MASTER SYLLABUS
ESL WRITING WITH GRAMMAR
ESL Curriculum Mission Statement
The mission of the ESL curriculum is to help students whose main language is not English
develop their English reading, writing, listening and speaking skills to enable them to
succeed in college level courses and in the workplace.
1.
INSTRUCTOR'S NAME
Office Hours:
Part-timers are not required to have office hours, but they are encouraged
to be available in or near the classroom before and after class sessions.
Telephone Numbers: Part-timers should apply for an NECC telephone extension. Students
may use this number to leave messages for the instructor.
Email Address:
Use your NECC email address.
2.
COURSE TITLE AND NUMBER – (NOTE: Refer to the teaching assignment letter you received for
this information.)
3.
GENERAL COURSE DESCRIPTION – (NOTE: Copy the course description exactly as written
below.)
ESL062 ESL Intermediate Writing with Grammar: 8 credits. 7 lecture hours, 2 lab hours per week.
Prerequisite: ESL Placement Test or C- or higher in ESL011. This course is an intermediate writing
with grammar course for non-native speakers of English. Intermediate grammar is used in writing simple,
compound, and some complex sentences within descriptive and narrative paragraphs with a focus and a
beginning, middle and end. Emphasis is placed on beginning to use the steps of the writing process,
responding to readings using quotation, and level-appropriate self-correction. This course requires work
in a computer lab during class.
PLEASE NOTE: This course is a developmental course and DOES NOT carry graduation credit. It is
NOT usually transferable. Since developmental courses are mandated courses, students who do not meet
the exit criteria of a grade of C or higher for ESL will be required to repeat them.
ESL063 ESL High Intermediate Writing with Grammar: 8 credits. 7 lecture hours, 2 lab hours per
week. Prerequisite: ESL Placement Test or C or higher in ESL062 Intermediate Writing with Grammar.
This is a high intermediate level writing with grammar course for non-native speakers of English. Focus
is on the use of high intermediate grammar in the writing of well-organized paragraphs towards the writing
of multi-paragraph narrative and expository essays which include a thesis, body and conclusion. Emphasis
is placed on further development of applying the steps of the writing process, responding to levelappropriate readings using quotation, and using self-correction strategies. It includes introduction to
critical thinking skills in English. This course requires work in a computer lab during class.
PLEASE NOTE: This course is a developmental course and DOES NOT carry graduation credit. It is
NOT usually transferable. Since developmental courses are mandated courses, students who do not meet
the exit criteria of C or higher for ESL will be required to repeat them.
ESL064 ESL Advanced Academic Writing with Grammar: 8 credits. 7 lecture hours, 2 lab hours per
week. Prerequisite: ESL Placement Test, or C or higher in ESL063 High Intermediate Writing with
Grammar. This is an advanced level writing with grammar course for non-native speakers of English.
Focus is on the use of advanced grammar level structures and academic vocabulary in the writing of well7/30/2014
1
MASTER SYLLABUS
ESL WRITING WITH GRAMMAR
developed, coherent expository and persuasive essays of at least five paragraphs which include a thesis,
body and conclusion. Emphasis is placed on developing proficiency in applying the steps of the writing
process, responding to readings using quotation and paraphrase, and using self-correction strategies. It
includes development of critical thinking skills in English. This course requires work in a computer lab
during class.
PLEASE NOTE: This course is a developmental course and DOES NOT carry graduation credit. It is
NOT usually transferable. Since developmental courses are mandated courses, students who do not meet
the exit criteria of C or higher for ESL will be required to repeat them.
4.
ALL REQUIRED TEXTS, INCLUDING INFORMATION ON PUBLISHER AND EDITION
USED (NOTE: Teachers may choose their texts, but the following texts are recommended.)
ESL062 ESL INTERMEDIATE WRITING w/ GRAMMAR:
1.
LONGMAN ACADEMIC WRITING SERIES 2. Hogue. Pearson.
