| Credit- Not degree applicable | | Effective Quarter: Fall 2018 | I. Catalog Information
| EWRT 200 | Fundamentals of Writing | 5 Unit(s) |
| | Prerequisite: Qualifying score on the English Placement Test. Pass-No Pass (P-NP) course. Lec Hrs: 60.00
Out of Class Hrs: 120.00
Total Student Learning Hrs: 180.00 Practice focused, purposeful writing in several formats to different audiences with a variety of sentence structures responding to, engaging with or inspired by written or visual texts. Edit writing to correct errors in the major conventions of Standard Written English. |
| Student Learning Outcome Statements (SLO)
| | | Recognize and generate effective writing at the sentence level. |
| | | Employ a writing process in order to convey focused, developed ideas in paragraph form. |
| | | Approach and interact confidently with a variety of texts. |
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II. Course Objectives | A. | Create compositions about fiction and non-fiction texts from many cultural and social perspectives in a variety of genres. |
| B. | Compose a focused, purposeful, developed paper of 500 words or more that engages with, responds to, or is inspired by written or visual texts. |
| C. | Produce written work using a cyclical process of multiples drafts and revisions. |
| D. | Demonstrate the ability to include a variety of sentence structures in writing. |
| E. | Edit compositions to correct errors in the major conventions of Standard Written English. |
III. Essential Student Materials IV. Essential College Facilities V. Expanded Description: Content and Form | A. | Create compositions about fiction and non-fiction texts from many cultural and social perspectives in a variety of genres. |
| 1. | Engage in a sequence of activities related to the writing process: pre-writing: brainstorming, clustering, freewriting, cubing; writing: outlining, drafting; revising: peer review, editing, proofreading, and working with a tutor in the writing center; publishing: knowing MLA formatting for headers and basic quoting and citation. |
| 2. | Engage in writing responses to readings in a variety of ways such as outlines for debates on textual themes/characters, collaboration on essays/paragraphs about a text, journals, and formal writing. |
| B. | Compose a focused, purposeful, developed paper of 500 words or more that engages with, responds to, or is inspired by written or visual texts. |
| 1. | Compose at least 5 works of prose(Paper/Paragraphs/Cover Letters/Letters to the Editor) in multiple drafts, including one in-class essay that must be in the portfolio. |
| 2. | Develop engaging, interesting introductions using a variety of techniques. |
| 3. | Use personal experience, research information, textual evidence, and other sources to develop and support the focus and purpose of the writing. |
| 4. | Create effective conclusions which go beyond summary and repetition. |
| 5. | Develop an awareness of language including both sensory description and concrete language (moving from general to specific) in their writing. |
| C. | Produce written work using a cyclical process of multiples drafts and revisions. |
| 1. | Practice pre-writing and invention techniques such as: |
| e. | Interviewing and dictation |
| 2. | Move from pre-writing to completed drafts. |
| 3. | Use a variety of techniques for revision such as adding specific detail, clarifying connections among points and ideas, writing from a different point of view. |
| 4. | Use revision techniques to respond to the writing of others. |
| D. | Demonstrate the ability to include a variety of sentence structures in writing. |
| 1. | Learn and practice the correct use of coordinating conjunctions. |
| 2. | Learn and practice the correct use of subordinating conjunctions. |
| E. | Edit compositions to correct errors in the major conventions of Standard Written English. |
VI. Assignments | A. | Regular weekly reading of texts from different cultural and social perspectives in different genres such as essays, fiction, poems, advertisements, excerpts from academic textbooks, newspapers and popular magazines totaling at least 100 pages per quarter. |
| 1. | A variety of responses to readings such as short answers, journals, and graphic organizers to demonstrate comprehension. |
| 2. | Vocabulary assignments from readings or other sources |
| B. | Regular weekly writing totaling at least 3,000 words of evaluated writing per quarter. |
| 1. | At least five finished works including at least three papers. |
| 2. | Other written assignments may include creative writing (stories, poems, and scripts), letters to the editor, cover letters, resumes, personal narratives, book or movie reviews, and advertisements. |
| 3. | At least one paper will be written in class (students will be given at least 100 minutes). This paper may be further developed into a more finished piece. |
| C. | Regular grammar assignments such as sentence combining, sentence correction, sentence generation, and editing of students' own work. |
| D. | Exercises for spelling and vocabulary related to readings and to individual student writing. |
| E. | The final must be the portfolio, which consists of: the reflective essay, an in-class essay that has not been revised, and a written out of class paper that can be revised. |
VII. Methods of Instruction | | Discussion of assigned readings in small groups.
Practice of generative processes both in small groups and individually.
