BASIC COURSE INFORMATION
Cover Page
Department/ Subject Area ENG
Course Number 001A
Disciplines ENG-English
Proposal Type Course Revision (Major)
Division Library, Learning Resources, and Language Arts Division
Cross Listing Courses
Course Title Reading and Composition
Transcript Title Reading and Composition
Course Description This course is a transfer-level, college freshman English composition course comparable to those courses offered by the state college and university systems. (UC, CSU)
Community Service No
Proposed For District General Education
Revision
Effective Date 2010 Fall
Change MAJOR
How Course is being Changed Title changed.
Catalog description updated.
Comparable courses updated.
Textbook(s) updated.
Student learning outcomes and assessment updated.
Sample assignments updated.
Instructor lecture units increased.
Outline revised (less than 20%).
Challenge rationale added.
Change Text Course title and transcript title changed from Written Communications to Reading and Composition. Entry skill changed from Composition Level III to Level IV. Student and faculty lecture hours/units increased from 3 to 4. Prerequisite course updated from ENG 079 to new number ENG 099.
English courses were revised as a series and changes in units were considered by looking at all the courses involved.
Course Description
Lecture Hrs: 4.00 - 4.00
Lab Hrs: 0 - 0
Student Unit Hrs: 4.00 - 4.00
Faculty Lecture Units: 4.00
Faculty Lab Units: 0
Field Trips Not Required
Grade Options 0: A-F or Inc.
Transfer/Degree Applicability Associate Degree & Transfer
Non-Credit Options
Repeated NO
Repeat Count
Repeat Frequency
Repeat Period
Repeat Units
Repeat Rationale
Challenged YES
Rationale The course may be challenged by students who have acquired college-level critical reading, writing, research, and documentation skills through other courses, home study, or writing-based work experiences. Students challenging this course will be required to research, write, document, and edit a short essay on a blind topic with at least three sources, including at least one online source and at least one standard print source, within a three-hour period.
Fee Amount 0.00
Comparable Course Information
Comparable Course Information Community College Course
SANTA ROSA JUNIOR COLLEGE
Reading & Composition ENGL 1A
Catalog Year: 2008-2009 Page: 233
URL: http://www.collegesource.org/displayinfo/frame.asp?projectid=121414
4 units/4 hours lecture. Grade only. Prerequisite: Completion of ENGL 100B or higher (V8); OR completion of ENGL 100; OR completion of ESL 100. Critical reading and discussion of works in various literary forms. Composition predominantly of reasoned and reflective prose. Content and emphasis of particular sections specified in the English Department’s course description bulletin “A Hundred Doors” issued every year. (CSU/UC) AA/AS area A; CSU area A2; IGETC area 1A; CAN ENGL 2; ENGL 1A + ENGL 1B = CAN ENGL SEQ A

UC
UNIVERSITY OF CALIFORNIA-BERKELEY
Reading and Composition R1A-R1B
Catalog Year: 2007-2009 Page: 253
URL: http://www.collegesource.org/displayinfo/frame.asp?projectid=117019
(4;4) Three hours of lecture per week. Prerequisites: UC Entry- Level Writing Requirement or UC Analytical Writing Placement Exam. R1A or equivalent course is prerequisite to R1B. Formerly 1A. Training in writing expository prose.

