This is an archived copy of the Spring 2014 Catalog. To access the most recent version of the catalog, please visit http://catalog.jccc.edu/.

English for Academic Purposes (EAP)

Courses

EAP 101   Writing and Grammar I (3 Hours)

Prerequisites: Appropriate ESL assessment test score

This course provides English Language Learning (ELL) students an integrated communicative experience at the beginning college level. Students will learn effective writing techniques and grammatical structures for using American English at the sentence and basic paragraph level. The course will also focus on basic study and learning strategies to aid writing. This course does not fulfill degree requirements. This course is the first writing and grammar course in the sequence of courses leading to ENGL 121. 3 hrs lecture/wk.

EAP 103   Writing and Grammar II (3 Hours)

Prerequisites: Either EAP 101 and EAP 120 and EAP 105 OR appropriate ESL assessment test score

This course provides English Language Learning (ELL) students an integrated communicative experience. Students will focus on using American English in writing at the paragraph level along with grammatical structures to help ensure students success. The course will also focus on learning and study strategies to enhance writing. This course does not fulfill degree requirements. This course is the second writing and grammar course in the sequence of courses leading to ENGL 121. 3 hrs. lecture/wk.

EAP 105   Speaking and Pronunciation I (3 Hours)

Prerequisites: Appropriate ESL assessment test score

This course provides English Language Learning (ELL) students the opportunity to develop their speaking and pronunciation skills. Focus will be on effective techniques for using American English in academic, career and personal settings. This course does not fulfill degree requirements. This course is a prerequisite in a sequence of courses leading to ENGL 121. 3 hrs. lecture/wk.

EAP 107   Speaking and Pronunciation II (3 Hours)

Prerequisites: Either EAP 101 and EAP 120 and EAP 105 OR appropriate ESL assessment test score

This course provides English Language Learning (ELL) students the opportunity to expand fluency in speaking and pronunciation. The course covers techniques for listening with accuracy and speaking with the stress, rhythm and intonation of American English. Personal communications and group interactions in academic, career and community settings are included. The course concludes with applications to individual life goals. This course does not fulfill degree requirements. This course is a prerequisite in a sequence of courses leading to ENGL 121. 3 hrs lecture/wk.

EAP 111   Writing and Grammar III (3 Hours)

Prerequisites: Either EAP 103 and EAP 121 and EAP 107 OR appropriate ESL assessment test score

This course provides English Language Learning (ELL) students an integrated communicative experience at the intermediate level. Students will focus on developing fluency in writing using American English at the paragraph and multi-paragraph level along with grammatical structures to support writing. This course does not fulfill degree requirements. This course is the third writing and grammar course in the sequence of courses leading to ENGL 121. 3 hrs. lecture/wk.

EAP 113   Writing and Grammar IV (3 Hours)

Prerequisites: Either EAP 111 and EAP 122 and EAP 115 OR appropriate ESL assessment test score

This course provides English Language Learning (ELL) students the opportunity to improve fluency in American English in writing at the high intermediate to advanced level. Students will engage in writing tasks that relate to the academic disciplines. The course also focuses on grammar activities including editing strategies for effective writing. This course is the fourth writing and grammar course in the sequence of courses. This course does not fulfill degree requirements. 3 hrs. lecture/wk.

EAP 115   Speaking and Pronunciation III (3 Hours)

Prerequisites: Either EAP 103 and EAP 121 and EAP 107 OR appropriate ESL assessment test score

This course provides English Language Learning (ELL) students the opportunity to enhance fluency in speaking, pronunciation, and listening at the upper intermediate level. Students apply standard American communication patterns to understand lectures, speak in academic settings, and communicate in group interactions. Informal and formal projects include oral reports in specific fields of study and academic debates. The course concludes with analysis of individual goals and assessments to enhance academic success. This course does not fulfill degree requirements. This course is a prerequisite in a sequence of courses leading to ENGL 121. 3 hrs. lecture/wk.

EAP 117   Speaking and Pronunciation IV (3 Hours)

Prerequisites: Either EAP 111 and EAP 122 and EAP 115 OR appropriate ESL assessment test score

This course offers English Language Learning (ELL) students the opportunity to master speaking, pronunciation, and listening at an advanced level. Pronunciation performance will be enhanced for accent reduction and communication of precise meanings of standard American English. Students apply advanced strategies to process knowledge from specific fields of study and give presentations with idiomatic vocabulary from literature, media, and research sources. The course concludes with expansion of sociolinguistic and cultural competencies for group interactions and large audiences. Pre- and post-assessments measure progress in exit competencies. This course does not fulfill degree requirements. 3 hrs. lecture/wk.

EAP 120   Reading/Vocabulary I (3 Hours)

Prerequisites: Appropriate ESL assessment test score

This course provides English Language Learning (ELL) students an integrated communication experience on the high beginning college level. Students will learn effective techniques for reading, studying and using American English in an academic setting. This course does not fulfill degree requirements. This is the first reading course in the sequence of courses leading to ENGL 121. 3 hrs. lecture/wk.

EAP 121   Reading/Vocabulary II (3 Hours)

Prerequisites: Either EAP 101 and EAP 120 and EAP 105 OR appropriate ESL assessment test score

This course provides English Language Learning (ELL) students the opportunity to develop reading fluency, comprehension and vocabulary on the low intermediate college level. Reading, writing, speaking and listening will be integrated, and students will learn effective techniques for studying and using American English in an academic setting. This course does not fulfill degree requirements. This is the second reading course in the sequence of courses leading to ENGL 121. 3 hrs. lecture/wk.

EAP 122   Reading and Vocabulary III (3 Hours)

Prerequisites: Either EAP 103 and EAP 121 and EAP 107 OR appropriate ESL assessment test score

This course provides English Language Learning (ELL) students an integrated communicative experience at the intermediate college level. Students will develop reading fluency, comprehension, and vocabulary. Reading, writing, speaking, and listening will be integrated, and students will learn effective techniques for using American English to read and study in an academic setting. This course does not fulfill degree requirements. This course is the third reading course in the sequence of courses leading to ENGL 121. 3 hrs. lecture/wk.

