and the phonemic inventory of "standard" American English. Patterns of English stress, rhythm, and intonation are reviewed and practiced. Emphasis is on neuromuscular development and use of the organs of speech. This course is part of the ESL pronunciation sequence, which is designed to prepare English language learners to take college courses leading to a certificate, degree, and/or transfer.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO# 1: Differentiate between English and Non-English sounds.
  • Differentiate between most consonant and vowel English minimal pairs.
  • Identify some sounds and/or words by observing a speaker's visible organs of speech.
  • List the sounds of English that do not occur in the phonemic inventory of the home language.
  • SLO# 2: Manipulate the organs of speech to intentionally modify sound production.
  • Demonstrate awareness of habits of speech borrowed into English from the home language.
  • Adapt the sound of the voice by adjusting manner and points of articulation.
  • SLO# 3 Mark written English to indicate appropriate application of stress and intonation.
  • Combine speech skills in rehearsed presentations or dialogs.

ESLP 51 Building English Fluency and Comprehensibility

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:ESLP 41 with a grade of "C" or better
  • Catalog Date:June 1, 2019

This course builds on the skills learned in ESLP 41 while adding increased focus on sentence stress, rhythm, and intonation. Students use pronunciation rules to increase their ability to control pronunciation in a variety of situations and to make their speech more comprehensible and engaging.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: IDENTIFY ALL THE SOUNDS OF ENGLISH.
  • Be able to transcribe the sounds of English using the International Phonetic Alphabet.
  • Distinguish minimal pairs, including vowel characteristics and differences in articulation and voicing of consonants, with occasional errors.
  • SLO 2: DEMONSTRATE THE ABILITY TO PRONOUNCE ALL THE SOUNDS OF ENGLISH IN CONTROLLED SPEECH WITH OCCASIONAL ERRORS.
  • Use transcriptions in the International Phonetic Alphabet to pronounce words with increased accuracy.
  • SLO 3: USE OF A VARIETY OF WORD STRESS RULES TO IDENTIFY AND PRONOUNCE STRESSED SYLLABLES.
  • Use rules of word stress to predict and pronounce stressed syllables in two-syllable nouns, verbs, and adjectives.
  • Use rules of word stress to predict and pronounce the stressed syllables in words with a variety of suffixes.
  • Pronounce words with correct word stress in unrehearsed speech with emerging accuracy.
  • SLO 4: USE RULES OF SUPRASEGMENTAL STRESS TO IDENTIFY AND PRONOUNCE RHYTHM, SENTENCE STRESS, AND INTONATION.
  • Identify and pronounce intonation patterns of statements and questions.
  • Use English rhythm to add emphasis and expression to one's speech.

ESLP 310 Intermediate-High Pronunciation

  • Units:4
  • Hours:54 hours LEC; 54 hours LAB
  • Prerequisite:ESLP 50 and ESLW 50 with grades of "C" or better
  • Transferable:CSU
  • Catalog Date:June 1, 2019

This course is designed to further enhance intelligible speech in English language learners. In addition to review of the International Phonetic Alphabet and standard American speech sounds, students will receive intensive training in the phonology of English including common contractions, reductions, deletions, and the effects of specific phonetic environments. Participants record speech production exercises and receive personal analysis and suggestions for improvement. Students will be responsible for writing and presenting dialogs, skits, and brief other oral presentations.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO #1: independently investigate, discover, and produce the pronunciation of English words, including variations conditioned by adjacent phonological environments.
  • Utilize a dictionary and the International Phonetic Alphabet to determine the pronunciation of unfamiliar English words.
  • Recognize phonemic environments and invoke applicable phonological rules.
  • Analyze texts to select and apply both standard stress and intonation patterns as well as alternative realizations to vary meaning.
  • SLO #2: perform memorized passages, skits, or dialogs with control of practiced pronunciation skills.
  • Produce effectively all the phonemic inventory of standard American English.
  • Work independently with recording devices to self-monitor speech production.

ESLP 320 Advanced-Low Pronunciation

  • Units:4
  • Hours:54 hours LEC; 54 hours LAB
  • Prerequisite:ESLP 310 and ESLW 310 with grades of "C" or better
  • Transferable:CSU
  • Catalog Date:June 1, 2019

In this course, students focus on refining English pronunciation skills with an emphasis on eliminating production errors in spontaneous spoken English. Students will review and expand their understanding of phonological principles. Skill mastery will be demonstrated through lengthy impromptu presentations on prepared or familiar topics.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO #1: Produce lengthy, unrehearsed examples of intelligible connected speech.
  • Organize and practice prepared material for a spoken presentation without reading or reciting from memory.
  • Analyze speech production and effectively self-monitor to correct errors while speaking.
  • Modulate the voice to achieve various rhetorical effects.
  • Critique impromptu speech samples through independent work with a recording device.

English as a Second Language - Reading (ESLR)

ESLR 20 Novice Reading

  • Units:4
  • Hours:72 hours LEC
  • Prerequisite:None.
  • Catalog Date:June 1, 2019

