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7/28/2016 8:56:41 PMENGL 100X Course Outline as of Fall 2013

New Course (First Version)

Discipline and Nbr:  ENGL 100XTitle:  COLL RDG WRITE ACCLRTED  
Full Title:  College Reading and Writing--Accelerated Writing Emphasis
Last Reviewed:2/25/2013

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum4.00Lecture Scheduled4.0017.5Lecture Scheduled70.00
Minimum4.00Lab Scheduled0 Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total4.00 Contact Total70.00
 Non-contact DHR0 Non-contact Total0

Title 5 Category:  AA Degree Applicable
Grading:  P/NP Only
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 

Catalog Description:
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This course must be taken concurrently with English 302X, and develops student proficiency in academic and career/technical writing, reading, learning, and information competency skills necessary for college work. This intensive course presents the coursework for both English 307 and 100, and is designed to prepare motivated and committed students for English 1A in a semester. In the first half of this class students will focus on reading improvement while writing short essays with particular attention to grammar, punctuation, spelling, and use of college-level vocabulary. During the second half of this class, students will write increasingly longer and more complex essays in response to more sophisticated readings at the college level.

Concurrent Enrollment in ENGL 302X


Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
This course must be taken concurrently with English 302X, and develops student proficiency in academic and career/technical writing, reading, learning, and information competency skills necessary for college work. This intensive course presents the coursework for both English 307 and 100, and is designed to prepare motivated and committed students for English 1A in a semester. In the first half of this class students will focus on reading improvement while writing short essays with particular attention to grammar, punctuation, spelling, and use of college-level vocabulary. During the second half of this class, students will write increasingly longer and more complex essays in response to more sophisticated readings at the college level.
(P/NP Only)

Prerequisites:Concurrent Enrollment in ENGL 302X
Limits on Enrollment:
Transfer Credit:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP


Associate Degree:Effective:Inactive:
CSU GE:Transfer Area Effective:Inactive:
IGETC:Transfer Area Effective:Inactive:
CSU Transfer:Effective:Inactive:
UC Transfer:Effective:Inactive:

Certificate/Major Applicable: Not Certificate/Major Applicable


Student Learning Outcomes:
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1. Demonstrate proficiency in learning practices that foster literacy skills and promote student success.
2. Comprehend, analyze, and evaluate readings of various lengths in college-level texts.
3. Analyze reading of various lengths and complexity in terms of the rhetorical methods of development, style, implications, irony, satire, assumptions and biases.
4. Use critical reading approaches to demonstrate an understanding of the interplay between logic and meaning of college-level readings, including full-length texts.
5. Compose analytical and expository essays with a clear point of view expressed in a thesis, and logically developed, organized, and edited.
6. Write text-based expository, analytical, and argumentative essays that apply critical reading and writing skills, as well as incorporating source materials documented in MLA style.
7. Write effective in-class essay exams.
8. Access, select, and evaluate research materials, and accurately use the language of academic and career/technical research.