EAP 101

  • Title: Writing and Grammar I*
  • Number: EAP 101
  • Effective Term: Spring/Summer 2014
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: Appropriate ESL assessment test score

Description:

This course provides English Language Learning (ELL) students an integrated communicative experience at the beginning college level. Students will learn effective writing techniques and grammatical structures for using American English at the sentence and basic paragraph level. The course will also focus on basic study and learning strategies to aid writing. This course does not fulfill degree requirements. This course is the first writing and grammar course in the sequence of courses leading to ENGL 121. 3 hrs lecture/wk.

Course Fees:

None

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Establish goals based on assessments.
  2. Compare different cultural attitudes regarding time, space, and authority.
  3. Examine American educational practices and expectations for the college classroom.
  4. Apply self-efficacy strategies to locate resources to aid learning.
  5. Demonstrate metacognitive and self-monitoring strategies while writing.
  6. Identify sentence types, sentence patterns, and grammar structures.
  7. Compose a variety of sentence structures.
  8. Apply editing and proofreading strategies to correct major sentence level errors.
  9. Identify in writing the elements of prose and poetry.
  10. Respond to various types of literary genre through reflective writing.
  11. Construct sentences which paraphrase text information.
  12. Identify and paraphrase in writing a passage’s meaning.
  13. Identify and paraphrase in writing popular idioms.
  14. Identify the elements of a paragraph and practice paragraph writing.

Content Outline and Competencies:

I. Utilizing Assessments
   A. Complete reading and writing formal and informal pre and post
assessments. 
   B. Set semester and long-term goals based on pre and post assessments.

II. Valuing Cultural Diversity                              
   A. Identify attitudes about time, space, and authority from different
cultures.
   B. Identify American attitudes about time, space, and authority.

III. Examining American Educational Practices
   A. Compare how educational systems are structured in the United States
and other countries.
   B.  Discuss differences in attitudes towards education.
   C.  Identify expectations in the American college classroom.

IV. Applying Self-Efficacy Strategies 
   A.  Explore the concept of “self-efficacy” as it pertains to
American culture. 
   B.   Identify resources that aid learning.
   C.   Locate persons, materials, and places that supply learning
resources. 

V. Demonstrating Metacognitive Strategies
   A. Identify the practices and habits of effective learners.
   B. Explore self-assessment techniques that determine understanding.
   C. Explain the principle of schema and strategies to connect new
information to prior learning.

VI. Identifying Sentence Types, Sentence Patterns, and Grammar Structures
   A. Identify different sentences types and their purposes.
   B. Identify and label sentence patterns.
   C. Identify and label  grammar structures.
  
VII. Composing Sentences
   A. Write a variety of sentences.
   B. Identify the types of sentences and the word functions. 

VIII. Editing and Proofreading Strategies
   A. Apply editing and proofreading strategies to different types of
sentences.
   B. Revise sentences to clearly express meaning.

IX. Paraphrasing and Plagiarism
   A. Explain paraphrasing and plagiarism.
   B. Construct sentences which paraphrase text.        

X. Understanding Poetry and Prose
   A. Use concept mapping to organize ideas.
   B. Construct a variety of sentence types to identify the elements of
prose and poetry.
   C. Apply editing and proofreading strategies to sentences.
   D. Revise sentences to clearly express meaning

XI. Using Reflective Writing
   A. Discuss responses to various types of literature.
   B. Use reflective writing to respond to various types of literature.

XII. Constructing Sentences to Explain Meaning of Passages
   A. Construct paraphrased sentences to communicate understanding of main
ideas and supporting details of text materials.
   B. Revise sentences to clearly express meaning.

XIII. Constructing Sentences to Explain Popular Idioms
   A. Construct paraphrased sentences to communicate understanding of
popular idioms.
   B. Revise sentences to clearly express meaning.

XIV. Constructing Paragraphs and Summarizing
   A. Use planning and drafting to construct paragraphs.
   B. Construct paragraphs which summarize assigned readings.
   C. Apply editing and proofreading strategies to paragraphs.

Method of Evaluation and Competencies:

Class Participation           20-30% of grade
In-Class Activities, Homework 40-50% of grade      
Quizzes and Assessments       20-30% of grade
 Total                          100% 

Grade Criteria:
 A = 90% - 100%  
 B = 80% -  89%  
 C = 70% -  79%  
 D = 60% -  69% 
 F = Below  60%

Caveats:

None

Student Responsibilites:

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.

EAP 103

  • Title: Writing and Grammar II*
  • Number: EAP 103
  • Effective Term: Spring/Summer 2014
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: Either EAP 101 and EAP 120 and EAP 105 OR appropriate ESL assessment test score

Description:

This course provides English Language Learning (ELL) students an integrated communicative experience. Students will focus on using American English in writing at the paragraph level along with grammatical structures to help ensure students success. The course will also focus on learning and study strategies to enhance writing. This course does not fulfill degree requirements. This course is the second writing and grammar course in the sequence of courses leading to ENGL 121. 3 hrs. lecture/wk.

Course Fees:

None

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Establish goals based on assessments.
  2. Compare different cultural attitudes in educational practices and expectations with American attitudes.
  3. Apply metcognitive and self-monitoring strategies to enhance learning effectiveness.
  4. Identify sentence types and expanded grammar structures.
  5. Identify the elements of a paragraph.
  6. Identify the stages of the writing process.
  7. Use the writing process to develop coherent paragraphs.
  8. Apply editing and proofreading strategies to correct major writing errors.
  9. Identify in writing the elements of different literary genre.
  10. Respond to literature through reflective writing.
  11. Recognize popular idioms and paraphrase idioms in writing.
  12. Use critical thinking to evaluate in writing assigned text and literary readings.
  13. Write a summary after reading a passage.

Content Outline and Competencies:

I. Utilizing Assessments
   A. Complete reading and writing formal and informal pre and post assessments.
   B. Set semester and long-term goals based on pre and post assessments.

II. Understanding Cultural Differences and Establishing Expectations
   A. Identify attitudes about time, space, and authority from different cultures.
   B. Identify American attitudes about time, space, and authority.

III. Applying  Metacognitive and Self-Monitoring Strategies
   A. Apply metacognitive and self-monitoring strategies to course materials and resources.
   B. Locate persons, materials, and places that will aid learning.

