CURRICULUM COMMITTEE
COURSE PROPOSAL FORM
REVISED 9/13/11
We recommend that you begin the course development process by engaging in meaningful
conversations with your departmental colleagues. New courses may require additional resources
and/or internal review; please be sure to work closely with the sponsoring department chair to
ensure that all requirements have been met.
The course developer and/or the sponsoring department chair should attend and be prepared
to address questions at the appropriate department meeting, Curriculum Committee meeting
and Faculty Council meeting.
I. ADMINISTRATIVE INFORMATION
DATE: 10/3/2011
COURSE DEVELOPER:
SPONSORING DEPARTMENT:
THE PROPOSED COURSE
Humanities
IS NOT
A TOPICS COURSE.
WEEKLY CONTACT HOURS FOR COURSE:
COURSE EFFECTIVE DATE:
Rebecca Wolff
LECTURE HOURS:
LAB/STUDIO HOURS:
6
Choose an item.
TOTAL CONTACT HRS:
6
spring 2012
WILL THIS COURSE BECOME A SUNY GENERAL EDUCATION COURSE?
IF YES, PLEASE CONTACT THE GENERAL EDUCATION PROJECT COORDINATOR.
yes, Basic Communication silo
WILL THIS COURSE REQUIRE SPECIAL FACILITIES AND/OR EQUIPMENT?
IF YES, PLEASE CONTACT THE VICE PRESIDENT OF ACADEMIC AFFAIRS.
Smart classroom equipment and computers for each student
WILL THIS COURSE BE TRANSFERABLE? EXPLAIN.
Yes, as an ESL college level composition course; credits vary according to the college
II. MASTER COURSE SYLLABUS
COURSE PREFIX AND NUMBER:
COMPLETE COURSE TITLE:
CREDIT HOURS:
ESL 101
Composition for Non-native Speakers of English
3
CONTACT HOURS:
6
COURSE DESCRIPTION FOR CATALOG:
This course is designed to help non-native speakers of English to acquire the college level writing
and language skills they will need for academic success. They will learn to produce essays that are
clear, concise, and unified. The writing process and language skills at the advanced level are
emphasized. Students write papers both out of class and in class. At least one paper requires outside
sources and documentation. Near the end of the course, students will complete a final timed in-class
essay which will be evaluated by the English faculty to assess the writer’s preparedness to move on
to other college-level writing courses. This course satisfies the ENG 101 basic communication
requirement.
COURSE PREREQUISITE(S): successful completion of ESL 120
(IF THERE IS MORE THAN ONE
CONTINUE.)
or
placement by CCC exam
COURSE COREQUISITE(S):
Choose an item.
or
TOEFL exam
Click here to enter text.
Click here to enter text.
(IF THERE IS MORE THAN ONE CONTINUE.)
Choose an item.
Click here to enter text.
IMPORTANT ADVISING NOTES:
Click here to enter text.
MEASURABLE STUDENT LEARNING OUTCOMES/COURSE OBJECTIVES:
Because students are admitted to this course on the basis of the Placement Test (or successful completion of
ESL 100), they should already be able to produce paragraphs that are focused, organized, specific, and
carefully edited. The course focuses on helping students develop the necessary skills to write longer, more
effective papers at an advanced level of English. Upon successful completion of the course, students will be
able to:
 use prewriting strategies to choose and narrow a topic, to generate and organize ideas, and to plan an
essay
 draft an essay that expresses a main point and provides detailed development and support for that point
 revise writing to achieve coherence, unity, and clarity
 edit writing to correct mechanical errors


use grammar and syntax at an advanced level
improve use of idiomatic English


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produce finished essays which express a main point, provide detailed development, clearly communicate
ideas, and come to an effective closure. The essays will also follow the rules of standard written English.
critique their own writing and the writing of others,
use research procedures to produce a documented paper using MLA format,
write successful essays within the confines of a time limit,
exhibit the ability to think critically and analytically and to reason logically in their writing, and
recognize that composition skills from this course apply to other writing situations and enhance life-long
learning.
COURSE OUTLINE:
ESL 101 (Formerly Topics ESL 180)
Week
1
Sample COURSE OUTLINE
Assignment Topics
Introduction to the Class and the Computer
Due
Writing Sample
Categorize vocabulary words- Dictionary Skills
2
Journals
Writing techniques
Use idiomatic expressions
3
4
5
the writing process and editing skills
Find and use synonyms
Identify word roots
essay writing
making a point, topic sentences
Find analogies
Compare and contrast word meanings
Past unreal conditionals
1st Journal Entry
Rough Draft of Paper 1
Paper 1
Quiz
Journal Entries 2-9
Quiz
Paper 2
express an opinion with supporting reasons
6
Write concluding sentences
Recognize sentences that do not support
main ideas
7
organizing, sentence and editing skills
unity, support, coherence and sentence
skills
8
Write supporting sentences using
transitional expressions
The Research Paper and MLA Format
Quiz
Paper 3
Journal Entries 10-21
Gerunds and infinitives
9
Research Skills
Paper 4
Identifying adjective clause
10
11
12
13
Writing Workshop
Sentence Skills-commas
Writing Workshop
Sentence Skills-sentence combining
Writing Workshop
Sentence Skills – Grammar Trouble spots
Timed Writing Activity
Timed Writing
Sentence Skills - Grammar Trouble spots
Research Paper Outline
Paper 5
Paper 6- Research Paper
Paper 7
14
Timed Writing
English Faculty Evaluated Final
Paper 8
Journals 26-36
15
Portfolio Evaluation
Final Conferences
Portfolio Organized
Sign up for a Conference
Readings vary according to textbook
Grammar and vocabulary topics vary according to student need
III. APPROVAL
12/14/2011
2/21/2012
X
X
Diane E. Parmeter
Humanities Dept Chair
Curriculum Committee Chair
X
X
Faculty Council Chair
Vice President for Academic Affairs