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Credit- Not degree applicable
Effective Quarter: Fall 2011

I. Catalog Information

EWRT 211
Preparatory Reading and Writing Skills
5 Unit(s)

 

Requisites: Prerequisite: English Writing 200 and Reading 200 (or Language Arts 200); or a qualifying score on the English Placement Test.

Formerly: (Formerly English Writing 100.)

Hours: Five hours lecture (60 hours total per quarter).

Description: Develop the abilities necessary for college-level reading and essay writing. Emphasize writing in response to critical questions about assigned texts.


Student Learning Outcome Statements (SLO)

 

• Student Learning Outcome: 1. Clear ability to respond critically to one’s own and others’ experiences and ideas


 

• Student Learning Outcome: 2. Clear sequential relationship between supporting ideas and central argument/controlling idea


 

• Student Learning Outcome: 3. Evidence of strong synthesis, argumentation, analysis, and/or problem-solving skills


II. Course Objectives

A.Read, analyze, and understand a variety of college-level texts, predominantly expository such as:
B.Develop topics and ideas for essays through
C.Write and support thesis statements through classroom instruction and exercises by
D.Learn various methods for organizing ideas in essays that move towards expository structure with an emphasis on writing analytical essays
E.Identify and practice writing for different audiences and purposes such as:
F.Learn and practice a variety of rhetorical strategies, including analysis, but not necessarily as strict rhetorical modes. These strategies might include:
G.Learn writing as a multi-step process, with particular attention to planning and revision, including:
H.Practice composing organized, developed, essays that increase in complexity ending at the transfer level:
I.Proofread for recurrent usage and sentence-level errors through

III. Essential Student Materials

 None

IV. Essential College Facilities

 None

V. Expanded Description: Content and Form

A.Read, analyze, and understand a variety of college-level texts, predominantly expository such as:
1.Texts from a wide range of perspectives representing different genders, classes, sexual orientations, religious beliefs, ethnic backgrounds, political positions, and generations
2.Texts of varying complexity
3.Texts with a variety of rhetorical purposes and audiences which may include essays, arguments, stories, novels and poems.
B.Develop topics and ideas for essays through
1.Practicing a variety of pre-writing strategies - free-writing, journal writing, brainstorming, clustering
2.Participating in class discussions and activities to generate material
C.Write and support thesis statements through classroom instruction and exercises by
1.Learning the relationship between controlling idea and supporting points
2.Gathering different types of evidence
3.Presenting examples and details
4.Acknowledging alternative positions
D.Learn various methods for organizing ideas in essays that move towards expository structure with an emphasis on writing analytical essays
1.Developing the thesis statement/controlling idea
2.Organizing sentences and paragraphs in a logical order
E.Identify and practice writing for different audiences and purposes such as:
1.Writing for different communities (i.e. fellow students, the wider campus community, a local newspaper, a congressperson, a potential employer)
2.Learning to compose for different purposes (i.e. writing to explore, writing to explain, writing to persuade)
F.Learn and practice a variety of rhetorical strategies, including analysis, but not necessarily as strict rhetorical modes. These strategies might include:
1.Narrative
2.Summary
3.Classification
4.Analysis
5.Compare and contrast
6.Argument
G.Learn writing as a multi-step process, with particular attention to planning and revision, including:
1.Generating ideas
2.Collecting information
3.Reading for writing
4.Planning and organizing
5.Getting feedback (peer review)
6.Revising
7.Editing and proofreading
H.Practice composing organized, developed, essays that increase in complexity ending at the transfer level:
1.Beginning with assignments that are more concrete (summaries, narratives, short response papers, letters)
2.Moving towards more complex writing tasks that require abstract or analytical thinking (argumentative and analytical essays)
I.Proofread for recurrent usage and sentence-level errors through
1.Practicing different proofreading techniques
2.Identifying, with the instructor's guidance, frequent errors and ways to correct them

VI. Assignments

A.At least five essays in an instructor-designed sequence
B.At least three of the essay assignments based on the reading of appropriate texts and requiring basic analytical skills
C.Of these five essays, at least two short essays written under teacher supervision in the classroom.
D.The final must be the portfolio, which consists of: the reflective essay, an in-class essay that has not been revised, and an analytical essay that can be revised.

VII. Methods of Instruction

 Lecture and visual aids
Discussion of assigned reading
In-class essays
In-class exploration of Internet sites
Quiz and examination review performed in class
Homework and extended projects
Collaborative learning and small group exercises
Collaborative projects

VIII. Methods of Evaluating Objectives

A.Assessment of student incorporation of instructor feedback in revisions of current essay and application of revision strategies to subsequent assignments.
B.Homework, quizzes, journals, assigned postings to class websites and other means of evaluating student responses to class topics and readings.
C.Presentations, Group Work, Class Discussions and other activities designed to assess students participation in the class and with other students.
D.Assessment of student writing in the three essays 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 Readiness Coordinator.

IX. Texts and Supporting References

A.Required Texts
B.Supporting Texts and References
1.Atwan, Robert. "America Now", 7th ed. Boston: Bedford St. Martin's Press, 2007.
2.Divakaruni, Chitra Banerjee. "Multitude", 2nd ed. McGraw-Hill, 1997.
3.Ford, Jon and Marjorie. "Citizenship Now", Longman Publishers, 2003.
4.Gillespie, Sheena and Robert Singleton, Eds. "Across Cultures", 5th ed. Longman Publishers, 2001.
5.Goshgarian, Gary. "The Contemporary Reader", 7th ed. Longman Publishers, 2002.
C.Examples of Supporting Texts and References
1.A Handbook and Skills workbook such as Maimon, Peritz & Yancey. "The Brief McGraw-Hill Handbook." New York: McGraw-Hill, Inc., 2007.
2.A college level dictionary such as "Webster's New Collegiate Dictionary." 11th Edition. Springfield, MA: G. & C. Merriam CO., 2002
3."Capital Community College Guide to Grammar and Writing" - http://ccc.commnet.edu/grammar/
4."De Anza's Online Writing Center" - http://faculty.deanza.fhda.edu/writingcenter/
5."Purdue's On-line Writing Lab" - http://owl.english.purdue.edu
6."Study Skills" - http://www.iss.stthomas.edu/studyguides/
7."Assignment Design and Writing Across the Curriculum" -
http://staff.jccc.net/pmcqueen/Teaching/teaching_with_writing.htm
8."Articles on Portfolios and Assessment" -
http://www.indiana.edu/~wts/cwp/lib/apbib.html
9."Conference of Basic Writing e-Journal" - http://www.asu.edu/clas/english/composition/cbw/journal_1.htm
10."Center for Research on Developmental Education and Urban Literacy" - http://www.gen.umn.edu/research/crdeul/
11."De Anza's Developmental Taskforce" -
http://faculty.deanza.fhda.edu/taskforce/
12."National Association for Developmental Education" -
http://www.nade.net/
13."Teaching Expository Writing: An Online Guide" -
http://www.gslis.utexas.edu/~vlibrary/edres/pathfinders/pinard/bib.htm