Content Outline and Competencies:

I. Major Components of a Simple Sentence

A. Identify the functions of nouns and pronouns (such as subject and verb) in a simple sentence.

B. Identify the function of verbs in a simple sentence.

1. Identify complete verb phrases.

2. Review the correct use of tense (past, present, conditional, etc.).

3. Review the correct use of subject/verb agreement.

4. Distinguish between active verbs and participle/gerund.

C. Identify the function of and create sentences with adjectives.

D. Identify the function of and create sentences with adverbs.

E. Identify coordinating and correlative conjunctions and create sentences using them.

1. Identify and correct comma splices by inserting a conjunction.

2. Identify and correct fused sentence by inserting a conjunction.

II. Types of Grammatical Phrases

A. Identify and create sentences using prepositional phrases.

B. Identify and create sentences using verbal phrases (infinitive, participle, gerund).

C. Identify and create sentences using absolute phrases.

D. Identify and correct fragments created by errors with phrases.

III. Types of Grammatical Clauses

A. Identity independent main clauses in compound and complex sentences.

B. Identify and create sentences with subordinated clauses.

1. List common subordinators and classify by their function (time relationship, concession, cause, condition, location).

2. Define and identify adjective clauses beginning with a relative pronoun (who, which, that, etc.).

3. Define and identify noun clauses.

C. Identify and correct fragments and run-on errors created by the misuse of subordinated, adjective, and noun clauses.

Content Outline and Competencies:

I. Basic Sentence Types

A. Recognize parts of speech in a variety of sentences.

B. Define how phrases and clauses function in a sentence.

C. Write original sentences using common sentence patterns.

II. Advanced Sentence Types

A. Recognize independent and dependent clauses.

B. Write sentences using coordination, subordination, and embedded phrases.

III. Sentence Manipulation

A. Expand sentences by adding essential details in phrases and clauses.

B. Revise sentences to reduce needless words.

1. Simplify verb phrases.

2. Simplify adjective and adverb phrases.

3. Revise cleft sentences.

IV. Punctuation

A. Identify and compose declarative, interrogative, imperative, and exclamatory sentences and select appropriate terminal punctuation.

B. Describe and apply the rules for common internal punctuation symbols including commas, colons, semicolons, dashes, and parentheses.

C. Describe and apply the rules for punctuation used in special occurrences, including quotation marks, ellipses, apostrophes, and hyphens.

Content Outline and Competencies:

I. Prewriting

A. Employ several prewriting techniques.

B. Organize ideas into two or more potential outlines.

C. Identify rhetorical and stylistic elements characteristic of different modes or types of writing in short mentor texts.

1. Identify key rhetorical elements in mentor texts, including explicit or implied thesis, topic sentences, transitional elements, and the integration of sources.

2. Identify key stylistic elements in mentor texts, including use of verb tenses, selection of pronouns, formality of vocabulary, and tone.

II. Structure and Essay Signposts

A. Imitate sentences from mentor texts to write theses and topic sentence.

B. Employ model sentence skeletons to generate ideas.

C. Identify key ideas in the thesis and topic sentences for elaboration.

III. Development

A. Select an appropriate mode or method of development to achieve a specific purpose.

B. Modify the writing’s organization and development to vary the writing’s purpose or audience.

IV. Cohesion

A.  Recognized transitional words and phrases in mentor texts.

B. Review the sequence of sentences for connections from one to the next.

1. Find and correct inconsistencies in pronouns or tense.

2. Review the introduction of source material for clear context.

C. Produce logical connections using transitional words and phrases.

1. Write transitional phrases at the sentence level.

2. Write transitional sentences at the paragraph level.

Content Outline and Competencies:

I. Revision Strategies for Meaning and Coherence

A. Recognize ideas and facts which support the topic sentence and/or thesis statement.

B. Edit ideas and evidence that lack logic and consistency.

II. Evaluation of Surface Level Errors

A.  Edit for active verbs.

B.  Edit for wordiness.

C.  Edit for cliches and jargon.

III. Recognition of Common Grammar Mistakes and Mechanical Errors

A.  Identify fragments.

B.  Identify run-ons.

C.  Identify comma splices.

D.  Identify subject-verb agreement errors.

E.  Identify pronoun-case and antecedent agreement errors.

F.  Identify verb form errors.

G.  Identify misplaced and dangling modifiers errors.

IV. Error Correction Revision

A.  Recognize proofreading and marking techniques.

B.  Apply proofreading techniques to model text.

C.  Employ proofreading strategies to various types of writing.

V. Creation of a Writing Inventory

A.  Compile writing prose containing peer or instructor responses.

B.  Write personal comments.

C.  Evaluate and compare responses to personal comments.

D.  Distinguish all responses into three primary categories.

1.  Identify broad content issues.

2.  Identify organization and presentation.

3.  Identify surface errors.

E.  Use an inventory of writing strengths for each category.

F.  List and examine errors.

G.  Evaluate writing errors.

Content Outline and Competencies:

I. Research Topics

A. Choose and focus on a research topic by applying brainstorming strategies.

B. Practice prewriting strategies.

II. Research Strategies

A. Identify types of sources used by academic and non-academic writers.

B. Practice a variety of source search strategies using print and online resources.

III. Source Evaluation

A. Distinguish between credible and non-credible sources.

B. Find and use credible sources from a wide variety of print and online resources.

IV. Organization

A. Practice using subheadings, creating folders, and cue cards.

B. Keep a log of research.

C. Practice an organization process.

V. Source Comprehension

A. Compose an Annotated Bibliography.

B. Compose a Works Cited page in correct MLA or APA style.

Content Outline and Competencies:

I. Introduction to Beginning Reading Skills

A. Identify the stages of the reading process.

B. Read aloud to practice pronunciation, syllabication and stress patterns.

C. Read for comprehension.

D. React to passages of text with questions and opinions.

E. Respond to comprehension questions.

F. Discuss ideas and views about written text.

G. Evaluate ideas in text for their personal worth or enrichment.

II. Practice of Beginning Reading Comprehension

A. Identify the parts of a text.

B. Identify organizational structure of a text.

C. Identify a topic sentence when it is stated in a paragraph.

D. Identify main ideas.

E. Identify supporting details.

III. Application of Critical Thinking

A. Use active reading strategies.

1. Make notes on a text.

2. Develop graphic organizers.

3. Practice scanning techniques.

4. Practice skimming techniques.

5. Recognize parts of a sentence.

B. Predict content of a reading.

C. Differentiate between fact and opinion.

D. Recognize inferences.

E. Relate content of a reading to prior knowledge.

IV. Expansion of Vocabulary

A. Read widely to build vocabulary.

B. Record definitions of new vocabulary found in reading material.

C. Use English-English dictionaries to define unfamiliar words.

D. Identify idiomatic expressions which cannot be literally translated.

V. Application of Reading and Vocabulary Skills

A. Recognize stated definitions of words in a text.

B. Recognize context clues to establish definitions.

1. Locate key punctuation symbols.

2. Discuss collocations.

C. Identify common word roots.

D. Identify common affixes.

E. Identify parts of speech.

F. Recognize word families.

G. Recall learned vocabulary.

Content Outline and Competencies:

