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ENGLISH AS A SECOND LANGUAGE
PROGRAM REVIEW
NORCO 2011
Office of Institutional Effectiveness
Web Resources:http://www.rccd.edu/administration/educationalservices/ieffectiveness/Pages/ProgramReview.aspx
Need Help? Contact Dr. Jim Thomas ([email protected]) orDavid Torres ([email protected]) )
Last Revised: February 2012
1
Table of Contents
A. Mission and Relationship to the College …………………………………. 3
B. History …………………………………………………………………….. 3
C. Data and Environmental Scan ……………………………………………. 5
D. Programs and Curriculum ………………………………………………… 6
E. Student Outcomes Assessment …………………………………………… 8
F. Collaboration with Other Units …………………………………………… 9
G. Outreach …………………………………………………………………… 10
H. Long Term Major Resource Planning …………………………………….. 10
I. Summary ………………………………………………………………….. 10
J. Recommendations to the Program Review Committee…………………… 12
Appendix A. ESL Chart
Appendix B. ESL Special Topic Courses
Appendix C. ESL Student Questionnaire
Appendix D Course Placement Data
Appendix E. Rubrics
Appendix F. ESL 55 Common Final Test Bank Summary
Appendix G. Scoring Rubric: ESL 55 Common Final
2
English as a Second Language Program Review Norco 2011
A. Mission and Relationship to the College(s)
ESL Mission Statement
The English as a Second Language Program in the Riverside Community College District serves
the diverse student population of the surrounding communities -- Norco, Moreno Valley, and
Riverside -- as well as international students by providing affordable education in academic
English to students limited in their English proficiency. Through a variety of credit classes, ESL
offers instruction in the many language skills necessary to succeed academically at the college
level or to gain more proficiency for employment or job advancement. The ESL program
promotes self-reliance, cross-cultural awareness, and critical and independent thinking through
three constituent colleges.
B. History
ESL (2002-2011)
In the beginning, ESL was not a separate discipline of the English and Speech Communication
Department. As a result, the first program review for the discipline was produced in 2002. Since
2002, the ESL discipline has been restructuring and building up the ESL program to meet the
needs of underserved and underrepresented student populations in the District. Due to the
changes within the English Discipline curriculum and changes to the graduation requirements,
the ESL discipline has had to realign its writing curriculum. We have also realigned the ESL
reading/vocabulary courses with the Student Learning Outcomes (SLO) of the Reading
discipline’s courses. In the academic year 2010-2011, the ACCJC granted independent status to
Moreno Valley College and Norco College creating a three-college system within the district.
Norco College and Moreno Valley College are in the process of developing an intensive ESL
program.
3
2007-2011 update
Program staffing has shrunk from eight to six full-time faculty members teaching an average of
7.517 FTE per semester. In the same time period (from Fall to Fall), student enrollment in ESL
courses decreased by 17% from 888 to 737 after hitting a high of over 1,000 students in 2005.
We believe that our enrollment numbers were affected by an overall downturn in community
college enrollment statewide due to a cut in the number of sections offered. Nevertheless,
overall efficiency has increased in ESL courses.
The following chart briefly summarizes comparative changes from 2007-2011 in the areas of
curriculum (number of different ESL courses offered by the college), number of part-time ESL
faculty, number of students served per semester, and number of sections offered district-wide
and on a per-college basis. All course offerings have decreased due to state-wide cuts. The
number of part-time faculty teaching classes has increased due to full-time faculty reassigned
time. The FTEF in 2007 was 743.73 and decreased to 721.21 in 2009 (latest figures available).
At the same time, the efficiency level, 508.63 for 2007 and 588.13 for 2009, increased
significantly.
Areas/Loci of Growth in ESL Discipline
2007 2011 % Change (2007-
2011)
Number of separate courses offered
(total from each college)
36 28 -22%
Number of part-time faculty teaching
ESL classes
16 20 +25%
Number of students enrolled in ESL
classes, academic year
2943 2442 -17%
Number of sections of ESL offered
(total), fall semester
68 51 -25%
Number of sections
Riverside City College
47 37 -21%
Number of sections 14 8 -42%4
Moreno Valley College
Number of sections
Norco College
7 6 -14%
There were no recommendations in the unit’s 2007 report.
C. Data Analysis and Environmental Scan
In 2007 as the economy took a downturn, many new students enrolled in RCCD ESL classes.
Many of these new students were not prepared for the rigor of academic classes. As a result,
although enrollment increased, both the retention and success rates decreased. In 2008 and 2009
as enrollment decreased, due to reduced class offerings, success and retention rates increased. In
2009 (latest data available), the success rate was 71.1% and the retention rate was 88.3%. Since
2000, the retention rate has decreased approximately 6.5%; however, the success rate has
increased almost 8%. The discipline revised the ESL course SLOs to better align with the
English department SLOs for smoother student matriculation. The discipline instituted a writing
sample in the first week of classes to verify correct course placement.
Table 1.5
ARCC Report 2011 Riverside Community College District
2005-2006 to2007-2008
2006-2007 to2008-2009
2007-2008 to2009-2010
ESL Improvement Rate
46.1% 45.2% 48.9%
Conclusions from the Environmental Scan Data:
A 2010 program survey stated that one in 7 ESL students was international, with the rest being
citizens or permanent residents/refugees. Among this latter group, a “surprisingly high eighty-
two percent had high school degrees.” This is a clear indication of inadequate language
competency of generation 1.5 students (those who grew up in immigrant families and are
“between the languages.”) These students have not acquired adequate language skills in K-12, 5
which led to their placement into ESL classes; this fact is no longer a surprise for ESL
instructors. According to the survey, the population of potential ESL students will continue to
grow rapidly in RCCD’s area, which means that enrollment demand in ESL at Norco will
continue to grow, but, unfortunately, an increasing number of students will be turned away due
to the lack of classes.