ESLR 20 is a novice reading course for English language learners. This course is an introduction to reading in English which focuses on an emerging ability to read words, phrases and sentences in the context of a paragraph or short reading. Students will learn word forms, spelling rules, phonetics and basic grammar in the context of reading passages. They will work on vocabulary building, basic comprehension skills and reading speed. This course is part of the ESL reading sequence which is designed to prepare English language learners to take college courses leading to a certificate, degree, and/or transfer.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO #1: DEMONSTRATE UNDERSTANDING OF THE ALPHABETIC PRINCIPLE.
  • recognize and write all letters of the English alphabet.
  • associate speech sounds and spoken words to their alphabetic equivalents.
  • analyze the syllabic structure of spoken and written words.
  • apply the alphabetic principle to vocalize printed words having regular spellings.
  • SLO #2: EMPLOY BASIC VOCABULARY BUILDING RESOURCES AND STRATEGIES.
  • use a basic English language learner dictionary
  • infer meanings of new words given visual and contextual clues.
  • SLO #3: DISTINGUISH THE MEANING OF FUNDAMENTAL ENGLISH SYNTAX.
  • identify basic parts of speech.
  • interpret the information conveyed by punctuation and capitalization.
  • discriminate the phrase structure of simple and compound sentences.
  • discriminate the word forms used in noun, verb, and prepositional phrases.
  • relate meanings of logical connectors and negation.
  • SLO #4: DEMONSTRATE EMERGING UNDERSTANDING OF THE INFORMATION CONVEYED BY VERB FORM, TENSE AND ASPECT.
  • differentiate between time orientations signaled by simple present, present progressive, simple past, and simple future.
  • recognize the significance of -ed and -s suffixes on verbs.
  • explain the information conveyed by the modal auxiliary verbs 'will', 'can', and 'might'.
  • SLO #5: DEMONSTRATE EXPLICIT COMPREHENSION OF BASIC TEXTS.
  • interpret and answer simple questions about the literal content of beginning-level texts.
  • employ rudimentary scanning to locate explicit information in assigned texts.
  • write questions about the literal content of beginning-level texts.
  • SLO #6: DEMONSTRATE APPROPRIATE PARTICIPATION BEHAVIORS IN SMALL AND LARGE GROUP ACTIVITIES.
  • SLO #7: EMPLOY TIME MANAGEMENT STRATEGIES TO COMPLETE OUT-OF-CLASS ASSIGNMENTS ACCORDING TO A GIVEN SCHEDULE.

ESLR 30 Novice-High Reading

  • Units:4
  • Hours:72 hours LEC
  • Prerequisite:Completion of ESLR 20 with a grade of "C" or better; or placement through the assessment process.
  • Catalog Date:June 1, 2019

ESLR 30 is a novice-high reading course for English language learners. This course is a further introduction to reading in English which expands on the concepts learned in ESLR 20. Students focus on an emerging ability to utilize basic reading comprehension strategies. Students will learn to use word form and grammatical structure to determine meaning. They will continue to develop vocabulary building skills and increase reading speed. This course is part of the ESL reading sequence which is designed to prepare English language learners to take college courses leading to a certificate, degree, and/or transfer.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: EMPLOY BASIC "TOP-DOWN" COMPREHENSION STRATEGIES.
  • apply background information and schemata to understand short readings.
  • identify some word meanings from clear contextual clues.
  • identify purpose of short readings.
  • apply basic dictionary skills to identify a word's part of speech, and meaning or meanings.
  • SLO 2: DEMONSTRATE EXPLICIT COMPREHENSION OF LEVEL-APPROPRIATE TEXTS.
  • identify main ideas within short reading passages at the intermediate-low level.
  • differentiate the main idea from supporting ideas in simple paragraphs.
  • employ basic reading strategies such as skimming to extract explicit information for short readings.
  • interpret and answer questions about the literal content of level-appropriate texts.
  • employ rudimentary scanning to locate explicit information in assigned texts.
  • relate new information to personal experience and previous knowledge through discussion and writing.
  • SLO 3: DISTINGUISH THE MEANINGS CONVEYED BY MOST BASIC ENGLISH GRAMMAR STRUCTURES.
  • identify sentence boundaries and purpose of punctuation.
  • differentiate meanings of sentences having contrasting tense and aspect.
  • SLO 4: DEMONSTRATE ABILITY TO READ LEVEL-APPROPRIATE TEXTS ALOUD.
  • apply the alphabetic principle to vocalize printed words having regular spellings.
  • read sight words fluently.
  • use punctuation to control intonation.
  • SLO 5: BEGIN TO BECOME INDEPENDENT LEARNERS.
  • follow simple written directions for common activities.
  • apply introductory dictionary skills to locate a word's part of speech, and meaning or meanings.
  • use a basic learner dictionary to identify pronunciation and syllabic stress in words.
  • write questions about the literal content of beginning-level texts.
  • SLO 6: DEMONSTRATE APPROPRIATE PARTICIPATION BEHAVIORS IN SMALL AND LARGE GROUP ACTIVITIES.
  • SLO 7: EMPLOY TIME MANAGEMENT STRATEGIES TO COMPLETE OUT-OF-CLASS ASSIGNMENTS ACCORDING TO A GIVEN SCHEDULE.

ESLR 40 Intermediate-Low Reading

  • Units:4
  • Hours:72 hours LEC
  • Prerequisite:Completion of ESLR 30 with a grade of "C" or better; or placement through the assessment process.
  • Catalog Date:June 1, 2019

