MASTER SYLLABUS
ESL READING
ESL CURRICULUM MISSION STATEMENT: The purpose of the ESL curriculum is to
provide ESL services in reading, writing, and speaking to students whose main language is
not English in order to enable them to enter courses that would lead to a certificate, or a
career or transfer Associate Degree from Northern Essex Community College.
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 it is written below. The 4 class hours and 1 lab hour in the course description will be done in
class by the teacher. Students in reading classes are also required to go to the ELC lab for one
hour of work outside of class time.)
ESL021 ESL Reading 1: 4 credits. 4 lecture hours, 1 lab hour per week. Prerequisite: ESL
Placement Test. This course is the first-level reading course for non-native speakers of English.
It includes the development of basic vocabulary and relevant word groupings, introduction of
reading skills, the use of bilingual dictionaries, and the analysis of texts -- recognizing sentence,
clause and discourse structures and how these affect meaning. This course requires
approximately one hour of lab work per week outside of 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.
ESL022 ESL Reading 2: 4 credits. 4 lecture hours, 1 lab hour per week. Prerequisite: ESL
Placement Test or C- or higher in ESL021. This course is the second-level reading course for
non-native speakers of English. It includes the further development of vocabulary, introduction
to word families and further study of parts of speech, development of the use of bilingual
dictionaries and an understanding of their limitations, further development of recognizing
paraphrases, and the expansion of level 1 reading skills to include identifying topic, main idea
and supporting details. This course requires approximately one hour of lab work per week
outside of 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.
1
Updated 12-21-10
MASTER SYLLABUS
ESL READING
ESL023 ESL Reading 3: 4 credits. 4 lecture hours, 1 lab hour per week. Prerequisite: ESL
Placement Test or C- or higher in ESL022. This course is the third-level reading course for nonnative speakers of English. It includes the further development of vocabulary with an emphasis
on academic vocabulary, the expansion of reading skills to include skimming, outlining of ideas
in writing and in short summaries, introduction to recognizing patterns of organization,
introduction of the use of English/English dictionaries, analysis of text, and the use of
conjunctions to create relationships between ideas. This course requires approximately one hour
of lab work per week outside of 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.
ESL024 ESL Reading 4: 4 credits. 4 lecture hours, 1 lab hour per week. Prerequisite: ESL
Placement Test or C- or higher in ESL023. This course is the fourth-level reading course for
non-native speakers of English. It includes the further development of academic vocabulary,
mastery of and introduction to additional reading skills, development of the understanding of
English clause structure and connectors encountered in academic types of reading, mastery of
dictionary skills, and the development of reading fluency. This course requires approximately
one hour of lab work per week outside of 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: You may choose your texts, but the following texts are
recommended.)
ESL021 ESL READING 1
1.
NEW PASSWORD 1: A READING AND VOCABULARY TEXT 2/ed. Butler.
Pearson. 2009. ISBN 9780132463003.
2.
A good bilingual dictionary.
3.
BASIC DICTIONARY OF AMERICAN ENGLISH. Longman. Pearson. ISBN
9780582332515
4.
Teacher selected materials to supplement the texts.
ESL022 ESL READING 2
1.
NEW PASSWORD 3:A READING AND VOCABULARY 2/ed. Butler. Longman
ISBN 978-0-13-2463027.
2.
A good bilingual dictionary.
3.
BASIC DICTIONARY OF AMERICAN ENGLISH. Longman. Pearson. ISBN
9780582332515
4.
Teacher selected materials to supplement the texts.
2
Updated 12-21-10
MASTER SYLLABUS
ESL READING
ESL023 ESL READING 3
1.
READING POWER 2, 4/ed. Mikulecky and Jeffries. Pearson. 2009.
ISBN 978-0-13-8143886
OR
NEW PASSWORD 4 w.cds, 2/ed. Butler. Pearson. ISBN 978132463058
2.
LONGMAN ADVANCED AMERICAN DICTIONARY w/CD. Pearson. 2007.
ISBN 140-582954-0
3.
Teacher selected materials to supplement the texts.
ESL024 ESL READING 4
1.
(MORE) READING POWER 3, 2/E. Mikulecky and Jeffries. Pearson. 2004.
ISBN 978-0-13-0611994
OR
NEW PASSWORD 5, 2/ed. Bonesteel. Pearson. ISBN 9780137011735
OR
INSIDE READING 3: THE ACADEMIC WORD LIST IN CONTEXT. Rubin. Oxford
Univ. Press. ISBN 9780194416146
2.
LONGMAN ADVANCED AMERICAN DICTIONARY w/CD. Pearson. 2007.