Strengths
All offered ESL sections have high efficiency, and some fill to the full capacity with wait lists.
Norco College has one full-time instructor and three dedicated part-time faculty. All instructors
participate in an ongoing SLO assessment. There is one ESL tutor, who offers assistance to ESL
54 and ESL 55 students in class and outside of class. The new Learning Resource Center can
accommodate more ESL students.
Weaknesses
In recent years, the number of ESL course offerings at Norco College has decreased due to the
District financial situation. At this point, only core classes (ESL 51-55) are being offered every
fall and spring semester. One ESL class (ESL 55) is scheduled for Winter 2012. Without
offering reading/vocabulary and oral skills classes, the program is not complete.
Accomplishments
In 2008-2009 school year, the full-time ESL instructor conducted workshops on various
grammar and writing topics for ESL 54 and 55 students.
In Summer 2011, the full-time ESL instructor did a presentation about Norco ESL options for
Step Ahead Program students to raise their awareness of ESL classes; as a result, many of the
students took the PTESL and registered for an ESL class.
D. Programs and Curriculum
1. The sequence of interrelated courses in Grammar/Writing, Reading/Vocabulary, and Oral
Skills was designed by the ESL Discipline to provide students with the well-rounded
language skills necessary for mainstreaming into English 50, as well as cognitive, study
skills, and critical thinking skills essential for success in college-level transfer courses. 6
However, the program now offers only five levels of core courses in academic Writing
and Grammar skills (ESL 51-55.) Unfortunately, a three-level sequence of recommended
co-requisite courses in Reading and Vocabulary (ESL 71-73) and Oral Skills (ESL 91-93)
have not been offered due to recent budget cuts. Therefore, ESL students taking the
writing & grammar series are not able to augment their reading or oral skills. This makes
the inclusion of reading and vocabulary content in the 55, 54, 53, and 52 classes a
necessity to ensure student success as they matriculate to English courses.
2. Revisions: *ESL 51-55 have been approved by discipline and department. They were
sent forward to the technical review committee of Curriculum Committee, who
recommended that the revised PTESL cut scores be put in place prior to implementing
the new course sequence. Therefore, these courses are pending completion of the PTESL
revision, validation of new cut scores, and approval of the curriculum committee. The
course outlines of record currently on CurricuNet reflect the old CORs. However, the
SLOs, text books, and assignments have been updated for all courses.
The PTESL is currently being revised to include writing, reading and vocabulary as well
as grammar and listening skills. It is in the process of being computerized to allow
students better access to scheduling of testing and to streamline the process, which is
linked to Accuplacer. The test must complete an item analysis and cultural bias study,
after which new cut scores can be validated.
3. The reduction of ESL courses has minimized the access that non-native speakers have to
vocational certificates, degree completion, and transfer to other institutions.
4. All course SLOs and course outlines have been reviewed annually on a rotating schedule
since 1994. Recommended texts for all courses are updated on a rotation schedule.
Course Outlines of Record and Date Last Reviewed:
* ESL 51 Basic Writing and Grammar—April, 2007 (pending courses approved in 2010)
* ESL 52 Low-Intermediate Writing/Grammar—April, 2007 (pending courses approved in 2010)
7
* ESL 53 Intermediate Writing/ Grammar—April, 2007(pending courses approved in 2010)
* ESL 54 High-Intermediate Writing/Grammar—April, 2007(pending courses approved in 2010
* ESL 55 Advanced Writing/Grammar—April , 2007(pending courses approved in 2010)
ESL 65 American Classroom Culture—February 17, 2011
ESL 71 Basic Reading/Vocabulary—February 17, 2011
ESL 72 Intermediate Reading/Vocabulary—February 17, 2011
ESL 73 High-Intermediate Reading/Vocabulary—February 17, 2011
ESL 90A Improving Note taking in College Classes—February 17, 2011
ESL 90C Preposition Review—February 17, 2011
ESL 90D Verb Tense Review—April, 2007
ESL 90E Academic Vocabulary—February 17, 2011
ESL 90G Mastering Articles: A, An, and The—February 17, 2011
ESL 90H Phrases and Clauses—April, 2007
ESL 90I Punctuation Review—February 17, 2011
ESL 90J Spelling Review—February 17, 2011
ESL 90K Introduction to Using the Internet—February 17, 2011
ESL 91 Beginning Oral Communication—January 21, 2011
ESL 92 Intermediate Oral Communication January 21, 2011
ESL 93 Advanced Oral Communication—June 13, 2011
ESL 95 Pronunciation and Accent Reduction—February 17, 2011
ESL 801 ESL Support for Career and Technical Programs—2011
E. Student Learning Outcomes Assessment
The ESL faculty has been actively involved in assessment of students at the entry/proficiency
stage since 1993. Due to the limitations of commercial placement instruments, we created our
own placement test (PTESL), applied for, and received full approval from the state of California.