+ FOCUS ON GRAMMAR 2 access code. Package ISBN – 978-0-13-4042619
AND
2.
MORE GRAMMAR PRACTICE 2. 2nd ed. Heinle. Cengage. ISBN 978-11112-20426
OR
1. GREAT WRITING 1, 4th ed. Folse, Muchmore-Vokoun, Vestri Solomon,
Cengage. 2014. + ONLINE WORKBOOK Package
Bundled with MORE GRAMMAR PRACTICE 2. 2nd ed. Heinle. Cengage
ISBN 978-13-05597303
ESL063 ESL HIGH INTERMEDIATE WRITING w/ GRAMMAR:
1. LONGMAN ACADEMIC WRITING SERIES 3. Oshima & Hogue. Pearson.
+ FOCUS ON GRAMMAR 3 access code. Package ISBN – 978-0-13-3959857
AND
2. MORE GRAMMAR PRACTICE 3. 2nd ed. Heinle. Cengage ISBN 978-11112-20099
OR
1. GREAT WRITING 2, 4th ed. Folse, Muchmore-Vokoun, Vestri Solomon,
Cengage. 2014. + ONLINE WORKBOOK bundled with
MORE GRAMMAR PRACTICE 3. 2nd ed. Heinle. Cengage
ISBN 9781305597310
ESL064 ESL ADVANCED WRITING w / GRAMMAR:
1. LONGMAN ACADEMIC WRITING SERIES 4. Oshima & Hogue. Pearson.
+ FOCUS ON GRAMMAR 4 access code. Package ISBN – 978-0-13-3959864
AND
2. MORE GRAMMAR PRACTICE 3. 2nd ed. Heinle. Cengage. ISBN 978-11112-20099
OR
1. GREAT WRITING 3, 4th ed. Folse, Muchmore-Vokoun, Clabeaux.
7/30/2014
2
MASTER SYLLABUS
ESL WRITING WITH GRAMMAR
Cengage. 2014. + ONLINE WORKBOOK Package bundled with
MORE GRAMMAR PRACTICE 3. 2nd ed. Heinle. Cengage.
ISBN 9781305597327
5.
COURSE TOPICS AND ASSIGNMENTS (NOTE: Copy the topics from Course Objectives and list
any assignments that are required for your course.
6.
TEACHING PROCEDURES - (NOTE: Briefly describe the teaching procedures you will use to
attain the course objectives listed for your course. The following is a suggested description, but you
may change this depending on how you plan to teach this course.)
All Levels:
Class work will involve individual, pair and group work that will encourage maximum student
involvement with a focus on developing ideas about a topic before starting to write, increasing
grammatical accuracy, and on promoting a cooperative learning approach.
Students will do:
 prewriting activities that include reading articles and other texts related to writing prompts.
 guided practice of the grammar structures and vocabulary that will be needed for the writing
activities.
 writing paragraphs and essays, revising ideas
 editing and error correction and review of related grammar structures
 unedited journal writing to increase fluency.
7. INSTRUCTIONAL OBJECTIVES – (NOTE: Copy the objectives for your course exactly as they are
written.)
ESL062 ESL Intermediate Writing with Grammar:
Writing Objectives:
Students who attain a grade of C or better will be able to
1. write a paragraph with a clear focus and a beginning, middle, and end (about 200 words)
2. order details within common rhetorical forms such as description and narration
3. respond to an academic reading of some complexity (at a 6th to 7th grade reading level), demonstrating
comprehension and critical thinking through writing
4. begin to use 5 steps of the writing process (brainstorm, organize, write, revise, and edit).
