Advanced ESL students prepare for transfer-level composition (ESL 110 or English 101) as well as college-level work across the curriculum. Emphasis is placed on writing formal academic papers which summarize, analyze, and synthesize outside sources. Students learn how to effectively conduct library research and use MLA citation and bibliographic conventions in their own writing. Grammar instruction consists of a review of advanced topics with an emphasis on self-editing.
Reading Level – Students in this class read about 20-30 pages per week.
This is a sample of the reading in this class:
“No student of a foreign language needs to be told that grammar is complex. By changing word sequences and by adding a range of auxiliary verbs and suffixes, we are able to communicate tiny variations in meaning. We can turn a statement into a question, state whether an action has taken place or is soon to take place, and perform many other word tricks to convey subtle differences in meaning. Nor is this complexity inherent to the English language. All languages, even those of so-called 'primitive' tribes have clever grammatical components. The Cherokee pronoun system, for example, can distinguish between 'you and I', 'several other people and I' and 'you, another person and I'. In English, all these meanings are summed up in the one, crude pronoun 'we'. Grammar is universal and plays a part in every language, no matter how widespread it is. So the question which has baffled many linguists is - who created grammar? At first, it would appear that this question is impossible to answer. To find out how grammar is created, someone needs to be present at the time of a language's creation, documenting its emergence. Many historical linguists are able to trace modern complex languages back to earlier languages, but in order to answer the question of how complex languages are actually formed, the researcher needs to observe how languages are started from scratch. Amazingly, however, this is possible.” – TOEFL Reading Practice