The PTESL is currently being computerized for greater accuracy in placement and ease of
testing. In this academic year, the Discipline has been working on adding reading, vocabulary,
and writing sections to it. Hopefully, the new computerized version of the test will be available
in the next academic year. 8
The placement percentages for each level (ESL 51-55) are broken down in Appendix D, ESL
Course Placements for 2008-2010.
Assessment Projects:
The English as a Second Language discipline has engaged in several ongoing, district-wide
assessment projects since Spring 2005: rubric development and first-week writing samples for
ESL 51, 52, 53, 54, and 55; and the ESL 54 & ESL 55 Common Final Projects. SLOs are
regularly assessed for any ESL course offered. Assessment has led to significant changes in how
instructors approach teaching the courses. For example, analyzing the results of ESL 55
Common Final Exam led to multiple discussions about how to prepare students to respond to the
readings under the pressure of time in test situations. As a result, ESL 55 instructors started
dedicating more time in class to improving student response writing and giving students more
integrated practice with writing-based grammar. The ESL discipline also began collecting new
prompts for the ESL 55 Common Final exam.
F. Collaboration with Other Units Including Instructional, Student Services or Administrative Units (Internal)
The ESL discipline has been maintaining dialogue with the English and Reading disciplines for
better alignment of course offerings. The ESL faculty is active in providing counseling and
information to other units in the college which deal frequently with non-native speakers of
English. The following activities occur on an ongoing basis:
ongoing coordination with department chairs and/or assistant chairs at all three colleges in
scheduling ESL courses;
regular observation and mentoring of part-time faculty.
G. Outreach Activities
9
In Norco College, community ESL presentations and ESL One-Stop orientations have become
extremely valuable, not only in obtaining the current information about the demographics but
also in projecting the future needs for class offerings and scheduling.
The ESL discipline also participates in several programs that serve a variety of ESL students
within the college and community:
I. Title V individual grant (Moreno Valley and Norco);
II. Title V cooperative grant (Moreno Valley and Norco);
III. Student Success Committee
H. Long Term Major Resource Planning
The new LRC (Learning Resource Center) provides an adequate space and resources for ESL
students. However, there are no ESL tutors available in the LRC.
I. Summary
Recently, Institutional Research finished the “ESL Sequence Completion Patterns, 2000-2010.”
The data in the report confirmed the faculty’s observations over the years that there are basically
two different types of students in our courses.
At the lower levels are those students just beginning to learn English. The overall sequence
completion rate (from ESL 51 to ESL 55) is 3.7% . The pass rate for students in ESL 51 is also
the lowest of all the courses – 55%. This confirms the anecdotal information that the majority of
students at the lower level have the goal of improving their language skills for personal or
professional reasons. These personal goals may require that they progress through only one or
two levels of ESL before they achieve the goal. Since their goals are undefined, they are difficult
to measure. Only a few of the younger students in the lower levels seem to be seeking a college
degree.
After discussion regarding this distinction between student goals at these different entry points
and the change in repeatability that will occur in Summer 2012, the discipline has concluded that 10
it would be best for students to provide ESL 51 and possibly ESL 52 in a non-credit format.
This would allow students entering this course sequence to repeat the courses to fulfill non-
academic goals while shortening the “pipeline” of the academic sequence. This would also
provide an area for students to develop their academic language skills when they are not ready
for the rigors of the academic program.
On the other hand, those students who test into ESL 53 or higher usually have specific goals that
include a certificate or degree from an institution of higher learning. The higher the entry level,
the higher the completion rate. From ESL 53 to ESL 55, the completion rate is 25%. The pass
rate for the students in ESL 53 was between 74% and 86% depending on the semester. Those
students who started our program at ESL 54 had a completion rate of 49.7% and course pass
rates in the 80 percentiles.
According to Dr. Koh’s December 8, 2009 report, studying the success of ESL students
matriculating to English 50 between Spring 06-08, students who enrolled in subsequent courses
had high pass rates. However, the number of students who chose not to enroll in the subsequent
courses decreased as the level of course increased. (i.e. 58 students enrolled in ESL 54 (46 of
the 58 passed), 25 of those who passed enrolled in ESL 55 (21 of the 25 passed), 8 out of the 21
who passed enrolled in English 50 (7 of the 8 passed), 3 of the 7 who passed enrolled in English
1A (3 of 3 passed).
With this in mind, the discipline would like to shorten the sequence of academic courses that
students must take to progress to certificate or degree completion. A first step in doing this is to
create a locally approved certificate program for ESL students completing a series of ESL
courses. This would create a motivation for students to complete the sequence, take reading
courses that will help them when they enroll in English 50/English 1A and give them
documentation of their coursework completion for the workplace.
Where we are as a Discipline in 2011 depends upon the District’s vision in regard to the growing
second language community in Riverside County. The ESL Discipline desires to be of service to
the non-native English speaking community in terms of facilitating equality of access and
enabling parity of success in ESL students’ particular choice of vocational, transfer, certificate,
11
special program, and/or career plans. The discipline also wishes:
to serve the District as an information resource for second-language issues;
to serve vocational, transfer, and special programs/faculty as an information resource and
support program;
to provide assistance as needed to Student Services, Counseling, and matriculation
programs and staff in matters related to ESL students/programs.
In order to reach its goals, the Discipline needs assistance in the following
areas:
allocate budget to continue offering a full range of courses;
continue outreach activities in local high schools and adult schools;
provide training for tutors with an emphasis on ESL.