IV. Constructing Sentences and Using Correct Grammar Structures
   A. Identify sentence types and grammar structures
   B. Use a variety of sentence types to paraphrase assigned readings and lecture information.
   C. Apply proofreading and editing strategies to correct sentence writing errors.

 V. Identifying the Elements of a Paragraph
   A. Explain the elements of a paragraph.
   B. Identify the elements of a paragraph in assigned readings.

VI. Identifying the Stages of the Writing Process
   A. Identify the stages of the writing process.
   B. Explain the stages of the writing process.

VII. Constructing Paragraphs and Using the Writing Process
   A. Use planning and drafting to construct paragraphs.
   B. Write coherent and unified paragraphs.
   C. Use proofreading, editing, and revision strategies.

VIII. Editing and Proofreading Strategies
   A. Apply proofreading, editing strategies to different types of paragraphs.
   B. Revise paragraphs to clearly express meaning.

IX. Using Writing to Identify the Elements of Literary Genre
   A. Identify in written paragraphs elements of literary genre.
   B. Revise paragraphs to clearly express meaning.

X. Responding to Literature through Reflective Writing
   A. Discuss personal responses to different literary genre.
   B. Use journal writing to communicate responses.

XI. Using Popular Idioms
   A. Identify and paraphrase in writing popular idioms.
   B. Revise paragraphs to clearly express meaning.

XII. Fostering Critical Thinking
   A. Evaluate in written paragraphs assigned text and literary readings.
   B. Revise paragraphs to clearly express meaning.

XIII. Summarizing Passages
   A. Write a summary of text and literary passages.
   B. Revise summaries to clearly express meaning.

Method of Evaluation and Competencies:

Class Participation           20-30% of grade
In-Class Activities, Homework 40-50% of grade
Quizzes and Assessments       20-30% of grade
 Total                          100%

Grade Criteria:
 A = 90 - 100%
 B = 80 -  89%
 C = 70 -  79%
 D = 60 -  69%
 F = Below 60%

Caveats:

None

Student Responsibilites:

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.

EAP 105

  • Title: Speaking and Pronunciation I*
  • Number: EAP 105
  • Effective Term: Spring/Summer 2014
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: Appropriate ESL assessment test score

Description:

This course provides English Language Learning (ELL) students the opportunity to develop their speaking and pronunciation skills. Focus will be on effective techniques for using American English in academic, career and personal settings. This course does not fulfill degree requirements. This course is a prerequisite in a sequence of courses leading to ENGL 121. 3 hrs. lecture/wk.

Course Fees:

None

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Set goals based on assessments.
  2. Apply strategies for academic and career-related interactions, using verbal and non-verbal expressions.
  3. Demonstrate fluency with vowel and consonant patterns for correctly stressed English.
  4. Apply pronunciation patterns in the context of conversations, interviews, academic interactions, and career communications.
  5. Present an effective academic interaction.
  6. Present a speech based on effective communication and pronunciation techniques.
  7. Plan goals for continued fluency in spoken communications.

Content Outline and Competencies:

I. Pre-Assessments 
   A. Explain educational and employment background in spoken English
   B. Set academic, career, and personal goals based on pre-assessments

II. Strategies for Speaking Standard American English 
   A. Demonstrate question/answer techniques for academic and career
goals
   B. Develop interactive fluency with vocabulary about current issues
   C. Conduct interviews based on international and regional news sources

   D. Summarize interview results in a brief class presentation
   E. Respond to questions using verbal and non-verbal strategies

III. Pronunciation Patterns of the International Phonetic Alphabet
   A. Articulate vowel sounds for correctly stressed spoken English
   B. Articulate consonants sounds for correctly stressed spoken English

IV. Pronunciation Performance
   A. Recognize phrasal patterns in conversations and interviews
   B. Apply correct pronunciation to academic and career-related
vocabulary 
 
V.    Presentations 
   A. Discuss problems and solutions associated with formal presentations
   B. Plan an academic interaction by conducting research 
   C. Present an academic interaction 
   D. Evaluate presentations 

VI.   Formal Speeches
   A. Synthesize communication strategies and pronunciation patterns
      1. List communicative techniques in the context of audience
      2. Articulate vocabulary using standard American pronunciation
      3. Organize a speech about an academic or cultural topic
   B. Give a formal speech
   C. Evaluate speeches

VII. Post-Assessments and Goal Setting 
   A. Compare Pre- and Post-Assessments
   B. Review key concepts and techniques
   C. Plan short-term and long-term goals for lifelong fluency

Method of Evaluation and Competencies:

Class Participation     20 - 30%
Reports and Homework    40 - 50%
Quizzes and Assessments 20 - 30%  
 Total                      100%     

Grade Criteria:
 A = 90 - 100% 
 B = 80 -  89%
 C = 70 -  79%
 D = 60 -  69%
 F = 59 % or lower

Caveats:

None

Student Responsibilites:

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.

EAP 107

  • Title: Speaking and Pronunciation II*
  • Number: EAP 107
  • Effective Term: Spring/Summer 2014
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: Either EAP 101 and EAP 120 and EAP 105 OR appropriate ESL assessment test score

Description:

This course provides English Language Learning (ELL) students the opportunity to expand fluency in speaking and pronunciation. The course covers techniques for listening with accuracy and speaking with the stress, rhythm and intonation of American English. Personal communications and group interactions in academic, career and community settings are included. The course concludes with applications to individual life goals. This course does not fulfill degree requirements. This course is a prerequisite in a sequence of courses leading to ENGL 121. 3 hrs lecture/wk.

Course Fees:

None

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Establish fluency goals.
  2. Apply listening/responding strategies for academic, business, and personal interactions.
  3. Demonstrate stress, rhythm, and intonation of standard American English.
  4. Create oral projects for academic interactions.
  5. Articulate phrasing, pausing, and linking patterns for speaking in academic and community settings.
  6. Speak and respond effectively in group interactions.
  7. Apply course competencies in planning educational and personal goals.

