Douglas College wordmark
Facebook logo Twitter logo Instagram logo Snapchat logo YouTube logo Wordpress logo

Registration for the Fall 2019 semester begins June 25.  Watch your email for more details.

back to search

Upper Advanced Reading and Composition for English Language Learners

Course Code: ELLA 0460
Faculty: Language, Literature & Performing Arts
Department: English Language Learning and Acquisition
Credits: 6.0
Semester: 15 weeks
Learning Format: Lecture, Lab
Typically Offered: TBD. Contact Department Chair for more info.
course overview

This integrated reading and writing course is for students who wish to upgrade their reading and writing in order to continue their education. The course is designed for advanced level students who need to read academic materials efficiently and critically. Students enrolling in this course should have extensive experience writing paragraphs and short essays, good control of grammar and sentence structure and advanced listening and speaking skills. This course emphasizes reading for study purposes and writing from sources at a first-year university level. Students will read material from texts, academic/professional books and journals and literature. Reading exercises will emphasize understanding how information and ideas are developed and organized, summarizing important ideas and details, and identifying and evaluating arguments. In addition to improving overall expository writing and editing skills, students will develop persuasive essays and research papers. Class activities will help students to use source materials to generate topics, develop thesis statements and provide evidence. Exercises will also help students improve their skills at integrating material from several sources, documenting, summarizing, paraphrasing and quoting sources.

Course Content

Reading Skills

  1. To follow the ideas and information in readings
    • Follow written instructions
    • Use pre-reading skills to prepare for a reading task
    • Identify overall purpose and/or issue, key idea, main ideas, and key details
    • Follow the organization of a reading
    • Identify, summarize and evaluate an author’s position, supporting argument, and evidence; compare/contrast two positions on the same topic in opinion readings
    • Identify components (background, method, results, discussion, conclusions) and evaluate how well reports/studies meet specified criteria  in experiment/research reports/studies
    • Analyze characters, setting,  theme and  use of literary devices (symbolism, imagery) in literature
  2. To determine meanings of unfamiliar words, especially academic and/or professional topic-related language and/or jargon using English-English dictionaries, indexes, glossaries, and context clues
  3. To find materials in the library
    • Use a variety of library resource materials to research a topic
    • Use World Wide Web: create search strategies, use subject directories & search engines, evaluate web sites
    • Use on-line databases to access source materials for research projects.
  4. To use study skills
    • Apply and evaluate graphs, charts and statistical data to provide logical support for a thesis
    • Prepare for objective tests and essay tests
    • Prepare study notes and predict exam questions
    • Learn content from text/class materials                    

Writing Skills

  1. To write informally
    • Write reflectively about course readings
    • Take research notes, including summary, paraphrase, and quotations from source readings
  2. To write formal multi-paragraph  summaries, summary-analyses and comparative analyses
    • Take accurate summary notes from assigned articles/cases
    • Prepare paragraph frameworks for summaries
    • Compose well-structured, paraphrased, accurate summaries using notes and paragraph frameworks
    • Write analyses of summarized articles following guidelines
    • Revise based on peer and teacher feedback
    • Follow format instructions
    • Edit and proofread
  3. To write research essays
    • Generate ideas from readings
    • Select and narrow topics
    • Write focused thesis statements and parallel blueprint points
    • Create essay frameworks with interrelated body paragraph topic sentences
    • Write well-structured introductions
    • Incorporate source material and document (APA style)
    • Create coherence within and between paragraph
    • Write well-structured concluding paragraphs
    • Revise based on peer and teacher feedback
    • Follow format instructions
    • Edit and proofread

Accuracy

  1. To self-monitor for accuracy
    • Apply knowledge of parts of speech, sentence elements, specified sentence types, and mechanics
    • Apply sentence structure rules
      • to correctly embed appositives and introductory phrases, including reduction of adverb and adjective clauses to participial phrases
      • to correctly insert evidence (direct/indirect quotes, and author intro phrases)
    • Identify and correct errors as specified for this and previous levels in
      • tense  rules in reported speech (especially for paraphrase)
      • verb tense shifts in mixed tense environments
      • passive voice
      • word order in questions (for questionnaires and interview questions)
      • word choice and word form
      • articles and other determiners, especially for abstract nouns which have both countable and uncountable uses
      • format and punctuation for documenting and inserting evidence from sources

Classroom Skills

  1. Take responsibility for the following:
    • attendance and punctuality
    • class work and assignments
    • participation and teamwork

Methods of Instruction

The instructor will observe and evaluate students’ development and participation in reading and writing activities.

Whole and small group instruction will be combined with individual assistance and student-directed learning.  Students will receive assistance with reading difficulties that arise from lack of familiarity with the structure, lexicon and cultural content of the reading passages.  Students will participate in the setting of goals by identifying their communicative and language development needs, and will participate in the selection of learning activities.

Means of Assessment

  1. Complete assigned skill-development tasks
  2. Prepare file of self-selected articles used as source material in essays; prepare research notes on material; prepare a reference list APA style.
  3. Develop a file of writing, all word processed, that meets instructor specified criteria for content, organization, language use and accuracy, and format
    • These assignments should include the following:
      • at least one summary
      • at least one summary/analysis
      • at least one research essay
      • at least one comparative analysis of arguments on a common issue
    • These assignments could include the following:
      • a summary of an experiment/research report
      • a short literary analysis documented MLA style of
        • theme
        • relationship between setting and theme or setting and character
        • comparison/contrast of characters
  4. In class, plan, organize, and write at least one essay/report that meets instructor specified criteria for content, organization, language use and accuracy, and format
  5. Complete quizzes, both skill based and content based
  6. Complete at least one self-assessment of learning strategies, progress, and classroom skills to be discussed with the instructor
  7. Complete tasks to a specified level of accuracy

Student achievement will be assessed using the letter grade system in accordance with college policy.

Learning Outcomes

Overall Objectives

Extend communicative proficiency and language accuracy for a broad range of academic purposes

Specific Objectives

  1. Read and understand academic material to support writing
  2. Take notes for a range of academic purposes
  3. Use strategies to explore academic materials
  4. Collect, analyze, and organize relevant information from a variety of sources
  5. Plan, write, revise, edit and document (APA or MLA style) formal compositions such as  summary, summary-analysis, research essay, comparative analysis, experiment/research report and literary analysis
  6. Monitor and apply strategies to improve accuracy in grammar, sentence structure, and word choice to a specified level of accuracy
  7. Participate effectively in a college classroom
  8. Assess progress

course prerequisites

ELLA 0360 or EASL 0360 with minimum grade of C and ELLA 0350 or EASL 0350 or ELLA assessment

Corequisites

None

curriculum guidelines

Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester/year of the course, consider the previous version as the applicable version.

course schedule and availability
course transferability

Below shows how this course and its credits transfer within the BC transfer system. 

A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.

For more information on transfer visit the BC Transfer Guide and BCCAT websites.

assessments

If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.