BASIC COURSE INFORMATION
Cover Page
Department/ Subject Area ENG
Course Number 079
Disciplines ENG-English
Proposal Type Course Revision (SLO/Textbook)
Division Library, Learning Resources, and Language Arts Division
Cross Listing Courses
Course Title Preparatory English
Transcript Title Prep English
Course Description This course is designed to prepare students to enter college level English composition. The emphasis in the course is on writing well-developed paragraphs in an organized essay, improving reading comprehension, and reviewing grammar and usage.
Community Service No
Proposed For District General Education
Revision
Effective Date 2006 Fall
Change MINOR
How Course is being Changed
Change Text
Course Description
Lecture Hrs: 5.00 - 5.00
Lab Hrs: 0 - 0
Student Unit Hrs: 5.00 - 5.00
Faculty Lecture Units: 5.00
Faculty Lab Units: 0
Field Trips Not Required
Grade Options 0: A-F or Inc.
Transfer/Degree Applicability Associate Degree only and not Transferable
Non-Credit Options
Repeated NO
Repeat Count
Repeat Frequency
Repeat Period
Repeat Units
Repeat Rationale
Challenged NO
Rationale Students can advance to composition level III by taking the English 79 Retake in the Assessment Center.
Fee Amount 0.00
Comparable Course Information
Comparable Course Information Community College Course
Los Angeles Southwestern
ENGLISH 31
Catalog Year: 2005-2006 Page: 82
URL: http://lasc.edu/uploads/pdf/LASC_2005_2006_Catalog.pdf
31 Composition and Critical Reading (5) Prerequisite: English 21 with a grade of ¿C¿ or better, or appropriate placement recommendation based on assessment results and other multiple measures. Note: English 31 covers the same material as English 28, but it is a more intensive course. Lecture 5 hours. English 31 satisfies part of the requirement for the AA degree and also prepares the student for English 101 by increasing his/her capability to work on an academic level. In this class students plan, draft, revise, and edit compositions of increasing sophistication and complexity. All writing is based on readings which challenge the student¿s thinking and provide an intellectual background for the writing assignments. The course also advances skills in paragraph structure, sentence variety, thesis development, organization, and coherence, as well as language conventions.
Course Goals
Course Goals General Goals: Upon successful completion of this course, the student will be able to:
1. Read essays for content and main idea.
2. Generate ideas about which to write.
3. Explore and evaluate ideas, form opinions, and examine the validity and strength of those opinions.
4. Write clear, correct sentences in various common patterns.
5. Compose essays, based on the process model, in various common modes.
6. Write in-class timed essays.
7. Proofread, edit, and revise written work.
8. Effectively extract text from professional essays.
9. Avoid plagiarism.
10. Understand the concept of writing as communication for a specific audience.
Course Objectives
Course Objectives Specific Objectives: Upon successful completion of this course, the student will be able to:
1. Read, discuss, and analyze model essays.
2. Generate ideas about which to write through the process of freewriting, brainstorming, and/or clustering/mapping.
3. Distinguish between fact and opinion; an opinion supported by facts and an opinion supported by hearsay or prejudice; a weak argument and a stronger argument.
4. Write simple, compound, and complex sentences that are correctly punctuated and syntactically sound.
5. Compose an on-demand timed essay in response to prompts and readings.
6. Compose an essay, based on the process model of multiple drafts, which is organized and developed according to the writer's audience and purpose and which displays different rhetorical skills.
7. Through self-evaluation, peer editing, and instructor comments, revise essays for global problems such as problems with structure, content, and/or development; edit and proofread essays for surface errors such as problems with grammar, usage, and spelling.
8. Paraphrase, summarize, and quote source material for summaries and essays.
9. Distinguish between paraphrasing, quoting, and copying; give credit where credit is due.
10. Master the basic essay format and basic rules of standard written English, which include organizing an essay around a central controlling idea; developing main idea paragraphs with effective use of supporting details; and writing clear, complete sentences that demonstrate adequate facility with grammar and syntax.
Course Outcomes
Course Outcomes
  1. Outcome:The ability to write an eighty minute in-class expository essay in response to a reading; this essay will demonstrate beginning competence in both form and content. The essay will 1) address the writing task 2) be adequately organized 3) use some details and examples to support the thesis and 4) demonstrate adequate facilty with grammar and syntax.
    Assessment:The essay will be graded as passing or failing by at least two, and sometimes three, English 79 instructors who will grade the essay according to a holistic rubric. Details of this process are included under "Methods of Evaluation." In lieu of a passing essay, a student may pass by Portfolio. See "Methods of Evaluation."