ESL students are a population that faces many challenges, and quite often these challenges
prevent them from being fully involved in the whole range of college activities. The ESL
Discipline is constantly working on raising awareness of special/particular needs of ESL students
across College/disciplines among non-ESL faculty, counselors, admissions staff, and
administrative personnel. This mission is closely connected with developing a Comprehensive
Enrollment Management Plan. We believe that even after three colleges have become
independent, the ESL Discipline needs to focus on the integrity in planning, directing, and
coordination.
J. Recommendations to the Program Review Committee
N/A
12
ENGLISH AS A SECOND LANGUAGE - SPECIAL TOPIC COURSES
ESL 90A Outlining and Note-taking for College Classes I 1 unitThis course teaches students how to listen to lectures and organize their notes in order to
improve their grades.
ESL 90C Preposition Review 1unitThis course reviews prepositions with lectures and practice exercises. Phrasal verbs (which use
prepositions) and idioms that include prepositions will also be studied.
ESL 90D Verb Tense Review 2 unitsThis course will review all the basic verb tenses regularly used in academic English.
ESL 90E Academic Vocabulary 1 unitThis course provides instruction and practice in communicative activities to understand and use
high-frequency academic vocabulary.
ESL 90G Mastering Articles: A, An, and The 1 unitThis course provides a review of and practice with using articles.
ESL 90H Phrases and Clauses 1 unitThis course provides instruction and practice in writing well-structured sentences by learning how
to use phrases and clauses with proper punctuation.
ESL 90I Punctuation Review 1 unitThis course covers all of the rules and applications of punctuation in order to improve the
students’ understanding and use of punctuation.
ESL 90J Spelling Review 1 unitThis course reviews the basic spelling rules in English as well as the exceptions to those rules. It
also covers the most common problem words.
ESL 90K Introduction to Using the Internet 1 unitThis course is designed to familiarize students with the functions of the internet including using
search engines, email, uploading, downloading, and how to participate in on-line classes.
Appendix C
15
ESL Student Questionnaire
All of this information is confidential (private), and the answers are optional (you can choose to answer or not).
General Information Questions
1. What is your native language? If you do not speak one of these languages, leave this question blank and go to question 2.
a. Spanish b. Vietnamese c. Japanese d. Korean e. Chinese (any dialect)
2. What is your native language group? Leave this question blank if you answered the question above.
a. Middle Eastern (Farsi, Arabic, Hebrew, etc.)b. Eastern European (Russian, Polish, Armenian, Turkish, etc.)c. Western European (French, German, Italian, Portuguese, etc.)d. Southeast Asian (Indonesian, Hindi, Urdu, Malay, Cambodian, etc.)e. Another language (African, Polynesian, etc.)
3. How many hours per week do you work at your job(s)?
a. 0 hours --I don’t have a job.b. 1-20 hours (part time) c. 21-39 hours (part time)
d. 40 hours (full-time)e. More than 40 hours per week
4. What is your age?
a. 16- 21 b. 22 - 29 c. 30 - 39 d. 40 - 49 e. 50 or older
5. How long have you studied English in your life (in school or with a tutor or private teacher, etc.)?
a. 0 - 6 months b. 6 months - 2 years c. 3 - 5 years d. 6 - 8 years e. 9 or more years
6. How long have you been living in the United States?
a. 0 - 6 months b. 6 months - 2 years c. 3 - 5 years d. 6 - 10 years e. 11 or more years
7. What is the highest level of school you had completed before starting classes at RCC? (If less than elementary school, leave this question blank.)
a. Elementary (primary school)b. Junior high (middle school)c. High school (secondary school)
d. Some college, not finishede. Completed a college degree
8. How many years did you attend American high school?
a. I didn’t attend American high school b. Less than one year c. 1 - 2 years d. 2 - 3 years e. 4 years
9. What do you plan to do in the future? If you have no plan for college classes after studying ESL, leave this question blank. Otherwise, please choose one answer.
a. Get a certificate from RCC—Career and Technical Education (Early Childhood Education, Cosmetology, Welding, Automotive, Dental Assistant)
b. Get an AA degree from RCCc. Transfer to a university or other college d. College classes for my current jobe. College classes to improve my English
10. What kind of fees are you paying for your classes? Pick one or more answers.
16
a. I am paying international fees.
b. I am paying California resident fees.
c. I have a scholarship.
d. I have some financial aid
11. How many units of college classes in other areas (non-ESL) are you taking this semester?a. 1/2 - 1 unit b. 2 - 5 units c. 6 - 9 units d. 12 or more units e. None
Technology Questions
12. Do you need to improve your typing to do your college work?a. Yes b. No
13. How often do you use the Internet?a. Never b. rarely c. Often d. Every day
Resource Questions
14. Have you met with an RCC counselor to develop a student educational plan?a. Yes b. No c. I plan to meet with a counselor next semester.
If you have used these resources, please indicate how helpful they were.If you have NOT used these resources, skip that question.
