Course Outline for English As A Second Language 220
Preparation for Academic ESL Writing

Effective: Fall 2025
SLO Rev:
Catalog Description:

ESL 220 - Preparation for Academic ESL Writing

54.00 Hours

May be repeated 99 time(s)
This noncredit course in Academic ESL writing is part of a 3-course noncredit Certificate of Competency in Preparation for College ESL, which serves as preparation for ESL 110A, the first course in our credit sequence. Students who take this course may not have the necessary language proficiency in English or be ready for the academic rigor of our college credit ESL program. Students will further proficiency in writing grammatically correct English sentences and short paragraphs, develop academic study skills and computer literacy, and become familiar with U.S. college classroom culture. This course is free and may be repeated until mastery in the skill is met. Recommendation to take the course will be through ESL placement process. May be taken concurrently with ESL 210 and ESL 230.
4930.84 - English as a Second Language - Writing
Pass/No Pass/Satisfactory Progress
Type Hours
Lecture 54.00
Total 54.00
Measurable Objectives:
Upon completion of this course, the student should be able to:
  1. Use the simple present and present progressive tenses correctly in affirmative and negative statements and in question formation;
  2. Demonstrate an understanding of the unique role of the verb BE;
  3. Understand and use metalanguage that describes English grammar (subject, helping verb/main verb, object, noun, adjective, adverb);
  4. Understand and use correct subject and object pronouns and possessive adjectives;
  5. Write simple English sentences, with correct word order, capitalization, and punctuation;
  6. Write sentences that are mostly free of subject-verb agreement errors in the present tenses;
  7. Write short, cohesive paragraphs of about 75-100 words in response to short nonfiction readings, with a clear main idea and correct sentence boundaries;
  8. Navigate Canvas LMS to check homework, grades, and send/receive messages from an instructor;
  9. Write an email to a college professor or counselor, using correct formatting and appropriate language;
  10. Use Microsoft Word or Google Docs to type a short paragraph with appropriate formatting for an academic ESL class;
  11. Effectively organize course materials and handouts;
  12. Effectively manage time for an academic ESL class;
  13. Begin to show a basic understanding of multi-draft writing and how to interpret and improve upon instructor feedback on an assignment;
  14. Understand basic academic vocabulary like, "first draft," "final draft," "please turn in your paper," and "due dates";
  15. Navigate campus resources like the library, tutoring center, health center, counseling, and instructor office hours.
Course Content:
  1. Writing and Grammar (70%)
    1. Responding in writing to short nonfiction articles in a variety of ways (sentences, journals, online discussion boards, and progressively to paragraphs of about 75-100 words)
    2. The structure of English sentences, including correct word order, capitalization, punctuation, sentence boundaries, and correct usage of pronouns and prepositional phrases. 
    3. Simple present and present progressive verb tenses
    4. Paragraph organization, including topic sentences, supporting details, and a concluding sentence
    5. Multiple drafts of paragraphs or other writing assignments
    6. Grammar/editing journals to help students keep track of frequent errors
  2. Computer Literacy (15%)
    1.  Navigating Canvas LMS to check homework and grades, use discussion boards, and send/receive messages from an instructor
    2. Writing an email to a college professor or counselor, using correct formatting and appropriate language
    3. Using Microsoft Word or Google Docs to type a short paragraph with appropriate formatting for an academic ESL class.
  1. Classroom Culture/Study Skills (15%)
    1. Organizing course materials and handouts for a college class
    2. Managing time and course expectations for an academic ESL class
    3. Interpreting and improving upon both instructor and peer feedback on an assignment
    4. Navigating campus resources like the library, tutoring center, health center, counseling, and instructor office hours and learning how these resources can help improve their writing and grammar skills
Methods of Instruction:
  1. Lecture/Discussion
  2. Online Assignments
  3. Portfolio Development
  4. Written assignments
  5. Group Activities
  6. Class and group discussions
  7. Distance Education
Assignments and Methods of Evaluating Student Progress:
  1. Look at the work and school schedule you created for your partner. Write a paragraph about your partner’s weekly and daily schedule, using correct verb tenses, subject-verb agreement, prepositions for time expressions, and sentence boundaries. Make sure your paragraph has a clear topic sentence.
  2. Write a short paragraph about one of the places on campus you visited that provides resources for students. Make sure you include answers to WH-questions about this place in your paragraph.
  3. Write two emails, using appropriate language and formatting: 1. Write to your professor, asking for more information about an assignment that you do not understand; 2. Write to a counselor, requesting an appointment to meet with them about your Student Education Plan.
  4. Look carefully at your instructor’s comments on your first draft. In your grammar journal, write down 3 frequent errors you made in your paper. Include the type of error, the sentence where you made the mistake, and your correction.
  1. Attendance
  2. Demonstration of practice and skills
  3. Homework
  4. Journals
  5. Portfolios
  6. Quizzes
  7. Final Examination or Project
  8. Written assignments
Upon the completion of this course, the student should be able to:
  1. respond in writing to short nonfiction articles, using correct grammar covered in the course;
  2. demonstrate ability to use word processing programs and Canvas to type and submit an academic paper for an ESL class;
  3. interpret and improve upon both instructor and peer feedback on a written assignment.
Textbooks (Typical):
  1. Bixby, J., McVeigh, J.. (2017). Prism Reading and Writing (Intro) (2nd). Oxford University Press.
  2. Ostrowska, S. Adams, K. (2017). Prism Reading and Writing (Intro) Cambridge University Press.
  1. Azar, Betty S., Hagan, Stacy A.. My English Lab (Basic English Grammar). Pearson ELT, (/e).
Abbreviated Class Schedule Description:
This FREE, non-credit, academic ESL writing and grammar course is part of a three course noncredit Certificate of Competency in Preparation for College ESL. Upon completing this course, students will be ready to write at a level appropriate for ESL 110A, the first course in our ESL credit courses. Students will be placed into noncredit courses by the ESL placement process. Students may take ESL 220 concurrently with ESL 210 and ESL 230 to earn their Certificate of Competency and to be fully prepared for ESL 110A.
Discipline:
English as a Second Language (ESL)*, or English as a Second Language (ESL): Noncredit