Content Outline and Competencies:

I. Orientation and Goal-Setting
   A. List JCCC resources for developing fluency in speaking American
English
   B. Establish fluency goals

II. Strategies for Listening and Responding
   A. List listening/responding patterns for standard American English in
academic, business, and personal applications
   B. Develop listening strategies to include verbal and non-verbal
communications
   C. Create scenarios based on academic issues

III. Stress, Rhythm, and Intonation of Standard American English
   A. Demonstrate mastery of the International Phonetic Alphabet
   B. Apply stress patterns to academic and business interactions 
   C. Develop fluency with rhythm in sentences
   D. Articulate correct intonation for academic and personal
communications 

IV. Oral Projects
   A. Review stress, rhythm, and intonation patterns
      1. List strategies in the context of audience and purpose 
      2. Apply strategies to interactive scenarios 
   B. Plan an oral project about cultural issues
   C. Present the oral project

V. Pronunciation Performance: Phrasing, Pausing, and Linking
   A. Dramatize phrases and thought groups in speeches and poems
   B. Apply pauses in business and career-related interactions 
   C. Use linking strategies

VI. Communications about Academic and Community Issues 
   A. Synthesize major performance strategies and pronunciation patterns 
   B. Practice presenting tapescript passages with verbal and non-verbal
techniques
   C. Present a formal speech about an academic or community issue
   D. Evaluate speeches

VII.  Group Communications and Interactions
   A. Plan a debate in a group setting
   B. Present a controversial issue in a debate
   C. Apply debate techniques to academic and business settings

VIII. Self-Assessment Reports
   A. Review major competencies and pronunciation strategies
   B. Report self-assessments
   C. Report goals 
     1. Apply strategies to educational and personal goals
     2. Exhibit awareness of culture-based communications

Method of Evaluation and Competencies:

20 - 30 %  Class Participation
40 - 50 %  Reports and Homework
20 - 30 %  Quizzes and Assessments 
    100 %  Total    


Grade Criteria: 
      A  90 - 100  %. 
      B  80 -  89  %
      C  70 -  79  %
      D  60 -  69  %
      F  59 %  or lower

Caveats:

None

Student Responsibilites:

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.

EAP 111

  • Title: Writing and Grammar III*
  • Number: EAP 111
  • Effective Term: Spring/Summer 2014
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: Either EAP 103 and EAP 121 and EAP 107 OR appropriate ESL assessment test score

Description:

This course provides English Language Learning (ELL) students an integrated communicative experience at the intermediate level. Students will focus on developing fluency in writing using American English at the paragraph and multi-paragraph level along with grammatical structures to support writing. This course does not fulfill degree requirements. This course is the third writing and grammar course in the sequence of courses leading to ENGL 121. 3 hrs. lecture/wk.

Course Fees:

None

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Establish writing goals based on assessments.
  2. Enhance understanding and appreciation of cultural differences through reading and writing.
  3. Apply metacognitive strategies to foster learning.
  4. Identify and use text and Internet resources for self-correcting grammar, punctuation, and spelling errors.
  5. Explain and use the writing process.
  6. Identify and apply paragraph elements in multi-paragraph writing.
  7. Identify patterns of organization in written text.
  8. Understand the different types of paragraphs and their purposes.
  9. Use critical thinking skills to analyze audience and purpose for writing.
  10. Identify, explain, and use the features of good writing.
  11. Respond in writing to text from different literary genre.
  12. Participate with peers to develop, revise, and refine writing.

Content Outline and Competencies:

I. Utilizing Assessments
   A. Complete formal and informal pre and post writing assessments.
   B. Set fluency and writing goals based on pre and post assessments.
   C. Discuss course objectives in relation to pre-assessment results.

II. Valuing Cultural Diversity
   A. Identify and discuss cultural differences and similarities.     
   B. Respond to cultural diversity through writing.  

III. Applying Metacognitive Strategies for Academic Purposes
   A. Identify and practice effective study strategies. 
   B. Choose appropriate study strategies for specific learning tasks.    
                   
   C. Use appropriate study strategies and monitor effectiveness.
   D. Use campus support services and resources that will aid learning.

IV. Text and Internet Resources 
   A. Identify text and Internet resources for self-correcting grammar,
punctuation, and spelling errors.
   B. Use the resources to enhance writing fluency and foster independent
learning.

V. Using the Writing Process
   A. Use prewriting strategies to generate, determine and organize
ideas.
   B. Use the writing process: planning, drafting, editing, revising, and
refining.
  
VI. Identifying and Applying Paragraph Elements
   A. Demonstrate understanding of paragraph elements.
   B. Identify paragraph elements in varied literary genre.
   C. Use paragraph elements in multi-paragraph writing.
  
VII. Using Patterns of Organization
   A. Understand the purpose of patterns of organization.  
   B. Identify patterns of organization in written text. 
   C. Use patterns of organization to communicate meaning in writing.

VIII. Understanding Types of Paragraphs 
   A. Understand different modes of writing: definition, process,
descriptive, opinion, and narrative. 
   B. Identify different modes of writing in written text.
   C. Construct paragraphs using different modes of writing.

IX. Using Critical Thinking Skills to Determine Audience and Purpose
   A. Understand audience and purpose for writing.
   B. Identify audience and analyze purpose for writing in different
literary genre.
   C. Determine audience and purpose and write for specific audiences.

X. Applying the Elements of Good Writing
   A. Understand and identify elements of good writing: coherence, word
usage, unity, and support.
   B. Apply elements of good writing to writing tasks.
   C. Evaluate use of elements in writing tasks.

XI. Responding to Literature
   A. Identify different literary genre.
   B. Respond to different literary genre through writing.
   C. Use summarizing, paraphrasing, and synthesizing in written
responses. 

XII. Participating in Peer Groups
   A. Understand the importance of peer interaction to facilitate the
writing process.
   B. Participate with peers to develop, edit, revise, and refine
writing.
   C. Evaluate feedback of peers.

Method of Evaluation and Competencies:

Class Participation        20-30%   
Assignments and Homework   40-50%
Quizzes and Assessments    20-30% 
                            100% 

Grade Criteria: A = 90-100%
                B = 80-89%
                C = 70-79%
                D = 60-69%
                F = Below 60%

Caveats:

None

Student Responsibilites:

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.

