|12/21/2014 6:19:50 AM||
||New Course (First Version)
|Discipline and Nbr:
IMPROV COLL READ/WRIT||
Improvement 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||3.00||Lecture Scheduled||3.00||17.5||Lecture Scheduled||52.50
|Minimum||3.00||Lab Scheduled||0|| ||Lab Scheduled||0
| ||Contact DHR||0|| ||Contact DHR||0
| ||Contact Total||3.00|| ||Contact Total||52.50
| ||Non-contact DHR||0|| ||Non-contact Total||0
Development of proficiency in academic and vocational reading, writing, and information competency skills necessary for college work. This course is designed to improve skills to the level required for success in ENGL 100 and other AA/AS degree-applicable courses.
Qualifying Test Score in English OR Completion of ENGL 305 or higher (V8)
Limits on Enrollment:
Schedule of Classes Information
Development of proficiency in academic and vocational reading, writing, and information competency skills necessary for college work. This course is designed to improve skills to the level required for success in ENGL 100 and other A.A./A.S. degree-applicable courses.
(Grade or P/NP)
Prerequisites:Qualifying Test Score in English OR Completion of ENGL 305 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:
In academic and vocational reading materials of various lengths and
increasing complexity, students will
1. Identify and analyze the effectiveness of theses, main ideas, key
supporting details, signal words, and transitional devices.
2. Analyze the organization of the introduction, body, and conclusion in
essays and other readings.
3. Apply association, circular recall, or clustering techniques to map the
structure of readings.
4. Identify tone and voice, and judge their appropriateness.
5. Distinguish fact from opinion, and evaluate their use.
6. Identify the predominant rhetorical strategies in readings.
7. Define vocabulary through the use of prefixes and suffixes, context
clues, or a dictionary.
8. Annotate texts, take notes, and outline, paraphrase, or summarize
9. Access and evaluate information according to specific criteria, record
research findings, and compile a bibliography in MLA style.
Through essays and other writing assignments of various lengths and
increasing complexity, students will
1. Write a minimum of 2,500 to 3,000 words of expository prose.
2. Use brainstorming, journal writing, or other prewriting techniques to
narrow topics, identify purpose and audience, or develop ideas for essays
and other writings.
3. Formulate a clear, appropriately complex thesis and develop it
adequately with relevant, logically organized details.
4. Write at least two essays or other papers in response to readings.
5. Revise essays or other writings for development, organization, and
6. Write effective summaries of challenging material, such as readings or
7. Identify and explain the functions of the basic parts of a sentence.
8. Proofread, with special attention to sentence structure, grammar,
punctuation, and mechanics.
9. Incorporate source material into an essay or report, using MLA
Topics and Scope
Focuses 50% on reading and 50% on writing.
1. Literal comprehension and analysis
A. Identifying and analyzing theses, supporting details, signal words,
and transitional devices
B. Identifying vocabulary through the use of prefixes/suffixes,
contextual clues, and dictionary use.
2. Organizational/structural analysis
A. Mapping structure, using circular recall, association, or clustering
B. Outlining and summarizing
3. Rhetorical strategies
A. Narration, description, illustration/example
B. Division/classification, process, comparison/contrast, definition
4. Interpretive/critical analysis
A. Fact and opinion
B. Bias and propaganda
C. Tone and voice
D. Inference and implication
E. Evaluating and responding to an author•s ideas
F. Comparing ideas from multiple sources
5. Analyzing graphics, charts, diagrams, and other supplementary materials
A. Marking texts
B. Note taking
C. Paraphrasing and summarizing
7. Information competencies
A. Accessing information from the library, Internet, and/or other sources
B. Compiling a working bibliography
C. Evaluating information for relevance, currency, and other specific
D. Recording research findings
1.The writing process
2. Identifying topic, purpose, and audience
A. Brainstorming, free association, clustering, and other prewriting
B. Journal writing
3. Formulating clear, complex theses
4. Planning organizational and rhetorical strategies
5. Drafting and revising
A. Writing and reviewing first drafts
B. Revising drafts
6. Identifying parts of a sentence and their functions
7. Revising incorrect sentences
A. Correcting sentence fragments, fused sentences, and comma splices
B. Correcting problems with verbs, nouns and pronouns, and adjectives
C. Correcting problems with punctuation and mechanics
8. Achieving a clear, coherent, unified, concise style
9. Working with source material and research findings
A. Integrating quotations, paraphrases, and summaries into writings
B. Avoiding plagiarism
C. Documenting in MLA style
The following are representative assignments; actual assignments vary from
class to class.
Readings vary according to the thematic focus or specific content of texts
and supplementary materials the instructor chooses. Most classes include
some nonfiction readings similar to that students will encounter in other
academic disciplines, such as anthropology, sociology, or psychology.
1. Annotate an essay, chapter from a textbook, or article from a
newspaper or magazine.
2. Create study questions for a reading selection.
3. Outline a textbook passage.
4. Map an essay, article, or textbook passage.
5. Identify the thesis and key supporting ideas in an essay.
6. Explain the predominant rhetorical pattern of a reading.
7. Complete vocabulary exercises based on assigned readings.
8. Analyze a reading for bias, distinguish fact from opinion, and identify
9. Evaluate an article or passage from a book for currency and relevance
to a specific research topic.
Writing assignments may include journals, reading logs, summaries,
outlines, essays, job-related materials, papers in response to readings,
and other forms of expository prose.
1. Write journal entries in response to assigned readings.
2. Write an essay, modeling it after an assigned reading or responding to
an assigned reading.
3. Write a work-related report.
4. Revise an essay for development, organization, and style.
5. Complete punctuation exercises.
6. Summarize an essay, passage from a textbook, or work-related article.
7. Revise fused sentences, comma splices, and sentence fragments.
8. Incorporate source material into an essay or report, and document it in
9. Proofread an essay for sentence structure, grammar, punctuation, and
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
50 - 80%
|Written homework, Reading reports, Essay exams, Essays and response papers||
|Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.||Problem Solving
0 - 0%
|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 - 25%
|Vocabulary and other quizzes||
|Other: Includes any assessment tools that do not logically fit into the above categories.||Other Category
10 - 25%
|Class projects, attendance, participation||
These titles are representative only, and may not be the same ones used in your class.
Check availability and pricing.
McWhorter, GUIDE TO COLLEGE READING, 5th ed., Longman, 1999.
Madden, A POCKETFUL OF ESSAYS, Vol. 1, Harcourt, 2001.
Seyler, THE READING CONTEXT, 3rd ed. Longman, 2000.
Spears, IMPROVING READING SKILLS, McGraw-Hill, 1999.
Busemi, A READER FOR DEVELOPING WRITERS, McGraw-Hill, 2001.
Parks, Levernier, Hollswell, STRUCTURING PARAGRAPHS AND ESSAYS, 5th ed.,
Silverman, RULE OF THUMB: A GUIDE FOR WRITERS, McGraw-Hill, 1999.
Douglass, A NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS.
Ford and Ford, THE NATURAL WORLD, Houghton Mifflin, 1999.
Doyle, THE ADVENTURES OF SHERLOCK HOLMES.