Appendix G. Instructor Resources

Coalescence presents grammar and composition skills for upper-level ESOL students (e.g., Level 7 of 8 at Portland Community College) using the social justice themes of the Universal Declaration of Human Rights. The course addresses specifically definition, cause-and-effect, and discussion essays using a paragraph-to-essay writing process.

Intended outcomes

Students who successfully complete this course will be able to:

1. Use writing to reflect and clarify thinking.
2. Apply linguistic knowledge to clearly communicate through writing in professional, civic, and academic situations commonly encountered in the U.S.
3. Apply critical thinking to writing with an understanding of one’s own cultural filter, using concepts learned in a multi-cultural environment; apply cultural understanding learned in class to examine and appreciate the writing of others.
4. Use the accepted patterns of organization and clarity common to professional and academic writing in the U.S.
5. Use a multi-step process to plan, revise, and edit written work, including tools (e.g., dictionary, thesaurus) and sources to support writing.

Aspirational goals

Students who successfully complete this course will be able to:

1. Use writing to reflect and clarify thinking and to develop fluency
2. Understand the U.S. academic and professional views of plagiarism to avoid plagiarizing.
3. Apply linguistic knowledge to clearly communicate through writing in professional, civic, and academic situations commonly encountered in the U.S.
4. Apply critical thinking to writing with an understanding of ones own cultural filter, using concepts learned in a multi-cultural environment; apply cultural understanding learned in class to examine and appreciate the writing of others.
5. Use the accepted patterns of organization and clarity common to professional and academic writing in the U.S.
6. Use a multi-step process to plan, revise, and edit written work, including tools (e.g., dictionary, thesaurus) and sources to support writing.

Unit-specific learning objectives and activities

Unit 01

By the end of this unit, students should be able to …

• Define 10 terms from the academic word list
• Describe this course and its content
• Identify and describe the basic structures of sentence, paragraph, and essay
• Explain the four most common errors in ESOL writing (subject-verb agreement; comma splices, run-on sentences, and fragments) and how to fix them
• Describe the P.O.W.E.R. writing process
• Recognize and correct errors with ask, tell, not with anything, nothing
• Demonstrate how to take an idea from sentence to paragraph to outline to essay forms
• Correct errors in writing using instructor feedback
• Use Google Docs to write and submit homework for this course
• Choose a research topic from the Universal Declaration of Human Rights

To accomplish the learning objectives above, students will …

• Study vocabulary by studying words in a glossary, practicing the words with a vocabulary activity, and recognizing these words in textbook readings
• Ready and discuss the course syllabus, college resources, and learning tools, such as D2L
• Read articles, watch videos, listen to presentations, complete practice exercises online and in class, and take quizzes about grammar, composition, and the writing process.
• Write a diagnostic text and an introduction
• Analyze the assignment instructions and model essays, and then write two drafts of a general essay, including edits that apply feedback from the instructor
• Discuss research topic ideas and brainstorm ideas through paragraph writing
• Read, watch a video, and participate in a discussion about the Universal Declaration of Human Rights.

Unit 02

By the end of this unit, students should be able to …

• Define 10 terms from the academic word list
• Recognize and correct errors with don’t, doesn’t, don’t have to, either, neither, every time, all the time
• Demonstrate accurate formation of adjective and noun clauses, and use them in writing appropriately
• Apply a variety of definition strategies to writing
• Write an introduction with an interesting hook, useful background information, and clear thesis statement
• Demonstrate awareness of expectations for a definition essay and prepare it according to standard conventions and expectations, including edits that apply feedback from the instructor

To accomplish the learning objectives above, students will …

• Study vocabulary by studying words in a glossary, practicing the words with a vocabulary activity, and recognizing these words in textbook readings
• Read articles, watch videos, listen to presentations, complete practice exercises online and in class, and take quizzes about grammar, composition, and the writing process
• Analyze the assignment instructions and model essays, and then write two drafts of a definition essay, including edits that apply feedback from the instructor

Unit 03

By the end of this unit, students should be able to …

• Define 10 terms from the academic word list
• Recognize and correct errors with for, because, so, make and give a party, married to and with.
• Demonstrate accurate formation of adverb clauses and passive voice verbs, and use them in writing appropriately
• Apply a variety of cause-and-effect strategies to writing
• Write a conclusion with a clear restatement of the thesis, summary of main points, and a final comment
• Demonstrate awareness of expectations for a cause-and-effect essay and prepare it according to standard conventions and expectations, including edits that apply feedback from the instructor.

