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ENGL 091: Fundamentals of College Reading/Writing & Lab

SPRING 2009 - Reg. ID # 49926: 6 Units

Dr. Sabri Bebawi Office: GE120  sabri@sabri.org, Phone: +1-562-242-4575 

Focuses on reading, writing, and research skills for non-native speakers one level below 

   Office Hours 

     Online Office Hours: TBA - http://www.sabri.org/ClassNews.htm  

     Office GE 120 - SEE OFFICE HOURS DATES & SCHEDULE

   Course Description

    

This course is designed for non-native speakers of English at an advanced level of English language proficiency.  The reading component emphasizes patterns of essay organization, relationships of paragraphs within essays, and understanding of the author's purpose, audience, tone, and mood.  Reading and research materials highlight cultural content and contemporary issues in American society and serve as models and prompts for compositions.  Essays will focus on research and the development and organization of ideas using complex sentences in coherent, well-developed paragraphs. Upon successful completion of the course, students will progress to the next writing level, English1A.

 

   Lab Requirement: ESL 100L http://www.eslstation.net/ESL100L/ESL_91_Lab/ESL_91L_Index/ESL_91L_Index1.html 

Each student is required to spend at least 20 hours working on the ESL 100 lab requirement for this course.  The lab is located in the ESL Multimedia Center L120.  Online students will be allowed to do their work online through the use of ESL station at http://www.eslstation.net.  However, because there are other resources available in the lab, students are encouraged to visit the lab and check some of the available software. 

Prerequisite

ESL 302 or English 322 or READ 302 & (330 0r 335) or READ 301 and (ENGL 330 0r 335) - All with C or Placement based on assessment. This course focuses on reading/writing skills for non-native speakers of English one level below 1A.

Course Content and Outcomes

This high advanced ESL core course focuses on analytic reading skills, essay writing and refining the use of English syntax.  At the conclusion of the course, students will have the skills to fulfill the entry requirement for English 1A.

This course is designed for non-native speakers of English. The reading component emphasizes patterns of essay organization, relationships of paragraphs within essays, and understanding of the author’s purpose, audience, tone, and mood. Reading and research materials highlight cultural content and contemporary issues in American society and serve as models and prompts for compositions. Essays will focus on research and the development and organization of ideas using complex sentences in coherent, well-developed paragraphs. Upon successful completion of this course, students will progress to the next writing level, English 1A/ESL Focus.

This class focuses on critical thinking

Fundamentals of Critical Thinking  

      (1) Observations from which students discover (2) Facts from which (or absence of which) students make (3) Inferences that students can test for validity and make (4) Assumptions from which they can form (5) Opinions based on which students can develop (6) Arguments to challenge and critically analyze others’ arguments.    

Our task this semester is: 

To know:

Students will know the basics of writing and the major concepts of grammar

 

To apply:

Students will develop a skill to apply their knowledge through exercises and intensive communication

 

To recognize:

Students will be able to recognize writing patterns, forms and purpose. They will also recognize, through exercises, what is effective and what is ineffective

 

To extrapolate:

Students will acquire the skill to infer unknown facts from given information and apply their new found knowledge beyond just simple tasks

 

To communicate:

Students will acquire the skill to communicate what they know clearly, logically, and accurately, in writing.

 

	REQUIRED TEXTBOOKS:    Real Writing with Readings 4e & Bedford/St Martin's ESL Workbook (Paperback) by Susan Anker (Author), Available in the Book Store at SJCC and Online
	To Kill a Mockingbird by Harper Lee  Warner Books Reissue Ed. 1988  ISBN 0446310786 Harper Lee Available in the Book Store at SJCC and Online

Optional Text:  The Bedford Handbook for Writers  Buy It

 

  Your Course Work

Review English language structure.
Read, study and summarize four (4) articles.
Read and analyze short literary works and write original essays based on the analyses. 

Develop skills in researching a topic, providing 

documentation and bibliography. Develop academic 

vocabulary.

