9/14/2025 9:15:58 PM	ENGL 50 Course Outline as of Fall 2026	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  ENGL 50	Title:  ENGLISH C1000 SUPPORT
Full Title:  English C1000 Support Course
Last Reviewed:8/25/2025

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	2.00	Lecture Scheduled	2.00		17.5 max.	Lecture Scheduled	35.00
Minimum	2.00	Lab Scheduled	0		8 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	2.00			Contact Total	35.00
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  70.00

Total Student Learning Hours: 105.00

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

Catalog Description:

Students will learn and practice reading and writing strategies to support their critical reading, writing, thinking, and research skills for effective participation in and successful completion of English C1000: Academic Reading and Writing.

Prerequisites/Corequisites:
Concurrent Enrollment in ENGL C1000 ( or ENGL 1A)

Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description:

Students will learn and practice reading and writing strategies to support their critical reading, writing, thinking, and research skills for effective participation in and successful completion of English C1000: Academic Reading and Writing.

(P/NP Only)
Prerequisites:Concurrent Enrollment in ENGL C1000 ( or ENGL 1A)
Recommended:
Limits on Enrollment:
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:		Inactive:
Area:
CSU GE:	Transfer Area			Effective:	Inactive:
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:	Transferable	Effective:	Fall 2019	Inactive:
UC Transfer:		Effective:		Inactive:
C-ID:

Certificate/Major Applicable: Not Certificate/Major Applicable

COURSE CONTENT

Student Learning Outcomes:
At the conclusion of this course, the student should be able to:

1. Demonstrate proficiency in discipline-specific skills that foster understanding and learning as students engage with English C1000 texts (primarily nonfiction) of various lengths and genres.

2. Apply critical reading, writing, research, and thinking skills to assist in completion of English C1000 assignments.

3. Engage in all stages of the writing process to develop, revise, edit, and polish English C1000 writing assignments that are primarily expository, analytical, and argumentative.

 

Objectives:

At the conclusion of this course, the student should be able to:

 

Discipline-Specific Skills:

1. Demonstrate understanding of college-level, discipline-specific literacies to participate in class effectively and complete class assignments.

2. Identify, locate, and utilize course, campus, and/or community resources that foster college-level literacy skills.

3. Demonstrate metacognitive awareness by reflecting on their own reading and writing processes, habits, and skills.

 

Reading

1. Identify and use critical reading strategies for enhancing their understanding of, engagement with, and responses to texts.

2. Effectively and flexibly apply strategies (visualizing, paraphrasing, questioning, annotating, associating, and predicting) to determine problem-solving steps needed to understand college-level readings.

3. Identify and analyze the effectiveness of thesis statements, main ideas, key supporting details, signal words, and transitional devices.

 

Writing

1. Identify and effectively use all stages of the writing process.

2. Draft and revise essays and other writing assignments for content, logic, development, organization, and tone.

3. Revise, edit, and proofread with particular attention to grammatical, mechanical, and stylistic choices that enhance student voice and effectively appeal to the intended audience.

 

Research

1. Refine research skills to access, evaluate, and select research materials of various genres, with an understanding of positionality and biases.

2. Understand how to incorporate primary and secondary sources into writing using Modern Language Association (MLA) documentation format.

Topics and Scope

Discipline Specific Literacy Practices:

I. Annotating   

II. Note Taking

III. Developing Effective Study Habits

     A. Time management      

     B. Organizing course materials in a manner that supports academic success

IV. Vocabulary Development Strategies

V. Inquiry Skills and Strategies

 

Reading:

I. Close Reading

    A. Previewing

    B. Problem solving

    C. Questioning

    D. Reading for author's purpose and audience

II. Reading for Content

III. Reading for Understanding

    A. Varieties of English in academic texts

    B. Genres

    C. Technical language and jargon

    D. Cliches and euphemisms

    E. Idioms

    F. Figurative language

IV. Reading to Engage in Inquiry

    

Writing:

I.  Critical Academic Writing and the Writing Process

     A. Understanding and responding to a prompt or assignment directions

    B. Engaging with the writing process

    C. Developing essay content

          1. Developing a clear thesis

         2. Text-based support from one or more texts

         3. Focused and unified paragraphs

              a. Introductory

              b. Supporting

              c. Concluding

         4. Unity and coherence

              a. Transitions and linking language

              b. Repetition,  parallel structure, and synonymous language that creates coherence

         5. Conveying student voice and appealing to audience through rhetorical, linguistic, grammatical, and stylistic choices

          6. Engaging with multiple perspectives

          7. Integrating textual evidence following MLA documentation format

II. Rhetorical Concerns

    A. Choosing an effective point of view

    B. Using language that is appropriate to the writer's goals, exact, concrete, and specific

    C. Rhetorical strategies

III. Applying the Writing Process to English C1000 Assignments

    A. Prewriting (brainstorming, freewriting, mapping, outlining)

    B. Drafting

    C. Using course and campus resources to support writing process

     D. Revising for thesis, organization, and development

    E. Revising for effective use of vocabulary and sentence structure

    F. Obtaining and responding to feedback on outlines, drafts, and essays

    G. Proofreading and editing for clarity, conveying writer's voice, and achieving desired impact on audience

    H. Working on select grammar concepts as needed

 

Research:

I. Understanding MLA Style

II. Refining Strategies to Conduct Research

III. Understanding how to Avoid Plagiarism

IV. Evaluating a Source's Reliability, Bias, Accuracy, Scholarship

Assignments:

1. Reading assignments related to ENGL C1000 as needed, such as:

   a. Annotating, paraphrasing, and summarizing exercises/activities

   b. Composing reading responses

   c. Reading journal entries

   d. Double-entry reading logs

2. Writing assignments as needed, such as:

   a. Drafts of essays

   b. Portfolio projects

   c. Learning logs

   d. Journal entries

   e. Timed writing

   f. Metacognitive writing

3. Problem-solving exercises (1-5), such as:

   a. Grammar exercises

   b. Research exercises

   c. Revising and editing exercises

4. Writing exercises and activities (1-5), such as:

   a. Reflective essays

   b. Annotated bibliography work

   c. Peer review sessions

   d. Peer editing sessions

5. Quizzes (0-8) and exams (0-3), such as:

   a. Grammar review

   b. Research review

   c. Revising and editing review

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 60 - 85%
Reading assignments related to ENGL C1000 (e.g. reading response or journals), writing assignments and exercises
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 10 - 15%
Writing exercises and problem-solving exercises
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 0 - 0%
None
Exams: All forms of formal testing, other than skill performance exams.		Exams 0 - 15%
Quizzes and/or Exams
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 5 - 15%
Attendance and participation

Representative Textbooks and Materials:

They Say, I Say: Moves that Matter in Academic Writing. 6th ed. Graff, Gerald and Birkenstein, Cathy. W.W. Norton. 2024

The College Fear Factor. Cox, Rebecca. Harvard University Press. 2011. (classic).

Current Work of Literary Merit

Instructor prepared materials

Customized Reader compiled by English Department Faculty

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