SRJC Course Outlines

5/23/2024 12:07:29 AMENGL 100 Course Outline as of Fall 2023

Inactive Course

Discipline and Nbr:  ENGL 100Title:  COLLEGE 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 Scheduled08 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 developmental reading and writing course is designed to foster the skills required for success in ENGL 1A and other transfer-level courses.

Completion of ENGL 305.1 or higher (V8)

Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
This developmental reading and writing course is designed to foster the skills required for success in ENGL 1A and other transfer-level courses.
(Grade Only)

Prerequisites:Completion of ENGL 305.1 or higher (V8)
Limits on Enrollment:
Transfer Credit:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP


Associate Degree:Effective:Inactive:
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


Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
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1. Analyze readings of various lengths and complexity in terms of rhetorical method.
2. Summarize and synthesize ideas from a range of college-level readings.
3. Compose logically developed and organized analytical and argumentative essays with clear point of view and thesis.
4. Revise, edit, and proofread essays and other writing with particular attention to syntax, sentence structure, grammar, punctuation, and formatting.
5. Read, analyze, and evaluate research source materials and document them in written assignments in MLA style.

Objectives: Untitled document
Students will be able to:
1. Identify  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. Synthesize meaning, using a variety of comprehension techniques to improve college-level
     reading skills.
1. Write a minimum of 4,000 words of expository prose, including some writings
     documented in MLA style.
2. Write analytical essays with clear, complex theses; adequate development
     and organization; and effective points of view and style.
3. Write essays using an appropriate combination of rhetorical strategies, such as causal analysis,
    compare and contrast, and persuasion/argumentation.
4. Revise essays and other writings for organization, style and tone, and edit and
     proofread, with particular attention to syntax, sentence structure, grammar,
     punctuation, and mechanics.
5. Write essays that effectively incorporate source materials and document them in MLA style.
1. Read, analyze, and evaluate research materials and document in MLA style.
2. Use library and on-line resources to support written documents.

Topics and Scope
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Focuses 40% on reading and 60% on writing
I. Stylistic Analysis
    A. Language
         1. Diction
         2. Technical language and jargon
         3. Clich├ęs and euphemisms
         4. Figurative language
    B. Rhetorical Strategies
         1. Description
         2. Narrative
         3. Definition
         4. Classification and Division
         5. Cause and Effect
         6. Compare and Contrast
         7. Persuasion
         8. Argumentation
         9. Audience consideration                  
II. Critical Analysis
    A. Considering and refuting opposing viewpoints
    B. Evaluating and responding to an author's ideas
    C. Synthesizing meaning from two or more sources
III. Information Competencies
    A. Identifying and narrowing research topics
    B. Formulating a research plan
    C. Evaluating information for purpose, authority, objectivity, completeness,
          currency, and relevance
    D. Compiling a working bibliography in MLA style
I. Rhetoric
    A. Formulating and refining a thesis
    B. Choosing an effective point of view
    C. Using appropriate academic language
    D. Rhetorical strategies
II. Style
    A. Using appropriate diction
    B. Avoiding wordiness and jargon
    C. Writing well-focused, structured, well-developed paragraphs
    D. Linking ideas with appropriate transitions
    E. Creating sentence variety
III. Revising, Editing, and Proofreading
    A. Revising for thesis, organization, and development
    B. Revising for effective use of vocabulary and sentence structure
    C. Proofreading for grammar, punctuation, spelling, and formatting
I.   Working with Primary and Secondary Source Material and Research Findings
II.  Recording and Organizing Research Findings
III. Integrating Source Material and Research Findings Effectively into Original Writings
IV. Avoiding Plagiarism
V.  Documenting in MLA Style

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   A. Written Homework (e.g. reading-based homework assignments and low-stakes,
         formative writing assignments)
   B. Quizzes (optional)
   C. Exams (optional)
    A. Weekly reading(s) of various lengths and complexity provide topics for analysis
         and discussion, and serve as models for writing topics, style, and structure.
          Typically students will read 40 to 50 pages per week. Some classes include
          full-length works of fiction or nonfiction.
    B. Weekly reading-based writing and discussion assignments, such as the following:
         1. Exercises that identify, judge, and discuss the effectiveness of figurative
               language and rhetorical modes in college-level readings.
         2. Evaluations of author's reasoning, support, and diction
         3. Causal analyses
         4. Rhetorical analyses (use of logical, emotional, and ethical appeals)
         5. Evaluation of evidence presented in an argumentative essay
         6. Group presentations
    A. Written assignments using exposition and argumentation such as essays and critical
     B. Writing process exercises such as revising, editing, and proofreading essays and other
         writing with particular attention to syntax, sentence structure, grammar, punctuation,
         and formatting (optional)
    C. A minimum of 4,000 words of formal writing, including
          1. At least one analysis essay
         2. At least one argumentative or persuasive essay that effectively incorporates source
              material documented in MLA style
         3. At least one in-class essay
    D. Low stakes, formative writing assignments, such as the following:
         1. Writing exercises to improve specific aspects of writing, such as thesis formation,
               organization, development, style, tone, etc.
         2. Practice in-class/timed writing
         3. Writing activities that engage students in all aspects of the writing process
               (e.g. prewriting, drafting, peer review and peer editing)
         4. Specific exercises in paraphrasing, summarizing, annotating
     A. Researched-based, problem-solving exercises/projects, for which library resources
           and MLA format are used, such as the following:
         1. Presentations based on reading and research (optional)
         2. Paraphrasing, summarizing, and annotation exercises

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
55 - 65%
Reading-based writing; exposition and argumentation assignments; writing process exercises (optional); formal writing; low stakes, formative writing; research-based, problem-solving exercises/projects
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
10 - 15%
Research-based, problem-solving exercises/projects
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
0 - 0%
Exams: All forms of formal testing, other than skill performance exams.Exams
0 - 20%
Quizzes; Exams
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
10 - 20%
Attendance; participation; presentation (optional)

Representative Textbooks and Materials:
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America Now. 12th ed. Atwan, Robert. Bedford. 2017
The Working Reader. Conlin, Mary. Houghton Mifflin. 2007 (classic)
The Prose Reader. 7th ed. Flachmann, Kimm and Flachmann, Michael. Prentice-Hall. 2011 (classic)
The Presence of Others. 5th ed. Lunsford, Andrea and Ruszkiewiz, John. Bedford. 2008 (classic)
40 Essays. Jane E. Aaron, Bedford: 2010. (classic)
Community Matters: A Reader for Writers. 2nd ed. Ford, Marjorie and Sills, Elizabeth. Pearson. 2005 (classic)
Seeing and Writing 4. McQuade, Donald and McQuade, Christine. Longman. 2010 (classic)
Rules for Writers. 9th ed. Hacker, Diana. Bedford. 2019
Graff, Gerald. "They Say/I Say": the Moves That Matter in Academic Writing: with Readings, Norton. 2012 (classic)
Instructor prepared materials

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