Module Learning Outcomes

Module Two-Week Schedule

Grammar Preview

Delivery Mode Note

This module is designed to work equally well in-person, on Zoom, and on Canvas LMS. In-person students will complete vocabulary and grammar activities on paper or in a shared class notebook, take part in live pair and small-group discussions, and deliver their oral presentations to a partner or small group in the classroom. Zoom students will use breakout rooms for the same pair/group activities, screen-share the reading passage and grammar tables during whole-class review, and can deliver their oral presentations live during a synchronous session or record a short video. Canvas students will complete the same readings, grammar practice, and writing assignment asynchronously, post to the discussion board with required peer replies instead of live discussion, and may submit their oral presentation as a recorded audio or video file. All three modes lead to the same learning outcomes and the same final products — only the mode of interaction changes.

Module Vocabulary: 10 Key Words

Original Reading: "Neighbors Who Speak Up"

A Problem on Maple Street

For three years, the residents of Maple Street lived with a problem that most drivers ignored: a crosswalk near Lincoln Elementary School had no working light and no clear paint on the pavement. Parents who walked their children to school every morning worried about the fast traffic. One mother, Elena Ramirez, decided she had waited long enough. "I am not a politician," she said, "but I am a resident, and I have a civic duty to speak up when children are in danger."

Starting with a Petition

Elena did not know exactly how local government worked, so she began with research. She learned that small changes to a street, like a new crosswalk light, usually require a municipal budget decision, which the city council must approve. She also learned that a public hearing is often the first step: a meeting where residents can explain a problem directly to the people who make decisions. Before the hearing, Elena and several neighbors created a petition. They walked through the neighborhood for two weekends, explaining the problem and asking residents to sign. In total, they collected 240 signatures — proof that the crosswalk mattered to many people, not just one family.

Comparing Two Approaches

Not every advocate chooses the same strategy. While Elena focused on a petition and a public hearing, her neighbor Tom Okafor took a different approach: he filed a formal complaint directly with the city's Department of Transportation and requested a meeting with his district's representative. Both approaches had advantages. The petition showed broad community support and encouraged more neighbors to get involved, whereas the direct complaint moved faster through official channels because it went straight to the department responsible for street safety. In the end, Elena and Tom combined their efforts. They attended the public hearing together, and Tom's contact inside the department helped move their shared request to the top of the list.

A Resolution and a Lesson

At the public hearing, Elena stood at the microphone with a folder of signatures. "The families who cross this street every morning," she said, "deserve a safe crossing, doesn't that seem reasonable to everyone here?" The council members, who had reviewed Tom's complaint the week before, already understood the urgency. Two months later, the city council passed a resolution approving funds for a new traffic light, fresh paint, and a crossing guard during school hours. The ordinance took effect the following semester.

What Other Residents Can Learn

Elena's story is not unusual. Community advocates across the country use similar tools: petitions, public hearings, formal complaints, and direct contact with a representative. What matters most, community organizers say, is persistence and clear communication. A resident who explains a problem calmly, backs it up with evidence, and proposes a specific solution is far more likely to see change than one who only complains without offering an answer. As Elena put it, "I did not fix the crosswalk myself. However, I made sure the right people knew exactly what needed to happen — and why."

(Word count: approximately 510 words)

Vocabulary Practice: Fill in the Blank

Word Bank: advocate, petition, ordinance, resident, municipal, complaint, resolution, public hearing, representative, civic duty

1. Every _______________ of the building signed the letter about the broken elevator.

2. The neighborhood group collected 300 signatures on a _______________ asking for a new stop sign.

3. The city passed an _______________ requiring all restaurants to recycle food waste.

4. She decided to _______________ for better lighting in the park because she believed it would reduce crime.

5. The _______________ water department shut off service for repairs on Tuesday.

6. He filed a formal _______________ with the housing office about the mold in his apartment.

7. Voting in local elections and attending community meetings are examples of _______________.

8. The city council will hold a _______________ next month so residents can share their opinions about the new bus route.

