160 160 160 course catalog description introductory academic grammar and composition course for the non native speaker preparing to take courses for college credit. 160 introduces the student to the foundations of english sentence structure and paragraph types required in higher level writing courses. 160 160 160 learning objectives at the completion of this course, the student will be able to: a. 160 160 160 demonstrate mastery of the rules for the basic grammatical structures of english. 160 160 160 write simple and compound sentences that are grammatically and structurally correct. 160 160 160 write structurally correct paragraphs based on personal experience, media, and/or beginning reading selections. 160 160 160 160 academic integrity students and employees at oakton community college are required to demonstrate academic integrity and follow oakton's code of academic conduct.

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This code prohibits: plagiarism turning in work not written by you, or lacking proper citation , falsification and fabrication lying or distorting the truth , helping others to cheat, unauthorized changes on official documents, pretending to be someone else or having someone else pretend to be you, making or accepting bribes, special favors, or threats, and any other behavior that violates academic integrity. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the vice president for student affairs for a period of 3 years. 160 160 160 grammar practice using the computer course may be taught as face to face, media based, hybrid or online course.

160 course practices required students will complete grammar exercises in class and at home, take quizzes, read short selections, and write and re write paragraphs in class and at home. 160 160 160 instructional materials note: current textbook information for each course and section is available on oakton's schedule of classes. Instructors will ordinarily select a grammar text and a writing text from the following: folse/muchmore vokoun/solomon, great writing 2: great paragraphs. Heinle, 2010 schoenberg, focus on grammar 2: an integrated skills approach.

160 160 160 160 methods of evaluating student progress course placement for the next semester will be determined by an exit test using an assessment instrument chosen by the esl program. Instructors will give a grade of pass or fail for the course based on: 160 160 160 in class writing assignments 160 160 160 at home writing assignments 160 160 160 grammar quizzes and tests 160 160 160 daily class work and homework 160 160 160 class participation xi. 160 160 160 other course information the oakton community college catalog states: oakton community college does not discriminate on the basis of race, color, creed, religion, national origin, disability, age, sex, sexual orientation, or marital status in admission to and participation in its educational programs, college activities and services, or employment practices.

The college does not tolerate sexual harassment or sexual assault by or of its students or employees. In keeping with this policy of tolerance and non discrimination, in this class all of us myself included should strive to: listen and give careful consideration to all ideas expressed in class, especially those that are different from our own, without attacking or demeaning the people who hold those views, and avoid using insulting terms or telling offensive jokes when talking to or about individuals or groups. 160 160 160 attendance policy: 160 160 160 160 160 160 late assignments: 160 160 160 extra help: if you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. 160 to request accommodations or services, contact the access and disability resource center 160 in the learning center.

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160 the college will not waive any essential skill or requirement of a course or degree program. If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the access and disability resource center at the des plaines or skokie campus. The college will not waive any essential skill or requirement of a course or degree program. For non native english speakers who need to improve their english skills to meet the challenges of academic study, there is lakeland rsquo s eap english for academic purposes program.

The eap is an intensive program designed to assist students to acquire not only english language skills but also the academic and study skills necessary for college success. Teachers in the eap program help students improve their general english reading, writing, speaking, and listening skills and increase their knowledge of vocabulary necessary for college study. What makes the program unique, however, is that eap classes focus on developing such academic abilities as note taking, summarizing, test taking, essay writing, classroom discussion, and presentation skills. Eap students attend 5 days a week, 3 classes per day mdash in all, students spend over 21 hours per week in the classroom. The intensive workload enables students to maximize their time as they work to develop their academic english skill and prepares them for the demands of college study in a foreign language. As the average eap class size is 17 students, teachers are able to give full attention to each student. In addition, each teacher is available outside the classroom for daily office hours to give individual students extra help or just to talk.

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All eap classes are set up to allow students maximum time to talk to their classmates and to the teacher. Even activities such as checking homework are considered a chance for small group speaking practice, ensuring that students have ample opportunity to develop the english speaking fluency necessary to survive in an academic setting. Many new students report that they have never been asked ldquo what do you think? rdquo and ldquo why do you think so? rdquo in a classroom before in the eap program, students can expect to hear these questions and to share their ideas and opinions in every class! an all english environment. Lakeland is not a japanese college it rsquo s an american college therefore, students are required to use only english in eap classes. Moreover, the international atmosphere at lcj insures that the ldquo global language rdquo of english is being spoken outside the classroom as well.

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As recognized by the japanese ministry of education monbushou , lakeland is the only american college in japan that can sponsor full time student visas for eap students. Eap classes are not just training for college classes mdash they are college classes. Students who complete lakeland college japan rsquo s eap program and continue on to lakeland rsquo s home campus in wisconsin are eligible to receive 12 credits towards their bachelor rsquo s degree, saving significant amounts of both time and money. The eap program is comprised of 5 levels: this book is designed to enable non native english speakers to write science research for publication in english. It can also be used by english speakers and is a practical, user friendly book intended as a fast, do it yourself guide for those whose english language proficiency is above intermediate. The approach is based on material developed from teaching graduate students at imperial college london and has been extensively piloted.

The book guides the reader through the process of writing science research and will also help with writing a master's or doctoral thesis in english. Science writing is much easier than it looks because the structure and language are conventional. The aim of this book is to help the reader discover a template or model for science research writing and then to provide the grammar and vocabulary tools needed to operate that model.

There are five units: introduction, methodology, results, discussion/conclusion and abstract. The reader develops a model for each section of the research article through sample texts and exercises this is followed by a grammar and writing skills section designed to respond to frequently asked questions as well as a vocabulary list including examples of how the words and phrases are to be used. The course aims to raise awareness of the conventions of written academic literacy among students from other learning cultures. The course will also help to improve writing ability in a variety of text types, focusing on sentence level lexis and syntax, text coherence and cohesion, and appropriate style.