ESOL 103B

A continuation of ESOL 103A that is designed for non-native speakers of English who have excellent conversational skills in English, but who need to improve their academic English skills before entering a full program of study at a college or university. Students in the course will develop their skills in listening, speaking, reading and writing skills using college level materials. Particular emphasis is placed on being able to complete basic academic writing assignments. Substantial outside preparation and lab work are required. Prerequisite: Completion of ESOL 103A with a grade of C or better. 4 Cr. This course if offered in the fall and spring semesters.

Speaking

Students will be able to

Demonstrate control of basic grammar and pronunciation when speaking in all discourse about personal situations and everyday experiences
Clarify and elaborate on meaning when necessary
Give information or state opinions about a wide range of topics with minimal interference from the native language and good control of basic grammar
Participate fully in class discussions with good turn taking, interrupting and holding the floor skills, asking for and giving clarification or elaboration as needed
Give short 3-5 minute oral presentations with good delivery techniques (rate, volume, eye contact, gestures, posture), a good introduction, thesis, clear organization, good support and conclusion
Participate in class discussions on abstract, academic topics, with only minimal interference from the native language
Develop presentations with information from outside sources using proper citations

Reading

Students will be able to

Understand unadapted prose, news items, business letters, and other materials encountered in daily life
Recognize different genres such as fiction, journalism, expository and persuasive writing
Respond in writing to ideas expressed in reading materials
Read at a relatively normal rate unadapted academic texts with good comprehension
Read and understand grammatically complex and abstract materials
Take notes including the main idea and supporting ideas of academic readings
Recognize rhetorical modes such as exemplification, process, and definition
Note the use of cohesive devices to make patterns of organization clear
Determine author's purpose
Paraphrase an author's implicit meaning or main points
Understand the use of hypothesis, arguments and opinions in writing
Interpret, make inferences and generalizations from written materials
Identify an author's biases
Critically evaluate and synthesize information from a variety of sources

Writing

Students will be able to

Write dictations with 70% accuracy Write with good control of basic grammar, sentence structure and mechanics
Write summaries that include a citation, a paraphrase of the thesis and supporting details without any unnecessary details
Write academic essays in two different organizational patterns such as cause/effect and persuasion with appropriate academic style; the persuasive essay will include a counterargument
Write essays using a 5-paragraph format with a clear thesis with controlling ideas, that are unified and coherent with appropriate transition words
Include adequate support with examples and details
Use hooks to connect paragraphs to the thesis
Paraphrase ideas from outside resources and give citations
Use a four-step process in writing, including pre-writing, drafting, revision, and editing

Grammar

Students will be able to

Speak and write with good control of all basic grammar, including verb tenses, noun usage, word order, gerunds, infinitives, participial adjectives and passive sentences
Use all types of dependent clauses with appropriate conjunctions to make the relationship between ideas clear
Avoid errors in parallelism

Pronunciation

Students will be able to

Pronounce all consonants, blends and vowels correctly with correct word stress and intonation patterns
Speak with reasonable fluency

Vocabulary

Students will be able to

Develop and use strategies for learning new vocabulary
Avoid use of non-idiomatic or inappropriate word choices
Make use of a monolingual English dictionary to improve vocabulary and writing
Use context clues to determine meaning of technical words
Expand the use of affixes to increase vocabulary

Academic Skills

Students will be able to

Read and understand charts, maps and graphs
Find main ideas
Derive factual information from materials
Use predicting, skimming and scanning strategies to improve comprehension
Differentiate main idea from details
Use underlining, highlighting and margin notes as study aids
Interpret mood, tone, or intent of academic materials
Distinguish fact from opinion
Be aware of the issue of plagiarism
Do self-evaluations on individual needs to become independent readers and writers in college-level work
Relate new information to previously learned information
Recognize generalizations
Understand various purposes and forms of academic, college level reading and writing tasks
Evaluate one's own and peer's presentations and essays and give feedback
Note parallels in academic lectures, reading and writing
Appreciate major differences between writing in English and writing in the first language
Synthesize information from a variety of sources and give proper citations
Use the library and the Internet for research
Critically evaluate materials

Listening

Students will be able to

Understand all discourse about personal situations and other everyday experiences spoken at normal conversational rates with limited need for repetition or rewording.
Understand linguistically complex discussions, including academic lectures and factual reports
In class discussions, listen actively, give appropriate verbal and non-verbal feedback and ask questions in academic discussions
Take notes in a variety of formats that include the main idea and supporting ideas on unadapted academic lectures
Note use of cohesive devices to organize ideas in lectures
Respond in writing to ideas expressed in listening materials
Understand academic lectures that contain abstract concepts with limited supplementary helps
Understand relationships between ideas in listening materials
Recognize asides and unimportant details in lectures
Comprehend implications, inferences, emotional overtones, and differences in style and shifts in register