- revise successive drafts for clarity (i.e. content and organization) before editing for correctness
(spelling, punctuation, grammar)
5. write sentences in a sequence using the correct signal words
- transitions, conjunctions and time order words, and using a variety of dependent clauses
6. use a range of vocabulary that is varied and effective with some common idiomatic expressions (e.g.
take care of; count on)
7. apply conventional spelling rules
-understand spelling options for long vowel sounds, double consonants with -ed or –ing, or
understanding of inflections (e.g. –ness) to spell accurately
8. quote from a source
Grammar Objectives:
7/30/2014
3
MASTER SYLLABUS
ESL WRITING WITH GRAMMAR
Students who attain a grade of C or better will be able to recognize and correctly incorporate the following
grammatical words and structures into the writing of simple, compound, and complex sentences:
1. Basic English clause/sentence structure (SVOPlaceTime) in affirmative, negative, and question forms
with correct word order for all verb forms in #7 below. This includes:
-correct subject-verb agreement
-complete subject = article+adj+noun+prepositional phrase
2. Parts of speech (verbs, nouns, pronouns, adjectives, adverbs, prepositions, and conjunctions) and their
functions
3. Articles (use with count/noncount and generic nouns)
4. Count vs. noncount nouns
5. Comparative and superlative adjectives
6. The basic modals can, may, might, must; should in simple forms;
and phrasal modals - going to, have to, like to, would like to (either here or in #8 as
infinitives as objects)
7. Verb Forms-Tenses
-present/past/future (will & be going to)
Perfect
-present (not perfect progressives)
Progressive
-present/past
Passive
-present/past (simple, common use, such as “tired,” “scared”)
8. Simple gerunds and infinitives as objects
9. Adverb clauses of time (with when, while, after, before) and cause/effect (with “because”) with their
subordinating conjunctions
10. Conditional clauses with IF and a “real” condition
11. Introduction of coordinating conjunctions - (and, but, or, so)
12. Adjective clauses with who, that, and which as subjects
13. Noun clauses used as objects (with “think” and “know” including 3rd person – ex: “she knows that…”
or “I know who…”)
14. Mechanics [capitalization, quotation marks, question and exclamation marks; periods and commas in
simple and some compound & complex sentences ]
ESL063 ESL High Intermediate Writing with Grammar
Writing Objectives:
Students who attain a grade of C or better will be able to:
1. write several related, organized paragraphs with an introduction, developed ideas, and conclusion,
applying the organizational principles of topic sentence and supporting details. (of about 350 words)
2. order details within common rhetorical forms such as description, narration, exposition and opinion
3. respond to an academic reading of moderate complexity (at a 7th to 8th grade reading level),
demonstrating comprehension and critical thinking through writing
4. use 5 steps of the writing process (brainstorm, organize, write, revise, and edit)
- rewrite multiple drafts of own writing, as needed, basing revisions on feedback from others (including
peer editing) and from self
- attempt to identify and self-edit own errors (e.g. using spell checker, dictionary) in order to develop
independent writing
7/30/2014
4
MASTER SYLLABUS
ESL WRITING WITH GRAMMAR
5. demonstrate the use of organizational principles of academic writing, including maintaining unity and
coherence
-through the use of transitions, relative pronouns, and basic subordinate and coordinate conjunctions
6. use a range of simple, compound and complex sentences
7. demonstrate effective word use (e.g. house vs. home)
8. quote and paraphrase from a source (using MLA format)
Grammar Objectives:
Students who attain a grade of C or better will be able to recognize and correctly incorporate the following
structures into the writing of sentences and short paragraphs:
1.
2.
3.
4.
5.
6.