EAP 113

  • Title: Writing and Grammar IV*
  • Number: EAP 113
  • Effective Term: Spring/Summer 2014
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: Either EAP 111 and EAP 122 and EAP 115 OR appropriate ESL assessment test score

Description:

This course provides English Language Learning (ELL) students the opportunity to improve fluency in American English in writing at the high intermediate to advanced level. Students will engage in writing tasks that relate to the academic disciplines. The course also focuses on grammar activities including editing strategies for effective writing. This course is the fourth writing and grammar course in the sequence of courses. This course does not fulfill degree requirements. 3 hrs. lecture/wk.

Course Fees:

None

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Establish fluency goals for writing based on assessments.
  2. Choose and adapt study strategies to varied course assignments.
  3. Discuss in writing cultural similarities and differences found in general education academic disciplines.
  4. Use correct grammar structures and sentence structures to produce clear and effective writing.
  5. Analyze varied academic writing tasks.
  6. Develop academic vocabulary and use in writing.
  7. Demonstrate through writing an understanding of academic writing tasks about general education content from varied disciplines.
  8. Use the prewriting and writing process to construct academic writing tasks.
  9. Select, evaluate, and use library, Internet, and other resources for academic writing tasks.
  10. Construct a research project. 

Content Outline and Competencies:

I. Utilizing Assessments
   A. Complete formal and informal pre and post writing assessments.
   B. Establish fluency and writing goals based on assessments.
   C. Discuss course objectives in relation to pre-assessments results.

II. Using Study Strategies
   A. Become familiar with varied study strategies.
   B. Choose appropriate study strategies for learning task.
   C. Evaluate use of strategies.

III. Analyzing Cultural Issues
   A. Be aware of cultural similarities and differences found in general
education academic disciplines.
   B. Discuss in writing the similarities and differences.

IV. Using Grammar and Sentence Structures
   A. Improve grammar usage to enhance fluency.
      1. Identify recurring grammar errors.
      2. Use handbook, Internet sources, and Writing Center to remedy
errors.
   B. Practice and apply varied sentence structures such as coordination,
subordination, relative pronouns in subordination, and prepositional
phrases to enhance fluency.

V. Analyzing Academic Writing Tasks
   A. Identify general education academic disciplines and their purposes.
   B. Identify the different modes of writing used in general education
academic disciplines. 
   C. Identify audience and purpose for academic writing.

VI. Expanding Academic Vocabulary
   A. Identify new academic vocabulary from varied academic disciplines.
   B. Use writing to define new vocabulary.
   C. Use new vocabulary in academic writing tasks.

VII. Writing in the Academic Disciplines
   A. Explain modes of writing: cause and effect, classification, process,
compare and contrast, argumentative, and reaction.
   B. Determine audience and purpose for academic writing.
   C. Apply appropriate modes of writing for specific academic writing
tasks. 
          
VIII. Using the Writing Process
   A. Use prewriting strategies to generate, determine, and organize
ideas.
   B. Use the writing process: planning, drafting, editing, revising, and
refining to construct academic writing tasks.

IX. Locating resources
   A. Select, evaluate, and use appropriate library, Internet, and other
resources for writing assignments.         
   B. Discuss and understand plagiarism.
   C. Cite sources used in writing tasks.

X. Constructing a Research Project
   A. Discuss and identify components of a research project.
   B. Use strategies to plan and implement project.
   C. Cite resources used in project.
   D. Evaluate the effectiveness of research project.

Method of Evaluation and Competencies:

20-30% Class Participation
40-50% Assignments and Homework
20-30% Quizzes and Assessments 
100% 

Grade Criteria: A = 90-100%
                B = 80-89%
                C = 70-79%%
                D = 60-69%
                F = below 60%

Caveats:

Student Responsibilites:

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.

EAP 115

  • Title: Speaking and Pronunciation III*
  • Number: EAP 115
  • Effective Term: Spring/Summer 2014
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: Either EAP 103 and EAP 121 and EAP 107 OR appropriate ESL assessment test score

Description:

This course provides English Language Learning (ELL) students the opportunity to enhance fluency in speaking, pronunciation, and listening at the upper intermediate level. Students apply standard American communication patterns to understand lectures, speak in academic settings, and communicate in group interactions. Informal and formal projects include oral reports in specific fields of study and academic debates. The course concludes with analysis of individual goals and assessments to enhance academic success. This course does not fulfill degree requirements. This course is a prerequisite in a sequence of courses leading to ENGL 121. 3 hrs. lecture/wk.

Course Fees:

None

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Discuss successful academic behaviors and American oratory traditions
  2. Apply listening/responding strategies for lectures and academic presentations
  3. Implement pronunciation strategies in formal and informal interactions
  4. Present formal and informal speech projects
  5. Articulate communication patterns in group debates and presentations for academic and career settings, including large audiences
  6. Apply self-assessments and formal pre- and post-assessments to analysis of exit competencies

Content Outline and Competencies:

I. Orientation and Assessments
   A. Identify course objectives and successful academic behaviors.
   B. Discuss American oratory traditions.
   C. Participate in formal assessments for speaking and understanding
standard American English in formal and informal settings.

II. Strategies for Listening, Note-Taking, and Responding
   A. Engage in self-monitoring listening activities to analyze lecture
information.
   B. Organize notes about academic presentations. 
   C. Create scenarios to indicate accurate listening and responding.

III. Pronunciation Strategies for Informal Interactions
   A. Review components of intermediate-level pronunciation using
culturally-sensitive expressions.
      1. Reproduce vowel and consonant combinations for authentic
interactions.
      2. Create dialogs from lists of commonly used expressions.
      3. Regulate the rate, modulation, and rhythms of spoken American
English.
   B. Apply strategies to interactive scenarios.
      1. Participate in six self-created dialogs and ten dialogs created
by classmates.
      2. Synthesize information from dialogs.

IV. Informal Speech Projects
   A. Prepare academic interactions with idiomatic expressions.
   B. Apply career-related vocabulary to on-campus and off-campus
conversations.
   C. Use linking strategies.
      1. List strategies in the context of audience and purpose.
      2. Demonstrate academic interactions.