9. Our district's _______________ promised to bring the issue to the next council meeting.

10. After months of discussion, the council approved a _______________ to fund new sidewalks downtown.

Comprehension Check Questions

Part A: Main Idea and Details

1. What problem did residents of Maple Street want the city to fix?

2. What two steps did Elena take before the public hearing?

3. How did Tom Okafor's approach differ from Elena's?

4. What did the city council finally decide to do?

5. According to the reading, what two qualities make a resident's advocacy more likely to succeed?

Part B: Think and Connect

1. Think of a problem in your own neighborhood, workplace, or school. Who would you contact about it, and why?

2. Elena says, "I did not fix the crosswalk myself. However, I made sure the right people knew exactly what needed to happen." Do you agree that this is usually how change happens in a community? Explain your opinion with a reason from your own experience.

Reading Strategy: Compare and Contrast

Compare and contrast is a reading strategy in which the reader identifies similarities and differences between two people, ideas, or approaches in a text. Writers often use signal words like while, whereas, both, similarly, in contrast, and however to highlight these relationships. Recognizing compare/contrast structure helps readers understand why a writer includes two examples instead of one, and it often reveals the writer's deeper point.

Grammar Overview

Tag Questions: Form and Intonation

Tag questions turn a statement into a question that invites a response. They follow a simple pattern: if the statement is positive, the tag is usually negative; if the statement is negative, the tag is usually positive.

• The mayor is coming to the meeting, isn't she?

• The residents didn't receive a response, did they?

• You can attend the public hearing, can't you?

Pronunciation note (COR pronunciation strand): Intonation changes the meaning of a tag question. A falling intonation on the tag (voice drops) means the speaker is fairly certain and is simply confirming information. A rising intonation on the tag (voice goes up) means the speaker is genuinely unsure and is really asking a question. Practice saying "The meeting starts at 7:00, doesn't it?" first with falling intonation (confirming) and then with rising intonation (truly asking) — notice how the meaning shifts slightly even though the words stay the same.

Common errors: Using the wrong auxiliary in the tag (matching the main verb, not "do/does/did" incorrectly), forgetting to reverse positive/negative, and forgetting to match the pronoun to the subject (e.g., "Maria and Jon are coming, aren't they?" — not "isn't he").

Adjectival Clauses with Who and Which

An adjectival clause (also called a relative clause) describes a noun and is introduced by a relative pronoun. Use who for people and which for things, animals, or ideas (not people).

• The advocate who organized the petition lives on Maple Street. (describes a person)

• The ordinance which the council passed last month takes effect in July. (describes a thing)

Adjectival clauses can be combined from two shorter sentences:

• Two sentences: "The representative answered my email. The representative scheduled a meeting."

• Combined: "The representative who answered my email scheduled a meeting."

Common errors: Using "which" for people ("the woman which spoke" ✗ → "the woman who spoke" ✓); forgetting the relative pronoun entirely; creating a sentence fragment by leaving the adjectival clause without a main clause attached.

Parallel Structure

Parallel structure means using the same grammatical form for items in a series or comparison. This makes sentences clearer and sound more professional — an important skill for advocacy writing and public speaking.

• Not parallel: "The group wants to repair the sidewalk, adding new lights, and to plant trees."

• Parallel: "The group wants to repair the sidewalk, add new lights, and plant trees."

Parallel structure applies to verbs, nouns, adjectives, and infinitive/gerund phrases:

• Verbs: "She called the office, wrote a letter, and attended the hearing."

• Adjectives: "The proposal is clear, reasonable, and affordable."

• Gerunds: "Advocacy involves researching, organizing, and communicating."

Common errors: Mixing verb forms within one list (e.g., mixing "-ing" and base form); mixing nouns and clauses in the same series; forgetting to repeat a needed word (like "to" before every infinitive) when clarity requires it.