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	ESOL 095A ESOL 095B ESOL 101A ESOL 101B ESOL 103A ESOL 103B	ESOL 103B A continuation of ESOL 103A that is designed for non-native speakers of English who have excellent conversational skills in English, but who need to improve their academic English skills before entering a full program of study at a college or university. Students in the course will develop their skills in listening, speaking, reading and writing skills using college level materials. Particular emphasis is placed on being able to complete basic academic writing assignments. Substantial outside preparation and lab work are required. Prerequisite: Completion of ESOL 103A with a grade of C or better. 4 Cr. This course if offered in the fall and spring semesters. Speaking Students will be able to Demonstrate control of basic grammar and pronunciation when speaking in all discourse about personal situations and everyday experiences Clarify and elaborate on meaning when necessary Give information or state opinions about a wide range of topics with minimal interference from the native language and good control of basic grammar Participate fully in class discussions with good turn taking, interrupting and holding the floor skills, asking for and giving clarification or elaboration as needed Give short 3-5 minute oral presentations with good delivery techniques (rate, volume, eye contact, gestures, posture), a good introduction, thesis, clear organization, good support and conclusion Participate in class discussions on abstract, academic topics, with only minimal interference from the native language Develop presentations with information from outside sources using proper citations Reading Students will be able to Understand unadapted prose, news items, business letters, and other materials encountered in daily life Recognize different genres such as fiction, journalism, expository and persuasive writing Respond in writing to ideas expressed in reading materials Read at a relatively normal rate unadapted academic texts with good comprehension Read and understand grammatically complex and abstract materials Take notes including the main idea and supporting ideas of academic readings Recognize rhetorical modes such as exemplification, process, and definition Note the use of cohesive devices to make patterns of organization clear Determine author's purpose Paraphrase an author's implicit meaning or main points Understand the use of hypothesis, arguments and opinions in writing Interpret, make inferences and generalizations from written materials Identify an author's biases Critically evaluate and synthesize information from a variety of sources Writing Students will be able to Write dictations with 70% accuracy Write with good control of basic grammar, sentence structure and mechanics Write summaries that include a citation, a paraphrase of the thesis and supporting details without any unnecessary details Write academic essays in two different organizational patterns such as cause/effect and persuasion with appropriate academic style; the persuasive essay will include a counterargument Write essays using a 5-paragraph format with a clear thesis with controlling ideas, that are unified and coherent with appropriate transition words Include adequate support with examples and details Use hooks to connect paragraphs to the thesis Paraphrase ideas from outside resources and give citations Use a four-step process in writing, including pre-writing, drafting, revision, and editing Grammar Students will be able to Speak and write with good control of all basic grammar, including verb tenses, noun usage, word order, gerunds, infinitives, participial adjectives and passive sentences Use all types of dependent clauses with appropriate conjunctions to make the relationship between ideas clear Avoid errors in parallelism Pronunciation Students will be able to Pronounce all consonants, blends and vowels correctly with correct word stress and intonation patterns Speak with reasonable fluency Vocabulary Students will be able to Develop and use strategies for learning new vocabulary Avoid use of non-idiomatic or inappropriate word choices Make use of a monolingual English dictionary to improve vocabulary and writing Use context clues to determine meaning of technical words Expand the use of affixes to increase vocabulary Academic Skills Students will be able to Read and understand charts, maps and graphs Find main ideas Derive factual information from materials Use predicting, skimming and scanning strategies to improve comprehension Differentiate main idea from details Use underlining, highlighting and margin notes as study aids Interpret mood, tone, or intent of academic materials Distinguish fact from opinion Be aware of the issue of plagiarism Do self-evaluations on individual needs to become independent readers and writers in college-level work Relate new information to previously learned information Recognize generalizations Understand various purposes and forms of academic, college level reading and writing tasks Evaluate one's own and peer's presentations and essays and give feedback Note parallels in academic lectures, reading and writing Appreciate major differences between writing in English and writing in the first language Synthesize information from a variety of sources and give proper citations Use the library and the Internet for research Critically evaluate materials Listening Students will be able to Understand all discourse about personal situations and other everyday experiences spoken at normal conversational rates with limited need for repetition or rewording. Understand linguistically complex discussions, including academic lectures and factual reports In class discussions, listen actively, give appropriate verbal and non-verbal feedback and ask questions in academic discussions Take notes in a variety of formats that include the main idea and supporting ideas on unadapted academic lectures Note use of cohesive devices to organize ideas in lectures Respond in writing to ideas expressed in listening materials Understand academic lectures that contain abstract concepts with limited supplementary helps Understand relationships between ideas in listening materials Recognize asides and unimportant details in lectures Comprehend implications, inferences, emotional overtones, and differences in style and shifts in register
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