15. ESL Lab in the Writing Center a. Very helpful b. Helpful c. Somewhat helpful c. Not helpful
16. Directed Learning Activities in the ESL Laba. Very helpful b. Helpful c. Somewhat helpful c. Not helpful
17. Computer programs in the ESL Laba. Very helpful b. Helpful c. Somewhat helpful c. Not helpful
18. Instructor conferences in the ESL Laba. Very helpful b. Helpful c. Somewhat helpful c. Not helpful
19. The main Writing and Reading Center (WRC)a. Very helpful b. Helpful c. Somewhat helpful c. Not helpful
20. Instructor conferences in the main Writing and Reading Centera. Very helpful b. Helpful c. Somewhat helpful c. Not helpful
21. Tutoring in the main Writing and Reading Centera. Very helpful b. Helpful c. Somewhat helpful c. Not helpful
22. What would be the best time for you to use the ESL Lab? a. 8:00 a.m. -11:00 a.m. b. 11:00 a. m. -2:00 p.m. c. 2:00 p.m.- 5:00 p.m. d. evening
23. How did you hear about RCC’s ESL program?
a. Class schedule or advertisement.b. My friends told me.c. My employer suggested it.d. Adult school or high school
17
e. Internet (RCC Website
24. Have the ESL courses you have taken at RCC helped you understand American culture, especially in the college environment?
a. A lot b. Some c. A little d. Not at all
THANK YOU FOR GIVING US THIS INFORMATION!
18
Appendix DCourse Placements for 3/1/10 through 9/1/10
FTCS* that enrolled in Fall 2010
DistrictMoreno Valley Norco Riverside
ESL AssessedAssessed and
EnrolledAssessed and
EnrolledAssessed and
EnrolledAssessed and
Enrolled
ESL 51 42 6.4% 12 4.2% 1 1.9% 4 8.5% 7 3.8%
ESL 52110 16.8% 33 11.5% 8 14.8% 7 14.9% 18 9.7%
ESL 53141 21.6% 60 20.9% 8 14.8%
10 21.3% 42 22.6%
ESL 54144 22.1% 84 29.3% 12 22.2%
13 27.7% 59 31.7%
ESL 55216 33.1% 98 34.1% 25 46.3%
13 27.7% 60 32.3%
Total:653 100.0%
287 100.0% 54 100.0%
47 100.0%
186 100.0%
Course Placements for 3/1/09 through 9/1/09FTCS* that enrolled in Fall 2009
DistrictMoreno Valley Norco Riverside
ESL AssessedAssessed and
EnrolledAssessed and
EnrolledAssessed and
EnrolledAssessed and
Enrolled
ESL 51 49 5.3% 20 4.7% 5 6.8% 2 2.9% 13 4.3%
ESL 52124 13.5% 44 10.4% 6 8.1%
17 24.3% 25 8.3%
ESL 53138 15.0% 67 15.9% 11 14.9% 6 8.6% 53 17.6%
ESL 54187 20.4%
102 24.2% 12 16.2%
18 25.7% 77 25.6%
ESL 55420 45.8%
189 44.8% 40 54.1%
27 38.6%
133 44.2%
Total:918 100.0%
422 100.0% 74 100.0%
70 100.0%
301 100.0%
Course Placements for 3/1/08 through 9/1/08FTCS* that enrolled in Fall 2008
DistrictMoreno Valley Norco Riverside
ESL AssessedAssessed and
EnrolledAssessed and
EnrolledAssessed and
EnrolledAssessed and
Enrolled
ESL 51 92 9.4% 35 7.9% 13 11.9% 6 10.5% 16 5.3%ESL 52 122 12.5% 38 8.6% 14 12.8% 5 8.8% 20 6.6%
ESL 53 147 15.1% 51 11.6% 11 10.1%11 19.3% 33 10.9%
ESL 54 183 18.8% 85 19.3% 15 13.8% 7 12.3% 68 22.4%
19
ESL 55 430 44.1% 232 52.6% 56 51.4%28 49.1% 166 54.8%
Total: 974 100.0% 441 100.0%109 100.0%
57 100.0% 303 100.0%
20
Appendix E. Rubrics ESL 51-55ESL 51 GRADING GUIDELINES
A B C D FCONTENT Good development on
the assigned topic Good development on the
assigned topic Basic development
on the assigned topic
Inadequate development on the assigned topic
Failure to communicate on the assigned topic
ORGANIZATION Basic organization Attempted organization Attempted organization
No organization (little distinction between a list and a paragraph)
No organization
LANGUAGE/ VOCABULARY
Clear sentence structure Appropriate vocabulary
for the topic with minimal word form errors
Few subject/verb agreement
Use of simple and compound sentences
Awareness & control of simple tenses that have been taught in the class
Clear sentence structure Appropriate vocabulary
for the topic with some word form errors
Some s/v agreement errors
Attempted use of compound sentences
Basic awareness of simple tenses that have been taught in the class
with some errors in use
Minor errors in sentence structure
Attempted use of vocabulary for the topic with word form errors
Some s/v agreement errors
Little sentence variety
Basic awareness of simple tenses that have been taught in the class
with some errors in use
Errors in sentence structure
Misused vocabulary for the topic
Multiple s/v agreement errors
No sentence variety No awareness of
tenses
Errors in sentence structure
Misused vocabulary for the topic
Multiple s/v agreement errors
No sentence variety No awareness of
tenses
MECHANICS Proper use of basic punctuation that has been taught in class (periods, commas, question marks)
Correct spelling
Few errors in use Correct spelling
Some errors in use Some spelling
Irregular use Spelling errors
significantly obscure the meaning
Irregular use or lack of use
Spelling errors significantly obscure the meaning
FORMAT Correct visual aspects of homework (name, date, class, page orientation…)
Correct visual aspects of homework
Minor errors in visual aspects of homework
Multiple errors in visual aspects of homework
Lack of awareness of visual aspects of homework
ESL 52 GRADING GUIDELINES
21
A B C D FCONTENT Clear, appropriate opening
sentence on assigned topic Sufficient development Clear and appropriate
concluding sentence
Appropriate opening sentence on assigned topic
Relatively clear support sentences
Concluding sentence
Basic opening sentence on assigned topic
Minimal support for the topic sentences
Concluding sentence
No opening sentence on assigned topic
Insufficient or unrelated support sentences
Weak concluding sentence
Failure to communicate on the assigned topic
ORGANIZATION Logical organization General coherence
Attempted organization Attempted organization
No organization No organization
LANGUAGE/ VOCABULARY
Clear sentence structure Appropriate vocabulary for
the topic Correct subject/verb
agreement Use of simple and