Lecture/explanation of grammar and writing with visual aids and handouts.
In-class papers.
Editing of one's own and others' writing in class.
Assign readings outside of class for written analysis.
Small group class presentations.
Class debates.
Collaborative projects both in and outside of class.
Exams or quizzes on reading and/or grammar and syntax. |
VIII. Methods of Evaluating Objectives | A. | Five or more formal writing assignments finished during the quarter and evaluated by the instructor on student's knowledge of paper structure, use of arguments and supporting details, and sentence structure. |
| B. | At least three out of class, pre-finished drafts will be evaluated by the instructor on student's knowledge of the writing process and paper structure and use of arguments and supporting details. |
| C. | Homework assignments must include grammar, spelling, quoting, vocabulary usage, and Customized Academic Support Activities to be evaluated by the instructor on student's knowledge of sentence structure and supporting details. |
| D. | Classroom and small group activities related to textual analysis, process of writing, sentence structure and combining, and grammar to be graded by the instructor on student's knowledge of the text, paper structure, and sentence structure. |
| E. | Assessment of student writing in the three papers submitted in the final portfolio, which serves as the class final and is evaluated according to the current Portfolio Guidelines approved by the English Department and available from the Portfolio Coordinator. |
IX. Texts and Supporting References | A. | Examples of Primary Texts and References |
| 1. | Bullock, Richard. "The Little Seagull Handbook with Exercises." W. W. Norton & Company; 3rd edition, 2017. |
| 2. | Langan, John. "English Essentials." McGraw-Hill Humanities/Social Sciences/Languages; 3rd edition (January 17, 2012).
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| 3. | Ed. Mona Alsoraimi-Espiritu. "Reclaiming Our Stories: Narratives of Identity, Resilience and Empowerment" City Works Press; 1st edition (September 1, 2016). |
| B. | Examples of Supporting Texts and References |
| 1. | Coates, Ta-Nehisi. "Between the World and Me." Spiegel & Grau; 1 edition. (July 14, 2015). |
| 2. | Coval, Kevin. “The BreakBeat Poets: New American Poetry in the Age of Hip-Hop.” Haymarket Books; First Edition edition (April 7, 2015) |
| 3. | Cushway, Phil. "Of Poetry and Protest: From Emmett Till to Trayvon Martin." W. W. Norton. (June, 2016). |
| 4. | Henriquez, Crustina. "The Book of Unknown Americans." Vintage. (2015). |
| 5. | Jimenez, Joe. "Bloodline." Pinata Books. (May 30, 2016). |
| 6. | Magoon, Kekla. "How It Went Down." Square Fish; Reprint edition. (December 15, 2015). |
| 7. | Noah, Trevor. “Born a Crime.” Spiegel & Grau; 1St Edition edition. (November 15, 2016). |
| 8. | Quintero, Isabel. "Gabi, a Girl in Pieces." Cinco Puntos Press. (October 14, 2014). |
| 9. | Parker, Morgan. "There Are More Beautiful Things Than Beyonce." Tin House Books; 1 edition. (February 14, 2017).
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| 10. | Perkins-Hazuka,Christine. "Sudden Flash Youth: 65 Short-Short Stories." Persea. (December 15, 2011). |
| 11. | Rankine, Claudia. "Citizen: An American Lyric." Graywolf Press; 1 edition. (October 7, 2014). |
| 12. | Smith, Danez. "Don't Call Us Dead: Poems." Graywolf Press. (September 5, 2017). |
| 13. | Su, Lac.I Love Yous Are for White People: A Memoir (P.S.). Harper Perennial; 1 Original edition. (May 12, 2009). |
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