ESOL 0951 - Bridge to Composition I for English Language Learners

Credits: 3
Hours/Week: Lecture 3 Lab 0
Course Description: This course is designed to help English Language Learners with advanced speaking, listening, reading, and writing skills succeed in ENGL 1020 Composition I. Course topics and activities focus on developing strategies for effective academic reading, developing academic vocabulary, practicing writing as a process, thinking critically about language in context, and generating clear and coherent writing using advanced grammar structures. Special emphasis is placed on increasing independent editing skills to improve success in the college writing corequisite. All students registered for ESOL 0951 must be concurrently enrolled in a paired section of ENGL 1020 so they can also complete Composition I in the same semester. ENGL 1020 is equivalent to ENGL 1021, Composition I. All students registered for ESOL 0951 must also have completed or be registered for STSC 1021.
MnTC Goals
N/A

Prerequisite(s): Course placement into ESOL 1033 and 1035 OR completion of ESOL 0051 and ESOL 0052 with a grade of C or higher OR a placement of advanced speaking, listening, reading, and writing skills.
Corequisite(s): ENGL 1020
Recommendation: Word processing proficiency and basic computer skills

Major Content
1. Rhetorical principles

a. Norms and practices common to academic discourse in the English language

b. Examples of different rhetorical strategies

2. Writing process(es)

a. Brainstorming and narrowing topics

b. Identifying main ideas and supporting details

c. Multiple approaches to writing processes

d. Elaborating on ideas

e. Revising strategies

f. Independent editing skills and strategies

g. Varied and accurate sentence structure

h. Annotating, summarizing, paraphrasing and outlining academic texts

i. Vocabulary building strategies

j. Strategies to address writing challenges, including campus resources which may include peer tutors, Writing, Reading, and language support centers, library, and Student Support Services.

3. Thesis-driven essay support

a. Controlling and supporting ideas

b. Strategies to strengthen arguments

c. Models and/or examples

d. Documentation support

4. Conventions of academic discourse

a. Notetaking and annotating strategies

b. Reading comprehension strategies focused on increased literacy of idiomatic and academic word choices

c. Analyzing instructions, assignments, and feedback

d. Avoiding plagiarism - cultural implications

e. Common English Language Learner Grammar concerns such as comma splices, run-ons, fragments, sentence boundaries, advanced connectors, relative clauses, and Subject/Verb Agreement
Learning Outcomes
1. apply multiple strategies to explore writing as a process in support of developing ENGL1020 essays.

2. write clear, grammatically-correct, effective, and varied academic sentences with sophisticated, idiomatic, and native-like expressions in support of developing ENGL 1020 essays.

3. proofread and edit writing to identify and correct disruptive English grammar, usage, and mechanical errors that interfere with meaning with increasing independence in support of developing ENGL 1020 essays.

4. apply rhetorical principles in support of developing ENGL 1020 essays.

5. generate search terms in support of conducting research for ENGL 1020 essays.

6. access campus resources in support of developing ENGL 1020 essays, which may include peer tutors, Writing, Reading, and language support centers, library, and Student Support Services.

7. identify and implement critical reading strategies to explore controlling ideas in written works in support of developing ENGL 1020 essays.

8. identify and implement critical reading strategies for comprehension and expansion of college-level vocabulary in support of developing ENGL 1020 essays.

9. employ organizational strategies in support of developing ENGL 1020 essays.
Minnesota Transfer Curriculum (MnTC): Goals and Competencies
Competency Goals (MnTC Goals 1-6)
N/A
Theme Goals (MnTC Goals 7-10)
N/A

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