ESLR 40 is an intermediate-low level reading course for English language learners. This course focuses on developing reading skills with an emphasis on building vocabulary, literal comprehension, and fluency. Students will participate in class discussions and write about readings This course is part of the ESL reading sequence which is designed to prepare English language learners to take college courses leading to a certificate, degree, and/or transfer.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO #1: EMPLOY "TOP-DOWN" COMPREHENSION STRATEGIES
  • use context clues and structural analysis as aids to understanding word meanings.
  • infer meaning through application of previous knowledge.
  • identify implied ideas in level appropriate texts.
  • SLO #2: DEMONSTRATE EXPLICIT COMPREHENSION OF LEVEL-APPROPRIATE TEXTS
  • recognize main ideas in intermediate level reading passages.
  • locate topics and major supporting details of assigned readings.
  • discuss and write responses to ideas from both fiction and non-fiction readings.
  • answer literal comprehension and vocabulary-in-context questions after assigned readings.
  • SLO #3: DISTINGUISH THE MEANINGS CONVEYED BY FUNDAMENTAL ENGLISH GRAMMAR STRUCTURES
  • recognize parts of speech from word forms and sentence structure.
  • analyze sentences for their component parts and recognize the effect of word order on meaning.
  • SLO #4: DEMONSTRATE ABILITY TO READ LEVEL-APPROPRIATE TEXTS ALOUD
  • use phonetic skills to attack and pronounce unfamiliar words.
  • SLO #5: DEMONSTRATE ABILITY TO READ AND UNDERSTAND EXTENDED WORKS OF LEVEL-APPROPRIATE FICTION
  • increase vocabulary through reading.
  • search for contextual clues to meaning.
  • employ basic strategies to increase reading speed.
  • employ rudimentary scanning techniques to locate specific textual information.
  • SLO #6: PROGRESS TOWARD BECOMING INDEPENDENT LEARNERS
  • use an American English dictionary effectively in lieu of reliance on a translating dictionary.
  • SLO #7: DEMONSTRATE APPROPRIATE PARTICIPATION BEHAVIORS IN SMALL AND LARGE GROUP ACTIVITIES.
  • SLO #8: EMPLOY TIME MANAGEMENT STRATEGIES TO COMPLETE OUT-OF-CLASS ASSIGNMENTS ACCORDING TO A GIVEN SCHEDULE.

ESLR 50 Intermediate-Mid Reading

  • Units:4
  • Hours:72 hours LEC
  • Prerequisite:Completion of ESLR 40 with a grade of "C" or better; or placement through the assessment process.
  • Catalog Date:June 1, 2019

ESLR 50 is a reading course for English language learners at the intermediate-mid level. This course focuses on the further development of academic reading skills, with an emphasis on vocabulary development, literal comprehension, and dictionary skills. Students will continue to develop critical thinking skills to understand, analyze, discuss, and write responses to ideas expressed in adapted academic readings. This course is part of the ESL reading sequence, which is designed to prepare English language learners to take college courses leading to a certificate, degree, and/or transfer.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: DEMONSTRATE IMPLICIT AND EXPLICIT COMPREHENSION OF LEVEL-APPROPRIATE TEXTS
  • Derive main ideas and supporting details from new text that isn't highly complex or sophisticated.
  • Distinguish fact and opinion and draw conclusions.
  • Interpret literal content of texts.
  • Select the appropriate meaning of words from contextual clues.
  • Demonstrate comprehension after reading under the pressure of time.
  • SLO 2: EMPLOY VOCABULARY BUILDING STRATEGIES
  • Infer meanings of unfamiliar words through recognition of context clues.
  • Demonstrate emerging ability to analyze word roots and affixes.
  • Integrate context clues and word-attack skills in building vocabulary.
  • Employ new vocabulary in a variety of tasks including discussion, journals, summaries and/or cloze tests.
  • SLO 3: ANALYZE READINGS FOR SPECIFIC PURPOSES
  • Identify thesis, supporting ideas, and conclusions.
  • Outline or otherwise demonstrate awareness of the organizational patterns of readings.
  • Identify authors' points-of-view.
  • Identify plot, characters, and setting in works of fiction.
  • Synthesize new and previous information to reach appropriate conclusions.
  • Demonstrate some competence in critical analysis through personal reactions.
  • Read and respond to a short timed reading that is clearly organized and related to a familiar topic.

ESLR 51 Building Vocabulary Skills

  • Units:2
  • Hours:36 hours LEC
  • Prerequisite:ESLR 40 and ESLW 30 with grades of "C" or better, or placement through the assessment process.
  • Catalog Date:June 1, 2019

This course introduces English language learners to vocabulary building skills. The course teaches parts of speech, vocabulary study strategies, word attack skills, dictionary skills, and level-appropriate academic vocabulary.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO #1: DEMONSTRATE COMPETENCE USING AN ENGLISH-ENGLISH DICTIONARY.
  • Use basic dictionary skills, including the use of head words and alphabetical order, to locate words.
  • Distinguish multiple meanings of words.
  • Find basic information about words, including part of speech, definition, synonyms, and examples.
  • SLO #2: USE WORD ATTACK SKILLS TO PREDICT INFORMATION ABOUT NEW VOCABULARY.
  • Identify part of speech based on word parts and the syntax of the sentence in which the word was found.
  • Identify basic prefixes and suffixes, demonstrate knowledge of how affixes can affect the meaning of a word, and use affixes and roots to predict meanings of new words.
  • SLO #3: USE VOCABULARY STUDY STRATEGIES TO INCREASE VOCABULARY.
  • Identify useful vocabulary for independent study.
  • Gather complete information about a new word and organize it into a word journal, word map, or other vocabulary organizer for independent study.
  • SLO #4: SHOW KNOWLEDGE OF LEVEL-APPROPRIATE VOCABULARY FROM THE ACADEMIC WORD LIST
  • Use learned vocabulary correctly in speaking and writing with occasional errors.

