ES 114 - English as a Second Language: Writing and Grammar IV

2. Use an introduction, a thesis statement, and a conclusion when writing an essay

3. Understand advanced grammar rules

4. Use advanced grammar rules correctly when writing and speaking

5. Demonstrate the ability to edit and refine writing through the process of drafting

6. Use advanced sentence patterns and structures when writing

7. Write a well-developed response to an essay test

8. Write at a level appropriate for entry into academic classes outside of the ESL program.

9. Effectively organize communications, ensuring there is a clear introduction and conclusion, the content is well-sequenced and there are appropriate transitions. 

10. Complete work accurately, with attention to detail. 

II. Present advanced level grammar rules

III. Lead activities to practice new grammar rules

IV. Help students to create sentences following the rules mentioned above

V. Teach students to use a variety of complex sentence patterns and structures

VI. Review the parts of an essay (introduction, thesis statement, body paragraphs, conclusion)

VII. Introduce and practice different modes of essays (descriptive, persuasive, comparison/contrast, etc.)

VIII. Develop skills by writing essays on various topics for a variety of purposes and audiences

IX. Work with classmates through peer editing activities

X. Help students to use teacher and peer comments to improve their writing

XI. Encourage students to revise and edit their writing through multiple drafts

XII. Review and practice timed essay strategies

XIII. Develop a greater awareness of American culture and how it affects written communication

Lecture: Approx 25-30%

Individual skills practice: Approx 25-30%

-Course should include a minimum of 25 pages of informal writing, not necessarily grammatically correct. This could include journal writing, personal response, group writing, etc. 

-Course should include a minimum of 4 finalized essays, averaging 3-4 pages, typed, including one research paper with 4-8 sources, MLA style.

-The idea of voice should continue to be explored through various types of academic essays. Assignments should cover a variety of topics, including summary and personal response. Annotation should also be reviewed.

-Teachers will emphasize drafting, revising, and peer review.

-More than one genre of writing must be used.

-A range of instructional strategies, including group and/or pair work, is required in all composition classes. Lecture must not dominate.

-Paraphrasing and summarizing activities should be included.

-Midterm and final exams are not required, but may be given, not to exceed 20% of the final grade.

Essential Abilities
English as a Second Language

The Grand Rapids Community College English Department faculty has specified essential abilities critical to the success of students in any GRCC English as a Second Language course. Students must demonstrate these essential abilities to succeed in their program of study. Qualified applicants are expected to meet all admission criteria, and matriculating students are expected to meet all progression criteria, as well as these essential abilities with reasonable accommodations as required by law. Each function and skill listed below is connected to a specific example that is typical of the general requirement.

1. Essential judgment skills to include:

• Students will have the ability to identify, assess, and comprehend surrounding situations for the purpose of problem solving and coming to appropriate conclusions and/or course of actions.

• Students are expected to meet deadlines by completing their work in and outside of the classroom.   
• Students are expected to adhere to the syllabus and respect authority and the classroom culture.
• Students are expected to accept and work with classmates who have different values and beliefs.

2. Essential physical/neurological functions to include:

• Listening – Students will be able to listen attentively to faculty and their peers.
• Concentration – Students will be able to maintain focus on class-related tasks.
• Managing relationships – Students will be able to negotiate one-on-one, small group, and whole-class relationships.
• Physical adaptability – Students will be able to negotiate the classroom space and adapt to changing classroom configurations.
• Production of typewritten material – Students will be able to produce typewritten documents in a timely manner.

3. Essential communication skills to include:

• Ability to work in word processing, to use Dragon (or other spoken software) or to handwrite to produce a document or other forms of written communication.
• Ability to use a computer for access to Bb, student email and the internet.

• Ability to engage in spoken communication with appropriate accommodation.
• Appropriate listening, speaking, reading, and writing skills as determined by placement test scores and/or successful completion of the previous level of the course.

4.  Essential emotional coping skills:

• Willingness to work cooperatively in pairs or small groups.
• Ability to work independently on classroom assignments and homework.
• Motivation to complete academic goals.
• Ability to manage stressful situation and deadlines.
• Acceptance of feedback - the student must be willing to accept constructive feedback from instructors and peers.
• Ability to ask questions and utilize available resources.

5.  Essential intellectual/conceptual skills to include:

• Ability to understand, interpret and complete the student learning outcomes for the class.  
• Ability to stay on task for the required time without a mental break.
• Ability to understand that intellectually you are at a college level and come to class with the expectation of academic rigor.  
• Ability to engage in the learning process.

6. Other essential behavioral attributes:

• The student must demonstrate responsibility and accountability for actions as a student at GRCC.  
• Students must come to the class and engage in behaviors consistent with safe practice without demonstrated behaviors of abuse or dependence on substances that impair behavior or judgment.