|4/23/2014 7:05:44 PM||
|Discipline and Nbr:
DEV COLL READ/WRITE||
Development of College Reading and Writing
Title 5 Category:
AA Degree Non-Applicable
Grade or P/NP
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
|Units||Course Hours per Week|| ||Nbr of Weeks||Course Hours Total
|Maximum||3.50||Lecture Scheduled||3.00||17.5||Lecture Scheduled||52.50
|Minimum||3.50||Lab Scheduled||2.00|| ||Lab Scheduled||35.00
| ||Contact DHR||0|| ||Contact DHR||0
| ||Contact Total||5.00|| ||Contact Total||87.50
| ||Non-contact DHR||0|| ||Non-contact Total||0
Development of academic and vocational reading, writing, and information competency skills necessary for college work. This course is designed to develop skills to the levels required for success in Engl 302 (Improvement of College Reading and Writing) and Engl 100 (College Reading and Writing), an AA/AS degree-applicable course.
Qualifying Test Score in English OR Completion of CSKLS 313 or higher (V8)
Limits on Enrollment:
Schedule of Classes Information
Development of academic and vocational reading, writing, and information competency skills necessary for college work.
(Grade or P/NP)
Prerequisites:Qualifying Test Score in English OR Completion of CSKLS 313 or higher (V8)
Limits on Enrollment:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Not Certificate/Major Applicable
Outcomes and Objectives:
|CSU GE:||Transfer Area|| ||Effective:||Inactive:
|IGETC:||Transfer Area|| ||Effective:||Inactive:
Using academic and vocational readings of various lengths and increasing
complexity, such as short articles, excerpts from textbooks, short
stories, novels, works of nonfiction, and/or other materials, students
1. Recognize the main idea in titles, introductions, and conclusions.
2. Identify topics, main ideas, and supporting details in paragraphs
and longer readings.
3. Distinguish general from specific statements.
4. Outline and/or summarize short articles, chapters in textbooks and
novels, short stories, lecture presentations, complete works of
nonfiction, or videos.
5. Identify common organizational patterns in reading materials.
6. Distinguish opinions from facts.
7. Synthesize meaning by drawing inferences and conclusions.
8. Apply reading study skills such as SQ3R (survey, question, read,
recite, review), circular recall, or mapping.
9. Identify unfamiliar vocabulary through the use of context clues and
10.Access information from at least three kinds of library or other
information sources and evaluate it according to specific criteria.
Through short essays, responses to readings, reports, job-related
writings, and other kinds of written assignments of various lengths and
increasing complexity, students will:
1. Write a minimum of 2,000 words of prose.
2. Use pre-writing techniques to generate topics and explore ideas.
3. Write clear, complete sentences.
4. Formulate clear topic sentences and develop them in unified,
5. Write at least two 300- to 500-word essays or other academic or
job-related writings with clear thesis statements and adequate detail.
6. Write at least one formal summary of an assigned reading.
7. Proofread for spelling, grammar, and mechanics.
8. Write a short report and document it in MLA style, if appropriate.
Topics and Scope
Students develop their reading and writing skills in the lecture and lab
portions of the course and through homework assignments.
READING (60% focus):
1. Comprehension and study skills.
A. Pre-reading to identify formats and purposes.
B. SQ3R (survey, question, read, recite, review).
C. Paraphrasing and synthesizing.
D. Annotating, outlining, and summarizing.
2. Vocabulary development.
A. Word analysis.
B. Context clues (contrast, example, restatement, general knowledge).
3. Analyzing paragraphs and longer readings.
A. Identifying topics.
B. Recognizing main ideas.
C. Recognizing key supporting details and their relationship to
the main idea.
D. Distinguishing essential from nonessential details.
A. Inferring main ideas and details.
B. Drawing conclusions.
C. Distinguishing appropriate from inappropriate inferences.
5. Analyzing organizational patterns in readings.
A. Sequence (chronological, spatial, hierarchical).
B. Comparison and contrast.
C. Classification and division.
6. Identifying objective and subjective points of view.
7. Critical thinking.
A. Fact, opinion, and bias.
B. Connotation and denotation.
D. Point of view.
E. Assertion and argument.
F. Faulty reasoning, such as insufficient facts or circular
8. Developing information competency skills.
A. Using the library and other information sources.
B. Evaluating information according to specific criteria.
C. Recording research findings.
WRITING (40% focus):
1. Writing sentences and paragraphs.
A. Using pre-writing strategies such as journal writing, free
association, or brainstorming to explore topics.