I. Introduction to Intermediate Reading Skills

A. Apply the stages of the reading process.

B. Practice reading aloud to improve spoken fluency.

C. Read for comprehension.

D. Discuss content of reading material.

E. Evaluate ideas presented in a text.

II. Practice of Intermediate Reading Comprehension

A. Identify a text's organization through signal words.

B. Identify stated or implied main ideas.

C. Identify supporting details.

D. Identify elements of various types of literary genres.

E. Read fluently.

III. Application of Critical Thinking

A. Use active reading strategies.

1. Make notes on a text.

2. Use graphic organizers.

3. Use scanning techniques.

4. Use skimming techniques.

5. Interpret parts of a sentence.

B. Predict content of a reading.

C. Differentiate between fact and opinion.

D. Make inferences.

E. Recognize relevant information for a summary.

F. Describe relevance of text to reader's experience.

IV. Expansion of Vocabulary

A. Read widely to build vocabulary.

B. Discuss and compile new words and phrases found in reading material.

C. Use English-English dictionaries to define unfamiliar words.

D. Interpret idiomatic expressions.

E. Implement newly acquired vocabulary in original contexts.

V. Application of Reading and Vocabulary Skills

A. Determine stated definitions of words in a text.

B. Use context clues to establish definitions.

1. Find key punctuation symbols.

2. Explain collocations.

C. Use common word roots.

D. Use common affixes.

E. Locate parts of speech.

F. Find word families.

G. Distinguish between literal and figurative language in reading material.

Content Outline and Competencies:

I. Introduction to High-Intermediate to Advanced Reading Skills

A. Implement the stages of the reading process.

B. Read aloud fluently.

C. Read for comprehension.

D. Analyze content of reading material.

II. Practice of High-Intermediate to Advanced Reading Comprehension

A. Interpret textual organization using signal words and phrases.

B. Paraphrase the main idea of a text.

C. Evaluate supporting details.

D. Recognize elements of various types of literary genres.

E. Build necessary background knowledge.

III. Application of Critical Thinking

A. Use active reading strategies.

1. Make notes on a text.

2. Produce graphic organizers.

3. Use scanning techniques.

4. Use skimming techniques.

5. Analyze parts of a sentence.

B. Predict content of a reading.

C. Distinguish between fact and opinion.

D. Identify an author's bias in reading material.

E. Evaluate support for a claim.

IV. Expansion of Vocabulary

A. Read widely to build vocabulary.

B. Document new words and phrases found in reading material.

C. Use English-English dictionaries to define unfamiliar words.

D. Utilize newly acquired vocabulary in novel contexts.

E. Determine idiomatic expressions.

V. Application of Reading and Vocabulary Skills

A. Utilize newly acquired vocabulary in novel contexts.

1. Apply common word roots.

2. Determine common affixes.

3. Apply a word's part of speech.

4. Use context clues.

5. Apply collocations.

B. Summarize reading material.

1. Recognize relevant information.

2. Acknowledge a source appropriately to avoid plagiarism.

3. Synthesize ideas from several texts.

C. Provide logical inferences.

D. Interpret graphic information.

E. Relate content to reader's experience.

F. Illustrate literal and figurative language in reading material.

Content Outline and Competencies:

I. Introduction to Beginning Listening Comprehension Skills

A. Identify basic listening topics.

B. Identify main ideas.

C. Identify supporting details.

D. React to a listening text with questions and opinions.

E. Respond to comprehension questions.

F. Collaborate with others to share ideas and views about listening text.

II. Application of Beginning Listening Strategies

A. Use context to predict content.

B. Use context to guess meaning of words and phrases.

C. Identify common signal words and phrases.

D. Identify key words in spoken discourse.

E. Use graphic organizers.

F. Practice listening for signal words and phrases.

G. Practice note-taking skills.

H. Recall information based on notes.

III. Introduction to Beginning Oral Production Skills

A. Identify the number of syllables in words.

B. Distinguish between stressed and unstressed syllables.

C. Distinguish between stressed and unstressed words.

D. Identify tone and inflection.

E. Identify the International Phonetic Alphabet (IPA) system.

1. Recognize consonant and vowel IPA symbols.

2. Interpret consonant and vowel IPA symbols.

3. Use an American English dictionary to identify pronunciation of unfamiliar words.

4. Pronounce words based on IPA spelling.

IV. Introduction to Beginning Presentation Skills

A. Recognize culturally acceptable non-verbal communication.

B. Articulate basic meaning through speaking.

C. Prepare outlines.

D. Demonstrate standard American English pronunciation.

E. Evaluate presentations of self and others.

V. Practice of Beginning Academic Communication Skills

A. Produce grammatically comprehensible American English.

B. Give and follow oral instructions.

C. Ask and answer questions.

D. Interact regularly with native speakers of English.

E. Recognize differing levels of formal and polite language.

F. Practice using appropriate expressions during a dialogue.

Content Outline and Competencies:

