EL500/ 505: Writing 1a/ b (4 units, 0 credits)
Michelle
Morita Cho, Adjunct Instructor in ESL
Winter 2008
DESCRIPTION:
This Intermediate level writing course is a practical
workshop on how to write one of the most important types of writing in an American
seminary: the academic essay. Students develop basic skills in the writing
process--from prewriting, organization, development, to revision and editing.
In addition, students learn how to construct the three most common essay
formats: expository essay, summary-analysis essay, and persuasive-argumentative
essay. Step by step, students write and read and rewrite to gain the confidence
to do competent academic work, the skills to write well, and the eye to refine
writing. Ultimately, students learn and practice principles of producing good
writing that meet the expectations of an academic audience in terms of content,
form, and language. This 10-week course prepares students to advance their
writing skills from essay formats to longer (research) papers.
LEARNING
OUTCOMES:
1. Applying pre-writing strategies to paragraphs and
essays
2.
Developing
thorough thesis statements
3.
Developing
and Supporting ideas
4.
Organizing
main and supporting ideas in paragraphs to essays
5.
Self-editing
grammar errors
6.
Writing
expository essays, summary/analysis essays, comparison/contrast essays,
cause/effect essays, and argumentation essays
7.
Write and
revise paragraphs and essays that explain a topic, evaluate written material,
and argue an opinion about a controversy
8.
Demonstrate
skills in writing essays under timed “exam” conditions
9.
Become an
informed, independent reader of one’s own writing, with an ability to improve
one’s own writing proficiency
COURSE
FORMAT:
This class meets twice each week for two-hour
sessions. This class adopts a workshop
approach to learning. Thus, students learn through lectures, class discussion,
small group work, mini-conferences between teacher and student, peer
activities, and individual “hands-on” practice in writing. Reading and grammar
are addressed in the context of writing; that is, reading and grammar exercises
focus only on those issues that are directly related to the production of
written English. Both “timed” first drafts and revised, final papers reflect
the kinds of writing tasks common in seminary.
REQUIRED
1. Byrd,
Patricia and Beverly Benson. Problem/Solution: A Reference for ESL Writers.
2. Reid, Joy M. The Process of
Composition. (2nd edition)
RECOMMENDED
1. Core,
Deborah. The Seminary Student Writes.
2. An English or bilingual college
dictionary.
3. An English thesaurus.
ASSIGNMENTS:
This noncredit course is “Satisfactory” or “Not
Satisfactory.” The following requirements are designed to strengthen English
language fluency, particularly writing skills:
1. Class participation and preparation (weekly reading, oral and written
assignments).
2. A minimum of 10 writing assignments.
PREREQUISITES:
None.
RELATIONSHIP
TO CURRICULUM: Meets partial requirements to advance within the ESL Program
FINAL
EXAM: ESL Exit Exam.