1. Outcome:Demonstrate knowledge of the essay, which includes an introduction with a thesis, well-developed body paragraphs with topic sentences, and a conclusion; also, demonstrate a knowledge of grammar and usage.
   Assessment:The student will write an on-demand and timed expository essay in response to a reading, which will be graded pass/fail using a holistic scoring rubric by English 99 teachers. See more details under "Methods of Evaluation."

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. Peer collaboration
   3. Brainstorming
   4. Clustering and mapping
   5. 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, spelling, and including but not limited to commas, including restrictive and non-restrictive clauses, numbers and abbreviations, underlining and italics, and quotation marks.
7. Introduction to Research
   1. Consult general reference works for basic knowledge
   2. Consult basic on-lone general reference databases such as Gale Virtual Reference Library, Britannica Online, Opposing Viewpoints
   3. Understand research as an ethical activity, avoiding
      1. plagiarism
      2. misreporting or inventing results
      3. using data that is unverifiable or of questionable accuracy
      4. distorting opposing views
   4. Evaluate sources for relevance and reliability
   5. Use sorces to support own ideas

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."

Students will write a minimum of 5,000 words; the focus is on essay-writing, but assignments may also be divided among various tasks 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.
7. writing a resume and/or scholarship personal statement.

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.