I. Development of Listening Comprehension Skills

A. Use listening strategies to aid comprehension.

B. Identify common organizational cues.

C. Recognize main ideas and supporting details.

D. React to a listening text with questions and opinions.

E. Respond to comprehension questions.

F. Collaborate with others to share ideas and views about listening text.

II. Application of Intermediate Listening Strategies

A. Use graphic organizers.

B. Use abbreviations and symbols.

C. Organize notes based on oral cues.

D. Use note-taking skills.

E. Recall information based on notes.

III. Introduction to Intermediate Oral Production Skills

A. Identify and articulate beginning and final consonant clusters.

B. Identify and articulate final consonants.

C. Identify and describe reductions in spoken English.

D. Identify and explain purposes of rising and falling intonation.

E. Recognize thought groups.

IV. Application of Intermediate Oral Production Skills

A. Use the International Phonetic Alphabet (IPA) to explain, differentiate, and produce American English vowels and consonants.

B. Use an American English dictionary to pronounce unfamiliar words.

C. Pronounce words based on IPA spelling.

D. Syllabicate words correctly.

E. Differentiate between content and structure words.

F. Emphasize words appropriately in extended discourse.

V. Practice of Intermediate Presentation Skills

A. Recognize culturally acceptable norms of non-verbal communication.

B. Organize presentations with introduction, body and conclusion.

C. Convey more in-depth meaning through speaking.

D. Demonstrate standard American English pronunciation.

E. Evaluate presentations of self and others.

VI. Practice of Intermediate Academic Communication Skills

A. Produce grammatically comprehensible American English.

B. Engage in brief, impromptu conversations.

C. Discuss in pairs and small groups.

D. Demonstrate differing levels of formal and polite language appropriate to context.

E. Interact regularly with native speakers of English.

F. Apply appropriate expressions during a dialogue.

Content Outline and Competencies:

I. Expansion of Listening Comprehension Skills

A. Use listening strategies to aid comprehension.

B. Identify more complex organizational cues.

C. Recognize main ideas and supporting details.

D. Recognize digressions from main topic.

E. React to a listening text with questions and opinions.

F. Respond to comprehension questions.

G. Collaborate with others to share ideas and views about listening text.

II. Application of High Intermediate Listening Strategies

A. Demonstrate effective and organized note-taking strategies.

B. Illustrate graphic organizers.

C. Interpret a speaker's purpose.

III. Application of High Intermediate Oral Production Skills

A. Use the International Phonetic Alphabet (IPA) to differentiate between American English vowel and consonant sounds in written and spoken English.

B. Identify and articulate consonant clusters across word boundaries.

C. Produce final consonants correctly.

D. Use American English dictionary to pronounce unfamiliar words.

E. Pronounce words based on IPA spelling.

F. Syllabicate words correctly.

G. Produce common reductions in spoken English.

H. Produce appropriate rising and falling intonation.

I. Produce appropriate thought group pauses.

J. Emphasize content and reduce structure words appropriately.

K. Use appropriate stress to differentiate grammatical structures.

IV. Expansion of High Intermediate Presentation Skills

A. Recognize culturally acceptable norms of non-verbal communication.

B. Organize presentations with introduction, body and conclusion.

C. Communicate and elaborate meaning through speaking.

D. Demonstrate standard American English pronunciation.

E. Evaluate presentations of self and others.

F. Incorporate visual aids effectively.

V. Application of High Intermediate Academic Communication Skills

A. Produce grammatically comprehensible American English.

B. Engage in extended impromptu conversations.

C. Discuss in pairs and small groups.

D. Use differing levels of formal and polite language appropriate to context.

E. Use appropriate turn-taking strategies.

F. Interact regularly with native speakers of English.

G. Demonstrate appropriate expressions during a dialogue.

Content Outline and Competencies:

I. Refinement of Listening Comprehension Skills

A. Use listening strategies to aid comprehension.

B. Recognize main ideas and supporting details.

C. Recognize digressions from main topic.

D. React to a listening text with questions and opinions.

E. Respond to comprehension questions.

F. Collaborate with others to share ideas and views about listening text.

G. Take effective and organized notes.

H. Interpret literal and indirect spoken messages from various discourses.

II. Application of Advanced Listening Strategies

A. Demonstrate highly effective and organized note-taking strategies.

B. Relate expressions of approval and disapproval.

C. Interpret fact from opinion.

D. Apply meaning when misunderstanding occurs.

III. Refinement of Advanced Oral Production Skills

A. Utilize the International Phonetic Alphabet (IPA) to differentiate between American English vowel and consonant sounds in written and spoken English.

