Course Outline for ESL 25 ADVANCED READING AND COMPOSITION I. CATALOG DESCRIPTION ESL 25 -- Advanced Reading and Composition -- 5 units This is the second semester of a one-year reading and writing course for academic purposes. Emphasis is on critical reading and techniques of exposition, analysis and argumentation. Prerequisite ESL 24 or an appropriate skill level demonstrated through the ESL assessment process. 5 hours. II. NUMBER OF TIMES COURSE MAY BE TAKEN FOR CREDIT One III. PREREQUISITE SKILLS AND/OR ADVISORY SKILLS ESL 24 or qualifying score on CELSA placement assessment. Upon entering ESL 25 students should demonstrate sufficient reading and writing ability to do the following A. Reading 1. understand complex and abstract issues in written discourse, generally 2. derive main idea of both concrete and abstract topics 3. interpret cohesive devices, signal words, and pronoun references 4. recognize figurative language, but not consistently 5. understand idiomatic usage, but increasingly 6. predict content based on real world knowledge and/or organizational structure 7. read topics of general interest to native speakers 8. distinguish between fact and assumption, but unevenly 9. comprehend facts to make appropriate inferences 10. understand vocabulary for personal, professional and academic reading, adequately 11. recognize grammatical relations which assist reading comprehension 12. state and discuss writers purpose, but unevenly 13. adjust reading and technique according to task, but inconsistently 14. research a topic, locating several sources, and draw conclusions based on several sources. B. Writing 1. write extended discourse of several paragraphs on newly presented topics with a clear underlying organization and thesis 2. respond in several paragraphs with original ideas to readings fiction and non-fiction 3. use appropriate punctuation for simple, compound, and complex sentences, sequences, adjective clauses and adverb clauses and phrases with good control 4. demonstrate control of simple and compound sentences, with some errors in complex sentences. Errors will not interfere with communication 5. demonstrate limited control of rhetorical patterns classification, contrast, comparison, process analysis, cause and effect 6. use cohesive elements with limited consistency 7. use verb markers with greater control 8. paraphrase and summarize longer text accurately 9. express unreal conditions and use perfect modals with greater control 10. demonstrate emerging control of appropriate signal words of cause, effect, contrast, comparison, process, chronology, example and conclusion 11. use figurative language more extensively 12. demonstrate self-editing skills 13. contribute constructive comments in the peer editing process, especially for content and organization 14. write a report (750-800 words) on a researched topic with appropriate documentation. VI. EXPECTED OUTCOMES FOR STUDENTS Upon completion, students should be able to do the following Reading A. understand complex and abstract issues in written discourse, generally B. derive main idea of both concrete and abstract topics C. interpret cohesive devices, signal words, and pronoun references D. recognize figurative language, but not consistently E. understand idiomatic usage, but increasingly F. predict content based on real world knowledge and/or organizational structure G. read topics of general interest to native speakers H. distinguish between fact and assumption, but unevenly I. comprehend facts to make appropriate inferences J. understand vocabulary for personal, professional and academic reading, adequately K. recognize grammatical relations which assist reading comprehension L. state and discuss writers purpose, but unevenly M. adjust reading and technique according to task, but inconsistently Writing A. write extended discourse of several paragraphs on newly presented topics with a clear underlying organization and thesis B. respond in several