ESL 091 Ace English 1

Course Description

The purpose of this course is to prepare at-risk students for entry into and success in entry-level college English listening, speaking, reading, and writing skills coursework. Emphasis will be on acquisition of integrated English communication skills in a wide range of activities and content areas. The course is divided into units in which students explore a common theme around which the language skills are structured

Note:: “Achieving College Excellence” is a sequence of course modules designed to assist transitional degree students who have not achieved full degree status, as determined by COMET scores, in preparing them for entry into a degree program. Upon passing all course modules, they shall be deemed minimally qualified to engage in degree coursework.

Course Prepared by: ACE Faculty
Campus Site: Pohnpei Campus

Course Type	Hrs/Week	No./Weeks	Total Hrs	Divisor	Semester Credits
Lecture/Lab	12	6	72	/16	4
Total Semester Credits					4

• This course also meets General Education Goals #(s): None

Prequisite Course(s): None. Placement according to COMET results.

1. PROGRAM LEARNING OUTCOMES (PLOs):

   
   The student will be able to:
   
   1. Demonstrate mastery in math and English skills to be able to complete successfully an introductory level course.
   2. Determine the value of lifelong learning and demonstrate the skills and attitudes necessary for the attainment of academic goals.
   3. Demonstrate critical thinking skills necessary to analyze, interpret, evaluate, process, and apply academic content.
   4. Utilize and transfer knowledge of the foundations and concepts for math and English to the academic setting.

2. STUDENT LEARNING OUTCOMES (SLOs): GENERAL

   
   The student will be able to:
   
   1. Utilize the English language for interpersonal and academic communication in preparation for regular college work and demonstrate basic proficiency in critical and analytical thinking skills
   2. Demonstrate basic pre-reading, reading, and post-reading skills for reading academic texts
   3. Write well-organized paragraphs and essays using appropriate sentence structures, grammar, the writing process, and time management skills
   4. Apply the fundamentals of the English language to the academic setting

   SLOs	PLO1	PLO2	PLO3	PLO4
   1	ID		ID	ID
   2	ID	ID	ID	ID
   3	ID	ID	ID	ID
   4	ID	ID	ID	ID

   I = Introduced
   D = Demonstrated
   M =- Mastered

3. STUDENT LEARNING OUTCOMES (SLOs): SPECIFIC

   
   The student will be able to:
   

   General SLO 1. Utilize the English language for interpersonal and academic communication in preparation for regular college work and demonstrate basic proficiency in critical and analytical thinking skills

   Student Learning Outcomes	Assessments Strategies
   1.1 Demonstrate accurate note-taking skills while list- Note taking exercises, quizzes. ening to conversations and short-lecture excerpts.	Note taking exercises, quizzes.
   1.2 Answer questions following a conversation or short lecture.	Class work, quizzes, test.
   1.3 Demonstrate both receptive and expressive English.	Group discussions, feedback H.outs, short oral presentations.
   1.4 Define new vocabulary related to chapter themes.	Class work, quizzes, and test.

   General SLO 2: Demonstrate basic pre-reading, reading, and post-reading skills for reading academic texts.

   Student Learning Outcomes	Assessments Strategies
   2.1 Demonstrate familiarity with text formats such as table of contents, foreword, index, glossary, tables, headings, and subheadings.	Class work, quizzes, and test.
   2.2 State a purpose for reading a piece of text.	Short writing exercises, oral presentations.
   2.3 Employ prior knowledge and/or develop new background knowledge for better comprehension.	Group discussions, individual oral presentations
   2.4 Identify main idea, supporting details, facts and opinions, and make inferences.	Short answer questions, written exercises with a graded rubric, test.
   2.5 Employ context clues and decoding skills to deduce vocabulary meaning.	Class work, quizzes, and test.
   2.6 Rephrase and explain main ideas from a reading passage.	Class work, Short writing exercises, quizzes, and test.
   2.7 Summarize short reading passages.	Written exercises and summaries.
   2.8 Respond to reading.	Group discussions, written exercises, quizzes, and test.

   General SLO 3: Write well-organized paragraphs and essays using appropriate sentence structures, grammar, the writing process, and time management skills.