ESLR 111 Academic Vocabulary

  • Units:2
  • Hours:36 hours LEC
  • Prerequisite:ESLR 50 and 51 with grades of "C" or better, or placement through the assessment process.
  • Catalog Date:June 1, 2019

This course is intended to prepare English language learners for the sophisticated vocabulary needed for higher-level study or work. Students will engage with the Academic Word List while continuing to develop vocabulary building skills. The course teaches more complex vocabulary study strategies, word attack skills, and academic vocabulary from the Academic Word List.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: DEMONSTRATE COMPETENCE USING AN ENGLISH-ENGLISH DICTIONARY.
  • Use dictionary skills to quickly locate words, distinguish multiple meanings of words, and find relevant grammatical information.
  • Use transcriptions to identify the pronunciation of words with occasional errors.
  • Locate the word family and additional information, such as examples, synonyms, collocations, and connotation.
  • SLO 2: USE WORD ATTACK SKILLS TO PREDICT INFORMATION ABOUT NEW ACADEMIC VOCABULARY.
  • Use affixes and roots to predict the part of speech and meaning of a word in the context of an academic text.
  • SLO 3: USE A VARIETY OF VOCABULARY STUDY STRATEGIES TO INCREASE ACADEMIC VOCABULARY.
  • Identify useful vocabulary for independent study from academic texts.
  • Gather complete information about a new word and organize it into a word journal, word map, or other vocabulary organizer.
  • Show evidence of using the vocabulary organizer to study new vocabulary.
  • SLO 4: SHOW INCREASING KNOWLEDGE OF VOCABULARY FROM THE ACADEMIC WORD LIST.
  • Use learned academic vocabulary correctly in academic speaking and writing tasks with few errors.

ESLR 114 Intermediate Reading for Allied Health Careers

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:ESLR 40 with a grade of "C" or better, or placement through the assessment process.
  • Advisory:ESLL 40 and ESLW 40 with grades of "C" or better
  • Catalog Date:June 1, 2019

ESLR 114 is a reading skills course at the intermediate level designed for English language learners who wish to enter the allied health field. In this course, students build on the reading and vocabulary skills necessary for both the academic and work environment. This course focuses on the further development of academic reading skills, with an emphasis on vocabulary development, literal comprehension, and dictionary skills. Students will continue to develop critical thinking skills to understand, analyze, discuss, and write responses to ideas expressed in readings related to the field of allied health.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: DEMONSTRATE IMPLICIT AND EXPLICIT COMPREHENSION OF LEVEL-APPROPRIATE TEXTS.
  • Derive main ideas and supporting details from new text that isn't highly complex or sophisticated.
  • Distinguish fact and opinion and draw conclusions.
  • Select the appropriate meaning of words from contextual clues
  • Recognize patterns of organization in expository writing.
  • Demonstrate comprehension after reading under the pressure of time.
  • SLO 2: ANALYZE READINGS FOR SPECIFIC PURPOSES.
  • Identify main idea, supporting ideas, and conclusions.
  • Outline or otherwise demonstrate awareness of the organizational patterns of readings.
  • Identify authors' points-of-view.
  • Synthesize new and previous information to reach appropriate conclusions.
  • Demonstrate some competence in critical analysis through personal reactions
  • Read and respond to a short timed reading that is clearly organized and related to a familiar topic.
  • SLO 3: EMPLOY VOCABULARY BUILDING STRATEGIES
  • Infer meanings of unfamiliar words through recognition of context clues.
  • Demonstrate emerging ability to analyze word roots and affixes.
  • Integrate context clues and word-attack skills in building vocabulary.
  • Employ new vocabulary in a variety of tasks including discussion, journals, and/or summaries.

ESLR 124 Advanced Reading and Vocabulary for Allied Health Careers

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:ESLL 114, ESLR 114, and ESLW 114 with grades of "C" or better
  • Corequisite:ESLL 124 and ESLW 124
  • Catalog Date:June 1, 2019

ESLR 124 is a reading and vocabulary development course at the advanced level designed for English language learners who wish to enter the allied health field. In this course students will refine their academic reading skills with a focus on comprehension of academic text, reading fluency, and annotation in disciplines related to allied health. Students will also develop vocabulary building strategies necessary for allied health related disciplines. In addition, students will use their reading and writing skills to provide critical analysis of materials read. Students who complete this course will be prepared for the reading demands of both the academic and work environment in allied health related fields.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: DEMONSTRATE ACADEMIC READING SKILLS IN COLLEGE LEVEL READINGS ON TOPICS RELATED TO THE ALLIED HEALTH FIELD.
  • Use a variety of pre-reading techniques to enhance reading comprehension.
  • Distinguish between main ideas and supporting details through the use of outlining and/or graphic organizers.
  • Identify author's use of organizational patterns within a reading.
  • Adjust reading strategies to fit the task and complexity of the reading including skimming, scanning, and the use of in text clues such as headings, pictures, graphs, diagrams, captions, etc. to improve understanding.
  • SLO 2: CRITICALLY ANALYZE ACADEMIC TEXTS ON TOPICS RELATED TO ALLIED HEALTH.
  • Demonstrate ability to summarize, paraphrase, and infer meaning from a reading.
  • Synthesize information from a multiple text to draw conclusions and support one's opinion orally and in writing.
  • Present critical analysis of text through oral and written personal responses.
  • SLO 3: EMPLOY ACADEMIC VOCABULARY BUILDING STRATEGIES IN ACADEMIC READINGS RELATED TO ALLIED HEALTH.
  • Use knowledge of prefixes, suffixes, and roots to enhance understanding of medical terminology.
  • Employ new vocabulary in a variety of tasks including discussion, journals, and written responses.