Clause structures in all forms (affirmative, negative, question)
Parts of speech and functions
Articles [all uses]
Count vs. noncount nouns
Comparative & superlative adjectives; “as adjective as”; “the same as…”
Expansion of simple modals (add would, could), phrasal modals (had better, have got to), and
Introduction of complex modals [progressive and passive]
7. All level 1 Verb Forms, and recognition of these verb forms—
Perfect
-present
-present Progressive
Passive
-future passive
-progressive passives
8. Gerunds and infinitives as subjects and objects
9. Use of all informal subordinating conjunctions and transitions(see list of examples)
10. Conditional clauses with IF + a present “unreal” condition
11. Use of coordinating conjunctions—(and, but, or, so)
12. Adjective clauses with who, whom, that, and which; with where and when
13. Noun clauses used as objects
14. Mechanics [capitalization, quotation, question and exclamation marks; periods, commas, semicolons]
ESL064 Advanced Writing w/Grammar
Writing Objectives: Students who attain a grade of C or better will be able to:
1. write five or more related, organized paragraphs with an introduction, well developed ideas, and
conclusion. (of about 450 words)
2. use academic rhetorical forms such as persuasion and argumentation in a basic form
3. respond to a reading of substantial complexity (at an 8th to 9th grade reading level), demonstrating
comprehension and critical thinking through writing
4. demonstrate proficiency in using the five steps of the writing process (brainstorm, organize, write,
revise, and edit)
-rewrite several drafts of own writing, using a computer word processing program with a spell-checker,
and basing revisions on feedback from others and from self
-identify and self-edit own errors (e.g. using spell checker, dictionary), and demonstrate independent
writing
7/30/2014
5
MASTER SYLLABUS
ESL WRITING WITH GRAMMAR
5. master the use of organizational principles of academic writing, including maintaining unity and
coherence
-through the use of academic transitions, relative pronouns, and subordinate and coordinate conjunctions
6. use a range of simple, compound and complex sentences, with academic transition signals
7. incorporate essential academic vocabulary in writing; demonstrate varied and effective word choice
8. quote, paraphrase, and summarize from at least one source (using MLA format)
Grammar Objectives
Students who attain a grade of C or better will be able to incorporate the following structures into the
writing of sentences, short paragraph writing, and longer compositions:
1. All clause structures including reduced forms [gerund and participial phrases used as noun, adjectives,
and adverbs]
2. All parts of speech
3. All uses of articles
4. Count vs. noncount nouns
5. Comparative and superlative adjectives and adverbs
6. Use of all modals
7. Use of all verb forms (except future perfect and future perfect progressive)
8. Gerunds, participles and infinitives as nouns, adjectives, and adverbs
9. Use of academic/formal subordinating conjunctions and transitions, and
10. Structures for past unreal conditionals and wishes
11. Use of all coordinating conjunctions except “for” (anboys?)
12. All types of adjective clauses, including restrictive and non-restrictive, and reduced adjective clauses
13. Noun clauses used as subjects, objects, and objects of preposition; reduced noun clauses; noun clauses
used in reported speech
14. All forms of punctuation
8. BASIS FOR STUDENT GRADING – (NOTE: Copy this grading system on your syllabus so that
students know what their grades mean.)
The following is the NECC grading system:
Grade
QP Value
Numerical Range
A
4.00
93-100%
A3.70
90-92
B+
3.30
87-89
B
3.00
83-86
B2.70
80-82
C+
2.30
77-79
C
2.00
73-76
C1.70
70-72%
D+
1.30
67-69
D
1.00
60-66
F
0.00
59 or less
P
I
W
NW
6
0.00
0.00
0.00
0.00
Comment
EXCELLENT
EXCELLENT
VERY GOOD
VERY GOOD
VERY GOOD
SATISFACTORY
Lowest passing grade for ESL_
Required to repeat
Required to repeat
Required to repeat
Failure; no credit earned.
PASS; credit earned.
Incomplete, in non-punitive period (the following semester).
Withdrawal from course.
Non-participation Withdrawal grade assigned by instructor BEFORE the
7/30/2014
MASTER SYLLABUS
ESL WRITING WITH GRAMMAR
AU
0.00
withdrawal date.
Audit; no credits earned.
9. PROCEDURE FOR EVALUATING STUDENT PERFORMANCE
(NOTE: You are responsible for developing an evaluation procedure that reflects the student's ability to
independently produce the writing described for your level in the NECC ESL Writing Rubric, including
demonstration of accurate use of the grammar described for this level. A suggested formula for the final
grade is below.)