   Student Learning Outcomes	Assessments Strategies
   3.1 Write correctly structured simple and complex sentences.	Class work, quizzes, and test.
   3.2 Organize paragraphs and essays.	Parts of essay projects, submit intro, body, and conclusion paragraphs, write a final draft essay with a graded rubrics.
   3.3 Write coherent paragraphs and essays.	Pre-writing, writing, and post writing paragraphs projects, 1st and final draft essays with graded rubrics.
   3.4 Revise paragraphs and essays.	Teacher and student peer editing activities, multiple drafts
   3.5 Edit paragraph and essays.	Submit final draft with corrections, graded with a rubric.
   3.6 Utilize new vocabulary related to chapter themes.	Submit paragraphs and essays using chapter terms, graded with a checklist

   General SLO 4: Apply the fundamentals of the English language to the academic setting

   Student Learning Outcomes	Assessments Strategies
   4.1 Describe titles, headings, and labels in charts and various graphs found in reading passages.	Class work, oral and written exercises, quizzes, and test.
   4.2 Explain how and why charts, tables, and graphs in passages summarize or clarify the content of the passages.	Class work, oral and written exercises, quizzes, and test.
   4.3 Describe how percentages, including ratios and proportions are used in reading passages.	Class work, oral and written exercises, quizzes, and test.

4. COURSE CONTENT

   
   

   The course will focus on reading strategies necessary for students to effectively process academic content materials and will be divided into academic themes. Themes must include a topic on valuing lifelong learning. Students will read, discuss, present orally and write about the academic themes. Study skills such as time management, decision making, and goal setting are emphasized in the process of writing and preparing assignments.

   1. Pre-reading skills; listening; pre-writing
      
      • Surveying-books, chapters, text
      • Establishing a purpose for listening and reading
      • EPredicting
      • Outlining/note taking/graphic organizers/free-writing/guided writing
   2. Reading skills; speaking, writing; critical thinking
      
      • Identify main idea, supporting details, facts & opinions
      • Context clues/root words/pre-fixes & suffixes
      • Asking and answering questions
      • Thesis statements/topic sentences/supporting details/drafting
      • Paragraph construction
      • Rhetorical patterns: example, process
   3. Post-reading skills; speaking, writing
      
      • Summarizing/rephrasing
      • Expressing opinions/responding to written text orally and in writing
      • 1-3 minute oral presentations
      • Revising and editing
      • Grammar:
        
        • subject-verb agreement
        • sentence fragments
        • misplaced modifiers
        • pronoun antecedents

5. METHODS OF INSTRUCTION

   Lecture/discussion, group work, oral presentations, guest speakers, computer assisted learning, collaborative learning, class assignments

6. REQUIRED TEXT(S) AND COURSE MATERIALS

   
   
   1. Required Text:
      
      • Smith, Nila Banton. (2002). Be a Better Reader. Level F 9. Prentice-Hall. (or most recent edition).
      • Blanchard, Karen & Root, Christine.(2007). Writing Preparation and Practice 3 Pearson Company.(or most recent edition).
   2. Required Materials: One novel from the 8-10 graded reading level of the Townsend Press Library series. Text to be selected by the division chair in consultation with the ESL/developmental faculty. The complete list of books in the series can be viewed at http://www.townsendpress.com/books.php.

7. REFERENCE MATERIALS

   i. Listening
   

   • Adams, Thomas W., and Susan R. Kuder. (1994). Attitudes through Idioms. Newbury House. (or most recent edition).
   • Beylan, David., and Neil Murry. (1993). Contemporary Topics. NY: Longman. (or most recent edition).
   • Dunkel, Patricia., and Frank Pialosi. (1982). Advanced Listening Comprehension. (Tapes) (or most recent edition).
   • James, Gauge., Charles G. Whitley., and Sharon Bode. (1980). Listening in and Speaking out. NY: Longman. (Tapes) (or most recent edition).
   • King, Carol., and Nancy Stanley. (1989). Building Skills for the TOEFL. Nelson. (Tapes) (or most recent edition).
   • Roguski, Connie., and Edith Palmberg. (1990). Academic Mini-Lectures. Heinle & Heinle (Tapes). (or most recent edition).

   ii. Supplemental Reading
   

   • Ashby, Gene. Ed. (1985). Somethings of Value: Micronesian Customs and Beliefs. Or: Rainy Day Press (or most recent edition).
   • Ashby, Gene. Ed. (1985). Never and Always: Micronesian Legends, Fables and Folklore, Or: Rainy Day Press (or most recent edition).
   • Other materials selected by the instructor, including but not limited to newspaper or magazine articles, novels and short stories, reference texts, local or regional publications
   • Computer software selected by the instructor, including but not limited to, Speed Reader and TOEFL Mastery.

   iii. Writing
   

   • Azar, Betty Schrampfer. (1989). Understanding and using English grammar, 2nd Ed. Prentice Hall Regents, Upper Saddle River, NJ. (Textbooks and Workbooks, Volumes A and B) (or most recent edition).
   • Winkersky, Joy, Boerer, Jan., and Diana Holquin-Bologh. (1992). Writing paragraphs and essays. Belmont, CA: Wadsworth Pub. (or most recent edition).

8. INSTRUCTIONAL COSTS

   None

9. EVALUATION

   None

10. CREDIT BY EXAMINATION

    None