SRJC Course Outlines

9/20/2018 1:26:16 AMENGL 1A Course Outline as of Fall 2013

Changed Course
CATALOG INFORMATION

Discipline and Nbr:  ENGL 1ATitle:  COLLEGE COMPOSITION  
Full Title:  College Composition
Last Reviewed:2/11/2013

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:  0Total Student Learning Hours: 0 

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

Catalog Description:
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Critical reading and discussion of college-level texts with emphasis on expository and argumentative prose. Composition predominantly of analytical, reasoned, and reflective prose with particular focus on research as it pertains to supporting expository and argumentative essays.

Prerequisites/Corequisites:
Completion of ENGL 100 or ESL 100 or ENGL 309 or higher (V8) OR Qualifying Test Score of 125 in ENGL


Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Critical reading and discussion of college-level texts with emphasis on expository and argumentative prose. Composition predominantly of analytical, reasoned, and reflective prose with particular focus on research as it pertains to supporting expository and argumentative essays.
(Grade Only)

Prerequisites:Completion of ENGL 100 or ESL 100 or ENGL 309 or higher (V8) OR Qualifying Test Score of 125 in ENGL
Recommended:
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:Effective:Fall 1981
Inactive: 
 Area:A
English Composition
 
CSU GE:Transfer Area Effective:Inactive:
 A2Written CommunicationFall 1981
 
IGETC:Transfer Area Effective:Inactive:
 1AEnglish CompositionFall 1981
 
CSU Transfer:TransferableEffective:Fall 1981Inactive:
 
UC Transfer:TransferableEffective:Fall 1981Inactive:
 
C-ID:
 CID Descriptor: ENGL 100 College Composition SRJC Equivalent Course(s): ENGL1A

Certificate/Major Applicable: Both Certificate and Major Applicable

Approval and Dates
Version:05Course Created/Approved: 8/1/1981
Version Created:12/13/2011Course Last Modified:6/4/2017
Submitter:Janet McCullochCourse Last Full Review:2/11/2013
Version Status:Approved Changed CoursePrereq Created/Approved:2/11/2013
Version Status Date:2/11/2013Semester Last Taught:Spring 2017
Version Term Effective:Fall 2013Term Inactive:Summer 2017


COURSE CONTENT

Student Learning Outcomes:
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1.  Write a comprehensive, well-developed, and coherent expository essay with a focused thesis
and appropriate support.
2.  Recognize and correct errors in grammar, punctuation, and spelling.
3.  Identify and analyze argumentative, stylistic, and narrative techniques.
4.  Locate, summarize, synthesize and employ research in a well-developed and documented research essay.
5.  Employ correct use of MLA format and formal citations.
6.  Read, annotate, summarize, and discuss all kinds of academic college-level non-fiction and fiction.
7.  Comprehend and use college-level vocabulary.
8.  Explain the conventions of advanced academic discourse, including style, tone, point of view, and the importance        of original thought in developing oral and written arguments.

Objectives: Untitled document
Upon completion of the course, students will be able to:
 
Reading--From expository essays and full-length works of non-fiction:
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.
9.  Identify argumentative techniques and recognize logical fallacies.
10. Articulate comprehension of complex, college-level texts in writing or in
class discussions.
11. Articulate opinions and assumptions in relation to reading material.
 
Writing--:
1.  Per IGETC standards write expository and argumentative essays, each with a clearly identifiable thesis,
totalling 6,000 to 8,000 words.
2.  Organize essays, paragraphs, and sentences logically and coherently.
3.  Develop paragraphs with concrete, appropriate, and relevant details.
4.  Apply knowledge of rhetorical patterns to effectively shape paragraphs.
5.  Write essays which express a mature attitude toward their subject with a consistent and appropriate
point of view.
6.  Write analytical  essays responding to opposing arguments and avoiding logical fallacies in argumentative/persuasive writing.
7.  Revise essays for clarity, precision, sentence variety, correct diction, and appropriate voice.
8.  Recognize and correct errors in punctuation, grammar, and spelling.
9. Apply appropriate and effective writing strategies to in-class essays.
 
Research:
1. Demonstrate facility with college-level library research techniques including online research tools.
2. Recognize the difference between primary and secondary sources.
3. Use MLA format in citing research.