ISBN 140-582954-0
3.
Teacher selected materials to supplement the texts.
5.
COURSE TOPICS, ASSIGNMENTS AND/OR REQUIRED AND/OR
SUPPLEMENTAL READING - (NOTE: In this section list the topics that you plan to cover
in this course. You should use the course objectives and textbook to do this. Also, detail the
assignments and readings, including supplemental readings, that will be required for the
course.)
6.
TEACHING PROCEDURES - (NOTE: You should briefly describe the teaching
procedures you will use to attain the course objectives listed for your course. There are some
examples listed under each course, but you can add, delete or change these procedures
depending on how you plan to teach this course.)
ESL021 READING 1
Students will:
 read very simple texts that contain structures and general vocabulary that are covered in
ESL011 ESL CORE ENGISH 1.
 answer questions, in both oral and written forms, based on the material, or devise their
own short questions with answers about the material.
 practice analyzing the reading texts to recognize clause, sentence and discourse
structures.
 practice these readings at home and then will read a portion of the reading out loud in
class.
 learn how to use bilingual dictionaries effectively, becoming familiar with what they can
and cannot do to help understand the vocabulary in the reading passages.
3
Updated 12-21-10
MASTER SYLLABUS
ESL READING
More variety will be added to the class with vocabulary games such as matching pairs and Lotto.
ESL022 ESL READING 2
Students will:
 read texts which generally include structures and vocabulary already taught in level 1
courses (ESL011 ESL CORE ENGLISH 1 and ESL021 ESL READING 1) and that are
covered in ESL012 ESL CORE ENGLISH 2.
 practice reading these texts out loud and will give short, single sentence and multisentence answers to short questions based on them, both orally and in writing.
 formulate questions and answers based on the text.
 work on unknown vocabulary by using context clues and recognizing word families.

continue to perfect their skills with bilingual dictionaries to help them understand English
vocabulary in context, and they will start to use special English-to-English phrase
dictionaries that show how each English word is used in phrases and sentences.
ESL023 ESL READING 3
Students will:
 read normal materials covering general topics written by native speakers for native
speakers and will practice using the reading skills introduced in this course.
 read and analyze these texts orally in class.
 practice giving short, multiple sentence answers to questions that are based on these texts,
both orally and in writing.
 compose short questions and answers based on these texts.
 review and practice all major English prefixes and suffixes.
 practice the vocabulary strategies learned in Reading 1 and Reading 2.
ESL024 ESL READING 4
Students will:
 read and analyze texts of normal English taken from current publications and written by
native speakers for native speakers.
 read and analyze these texts orally in class.
 give short, multiple sentence answers to short questions based on these readings, both
orally and in writing.
 continue to develop their ability to use an English/English dictionary through guided use
in class.
 learn how to use the library for researching a topic.
7.
INSTRUCTIONAL OBJECTIVES – (NOTE: Copy the objectives for your course
exactly as they are written.)
ESL021 ESL READING 1
Students who attain a grade of C- or better will:
a. read simplified reading passages of about 400 words and do the following:
4
Updated 12-21-10
MASTER SYLLABUS
ESL READING
a. read the texts with pronunciation, intonation and correct phrasal grouping that a
native speaker would understand.
b. answer short questions based on the texts in complete sentences both orally and in
writing.
c. answer multiple choice questions based on the readings and recognize basic
paraphrases.
d. analyze the texts recognizing clause, sentence and discourse (pronouns, and
connections between clauses signaled by because, so, if, after, when, but, and, or)
structures and how these affect meaning.
e. apply the skills of pre-reading, predicting, scanning, and vocabulary in context to
enhance comprehension of texts.
b. use bilingual dictionaries effectively to help in basic vocabulary development.
c. reach a reading level of 3.5 in at least 1 out of 3 reading skills used in the ELC lab.
ESL022 ESL READING 2
Students who attain a grade of C- or better will:
1. read simplified reading passages of about 600 words and do the following:
a. read the texts with pronunciation, intonation and correct word phrasing that a
native speaker would understand.
b. answer short questions based on the readings in complete sentences both orally
and in writing.
c. analyze the texts based on the grammar studied at this level, recognizing clause,
sentence and reference (pronoun) structures and the use of conjunctions to create
relationships between ideas.
d. apply reading skills developed in Reading 1 and the added skills of identifying the
topic, main idea, and supporting details to enhance comprehension of texts.
2. use high-frequency English vocabulary and recognize word families.
3. demonstrate proficiency in using bilingual dictionaries to locate word definitions and
increase vocabulary.
4. reach a reading level 4.5 in 2 out of the 3 reading skills used in the ELC.