B. Drafting effective sentences.
C. Formulating clear topic sentences.
D. Selecting relevant supporting details.
E. Organizing details.
2. Writing short essays and other prose forms.
A. Using pre-writing strategies to identify the main idea.
B. Formulating clear thesis statements.
C. Selecting relevant supporting points.
D. Planning an essay.
E. Drafting the introduction, body, conclusion, and title.
3. Reviewing and revising drafts for clarity, coherence, and unity.
4. Proofreading for grammar, spelling, and mechanics.
5. Writing clear, accurate, concise summaries.
6. Working with source material.
A. Reporting information from various sources.
B. Documenting in MLA style.
The following are representative assignments for the lecture and lab
components of the course; actual assignments vary from class to class.
Assignments for the lab component include one-on-one conferencing to
assess and discuss each student's skills in reading comprehension,
critical thinking, and writing; and to address specific skill areas in
need of improvement.
Readings vary according to the texts and supplementary readings the
instructor chooses. Supplemental works of fiction and nonfiction provide
additional practice in specific reading and critical thinking skills.
1. Exercises that teach specific reading comprehension skills.
2. Exercises that teach specific critical thinking skills.
3. Quizzes that test competency in comprehension and critical thinking.
4. Small-group discussion of reading assignments.
5. Library tour.
6. A final examination that requires application of the comprehension
and critical thinking skills taught in the course.
1. Written exercises that reinforce specific reading skills.
2. A journal or reading log for recording observations of readings,
and for exploring topics and ideas for written assignments.
3. Short essays and other writings in response to readings.
4. Written reports based on print and electronic source materials.
1. Exercises that develop and reinforce specific reading comprehension
and critical thinking skills.
2. One-on-one conferences with instructor to assess and discuss specific
reading and critical thinking skills, such as the ability to:
A. Distinguish main ideas from key supporting details.
B. Distinguish essential from nonessential details.
C. Distinguish general from specific statements.
D. Distinguish opinions from facts.
E. Draw appropriate inferences and conclusions.
F. Apply reading study skills and annotation techniques.
G. Identify unfamiliar words and build vocabulary.
H. Locate and evaluate various kinds of print and electronic
2. Exercises that address specific reading comprehension skill areas
that are in need of improvement.
3. Exercises that address specific critical thinking skill areas that
are in need of improvement.
1. Exercises that develop and reinforce specific writing skills.
2. Written reports on articles or books.
3. One-on-one conferences with instructor to assess and discuss specific
writing skills, such as the ability to:
A. Apply pre-writing strategies to specific writing tasks.
B. Formulate topic sentences and thesis statements, and develop
C. Plan and draft paragraphs, short essays, reports, and/or
D. Review and revise drafts for clarity, coherence, and unity.
E. Proofread for correct grammar, spelling, and mechanics.
F. Summarize, paraphrase, and/or quote source material.
G. Document source material in MLA style.
4. Exercises that address specific writing skill areas that are in
need of improvement.
Methods of Evaluation/Basis of Grade.
STUDENTS PLEASE NOTE: DO NOT BUY TEXTBOOKS before checking with the SRJC Bookstore.
|Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.||Writing
20 - 40%
|Written homework, Reading reports, Journal or other writing exercises.||
|Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.||Problem Solving
10 - 30%
|Homework problems, Quizzes, Exams||
|Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.||Skill Demonstrations
20 - 40%
|Exams: All forms of formal testing, other than skill performance exams.||Exams
15 - 20%
|Matching items, Completion||
|Other: Includes any assessment tools that do not logically fit into the above categories.||Other Category
5 - 10%
|Attendance and participation.||
These titles are representative only, and may not be the same ones used in your class.
Check availability and pricing.
Conlin, PATTERNS PLUS, 7th ed., Houghton Mifflin, 2002.
Muller, THE McGRAW-HILL READER, 7th ed., McGraw-Hill, 1999.
Seyler, STEPS TO COLLEGE READING, 2nd ed., Longman, 2001.
Smith, THE READER'S HANDBOOK: READING STRATEGIES FOR COLLEGE AND
EVERYDAY LIFE, Longman, 2001.
Weiner and Bazerman, A READER'S GUIDE, A BRIEF HANDBOOK, Houghton
Bean, Chappell, and Gilliam, READING RHETORICALLY: A READER FOR
WRITERS, Allyn & Bacon, 2002.
Fawcett and Sandberg, EVERGREEN: A GUIDE TO WRITING WITH READINGS,
Houghton Mifflin. 2000.
Raimes, POCKET KEYS FOR WRITERS, 2000.
Terkel, WORKING, Ballantine Pub., 1985.
Cisneros, THE HOUSE ON MANGO STREET, Knopf, 1991.
O'Brien, THE THINGS THEY CARRIED, Longman, 1997.