Learning Outcomes:  Reading Component:

• Essay Analysis
• Identify the four basics of each rhetorical mode covered in class
• Identify thesis and writer’s purpose and viewpoint
• Trace development of subtopics within the essay
• Identify main idea and supporting details in body paragraphs
• Recognize transitions and other coherence devices
• Identify key words, their alternate word forms, and synonymous words/phrases

• Literary Analysis
• Identify aspects of setting and their significance: time, place, historical era, cultural background, significant objects in nature, articles of clothing, domiciles, and other buildings
• Trace character development; identify and give examples of character traits
• Identify points of conflict and predict outcomes
• Analyze main events in relation to plot development
• Discuss implied meanings
• Recognize and make logical inferences
• Explain word connotations, sarcasm, and irony within text
• Recognize figurative language: simile, metaphor, personification
• Recognize common collocations (words that often appear in combination)

Learning Outcomes:  Writing Component

• Use pre-writing techniques, discussion and research to generate content
• Write essays using a variety of rhetorical modes that demonstrate:
• A strong thesis statement with a clear topic and subtopics to control development
• Body paragraphs with strong topic sentences and effective support
• Effective introductory and concluding paragraphs
• Appropriate coherence and structural devices for specific rhetorical patterns
• College-level word choice and usage apropos of the writer’s topic, purpose, and viewpoint
• Revise drafts for clarity, improved organization, further development, coherence, and unity
• Write reflective journals and summaries
• Paraphrase selected passages
• Edit writing for effective sentence structure, logical word order (syntax), correct word form, and college-level vocabulary 
• Proofread for correct word use, spelling, and punctuation

Learning Outcomes:  Life Skills

• Working with a team both in and outside of class
• Scheduling regular times weekly for completing assignments
• Assessing one’s own reading/writing deficits
• Taking initiative to use available software, instructional assistance in the ESL Lab, and the online lab to remedy reading/writing deficits

Course Expectations:

Essays: You are required to write four essays and literature and articles analysis.  These essays are the main business of the class.  You will have three weeks to work on each one.  You will turn in your first draft which I shall read, comment on and e-mail it back to you.  Your first draft must be legible, proofread and revised at least once.

Exams: There will be a minimum of two exams, two summaries and two literature papers.  Information on all assignments will be announced on the web.  A Midterm will be during the week of (TO BE ANNOUNCED) ---- (ONLINE). 

 

Final Exam

Information will be provided regarding the Final Exam. 

 

  Literature  Readings

There will be assigned readings from the texts and other sources.  Readings will be discussed and analyzed on a Discussion Board.   I will pose open-ended questions for the students to engage in discussions.

 

Additional Objectives and Outcomes

Students will develop skills in researching and synthesizing information.

 

Credit / No Credit

If you wish to take the class for a CR/NC grade, please turn in the form to Admissions and Records in a timely manner.

 

Withdrawal Policy  It is the student's responsibility to withdraw.  This teacher will not grant a W for students who fail to drop in time.

Cinema

The English Patient	Dr. Zhivago	Gringo Viejo	Schindler's List
A Beautiful Mind	All About My Mother	Vas Savoir	Chocolat
The Hours	El Norte	Como Agua Para Chocolate	Avalon
Hacking Democracy	Before Sunset	Before Sunrise	Hable con Ella
Caramel	The Yacoubian Building
Shine	Au Revoir Les Enfants	Educating Rita	La Vita È Bella

To receive credit for reviewing any of these films:

    CARAMEL

(1) Write the names of the writer, director, producer and score composer,
(2) Give a brief analysis of the plot
(3) Write whether you like or dislike the film
(4) Write why you like or dislike the film

Grading: This is only provisional and may change

Final Exam = 40%

Quizzes & Midterm = 30%

Class Assignments and Participation = 30%

Scale:          90% - 100% = A

                   80% - 89%   = B

                   70% - 79%  = C / CR grade

                   60% - 69%  = D / NC Grade

                    0% - 59%  = F

 

Responses to Student Papers

Your papers will be corrected and handed or e-mailed to you as soon as possible.  The best two papers of each assignment will be made available to the entire class.   Thoughtfully responding to the writing of your classmates is essential to your growth as a writer and a reader.

 

Plagiarism

Students are expected to write their own papers and to not copy from another student, author or from the Internet. Students are advised that this instructor will not tolerate plagiarism.  Consequences of plagiarism may lead to expulsion from college.

 

Disabled Students Program and Services

The Disabled Students Program and Services (DSP&S) at SJCC is designed to help students with disabilities to achieve success by providing specialized assessment instructional programs and support services. 

Dates to Remember

http://www.sjcc.edu/new/Acad/Calendar/acacalendar.html 

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