compound sentences Attempted use of complex
sentences Basic awareness & control
of tenses discussed in class with minor errors in use
Minor errors in sentence structure
Generally appropriate vocabulary for the topic with minimal word form errors
Few s/v agreement errors Use of simple sentences
and attempted use of compound sentences
Basic awareness & control of tenses discussed in class with some errors in use
Some errors in sentence structure
Attempted use of vocabulary with some word form errors
Some s/v agreement errors
Little sentence variety
Basic awareness & control of tenses discussed in class with some errors in use
Repeated errors
Errors in sentence structure (fragments & run-ons)
Basic vocabulary with word form errors
Multiple s/v agreement errors
Little sentence variety
No awareness of tenses & multiple errors
Errors in sentence structure (fragments & run-ons)
Misused vocabulary Multiple s/v agreement
errors Little or no sentence
variety Little or no awareness of
tenses & multiple errors
MECHANICS Proper use of punctuation as studied in class
Correct spelling
Few errors in punctuation use
A few spelling errors
Some errors in use Some spelling
errors
Irregular use Spelling errors
significantly obscure the meaning
Irregular use or lack of use
Spelling errors significantly obscure the meaning
FORMAT Correct visual aspects of homework
Correct visual aspects of homework
Minor errors in visual aspects of homework
Errors in visual aspects of homework
Lack of awareness of visual aspects of homework
ESL 53 GRADING GUIDELINES
22
A B C D FCONTENT Clear, appropriate opening
sentence on assigned topic Strong support of topic
sentence Effective development Clear and appropriate
concluding sentence
Appropriate opening sentence on assigned topic
Relative, clear support of topic sentence
Adequate development Appropriate concluding
sentence
Basic opening sentence on assigned topic
Basic support of topic sentence
Adequate development
Basic concluding sentence
No or weak opening sentence on assigned topic
Insufficient or unrelated support sentences
Weak concluding sentence
Failure to communicate adequately on the assigned topic
Not enough to evaluate
ORGANIZATION Strong focus Logical, effective
organization Effective transitions
Strong focus Attempted organization Effective transitions
Adequate focus Attempted
organization Adequate
transitions
Weak focus Lack of or weak
organization Weak transitions
Weak focus Lack of organization Weak transitions
LANGUAGE USE/ VOCABULARY
Effective word choice & usage
Effective use of basic & complex construction
Few errors of agreement, tense, number, word order/function, etc.
Basic awareness & control of tenses with minor errors in use
Effective word choice & usage
Use of basic & complex construction with minor errors
Few errors of agreement, tense, number, word order/function, etc.
Basic awareness & control of tenses with minor errors in use
Adequate word choice and usage
Limited use of basic & complex construction with some errors
General errors of agreement, tense, number, word order/function, etc
Basic awareness & control of tenses with some errors in use
Errors in sentence structure
Little sentence variety
Inadequate word choice and usage
Multiple word form errors
Multiple errors of agreement, tense, number, word order/function,
No awareness of tenses & errors
Errors in sentence structure
Little or no sentence variety
Misused vocabulary Multiple word form
errors Multiple errors of
agreement, tense, number, word order/function, etc.
Little or no awareness of tenses & multiple errors
MECHANICS Proper use of punctuation Correct spelling
Few errors in use Minor spelling
Some errors in use Some spelling
errors
Irregular use Spelling errors
significantly obscure the meaning
Irregular use or lack of use
Spelling errors significantly obscure the meaning
FORMAT Correct visual aspects of homework
Correct visual aspects of homework
Minor errors in visual aspects of homework
Errors in visual aspects of homework
Lack of awareness of visual aspects of homework
ESL 54 GRADING GUIDELINES
A B C D F
23
CONTENT Engaging opening on assigned topic
Thesis or topic sentence (w/ controlling idea)
Through and knowledgeable development of thesis
Clear and appropriate conclusion/ sentence
Appropriate opening on assigned topic
Thesis or topic sentence (w/ controlling idea)
Through development of thesis
Clear and appropriate conclusion/ sentence
Basic opening on assigned topic
Thesis or topic sentence (w/ controlling idea)
Adequate development
Appropriate conclusion/ sentence
No or weak opening
Insufficient or unrelated support
Inadequate development
Weak conclusion/ concluding sentence
Failure to communicate adequately on the assigned topic (non-substantive)
Not enough to evaluate
No or weak opening
Insufficient or unrelated support
Inadequate development
Weak conclusion/ concluding sentence
ORGANIZATION Strong focus
Logical, effective sequencing
Strong unity & coherence
Effective & fluent transitions
Strong focus
Logical sequencing
Strong unity & coherence
Effective transitions
Adequate focus
Attempted organization & sequencing
Adequate transitions
Weak focus
Lack of or weak organization & sequencing
Weak transitions
Weak focus
Lack of organization
Weak transitions
ESL 54 GRADING GUIDELINES ContinuedLANGUAGE USE/ VOCABULARY
Clear word/idiom choice & usage
Clear word/idiom choice & usage
Adequate word/idiom choice & usage
Inadequate word/idiom choice & usage
Inadequate word/idiom choice & usage
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Clear expression
Adequate range
Use of complex construction
Few errors of agreement, tense, number, word order/function, etc.
