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Credit- Not degree applicable
Effective Quarter: Fall 2013

I. Catalog Information

EWRT 200
Fundamentals of Writing
5 Unit(s)

 

Requisites: Prerequisite: Qualifying score on the English Placement Test.

Formerly:

Repeatability:

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

Description: 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)

 

• Student Learning Outcome: Recognize and generate effective writing at the sentence level.


 

• Student Learning Outcome: Follow a writing process in order to convey focused, developed ideas in paragraph form.


 

• Student Learning Outcome: Approach and interact confidently with a variety of texts.


II. Course Objectives

A.Write about fiction and non-fiction texts from many cultural and social perspectives in a variety of genres.
B.Write an focused, purposeful, developed paper of 500-1,000 words that engages with, responds to or is inspired by written or visual texts.
C.Write using a cyclical process of multiples drafts and revisions.
D.Demonstrate the ability to include a variety of sentence structures in her/his writing.
E.Edit writing to correct errors in the major conventions of Standard Written English.

III. Essential Student Materials

 USB/CLOUD Storage Option
Access to a Computer with internet
Current E-mail Address

IV. Essential College Facilities

 Access to Computer Lab

V. Expanded Description: Content and Form

A.Write 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 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.Write an focused, purposeful, developed paper of 500-1,000 words that engages with, responds to or is inspired by written or visual texts.
1.Write 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.Write effective conclusions which go beyond mere repetition by addressing such questions as "So What?" or "What Now?"
5.Develop an awareness of language including both sensory description and concrete language (moving from general to specific) in their writing.
C.Write using a cyclical process of multiples drafts and revisions.
1.Practice pre-writing and invention techniques such as:
a.Brainstorming/listing
b.Clustering/mapping
c.Free writing
d.Questioning
e.Interviewing and dictation
f.Journal writing
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 her/his writing.
1.Learn and practice the correct use of coordinating conjunctions.
2.Learn and practice the correct use of subordinating conjunctions.
E.Edit writing to correct errors in the major conventions of Standard Written English.
1.Subject-verb agreement
2.Run-on sentences
3.Fragments
4.Verb tense consistency

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.

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.A Final portfolio process which is a 20% determinative of a student's progress to the next level to be evaluated by the English Department on student's knowledge of essay structure and use of arguments and supporting details.

IX. Texts and Supporting References

A.Required Texts
1.Shapard, Robert. Sudden Fiction Latino: Short-Short Stories from the United States and Latin America. W. W. Norton & Company; 1 edition (March 1, 2010)
2.Fawcett, Susan. Grassroots with Readings: The Writer's Workbook. Wadsworth Publishing; 10 edition (January 1, 2011)

3.Banana Yoshimoto. Kitchen. Grove Press; 1st Black cat ed edition (April 17, 2006).
4.Su, Lac.I Love Yous Are for White People: A Memoir (P.S.). Harper Perennial; 1 Original edition (May 12, 2009)
5.Langan, John. English Essentials. McGraw-Hill Humanities/Social Sciences/Languages; 2 edition (January 28, 2009).
B.Supporting Texts and References
1.Christensen, Linda. "Reading, Writing, and Rising Up: Teaching about Social Justice and the Powre of the Written Word." Rethinking Schools, 2000.
2.Wolff, Tobias. This Boy's Life: A Memoir. Grove Press; 1st Grove Press Ed edition (March 2000)
3.Daniels, Harvey. "Literature Circles: Voice and Choice in Book Clubs and Reading Groups," 2nd ed. Stenhouse Publishers, 2002.
4.---- and Nancy Steineke. "Mini-lessons for Literature Circles." Heinemann, 2004.
5.Sapphire. Push. Knopf; 1st edition. June 11, 1996.
6.Jiménez, Francisco. Breaking Through. Sandpiper (October 1, 2002).
7.Martinez, Victor. "Parrot in the Oven." HarperCollins, 1996.
8.Soto, Gary. "Buried Onions." Harper Collins, 1997.
9.Gilyard, Keith, ed. "Race, Rhetoric, and Composition." Boynton/Cook, 1999.
10.Roley, Brian Ascalon. American Son: A Novel. W. W. Norton & Company; 1st edition (May 17, 2001)
11.Kincaid, Jamaica. Lucy. Farrar, Straus and Giroux (September 4, 2002).
12.Rose, Mike. "Lives on the Boundary." New York: The Free Press, 1989.