Course Context Reminder

ESL 304 is a noncredit course (Classification K — Other Noncredit Enhanced Funding) with Open Entry/Exit enrollment and CE (Continuing Education) repeatability. Total instructional hours range from 96 to 216, and grading uses a three-tier scale rather than letter grades:

Because enrollment is open entry/exit, students may join or leave at different points in the term. Each module is designed to stand largely on its own so students who join mid-course can still engage meaningfully, though grammar points build across the sequence and are easiest to follow in order:

This sequence follows the Language Structure and Grammar strand of the ESL 304 Course Outline of Record, which specifies 19–40 hours of instruction across these structures alongside the review and expansion of grammar from previous course levels.

How to Use the Self-Check Exercises and Answer Key

Every module includes four scored practice sets (Reading and Vocabulary, Grammar Lesson, Self-Check Quiz, and grammar/vocabulary checks embedded in Student Support and AI Practice), all framed for students as self-check practice, not graded exams. This matches the non-credit, proficiency-based grading scale above.

Suggested faculty use of scores:

● Use performance across a module's practice sections as one input — among several, per the COR's Standards of Achievement (computer assignments/worksheets, instructor-prepared assessments, observations, performance-based assessments, portfolios, presentations) — toward determining a student's overall P/SP/NP designation.

● Do not report individual quiz scores to students as letter grades or percentages framed as "test scores" — instead, use language like "you are showing strong progress" or "let's review this skill area together."

● The Answer Key (Appendix B) is for instructor reference and optional self-scoring by students. Consider posting the relevant Appendix B section to Canvas after students complete each module's Self-Check Quiz so students can self-correct.

● Items marked "sample answer" or "sample answers" in the Answer Key are open-ended. Accept any response that demonstrates the correct grammar structure, vocabulary understanding, or reasoning, even if wording differs from the sample.

● Writing Assignment main tasks and the Speaking and Listening: Discussion Board prompts are intentionally excluded from the Answer Key since they are reflective, personal, or free-response by design. Evaluate these using each module's in-text self-assessment checklist, class discussion, or your own informal rubric.

Delivering the Curriculum Across Three Modalities

Each module's Delivery Mode Note gives module-specific guidance, but here are course-wide principles for each modality:

Accessibility Notes

● This document uses a logical heading structure (Heading 1 for the document title and module titles, Heading 2 for the eight standard module sections, Heading 3 for subsections) so that screen reader users can navigate efficiently using heading-based navigation. This appendix follows the same structure.

● All tables include a marked header row that repeats across pages, including the tables in this appendix.

● Text and background colors throughout the document, including this appendix, meet WCAG AA contrast requirements. No information is conveyed by color alone.

● All hyperlinks use descriptive text rather than generic phrases such as "click here."

● If you convert any module to a Canvas page, use Canvas's Rich Content Editor heading styles (not manual bold/large text) to preserve this accessibility structure, and run the Canvas Accessibility Checker before publishing.

● If you add video or audio content (e.g., recorded listening passages, sample presentations), captions or transcripts should be provided.

Pacing Suggestions

Given the course's 96–216 hour range, sections may schedule ESL 304 over different term lengths. As a general guide:

● Shorter terms (closer to 96 hours): Plan roughly 12 hours per module, focusing class or synchronous time on the Grammar Lesson and Speaking and Listening sections; assign Reading and Vocabulary and the Self-Check Quiz as independent work.

● Longer terms (closer to 216 hours): Plan roughly 24–27 hours per module, allowing time for extended discussion, additional speaking practice, guest speakers (as suggested in the COR's Instructional Methods), and deeper exploration of the Module Summary and Extra Resources links.

● Adjust pacing based on your program's actual term length and whether the course meets multiple times per week.

A Note on AI Practice Prompts

Each module's Student Support and AI Practice section suggests prompts students can use with an AI chatbot for extra practice (e.g., vocabulary review, sentence-writing feedback). These are optional supplementary practice, not a substitute for in-class, Zoom, or Canvas-based instruction. Faculty should briefly explain to students how to access any AI tool their institution has approved for student use and should clarify that AI-generated feedback is a practice aid, not an official assessment of their progress in the course.