ESLG 103

ESLG 103 is a 6 credit-hour advanced course in the study of the English language for non-native speakers. All undergraduates must earn a C in English 101 to advance to English 102 or 103.

Undergraduate students who earn a C or better in ESLG 103 receive 3 hours of credit in English 101.

COURSE OBJECTIVES: To introduce non-native speakers and writers to what is expected in regard to sentence structure, grammar, and style in academic written English as well as to practice a variety of rhetorical modes.

Examples of rhetorical modes that could be covered during the study of composition include narration, description, example, process analysis, definition, comparison and/or contrast, classification/division, and argument/persuasion. Some writing assignments will utilize only one of these modes, while others may combine more than one. As many of these modes as time allows will be studied, but no less than five.

ADVANCED ENGLISH SENTENCE STRUCTURE,

GRAMMAR, & COMPOSITION

The semester grade will be the average of percentage grades received in the Composition and English Sentence Structure and Grammar Components. Greatest emphasis is given to the writing component, where a student's knowledge of good grammar and sentence structure should be applied.

(60%) COMPOSITION COMPONENT

The writing component counts as 60% of the total grade in ESLG 103. The purpose of this component is to guide students to write clearly worded, well-organized, well-developed essays free of major grammatical problems. A number of writing exercises and writing assignments (some graded, some not graded) will be given during the semester so that students may practice the principles of good academic writing covered in class.

All composition assignments for the semester make up a student’s Writing Portfolio. This portfolio, which must be complete and revised where assigned, counts for one essay grade. Points are deducted from the portfolio grade for late assignments, incomplete assignments, missing assignments, or failure to revise when instructed to do so. Revisions should also be done in a timely manner, not put off until semester’s end. It is the student’s responsibility to keep up with assignments for the Writing Portfolio after the papers have been returned to him/her.

30% of this writing grade comes from 5 grades--the Writing Portfolio grade plus 4 graded and revised essays done on assigned topics after the class has reviewed quite a bit about sentence structure, grammar, and punctuation first.

Graded compositions will be written in-class. Merely typing them or re-copying them in class is cheating. Students are expected to revise each of them; two of them will be written and revised in-class; two will be written in-class and revised out-of-class.

30% of this writing grade is earned on the final exam essay, which is written in-class on the date and time scheduled for the final exam. To receive a passing grade, this essay must have fairly good organization, adequate reasoning, and fairly good sentence structure without major errors in grammar, punctuation, and spelling. Students will be allotted 1 hour and 50 minutes to write it, and may bring a dictionary, the textbook, and reference material approved by the instructor. (The last regular class meeting prior to the final exam will be used to prepare for this composition, such as choosing subjects, making outlines, etc.)

A brief extemporaneous piece of writing, without the use of a dictionary, is also required of each student in the ESL program at the end of the semester so that the Director of ESL can compare it with his or her initial sample given on the Michigan Test as a means of assessing our program. This writing assignment does not affect the semester grade but should show how the student’s written English has improved through taking this course.

(40%) ENGLISH SENTENCE STRUCTURE &

GRAMMAR COMPONENT

A number of quizzes will be scheduled during the semester covering the sentence patterns and grammatical principles studied. When averaged, these scores amount to 40% of the total grade in ESLG 103.

The purpose of this component is to teach students to eliminate major grammatical errors from their writing as well as to improve their sentence structure and sentence-combining skills; however, the truest “test” of students’ understanding of English grammar is to be found in how they apply the principles they study in their own writing.

There will also be some opportunities to earn “bonus points,” extra points to bring up the lowest quiz grades. However, students must be present in class when these opportunities come up because bonus questions or bonus quizzes may not be made up.

Generally, if a bonus opportunity is answered incorrectly, the student will receive a grade of NC , which means “no credit.” However, some NC grades result from quizzes wherein students are obviously just guessing and have made not only correct responses but also incorrect guesses. In such cases credit will be awarded for what is correct, but points will then be deducted for the incorrect responses before a total of bonus points can be awarded, if any.

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GRADE SCALE: 90-100 A 80-89 B 70-79 C 69 and below NC

Only cheating or excessive absences will earn a student a grade of F.

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TEXTBOOKS: Hodges’ Harbrace Handbook, 14^th Ed.

Models for Composition: A Practical Guide for Effective Writing, 4^th Ed.

SUPPLIES: A good, current dictionary (preferably an all-English dictionary). In any modern language, usage changes and, of course, the many advances in technology mean new terms have been invented which old dictionaries don’t explain; thus any dictionary which claims to be a “college” dictionary is preferable.

A report folder containing metal brads AND pockets, not just pockets, to serve as a Writing Portfolio, which is evaluated at semester's end for a grade.

Looseleaf paper and at least 2 new blank computer disks formatted for a PC

A notebook for class notes

Pencils, pens, and colored markers of several colors

CLASS ATTENDANCE:

Attendance is important! ESLG 103 meets either two 50-minute class periods (100 minutes) MWF or 50 minute class periods MWF and 75 minute class periods TT. Although the latter is most typical, this may vary from semester to semester. Obviously a 6-credit-hour class is one that should get high priority! Students missing over 10% of the scheduled class hours will be reported to their dean as having excessive absences. See the current ULM Catalog for the university’s attendance policies.

Some in-class work cannot be made up if missed, but most work can--if the student has a valid excuse. Students who have been absent should see or contact the instructor immediately to inquire about submitting excuses and/or arranging to make up the work missed.

CLASS POLICIES:

Students are expected to come to class on time, prepared to work. If a student is unavoidably late, s/he should enter the room quietly and get to work as quickly as possible with the minimum of class disturbance. See the instructor after class to explain. Typically there will be a short 10 minute break at the end of the first 50 minutes of the almost 2-hour class MWF, but occasionally class may extend through the usual break time because of specific classroom work in progress which requires more than 50 minutes to complete. A student will be counted as absent if s/he leaves the class during the break and does not return. (Discuss special problems with the instructor before just disappearing.)

Assignments should be handed in promptly on the date due--usually at the beginning of class. If there is a problem, ask the instructor for permission to submit the work later.

If extra points are offered for a special in-class task, those absent on that day or arriving after the class has begun the task may NOT make these points up.