Conjunctive Adverbs

Conjunctive adverbs connect two independent (complete) ideas and show how they relate to each other — addition, contrast, cause/result, or sequence.

Punctuation pattern: independent clause ; conjunctive adverb , independent clause.

• "The city council reviewed the petition; however, it did not approve funding immediately."

• "Residents attended the hearing. In addition, they submitted written comments."

Common errors: Using only a comma instead of a semicolon or period before the conjunctive adverb (creating a run-on/comma splice); forgetting the comma after the conjunctive adverb; confusing conjunctive adverbs with coordinating conjunctions (however vs. but — "however" cannot directly join clauses with only a comma).

Grammar Practice Activities

Activity 1: Multiple Choice — Tag Questions

Choose the correct tag to complete each sentence.

1. The public hearing starts at 6:00 p.m., _______________?

a) doesn't it b) isn't it c) does it

1. The residents haven't received an answer yet, _______________?

a) haven't they b) have they c) didn't they

1. You can come to the meeting on Thursday, _______________?

a) can't you b) don't you c) can you

1. The council members won't vote until next week, _______________?

a) will they b) won't they c) don't they

1. Elena organized the petition, _______________?

a) doesn't she b) isn't she c) didn't she

Activity 2: Fill in the Blank — Adjectival Clauses

Combine each pair of sentences using who or which.

1. The petition collected 240 signatures. The petition was created by neighbors.

2. The representative visited Maple Street. The representative wanted to see the crosswalk.

3. The ordinance passed last spring. The ordinance requires new lighting downtown.

4. The residents spoke at the hearing. The residents live near the park.

5. The department received the complaint. The department is responsible for street repairs.

Activity 3: Sentence Writing — Parallel Structure and Conjunctive Adverbs

Rewrite each sentence to fix the parallel structure error, OR combine the two sentences using an appropriate conjunctive adverb.

1. Fix parallel structure: "The plan will save money, improving safety, and reducing traffic."

2. Fix parallel structure: "Good advocates listen carefully, ask clear questions, and are being persistent."

3. Combine with a conjunctive adverb (contrast): "The city approved the petition. It has not released the funds yet."

4. Combine with a conjunctive adverb (addition): "Residents attended the public hearing. They wrote letters to the newspaper."

5. Combine with a conjunctive adverb (result): "The crosswalk had no working light. Several accidents occurred there."

The Letter/Email of Advocacy

In this module, students write a short, persuasive letter or email to a local government agency or elected representative advocating for a specific community improvement. This assignment builds directly on the COR objective of composing a well-constructed short email or letter with supporting details, using academic/content-specific vocabulary for tone, and it connects that skill to real civic participation. A strong advocacy letter states the problem clearly, explains who is affected and why it matters, and requests a specific, realistic action.

Parts of an Advocacy Letter/Email

Topic Choices

Assignment Requirements

• Length: 150–200 words (one clear paragraph structure or 3–4 short paragraphs)

• Format: business letter or email format, following the parts listed above

• Must include: at least one tag question used naturally (for example, in a closing line inviting response), at least one adjectival clause with who or which, at least one example of parallel structure (a list of 2–3 items or requests), and at least one conjunctive adverb connecting two related ideas

• Must use at least 4 of the 10 module vocabulary words naturally

• Must state the problem, explain its effect on residents, and request a specific, realistic action

• Tone must remain respectful and professional throughout, even when describing a frustrating problem

