Designed for effective online learning
Name: Dr. Olga Thurst
Email: o.thurst@university.edu
Office Hours: Tue/Thu 2:00-4:00 PM (via Zoom)
Course Website: University LMS Portal
Term: Fall 2026
Class Meetings: Mon/Wed/Fri 10:00-11:30 AM
Mode: Online (Synchronous)
Course Code: ESL-202
This intermediate ESL course focuses on developing students' communicative competence in English through integrated practice in listening, speaking, reading, and writing. Students will engage with authentic materials and real-world tasks to build fluency and accuracy in both academic and everyday contexts.
Students should have A2 level knowledge of English according to the Common European Framework of Reference for Languages (CEFR). While completion of ESL-101 is one pathway to reach this level, it is not mandatory. Students can demonstrate A2 proficiency through:
At A2 level, students should be able to understand sentences and frequently used expressions related to areas of immediate relevance, and communicate in simple and routine tasks requiring a simple and direct exchange of information.
The purpose of this course is to help students develop the language skills necessary for academic success and daily communication in English-speaking environments. By the end of this course, students should feel more confident in their ability to express themselves in English across various contexts.
Primary Goals: To improve communicative competence, develop academic language skills, and build cultural awareness of English-speaking communities.
Upon successful completion of this course, students will be able to:
This course will be delivered in a fully online format with:
Regular attendance is crucial for language development. Students are expected to:
More than three unexcused absences may affect the final grade.
Assignments may be submitted up to 48 hours late with a 10% penalty. Exceptions will be made for documented emergencies. Major assignments cannot be submitted more than one week late.
Active participation is essential for language learning. Students are expected to:
All work submitted must be your own. Plagiarism or other forms of academic dishonesty will result in a failing grade for the assignment and may lead to course failure. Cite all sources using APA format.
AI tools may be used as learning aids for brainstorming and language support, but all submitted work must be your own. Document any AI assistance when used for idea generation or language correction. Over-reliance on AI tools that prevents your own language development is prohibited.
This course uses a comprehensive assessment strategy to monitor progress and evaluate learning outcomes:
This multifaceted approach ensures we capture the full picture of each student's development and can provide targeted support where needed.
| Assessment | Percentage | Description |
|---|---|---|
| Participation | 15% | Active engagement in class activities and discussions |
| Weekly Assignments | 25% | Language practice exercises and short writing tasks |
| Quizzes | 20% | Vocabulary and grammar assessments |
| Presentation | 15% | 5-minute spoken presentation on chosen topic |
| Final Project | 25% | Written portfolio with multiple writing samples |
To ensure productive online sessions, please adhere to the following guidelines:
| Week | Topics | Assignments Due |
|---|---|---|
| 1 | Introductions; Diagnostic assessment | Student profile |
| 2-3 | Daily routines; Present tenses | Journal entry |
| 4-5 | Past experiences; Narrative tenses | Childhood memory paragraph |
| 6-7 | Future plans; Expressing intentions | Life goals presentation |
| 8 | Midterm review | Progress self-assessment |
| 9-10 | Comparing cultures; Comparative forms | Cultural comparison essay |
| 11-12 | Hypothetical situations; Conditionals | Problem-solving discussion |
| 13-14 | Academic language; Formal vs informal | Email revision task |
| 15 | Final project workshop | Portfolio draft |
| 16 | Course review; Final assessments | Final portfolio |
We recognize that students learn at different paces, and additional support is available for those who need it:
If you're struggling with the course material, please don't wait until you fall behind. Contact me as soon as possible so we can develop a plan to support your learning.
Family Contact: While we respect student privacy, family members may contact the instructor regarding general course information or concerns about student progress. Please email o.thurst@university.edu with the student's name and course code in the subject line. Note that specific grade information will only be shared with written permission from the student.
I made three additional changes and highlighted them in yellow (Prerequisites Section, Assessment Approach Section, and Student Support Section).
A brief reflecton on this learning experience with my final syllabus template: I realized that templates are very helpful, as the courses one could design based on the standardized structure could vary from in-class ESL101 to a featured course that caters to a specific need/ target audience.