Course Outline
Outline Text
  1. Critical Reading and Analyzing Essays as a Contex for Writing
    1. Pre-reading activities such as pattern and concept guides, questions to initiate inquiry, and vocabulary
    2. Post-reading activities such as discussion and collaboration, study questions, and summary writing
  2. Pre-writing Techniques
    1. freewriting and guided freewriting
    2. braintorming
    3. clustering and mapping
    4. outlining
  3. Essay and Paragraph Development
    1. Formulation of a single thesis statement or controlling idea
    2. Development of topic sentences
    3. Patterns of paragraph development such as reasons and examples, description and narration, comparison/contrast and argumentation
    4. Use of transitional words, phrases, and sentences to unify ideas
  4. Re-writing, Editing, and Proofreading Processes including peer collaboration for feedback and help with global revision
  5. Use of Dictionaries and other Reference Materials to help with word choice and vocabulary
  6. Grammar and Usage
    1. Phrases and clauses
    2. Sentence structure
      1. Complete sentences vs fragments, run-ons, comma splices
      2. Subordination and coordination
      3. Parallel structure
    3. Clear pronoun reference
    4. Agreement
      1. Pronoun/Antecedent
      2. Subject/Verb
    5. Verb forms and endings
    6. Mechanics, such as capitalization, punctuation, and spelling
Course Assignments
Course Assignments Writing
Optional Text:
Assignments: Students will write a minimum of 5,000 words divided among various assignments such as
  1. writing in a journal;
  2. keeping a reading log;
  3. writing summaries;
  4. writing an essay that contrasts two teachers, two restaurants, two parenting styles, or two friends;
  5. writing an expository essay on the benefits of, or problems with, television, materialism, or technology;
  6. writing an argumentative essay supported by evidence after reading several essays on one theme such as advertising, gender roles, or music.

Other
Optional Text:
Assignments: As another way into the literature students are reading and the units they are studying:
  1. Students will watch educational films, listen to guest speakers, and/or attend performances such as those presented by the Cultural Awareness Programs Committee as required by the instructor and write summaries and/or responses to them.

Reading
Optional Text:
Assignments: Students will read short, but challenging essays on a variety of themes and topics. Readings should be Level II essays (ninth-twelfth grade level) on the Flesch-Kincaid Readability Scale. Students will read essays such as
  1. Chiu. Philip K., "The Myth of the Model Minority."
  2. Gould, Lois, "X: A Fabulous Child's Story."
  3. Katz, Jon, "How Boys Become Men."
  4. King, Martin Luther Jr. "The Ways of Meeting Oppression."
  5. Momaday, N. Scott, From "The Way to Rainy Mountain."
  6. Mukherjee, Bharati, "Two Ways to Belong in America."
  7. Scheid, Ann, "'Where Have All the Flowers Gone?': Is Humanity Its Own Worst Enemy?"
  8. Staples, Brent, "Black Men and Public Space."
  9. Tan, Amy, "My Mother's English."
  10. Welty, Eudora. "Clamorous to Learn."
Course Methods of Evaluation
Opt Heading Students will write a minimum of 5,000 words of expository prose. Students must pass the Mastery Essay or pass by portfolio in lieu of the failing mastery AND receive a grade of C or better in the course in order to advance to Composition Level III.
Course Methods of Evaluation A student's evaluation will be based on a required final examination and multiple measures of performance including critical thinking. These methods may include, but are not limited to the following.
Because English 79 is a competency-based course, the course grade will reflect both the work a student completes through the semester and the skill level the student has achieved by the end of the semester. The final grade for the course will be determined on the basis of the graded assignments (worth 60%), including a mandatory final examination, and the Mastery Essay (worth 40% of the grade - pass/fail). The Mastery Essay is a timed essay written during the sixteenth week of the semester. The student will be required to write an expository/ analytical essay on a topic of general interest in response to an essay. The Mastery Essay is graded holistically on a five-point scale by two, and sometimes three, English 79 instructors. Scores of 3-5 are passing; scores of 1 and 2 are failing. Passing English 79 with a grade of "C" or better requires passing the Mastery Essay or passing by Portfolio* as well as having a satisfactory grade in the course. Along with passing the Mastery Essay or the portfolio, the student will be graded on essays, written summaries, class participation, quizzes, a final examination, and other assignments as established by the instructor. At least one method will be used which will require the student to demonstrate critical thinking as evidenced through writing and/or problem-solving. *The portfolio must be endorsed by the insructor and must include two in-class demand essays and one out-of-class revised and edited essay, all of which demonstrate mastery of expository, analytical prose as delineated on the English 79 Scoring Guide. The portfolio will also include the failed Mastery Essay and a letter written in class by the student to the portfolio committee explaining why his or her portfolio is deserving of a passing score. A committee of English 79 instructors will review and make a final, binding decision on each portfolio.