Control of tenses with minor errors in use
Clear expression
Adequate range
Use of complex construction w/ few errors
Few errors of agreement, tense, number, word order/function, etc.
Control of tenses with minor errors in use
Basic fluency
Limited use of complex construction w/ some errors in sentence structure
General errors of agreement, tense, number, word order/function, etc.
Basic awareness & control of tenses with some errors in use
Lack of basic fluency
Errors in sentence structure (fragments & run-ons)
Little sentence variety
Some word form errors
Some errors of agreement, tense, number, word order/function, etc.
Errors in verb tense usage
Lack of basic fluency
Errors in sentence structure (fragments & run-ons)
Little or no sentence variety
Misused vocabulary
Multiple word form errors
Multiple errors of agreement, tense, number, word order/function, etc.
Little or no awareness of tenses & multiple errors
MECHANICS Proper use of punctuation
Correct spelling
Few errors in use Minor spelling
Some errors in use
Some spelling errors
Irregular use Spelling errors
significantly obscure the meaning
Irregular use or lack of use
Spelling errors significantly obscure the meaning
FORMAT Correct visual aspects of homework (such as MLA)
Correct visual aspects of homework
Minor errors in visual aspects of homework
Errors in visual aspects of homework
Lack of awareness of visual aspects of homework
ESL 55 GRADING GUIDELINESA B C D F
CONTENT Relevant to assigned Relevant to assigned Relevant to Tangential to Failure to
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topic
Engaging opening
Well developed thesis
Through and knowledgeable development of support
Substantive
Logical and relevant conclusion
topic
Adequate opening
Well developed thesis
Clear development of support
Substantive
Logical and relevant conclusion
assigned topic
Adequate opening
Clear thesis
Development of support
Appropriate conclusion
topic
Weak opening
Insufficient or unrelated support
Inadequate development
Weak conclusion
communicate adequately on the assigned topic (non-substantive)
Tangential to or off topic
Weak opening
Insufficient and unrelated support
Inadequate development
Weak conclusion
ORGANIZATION Strong focus
Logical, effective sequencing
Well-organized
Strong unity & coherence
Effective & fluent transitions
Strong focus
Logical sequencing
Strong unity & coherence
Organized
Effective transitions
Adequate focus
Attempted organization & sequencing
Minor errors in unity & coherence
Adequate transitions
Weak focus
Lack of or weak organization & sequencing
Weak unity and lack of coherence
Weak transitions
Weak focus
Lack of organization
Weak transitions
ESL 55 GRADING GUIDELINES Continued
LANGUAGE USE/ VOCABULARY
Effective word/idiom choice & usage
Effective word/idiom choice & usage
Adequate word/idiom
Inadequate word/idiom
Inadequate word/idiom choice &
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Fluent expression
Sophisticated range
Effective use of complex construction
Few errors of agreement, tense, number, word order/function, etc.
Control of tenses with minor errors in use
Fluent expression
Adequate range
Use of complex construction w/ few errors
Few errors of agreement, tense, number, word order/function, etc.
Control of tenses with minor errors in use
choice & usage
Basic fluency
Limited use of complex construction w/ some errors
General errors of agreement, tense, number, word order/function, etc.
Basic awareness & control of tenses with some errors in use
choice & usage Lack of basic
fluency Errors in
sentence structure (fragments & run-ons)
Little sentence variety
Some word form errors
Some errors of agreement, tense, number, word order/function, etc.
Errors in verb tense usage
usage
Lack of basic fluency
Errors in sentence structure (fragments & run-ons)
Little or no sentence variety
Misused vocabulary
Multiple word form errors
Multiple errors of agreement, tense, number, word order/function, etc.
