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READING - From expository essay and argumentative essays at or above
grade 13 level, students will:
1. Identify the main idea or thesis.
2. Identify the sequencing or order of the ideas presented.
3. Explain how the writer supports and illustrates ideas and connects
them to the thesis.
4. Paraphrase and summarize paragraphs and essays.
5. Annotate an essay with appropriate comments.
6. Identify the stylistic features of an essay.
7. Identify an essay's tone.
8. Distinguish between literal and inferential information and identify
the use of assumptions and biases.
9. Identify argumentative techniques and recognize logical fallacies.
10. Identify their opinions and assumptions in relation to reading
material.
WRITING - Students will:
1. Write 6,000 to 8,000 words in expository and argumentative essays,
each with a clearly identifiable thesis.
2. Organize their essays, paragraphs, and sentences logically and
coherently.
3. Show development in paragraphs with concrete, appropriate, and
relevant details.
4. Write essays which express a mature attitude toward their subject
with a consistent and appropriate point of view.
5. Write argumentative essays responding to opposing arguments and
avoiding logical fallacies.
6. Revise their prose for clarity, precision, and variety of sentences;
correct diction; and appropriate voice.
7. Recognize and correct errors in punctuation, grammar, and spelling.
8. Demonstrate familiarity with elementary library research techniques
and with the basic reference works and facilities of the college
library.
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READING-
Students will:
1. Read a number of essays during the semester with emphasis
on critical reading involving analysis, evaluation, and synthesis
of ideas from several essays/authors,
2. Discuss readings in order to examine and learn the above objectives,
3. Read/study/analyze the English Department's Work of Literary Merit
for the particular semester.
WRITING-
Students will:
1. Write significant number of essays during the semester of various
lengths, amounting to 6,000 to 8,000 words, primarily narrative/
descriptive but will also write expository/informative and
argumentative/persuasive prose,
2. Use revision skills frequently taught using writers' workshop methods
or individual conferences/tutorials.
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Atwan, Robert. TEN ON TEN, St. Martin's Press, 2000.
Barthomolme, David. WAYS OF READING, St. Martin's Press, 1998
Colombo, Gary, ed.. REREADING AMERICA, St. Martin's Press, 1998
Garrison, Roger H. HOW A WRITER WORKS, Addison-Wesley, 1985.
Hacker, Diana. A WRITER'S REFERENCE, St. Martin's Press, 1998.
Smart, William. EIGHT MODERN ESSAYISTS, St. Martin's Press, 1994.
Stygall, READING CONTEXT, Thomson 2005
Eschholz, Alfred Rosa and Virginia Clark, LANGUAGE AWARENESS: READINGS FOR
COLLEGE WRITERS, Bedford, 2005
Peterson, Brereton, THE NORTON READER, Norton, 2005
Barnet, SHORT GUIDE TO COLLEGE WRITING, Pearson/Longman, 2005
Cohen, 50 ESSAYS: A PORTABLE ANTHOLOGY, Bedford/St. Martins, 2004
Work of Literary Merit (W.O.L.M):
Each semester the English Department selects a Work of Literary
Merit for all 1A students. Typically, at least four faculty
lectures are given and special library resources provided for
this project.
The following have been works studied.
CANDIDE, Voltaire.
THE MAYOR OF CASTORBRIDGE, Hardy.
HENDERSON THE RAIN KING, Bellow.
AS I LAY DYING, Faulkner.
THE HORSE'S MOUTH, Cary.
PRIDE AND PREJUDICE, Austen.
A GATHERING OF OLD MEN, Gaines.
THE TEMPEST and AS YOU LIKE IT, Shakespeare.
THE MILAGRO BEANFIELD WARS, Nichols.
THE ADVENTURES OF HUCKLEBERRY FINN, Twain.
TO THE LIGHTHOUSE, Woolf.
MADAME BOVARY, Flaubert.
HEART OF DARKNESS, Conrad
THE THINGS THEY CARRIED, O'Brien
"GIMPEL THE FOOL" AND OTHER STORIES, Singer
ALICE IN WONDERLAND, Carroll
BELOVED and SONG OF SOLOMON, Morrison
INVISIBLE MAN, Ellison
WAITING FOR THE BARBARIANS, Coetzee
DUBLINERS, Joyce
SNOW FALLING ON CEDARS, Guterson
THE WOMAN WARRIOR, Kingston
CEREMONY, Silko
LEAVES OF GRASS, Whitman
HOWARDS END, Forster
LATHE OF HEAVEN, LeGuin
A DOLL'S HOUSE, Ibsen