Course Methods of Instruction
Opt Heading
Methods Dist Ed-Other
Internet-Delayed Inter
Lecture
Other Methods Demonstration. Whole group and small group discussions. Peer group collaboration and individual consultation. Oral presentations by students. Films which supplement reading material. Guest speakers.
Course Distance Education
Delivery Methods E-Mail
Online Forum
Online Lectures
Threaded Discussions
Other Methods To facilitate interaction between the instructor and the student in this on-line environment, a virtual discussion method will be used. This discussion will provide the opportunity for weekly student contact and will take the form of one or more of the following: threaded discussion, e-mail, and/or chatroom.
Quality Assurance Same lecture hours, assignment hours, as well as objectives and topics covered in "outline" as face-to-face classes. Regular weekly interactions with instructor and classmates in online discussion spaces such as student lounge, faculty office, unit discussion spaces, project discussion spaces. Evidence of coherent, consistent writing style, voice, and content across semester's postings to demonstrate student's own original work. Student evaluation of course content and process; faculty peer evaluation of course content and process during faculty evaluation process.
Evaluation Method Quantity and quality of substantive posts to discussions, of responsive posts to classmates and instructor; scores on online quizzes; quantity and quality of essays and projects submitted into electronic spaces such as a drop box. Evidence of coherent, consistent writing style, voice, content across semester's postings to demonstrate student's own original work. Like in the face-to-face class, student must pass the Mastery Essay as well as receive a grade of C or better in course. The Mastery Essay may be written on-line, but it will be evaluated by other English 79 instructors as outlined in "Methods of Evaluation" in this course outline.
Additional Resources
Distance Ed - Contact Types
Distance Ed - Contact Types Online Course - Weekly
Email - Weekly
Online Forum - Three times per week.
Telephone - As needed
Course Textbooks
Textbooks Troyka, Lynn Quitman and Jerrold Nudleman. Steps in Composition. Eighth Edition or current edition. Pearson Prentice Hall , 2004
Anker, Susan. Real Writings with Readings. Third Edition or current edition. Bedford/St. Martin's , 2004
Sabrio, David. Insightful Writing. First Edition Houghton Mifflin , 2009
Langan, John . College Writing Skills with Readings. Seventh Edition or current edition. McGraw Hill , 2007
Manuals McBride, James, Ed. English 99: Preparatory English Mastery Essay Information Packet. San Joaquin Delta College
Periodicals
Course Supplies
Course Supplies None
Course Resources
Course Resources Computer Resources
Optional Text: Current level sufficient
Resources:
Learning Resources
Optional Text: Current level sufficient
Resources:
Disabled Student Programs and Services
Optional Text: Current level sufficient
Resources:
Entry Skills
Entry Skills Reading Level II and
Composition Level II.
Course Requisites
Course Requisites Requisite Type: Advisories
Sub Area Course #: READING-094A
Comment: As an advisory for those intending to go on to English 1A - the proposed course, Reading 94A, Critical Reading for College English
General Education Requirements
Proposed For Categories
 
District General Education LEARNING SKILLS Group A
 
Transfer Types Course cannot be transferred to UC
Course cannot be transferred to CSU
Course Codes
CB00 State ID CCC000380518
SAM Code (CB09) E = Not Occupational
TOP Code (CB03) 1501.00 - English (writing)
Course Credit Status (CB04) Credit - Degree Applicable
Coop Educational Code N - N = Not Coop Education
Coop Work Code (CB10) Y - Y = Not Applicable
CAN Code (CB14)
Course Completion Assessment Level None
Instructional Code M - Intermediate
Classification Codes (CB11) B - Developmental/Preparatory
Print Catalog YES
Print Class Schedule YES
Independent Studies NO
Open Entry NO
Work Experience NO
Special Topics NO
Appointment YES
Contract Course NO
Basic Skills (CB08) N Not Basic Skills
Organizational Unit Library, Learning Resources, & Language Arts Div
Prior Skills (CB21) A = One Level below transfer
Originator Ginger Holden
Previous Course ENG 079 Preparatory English
Proposal Type Course Revision (SLO/Textbook)
Course Status Active
Admin Dates
Discipline Group Chair 04/23/2008
Board of Trustees 02/21/2006
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