Objectives: Untitled document
In order to meet the Student Learning Outcomes for the course, students will be able to:
1. Participate in college classes effectively.
2. Demonstrate effective academic habits.
3. Find and utilize campus and community resources that foster literacy skills and student success.
4. Use effective academic habits for completing class assignments.
1. Survey texts for and identify format and support features (e.g., font sizes, color, bold or italic print, titles and     subtitles, visuals, table of contents, glossary, index) and functions of those features.
2. Survey texts to determine and articulate the purpose(s) of format features and textual structure and use those features to make connections between text and prior knowledge.
3. Apply association, circular recall, or clustering techniques to map the structure of readings.
4. Annotate texts, take notes, and outline, paraphrase, or summarize readings.
5. Identify and analyze the effectiveness of theses, main ideas, key supporting details, signal words, and transitional devices.
6. Identify the use of figurative language, syntax, and level of diction and apply appropriate terminology to discussion of college-level texts.
7. Analyze the organization of the introduction, body, and conclusion in essays and other college-level readings.
8. Analyze reading for implied meaning, irony, satire, tone, voice, assumptions, and biases, and judge their        appropriateness to the author's message.
9. Analyze and evaluate the use of causal analysis, persuasion, and argumentation in college-level readings.
10. Synthesize meaning using a variety of comprehension techniques, discussion and pre-reading strategies.
11. Summarize and respond to readings of various lengths, complexity, and abstraction in speech and/or writing.
12. Distinguish fact from opinion, and evaluate their uses in expository prose.
13. Synthesize meaning using a variety of comprehension techniques, discussion, and pre-reading strategies.
1.  Write 6,000 to 8,000 words of analytical and expository prose, including writing documented in MLA style.
2. Describe the writing process and identify the most effective process for the individual student.
3. Compose essays that demonstrate critical understanding of a text, use of the writing process, and effective integration of the logical elements of composition, effective transitions between ideas and paragraphs,
points of view and academic style.
4. Write essays developed through causal analysis, persuasion, and argumentation.
5. Revise essays and other writings for organization, style, and tone.
6. Proofread, with particular attention to syntax, sentence structure, grammar, punctuation, and mechanics.
7. Write critical analysis papers in response to challenging readings.
8. Consider and refute opposing points of view in essays or other writings.
9. Write essays or papers that effectively incorporate source materials and document them in MLA style.
10. Write in-class essay exams in response to a prompt or reading assignment.
1. Access and evaluate research materials using terminology that demonstrates an understanding of the rationale for academic research practices and understanding about academic integrity.
2. Explain the role of research and documentation in academic writing.

Topics and Scope
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I. Learning Practices
 A. Class Participation
      1. Regular attendance, as defined in the course syllabus and College Catalog
      2. Attentive listening
      3. Note-taking
      4. Reading and following directions
 B. Academic Habits
      1. Time management      
      2. Organizing course materials in a manner that supports academic success
       3. Developing effective study habits
       4. Building relationships with other motivated and responsible students
 C. Campus and Community Resources
      1. Instructor office hours
      2. Library and Media Services
      3. English Department Writing Center, Online Writing Lab, Tutorial Center
       4. Financial Aid/Scholarship Office
      5. Counseling Services
       6. Student Health and Psychological Services
      7. Transfer/Career Center
      8. Student Activities Office
      9. Campus publications and events
             a. SRJC Schedule of Classes
              b. College Catalog
             c. Arts and Lectures
II. Critical Reading Practices and Comprehension
  A. Prereading
    1. Survey
    2. Schema activation
    3. Planning
        a. Setting goals
        b. Time management
  B. Comprehension
     1. Words and phrases
     2. Sentences
     3. Paragraphs
     4. Main point and details
     5. Paraphrasing and summarizing
  C. Reference materials
III. Critical Reading
 A. Maintaining a Reading Journal
  B. Logical Structure of Texts
      1. Language
        a. Repetitive and synonymous language
         b. Transitional language
        c. Linking language
     2. Textual ideas and details
         a. Logical relationships among a text's ideas
         b. Logical relationships between a text's ideas and its details
          c. Relevance of seemingly wayward development
     3. Rhetorical modes and their function in relation to the text's meaning (narration, description,
          cause and effect, comparison and contrast, definition, process, exemplification,
          explication, classification and division, persuasion)                              
   C. Synthesizing the relationships between multiple texts and outside
        information and personal experience
IV. Critical Writing and the Writing Process
  A. Responding to a prompt or assignment
  B. Using the writing process
       1. Prewriting (brainstorming, freewriting, mapping, outlining)
       2. Drafting
       3. Using support services and resources: student study groups, Writing Center,
           instructor office hours, online help, writing handbook, Tutorial Center
       4. Revising, which includes responding to feedback on outlines, drafts, and essays
       5. Proofreading and editing for clarity, fluency, and Standard Written English
  C. Developing essay content
        1. Developing a clear thesis
       2. Text-based support from one or more sources
       3. Focused and unified paragraphs
           a. Introductory
           b. Supporting
           c. Concluding
       4. Unity and coherence
           a. Transitions and linking language between paragraphs and between ideas within the paragraph
           b. Repetition and synonymous language that creates coherence
       5. Standard Written English and MLA format
    D. Style and Diction
        1. Creating figurative language
        2. Avoiding wordiness
        3. Choosing effective vocabulary
    E. Writing Essay Exams
        1. Analyzing the prompt or question
        2. Developing a thesis and outline
        3. Timing the writing process
        4. Proofreading for clarity and wording
V.  Research Process
    A. Searching in book and media catalogs, in subscription databases, and on the World Wide Web, using search terms that are relevant to a topic
     B. Retrieving books, documents, and/or media selected during searches
    C. Understanding differences among and appropriateness of various genres (books, newspaper and magazine articles, journal articles, WWW articles, audiovisual texts, etc.)
    D. Evaluating sources, considering source, authority, purpose, objectivity, date of publication, completeness, and overall relevance to student's research topic
    E. Critically reading and annotating sources
    F. Using direct quotes and written paraphrases and summaries, articulating the meaning of one or more passages from source material
    G. Creating a Works Cited list or annotated bibliography in correct MLA format
    H. Learning the language of and rationale for research skills

