SRJC Course Outlines

6/18/2024 1:46:44 PMENGL 50 Course Outline as of Summer 2019

New Course (First Version)

Discipline and Nbr:  ENGL 50Title:  ENGLISH 1A SUPPORT  
Full Title:  English 1A Support Course
Last Reviewed:11/26/2018

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum2.00Lecture Scheduled2.0017.5 max.Lecture Scheduled35.00
Minimum2.00Lab Scheduled08 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total2.00 Contact Total35.00
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  70.00Total 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: 

Catalog Description:
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Enhance and support students' critical reading, writing, thinking, and research skills for effective participation in and successful completion of English 1A.

Concurrent Enrollment in ENGL 1A

Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Enhance and support students' critical reading, writing, thinking, and research skills for effective participation in and successful completion of English 1A.
(P/NP Only)

Prerequisites:Concurrent Enrollment in ENGL 1A
Limits on Enrollment:
Transfer Credit:CSU;
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:TransferableEffective:Fall 2019Inactive:
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.  Demonstrate proficiency in discipline-specific skills that foster understanding and learning as
    students engage with English 1A texts.
2.  Develop the critical reading, writing, research, and thinking skills necessary for successful
    completion of English 1A.
3.  Demonstrate proficiency with all stages of the writing process to develop, revise, edit, and
    polish English 1A essays.

Objectives: Untitled document
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.
1. Identify and use critical reading strategies for maximizing 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 theses, main ideas, key supporting details, signal
    words, and transitional devices.
1. Identify and effectively use all stages of the writing process.
2. Revise essays and other writing assignments for content, logic, organization, style, and tone.
3. Proofread with particular attention to syntax, sentence structure, grammar, punctuation, and
1. Refine research skills to access, evaluate, and select research materials of various genres.
2. Understand how to incorporate primary and secondary sources into writing using MLA
    documentation style.

Topics and Scope
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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 Strategies
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. Standard and nonstandard English
    B. Genres
    C. Technical language and jargon
    D. Cliches and euphemisms
    E. Idioms
    F. Figurative language
IV. Reading to Engage in Inquiry
I.  Critical Writing and the Writing Process
     A. Understanding and responding to a prompt or an assignment
     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 and synonymous language that creates coherence
         5. Standard Written English and MLA format
         6. Engaging with multiple perspectives
          7. Integrating textual evidence
II.  Rhetorical Concerns
     A. Choosing an effective point of view
     B. Using language that is appropriate, exact, concrete, and specific
     C. Rhetorical strategies
III. Revising, Editing, and Proofreading of English 1A 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. Responding to feedback on outlines, drafts, and essays
    G. Proofreading and editing for clarity, fluency, and Standard Written English
    H. Working on select grammar concepts as needed
    I. Proofreading for grammar, punctuation, spelling, and formatting
I.   Refining Understanding of MLA Style
II.  Refining Strategies to Conduct Research
III. Understanding how to Avoid Plagiarism
IV. Evaluating a Source's Reliability, Bias, Accuracy, Scholarship

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I. Reading assignments related to ENGL 1A as needed, such as:
    A. Annotating, paraphrasing, and summarizing exercises /activities
    B. Composing reading responses
    C. Reading journal entries
    D. Double Entry reading logs
II. 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
III. Problem-solving exercises (1-5), such as:
    A. Grammar exercises
    B. Research exercises
    C. Revising and editing exercises
IV. Writing Exercises and Activities (1-5), such as:
    A. Reflective Essays
    B. Annotated bibliography work
    C. Student presentations, individual and/or group
    D. Peer review sessions
    E. Peer editing sessions
V. 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 1A (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 Activities
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 - 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:
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Customized Reader compiled by English Department Faculty.
Current Work of Literary Merit.
They Say, I Say. 4th ed. Graff, Gerald and Birkenstein, Cathy. W.W. Norton. 2018
College Fear Factor. Cox, Rebecca. Harvard University Press. 2011 (classic)
Instructor prepared materials

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