Houston Community College Intensive English Program
Southwest College
Advanced Intermediate Writing - ESOL 0351
Fall 2010
Alief/Bissonnet– Room 156
Days and Times: TTh 8.30-1.20 Lab: TTh 10.20-11.10
Credit hours: 3 lecture + 2 lab
Course contact hours: 80
Course length: 16 weeks
Type of instruction: Lecture and lab
Instructor: Aycan Tanli-O’Brien
Instructor Contact details: Email: aycan.tanliobrien@hccs.edu
Gulfton Center office phone: 713-718-8860
Office Hours: Before and after class in Room 156
Please come to see me if you have any questions or concerns. It is better to ask questions before you have problems
with tests or the homework. Talk to me if you have been absent to arrange a time to hand in the homework and to discuss
what you missed.
Class Dates: 08/28/2010 – 12/14/2010
1. COURSE CATALOG DESCRIPTION
A continuation of ESOL 0347, this course concentrates on the development of writing skills using controlled composition
and production of the five-paragraph essay.
2. COURSE PREREQUISITES
Successful completion of Intermediate Writing, ESOL 0347 or passing grades in the Intensive English Program’s tests.
3. COURSE STATEMENT OF PURPOSE
This course seeks to prepare students for continuation into ESOL 0354 and ultimately for college composition courses
and academic writing in general by accomplishing the following objectives:
• Students strengthen their awareness of the basic notions of paragraph development, particularly the role of the
topic sentence and the internal logical development of the paragraph.
• Students are introduced to the basic principles of the multi-paragraph composition, focusing especially on the role
of the introductory and concluding paragraphs, drafting an effective thesis statement, and organizing the
composition according to a clear logical pattern.
• Students improve their sentence-combination skills, especially in the area of the strategy and techniques of
coordination within compound sentences and within simple complex sentences.
• Students increase their awareness of the nature of the writing process, especially in the area of effective topic
construction and in the necessity and techniques of revision and editing.
4. COURSE STUDENT LEARNING OUTCOMES
After completing this course, students should be able to:
1. Appropriately use mechanical conventions of written English in written assignments.
2. Demonstrate a working knowledge of all verb forms and tenses that are likely to be needed in writing a moderatelength written assignment suitable to the advanced-intermediate English learner.
3. Produce an appropriate variety of sentence types in a moderate-length written assignment suitable to the
advanced-intermediate English learner.
4. Compose and revise a moderate-length composition of several paragraphs, using a clearly defined writing
process.
5. LEARNING OBJECTIVES LEADING TO THE COURSE OUTCOMES ABOVE
1.1 Correctly spell vocabulary used in compositions;
1.2 Apply rules for capitalization of beginning of sentences, proper names and other proper nouns (e.g. cities,
countries, regions, holidays, etc.);
1.3 Apply punctuation rules, especially including end punctuation (periods, question marks, exclamation points),
commas and semicolons.
2.1 Appropriately use a variety of simple, progressive, and perfect verb tenses, based on the context of the discourse,
in written assignments;
2.2 Appropriately use gerunds and infinitives as appropriate to discourse context in written assignments.
3.1 Produce compound sentences, using the seven coordinating conjunctions as well as conjunctive adverb sentence
connectors;
3.2 Produce complex sentences using a variety of subordinating conjunctions appropriate to the discourse context,
with correct punctuation;
3.3 Produce complex sentences using well-formed adjective (relative) clauses;
3.4 Produce complex sentences using well-formed noun clauses.
4.1
4.2
4.3
4.4
Use prewriting strategies to generate a topic to write about, along with supporting ideas;
Write a limited and clear thesis statement;
Organize a draft by preparing a well-formatted outline;
Write a draft of a multi-paragraph essay of 200-300 words, with a clear thesis in the introductory paragraph and a
concluding paragraph;