B. Produce linking of end consonant sounds to beginning vowel sounds.

C. Syllabicate words correctly.

D. Produce phrase-level reductions in spoken English.

E. Use emphatic speaking style intonation.

F. Use fillers appropriately.

G. Use appropriate stress to differentiate grammatical structures.

IV. Refinement of Advanced Oral Presentation Skills

A. Use culturally acceptable norms of non-verbal communication.

B. Organize presentations with introduction, body, and conclusion.

C. Communicate and elaborate meaning through speaking.

D. Incorporate relevant and useful research into presentations.

E. Demonstrate standard American English pronunciation.

F. Evaluate presentations of self and others.

G. Use a variety of multimedia aids.

H. Acknowledge outside sources of information.

V. Application of Advanced Academic Communication Skills

A. Produce grammatically comprehensible American English.

B. Engage in extended impromptu conversations.

C. Discuss in pairs and small groups.

D. Use differing levels of formal and polite language appropriate to context.

E. Use appropriate turn-taking strategies.

F. Interact regularly with native speakers of English.

G. Articulate appropriate expressions during a dialogue.

Content Outline and Competencies:

I. Introduction to the Writing Process

A. Practice methods for generating ideas.

1. Use brainstorming.

2. Use free writing.

3. Use clustering.

B. Practice techniques for organizing information.

1. Use grouping.

2. Use outlining.

C. Practice strategies for revising.

1. Use peer feedback to edit writing.

2. Read aloud.

3. Use dictionaries for editing.

II. Practice of Correct Sentence Composition

A. Practice writing a variety of sentence structures.

1. Create simple sentences.

2. Create compound sentences.

3. Create complex sentences.

4. Use proper word order.

5. Create questions.

6. Create imperative sentences.

B. Identify conjunctions.

1. Study coordinating conjunctions.

2. Study subordinating conjunctions.

3. Study correlating conjunctions.

C. Use comparatives.

1. Form comparatives correctly.

2. Use comparatives in sentences.

D. Use superlatives.

1. Form superlatives correctly.

2. Use superlatives in sentences.

E. Identify negative forms of verbs.

1. Form negatives correctly.

2. Use negatives in sentences.

III. Introduction of Paragraph Writing

A. Practice writing various sentence structures in paragraph format.

1. Practice writing topic sentences.

2. Practice writing supporting sentences.

3. Practice writing concluding sentences.

B. Recognize unity within a paragraph.

C. Recognize coherent paragraph structure.

D. Practice using simple transitional words.

E. Practice correct academic format for paragraphs.

IV. Introduction of Cultural Conventions of U.S. College-Level Academic Writing

A. Identify writing expectations in the U.S. college classroom.

B. Explain the definition of plagiarism.

C. Discuss the consequences of plagiarism.

D. Discuss various college-level writing tasks.

V. Identification of Parts of Speech

A. Identify nouns in context.

B. Identify pronouns in context.

C. Identify verbs in context.

D. Identify adjectives in context.

E. Identify adverbs in context.

F. Identify functions of each part of speech.

G. Differentiate between count and non-count nouns.

H. Identify use of determiners in context.

1. Recognize various uses of articles.

2. Recognize various uses of other determiners.

I. Identify prepositions.

J. Identify prepositional phrases.

VI. Practice of Beginning Grammar

A. Use simple tenses.

B. Use progressive tenses.

C. Express future time with time phrases.

D. Differentiate between regular and irregular verbs.

E. Use prepositions.

F. Use prepositional phrases.

G. Differentiate between statement and question grammatical structures.

H. Study sentence construction errors.

1. Identify incomplete sentences

2. Identify problems of subject-verb agreement

3. Identify problems with verb tenses

4. Identify improper verb forms

I. Study proofing errors.

1. Identify misspelled words.

2. Use correct capitalization.

3. Use end-of-sentence punctuation.

4. Use commas.

5. Use apostrophes.

Content Outline and Competencies:

I. Application of the Writing Process

A. Use pre-writing methods.

B. Use planning to construct paragraphs.

C. Use drafting to write paragraphs.

D. Use techniques for revising and editing.

1. Participate in peer feedback.

2. Use available resources for improving writing.

a. Use grammar handbooks.

b. Use Internet sources.

c. Use campus resource centers.

E. Use proofreading strategies.

1. Change typographical errors.

2. Use a spell-check program.

II. Practice of Paragraph Writing

A. Review characteristics of a paragraph.

B. Develop unity and coherence of the paragraph.

1. Write topic sentences with clear controlling ideas.

2. Write supporting sentences that relate to and further explain the topic sentence.

3. Write concluding sentences to logically end a paragraph.

C. Compose different types of paragraphs.

D. Practice timed writing.

E. Use correct academic format for paragraphs.

III. Introduction to Essay Writing

A. Explain the structure of U.S. academic essays.

B. Explain the purposes of U.S. academic essays.

C. Write an essay with an introduction, body and conclusion.

D. Recognize correct academic format for essays.

IV. Practice of Using Correct Academic Vocabulary for Academic Tone and Style

A. Use transition expressions to connect ideas.

B. Determine audiences for academic writing.

C. Determine purposes for academic writing.

D. Differentiate between denotation and connotation.

E. Use college-level academic vocabulary.

V. Discussion of Cultural Conventions of U.S. College-Level Academic Writing

A. Review the definition of plagiarism.

B. Review the consequences of plagiarism.

C. Explain methods of avoiding plagiarism.

1. Identify a source when quoting.

2. Identify paraphrasing.

3. Identify summarizing.

VI. Expansion of Sentence Constructions and Sentence Patterns in Writing

A. Review sentence structure.

B. Review sentence types.

C. Study adjective clauses.

D. Study noun clauses.

E. Apply sentence variety to enhance fluency.

1. Apply coordination correctly.

2. Apply subordination correctly.

3. Apply relative pronouns in subordination correctly.

4. Apply prepositional phrases correctly.

F. Edit sentence-level errors.

1. Edit for correct subject-verb agreement.

2. Edit for run-on sentences.

3. Edit for comma splices.

4. Edit for fragments.

5. Edit for incorrect shifts in verb tense.

VII. Practice of Intermediate Grammar

A. Use beginning grammatical constructions.

B. Recognize intermediate level grammatical constructions.

1. Identify gerunds.

2. Identify infinitives.

3. Identify perfect tenses.

4. Identify passive voice.

5. Identify phrasal verbs.

6. Identify transitive verbs.

7. Identify intransitive verbs.

8. Identify active verbs.

9. Identify stative verbs.

10. Identify modals.

C. Practice correct use of pronoun-antecedent agreement.

D. Use correct forms for all parts of speech.

E. Edit for proofing errors.

1. Use correct spelling.

2. Use correct capitalization.

3. Use correct end-of-sentence punctuation.

4. Use commas correctly.

5. Use apostrophes correctly.

Content Outline and Competencies:

I. Application of the Writing Process

A. Use pre-writing methods to explore topic ideas.

B. Use outlining methods to construct paragraphs.

C. Create multiple drafts of essays.

D. Use techniques for revising and editing.

1. Use peer feedback.

2. Use available resources for improving writing.

3. Use grammar handbooks.

4. Use internet sources.

5. Use campus resource centers.

II. Practice of Essay Writing

A. Review characteristics of a paragraph.

B. Practice writing the parts of an essay.

1. Write an introductory paragraph.

2. Write a thesis statement.

3. Write body paragraphs that relate to and explain the thesis statement.

4. Write a concluding paragraph that logically ends the essay.

C. Compose a variety of non-research essays.

D. Practice timed essays.

E. Use correct academic format for essays.

III. Practice of Using Correct Academic Vocabulary for Academic Tone and Style

A. Use a variety of transition expressions to write coherently.

B. Determine audiences for academic writing.

C. Determine purposes for academic writing.

D. Apply college-level academic vocabulary.

E. Evaluate between denotation and connotation.

IV. Discussion of Cultural Conventions of U.S. College-Level Academic Writing

A. Review the definition of plagiarism.

B. Review the consequences of plagiarism.

C. Expand strategies to avoid plagiarism.

1. Study acknowledging sources.

2. Study paraphrasing.

3. Study summarizing.

V. Application of Sentence Constructions and Sentence Patterns in Writing

A. Study more complex coordinating and subordinating conjunctions.

B. Study dependent clauses.

1. Identify full adjective clauses.

2. Identify reduced adjective clauses.

3. Identify subject relative clauses.

4. Identify object relative clauses.

5. Identify restrictive adjective clauses.

6. Identify non-restrictive adjective clauses.

7. Identify adverb clauses.

8. Identify noun clauses.

C. Edit sentence-level errors.

1. Edit for correct subject-verb agreement.

2. Edit for run-on sentences.

3. Edit for comma splices.

4. Edit for fragments.

5. Edit for unnecessary shifts in verb tense.

VI. Practice of High-Intermediate Grammar

A. Use intermediate grammatical constructions correctly.

B. Study high-intermediate grammatical constructions.

1. Recognize conditional statements.

2. Recognize indirect speech.

3. Recognize quotes.

4. Identify vague pronoun references.

C. Demonstrate knowledge of correct word forms for all parts of speech.

D. Edit for proofing errors.

1. Use correct spelling.

2. Use correct capitalization.

3. Use correct end-of-sentence punctuation.

4. Use commas correctly.

5. Use apostrophes correctly.

Content Outline and Competencies:

I. Application of the Writing Process

A. Use pre-writing methods to explore topic ideas.

B. Use outlining methods to construct paragraphs.

C. Create multiple drafts of essays.

D. Use techniques for revising and editing.

1. Use peer feedback.

2. Use available resources for improving writing.

3. Use grammar handbooks.

4. Use internet sources.

5. Use campus resource centers.

II. Practice of Writing a Research Essay

A. Review characteristics of an essay.

B. Write academic research essays using multiple sources.

C. Select, evaluate and use appropriate library, internet and other sources for writing assignments.

D. Acknowledge and correctly cite sources used in a research essay.

E. Use an academic citation format.

F. Use correct academic format for research essays.

III. Practice of Using Correct Academic Vocabulary for Academic Tone and Style

A. Use a variety of cohesive devices to demonstrate unity and coherence.

B. Determine audience and purpose for academic writing.

C. Employ college-level academic vocabulary.

D. Compose denotation and connotation styles.

IV. Discussion of Cultural Conventions of U.S. College-Level Academic Writing

A. Review American academic research writing conventions.

B. Quote texts effectively.

C. Paraphrase texts effectively.

D. Summarize texts effectively.

E. Contextualize quotes effectively.

F. Use correct punctuation for quotes.

V. Application of Sentence Constructions and Sentence Patterns in Writing

A. Use dependent clauses appropriately.

B. Use parallel construction appropriately.

C. Use modifiers appropriately.

D. Demonstrate knowledge of correct use of semicolons and colons.

VI. Practice of Advanced Grammar

A. Use high-intermediate grammatical constructions correctly.

B. Study advanced grammatical constructions.

1. Use adverb clauses correctly.

2. Use phrasal verbs correctly.

3. Use conditional statements correctly.

C. Use pronouns correctly.

D. Demonstrate knowledge of correct parts of speech.

E. Edit for proofing errors.

1. Use correct spelling.

2. Use correct capitalization.

3. Use correct end-of-sentence punctuation.

4. Use commas correctly.

5. Use apostrophes correctly.