Average of grades on in-class exercises and writing assignments
Midterm exam
Final exam
Attendance, participation, homework
10.
50%
10%
TENTATIVE TEST SCHEDULE/ASSIGNMENT SCHEDULE - (NOTE: You should develop a
detailed schedule for this section Below is a possible format.)
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
11.
20%
20%
Diagnostic test/quiz/exercise
(Midterm)
Final Exam
ATTENDANCE POLICY – (NOTE: You are responsible for developing your attendance policy
including lateness and make-up work. A sample policy follows.)
NECC POLICIES summarized from the NECC Student Code of Conduct & NECC Policies & Procedures:
ATTENDANCE: Students are expected to attend each meeting of each class in which they are enrolled. In
every case, the class instructor has full and final authority to decide whether a student is permitted to make up
work missed through absence or lack of participation, and on what terms.
NON-PARTICIPATION: Faculty have the academic authority to remove students from their class for
nonattendance or non-participation. A non-participating (NP) student is one who has excessive absences, has
7/30/2014
7
MASTER SYLLABUS
ESL WRITING WITH GRAMMAR
missed quizzes, tests or papers, or otherwise has failed to meet the participation standard clearly delineated in
the course instructor’s syllabus.
An NP grade can be assigned up to a specific date in the middle of each semester. After that date the student
must receive a passing grade or an F.
REMOVAL FROM CLASS: A student may be removed from a course for disrupting or disturbing the
classroom. A faculty member has the right to remove a student from class and refer him/her to the Vice
President/Senior Student Affairs Officer for inappropriate classroom behavior. Faculty must follow notification
procedures as prescribed in the code.
12.
CHEATING - (NOTE: Copy this statement in your syllabus.)
Cheating will not be tolerated. Any student caught cheating may be dropped from the class or given a class
grade of "F."
13.
PLAGIARISM - (NOTE: Copy this statement in your syllabus.)
Plagiarism means using the work of another person as if it were your work. It will not be tolerated. If the
teacher can prove plagiarism, the student may be dropped from the course, or given an "F."
14.
WITHDRAWAL - (NOTE: Copy this statement in your syllabus.)
If you leave the college, do an official WITHDRAWAL FORM. Failure to do this form could give you "F" in
all courses.
15.
NECC Outcomes Assessments Note for Students (NOTE: Copy this statement in your syllabus.)
Northern Essex Community College’s commitment to student success involves the evaluation of student work
to help ensure that students are achieving the learning outcomes identified by our programs and the
college. This process may involve the collection of student classroom products for evaluation at the program,
department, and/or college levels. When collected for this purpose, students’ names will be removed from the
products so that the assessing is done anonymously. Evaluations carried out at the program, department, and/or
college levels will not impact students’ course grades. The process of assigning grades will continue to be the
responsibility of the course instructor.
The following are optional additions to your syllabus:
16. Technology in Classes: Note for Students
All current and potential Northern Essex Community College students should be prepared to complete
assignments, exams, and projects using a variety of computer technology formats for any course in which they
are enrolled. As part of the learning experience, a faculty member may use technology to enhance his or her
course. There are various formats that can be used:
Online: Completely online with no classroom meetings
Hybrid: Online course with some limited classroom meetings
Web Enhanced: Traditional class meetings with required web assignments
Web Companion: Traditional class meetings with supplemental web assignments
This course uses the following format:________________
7/30/2014
8
MASTER SYLLABUS
ESL WRITING WITH GRAMMAR
17. Learning Accommodations
Students who have needs because of a documented disability should feel free to come to discuss this with
their instructor and/or directly contact the appropriate office: Learning Accommodations Center SC111Student Center – phone: 978.556.3654 / email: lacenter@necc.mass.edu
7/30/2014
9