This document outlines the syllabus for an English Composition II course at the University of El Salvador. It provides details on course objectives, content, methodology, evaluation, and timetable. The course focuses on developing writing skills like paragraph and essay writing, and having students write summaries, paraphrases, and incorporate citations in their work. Students will complete essays, journals, and a project where their work will be published in the "Academic Composition Magazine." They will receive feedback through peer assessments, conferences with the professor, and grading of their written work.

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UNIVERSITY OF EL SALVADOR
SCHOOL OF ARTS AND SOCIAL SCIENCES
FOREIGN LANGUAGE DEPARTMENT
ENGLISH COMPOSITION II SYLLABUS
1. GENERAL ASPECTS
1.1 Course name: English Composition II
1.2 Code: CO1214
1.3 Pre-requisite: English Composition I
1.4 Credits: 4
1.5 MajorStudy Plan: Licenciatura en Idioma Ingles Opción Enseñanza
1.6 Academic Year and
Semester: I-2012
1.7 Level and Area Skill Development Area
1.8 Academic Unit Teaching the Subject: Foreign Language Department
1.9 School Duration of the semester: 16 weeks
1.10 Number of Working Hours and Weeks: 128 hours
1.11 Date and agreement of the C.S.U study plan: 70-99-2003 (v-2.8) August 17th,
2001
1.12 Professors:
Group 01/02 Lic.Ricardo Garay Salinasrigasa1@yahoo.com
Group 03 Lic.Miguel Carranza miguel.carranza@yahoo.com
Group 04 Lic. Lilian Olivares lilianolivares@yahoo.com
2. COURSE DESCRIPTION
Composition II is the second course that students from the B.A in English will
take. It will be focused on three big areas. In the first one, we will make a diagnosis
about the students’ previous knowledge as they have already taken English
composition I. Subsequently, we will work on paragraph and essay development by
means of oral and written exercises. As a culmination activity in this area, students
will write an essay by developing a specific theme that will be proposed by the
writing teacher. Students will do peer-assessment, an important activity in class that
will be monitored by the teacher. After that, their essays will be checked by the

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teacher and he/she will provide some feedback by giving some time to do revision
and later, to submit it. The teacher will use a rubric or checklist to grade the
students´essays.
In the second area, we will instruct students about how to write summaries,
paraphrases and quotations. Learners will be guided to make summaries as a way to
show their understanding of a text or article. Subsequently, they will be taught how
to paraphrase and include quotations as a way to support what they want to convey.
They will continue doing peer-assessment through the use of a checklist. In this
area, they will be instructed to write their essays by providing them a general theme
and some specific topics. They will have the opportunity to choose the specific topic
and make the connection with the general one to create their essays. Their pieces of
writing have to be supported by using different sources and this way, they have to
make summaries, paraphrase and make quotations. The whole activity will be
monitored by the writing teacher, by students doing peer-assessment, attending
conferences and receiving oral and written feedback. The best developed essays will
be published in a magazine called “TheAcademic Composition Magazine” which
will be sponsored by the writing teachers from the Composition II class.
In the third area, students should have their essays ready. If time permits, there
will be a period of time in class in which the best essays will be chosen by students
as taking into account some characteristics or a guideline provided by the writing
teacher. After that, these will be edited by the Composition II teachers. All the
students will be encouraged to write their essays and apply what they have learned
along the semester.
3. GENERAL OBJECTIVES
3.1.Continue developing the writing process.
3.2. Teach learners how to make summaries as well as supporting their pieces of
writing with paraphrases and quotations.
3.3. Have students publish their essays in the “Academic Composition Magazine.”
3.4 Assess students´ essays by using peer-assessment and conferences.

