ESL 21B Syllabus
Dr. Garate
Sections #2152 & #2155
Spring 2009
INTERMEDIATE COMPOSITION
INSTRUCTOR: ELENA M. GARATE, Ph.D.
EMAIL: garate_elena@smc.edu
Website: http://homepages.smc.edu/garate
VOICEMAIL: 310-434-4354
OFFICE: LV 105
OFFICE HOURS: M/W 11:00 AM – 1:00 PM or by appointment
ESLB 21 is a 3-unit, high intermediate composition course designed to help
non-native speakers effectively organize, compose, and edit in English. ESL
21B is the second part of the ESL 21A/B sequence. Therefore, it is a critical
bridge to English 1. The curriculum emphasizes a careful reading of texts and
a self-demanding approach to the content of essays, vocabulary usage, and
grammatical accuracy. Students will begin to recognize inference and
appreciate nuances of writing styles. Students are also expected to use
various sources to support personal ideas, opinions, and generalizations.
Required Course Materials
Gardner, Peter S.
New Directions: Reading, Writing, and Critical Thinking.
Graff, Gerald, & Berkenstein They Say, I Say
Access to a high-speed computer, an Internet connection, and a printer.
English/English dictionary
5 Large bluebooks
Additional readings (to be assigned)
Recommended References on Reserve in Library (do not purchase):
Mastering American English In SMC library on 2-hr reserve call #PE1111.H4724
Eye on Editing 1: Developing Editing Skills for Writing In SMC library on 2-hr reserve
call #PE1128 .C25 2001
Eye on Editing 2: Developing Editing Skills for Writing In SMC library on 2-hr reserve
call #PE1128.C254 2002
The Advanced Grammar Book, 2nd Ed In SMC library on 2-hr reserve call #PE1112 .S73
1998
Oxford Collocations Dictionary (recommended to purchase)
ESL 21B #2152 & 2155
Exit Skills for 21B:
1. Construct and revise a variety of paragraphs within essays.
2. Plan, compose, and revise multi-paragraph essays by synthesizing readings and
lectures.
3. Organize and formulate essays under time constraints.
4. Demonstrate effective word choice (appropriate, varied, and idiomatic).
5. Apply linking and transitional elements throughout a multi-paragraph essay.
6. Inventory sections of a text before reading.
7. Differentiate main ideas and details.
8. Analyze a text for the evidence of the writer’s audience, purpose, bias, tone, and
register.
9. Recognize connotative and denotative meanings of academic vocabulary.
10. Identify inferential and literal information.
11. Annotate texts for specific purposes.
12. Construct the following in speaking/writing: all verb tenses/forms; all
independent and dependent clause types; articles; word forms.
13. Interpret information from readings and audio/video feeds in pairs or small
groups to select and evaluate ideas for writing.
14. Propose and illustrate opinions to organize and participate in group or individual
presentations.
Entry Skills for English 1:
1. Write sentences of varying syntactical structure, generally free of grammatical,
spelling and syntactical errors.
2. Read, draw inferential and literal information from, and evaluate academic and
popular prose, in order to use one or two readings to support a focused essay.
3. Write effective thesis statements.
4. Write strong topic sentences and situate them effectively within body
paragraphs.
5. Write effective introductory, body, and concluding paragraphs in essays.
6. Write coherent and cohesive expository essays, or at least five paragraphs that
are developed by definition, description, exemplification, cause and effect,
classification, comparison/contrast, analysis or argumentation, as required by the
writing situation.
7. Use linking and transitional elements within sentences, between sentences, and
between paragraphs.
8. Compose papers efficiently using various pre-writing, revising, and editing
strategies.
9. Understand terminology related to critical thinking – discuss, explain, analyze,
compare and contrast, define, summarize, argue, narrate – in order to proceed
appropriately in test-taking situations.
10. Produce in a sixty-minute period, a 350 to 500-word essay, divided into
acceptable paragraphs, that focuses on a given topic.
11. Recognize the distinction between paraphrasing, summarizing, and quoting
secondary sources.
12. Differentiate main ideas and details consistently in expository writing.
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ESL 21B #2152 & 2155
13. Begin to identify and understand the importance of audience, purpose, and tone,
and appropriate academic style.
14. Begin to recognize that words have both connotative and denotative meanings.
Classroom Requirements
Protocols:
No food or drinks in the classroom. All pagers, cell phones and other electronic devices
must be turned off during class.
Attendance:
Regular attendance is crucial. Students who miss more than 6 hours of class can be
dropped. If you know in advance that you will be absent, contact me by email. In
addition, please arrange for a classmate to pick up any material handed out during the
session.
Lateness:
Students who arrive late for class or leave early consistently may be dropped. Two
tardies equal one absence. Disruption of the class by late arrivals is unacceptable.
Drops:
Students are responsible for dropping the course. Check the drop deadlines. Failure to
drop may result in an “F.”
Writing:
Graded writing assignments will be written in class and revised outside of class. Final
drafts of all essays, paragraphs, and summaries must be word-processed. Follow the
ESL Department Essay Format guidelines. Put your last name, first name, ESL 21B, the
Section # and the date in the upper corner of 8 ½ by 11 paper. PROOF YOUR WORK
BEFORE YOU PRINT! No late papers will be accepted without a valid reason.
Journals:
Dated, titled, and numbered entries will be written both in and outside of class.
Quizzes: Occasional quizzes will cover vocabulary, content, grammar, mechanics,
terminology and editing skills. Quizzes may be made up during office hours before the
next class meeting.
Exams:
There will be two major writing exams during the semester: the common essay exam
and the final. The common essay exam will be given the 12th week of the semester and
the final essay will be given on the day of the Final Exam. It is not possible to pass the
class without taking the final.
Group Work:
Students are expected to participate in study groups in and outside of class. It is
advisable to read and study with your classmates outside of class.
Communication:
You may communicate with me either through voice mail or email. I will try to reply as
soon as possible. Please get the phone number or email of at least two classmates to
ask about course assignments if you miss class.
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ESL 21B #2152 & 2155
Online Support
Students enrolled in these classes should consult eCompanion for course information,
posted messages, lectures, and their current grades. You must be enrolled in the class
in order to access eCompanion.
Grading: (Note: ESL 21B may be taken for credit/no credit. This decision,
however, must be made at an early point in the semester. See your counselor
for further credit/ transfer guidance.)
In-class essays
Revisions
Exams (Common Essay & Final)
Quizzes
Homework and Journals
Class participation/presentations
SMC Grading Scale
100 – 90%
89 – 80%
79 – 70%
69 – 60%
Below 59%
25%
25%
20%
15%
10%
5%
A (English I recommended)
B (English I recommended)
C (English 25 recommended)
D (Repeat of ESL 21B required)
F (Repeat of ESL 21B required)
Support Courses:
ESL 14A
Pronunciation and Spelling
ESL 14B
Pronunciation
ESL 15
Oral Communication
ESL 20A/B Advanced Grammar
ESL 23
Advanced Reading
ESL 28
Academic Vocabulary
Tutoring:
Free tutoring is available in the ESL Center. You must sign up online
(http://homepage.smc.edu/ESL). Bring in any ESL 21B assignments you want to work
on. Tutors will not proofread, correct errors, or rewrite sentences. However, they will
work with you on your individual English language issues.
Please Note: The syllabus may be changed at any time during the semester at
the discretion of the instructor. Supplementary readings and/or additional
short texts will be assigned.
Updated: 02-11-09
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ESL 21B #2152 & 2155
Santa Monica College Code of Academic Conduct
Santa Monica College does not tolerate academic dishonesty.
Definition and Examples of Academic Dishonesty:
SMC defines academic dishonesty as the act of or assistance in deceiving in any
academic exercise. This includes:


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Copying or allowing another student to copy from one’s paper or answer sheet
during a quiz or an examination.
Giving and/or taking information during an examination by any means
Representing the words, ideas or work of another as one’s own in any academic
exercise (plagiarism), including the use of commercial term paper companies.
Responsibility of SMC Students:


To conduct him/herself in a manner which encourages learning and prohibits
academic dishonesty.
To act with fairness towards other students in the classroom.
Consequences for Infractions of Academic Dishonesty:
Given an alleged violation of academic honesty, any or all of the following actions may
be imposed:


The instructor may assign a failing grade to the examination or assignment in
which the alleged cheating or plagiarism occurred.
The instructor may dismiss the student from the class or activity for the present
and/or following class session.
What does this mean?
1. Do not copy someone else’s paragraph, quiz, or exam.
2. Do not allow someone to copy your paragraph, quiz, or exam.
3. Do not ask someone else for answers when writing a paragraph or during a quiz
or exam.
4. Do not give someone answers when writing a paragraph or during a quiz or
exam.
5. Do not present someone else’s work, or that from a textbook or article, as your
own.
6. Do not pretend that work done outside of class was done in class.
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