Transition Words for Advocacy Writing

Model Text

> Dear Council Member Torres, > > My name is Kim Tran, and I am a resident of the Westview neighborhood. I am writing to ask the city to install a new streetlight at the corner of Birch Avenue and 5th Street. > > For over a year, this corner has had no working light. Several neighbors, including elderly residents who walk to the bus stop before sunrise, have told me they feel unsafe crossing there in the dark. Last month, a resident who was walking home was almost struck by a car because the driver could not see her. This is not a small problem; it is a safety issue that affects dozens of families every day. > > I am asking the city to repair the existing light, add reflective paint to the crosswalk, and consider a temporary solar light until permanent repairs are complete. A public hearing on street safety is coming up next month, and I plan to attend. However, I wanted to reach out to you directly first, since you represent our district. > > Thank you for your attention to this issue. You have supported similar safety projects before, haven't you? I would be happy to gather signatures from neighbors if that would help move this request forward. > > Sincerely, > Kim Tran > Westview Neighborhood Resident

The Writing Process

Step 1 — Prewrite: Choose a topic and complete the graphic organizer below.

Step 2 — Draft: Write a complete first draft following the Parts of an Advocacy Letter/Email table. Do not worry about perfect grammar yet — focus on getting your ideas down clearly.

Step 3 — Revise: Reread your draft for content and organization using the checklist below.

Step 4 — Edit: Check capitalization, punctuation (especially semicolons before conjunctive adverbs), spelling, and subject-verb agreement. Read your letter aloud to catch awkward phrasing.

Step 5 — Publish: Submit your final letter using one of the Multimodal Submission Options below.

Grading Rubric (20 points)

Multimodal Submission Options

• Option 1 (Typed): Type the final letter/email in a Word document or directly into the Canvas text-entry box; in-person students may also type and print.

• Option 2 (Handwritten + Photo): Write the letter by hand, then take a clear photo or scan and upload it to Canvas — a good option for students with limited digital literacy or typing speed.

• Option 3 (Audio Recording): Record yourself reading the letter aloud as a short audio or video file and submit it along with the written text — this option supports oral fluency practice and provides accessibility for students who process spoken language more easily than text.

Discussion Prompt

Part 1: Describe one problem you have noticed in your neighborhood, workplace, or community. Where is it, and who does it affect?

Part 2: Compare your problem to a problem a classmate has described (once posts are visible). What is similar? What is different?

Part 3: Propose one specific action that could help solve your problem. Who should be contacted — a representative, a department, or another organization? Use at least one persuasive phrase and one piece of module vocabulary in your proposal.

Discussion Requirements

Sentence Frames

Functional/Persuasive Language Phrases

Delivery Mode Adaptation

In-person students will discuss the prompt orally in pairs or small groups of three, taking notes on their partner's problem and proposed solution, and then briefly report one idea back to the whole class. Zoom students will be placed in breakout rooms of 2–3 to discuss the same prompt aloud, using a shared Google Doc to jot down each person's problem and solution before returning to the main session for a short whole-group share-out. Canvas students will complete the discussion asynchronously: post an original response to the discussion board by the assigned deadline, then return within 48 hours to post two required replies to classmates, following the Discussion Requirements table above.

Discussion Grading Rubric

Section 1: Vocabulary Matching

Match each word (1–10) to its definition (a–j).

1. advocate

2. petition

3. ordinance

4. resident

5. municipal

6. complaint

7. resolution

8. public hearing

9. representative

10. civic duty

a) a person who lives in a particular place b) a local law passed by a city or county government c) a formal decision or solution agreed on by a government body d) relating to a city or town's local government e) a person who speaks and acts on behalf of others f) a written request signed by many people asking for action g) a responsibility a person has as a community member h) a formal statement that something is unsatisfactory i) to publicly support a cause, or a person who does this j) an official meeting where the public can share opinions before a decision

Section 2: Vocabulary in Context

Choose the best word to complete each sentence.

1. The (municipal / civic duty) library extended its hours after residents requested it.

2. Attending the town meeting is part of my (resolution / civic duty) as a community member.

3. Several (residents / representatives) signed the petition about the pothole on Grant Street.

4. The council will hold a (complaint / public hearing) before voting on the new ordinance.

5. Our (advocate / representative) in the state assembly agreed to review the proposal.

6. The neighbors filed a formal (complaint / resolution) about the noise from the construction site.

7. The city passed an (ordinance / petition) banning parking on Main Street during street cleaning.

8. After months of debate, the board approved a (petition / resolution) to fund the new library wing.

Section 3: Grammar Identification/Application

Identify the grammar structure used in each sentence (tag question, adjectival clause, parallel structure, or conjunctive adverb), then complete items 9–12.