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4. CONTENT
4.1 UNIT 1 OR MODULE NAME: Paragraph and Essay Development
SPECIFIC OBJECTIVE
4.1.1Write well-developed paragraphs and essays by including all its elements
such as introduction, thesis statement, topic sentences, supporting sentences, and
conclusion.
4.1.2 Write a well-developed essay based on a specific topic that will be
proposed by the teacher.
4.2 UNIT 2 OR MODULE NAME: Writing Summaries, Paraphrases and
Quotations
SPECIFIC OBJECTIVE
4.2.1 Write summaries.
4.2.2 Write paraphrases.
4.2.3 Include paraphrases and quotations in essays.
4.2.4 Write essays to be published in the “Academic Composition Magazine”
4.3 UNIT 3 OR MODULE NAME: Essays Development
SPECIFIC OBJECTIVE
4.3.1Write essays, edit them and publish them in the ¨Academic Composition
Magazine.¨
5. METHODOLOGY
In this course, students will be encouraged to write essays, make
summaries and support what they want to convey by means of supporting their
essays with paraphrases and quotations. Also, they will do peer-assessment in
which they will provide constructive feedback to their own classmates. Learners
will have some time to make their draft revision and subsequently the writing
teacher will provide some direct or indirect feedback or will schedule the learner
to attend a conference and talk about their essays. Students will count on
sufficient time to do the revision and submit the last version of their essays. The
teacher will use a checklist, or a rubric to revise the final version of the essays
and a checklist when students are scheduled to attend conferences.
In addition, students will be encouraged and monitored by their writing
teacher to write essays based on a general and some specific topics assigned
previously by the teacher. Learners will have the opportunity to publish their

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essays in “The Academic Composition Magazine”sponsored by the writing
teachers from the English Composition II class.
The system of evaluation of this class is formative so students will be
graded based on their work as they will be monitored by the teacher along the
semester. Writing teachers will give emphasis and importance to the process
students follow to develop their tasks as well as the product that will be
obtained.
6. EVALUATION
Portfolio (10%)
( Include all the essays,
peer-revisions and a reflection from
the writing process.)
Journal(10%)
(The topics that will be included
will be proposed by the writing teacher.)
Attending conferences (10%)
(Each writing teacher will
determine the frequency in
which students will have them.)
Peer-assessment (10%)
(It will be carried out to check
each piece of writing created
by the students.)
Essays of different types(30%)
Academic Composition MagazineProject(30%)
(The guidelines for this
project will be provided
at the appropriate time
during the semester.)

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7. REFERENCES
Folse S. et al. (2010). From Great Paragraphs to Great Essays.The United
States.Heinle, Cengage Learning.
Hughey, J et al. (1983).Teaching ESL Composition: Principles and Techniques.
The United States. Newbury House Publishers, Inc.
Smalley, R. et al.( 2001).Refining Composition Skills.The United
States.Heinle&Heinle Thomson learning.
Center for English as a Second language.EAP 2 Writer´s Workshop. Spring
2009 Southern Illinois University Carbondale.

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8. TIMETABLE OR CHRONOGRAM OF ACTIVITIES
WEEKS
DATES ACTIVITIES
UNITS OR
MODULES
From February 20th to Explain the syllabus of the course,
March 15th 4 weeks introduce the first unit of the course,
Unit 1: work on paragraph and essay
Introduction development, do peer-assessment,
Paragraph and Essay schedule conferences if necessary.
Development
Write an essay due on the
fourth week of class.
Submit journals.
From March 19th to 8 weeks Develop the second unit, write
May 17th Unit 2: summaries and paraphrases , include
Summaries quotations in their essays, work on
Paraphrases and the project the “Academic
Quotations Composition Magazine,” do peer-
assessment, schedule conferences,
essays to be included in the ACM
will be submitted to edit them
Submit summaries.
Include paraphrases and
quotations in the
summaries.
Have the essays done to be
published in the ACM on
the thirteen week of classes.
Have the portfolio done on
the fourteen week of classes.
Submit journals.
From May 21st to June 4 weeks Edit the essays, publish
them in the ACM.
14th Unit 3: Submit journals.
Proofreading and Editing the
essays to be published in the
Academic Composition
Magazine
th
From June 25 to June All the topics studied in class Remedial exam
28th will be included plus writing
two essays.
** Activities can be rescheduled based on time constraints or other events.