Little or no awareness of tenses & multiple errors
MECHANICS Proper use of punctuation
Correct spelling
Few errors in use Minor spelling
Some errors in use
Some spelling errors
Irregular use Spelling errors
significantly obscure the meaning
Irregular use or lack of use
Spelling errors significantly obscure the meaning
FORMAT Correct visual aspects of homework
Correct visual aspects of homework
Minor errors in visual aspects of homework
Errors in visual aspects of homework
Lack of awareness of visual aspects of homework
HOLISTIC SCORING CRITERIA
ESL 51 ESL 52 ESL 53 ESL 54 ESL 55
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Sentences & basic paragraphs(6-10 short writings)
Basic paragraphs(6-10 short paragraphs & in-class
writing)
Structured paragraphs(5-7 paragraphs & in-class
writing)
Basic Essays(1-3 paragraphs, 4-6 essays &
in-class essays)
Advanced Essays(6-8 essays and in-class essays)
A Good development on assigned topic
Clear language Application of rules taught in
the class
Good development on assigned topic
Clear language & some organization
Few errors in spelling, vocab., sentence, and tense
Application of rules taught in the class
Clear structure Good development on
assigned topic Clear language Sentence variety Fluent vocabulary use Minor errors in
mechanics/form
Clear thesis Complete development Clear command of
discourse type Clear writing & sentence
variety Fluent vocabulary use Minor errors in
mechanics/form
Clear thesis Complete development with clear
command of discourse type Near native fluency & vocabulary Sophisticated sentence structure Minor errors in mechanics & form
B Good development on assigned topic
Some language, spelling & sentence boundary errors
Application of rules taught in the class
Good development on assigned topic
Generally clear language with some spelling, vocab., sentence, & tense errors
Application of rules
Clear structure Good development on
assigned topic Clear writing & use of
sentence variety/transitions
Good vocabulary use Limited errors in
mech/form
Clear thesis Strong control of
discourse Clear writing & use of
sentence variety/transitions
Good vocabulary use Limited errors in
mech/form
Clear thesis Strong control of discourse type Good fluency Good use of sentence variety,
transitions, and vocabulary Limited errors in mechanics & form
C Development of topic Some language, spelling &
sentence boundary errors Application of rules taught in
the class with some repeated errors
Development of topic Generally clear language
with some spelling, vocab., sentence, & tense errors
Application of rules with some repeated errors
Basic structure & some development of topic
Generally clear language & attempted use of sentence variety/transitions
Some errors in mech/form
Clear thesis Basic control of
discourse Clear writing &
attempted use of sentence variety/transitions
Some errors in mech/form
Clear thesis Minimal control of discourse type Good fluency Good sentence variety, transitions, and
vocabulary Some errors in mechanics & form
D Inadequate development of topic
Many language, spelling & sentence boundary errors
No application of rules taught in the class
Inadequate development of topic
Unclear language with multiple spelling, sentence, vocabulary, & tense errors
No application of rules taught in the class
Inadequate development Unclear language Weak sentence variety,
transitions Severe grammar
problems Errors in mechanics &
form
Inappropriate thesis Inability to apply
discourse Limited development Weak sentence variety,
transitions Severe grammar
problems Errors in mech/ form
Lack of appropriate thesis Inability to apply discourse type Limited development and
communication Weak sentence variety, transition, and
vocabulary Severe grammar problems Errors in mechanics & form
F Failure to communicate on assigned topic (blank, unintelligible or inappropriate writing)
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Appendix FESL 55 Common Final Test Bank SummarySpring 2006, Fall 2006, and Spring 2007 (Or Spring 2006 – present)
Type of Questions Grammatical Focus Required
Number
Number in
Test Bank
Multiple Choice 25 @ 2 pts
each
130
Gerunds & Infinitives 8 59
Connectives 5 24
Adverb Clauses 3 12
Appositives & Adjective
Phrases
3 10
Conditional sentences 6 25
Error Correction 10 @ 2 pts
each
44
Noun Clauses 2 10
Adjective Clauses 3 10
Gerunds & Infinitives 3 10
Conditionals 2 14
Sentence Combination 7 @ 2 pts
each
17
Adjective Clauses 7 17
Sentence Completion 8@ 2 pts each 27
Noun Clauses 2 8
Adverb Clauses 4 12
Combination Clauses 2 7
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Appendix GScoring Rubric: ESL 55 Common Final
Outstanding Evidence
(A-4)
Clear Evidence(B-3)
Adequate Evidence
(C-2)
Inadequate Evidence
(D-1)
Little or No Evidence
(F-0)Content(SLO #3)
This essay clearly responds to the reading with a well developed thesis, thorough and knowledgeable development of support, and a logical and relevant conclusion.
This essay responds to the reading with a clear thesis, logical development of support, and an adequate conclusion.
This essay responds to the reading with a clear thesis, development of support with minor errors, and an adequate conclusion.
This essay does not clearly respond to the reading or is missing an essential component of content: a clear thesis, development of support or a conclusion.
This essay does not respond to the reading and does not adequately develop content.
Organization (SLO # 2)
This essay has a strong focus and an engaging opening. It uses effective evidence from the text and demonstrates strong unity and coherence in the thorough development of ideas.
This essay has a strong focus and adequate opening. It uses limited evidence from the text and demonstrates unity and coherence in the development of ideas.
This essay has a clear focus and adequate opening. It uses minimal evidence from the text but demonstrates unity and coherence in development of ideas.
This essay may lack an opening or clear focus. It uses minimal or no evidence from the text or misuses the evidence. Generally, it lacks unity and coherence or development of ideas.
This essay lacks the structure of an essay. It uses no evidence from the text or misuses evidence. It fails to have a clear focus and may lack any substantive development.
Language Use/Vocabulary (SLO #1 & 3)
This essay uses effective and fluent language that is almost entirely free from errors and demonstrates complex construction.
This essay uses effective and fluent language with minor errors and some complex construction.
This essay uses clear language with minor errors and limited use of complex construction.
This essay does not use clear language or includes frequent errors that obscure the meaning of the language.
This essay demonstrates a lack of vocabulary and ability to create clear sentences.
Mechanics (SLO #1)
This essay is almost entirely free from spelling, punctuation and syntax errors.
This essay contains few errors in spelling, punctuation, and syntax, but the meaning remains clear and easy to read.
This essay contains frequent minor and a few major errors in spelling, punctuation and syntax but the meaning remains clear.
This essay contains frequent minor and major errors in spelling punctuation and syntax that interfere in the clarity of the language.
This essay contains frequent minor and major errors in spelling punctuation and syntax that make it unintelligible.
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