1. The bus route hasn't changed in years, has it?

2. The representative who visited last week seemed genuinely interested.

3. The group wants to raise awareness, gather signatures, and meet with officials.

4. The city approved the plan; however, funding is still uncertain.

5. Isn't the public hearing scheduled for Thursday?

6. The ordinance which passed in March affects all downtown businesses.

7. Residents can write letters, attend meetings, or call their representative directly.

8. The park needs new equipment; therefore, the committee is applying for a grant.

For items 9–12, write your own original sentence using the structure named.

1. Write a sentence with a tag question.

2. Write a sentence with an adjectival clause using "who."

3. Write a sentence using parallel structure (a list of 3 items).

4. Write a sentence using a conjunctive adverb to show contrast.

Section 4: Error Correction

Find and correct the error in each sentence.

1. The mayor is attending the meeting, is she?

2. The woman which organized the petition lives on our street.

3. The plan will save money, reducing traffic, and to improve safety.

4. The city approved the request, however they have not released the funds.

5. The residents doesn't agree with the new schedule.

6. The complaint were filed last Tuesday.

7. He is the representative which answered my letter.

8. The council members won't vote today, will they?

Section 5: Short Writing Check

Prompt: In 3–5 sentences, describe one municipal service in your community (such as trash pickup, street repair, or public transportation) and explain one way it could be improved. Try to use at least one adjectival clause and one conjunctive adverb.

AI Tutor Practice Prompts

Extra Grammar Practice

Activity A: Sentence Combining Combine each pair of sentences using an adjectival clause (who/which) or a conjunctive adverb, your choice.

1. The city council meets every Tuesday. The city council reviews resident complaints.

2. The petition had 500 signatures. The city still delayed its decision.

3. The new ordinance affects downtown businesses. The ordinance passed last month.

Activity B: Subject-Verb Agreement Review (with civic vocabulary) Choose the correct verb form.

1. The residents (wants / want) a faster response from the city.

2. Each representative (has / have) a different district to serve.

3. The committee (meets / meet) every other Thursday.

Activity C: Word Forms Complete the chart with the correct word form.

Campus Support Resources

• Tutoring Center: Offers free one-on-one and small-group tutoring in reading, writing, and grammar for continuing education students. Drop in or schedule an appointment for extra help with this module's grammar or writing assignment.

• Writing Center: Provides feedback on drafts, including advocacy letters and discussion board posts, at any stage of the writing process — from brainstorming to final editing.

• Library: Offers access to computers, printing, and research support, including help finding information about local government agencies and representatives for the writing assignment.

• DSPS (Disability Support Programs and Services): Provides accommodations and support services for students with documented disabilities, including extended time, alternative formats, and assistive technology — contact DSPS early in the module if you need accommodations for reading, writing, or oral presentation tasks.

Summary by Skill Area

Extra Resources

Looking Ahead

Reflection Questions

1. What is one civic vocabulary word from this module that you had never used before? How might you use it outside of class?

2. Which grammar structure, tag questions, adjectival clauses, parallel structure, or conjunctive adverbs, did you find most challenging, and why?

3. After writing your advocacy letter, do you feel more confident contacting a real government agency or representative about a community issue? Why or why not?

4. What did you learn from a classmate's discussion post that changed or added to your own thinking about a community problem?

5. How might the skills from this module (describing a problem clearly, proposing a solution, using persuasive language) help you in situations outside of this class?

ESL 304 Intermediate High | Module 3: Advocacy and Community Engagement | Santa Ana College School of Continuing Education