Course Content and Outcome Guide for ESOL 254

Course Number:
ESOL 254
Course Title:
Level 7 Academic Communication
Credit Hours:
Lecture Hours:
Lecture/Lab Hours:
Lab Hours:
Special Fee:

Course Description

Develops advanced English communication skills. Focuses on listening and note taking, pronunciation, discussion, academic presentation skills, and public speaking. This is the fourth course in a five-course sequence. Prerequisite: ESOL placement test OR successful completion of ESOL 164 within past 12 months AND concurrent enrollment in ESOL 250 and ESOL 252 or higher. Audit available.

Intended Outcomes for the course

Students who successfully complete this course will be able to:

1. Comprehend academic lectures on topics including culture, environment, social issues, and technology.
2. Synthesize information from readings and multimedia sources as well as life experiences in order to discuss and present.
3. Discuss social and ethical issues, both global and local, sharing opinions in a multi-cultural setting.
4. Present intelligibly and in an organized way on issues of cultural and social significance and respond to comments and questions.
5. Communicate intelligibly, using appropriate American English sound, rhythm, and intonation patterns.
6. Communicate in appropriate ways, including how to agree, disagree, and express opinions respectfully.

Outcome Assessment Strategies

1. Present a minimum of two satisfactory extemporaneous (prepared) informative public speeches on an academic topic
2. Use the framework (complete-sentence speech outline) for direct speaking (as opposed to indirect speaking) and apply it to written and speaking assignments
3. For a significant amount of time (for example 8-10 minutes after the five-minute speech presentation), each speaker will satisfactorily respond to essential/critical questions (as opposed to questions that merely ask for a yes/no answer or simple clarification). Each speaker will exhibit generally satisfactory listening skills and understandable speech that includes grammatically complete answers (a statement and an example or explanation) during the question/answer dialogue. The speaker is graded on the quality of response, similar to having several short impromptu speeches.
4. As active members of the class, students will demonstrate critical listening through participation with notetaking skills. One way to accomplish this is to have a question-answer period after each student speech or recorded lecture on which everyone in the class will be graded. Students will ask essential questions which demonstrate critical thinking.
5. Apply the International Phonetic Alphabet (IPA) to English pronunciation. Instructors will provide feedback on pronunciation and grammar.
6. Evaluate their own and peers€™ speeches.

Course Content (Themes, Concepts, Issues and Skills)

A. Critical Thinking Skills (used in academic contexts)
B. Public Speaking (including verbal and non-verbal communication)
C. Critical (Essential) Listening
D. Pronunciation (including knowledge and use of the IPA)
E. Grammar, Vocabulary, Sentence Structure
F. Verbal and Non-Verbal Communication

Competencies and Skills

A. Critical Thinking Skills

1. use linear reasoning in all academic contexts
2. effectively analyze information from three or more sources and form clarifying questions and/or a well-supported thesis
3. avoid bias, stereotyping, and inappropriate or emotional language in speaking
4. distinguish facts, opinions, beliefs
5 consistently demonstrate an awareness of audience and purpose
6. avoid plagiarism

B. Public Speaking

1. give two or more satisfactory* informative extemporaneous (prepared) speeches on academic topics.

1. approximate five-minute time limit
2. includes:
• selection and narrowing of an academic topic
• research
• two speech outlines (preparation outline and presentation outline) for each speech

a) preparation outline (complete-sentence speech outline with introduction that includes attention-getting material, specific purpose statement, pre-summary; body with developed main points, supporting materials, citations, transitional statements, internal summaries; conclusion including summary of main points and concluding statement; and bibliography.) This outline must be turned in to the instructor and may not be used during the actual speech presentation.

b) presentation or speaking outline (usually no more than three index cards with key words and delivery prompts such as €œsmile€ or €œpause here€) may be used during presentation and must also be turned in to the instructor.
• appropriate delivery (delivery includes nonverbal skills, voice projection, direct eye contact, facial expressions, posture and stance appropriate to public speaking) with focus on the speaker, not the visual aids
• leading class discussion at the end of the speech, exhibiting knowledge of subject of speech

* see explanation of satisfactory speeches below

C. Critical Listening

1. demonstrate critical listening through active classroom participation by asking appropriate questions that show analysis of topics
2. understand main ideas and important details of oral presentations
3. take notes on academic presentations/lectures and give oral/written summaries

D. Pronunciation

1. pronounce word endings consistently
2. avoid common sound substitutions: e.g. i/I "th" and "r" sounds
3. understand and use stress patterns and phrasing in relation to the meaning
4. understand and use rhythm and intonation patterns
5. use the I.P.A. to improve speaking skills

E. Grammar and Vocabulary

1. consistently speak appropriately and accurately using present, past, and future time frames
2. use vocabulary consistent with the Advanced level

F. Verbal and Non-Verbal Communication

1. initiate questions without being prompted
2. participate by contributing and connecting ideas
3. develop strategies to achieve intelligibility
4. depart when necessary from the prepared text and follow up on points raised by the audience
5. backtrack and restructure smoothly

Explanation of Satisfactory Speeches

A. Speech is understood without extra effort by the instructor
B. Speech contains clear detailed descriptions of complex subjects
C. Speech demonstrates a level of fluency that reflects correct use of structure and vocabulary appropriate to the audience and topic

SUGGESTED GRADING: 40% delivery, 20% outline, 40% follow-up discussion (including listening comprehension)