Pillsbury College Prep

English as a Second Language Summer Program

Pillsbury College Prep, in conjunction with Riverland Community College, is pleased to offer an English as a Second Language (ESLA) summer program at Riverland’ s Owatonna Campus .  This program offers 12 credits of Advanced ESLA college English classes to those seeking to improve their English language  skills for students entering 10^th grade or higher.  All persons completing these courses receive transcripted college credit hours.  ESLA participants will stay at Pillsbury College Prep boarding school while attending classes at Riverland Community College.  Pillsbury will provide transportation to and from classes daily.  Participants may have a maximum of three (3) persons to a room and meals are provided.  Also included in the cost of tuition is regular off site Friday and weekend activities. Some area trips may include:

• • Mall of America – enjoy chaperoned shopping time at the largest mall in America.
  • Nickelodeon Universe – enjoy the thrills of this seven-acre indoor amusement park located in the center of the Mall of America.
  • Minnesota Aquarium – experience the SEA LIFE Minnesota Aquarium which is home to thousands of aquatic creatures and enjoy a movie afterwards.
  • Minnesota Twins Baseball Games – watch a home game of the Minnesota Twins playing in the Central Division of the Major League Baseball’s American League.
  • Valleyfair Amusement Park – enjoy the Soak City Water Park and the Dino Land Amusement Park. This 125-acre park boasts 75 rides including eight roller coasters.

    

  • Weekend tour to South Dakota to visit Mount Rushmore and Crazyhorse and other famous events and sites in South Dakota.
  • Mississippi River Boat Cruise – cruise down the river enjoying breathtaking panoramic views of the majestic Mississippi River and Minneapolis.
  • River Springs Outdoor Water Park (whether permitting) – stay cool while experiencing a tube slide, body slide, lazy river, activity pool, zero depth entry pool, climbing wall, lily pad walk, and sand volleyball.
  • The Science Museum of Minnesota – experience a 370,000 square foot science museum with galleries covering the topics of paleontology, physical science and technology, the human body, peoples and cultures of the Mississippi River, and the museum’s collections.
  • Imax Convertible Dome Omnitheater – be a part of science education to more than a million people per year.

• Como Park Zoo – Here you find wild, exotic animals such as giraffes, penguins, polar bears, sea lions, gorillas, zebras, flamingos and more. After a walk on the wild side, you can visit the carousel, miniature golf course or Como Town Amusement Park.
•  Prince Museum- Paisley Park | Visit His Legendary Estate‎ – Paisley Park is Prince’s extraordinary private estate and production complex in Chanhassen, Minnesota. Fans will have the unprecedented opportunity to experience first-hand what it was like for Prince to create, produce and perform inside this private sanctuary and remarkable production complex
• Trip to Lake Superior and Duluth, MN – train ride, aquarium and boat ride.
• Wabasha Street Caves – experience a chance to hear and see the history of these sandstone caves. Explore the original mined caves and see the finished caves.
• Cave tours, museums, zoos, theatre, concerts, and apple orchard tours
   

 

There is plenty to do on and off campus at Pillsbury College Prep, near the Twin Cities of St. Paul and Minneapolis.  Every adventure and program is open to all English as a second language participants and allows them to thrive while having new experiences and trying new things.

English as a Second Language Courses Available:

ESLA 0940 Advanced Writing and Grammar

English Proficiency Requirements (must meet one of the following scores):

·         ESL Accuplacer Reading score of 86; TOEFL iBT score of 40 or higher; TOEFL Paper score of 433 or higher;   OR

·         IELTS Academic Module score of Band 4.0 or higher

COURSE DESCRIPTION:
This writing and grammar course is designed for non-native speakers of English. Learners will analyze model texts and develop the writing, grammar, and critical thinking skills needed to be successful in college courses. (6 Cr- 6 lect, 0 lab)

ESLA 1040 Advanced Reading and Vocabulary
English Proficiency Requirements (must meet one of the following scores):

·         ESL Accuplacer Reading score of 86; TOEFL iBT score of 40 or higher;

·         TOEFL Paper score of 433 or higher;   OR

·         IELTS Academic Module score of Band 4.0 or higher

COURSE DESCRIPTION:
This reading and vocabulary course is designed for non-native speakers of English. The course focuses on developing strategies necessary for understanding a variety of fiction and non-fiction text types. The learner will practice applying strategies to increase reading comprehension skills, reading speed, and vocabulary range. The learner will actively study vocabulary which is most frequently encountered in college texts and lectures from the Academic Word List (AWL).  (6 Cr- 6 lect, 0 lab)

Advanced Reading – 6 credits (these credits can be used toward an Associate in Arts degree)
Monday – Thursday
8:30 a.m. – 11:30 a.m.

Advanced Writing and Grammar – 6 credits
Monday – Thursday
12:00 p.m. – 3:40 p.m.


