SRJC Course Outlines

7/15/2024 1:44:41 AMENGL 100 Course Outline as of Fall 2002

Reinstated Course

Discipline and Nbr:  ENGL 100Title:  COLL READ/WRITE  
Full Title:  College Reading and Writing
Last Reviewed:1/27/2020

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum4.00Lecture Scheduled4.0017.5 max.Lecture Scheduled70.00
Minimum4.00Lab Scheduled06 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total4.00 Contact Total70.00
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  140.00Total Student Learning Hours: 210.00 

Title 5 Category:  AA Degree Applicable
Grading:  Grade Only
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 

Catalog Description:
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This AA/AS degree-applicable course is designed to develop skills to the level required for success in ENGL 1A and other transfer-level courses. Formerly ENGL 100B.

Completion of ENGL 302 or higher (V8) OR Qualifying Test Score in English

Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
This AA/AS degree-applicable course is designed to develop skills to the level required for success in ENGL 1A and other transfer-level courses. Formerly ENGL 100B.
(Grade Only)

Prerequisites:Completion of ENGL 302 or higher (V8) OR Qualifying Test Score in English
Limits on Enrollment:
Transfer Credit:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP


Associate Degree:Effective:Fall 1981
Inactive:Fall 2009
English Composition
CSU GE:Transfer Area Effective:Inactive:
IGETC:Transfer Area Effective:Inactive:
CSU Transfer:Effective:Inactive:
UC Transfer:Effective:Inactive:

Certificate/Major Applicable: Not Certificate/Major Applicable


Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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Students will
1. Identify and judge the use of stylistic features in readings.
2. Analyze and evaluate the use of causal analysis, persuasion, and
argumentation in readings.
3. Summarize readings of various lengths and complexity.
4. Analyze readings for implied meaning, irony, satire, assumptions, and
5. Identify logical fallacies in arguments.
6. Synthesize meaning, using a variety of comprehension techniques,
discussion, and pre-writing strategies.
Students will
1. Write a minimum of 4,000 words of prose, including some writings
documented in MLA style.
2. Write at least three analytical essays with clear, complex theses;
adequate development and organization; and effective points of view and
3. Write essays developed through causal analysis, persuasion, and
4. Link ideas with appropriate transitions.
5. Revise essays and other writings for organization, style, and tone.
6. Proofread, with particular attention to syntax, sentence structure,
grammar, punctuation, and mechanics.
7.  Write at least two critical papers in response to challenging
8. Consider and refute opposing points of view in essays or other
9. Write essays or papers that effectively incorporate source materials
and document them in MLA style.

Topics and Scope
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Focuses 40% on reading and 60% on writing.
1. Stylistic analysis
A. Language
1. Standard and ÷nonstandardø English
2. Technical language and jargon
3. Cliches and euphemisms
4. Idioms
5. Figurative language
B. Syntax
1. Rhetorical strategies
A. Causal analysis
B. Persuasion
C. Argumentation
3. Interpretive analysis
A. Assumptions, values, and beliefs
B. Bias
C. Inference and implication
D. Satire
E. Irony
4. Critical analysis
A. Identifying logical fallacies in arguments
B. Considering and refuting opposing viewpoints
C. Evaluating and responding to an author•s ideas
D. Synthesizing meaning from one or more sources
5. Information competencies
A. Identifying and narrowing research topics
B. Formulating a research plan
C. Evaluating information for authority and other criteria
D. Compiling a working bibliography in MLA form
1. Formulating and refining a thesis
2. Choosing an effective point of view
3. Using language that is appropriate, exact, concrete, and specific
4. Rhetorical strategies
A. Causal analysis
B. Persuasion
C. Argumentation
5. Achieving an effective style
A. Avoiding wordiness, unnecessary repetition, and jargon
B. Simplifying phrases, clauses, and sentences
C. Linking ideas with appropriate transitions
D. Achieving emphasis
E. Creating sentence variety
6. Revising and proofreading
7. Working with source materials and research findings
A. Recording and organizing research findings
B. Integrating source material and research findings effectively into
original writings
C. Avoiding plagiarism
D. Documenting in MLA style

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The following are representative assignments; actual assignments vary from
class to class:
Reading assignments of various lengths and complexity provide topics for
analysis and discussion, and serve as models for writing topics, style,
and structure. Some classes include a full-length work of fiction or
1. Identify and judge the effectiveness of figurative language in
2. Evaluate an author•s choice of language in an assigned reading.
3. Trace reasons or results underlying a reading developed through causal
4. Identify the use of logical, emotional, or ethical appeals in a
persuasive reading.
5. Evaluate the quality of evidence presented in an argumentative essay.
Written assignments using exposition and argumentation comprise a
significant number of essays and critical responses. Some instructors use
writing workshops and individual conferences/tutorials to explore and
refine the process of drafting, revision, and proofreading.
1.Maintain a journal for exploring observations, responding to assigned
readings, and generating ideas for essays and other writings.
2. Write a paper or essay for which prewriting, drafting, conferencing
with the instructor, and revision are required.
3. Write a persuasive essay in response to a course reading or to
supplementary materials.
4. Write an argumentative essay that effectively incorporates source
material documented in MLA style.
5. Complete exercises in sentence combining.
6. Revise an essay or other writing for diction, style, sentence
structure, grammar, punctuation, and mechanics.
7. Write a work-related report or a proposal for a business or

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
50 - 60%
Written homework, Essays, response papers, and research papers
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
10 - 25%
Homework problems, Quizzes, Exams
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
5 - 20%
Class performances
Exams: All forms of formal testing, other than skill performance exams.Exams
5 - 20%
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
0 - 10%
Attendance, participation

Representative Textbooks and Materials:
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Atwan. AMERICA NOW, 4th ed., Bedford, 2001.
Conlin. THE WORKING READER, Houghton Mifflin, 2001.
Flachmann and Flachmann. THE PROSE READER, 6th ed., Prentice-Hall, 1999.
Lunsford and Ruszkiewiz. THE PRESENCE OF OTHERS, 3rd ed., Bedford, 2001.
Bazerman and Wiener. WRITING SKILLS HANDBOOK, 4th ed., Houghton Mifflin,
McQuade. SEEING AND WRITING, Longman, 2000.
Dornan and Dawe. THE BRIEF ENGLISH HANDBOOK, 6th ed., Longman, 2001.
Hacker. RULES FOR WRITERS, 4th ed., Bedford, 2000.

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