4.5 Revise the composition after receiving both peer feedback and feedback from the instructor.
6. COURSE CALENDAR: ESOL 0351 Advanced Intermediate Writing
Week Topic
Compositions
1
2
3
4
5
Diagnostic essay; introduction to the class
Chapter 1
Getting Ready to Write: The writing process
Review of format, SPA, punctuation, and capitalization
Chapter 2,3
Paragraphs: Topic sentences, support, outlines, focus
Simple sentences, capitalization, punctuation
Chapter 3
Revising, editing for details and organization
Review of transitions and compound sentences
Chapters 4 & 5 Writing essays: Process essay
Brainstorming, organizing, transitions
Chapters 4 & 5 Tenses and time clauses for Process essays
In-class composition #1
Draft 1 of paragraph
Draft 2 of paragraph
Draft 1 of essay #1
Draft 2 of essay #1
6
Chapters 4 & 6 Division and Classification Essay
Essay format, introductions, and conclusions
7
Chapters 4 & 6 Developing and organizing ideas in essays
Draft 1 of essay #2
8
Chapters 4 & 6 Complex sentences and transitions
Draft 2 of essay #2
9
Chapter 7
Cause and Effect Essay format
10
11
Chapter 7
Chapter 7
Cause and Effect and complex sentences
Cause and Effect transitions and clauses
12
Chapter 8
Comparison Contrast essay structure
13
Chapter 8
Comparison Contrast clauses and transitions
Draft 1 of essay #4
14
Chapter 9
Problem/Solution
Draft 2 of essay #4
Draft 1 of essay #3
Draft 2 of essay #3
15
Chapter 9
Problem Solution
16
FINAL WRITING EXAM A five paragraph essay
Notes: These are approximate schedules; I may make minor changes if necessary to cover the required material.
8. INSTRUCTIONAL METHODS
These may include:
Student writing of different kinds such as essays, summaries, timed writing for fluency, and dictation
Class or group writing of outlines and essays
Individual writing of essays
Reading and analyzing paragraphs and essays to see how they are constructed
Exercises on pre-writing skills such as generating, developing and organizing ideas
Activities on grammar, and vocabulary needed for a particular kind of essay
Activities on sentence types
Activities on revising an essay for content and other errors and ways to correct them
Revising and rewriting teacher corrected compositions
Peer editing of outlines and essays and individual conferences for essays
Individual conferences for essays
Lecture
Discussion (in whole class, groups, or pairs).
Activities in the course book, on handouts, or online
9. STUDENT ASSIGNMENTS
Homework assignments will include writing on different topics especially on students’ own experience.
Writing or completing work covered in class such as revising essays, writing outlines or writing essays in whole or part,
writing essays from outlines made in class work. Students will rewrite in-class essays using teacher feedback.
Homework is due on the next class day unless otherwise stated by the instructor. Homework one day late will receive a
grade of 50%. If you are absent you are still responsible for the homework, so work missed while absent has to be done on
your return. Please get a classmate’s phone number or email me to find out what you missed.
10. STUDENT ASSSESSMENT
Five in-class compositions (and revisions) and the final composition
Weekend compositions, homework exercises, other writing
Quizzes and tests on work covered in class
Automatic failure on final exam: Fewer than 150 words, off topic, no thesis statement or topic sentences, or all simple
sentences.
Quizzes: There will be regular quizzes including unannounced ones on homework or topics we have been studying.
Dictionaries and electronic devices are not allowed in writing tests and quizzes.
Make up policy on in-class compositions: If you miss ONE composition, see me to arrange a time to do it. This will be
a great inconvenience for you as essays take a long time to write and you will miss some other class activities. DO NOT
MISS COMPOSITIONS. These are major TESTS and they are very important parts of the grade. They are also important
for writing development.
Make up policy on missed homework or weekend compositions: I drop the lowest score at the end of the semester.
11. INSTRUCTIONAL MATERIALS
Textbook: Ready to Write More by Blanchard and Root (Longman, 2nd. Edition)
The textbook must be NEW because it is an exercise book.
Longman Dictionary of American English. This book is an English to English paper dictionary which gives meanings and
explains the context in which the words are used. The extra information on how the words are used will help you to
understand and write English well.
12. HCC ADA POLICY
Students with Disabilities: Students with a documented learning or physical disability which might affect their
performance in class should contact the HCCS South West College disabilities counselor, Dr. Becky Hauri at West Loop
campus. 713-718-7910. Faculty is only authorized to provide accommodations by the Disability Support Service. Please
see this website for more information: http://hccs.edu/student-rights
13. HCC POLICY ON ACADEMIC HONESTY (Cheating)
Academic Honesty (Dishonesty = Cheating): Any form of cheating or copying, (plagiarism) will result in a 0 for that
assignment and possibly recommendation for probation or dismissal from the college system. Cheating includes copying
from another student during a test or giving another student answers in a test. Another form of cheating is copying from
the Internet or another text and handing it in as the student’s work. ALL work has to be written by the student and not
copied from another source.
14. HCC POLICY ON STUDENT ATTENDANCE
According to the HCCS Student Handbook, you may be dropped after accumulating absences in excess of 12.5% of the
total hours of instruction (lecture and lab). For Intensive English, if you exceed a total of 10 hours (12.5%) of absence in
any class (4 days of any class including labs), you can be dropped from ALL classes. This will make F1 students out of
status and cause visa problems. Please email me if you are absent and talk to me on your return to get homework.