V. Pronunciation Strategies for Formal Spoken interactions
   A. Apply intonation and rhythm patterns to academic and other formal
interactions.
   B. Create and participate in academic interactions to include history,
art, language arts, humanities, and/or social science classes.
   C. Demonstrate phrasal and sentence patterns for targeted audiences.
   D. Synthesize major pronunciation strategies for speech production.

VI. Formal Speech Projects 
   A. Demonstrate formal speech strategies for famous speeches, selected
reading passages, and/or tapescripts.
   B. Present formal speeches about discipline-specific topics.
   C. Evaluate speeches.

VII. Communication Patterns in Groups and Large Audiences
   A. Organize a debate in a group setting about an academic issue.
   B. Participate in a debate about an academic issue.
   C. Present a contemporary issue to a college class.
   D. Apply group communication patterns to academic and career settings.

VIII. Review and Post-Assessments
   A. Review major exit competencies.
   B. Report self-assessments.
   C. Participate in formal post-assessments

Method of Evaluation and Competencies:

Class Participation              20 - 30 %  of grade
Reports, Projects, and Homework  40 - 50 %  of grade 
Quizzes and Assessments          20 - 30 %  of grade 
                     Total        100 % 


Grade Criteria: 
      A  90 - 100 %. 
      B  80 -  89 %
      C  70 -  79 %
      D  60 -  69 %
      F  59 %  or lower

Caveats:

None

Student Responsibilites:

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.

EAP 117

  • Title: Speaking and Pronunciation IV*
  • Number: EAP 117
  • Effective Term: Spring/Summer 2014
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: Either EAP 111 and EAP 122 and EAP 115 OR appropriate ESL assessment test score

Description:

This course offers English Language Learning (ELL) students the opportunity to master speaking, pronunciation, and listening at an advanced level. Pronunciation performance will be enhanced for accent reduction and communication of precise meanings of standard American English. Students apply advanced strategies to process knowledge from specific fields of study and give presentations with idiomatic vocabulary from literature, media, and research sources. The course concludes with expansion of sociolinguistic and cultural competencies for group interactions and large audiences. Pre- and post-assessments measure progress in exit competencies. This course does not fulfill degree requirements. 3 hrs. lecture/wk.

Course Fees:

None

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Develop academic and career goals in the context of exit competencies
  2. Demonstrate advanced listening/responding strategies to process knowledge from extensive discourse and other academic sources
  3. Articulate patterns for accent reduction to communicate precise meanings
  4. Apply advanced informal and formal communications to expanded academic and career interactions
  5. Present informal and formal projects to include idiomatic expressions for general education, literature, media, field research, and other academic sources
  6. Apply advanced communication patterns to discipline-specific debates and presentations about culturally-sensitive issues
  7. Participate in formal pre- and post-assessments and report self-assessments

Content Outline and Competencies:

I. Orientation, Assessments, and Goal-Setting
   A. Identify course objectives as applied to individual academic
behaviors
   B. Participate in formal pre-assessments for speaking and understanding
standard American English
   C. Develop academic and career goals in the context of exit
competencies

II. Strategies for Advanced Listening, Note-Taking, and Responding
   A. Implement and adjust listening strategies for lecture information
and professional presentations
   B. Apply advanced listening and responding techniques to understand
communications in academic interactions
   C. Analyze lectures from specific disciplines to process knowledge from
extensive discourse

III. Pronunciation Performance
   A. Review components of advanced pronunciation strategies for accent
reduction
   B. Reproduce advanced pronunciation patterns to convey precise meanings


IV. Advanced Informal Speech Projects
   A. Demonstrate expanded academic interactions based on
culturally-sensitive contemporary communication patterns 
   B. Present media-based scenarios in a variety of career settings 

V. Strategies for Formal Spoken Interactions
   A. Apply advanced oral patterns for sequencing information derived from
specific fields of academic study 
   B. Create advanced interactions for targeted academic audiences

VI. Advanced Formal Speech Projects 
   A. Use idiomatic and inferential academic expressions in oral reports
based on general education curriculum topics
      1. Simulate academic communications for specific disciplines
      2. Synthesize formal speech strategies for classical oral
literature, mass media, and professional presentations 
   B. Present formal speeches based on Internet, field research, and other
research sources
   C. Evaluate professional and non-professional speeches

VII. Advanced Application of Communication Patterns in Groups and Large
Audiences
   A. Organize a group debate about a discipline-specific issue 
   B. Participate in a debate about political science, economics, and/or
the social sciences  
   C. Present a culturally-sensitive controversial issue
   D. Apply advanced group communication patterns to expand
sociolinguistic and cultural competencies 

VIII.  Review and Post-Assessments
   A. Review major exit competencies 
   B. Report self-assessments
   C. Participate in formal post-assessments

Method of Evaluation and Competencies:

Class Participation              20 - 30 %  of grade
Reports, Projects, and Homework  40 - 50 %  of grade 
Quizzes and Assessments          20 - 30 %  of grade 
      Total                          100 % 

Grade Criteria:
      A  90 - 100   %
      B  80 -  89   %
      C  70 -  79   %
      D  60 -  69   %
      F  59 %  or lower

Caveats:

None

Student Responsibilites:

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.

EAP 120

  • Title: Reading/Vocabulary I*
  • Number: EAP 120
  • Effective Term: Spring/Summer 2014
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: Appropriate ESL assessment test score

Description:

This course provides English Language Learning (ELL) students an integrated communication experience on the high beginning college level. Students will learn effective techniques for reading, studying and using American English in an academic setting. This course does not fulfill degree requirements. This is the first reading course in the sequence of courses leading to ENGL 121. 3 hrs. lecture/wk.

Course Fees:

None

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Establish goals based on assessments.
  2. Describe American educational practices and expectations for the college classroom.
  3. Apply self-efficacy strategies to locate resources to foster active learning.
  4. Demonstrate metacognitive and self-monitoring strategies while reading.
  5. Read and respond to various types of literary genre.
  6. Demonstrate knowledge of phonological rules and word attack skills when reading aloud.
  7. Apply effective study and reading strategies.
  8. Demonstrate increased fluency and automaticity in oral reading along with improved oral and/or written retelling.
  9. Correlate American English pronunciation symbols with the symbols of the International Phonetic Alphabet.
  10. Expand vocabulary through reading by using context clues, word parts, and/or a dictionary.
  11. Identify and explain popular American idioms.
  12. Demonstrate reading comprehension by explaining a passage’s meaning.
  13. Analyze and evaluate what has been read for its personal value and application.