ESLR 310 Intermediate-High Reading

  • Units:4
  • Hours:72 hours LEC
  • Prerequisite:Completion of ESLR 50 with a grade of "C" or better; or placement through the assessment process.
  • Transferable:CSU
  • Catalog Date:June 1, 2019

This course focuses on the introduction of academic reading skills with an emphasis on speed, vocabulary expansion, and comprehension of ideas, and introduces students to library use. Students will use critical thinking skills to understand, paraphrase, summarize, and respond to ideas expressed in reading, either orally or in writing.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: DEMONSTRATE USE OF STRATEGIES TO FUNCTION IN MANY READING SITUATIONS WHERE ENGLISH IS THE PRIMARY LANGUAGE.
  • distinguish among, and select from, strategies appropriate to read various non-fictional modes in contrast to reading fiction.
  • comprehend and respond to assigned passages under the constraint of time
  • SLO 2: EMPLOY VOCABULARY BUILDING STRATEGIES
  • recognize new words in context by using affixes and roots.
  • infer meanings of words in context.
  • integrate context clues and word-attack skills in building vocabulary.
  • employ new vocabulary in discussion, journals, summaries and cloze tests.
  • SLO 3: ANALYZE READINGS AND IDENTIFY PATTERNS OF ORGANIZATION
  • identify thesis statements and topic sentences.
  • recognize patterns of organization in expository writing.
  • predict the pattern of organization after previewing a reading.
  • identify main ideas and supporting details.
  • outline, summarize and respond to expository essays.
  • analyze, synthesize, infer and predict ideas through specific techniques introduced in the course.
  • analyze plot, characters, and setting in works of fiction.
  • SLO 4: PROGRESS TOWARD BECOMING SELF-RELIANT AND INDEPENDENT LEARNERS
  • distinguish between fact and opinion.
  • infer the author's point of view.
  • conduct research tasks developed to introduce students to all aspects of the library.
  • evaluate selected internet-based resources
  • use an American English dictionary effectively.
  • SLO 5: EXPLORE PLURALISTIC PERSPECTIVES OF THE WORLD
  • demonstrate awareness of the difference between objective and subjective viewpoints.
  • discover personal biases through use of critical thinking skills.

ESLR 320 Advanced-Low Reading

  • Units:4
  • Hours:72 hours LEC
  • Prerequisite:Completion of ESLR 310 with a grade of "C" or better; or placement through the assessment process.
  • Transferable:CSU
  • Catalog Date:June 1, 2019

This course focuses on refining academic reading skills with an emphasis on speed, vocabulary development, and analytical comprehension. Students will practice research and synthesizing skills and do extensive writing based on critical analysis of readings.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO #1: PROVE ABILITY TO FUNCTION IN MOST READING SITUATIONS WHERE ENGLISH IS THE PRIMARY LANGUAGE
  • employ appropriate reading strategies and adjust reading speed appropriately to address a full range of reading tasks
  • demonstrate reading-proficiency skills including predicting, skimming, scanning, surveying, questioning and reviewing
  • demonstrate ability to read for specific information
  • SLO #2: EMPLOY VOCABULARY BUILDING STRATEGIES
  • employ vocabulary building skills such as analysis of roots, affixes, and contextual clues
  • SLO #3: ANALYZE READINGS TO RECOGNIZE RHETORICAL PURPOSE AND STRUCTURE
  • analyze readings to determine rhetorical mode and organizational pattern
  • deduce author's intended audience, bias, and thesis
  • SLO #4: MAKE PROGRESS TOWARD BECOMING SELF-RELIANT AND INDEPENDENT LEARNERS
  • locate and use library reference materials
  • SLO #5: BECOME MORE PREPARED TO CONTRIBUTE TO A DIVERSE DEMOCRATIC SOCIETY WITH A PLURALISTIC PERSPECTIVE OF THE WORLD
  • synthesize ideas from different texts on a common theme in a written response
  • demonstrate emerging ability to mine information through electronic media

English as a Second Language - Writing (ESLW)

ESLW 20 Novice Writing

  • Units:4
  • Hours:72 hours LEC
  • Prerequisite:None.
  • Catalog Date:June 1, 2019

ESLW 20 is a writing course for English language learners at the novice level. This course is an introduction to English writing at the sentence and paragraph level. Students will write about familiar topics focusing on the structure of English including word form, parts of speech, verb tense and word order. Students will learn to construct affirmative and negative statements, and yes/no and information questions in simple present, simple past, present continuous and simple future tenses. This course is part of the ESL writing sequence which is designed to prepare English language learners to take college courses leading to a certificate, degree, and/or transfer.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: WRITE A BASIC PARAGRAPH OF ABOUT 10 SENTENCES
  • Respond to a prompt by writing sentences that are related or tell a story
  • Use correct paragraph format
  • SLO 2: CONSTRUCT SIMPLE AFFIRMATIVE AND NEGATIVE STATEMENTS AND QUESTIONS
  • Use the simple present, past, and future and the present progressive tenses
  • Use English word order
  • Utilize proper punctuation and spelling
  • SLO 3: IDENTIFY BASIC PARTS OF SENTENCES
  • Identify subjects, verbs, and completers
  • SLO 4: DIFFERENTIATE BETWEEN BASIC PARTS OF SPEECH
  • Identify nouns, verbs, adjectives, articles and prepositions

ESLW 30 Novice-High Writing

  • Units:4
  • Hours:72 hours LEC
  • Prerequisite:Completion of ESLW 20 with a grade of "C" or better; or placement through the assessment process.
  • Catalog Date:June 1, 2019

