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XXXXX Language School

ESL English as a Second Language Grammar and Writing


(Spring Semester 2015: Jan 26th ~ June 5th)
Instructor: Kzuyoshi Fujio
Time and Place: Tuesdays/Fridays 11:10 to 14:20 at RH201
Office Hours: By appointment only, face -to -face
Telephone Number: 619-372-0857
Email Address: kazuyoshifujio@sandiego.edu

Course Description
ESL 100 is an intensive grammar and writing class for intermediate level students who need
to learn basic academic writing such as paragraph writing, thesis statement, introduction,
body parts, and conclusions. Students will need to complete various tasks including draft
preparation, peer review and discussion with classmates, revising, and final products. Also
this course covers grammar rules, which prepares students to be more confident with their
writing. This course is designed for students whose native language is not English.

Curse Objectives
Students will be able to:
Academic Excellence
1. Read passages effectively, identify main ideas supporting points.
2. Summarizing and paraphrasing the passage.
3. Develop vocabulary from articles and other resources.
4. Learn grammar rules and use them appropriately in academic writing.
5. Compose paragraph, which are well organized and developed from the topic
sentences.
6. Edit and proofread their own and their peers papers.

Textbooks
Required Textbook
Azar, S. B., & Hagen, A. S. (2009). Understanding and using English grammar fourth
edition with answer key. New York, NY: Pearson Education.
Online Resources
Edufind.com
http://www.edufind.com/english-grammar/english-grammar-guide/
Dictionary.com
http://dictionary.reference.com/
Online Writing Lab
https://owl.english.purdue.edu/owl/resource/560/01/
APA Writing Sample
https://owl.english.purdue.edu/media/pdf/20090212013008_560.pdf

Policies
Attendance: You are expected to show up on time and stay for each class session. If you
know you will be late or absent, you should let me know as soon as possible. Absence
seriously influences your grade.
Cell phones: Turn off or set them to vibration mode. Please refrain from texting during the
class. If it is an emergency, please use your phone outside of the class.
Assignments: You have responsibility for turning in your assignments on the due dates.
Please be aware of any changes to the class schedule.
Show respect: This class is a small learning community. Please show respect to the teacher
and your classmates.

Grading
The following grading scale will be used in determining final grades.
Assignment
Attendance
Grammar exercises
Summary of short

Possible points
10
10
5

articles
Write five essays
Mid-term
Final
Total points

40
15
20
100

Grade Scale
A+
A
AB+
B
BC+
C
CD+
D
D-

Total points
100 -97
96 94
93 90
89 87
86 84
83 80
79 77
76 74
73 70
69 67
66 64
63 60

Rubric for writing essays assignments

Ideas (20%)

Support (30%)

Organization (30%)

Technical (20%)

Needs Improvement
The focus, thesis,
and/or the main ideas
are unclear,
undeveloped and/or too
rudimentary for class
level. The ideas may be
distracting.
Support is illogical,
undeveloped, tpp
rudimentary for class
level, and/or not clearly
connected to the
papers focus.
The paper has
undeveloped or
distracting organization.
There may be little
cohesion amongst the
ideas presented.

Good
The focus, thesis,
and/or the main ideas
demonstrate on-topic,
critical, independent
thought, appropriate
for the class level.

Grammar, word choice,


punctuation, sentence
structure, and/or APA
style are consistently
incorrect or distracting
to the reader.

A few careless errors


in grammar, word
choice, punctuation
sentence structure,
and/or APA style may
be present. There may
be an instance or two
where errors at the
word or sentence level
take away from the
authors intended
meaning.

Support is clear, ontopic, and logical, but


needs some further
development and/or
critical analysis.
Strong organization,
but there are a few
times when
ideas/support seem
out of place or could
be better organized.

Excellent
The focus, thesis, and/or
the main ideas
demonstrate a deep-level
or critical analysis, are on
topic, and demonstrate
independent, original
thought.
Support is clear, concisely
developed, on-topic,
connected, and thoughtful.
Demonstrates a high-level
of critical analysis.
Superior organization that
is thoughtful, carefully
crafted, and meaningful.
There is purposefully
cohesion and the ideas are
presented in an order that
bolsters the ideas
presented.
No errors in APA style.
The paper is nearly
flawless in presentation.
There are no distracting
errors at the word or
sentence level that take
away from authors
intended meaning.

Assignments
Grammar exercise: After each class, grammar exercises will be announced. You need to
complete and submit all worksheets.
Read short articles: You need to select a short article that you are interested in from
newspapers or magazines. Then you need to read these articles critically and identify what
main ideas, how authors support their opinions, and what are conclusions. If there are
unfamiliar vocabulary words, you need to look for definitions. You need to summarize it with
maximum 1 page.

Essays: You need to pick up different topics every two weeks and write essays about your
own opinion. Focus on the structure that you learn in this course; introduction, thesis
statement, support ideas, and conclusions. You will write drafts and bring them to the class
for peer review. After the class, you need to revise it as the final version. APA format is
required with at least 1 page and maximum 2 pages.
ESL 100: ESL English as a Second Language Grammar and Writing Schedule
Date
1/27 (T)
1/30 (F)
2/3 (T)
2/6 (F)
2/10 (T)
2/13 (F)
2/17 (T)
2/20 (F)
2/24 (T)

Topic
Introduction, Q&A
Simple present
What is paragraph writing?
Present progressive
Writing strategy: thesis statement
Simple past
Writing strategy: supporting your ideas
Past progressive
Writing strategy: conclusion

Assignments
Textbook P.13-15
Read a short article 1
Textbook P.18-19
Read a short article 2
Textbook P.22-24
Textbook P.28
Read a short article 3
Textbook P.32
Textbook P.35
Read a short article 4

2/27 (F)
3/3 (T)

Present perfect and Present perfect progressive


Writing strategy: development of your ideas

Pick up your topic


Textbook P.40-41
Textbook P.48-49
Synthesize your thesis

3/6 (F)
3/10 (T)

Past perfect and Past perfect progressive

statement due
Textbook P.54
Textbook P.58-59

3/13 (F)
3/17 (T)

Simple future and Future progressive

Write a draft
Textbook P.65-66
Textbook P.72

3/20 (F)

Writing strategy: reviewing and proofreading


Future perfect and Future perfect progressive

3/24 (T)
3/27 (F)
3/31 (T)
4/3 (F)
4/7 (T)

Review
Mid-term
Modal 1

4/10 (F)

Modal 2

4/14 (T)
4/17 (F)
4/21 (T)

Infinitive and Gerunds 1

Peer review (essay 2)

Peer review (essay 3)

Textbook P.75
Write essay 1
Write draft essay 2
Textbook P.163,168
Textbook P.173,179
Write essay 2 due
Textbook P.185, 188
Write draft essay 3
Textbook P.192, 206
Textbook P. 306, 311
Textbook P.316, 323
Write essay 3 due

4/24 (F)

Infinitive and Gerunds 2

4/28 (T)
5/1 (F)
5/5 (T)

Conditional sentences

5/8 (F)

Noun clause

5/12 (T)
5/15 (F)
5/19 (T)

Adjective clause

5/22 (T)
5/26 (F)
6/2 (T)
6/5 (F)

Peer review (essay 4)

Peer review (essay 5)


Adverb clause
Review
Final

Textbook TBA
Write draft essay 4
Textbook TBA
Textbook P.420, 422
Textbook P.431,433
Write essay 4 due
Textbook P.246
Write draft essay 5
Textbook P.255
Textbook P.275-276
Textbook TBA
Write essay 5 due
Textbook P.375,380
Textbook TBA

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