Content Outline and Competencies:

I. Utilizing Assessments
   A. Complete reading and writing formal and informal pre and post
assessments.
   B. Set semester and long-term goals based on pre and post assessments.

II.  Examining American Educational Practices
   A. Compare how educational systems are structured in the United States
and various other countries.
   B. Discuss differences in attitudes towards education.
   C. Identify expectations in the American college classroom.

III. Applying Self-efficacy Strategies
   A. Explore the concept of “self-efficacy” as it pertains to
American culture.
   B. Analyze the process of active learning.
   C. Locate persons, materials, and places that supply learning
resources. 

IV. Demonstrating Metacognitive Strategies
   A. Identify the practices and habits of effective learners. 
   B. Explore self-assessment techniques that determine understanding. 
   C. Explain the principle of schema and ways to connect new information
to prior learning.

V. Reading Literary Genre
   A. Differentiate between poetry and prose. 
   B. Read and respond to various types of poetry, non-fiction and prose.
   
VI. Demonstrating Word Attack Skills and Building Fluency
   A. Review English phonology rules.
   B. Read aloud to practice pronunciation, syllabication, and stress
patterns.
   C. Listen to and practice stress patterns, rhyme and meter in American
prose and verse.
   D. Prepare audio tapes to demonstrate automaticity and fluency. 

VII. Applying Reading and Study Strategies
   A. Practice strategies that promote engagement, elaboration, and visual
representation. 
   B. Practice think-alouds, recitation, and summarization. 

VIII. Correlating Pronunciation Symbols
   A. Review symbols for the International Phonetic Alphabet.
   B. Compare ITA symbols with common American English symbols.
   C. Use American English symbols.

IX. Expanding Vocabulary
   A. Discuss and compile definitions of new words found in reading
material.
   B. Practice using context clues to establish definitions.
   C. Use an American dictionary to explain a word’s meaning. 
   D. Practice identifying common roots and affixes in the English
language.

X. Recognizing American Idioms
   A. Identify and discuss idiomatic expressions which cannot be literally
translated.
   B. Practice paraphrasing American idioms.

XI. Demonstrating Comprehension
   A. Practice paraphrase material that has been read.
   B. Identify the topic sentence when it is stated.
   C. Be able to create a main idea and its supporting points after
reading a paragraph.
   

XII. Fostering Critical Thinking
   A. React to passages of text with questions and opinions.
   B. Collaborate with others to share ideas and views about written
text.
   C. Evaluate text for its personal worth or enrichment.

Method of Evaluation and Competencies:

20 – 30 % Class Participation
 40 – 50 % In-class Assignments; Homework
 20 – 30%  Exams, Quizzes, Assessments  
    100 %  Total

Grade Criteria:
A =  90 – 100%   
B =  80 – 89%   
C =  70 – 79%
D =  60 – 69%
F = below 60%

Caveats:

None

Student Responsibilites:

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.

EAP 121

  • Title: Reading/Vocabulary II*
  • Number: EAP 121
  • Effective Term: Spring/Summer 2014
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: Either EAP 101 and EAP 120 and EAP 105 OR appropriate ESL assessment test score

Description:

This course provides English Language Learning (ELL) students the opportunity to develop reading fluency, comprehension and vocabulary on the low intermediate college level. Reading, writing, speaking and listening will be integrated, and students will learn effective techniques for studying and using American English in an academic setting. This course does not fulfill degree requirements. This is the second reading course in the sequence of courses leading to ENGL 121. 3 hrs. lecture/wk.

Course Fees:

None

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Establish goals based on assessments.
  2. Compare different cultural attitudes about educational practices and expectations with American attitudes.
  3. Apply metacognitive and self-monitoring strategies to enhance learning effectiveness.
  4. Identify the stages of the reading process and demonstrate effective reading strategies.
  5. Respond to various types of literary genre through discussion and reflective writing.
  6. Discuss and evaluate the worth of ideas found in text.
  7. Apply phonological rules and word attack skills when reading aloud.
  8. Identify key words and phrases in written text by recognizing English syntax.
  9. Expand vocabulary through reading by using context clues, word parts, and/or a dictionary.
  10. Identify and explain popular American idioms.
  11. Identify topic sentences and supporting details in paragraphs.
  12. Create main idea statements from paragraphs with inferred main ideas.
  13. Be able to summarize by isolating specific details to support the central point of a passage.

Content Outline and Competencies:

I. Utilizing Assessments
   A. Complete reading and writing formal and informal pre and post
assessments.
   B. Set semester and long-term goals based on pre and post assessments.

II. Understanding Cultural Differences and Establishing Expectations
   A. Share and identify cultural differences in practices and beliefs
that impact learning. 
   B. Identify expectations in the American college setting.

III. Applying Metacognitive Strategies  
   A. Review the practices and habits of effective learners.
   B. Identify self-assessment techniques that determine understanding.
   C. Demonstrate ways to connect new information to prior learning.
  
IV. Using Strategies in the Reading Process
   A. Identify stages of the reading process.
   B. Apply techniques that work for each stage of the reading process.
   C. Demonstrate strategies for different reading purposes. 

V. Responding to Literature
   A. Recognize various types of literary genre.
   B. Identify elements of fiction.
   C. Reflect and react to situations and ideas found in poetry and
prose.
   D. Maintain a reading journal.

VI. Fostering Critical Thinking
   A. Ask questions and share opinions about reading material.
   B. Evaluate the worth of ideas on a personal and a collective level.

VII. Using Phonology Rules
   A. Practice reading aloud to improve expression, fluency and
automaticity.
   B. Demonstrate an understanding of phonology rules.

VIII. Recognizing English Syntax
   A. Review and be able to identify parts of speech.
   B. Identify parts of a sentence.
   C. Identify phrases.
   D. Identify clauses and types of sentences.
   D. Use syntax to understand key ideas.