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NOTE: During the second half of this class, students will write increasingly longer and more complex essays in response to readings at the college level.
Learning Practices
1. Class discussion and listening to classmates
2. Taking notes during lecture and while reading
3. Reading and following written and verbal directions in each class
4. Organizing academic materials
5. Academic calendar
6. Learning logs
7. Campus and community orientation exercises
8. Examinations
   a. Quizzes
   b. Midterms and final exam
Reading Practices and Comprehension
1. Reading journal, including double-entry journals, responses, inquiries, summaries
2. Prereading exercises, including written surveys, prereading questions, schema activation, and making predictions  
3. Vocabulary exercises using textual context and reference materials
4. Sentence exercises
5. Paragraph exercises
6. Examinations
   a. Quizzes
   b. Midterms and final exam
Critical Reading
Daily reading assignments of various lengths and complexity to provide topics for analysis and discussion, and to serve as models for writing topics, styles, and structures. Student will typically read 50 to 75 pages per week, including full-length works of fiction or nonfiction.
1. Outlining, clustering, and mapping exercises
2. Thesis identification and inference exercises
3. Exercises that analyze texts for rhetorical modes and development
4. Summaries and formal responses to complex readings, including identification of and judgements about the effectiveness of figurative language and other elements of style and diction
5. Exercises that analyze texts for structural language, supporting examples, and research
6. Exercises that trace reasons or results underlying the reading
7. Synthesis exercises and journal assignments
8. Examinations
   a. Quizzes
   b. Midterms and final essay exam
9. Presentations based on reading and research
Writing (4 to 5 essays of 1000 to 1500 words each)
Daily writing assignments using exposition and argumentation. Students will write 4,000 to 6,000 words using the process of prewriting, drafting, revising, and editing to achieve a polished final draft.
1. Prewriting exercises, including brainstorming, freewriting, listing, mapping, questioning,
    and outlining
2. Essay drafts
   a. Thesis exercises
   b. Support exercises
   c. Structure exercises
   d. Paragraph exercises
   e. Formatting exercises
3. Revising, proofreading, and editing exercises
4. Examinations
   a. Quizzes
   b. Midterms and final essay exam
5. Semester-length reading journals
6. Essays
   a. Analysis/Response essays (2 essays of 1000 to 1500 words)
   b. Research essay (1000 to 1500 words)
   c. Essay exams in response to college-level readings (1 to 2 1000 words)
7. Collaborative research project
8. Business letters
9. Professional reports
Directed In-class Writing
1. Daily in-class writing in response to readings or research
2. In-class essay exams on required reading assignments
1. Research plan
2. Search exercises
3. Summary exercises
4. Paraphrasing and quoting exercises
5. Annotated bibliography and Works Cited list using MLA format
6. Examinations
   a. Quizzes
   b. Midterms and final exam
Common Hour Activities
1. Group discussions
2. Film Viewing w/ notes
3. Library visits
4. Guest speakers w/notes
5. Optional field trips