ESLW 30 is a course for English language learners at the novice-high level. In this course students will expand control of English sentence and paragraph structures. Students will continue to develop mastery of verb tenses, subject verb agreement, singular and plural nouns, and punctuation within sentences. This course is part of the ESL writing sequence which is designed to prepare English language learners to take college courses leading to a certificate, degree, and/or transfer.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: EMPLOY THE BASIC STEPS IN THE WRITING PROCESS
  • apply prewriting, writing, revision and editing techniques
  • SLO 2: ORGANIZE IDEAS INTO PARAGRAPHS OF 10-15 SENTENCES
  • construct a paragraph with a basic topic sentence and a clear beginning, middle and end
  • explain basic time expressions to indicate order of events
  • SLO 3: APPLY BASIC WRITING AND FORMATTING CONVENTIONS OF PARAGRAPHS
  • use legible handwriting and apply correct spelling, punctuation, capitalization, margins, and indentation
  • SLO 4: WRITE SIMPLE AND COMPOUND SENTENCES WITH BASIC ENGLISH SYNTAX AND CORRECT PUNCTUATION AND CAPITALIZATION
  • SLO 5: IDENTIFY BASIC PARTS OF SENTENCES
  • identify subjects, verbs, and completers and identify clauses in compound and basic complex sentences
  • SLO 6: DIFFERENTIATE BETWEEN PARTS OF SPEECH
  • identify nouns, verbs, adjectives, adverbs, prepositions, articles and coordinating conjunctions
  • SLO 7: IDENTIFY AND USE VERB TENSES CORRECTLY WITH VERY FEW ERRORS IN FORM
  • identify and use simple present, present continuous, simple past, and future with be going to and will correctly according to the context
  • create affirmative and negative sentences, "yes/no" questions, short answers, and "wh" - questions with very few errors in form
  • SLO 8: IDENTIFY AND USE OTHER GRAMMAR STRUCTURES WITH COMPETENCE
  • identify and use singular and plural forms, some modals, count and noncount nouns, quantifiers, and articles with competence

ESLW 40 Intermediate-Low Writing

  • Units:4
  • Hours:72 hours LEC
  • Prerequisite:Completion of ESLW 30 with a grade of "C" or better; or placement through the assessment process.
  • Catalog Date:June 1, 2019

ESLW 40 is a writing course for English language learners at the intermediate-low level. This course builds skills in writing at the paragraph level. Students continue to build an understanding of the use of word form, parts of speech, verb tense, and English sentence structure. This course is part of the ESL writing sequence which is designed to prepare English language learners to take college courses leading to a certificate, degree, and/or transfer.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: ANALYZE PARAGRAPHS TO IDENTIFY COMPONENT STRUCTURES
  • identify topic, controlling idea and supporting details at various levels of specificity
  • SLO 2: PLAN, WRITE, AND REVISE BASIC PARAGRAPHS
  • SLO 3: WRITE ADEQUATELY UNDER THE PRESSURE OF TIME
  • choose the correct verb tense/aspect according to the situation
  • use time order and listing order words and expressions to organize ideas
  • use correct punctuation, capitalization, spelling, formatting of paragraphs, and legible handwriting
  • SLO 4: EXHIBIT AN EMERGING UNDERSTANDING OF THE REVISION AND EDITING PROCESSES AS TOOLS FOR WRITING IMPROVEMENT
  • SLO 5: WRITE SIMPLE, COMPOUND AND COMPLEX SENTENCES WITH CORRECT PUNCTUATION
  • SLO 6: CONSTRUCT SENTENCES WITH APPROPRIATE VERB STRUCTURES
  • SLO 7: IDENTIFY AND USE OTHER GRAMMAR STRUCTURES AND WORD FORMS
  • identify and use singular, plural and noncount forms and appropriate quantifiers and articles with very few errors in form
  • identify parts of speech and use correct word forms in writing
  • identify and use comparative and superlative forms of adjectives with emerging competence
  • identify and use adjective clauses with emerging competence
  • identify and use most modals with few errors in form
  • identify and begin to use present perfect

ESLW 50 Intermediate-Mid Writing

  • Units:4
  • Hours:72 hours LEC
  • Prerequisite:Completion of ESLW 40 with a grade of "C" or better; or placement through the assessment process.
  • Catalog Date:June 1, 2019

ESLW 50 is a writing course for English language learners at the intermediate-mid level. This course introduces essay writing. Students build an understanding of the writing process, essay structure, and types of writing assignments. Students continue to build confidence in using correct sentence structure, grammar, and editing skills. This course is part of the ESL writing sequence which is designed to prepare English language learners to take college courses leading to a certificate, degree, and/or transfer.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: IDENTIFY AND APPLY BASIC ESSAY COMPONENTS
  • write a clear thesis
  • differentiate between and construct introductions, body paragraphs, and conclusions
  • SLO 2: EMPLOY THE WRITING PROCESS
  • use prewriting, organizing, writing, and editing
  • SLO 3: INTERPRET AND RESPOND TO WRITING PROMPTS
  • SLO 4: DEVELOP PARAGRAPHS APPROPRIATE TO SELECTED RHETORICAL MODE
  • employ organization and development patterns for various rhetorical purposes including comparison, explication, process, and cause/effect
  • write topic sentences and unified support
  • recognize and employ strategies for development of ideas, including exemplification, definition, illustration, and explanation
  • SLO 5: IDENTIFY AND CORRECT GRAMMATICAL ERRORS THROUGH PROOFREADING
  • use teacher feedback to edit and improve writing
  • evidence emerging ability to identify and correct grammatical errors
  • SLO 6: WRITE SIMPLE, COMPOUND AND COMPLEX SENTENCES WITH CORRECT PUNCTUATION
  • use simple, compound, and complex sentences with correct punctuation in journal and essay writing
  • use clause and sentence combining strategies with a variety of connectors (including although, therefore, as a result, in addition) with correct punctuation in journal and essay writing
  • SLO 7: IDENTIFY AND USE GRAMMAR STRUCTURES, VERB TENSE & ASPECT, AND WORD FORMS WITH CONFIDENCE AND RARE ERRORS

ESLW 114 Intermediate Writing for Allied Health Careers

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:ESLW 40 with a grade of "C" or better, or placement through the assessment process.
  • Advisory:ESLL 40 and ESLR 40 with grades of "C" or better
  • Catalog Date:June 1, 2019

