North Central College

English Language Institute (ELI)

Course title:

Advanced Writing (Higher level ELI students)

Class Schedule:

Mondays, Wednesdays, and Fridays 9:20-10:30 AM

Professor:

Jose Guillermo Garcia Rivera

Office hours:

Tuesdays and Thursdays 1:30-3:30 PM, and Fridays 10:30-Noon

Contact:

jggarciarivera@noctrl.edu

Required materials:
1. McWhorter, Kathleen T. (2011). Successful College Writing: Skills, Strategies,
Learning Styles (5th Edition). Bedford/St. Martin's Publishing. ISBN: 9780312676087
2. Webster, Inc. (2005). The Merriam Webster Dictionary. ISBN: 978-0877799306
(There is also a Merriam Webster Dictionary mobile app that you can download on
your smart phone for free!)
Course Description:
This course focuses on the development of writing skills for ELL students to meet the
academic demands of college courses. Step-by-step strategies for writing essays, as well
as the nine patterns of development of an essay are covered. This course also offers
instruction on how to use sources when writing an academic paper. Extensive readings to
exemplify writing patterns and strategies are also included. Basic grammar points will be
reviewed and vocabulary development will be emphasized as part of the keys to language
acquisition (Hollingsworth 2012).
Course Objectives:
At the end of this course, students will be able to:
1. Apply strategies for writing essays effectively, such as prewriting, drafting, revising
and editing.
2. Develop a successful essay with a developed thesis, supporting details, and
effective paragraphs.
3. Identify and use the patterns of development for writing an essay, such as
narration, description, illustration, comparison and contrast, classification and
division, definition, cause and effect and argument.
4. Evaluate and use adequate academic sources when writing an essay.
5. Demonstrate the use of correct grammar and academic vocabulary in writings, as
well as through presentations with explanations and examples.
Classroom Behavior Policy

In order for everyone in the class to have an effective learning experience and build a
pleasant environment, I encourage all students to be engaged, pay attention and be
respectful in class. Using the cell phone during class, doing work for other classes, or any
other distracting or disrespect behavior is not allowed. While participating in class
exercises and discussions, keep in mind the importance of respecting others opinions and
interventions.
Attendance Policy
Attending all classes punctually is essential. Three late arrivals (15 min. after the class
starts) with no legitimate reason count as an absence. Three absences with no legitimate
reason will result in a lower attendance grade at the end of the term. If you have to miss a
class or part of a class for a legitimate reason (For example, sickness, a required field trip,
an athletic meeting, etc.), you must inform in advance (or as soon as possible for sudden
illness or emergencies). It is also your responsibility to present the official documentation.
Daily/General Homework
Vocabulary log (10%) Due Friday Week 10 (Last day of class)
Throughout the term you are required to keep a vocabulary log with all the academic
words, useful expressions, and idioms that are new for you. You will list all the words or
expressions, write a definition or an explanation and include a sentence to exemplify its
use. You can make use of your dictionary or the web for this assignment. At the end of the
term, you are expected to have at least 50 entries in your log. Be consistent and write at
least 5 entries per week/1-2 entries per day. Do not wait until the end of the term to
complete the 50 entries. The entries will be checked every two weeks. Each entry will be
worth 5 points to complete the total 100%.
Short Quizzes (5%)
Every other Friday, starting on week 1, we will have a short quiz on the contents studied
during that week. The quizzes may include vocabulary, short writing prompts, or specific
questions about the topics covered in class. Each quiz is worth 1% of the overall grade.
Grading Criteria
Activity
Attendance and participation
Paragraphs
1. My English learning experience (5%)
2. American student interview (5%)
Descriptive essay
Comparison and contrast essay
Final Project: Argumentative essay
Vocabulary log
Pair-work Project: Grammar presentation
Short quizzes

Percentage
5%
10%

Total

15%
15%
20%
10%
20%
5%
100%

Projects
Argumentative essay (20%) Due Friday Week 10 (Last day of class)
You will write a four-page paper making an argument for or against one of the following
topics related to college education:

College education should be free.

Where you go to college matters for your future career.
Living on campus is better than commuting.
The use of cell phones should be banned in college classrooms.
College scholarships should be given based on necessity rather than merit.

You can think of a different topic that is interesting for you, and ask for approval to write
about it. Make sure you follow the strategies to write an argumentative essay studied in
class and outlined in your textbook. Your argument should be based on evidence, so you
will be required to use at least three different sources. Include in-text citations and a works
cited page using the MLA format. The rubric for this essay is attached at the end of the
syllabus.
Pair-work Project Grammar presentation (20%)
You will work in pairs and prepare a 15-min presentation about one of the review of basic
grammar points in your textbook. Your presentation will include an explanation of the
grammar point with useful examples, and exercises for your classmates to complete. The
pairs and due date for the presentation will be assigned in class.
Rubric for the presentation
20
The presentation is
creative, complete,
and thoughtful.
Students
demonstrate a high
level of
understanding of the
grammar point.
Explanations,
examples, and
exercises are useful
and clear. Meets the
time limit.