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
60 - 70%
Analysis of readings; Essays; Research reports and exercises; Works Cited; Annotated bibliography; Summaries; Journal responses; Learning log; other written exercises including in-class essay exams
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
10 - 15%
Library and internet research exercises
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
0 - 0%
Exams: All forms of formal testing, other than skill performance exams.Exams
10 - 20%
Reading quizzes; grammar quizzes; MLA quizzes; essay exams; midterm; final
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
5 - 10%
Attendance and participation in class discussions and group activities

STUDENTS PLEASE NOTE: DO NOT BUY TEXTBOOKS before checking with the SRJC Bookstore.
These titles are representative only, and may not be the same ones used in your class.
Check availability and pricing.

Representative Textbooks:
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Instructor-prepared materials
Rules for Writers--SRJC edition. Hacker, Diana. Bedford/St. Martin's, 2009.
Developing Critical Reading Skills, 8th edition. Spears, Deanne. McGraw-Hill, 2009.
A Community of Readers, 5th edition. Alexander, Roberta, and Jan Lombardi. Houghton
    Mifflin, 2006.
Choices: A Basic Writing Guide with Readings, 4th edition. Mangelsdorf, Kate, and Evelyn
    Posey. Bedford/St. Martin's, 2008.
Paragraphs and Essays, 10th edition. Brandon, Lee, and Kelly Brandon. Houghton Mifflin, 2008.
Interactions, 7th edition. Moseley, Ann, and Jeanette Harris. Houghton Mifflin, 2009.
The Least You Should Know about English, 10th edition.Wilson, Paige, and Teresa Glazier. Wadsworth, 2009.
Rules of Thumb: A Guide for Writers, 8th edition. Silverman, Jay, Elaine Hughes, and Diana Roberts Wienbroer. McGraw-Hill, 2009.
Good Measures, 8th edition. Silverman, Jay, Elaine Hughes, and Diana Roberts Wienbroer.McGraw-Hill, 2008.
Focus on College Success. Staley, Constance. Wadsworth, 2009.
Non-fiction and Memoir:
Best American Essays of the Century. Oates and Atwan, eds. Mariner, 2001.
Me Talk Pretty One Day. Sedaris, David. Back Bay, 2000.
The Diving Bell and the Butterfly. Bauby, Jean-Dominique. Vintage, 1998.
A Death in Belmont. Junger, Sebastian. Norton, 2006.
Into Thin Air, Krakauer, Jon. Villard, 1997.
Into the Wild. Krakauer, Jon. Signet, 2005.
The Hunger of Memory. Rodriguez, Richard. Dial Press, 2004.
House Made of Dawn. Momaday, N. Scott. Signet, 2004.
Shadows on the Koyukuk. Huntington, Sidney, and Jim Reardon. Alaska Northwest Books,
Little Bee. Cleave, Chris. Simon & Schuster, 2008.
A Friend of the Earth. Boyle, T.C. Penguin, 2001.
A Walk in the Woods, Bryson, Bill, Harper, 1999.
Cannery Row. Steinbeck, John. Penguin, 2002.
The Color Purple. Walker, Alice. Harvest, 2006.
Girl in Hyacinth Blue. Vreeland, Susan. Knopf, 2007.
The Joy Luck Club. Tan, Amy. Penguin, 2006.
The Kite Runner.  Hosseini, Khaled. Riverhead/Penguin, 2003.
Milkweed. Spinelli, Jerry. Laurel Leaf/Random House, 2003.
The Namesake. Lashiri, Jumpa. Mariner, 2004.
Parrot in the Oven.  Martinez, Victor. Rayo, 2004.
Kindred. Butler, Octavia. Beacon, 2008.
Persepolis (Graphic Novel). Satrapi, Marjane. Pantheon, 2004.
Montana 1948. Watson, Larry. Milkweek Editions, 2007.
Election. Perrotta, Tom. Berkeley Trade, 1998.
Sold. McCormick, Patricia. Hyperion, 2008.
Black Boy. Wright, Richard. Harper/Perennial, 2008.            
My Name Is Aram. Saroyan, William. Capuchin, 2009.

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