Topics and Scope
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I. Reading for College Classes
A. Reading for comprehension
   1. Analysis
   2. Synthesis
   3. Evaluation
   4. Acquiring college-level vocabulary
B. Reading for content information
C. Reading for study purposes
D. Reading to write
E. Understanding and Applying Organizational Patterns
   1. Narrative
   2. Description
   3. Process
   4. Definition
   5. Compare and Contrast
   6. Cause and Effect
   7. Analysis/Synthesis
   8. Argument/Persuasion
 
II. The Writing Process
A. Pre-writing
B. Drafting
C. Revision
D. Editing
E. Formatting
F. The recursive nature of the process
 
III. Writing as Inquiry
A. Identifying the writer's purpose
B. Rhetorical strategies
C. Identifying tone
D. Analyzing style and diction
 
IV. Structuring Essays
A. Introductory devices
B. Thesis statements
C. Organizing the body
   1. Applying rhetorical strategies to create effective arguments
   2. Using research to effectively support arguments
   3. Choosing appropriate diction to refine arguments
D. Stylistics
   1. Diction and vocabulary
   2. Voice
   3. Tone
E. Conclusions
F. Formatting
 
V. MLA style
A. Documentation
B. Plagiarism
   1. Unintentional
   2. Intentional
 
VI. Information Literacy
A. Library Resources
B. Evaluating Sources
C. Reading, Analyzing, and Synthesizing Information

Assignments:
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Representative assignments will include but are not limited to:
 
Reading
1. Read a number of essays during the semester with emphasis on critical reading involving analysis, evaluation, and synthesis of ideas from several essays and authors. Students can expect to read 40 to 50 pages per week, except in Summer term 60 to 100 pages per week.
2. Discuss readings in order to examine meaning and theme, organizational patterns, style and rhetoric.
3. Read and analyze the English Department's Work of Literary Merit for the particular semester; or, a full-length work of fiction or non-fiction.
 
Writing
Per IGETC standards, students will write, revise, and edit the equivalent of 6,000 to 8,000 words during the semester. Assignments will be of various lengths focusing on common rhetorical patterns including but not limited to narrative, descriptive, process, cause and effect, evaluation, and argument/persuasion.
 
1. Weekly in-class or out-of-class focused writing of 500 to 750 words that may become the basis for at least four (4) more developed, revised, and edited essays of greater length and complexity.
2.  In-class focused writing of 350 to 700 words in response to reading essays or the Work of Literary Merit.
3.  A research paper or essay  of 1200 to 1500 words for which library resources and MLA format are used.
4.  Specific written exercises to improve specific aspects of writing, such as: thesis invention; organization; development; style; tone; diction; etc.
5.  Specific exercises in paraphrasing, summarizing, annotation.
6.  Five to seven (5 to 7) responses to readings in which students will write about various topics as part of analyzing assigned course readings.
7.  Quizzes and exams, including in-class essay exams.

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
70 - 80%
Essays of varying lengths; reading journals; writing exercises dealing with grammar and style; written analyses of readings
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
5 - 10%
Library research 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
5 - 20%
Multiple choice, Matching items, Completion, Short Answer; Essay Exams
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
5 - 15%
Attendance and participation in class discussions


Representative Textbooks:
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Best American Essays of 2011. Ed. Edwidge Danticat, Houghton Mifflin, 2011.
Best American Essays of the Century. Oates and Atwan, eds., Mariner, 2001.(Classic)
Ways of Reading. Bartholme, David. Bedford/St. Martin's Press, 2010.
How a Writer Works. Garrison, Roger H., Addison-Wesley, Revised 1997. (Classic)
Rules for Writers, SRJC. Hacker, Diana , Bedford/St. Martin's, 2011.
The Norton Reader, 12th Edition. Peterson, Brereton.  Norton, 2008.
50 Essays: A Writer's Anthology. Cohen et al. Bedford/St. Martins, 2010.
 
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 are provided for
this project.
 
Instructor prepared materials

OTHER REQUIRED ELEMENTS

Student Preparation
 Matric Assessment Required:ERequires English Assessment
 Prerequisites-generate description:UUser Generated Text
 Advisories-generate description:NANo Advisory
 Prereq-provisional:NNO
 Prereq/coreq-registration check:YPrerequisite Rules Exist
 Requires instructor signature:NInstructor's Signature Not Required
   
BASIC INFORMATION, HOURS/UNITS & REPEATABILITY
 Method of instruction:02Lecture
 72Internet-Based, Delayed Interaction
 Area department:ENGLEnglish
 Division:71Language Arts & Academic Foundations
 Special topic course:NNot a Special Topic Course
 Program Status:1Both Certificate and Major Applicable
 Repeatability:00Two Repeats if Grade was D, F, NC, or NP
 Repeat group id:  
   
SCHEDULING
 Audit allowed:NNot Auditable
 Open entry/exit:NNot Open Entry/Open Exit
 Credit by Exam:NCredit by examination not allowed
 Budget code: Program:0000Unrestricted
 Budget code: Activity:1501English-General
   
OTHER CODES
 Disciplines:ENGLEnglish (requires master's)
 Basic Skills:NNot a Basic Skills Course
 Level below transfer:YNot Applicable
 CVU/CVC status:YDistance Ed, Not CVU/CVC Developed
 Non-credit category:YNot Applicable, Credit Course
 Classification:YLiberal Arts and Sciences Courses
 SAM classification:ENon-Occupational
 TOP code:1501.00English
 Work-based learning:NDoes Not Include Work-Based Learning
 DSPS course:NNO
 In-service:NNot an in-Service Course

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