CSU
CSU Monterey Bay
Reading Writing Crit Thkg HCOM 211
Catalog Year: 2009-2011 Page: Online
URL: http://schedule.csumb.edu/classes/HCOM/descriptions/
Through portfolio assessment, introduces students to college-level reading, writing, speaking, and listening skills. Further develops reading skills through a focus on divergent perspectives. Emphasizes the writing process to develop writings and a research paper. Develops empathic and critical listening skills through class discussion, peer workshops, interviews, and group presentations within a collaborative, interactive, and intercultural environment. Units 4 Units Prerequisites, Corequisites, and Registration Restrictions: None Effective Jan 1, 2009
Course Goals
Course Goals General Goals: Upon successful completion of this course, the student will be able to:
1. Read college-level material critically for purpose and main idea.
2. Write clear, logical, and varied sentences as required by writing task.
3. Demonstrate competence with clear and analytical paragraph and essay forms.
4. Proofread, edit, and revise written work.
5. Demonstrate knowledge of library research and documentation conventions.
6. Critically examine sources as appropriate for different writing tasks.
7. Apply critical thinking and communication skills to reading and at least 8000 words of expository writing tasks.
Course Objectives
Course Objectives Specific Objectives: Upon successful completion of this course, the student will be able to:
1. Narrow a topic to an appropriate focus, research the topic using both electronic and printed indexes, and evaluate the findings for use in a research paper.
2. Paraphrase, summarize, and quote source material for a research paper.
3. Evaluate sources for bias, currency, and applicability.
4. Compose a research paper following assigned documentation guidelines.
5. Compose an expository essay, employing appropriate patterns of development, with a structure containing introduction, body, and conclusion, and a clear, limited thesis
6. Compose a timed, on-demand essay in response to a prompt, similar to university-level competency examinations.
7. Revise essays for grammar, usage, structure, and content through self-evaluation, peer editing, and instructor comments.
8. Read, understand, and summarize essays and book-length works.
Course Outcomes
Course Outcomes
  1. Outcome:Demonstrate the ability to select and refine a topic for a college-level essay; organize the essay with a clear thesis; develop it with relevant specific examples, including those drawn from research; document resources appropriately; proofread to produce a final draft relatively free of errors of style and grammar, including colloquial expressions, redundancy, run-on sentences, fragments, tense and number shifts, and subject-verb agreement or pronoun reference or case errors; read and comprehend a college-level text; find printed and online resources and evaluate their validity; and demonstrate understanding of such issues as organization, tone, logic, and credibility.
    Assessment:Students will demonstrate these outcomes in at least two on-demand in-class writing assignments evaluated in accordance with a departmental scoring rubric, in essays assigned outside of class, including at least two required research essays evaluated in accordance with MLA, APA, or Turabian guidelines, in a comprehensive grammar examination, and in the required final examination.
Course Outline
Outline Text

The following topics are included in the framework of the course but are not intended as limits on content. The order of presentation and relative emphasis will vary with instructors.

  1. Pre-reading
    1. Questioning
    2. Connecting to prior knowledge
    3. Previewing
    4. Credibility of author
  2. Critical Reading and Analysis
    1. Identifying main idea (thesis)
      1. Argument v. counter-argument
    2. Distinguishing major details from minor details
    3. Understanding intention of author
      1. Audience
      2. Purpose
    4. Structure
      1. Introduction
        1. Attention-getters
        2. Preview of subtopics
      2. Body
        1. Order of ascending importance
        2. Order of descending importance
      3. Conclusion
        1. Summary
        2. Restatement
        3. Synthesis
    5. Style
      1. Formal v. informal
      2. Straightforward
      3. Bombastic
      4. Humorous
    6. Tone
      1. Neutral
      2. Slanted
      3. Ironic
      4. Sarcastic
  3. Prewriting
    1. Brainstorming
    2. Mapping
    3. Clustering
    4. Looping
    5. Track switching
    6. Discussion/collaboration
    7. Outlining
  4. Sentences
    1. Variety
    2. Completeness
    3. Clarity
    4. Diction
    5. Avoiding triteness, sexism, jargon
    6. Deadwood
  5. Paragraphs
    1. Topic sentence
    2. Development
    3. Patterns
    4. Examples
    5. Explanations
    6. Analogies
  6. Order
    1. Inductive
    2. Deductive
    3. Emphasis
  7. Essays
    1. Thesis sentence
    2. Introduction, body, conclusion
    3. Modes
      1. Narration
      2. Description
      3. Exposition
      4. Argumentation/Persuasion
    4. Patterns of development
      1. Example
      2. Cause/Effect
      3. Classification/division
      4. Comparison/contrast
      5. Definition
      6. Mixed patterns
  8. On-demand Writing
    1. Understanding the topic
    2. Planning a response
      1. Narrowing thesis
      2. Eliminating superfluous ideas
    3. Time-management
  9. Research (Locating Information)
    1. Types of sources
      1. Books
        1. Using table of contents and index
      2. Magazines
      3. Journals
      4. Newspapers
      5. Electronic sources
        1. Library online databases
          1. Gale Virtual Reference Library
          2. World Book
          3. Britannica Online
          4. 36 Database Power Search
          5. Opposing Viewpoints Resource Center
          6. CQ Researcher
        2. Websites
        3. Home pages
        4. Email
        5. Chatroom discussion
      6. Other sources
        1. Interviews
        2. Tapes recordings
        3. Film and television
    2. Evaluation of sources
      1. Currency
      2. Bias of author or source
      3. Applicability to writing task
    3. Summary and Paraphrase of sources
    4. Documentation of sources
      1. MLA, APA and other guidelines
      2. In-text citation
      3. Works cited or reference page
      4. Avoiding plagiarism
      5. Special problems of documenting online sources
        1. Format variations
        2. Ethical implications
        3. Legal implications (copyright)
  10. Proofreading and Editing
    1. Use of dictionary and thesaurus
    2. Strategies for tracking errors
      1. Avoiding run-ons
      2. Avoiding fragments
      3. Avoiding shifts in tense
      4. Avoiding shifts in number
      5. Avoiding subject-verb agreement errors
    3. Strategies for reading paper out of order
    4. Active Revision
      1. Add
      2. Delete
      3. Rephrase
      4. Re-organize
      5. Re-think
Course Assignments
Course Assignments Reading
Optional Text:
Assignments:

At least five different works, two of book length, from texts such as these:

  1. Achebe, Chinua, Things Fall Apart
  2. Anderson, Sherwood, Winesburg, Ohio
  3. Boyle, T.C. Tortilla Curtain
  4. Kingston, Maxine Hong, China Men
  5. Plath, The Bell Jar
  6. Salinger, J.D. Catcher in the Rye
  7. Shakespeare, William, King Lear
  8. Twain, Mark, Adventures of Huckleberry Finn

Writing
Optional Text:
Assignments:

The student will write a minimum of 8000 expository words.

  1. Write a formal summary of an essay.
  2. Write an expository essay explaining characteristics of a successful or unsuccessful teacher.
  3. Incorporating research from the campus Career Center, a transfer counselor presentation, and the campus library, including at least three printed sources, write a documented essay of at least 1,000 words examining a specific career field and evaluating your own suitability for this career.
  4. After doing research in at least five reputable sources, in an essay of 1500 to 2000 words critically evaluate arguments on two sides of a controversial issue (for example, reproductive rights or U.S. immigration policy), and conclude by taking and defending a position on this issue. Use MLA, APA or Turabain documentation guidelines for in-text citations and bibliography.
  5. Read at least five interpretative essays about a work of literature (non-fiction book, essay, novel, play, poem, or short story) studied in your class, and then write an essay of 1500 to 2000 words reflecting awareness of critical interpretations while presenting an original thesis analyzing significant aspects of this literary work. Use MLA documentation guidelines for in-text citations and bibliography.
  6. Write a narrative/descriptive essay describing an event that had a profound effect on formative years.
Course Methods of Evaluation
Opt Heading The student will write a minimum of 8000 expository words.
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.
The final grade will be based on essays prepared outside of class, including at least two research papers with appropriate documentation, at least two in-class essays, quizzes, oral reports, class participation, and, midterm examinations,all of which include demonstration of critical thinking skills.
Course Methods of Instruction
Opt Heading
Methods Dist Ed-Other
Internet-Delayed Inter
Lecture
Other Methods Small group discussions. Oral presentations by students. Guest speakers.
Course Distance Education
Delivery Methods Chat Room
E-Mail
Online Forum
Online Lectures
Telephone
Threaded Discussions
Other Methods
Quality Assurance To ensure course integrity when the class is taught online, several measures will be implemented. Students will be actively engaged in the online learning process. They will be required to interact regularly with the teacher and classmates and to complete the same volume of assignments with the same course objectives and course content as students in face-to-face sections. They will be required to log-on regularly and to write journals on how they processed reading and writing assignments, what problems they faced while completing assignments, and how they solved these problems. Evidence of coherent, consistent writing style, voice, and content throughout the semester's postings will be examined by the instructor. Students will evaluate the course content and process on a regular basis, and faculty peer evaluators will review course content and process during faculty evaluation.
Evaluation Method Multiple methods will be used which will require the student to demonstrate critical thinking as evidenced through writing and problem solving. The student will be evaluated through a variety of methods including quizzes, examinations, including a required final examination, research essays, additional expository essays, in-class writing, journals, group projects, and threaded discussions. "In-class writing" will be conducted in the distance environment by requiring students to open links containing on-demand assignments on specified dates and to complete and submit essays within a specified time period, usually fifty minutes, before being timed out.
Additional Resources
Distance Ed - Contact Types
Distance Ed - Contact Types Email - Instructor and students will use e-mail as needed to ask questions about and clarify course information. Students in the study groups may use e-mail as a vehicle to correspond to one another.
Threaded Discussions - Instructor will post weekly topics and/or questions on course content for students to discuss. Students may be asked to address the whole class as well as respond to one or more individual student posts. Instructor monitors the ongoing conversation, posting responses to guide the discussion, similar to an in-class discussion. Individual and/or group class projects can be posted to a threaded discussion space set up for that purpose; the instructor and fellow students can post comments as collaborative input for the projects.