IX. Expanding Vocabulary
   A. Discuss and compile the definitions of new words found in reading
material.
   B. Practice using context clues to determine definitions.
   C. Be able to identify common roots and affixes in the English
language.
   D. Be able to demonstrate the usefulness of an American dictionary. 

X. Explaining American Idioms
   A. Identify and explain idiomatic expressions which cannot be literally
translated.
   B. Practice paraphrasing American idioms.

XI. Identifying and/or Paraphrasing Main Ideas and Details
   A. Identify a topic sentence when it is stated in a paragraph.
   B. Create a main idea statement when the main idea is implied.
   C. Determine the details that support the main idea. 

XII. Summarizing 
   A. Explain the purpose and contents of a typical summary.
   B. Create a summary after reading a paragraph or passage by preparing a
main idea statement with supporting details.

Method of Evaluation and Competencies:

20-30% Class Participation   
40-50% In-class Assignments; Homework 
20-30% Exams, Quizzes, Assessments
  100% Total                           

Grade Criteria:
 A = 90 – 100%   
 B = 80 –  89%   
 C = 70 –  79%
 D = 60 –  69%
 F = below 60%

Caveats:

None

Student Responsibilites:

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.

EAP 122

  • Title: Reading and Vocabulary III*
  • Number: EAP 122
  • Effective Term: Spring/Summer 2014
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: Either EAP 103 and EAP 121 and EAP 107 OR appropriate ESL assessment test score

Description:

This course provides English Language Learning (ELL) students an integrated communicative experience at the intermediate college level. Students will develop reading fluency, comprehension, and vocabulary. Reading, writing, speaking, and listening will be integrated, and students will learn effective techniques for using American English to read and study in an academic setting. This course does not fulfill degree requirements. This course is the third reading course in the sequence of courses leading to ENGL 121. 3 hrs. lecture/wk.

Course Fees:

None

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Establish goals based on assessments.
  2. Compare customs, beliefs, and cultural attitudes from other countries to those in the United States.
  3. Demonstrate flexible reading rates based on reading purpose and context difficulty.
  4. Apply self-monitoring and metacognitive strategies to enhance comprehension and learning effectiveness.
  5. Read and respond to various types of writing through summarizing and reflective writing.
  6. Demonstrate phonological rules, proper stress patterns and fluency when reading aloud.
  7. Identify types of paragraphs and patterns of organization.
  8. Discuss and evaluate the worth of ideas found in text.
  9. Demonstrate the ability to make inferences, draw conclusions, and interpret figurative language.
  10. Expand vocabulary through reading by using context clues, word parts, and/or a dictionary.
  11. Identify and explain popular American idioms.
  12. Paraphrase and write the main idea/central point of a paragraph or multi-paragraph passage, whether stated or implied.
  13. Create a written summary after reading a passage.

Content Outline and Competencies:

I. Utilizing Assessments
   A. Complete reading and writing formal and informal pre and post
assessments.
   B. Set semester and long-term goals based on pre and post assessments.
   C. Discuss course objectives in relation to pre-assessment results.

II. Valuing Cultural Diversity
   A. Share and identify cultural differences in practices and beliefs. 
   B. Identify expectations in the American workplace and college
settings.
   C. Discover and analyze commonly-held beliefs among cultures.

III. Demonstrating Reading Rate Flexibility
   A. Determine the appropriate reading rate by knowing the purpose for
reading.
   B. Determine the appropriate reading rate by recognizing the difficulty
of text.

IV. Applying Self-monitoring and Metacognitive Strategies  
   A. Determine individual learning styles.
   B. Use strategies and practices of effective learners.
   C. Utilize self-assessment instruments that measure understanding.
   D. Practice connecting new information to prior learning.

V. Responding to Written Text 
   A. Recognize, compare and respond to various types of literary genre.
   B. Identify elements of fiction.
   C. Maintain a reading journal.
   D. Analyze and annotate textbook passages.

VI. Demonstrating Reading Fluency
   A. Apply phonological rules when reading aloud.
   B. Use appropriate distribution of sounds, stress patterns, and
intonation.

VII. Identifying Passage Types and Patterns of Organization
   A. Distinguish between narrative, descriptive, and expository writing.
   B. Identify organizational patterns: explanation, example,
comparison-contrast; and cause-effect. 
   C. Recognize signal words: additional information, explanation,
illustration, enumeration, and summary or conclusion.
  
VIII. Fostering Critical Reading and Thinking
   A. Ask questions and share opinions about reading material.
   B. Practice making inferences and drawing conclusions from text.
   C. Interpret graphics and figurative language.
   D. Recognize barriers to critical thinking.
   E. Identify author’s bias in passages.
   F. Distinguish between fact and opinion.
   G. Evaluate the support for an argument.
   H. Determine the worth of ideas in passages.

IX. Expanding Vocabulary
   A. Utilize context clues and sentence syntax to determine a word’s
meaning.
   B. Apply knowledge of parts of speech to build vocabulary.
   C. Be able to use and recognize the features of an American
dictionary.
   D. Practice determining the dictionary definition that fits the reading
context.
   E. Increase knowledge of word roots and affixes.
   F. Read widely to build vocabulary.
  
X. Determining the Central Point and its Support in a Passage
   A. Identify a topic sentence when it is stated in a paragraph.
   B. Distinguish between details that do and do not support the main
idea.
   C. Determine the central point in multi-paragraph passages.
  
XI. Paraphrasing Main Ideas and Supporting Details
   A. Be able to paraphrase a stated main idea.
   B. Create a main idea statement when the main idea is implied.
   B. Be able to paraphrase main points and details whether stated or
implied.
   C. Create a central point in writing after reading multi-paragraph
passages.

XII. Writing a Summary
   A. Practice condensing the main points of a passage by paraphrasing.
   B. Demonstrate the ability to read a passage and write an appropriate
summary.

Method of Evaluation and Competencies:

20 – 30 % Class Participation
 40 – 50 % In-class Assignments; Homework
 20 – 30%  Exams, Quizzes, Assessments  
 100 %  Total

Grade Criteria:

A =  90 – 100%   
B =  80 – 89%   
C =  70 – 79%    
D =  60 – 69% 
F  =  Below 60%

Caveats:

None

Student Responsibilites:

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.