To accomplish the learning objectives above, students will …

• Study vocabulary by studying words in a glossary, practicing the words with a vocabulary activity, and recognizing these words in textbook readings
• Read articles, watch videos, listen to presentations, complete practice exercises online and in class, and take quizzes about grammar, composition, and the writing process
• Analyze the assignment instructions and model essays, and then write two drafts of a cause-and-effect essay

Unit 04

By the end of this unit, students should be able to …

• Define 10 terms from the academic word list
• Recognize and correct errors with their, there, they’re, them, those, to, too, very
• Demonstrate accurate formation of modal verbs, gerunds, and infinitives, and use them in writing appropriately
• Apply a variety of discussion strategies to writing
• Write body paragraphs with a variety of comprehensive supporting details
• Demonstrate awareness of expectations for a discussion essay and prepare it according to standard conventions and expectations

To accomplish the learning objectives above, students will …

• Study vocabulary by studying words in a glossary, practicing the words with a vocabulary activity, and recognizing these words in textbook readings
• Read articles, watch videos, listen to presentations, complete practice exercises online and in class, and take quizzes about grammar, composition, and the writing process
• Analyze the assignment instructions and model essays, and then write two drafts of a discussion essay

Course map

Here is one possible scope and sequence for a class that meets twice weekly for approximately 2.5 hours per meeting. Weeks 5 and 10 are floating weeks that can be aligned with a week that has a holiday and therefore only one class meeting. The end of the term can be truncated to accommodate 10 week terms. Individual conferences can be scheduled outside of class time to accommodate a shorter 8 week term. However, it is important to keep the same routine so that the longer essay-writing assignments fall over the weekend. Because of the intensity of this course, it is recommended that deadlines for homework not be the next class period, but rather a week later (i.e., homework assigned on a Tuesday would not be due on Thursday but rather the following Tuesday). This accommodates a variety of student schedules (those who can study during the week and those who can study on weekends); it also allows for a stronger blending of grammar and composition skills.

Whiteboard writing prompts

It can be useful to begin each class with a “bell-ringer” warm-up writing task. Below are examples of prompts aligned with the scope and sequence above. Each is scheduled to begin the class period after which the relevant lesson was introduced as a way to review the material.

1. What is good writing? Write 1-3 sentences on the whiteboard.
2. Compare life in the U.S. with life in your country. Write 3 sentences: one in the first person, one in the second person, and one in the third person.
3. What makes a strong essay? Explain. Write 1-3 sentences on the whiteboard.
4. What makes a good writer? Describe. Write 1-3 sentences on the whiteboard.
5. What is the writing process? Why do we call it a “process”? Write 1-3 sentences on the whiteboard.
6. Describe your favorite toy from childhood. Write 1-3 sentences on the whiteboard. Use at least one adjective clause. Don’t write its name; the class will guess.
7. Use at least one definition strategy to explain the word “success”. Write 1-3 sentences on the whiteboard.
8. Tell us about a goal you have in life. Write 1-3 sentences on the whiteboard. Use at least one noun clause.
9. Imagine you are writing an essay about some new technology. Write a thesis statement that includes a topic and claim. Write only 1 sentence.
10. Describe your favorite sport or hobby. Write 1-3 sentences on the whiteboard. Use at least one adverb clause. Don’t write the name of the sport or hobby; the class will guess.
11. Imagine you are writing a cause-and-effect essay about the problem of homelessness. Write a thesis statement that includes a topic and claim. Write 1 sentence.
12. Write one idea about social media in two ways: active and passive. Example: Mr. Conroy posted a funny new profile on LinkedIn. A funny new profile was posted on LinkedIn by Mr. Conroy. Write only 2 sentences.
13. Imagine you are writing the conclusion to an essay about reading. The thesis statement in your introduction is: “Reading is important for children because it develops literacy skills, increases vocabulary, and exposes them to new worlds and cultures.” Now restate (paraphrase) the thesis for your conclusion. Write only 2 sentences.
14. Imagine you win the lottery. What do you do with the money? Use modal verbs in three ways: past tense, present tense, and future tense. Write 3 complete sentences on the whiteboard.
15. Imagine you are writing a discussion essay about the pros and cons of guns in the United States. Write two sentences. First, write a thesis statement for your introduction. Then restate your thesis statement for your conclusion. Write only 2 sentences.
16. Write 2 sentences about learning a new language, one using a gerund and one using an infinitive. Example: Grammar is not always easy to study. Good writing comes from rewriting.
17. What makes a strong paragraph? Write 2-3 sentences to describe it. Include specific supporting details.
18. Write 1 question about grammar, vocabulary, or composition. Use appropriate sentence structure and punctuation.
19. Challenge: Write 1 sentence with all 3 types of dependent clauses: adjective, adverb, and noun. Write only 1 sentence.
20. What are good ways to study vocabulary? Write 1-3 sentences on the whiteboard.
21. “Good writing is rewriting.” Explain this idea in your own words. Write 1-3 sentences on the whiteboard.
22. What are human rights? Define this idea in your own words. Write 1-3 sentences on the whiteboard.

Student workbook

This Google Document has a set of printable graphic organizers and worksheets to give students for taking notes as each lesson is presented. They also include the “Try it” exercises for use in class. This presents a form of active learning while also making a physical record to accompany this digital textbook. To edit, click File>Make A Copy or File > Download.

Final exam

This textbook contains a practice final exam. A second version for assessment may be available from the author upon request.

Alternative formats

This textbook may also be available from the author as a D2L/Brightspace shell upon request.

Contact the author

Timothy Krause, timothy.krause@pcc.edu