Classes will be offered at the Owatonna Riverland Campus and run between June 10, 2019 and August 1, 2019.  English as a second language academic program students may arrive on the Pillsbury campus June 8 or 9.

COST: $6,450

MASTER COURSE OUTLINE

ESLA 0940 Advanced Writing and Grammar

COURSE DESCRIPTION:

This writing and grammar course is designed for non-native speakers of English. Learners will analyze model texts and develop the writing, grammar, and critical thinking skills needed to be successful in college courses. This course will be graded on a pass/no credit basis. Passing will require an 85% mastery of learning outcomes based upon a departmentally-devised standard assessment. Prerequisites: One of the following must be satisfied to enroll in this course: Completion of ESLA 0930 with a grade of 85% or higher; ESL Accuplacer Reading score of 86 or higher plus an acceptable score on the ESLA faculty-assessed writing sample; TOEFL iBT score of 40 or higher; TOEFL Paper score of 433 or higher; IELTS Academic Module score of Band 4.0 or higher; IELTS General Training Module score of Band 5.0 or higher. This course does not meet distribution requirements and will not count as credits toward graduation.

(6 Cr- 6 lect, 0 lab)

**Core Theme: Critical Thinking

MAJOR CONTENT AREAS:

The Writing Process:

•          Generating ideas

•          Organizing ideas and building simple outlines

•          Constructing a thesis statement and introduction paragraph

•          Constructing a conclusion paragraph

•          Drafting and revising body paragraphs

•          Peer-editing and self-editing

•          Applying appropriate document-formatting conventions

•          Accessing student resources: Writing Center

Writing Content:

Produce academic compositions (length: work up to four double-spaced, 12 pt. Times New Roman font pages) such as:

•          Producing a classification essay (e.g. Two Types of …)

•          Producing a cause/s and effect/s essay

•          Producing a problem/s and solution/s essay

•          Producing an advantages and disadvantages essay

Grammar:

Develop grammar skills for clear academic writing such as:

•          Future perfect tense

•          Future perfect progressive tense

•          Real conditional with modals

•          Unreal conditionals

•          Past unreal conditionals

•          Adverb subordinators (even though, though, although, while as contrast)

•          Noun clauses with wh- words

•          Noun clauses with ‘if’ and ‘whether’

•          Modals of probability /prediction (can’t, can’t have, couldn’t, couldn’t have, must, must not, must have, must not have, might, might not, might have, might not have, could, may, may not, may have, may not have)

•          Verbs followed by infinitive

•          Verbs followed by gerund

•          Transition signals for cause /effect (as a result, consequently, for this reason)

•          Connectors for cause /effect (as a result of + noun, due to …, because of …)

•          Dependent clause subordinators for cause /effect (because, since)

•          Transition signals for advantages / disadvantages (on the one hand, on the other hand)

•          Punctuation of complex sentences

SPECIAL INFORMATION:

GOAL
Objectives and Outcomes OBJECTIVES
Students will be able to OUTCOMES
The student will successfully

E. GOAL TYPES, OBJECTIVES, AND OUTCOMES: GOAL	OBJECTIVES Students will be able to	OUTCOMES The student will successfully
**Critical Thinking	analyze the logical connections among the facts, goals, and implicit assumptions relevant to a problem or claim; generate and evaluate implications that follow from them.	1. produce a classification essay. 2. produce a cause/s and effect/s essay. 3. produce a problem/s and solution/s essay. 4. produce an advantages and disadvantages essay.
CS	employ steps in the writing process to compose academic essays.	1. generate ideas. 2. organize ideas and build an outline. 3. draft and revise an introduction paragraph with a clear thesis statement. 4. draft and revise body paragraphs using correct structures and transitions. 5. draft and revise a conclusion paragraph. 6. engage in peer-editing and self-editing activities. 7. apply appropriate document formatting conventions.
CS	employ grammatical structures introduced and practiced in coursework.	1. use a variety of grammatical structures in written work. 2. produce accurate grammatical structures in quizzes and tests.

This course may require the use of the Internet, the submission of electronically prepared documents and the use of a course management software program. Students who have a disability and need accommodations should contact their instructor or the Student Success Center at the beginning of the semester. This information will be made available in alternative format, such as Braille, large print, or cassette tape, upon request.

COURSE CODING INFORMATION: Course Code G/Class Maximum 25; Pass/No Credit.

Revision date: 3/9/15; 11/29/17

AASC Approval date: 12/12/17

*Riverland Community College Disciplines	MnTC Goal Number
Communication	1
Natural Sciences	3
Mathematics/Logical Reasoning	4
History and the Social & Behavioral Sciences	5
Humanities and Fine Arts	6

**Riverland Community College Core Themes	MnTC Goal Number
Critical Thinking	2
Human Diversity	7
Global Perspective	8
Ethical and Civic Responsibility	9
People and the Environment	10

*These five MnTC Goals have been identified as Riverland Community College Disciplines.

