You are here:
  1. Palomar Home
  2. Palomar College ESL
  3. Academic ESL

Academic ESL

Academic ESL

The writings below are short samples from ESL students.  They were answering the question:  What are the challenges of living in a new culture? 

Please read them and answer honestly:  which of these writings is most like your writing?  Which level do you think you should be in?  If you are not sure, choose the highest level that seems like your level.

Writing A:

When I came to the USA.  It was a big challenge for me and my family.  For example here in the USA I have to work to do doctor appointment and also study because here I am living only.  Here is no family and no relatives.  I have to do everything by myself.

Student A Recommended Class

ESL 45/NESL 945: Credit or noncredit course.

This is a beginning course in reading and writing academic English for students whose first language is not English. Students write: Academic paragraphs with topic sentences, examples and details. Paragraphs are one page to one and half pages in length. At the end of the course, students will be able to:  

  • Write an in-class paragraph using a topic sentence, examples, correct spelling, academic vocabulary and different sentence types.
  • Find the main idea in a paragraph. 

Writing B:

As far as we know new culture has a lots of challenge. The most important challenge for every body is find a job without knowing the language. It is like a nightmare. For example, when I moved to San Diego I start filling a lots of online application, but nobody didn’t response back to me. I was disappointed. I was try to adopt myself but I need money to support my self here and after 8 month Finally I got hired in a restaurant.

Student B Recommended Class

ESL 105/NESL 975 Credit or noncredit course 

Transfers for Elective Units at CSU and UC ESL 

105/NESL 975 is a course in reading and writing academic English for students whose first language is not English. This course emphasizes analytical and critical thinking skills through reading and writing as a process. This course reviews sentence-level grammar and its application to academic writing of summaries and development of paragraph organization and multiple-paragraph essays. Students write: Academic paragraphs and multi-paragraph compositions with topic sentences, examples and details. Writing will include summary/response papers, one paragraph papers, and essays. Essays will be 2-4 pages in length. At the end of the course, students will be able to:  

  • Students will be able to write a clear, focused summary of an article. The summary should feature signature components of a summary, academic vocabulary, and appropriate grammar.  
  • Students will be able to write an organized, multi-paragraph essay that is on-topic and uses appropriate transitions, varied sentence types, and appropriate grammar.

Writing C:

Loneliness is one of the challenges of living in a new culture. Living in a different culture and place might be stressful and hard to maintain good motivation. But, if there are friends, and they help to solve any issues, it is possible to adapt to circumstances. In my experience, when I have lived in San Diego, I had had a few problems such as foods, culture shock, and others. But, I had talked to friends a lot, and they gave me a few pieces of advice.  Friends are always great.

Student C Recommended Class

ESL 106/NESL 976 Credit or noncredit course Transfers for Humanities at CSU and UC ESL 

106 is an ESL Humanities course in reading and writing academic English for students whose first language is not English. This course features practice in essay development using appropriate vocabulary and source support. It develops students’ abilities to critically analyze and respond both objectively and subjectively to published materials from culturally diverse traditions. Topics include writing as a process, essay organization, rhetorical strategies, research strategies, synthesis of sources to support a writing topic, and critical reading. Readings provide exposure to a range of genres and a broader cultural understanding of the world. Students write: A minimum of 6 academic, multi-paragraph essays with thesis statements, supporting paragraphs, support from outside sources, an introduction, and a conclusion. Multi-paragraph essays in this class are 3-5 pages in length. At the end of the course, students will be able to: 

  •  Students will be able to write an organized, detailed, multi-paragraph essay supported by multiple outside sources in response to selected readings. The essay should feature varied sentence types, transitions, academic vocabulary, appropriate grammar, and appropriate citations.  
  • Students will be able to write a summary response after reading an article. The summary should feature signature components of a summary, a response that reacts to an idea found in the article, academic vocabulary, and appropriate grammar.

Writing D:

There are many challenges for foreign people in this country. Starting with the language. In some cases, there are similarities between English and Spanish (my first language), so in my case it is not as difficult to speak or write it as for Chinese people, for example. However, English grammar has many rules. It makes English challenging. As researchers at Harvard University state, “If English is not your first language, speaking and listening to English every day and trying to understand how things are done here may feel like an overwhelming effort.” That overwhelming effort is a big challenge. Then, I am far away from my loved ones, so the distance with my core friends and relatives is difficult to face because you don’t have that support to make your life easier. This becomes harder if you are completely alone here.

Student D Recommended Class

ESL 110: Credit course 4 units

*Transfers for English Composition to UC/CSU* ESL 110 is an introduction to college-level written English for non-native speakers of English. 

This course emphasizes critical reading, critical thinking, expository and argumentative writing, and library research techniques. This course includes a close examination of a variety of texts from culturally diverse traditions. Students write: A minimum of 6,000 words of formal writing is required. Students will write 6-10 essays of at least 800 words each including a minimum of two in-class, timed writing assignments. Essay writing will include: a maximum of two expository, personal essays; at least two argumentative essays; a synthesis essay; and a research paper of at least 2,000 words. Other writing may include: summaries, analysis, reading responses, journal writing, and other genre writing. At the end of the course, students will be able to:  

  • The student will demonstrate the ability to read, comprehend, and analyze college level writing and respond with thesis-driven analytic essays, scored according to a rubric for appropriate and adequate development and clarity of language and critical thinking.  
  • Students will be able to critically analyze and summarize college-level texts. Summary and analysis will be scored according to a rubric.

When you find the right ESL level for you, please call one of our offices for assistance.  Contact information