ESLW 114 is a writing course at the intermediate level designed for English language learners who wish to enter the allied health field. This course introduces students to the writing skills needed in both the academic and work environment. Students build an understanding of the writing process and types of writing necessary in the allied health field. Students continue to build confidence in using correct sentence structure, grammar, and editing skills.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: EMPLOY THE WRITING PROCESS TO COMPLETE MULTIPLE PARAGRAPH ASSIGNMENTS FOR SPECIFIC PURPOSES.
  • Identify and utilize the appropriate rhetorical structures for a given task.
  • Use a variety of prewriting, organizational, writing, and revising strategies to complete writing assignments which reflect the types of writing necessary for academic and workplace writing in the allied health field.
  • Produce a written response appropriate to the task in a timed setting.
  • SLO 2: DEMONSTRATE ABILITY TO USE A VARIETY OF ENGLISH SENTENCE PATTERNS WITH CORRECT PUNCTUATION.
  • Use simple, compound, and complex sentences with correct punctuation and a variety of coordinators.
  • Use sentence combining strategies to create adjective, adverb, noun, and conditional clauses with correct punctuation.
  • SLO 3: RECOGNIZE AND UTILIZE GRAMMAR STRUCTURES, VERB TENSE & ASPECT, AND VERB FORMS WITH MINIMAL ERRORS.
  • Identify and correct grammatical errors through proofreading.
  • Use teacher feedback to edit and improve writing.

ESLW 124 Advanced-Low Writing for Allied Health Careers

  • Units:3
  • Hours:54 hours LEC
  • Prerequisite:ESLL 114, ESLR 114, and ESLW 114 with grades of "C" or better
  • Corequisite:ESLL 124 and ESLR 124
  • Catalog Date:June 1, 2019

ESLW 124 is a writing course at the advanced level designed for English language learners who wish to enter the allied health field. In this course students will refine the writing skills needed in both the academic and work environment. Students will expand their understanding of the writing process and types of writing necessary in the allied health field. Students will build fluency and accuracy with the English language including grammar, sentence structure, and style.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: EMPLOY THE WRITING PROCESS TO COMPLETE MULTIPLE DRAFT ASSIGNMENTS FOR SPECIFIC AUDIENCES PURPOSES.
  • Use a variety of prewriting strategies, conduct basic research, write multiple drafts, and revise writing in assignments which reflect the types of writing necessary for academic and technical writing in the allied health field.
  • Produce a written response appropriate to the task in a timed setting.
  • SLO 2: RESEARCH, EVALUATE, AND SYNTHESIZE SOURCES TO SUPPORT A POSITION IN VARIOUS TYPES OF TECHNICAL WRITING USED IN THE ALLIED HEALTH FIELDS.
  • Collect and evaluate information from a variety of sources.
  • Incorporate research into one's own writing using summary, paraphrase, and direct quotation.
  • Cite sources using the appropriate format (MLA, APA, etc).
  • SLO 3: DEMONSTRATE THE ABILITY TO USE A VARIETY OF LINGUISTICALLY COMPLEX SENTENCE PATTERNS TO COMMUNICATE EFFECTIVELY.
  • Construct effective simple, compound, complex and compound-complex sentences.
  • SLO 4: PRODUCE WRITING ASSIGNMENTS THAT ARE RELATIVELY FREE FROM ERROR.
  • Use instructor feedback and independent proofreading skills to complete final drafts with few grammatical errors.

ESLW 310 Intermediate-High Writing

  • Units:4
  • Hours:72 hours LEC
  • Prerequisite:ESLW 50 with a grade of "C" or better, or placement through the assessment process.
  • Transferable:CSU; UC (ESL 325, ESLW 310, ESLW 320, or ESLW 340: any or all of these courses combined: maximum credit, 8 units)
  • Catalog Date:June 1, 2019

In this course students will continue to develop their writing skills through the writing process to create focused, fully developed and well-organized essays. The course focuses on writing for different purposes, sentence variety and emerging mastery of mechanics in the context of essays. Essays will incorporate outside sources as well as personal experience.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: DEMONSTRATE EMERGING COMPETENCE IN THE WRITING PROCESS
  • apply prewriting, organizing, outlining, drafting, revising, editing, and proofreading during the writing process
  • SLO 2: FORMULATE WELL-ORGANIZED AND DEVELOPED PARAGRAPHS WITHIN ESSAY WRITING.
  • compose well written and organized multiple paragraph essays, while under a time limit, in response to readings and/or prompts.
  • SLO 3: CONSTRUCT THESIS STATEMENTS THAT SUGGEST THE APPROPRIATE MODE OF DEVELOPMENT
  • SLO 4: CONSTRUCT DIFFERENT TYPES OF SENTENCES
  • construct simple, compound, and complex sentences with correct punctuation and connectors and use adverbial conjunctions to connect ideas across sentences
  • SLO 5: DEMONSTRATE CONTROL OF GRAMMAR, INCLUDING TENSE/ASPECT AND WORD FORM
  • SLO 6: MAKE PROGRESS TOWARD BECOMING SELF-RELIANT AND INDEPENDENT LEARNERS
  • use grading rubrics and editing guides to correct and improve drafts
  • use English-only dictionaries to acquire information about definitions, word forms and usage
  • express and respect academic integrity by using one's own ideas and words in writing and on exams

ESLW 320 Advanced-Low Writing

  • Units:4
  • Hours:72 hours LEC
  • Prerequisite:ESLW 310 with a grade of "C" or better, or placement through the assessment process.
  • Transferable:CSU; UC (ESL 325, ESLW 310, ESLW 320, or ESLW 340: any or all of these courses combined: maximum credit, 8 units)
  • Catalog Date:June 1, 2019