ESL023 ESL READING 3
Students who attain a grade of C- or better will:
1. read modified academic passages and passages dealing with common knowledge topics
of about 500 words written by native speakers for native speakers and do the following:
a. read the texts with pronunciation, intonation and correct word phrasing that a
native speaker would understand.
b. respond to questions based on the readings in complete sentences and write short
summaries.
c. analyze the texts based on the grammar studied at this level, recognizing clause,
sentence and reference (pronoun) structures, and the use of conjunctions and
transitions to create relationships between ideas.
5
Updated 12-21-10
MASTER SYLLABUS
ESL READING
2.
3.
4.
5.
d. apply the reading skills introduced at levels 1 and 2 and the added skills of
scanning, making inferences, finding patterns of organization, and skimming.
use the vocabulary skills taught in Reading 1 and 2, and further develop the use of word
families and infinitives and gerunds as vocabulary items
use high-frequency vocabulary words and 120 words in Categories 1 and 2 from the
Academic Word List*.
use English/English dictionaries effectively to identify appropriate word definitions.
reach a reading level 5.5 in 2 out of 3 reading skills used in the ELC.
ESL024 ESL READING 4
Students who attain a grade of C- or better will:
1. read passages on academic topics of at least 750 words and selections written by native
speakers for native speakers and do the following:
a. read these passages with pronunciation, intonation and correct word phrasing that
a native speaker would understand.
b. respond to questions based on the readings and write summaries of at least a
paragraph using paraphrasing.
c. analyze the meaning of clauses and their relationship to other ideas in a reading
and recognize the vocabulary of transition words and phrases.
d. apply all reading skills mastered in Reading 1, 2 and 3 and the additional skill of
summarizing.
2. use the vocabulary skills developed in Reading 1, 2, and 3.
3. demonstrate understanding of high-frequency words and 180 words in Categories 3,4,
and 5 from the Academic Word List*.
4. demonstrate proficiency in using English/English dictionaries effectively for vocabulary
development and word choice.
5. demonstrate the ability to research a topic with the guidance of a librarian.
6. reach a reading level 6.5 in at least 2 out of 3 reading skills used in the ELC.
*The Academic Word List from TESOL Quarterly Vol. 34, No. 2, Summer 2000 pp.232235. Available from the ESL Coordinator and on the ESL website.
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 college's grading system:
Grade
QP Value
Numerical Range
Comment
A
4.00
93-100%
EXCELLENT
A3.70
90-92
EXCELLENT
B+
3.30
87-89
VERY GOOD
B
3.00
83-86
VERY GOOD
B2.70
80-82
VERY GOOD
C+
2.30
77-79
SATISFACTORY
C
2.00
73-76
SATISFACTORY
C1.70
70-72%
Lowest passing grade for ESL.
D+
1.30
67-69
Required to repeat
6
Updated 12-21-10
MASTER SYLLABUS
ESL READING
D
F
P
I
W
NW
1.00
0.00
0.00
0.00
0.00
0.00
AU
0.00
60-66
Required to repeat
59 or less
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 withdrawal date.
Audit; no credits earned.
9.
PROCEDURE FOR EVALUATING STUDENT PERFORMANCE - (NOTES:
a. You are responsible for developing an evaluation procedure that includes exams, quizzes,
homework, participation and whatever else you want to include in your grading procedure. b. In
addition to receive a passing grade in the reading courses, students must attain a standard
reading level as follows in two out of the three reading skills (one skill for Reading 1) developed
in the English Language Center (ELC). In order to complete this requirement, students will be
required to complete the lab work on their own time outside of class. This must be clearly stated
in your syllabus. )
Grade Level
Exits Reading Course:
3.5
ESL021 ESL READING 1
4.5
ESL022 ESL READING 2
5.5
ESL023 ESL READING 3
6.5
ESL024 ESL READING 4
7.5
ESL155 ADV. INT. READING SKILLS
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
7
Diagnostic test/quiz/exercise
(Midterm)
Final Exam
Updated 12-21-10
MASTER SYLLABUS
ESL READING
11.
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 missed quizzes, tests or papers, or otherwise has failed to meet the
participation standard clearly delineated in the course instructor’s syllabus.
An NW grade is assigned when non-participating students are removed from a class BEFORE
the withdrawal date. Although the NW grade is not included in students’ grade point average, it
may have other adverse consequences. If a student is NP’ed AFTER the withdrawal date, the
student’s transcript will show a letter grade – usually 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 will 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 will 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 and affect your financial aid.
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
8
Updated 12-21-10
MASTER SYLLABUS
ESL READING
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.
9
Updated 12-21-10