| Course
Description |
| ESOL 0353 Advanced Reading
"A continuation of ESOL 0350. This course
is designed to further develop critical reading skills for college-bound
students. The skills gained in ESOL 0350 are further refined to
guide students towards mastery of deduction, inference and figurative
language."
|
| Prerequisites |
| A satisfactory score on the CELSA or successful completion
of ESOL 0350
|
| Course Goals
(includes competencies, incorporation of SCANS, etc.) |
| ESOL 0353, Advanced Reading, seeks to prepare students
for college level academic or workforce study by accomplishing the following
objectives:
• Enable students to read moderate-length texts
(2-3,000 words) and decode rhetorical structures such as causation,
comparison & contrast, definition, classification, and favored vs.
unfavored opinions;
• Give students the opportunity to read extensively
from authentic academic sources as well as high-school-level literature
and popular publications
• Introduce students to a vocabulary of approximately
2,000-3,000 words, taken largely from authentic academic English sources;
• develop students’ skills in critical
research, using the Internet and college libraries.
|
| Instructor Information |
| Not available
|
| Textbook Information |
| Making Connections, by Kenneth Packenham. New York:
Cambridge University Press. 1998
|
| Lab Requirements
(if any) |
| One of the five instructional hours per week is a lab
hour in which students work with supplementary reading materials such
as the SRA series or other extensive reading projects as directed by
the teacher.
|
| Students with Disabilities |
| Students
who require reasonable accommodations for disabilities are encouraged
to report to Disability Counselor to make necessary arrangements.
Faculty are only authorized to provide accommodations requested by the
Disability Support Services Office. |
| Academic Honesty |
| Any form of copying, cheating, or plagiarism will result
in a 0 for the assignment. See the HCCS Student Handbook. |
| Attendance and Withdrawal
Policies |
| Students are not allowed more than eight
absences over the semester. Any absence beyond that may cause them
to be dropped from class. See the HCCS Student Handbook. |
| Course Requirements
and Grading Policy |
| After taking ESOL 0353, Advanced Reading, the student should be able
to:
1. identify correctly the main idea of the major segments
of a moderate-length academic text, as well as distinguish between thesis
and supporting details and arguments in such a text;
2. recognize and use randomly-selected items from
an academic word list that reflects an estimated vocabulary size of
3,000 words;
3. find and read several articles from newspapers
and magazines on a predetermined theme, as well as to write an accurate
summary of their contents;
4. find and read a work of fiction of short to moderate
length, and write an accurate precis about the plot and characters in
the work, as well as to identify vocabulary which needs to be studied.
5. identify at least 10 written sources from either
a library or the Internet that provide useful information about a predetermined
topic, as well as to evaluate their usefulness and credibility;
SUGGESTED GRADE PERCENTAGES
| Unit Tests from textbook |
40% |
| Vocabulary work |
25% |
| Written homework / class work |
10% |
| Reading Projects & Lab |
25% |
| Total:
|
100% |
|
| Testing |
| A test will be given upon completion
of each unit.
|
| Make-up policy |
| If students miss a test or a quiz, they must
arrange with the instructor for a make-up outside of class time and before
the end of one week from the day they missed. |
| Projects, Assignments,
Portfolios, Service Learning, Internships, etc. |
| An instructor may choose to include projects
or assignments to reinforce the material covered in class. |
| Course Content |
Four of the five
following units will be covered in this course:
| UNIT ONE: |
World Health in the 1990's |
| UNIT TWO: |
The Challenge of Diversity |
| UNIT THREE: |
Aspect of Language |
| UNIT FOUR: |
Looking After Planet Earth |
| UNIT FIVE: |
Education and Family Life in the United
States |
|
| Course Calendar with
Reading Assignments |
| Below is a sample of this course calendar
in a regular (16-week) semester:
COURSE CALENDAR
| WEEK 1: |
UNIT ONE: World Health in the 1990's, pp. 1-17
TEXT STUDY: Identify Continuous Ideas |
| WEEK 2: |
UNIT ONE: Continued,
pp. 18-39
TEXT STUDY: Cause & Effect |
| WEEK 3: |
UNIT ONE: Continued,
pp. 40-62
MAIN READING: "Better Health for Everyone"
|
| WEEK 4: |
UNIT ONE TEST
UNIT TWO: The Challenge of Diversity, pp.
65-85 |
| WEEK 5: |
UNIT TWO: Continued, pp. 85-102
TEXT STUDY: Identifying Main Ideas |
| WEEK 6: |
UNIT TWO: Continued, pp. 103-121
MAIN READING: "The Challenge of Diversity" |
| WEEK 7: |
UNIT TWO TEST
UNIT THREE: Aspect of Language |
| WEEK 8: |
UNIT THREE: Continued, pp. 133-144
TEXT STUDY: Technical Words and Definitions |
| WEEK 9: |
UNIT THREE: Continued, pp. 145-165
TEXT STUDY: Identifying & Understanding Classification |
| WEEK 10: |
UNIT THREE: Continued, pp. 166-186
MAIN READING: "Language Acquisition: The
Early Years" |
| WEEK 11: |
UNIT THREE TEST
UNIT FIVE: Education and Family Life in the United
States, pp. 261-266
TEXT STUDY: Comparison & Contrast |
| WEEK 12: |
UNIT FIVE: Continued, pp. 267-284
TEXT STUDY: Unfavored & Favored Views |
| WEEK 13: |
UNIT FIVE: Continued, pp. 285-306
Vocabulary Development |
| WEEK 14: |
UNIT FIVE: Continued, pp. 307-323
MAIN READING: "Breakup of the Family" |
| WEEK 15: |
UNIT FIVE TEST |
| WEEK 16: |
FINAL EXAM WEEK |
|
| Other Student Information
(clubs, tutoring, web resources, etc.) |
| Tutoring is availble for students
at instructional sites where Intensive English is offered. Additional
on line and computerized resources are also available in computer labs
and libraries. |