Telephone - As needed by instructor and student
Chat Room - This will be used as needed by students to exchange ideas about reading and writing assignments with monitoring by the instructor.
Online Lectures - Extensive instructor-written online lectures are prepared for each topic covered in the credit course outline and chapters in the assigned textbook.
Course Textbooks
Textbooks Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th or Current edition MLA , 2003
Muller. McGraw-Hill Reader. 9th or Current edition McGraw , 2006
Cohen. 50 Essays:Portable Anthology. 1st or Current edition St. Martin , 2004
Muscatine. Borsoi College Reader. 7th or Current edition McGraw , 1992
Behrens. Writing & Reading Across the Curriculum. 8th or current edition Longman , 2003
Kennedy. The Bedford Guide to College Writing, with Reader, Research Manual, and Handbook. 7th or Current edition Bedford Books , 2005
Axelrod and Cooper. The St. Martin's Guide to Writing. 8th edition Bedford/St. Martin's , 2008
Hunt. The Dolphin Reader. 6th edition Houghton Mifflin , 2003
Manuals
Periodicals
Course Supplies
Course Supplies
Course Resources
Course Resources Learning Resources
Optional Text: Current support adequate
Resources:
Computer Resources
Optional Text: Maintain current technology and software in tutoring and learning center.
Resources:
Disabled Student Programs and Services
Optional Text: Current support adequate
Resources:
Other Resources
Optional Text: None
Resources:
Entry Skills
Entry Skills Catalog Prerequisites: Composition Level IV
Composition Level IV or ENG 099 with grade "C" or better.
ENG 099
  • ENG 099 - Read, discuss, and analyze model essays.
  • ENG 099 - Generate ideas about which to write through the process of freewriting, brainstorming, and/or clustering/mapping.
  • ENG 099 - 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.
  • ENG 099 - Write simple, compound, and complex sentences that are correctly punctuated and syntactically sound.
  • ENG 099 - Compose an on-demand timed essay in response to prompts and readings.
  • ENG 099 - 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.
  • ENG 099 - 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.
  • ENG 099 - Paraphrase, summarize, and quote source material for summaries and essays; cite material correctly.
  • ENG 099 - Distinguish between paraphrasing, quoting, and copying; give credit where credit is due.
  • ENG 099 - 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.
    • Advisory
    Advisory Reading Level III, or Reading Level II and concurrent enrollment in Reading 094A.
    READING 094A
  • READING 094A - Adapt reading comprehension strategies and principles to college-level materials using techniques such as mapping, annotating, and summarizing.
  • READING 094A - Demonstrate an ability to read an article/essay critically with an inquiring mind, analyzing and evaluating written information using logical reasoning skills.
  • READING 094A - Employ a variety of strategies to determine the meaning of words with multiple, specialized, or technical meanings.
  • READING 094A - Conduct library and electronic research, accessing, synthesizing, and evaluating material from multiple sources about the same topic.
    • Course Requisites
    Course Requisites Requisite Type: Catalog Prerequisites
    Sub Area Course #: ENG-099
    With a Minimum Grade of C
    Comment:

    Requisite Type: Advisories
    Sub Area Course #: READING-094A
    Comment:

    General Education Requirements
    Proposed For Categories
    District General Education LEARNING SKILLS Group A
      Comments: Information to be transferred from GE Review database by Academic Senate Staff Assistant.
    CSU General Education A.2. Comm Eng Lang/Crit Think - Written Comm
     
     
    IGETC Area 1A - English Communication - English Composition
     
    Transfer Types Course can be transferred to CSU
    Course can be transferred to UC
    Course Codes
    CB00 State ID CCC000366355
    SAM Code (CB09) E = Not Occupational
    TOP Code (CB03) 1501.00 - English
    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) ENGL2 - ENGL2 A
    Course Completion Assessment Level None
    Instructional Code M - Intermediate
    Classification Codes (CB11) A - Liberal Arts
    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) Y = Not applicable
    Originator Phil Hutcheon
    Previous Course ENG 001A Written Communications
    Proposal Type Course Revision (Major)
    Course Status Launched
    Admin Dates
    Discipline Group Chair 09/16/2009
    Curriculum Committee Chair 10/08/2009
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