Tardiness and in-class time absence: Classes and tests begin promptly. Lateness counts as class or lab absence.
Three tardies (lateness) = 1 absence. Lateness after lunch, leaving early or disappearing during class or lab are also
counted as absences.
15. HCC POLICY ON STUDENTS REPEATING FOR A THIRD TIME
Repeating students: Students who repeat a course three or more times will face a tuition fee increase at HCC and other
Texas public colleges and universities. If you are having trouble in class, talk to the teacher.
Students should get help so that they do not fail. Students who need extra help can see me after school or in break times
or find a class buddy. Also, they can go for tutoring. Tutoring is available after school Tuesday to Thursday from 1:30 to
2:30 in room 105 and Fridays from 9 -11in the audio lab. (Gulfton Center)
If a student fails a class for the second time, he or she will receive an F for that class. Get assistance from a
counselor before withdrawing if you are not receiving passing grades.
16. HCC POLICY ON SEXUAL HARRASSMENT
Sexual harassment in any form is not tolerated at Houston Community College. It is a violation of HCCS policy for an
employee, agent, or student of the college to engage in sexual harassment as defined in the EEOC guidelines
(EEO/AA Compliance Handbook 47). See HCCS Student Handbook for more information.
17. HCC WITHDRAWAL DEADLINE
To drop a class, you must see a counselor. The nearest place to see one is at West Loop campus. Or you may see the
advisor in room 117. The last day students may withdraw or be dropped from a class with a grade of W is Thursday Nov
18th before 4:30p.m. Students who have excessive absences after that date will receive the grades they earn.
Note: International students will be out of status if they drop their classes and may have to return to their home
country. Speak with a counselor or the advisor before dropping classes to make sure of the procedures.
18. INSTRUCTOR REQUIREMENTS
The teacher needs to:
 Create a rich learning environment for writing and student interaction
 Provide grading scales and assessment
 Give students a lot of writing opportunities
 Give assignments on computers on a range of topics connected to the course
 Make classes, tests, and assignments clear
 Tell students about HCC policies such as attendance policies and academic honesty - (No cheating!)
 Make a class calendar available
 Make arrangements to keep in contact with students when they need help or have questions
 Give help when needed
To succeed in college the students need to:
 Participate in activities. Listen to the teacher and classmates. Ask questions and be an active learner.
 Be respectful. Listen to other students in the class and encourage everyone to contribute.
 Create a good learning environment: Turn off cell phones or use vibrate mode for an emergencies.
 No texting in class.
 Do homework assignments regularly. Do not wait to the last moment to do them.
 Keep writing. Writing is a skill which improves over time and needs a lot of practice.
 Do your own work and learn. Copying from the Internet and other sources is not learning.
 Have fun learning. Read, write, listen and speak English in daily life through: TV, radio, neighbors, students and
coworkers, and volunteer in the community.
 Use technology for learning on-line in English learning sites.
 Work with other students and enjoy learning.
 Practice writing. Keep a journal to help you organize ideas and develop your thinking in English.
 Eat well for energy. The brain needs good food. Eat breakfast at home and lunch in break times.
 Work hard and attend all classes. Be on time. Good attendance + hard work = SUCCESS
19. PROGRAM / DISCIPLINE REQUIREMENTS
Students in 0351 Advanced Intermediate Writing have to fulfill the following requirements to pass the class:
A minimum of 5 graded compositions done in class. A maximum of one can be a graded single paragraph (75-100 words)
The rest or all will be multi-paragraph essays (200-300 words) including the final examination.
The following rhetorical organizations are to be covered:
Process
Division and classification
Comparison/contrast
Causes and effects
Problem/solution
Students are required to revise and rewrite their in-class compositions (excluding the midterm and final compositions).
Teachers should encourage students to take the revision process seriously.
Students should do regular and frequent alternative free writing activities which will be inspected regularly by teachers.
This may take various forms such as a journal or summaries etc. The assessment will be up to the teacher but teachers
will not generally be expected to correct and grade each entry.
20. HCC GRADING SCALE
A
90-100
B
80-89
C
70-79
IP
Below 70
In progress, but not passing
21. INSTRUCTOR GRADING CRITERIA:
65%
In class compositions and revisions (1 paragraph and 4 essays)
20%
Final essay
10%
Homework, class work, quizzes, lab and revisions of essays
5%
Weekly compositions