** These five MnTC Goals have been identified as Riverland Community College Core Themes.

NOTE: The Minnesota Transfer Curriculum “10 Goal Areas of Emphasis” are reflected in the five required discipline areas and five core themes noted in the Riverland Community College program of study guide and/or college catalog.

MASTER COURSE OUTLINE

ESLA 1040 Advanced Reading and Vocabulary

COURSE DESCRIPTION:

This reading and vocabulary course is designed for non-native speakers of English. The course focuses on developing strategies necessary for understanding a variety of fiction and non-fiction text types. The learner will practice applying strategies to increase reading comprehension skills, reading speed, and vocabulary range. The learner will actively study vocabulary which is most frequently encountered in college texts and lectures from the Academic Word List (AWL). This course will be graded on a pass/no credit basis. Passing will require an 85% mastery of learning outcomes based upon a departmentally-devised standard assessment. Prerequisites: One of the following must be satisfied to enroll in this course: Completion of ESLA 1030 with a grade of 85% or higher; ESL Accuplacer Reading score of 86 or higher; TOEFL iBT score of 40 or higher; TOEFL Paper score of 433 or higher; IELTS Academic Module score of Band 4.0 or higher; IELTS General Training Module score of Band 5.0 or higher.

(6 Cr- 6 lect, 0 lab)

**Core Theme: Critical Thinking

MAJOR CONTENT AREAS:

Reading Strategies:

•          Pre-reading:   surveying a text and complex graphics and predicting contents, activating background knowledge;

•          skimming to determine text type and pattern of organization, and to locate source information, thesis statement, topic sentences

•          While-reading:  annotating or highlighting main ideas, identifying supporting details, analyzing sentence relationships, identifying pronoun referents, recognizing cohesive devices and transitions, highlighting definitions, identifying appositives, using context clues to guess unknown vocabulary, differentiating facts from opinions, making inferences, using a glossary or dictionary, predicting information to follow

•          Post-reading: outlining, completing a guided summary, discussing, determining author’s purpose, scanning for specific information for test-taking purposes  

Vocabulary Building:

•          Making flashcards or keeping a vocabulary chart of AWL vocabulary

•          Using a dictionary to find definition, part of speech, related word forms

•          Studying meanings of prefixes and suffixes

•          Noticing and identifying abbreviations and acronyms

 

GOAL TYPES, OBJECTIVES, AND OUTCOMES: GOAL	OBJECTIVES Students will be able to	OUTCOMES The student will successfully
**Critical Thinking	analyze the logical connections among the facts, goals and implicit assumptions relevant to a problem or claim; generate and evaluate implications that follow from them.	1. recognize differences and similarities between the author’s and students’ cultural assumptions through class discussions aimed at identifying cultural influences.
CS	develop an awareness of cultural, social, religious, and linguistic similarities and differences through reading.	1. use information from texts to identify similarities and differences between various cultures.
CS	gain a deeper understanding and appreciation of texts through group discussions and develop reflective and critical thinking skills.	1. analyze a text during group discussions and share reading strategies with other learners.
CS	utilize reading strategies to enhance comprehension of texts.	1. demonstrate pre-reading, while reading, and post-reading strategies in class activities and marked assignments. 2. select and apply reading strategies during reading comprehension assessments.
CS	self-evaluate individual development of reading strategies.	1. keep a reading journal noting which reading strategies have been practiced and which require further development.
CS	increase reading speed.	1. complete timed reading assignments and track progress.
CS	expand vocabulary range.	1. demonstrate vocabulary development on assessments. 2. use new vocabulary in writing and speaking activities.

 

 

SPECIAL INFORMATION:

This course may require the use of the Internet, the submission of electronically-prepared documents and the use of a course management software program. Students who have a disability and need accommodations should contact their instructor or the Student Success Center at the beginning of the semester. This information will be made available in alternative format, such as Braille, large print, or cassette tape, upon request.

 

COURSE CODING INFORMATION:

Course Code H/Class Maximum 30; Pass/No Credit.

Revision date: 3/9/2015    AASC Approval date: 5/5/15

 

*Riverland Community College Disciplines	MnTC Goal Number
Communication	1
Natural Sciences	3
Mathematics/Logical Reasoning	4
History and the Social & Behavioral Sciences	5
Humanities and Fine Arts	6

 

 

 

 

 

 

 

**Riverland Community College Core Themes	MnTC Goal Number
Critical Thinking	2
Human Diversity	7
Global Perspective	8
Ethical and Civic Responsibility	9
People and the Environment	10

 

*These five MnTC Goals have been identified as Riverland Community College Disciplines.

** These five MnTC Goals have been identified as Riverland Community College Core Themes.

NOTE: The Minnesota Transfer Curriculum “10 Goal Areas of Emphasis” are reflected in the five required discipline areas and five core themes noted in the Riverland Community College program of study guide and/or college catalog.