19-14
The presentation is
complete, but may
not be creative or
thoughtful. Students
demonstrate
understanding of the
grammar point, but
their explanations,
examples and
exercises are
somewhat unclear.

13-8
The presentation is
complete, but lacks
creativity and
thoughtfulness.
Students show a low
level of
understanding of the
grammar point.
Explanations,
examples, and
exercises are
unclear.

7-below
The presentation is
incomplete.
Students do not
show understanding
of the grammar
point. Explanations,
examples, and
exercises are not
useful or clear.

Late submissions and make up policy

Late assignments will not be accepted unless you have a documented illness. In that case,
inform your professor as soon as possible. Make-up quizzes will be given only when a

student notifies the instructor of his or her absence (with a legitimate reason) in advance or
as soon as possible in the case or illness or emergency. The make-up quizzes will be
given within one week from the originally scheduled time and at a time and place decided
by the professor.
Field Trip
On Friday week 5, we will go on a field trip to two of the most popular attractions of
Chicago: The Adler Planetarium and the Shedd Aquarium. We will spend the whole day
visiting these places. The purpose of the trip is for you to familiarize with the Chicago area
and learn about the exhibitions in each of these places. However, the main focus is for you
to choose one of the three places, and write your descriptive essay after the field trip. You
will write a two-page essay describing and portraying one of the places. Make sure you
follow the strategies to write a descriptive essay studied in class and outlined in your
textbook. While being at the place students are expected to:

Use oral English all the time.

Take notes about their observations of the place.
Describe sensory details (taste, touch, sound, sight, smell).
Listen to and read the exhibitions that they are interested in.
Take pictures!

While enjoying, make sure you collect enough information about the place you choose so
that you have enough material to write your descriptive essay.
Additional Sources:
I encourage all students to visit the Writing Center or Edge for tips and assistance with all
written class assignments. You will also be assigned a writing tutor who you can ask for
help during writing tutoring sessions (More information about this in class). Likewise, I am
always pleased to provide help to you throughout the term.
Here are some useful websites:

https://owl.english.purdue.edu/owl/ - For an online writing lab and information about

citations
http://www.capella.edu/blogs/cublog/10-writing-resources-for-online-degreestudents/ - A website with a list of online resources for writing
http://www.manythings.org/ - In order for you to practice your English skills in
different domains, I also recommend to visit this page and work on a variety of
exercises.

Rubric for argumentative essay

Category

Argument
and thesis

Evidence
and
examples

Organizatio
n and
transitions

Grammar
and spelling

Sources

4
The thesis
statement names
the topic of the
essay and outlines
the main points to
be discussed. The
argument provides a
clear, strong
statement of the
author's position on
the topic.
All of the evidence
and examples are
specific, relevant
and explanations
are given that show
how each piece of
evidence supports
the author's
argument.

3
The thesis
statement names
the topic of the
essay. The
argument provides a
clear statement of
the author's position
on the topic.

Arguments and
support are
provided in a logical
order that makes it
easy and interesting
to follow, using
appropriate
transition signals.

Most of the
evidence and
examples are
specific, relevant
and explanations
are given that show
how each piece of
evidence supports
the author's
position.
Arguments and
support are
provided in a fairly
logical order that
makes it reasonably
easy to follow, using
some transition
signals.

Author makes no
errors in grammar or
spelling that distract
the reader from the
content.

Author makes a few

errors in grammar or
spelling that distract
the reader from the
content.

All three sources

used present
evidence that is
credible and are
cited correctly.

Two sources used

present evidence
that is credible and
are cited correctly.

2
The thesis
statement outlines
some or all of the
main points to be
discussed but does
not name the topic.
The argument is
present, but does
not make the
author's position
clear.
At least one of the
pieces of evidence
and examples is
relevant and has an
explanation that
shows how that
piece of evidence
supports the
author's position.

1
The thesis
statement does not
name the topic
AND does not
preview what will be
discussed. There is
no argument.

A few of the support

details or arguments
are not in an
expected or logical
order, distracting the
reader transition
signals making it a
little confusing.

Many of the support

details or arguments
are not in an
expected or logical
order, distracting the
reader and there is
no use of
appropriate
transition signals.
Errors in grammar
or spelling that
make the essay
incomprehensible.

Author makes
several errors in
grammar or spelling
that distract the
reader from the
content.
One source used
presents evidence
that is credible and
is cited correctly.

Evidence and
examples are NOT
relevant AND/OR
are not explained.

Many sources are

not credible
AND/OR are not
cited correctly/
There are no
sources.

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