In this course students will analyze and employ techniques throughout the writing process to produce a variety of well focused, fully developed and organized essays. The course also emphasizes competent sentence variety and mastering the mechanics of English in the context of the essay. Essays will incorporate outside sources as well as personal experience.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: DEMONSTRATE ABILITY TO FUNCTION IN WRITING SITUATIONS FOR A VARIETY OF ACADEMIC AND WORKPLACE PURPOSES WHERE ENGLISH IS THE PRIMARY LANGUAGE
  • apply the writing process (including prewriting, outlining, drafting, revising and editing)
  • explain a response appropriately and competently to a written prompt under the pressure of time
  • produce a unified essay with a clearly developed thesis
  • SLO 2: SUPPORT OPINIONS WITH FACTS AND COGENT REASONING
  • distinguish between fact and opinion on essays
  • utilize cogent reasoning to support opinions and arguments
  • SLO 3: APPLY ERROR CORRECTION STRATEGIES TO ADDRESS REPETITIVE WEAKNESSES IN WRITING
  • utilize error rubrics to identify and correct errors
  • SLO 4: DEMONSTRATE CONTROL OF GRAMMAR WITH RARE ERRORS IN FORM
  • SLO 5: PARTICIPATE IN THE PEER REVIEW PROCESS TO STRENGTHEN THE INTENT OF WRITTEN COMMUNICATION
  • demonstrate ability to incorporate peer feedback in the revision process
  • express appropriate feedback to peer writers
  • SLO 6: MAKE PROGRESS TOWARD BECOMING SELF-RELIANT AND INDEPENDENT LEARNERS
  • express and respect academic integrity by using one's own ideas and words in writing, and demonstrate an understanding of how to avoid plagiarism, including basic use of citation
  • use error rubrics and peer feedback to independently revise and edit essays
  • develop ideas through writing multiple drafts
  • SLO 7: BECOME MORE PREPARED TO CONTRIBUTE TO A DIVERSE DEMOCRATIC SOCIETY WITH A PLURALISTIC PERSPECTIVE OF THE WORLD
  • contrast American cultural values and practices with those of students' native countries
  • explain a response clearly to various bicultural and multicultural readings

ESLW 340 Advanced Composition

  • Units:4
  • Hours:72 hours LEC
  • Prerequisite:ESLW 320 with a grade of "C" or better, or placement through the assessment process.
  • Transferable:CSU; UC (ESL 325, ESLW 310, ESLW 320, or ESLW 340: any or all of these courses combined: maximum credit, 8 units)
  • General Education:AA/AS Area II(a); CSU Area A2
  • Catalog Date:June 1, 2019

This college composition course emphasizes reading analysis, writing, and critical thinking skills, while also addressing the specific language and cultural needs of non-native speakers. These skills are essential for successful completion of a two or four-year college program. Writing assignments include expository and argumentative prose based on analysis of a variety of assigned readings and original research including a fully documented research paper and in-class essays.

Student Learning Outcomes

Upon completion of this course, the student will be able to:

  • SLO 1: COMPOSE EFFECTIVE COLLEGE-LEVEL ESSAYS USING STANDARD AMERICAN ENGLISH, EMPLOYING A VARIETY OF RHETORICAL STRATEGIES, AND APPLYING APPROPRIATE CITATIONS AND FORMATTING STANDARDS
  • Use pre-writing, drafting, revision, and editing/proofreading to create well-developed essays on academic topics
  • write focused, thoughtful thesis statements
  • Support opinions in writing through careful, critical thinking
  • Adequately develop essays using a variety of approaches, such as comparison/contrast, classification, definition, narration, description, and causal analysis
  • Construct a logical argument in writing that deals with the opposition and gives reasons to support a claim
  • Achieve coherence and unity in writing at three levels: sentence, paragraph, and essay
  • Organize written texts logically without dependence on formulaic prescriptions
  • SLO 2: RESEARCH, EVALUATE, AND SYNTHESIZE SOURCES TO SUPPORT A THESIS
  • research and incorporate sources effectively and meaningfully
  • synthesize information by paraphrasing, quoting, and summarizing readings to integrate outside sources into writing to support ideas
  • apply Modern Language Association (MLA) documentation format appropriately by using library resources, including a variety of reference works, in the preparation of a fully documented research paper
  • SLO 3: CRITICALLY ANALYZE, COMPARE, AND EVALUATE VARIOUS COMPLEX WORKS
  • evaluate a variety of complex reading selections by critically analyzing, critiquing, and responding to readings both in and outside of class
  • annotate and analyze written texts and respond thoughtfully to them
  • analyze and evaluate the 3-fold rhetorical concerns of audience, writer, and message in written texts
  • effectively critique his or her own and other student writing
  • SLO 4: APPLY THE CONVENTIONS OF STANDARD WRITTEN ENGLISH EMPLOYING A VARIETY OF SENTENCE STRUCTURES AND COLLEGE LEVEL DICTION
  • use clear and varied sentences to write error-free prose
  • demonstrate a mastery of English writing style, grammar, vocabulary, and mechanics by revising, proofreading and editing writing effectively
  • SLO 5: BECOME A SELF-RELIANT AND INDEPENDENT LEARNER
  • respect academic integrity by using one's own ideas and words in writing and demonstrate an understanding of how to avoid plagiarism
  • use error rubrics and peer feedback to independently revise and edit essays
  • SLO 6: BE PREPARED TO CONTRIBUTE TO A DIVERSE DEMOCRATIC SOCIETY WITH A PLURALISTIC PERSPECTIVE OF THE WORLD
  • contrast American cultural values and beliefs with those of other cultures
  • respond to controversial topics from a multicultural perspective