9/1/2024 2:38:20 AM |
| New Course (First Version) |
CATALOG INFORMATION
|
Discipline and Nbr:
CSKLS 701 | Title:
ACADEMIC PREP ENGL 2 |
|
Full Title:
Academic Preparation - English II |
Last Reviewed:2/27/2023 |
Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
Maximum | 0 | Lecture Scheduled | 0 | 17.5 max. | Lecture Scheduled | 0 |
Minimum | 0 | Lab Scheduled | 2.75 | 8 min. | Lab Scheduled | 48.13 |
| Contact DHR | 0 | | Contact DHR | 0 |
| Contact Total | 2.75 | | Contact Total | 48.13 |
|
| Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| Total Out of Class Hours: 0.00 | Total Student Learning Hours: 48.13 | |
Title 5 Category:
Non-Credit
Grading:
Non-Credit Course
Repeatability:
27 - Exempt From Repeat Provisions
Also Listed As:
Formerly:
Catalog Description:
Untitled document
This intermediate level noncredit course is designed to foster the skills required for success in future reading and writing courses. Students will develop sentence writing, paragraph transitions, proofreading, and modern language formatting skills for all essays and short essay written responses related to college-level readings at an intermediate level.
Prerequisites/Corequisites:
Recommended Preparation:
Limits on Enrollment:
Schedule of Classes Information
Description:
Untitled document
This intermediate level noncredit course is designed to foster the skills required for success in future reading and writing courses. Students will develop sentence writing, paragraph transitions, proofreading, and modern language formatting skills for all essays and short essay written responses related to college-level readings at an intermediate level.
(Non-Credit Course)
Prerequisites:
Recommended:
Limits on Enrollment:
Transfer Credit:
Repeatability:27 - Exempt From Repeat Provisions
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Associate Degree: | Effective: | | Inactive: | |
Area: | | |
|
CSU GE: | Transfer Area | | Effective: | Inactive: |
|
IGETC: | Transfer Area | | Effective: | Inactive: |
|
CSU Transfer: | | Effective: | | Inactive: | |
|
UC Transfer: | | Effective: | | Inactive: | |
|
C-ID: |
Certificate/Major Applicable:
Certificate Applicable Course
COURSE CONTENT
Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
Untitled document
1. Compose, at an intermediate level, logically organized essays on Google or Word document platforms.
2. Revise, edit and proofread essays with a focus on sentence structure and grammar.
3. Demonstrate intermediate college level reading comprehension through discussions and written responses.
Objectives:
Untitled document
At the conclusion of this course, the student should be able to:
READING OBJECTIVES
1. Identify main ideas, the use of topic sentences and paragraph transitions to enhance written fluency.
2. Analyze, evaluate, and discuss text-to-text and text-to-self connections to improve college-level reading skills.
3. Summarize readings at an intermediate/advanced level through discussions and short written responses.
4. Identify the use of stylistic patterns in readings.
WRITING OBJECTIVES
1. Write a minimum of 1,000 words of narrative and expository prose at an intermediate level in Modern Language Association (MLA) style.
2. Write paragraphs with topic sentences, supporting details, and transition sentences between paragraphs.
3. Revise essays and other writings for organization, style, and tone.
4. Edit and proofread, with particular attention to sentence structure, grammar, punctuation, and mechanics.
5. Use narrative structure of introduction, body, and conclusions for longer compositions.
6. Revise two or three drafts of an essay utilizing Canvas feedback grammar tools orTurnitin.
INFORMATION COMPETENCY AND RESEARCH OBJECTIVES
1. Use library and online resources to support written essays and short response essays related to readings.
Topics and Scope
Untitled document
READING
I. College level reading will be integrated with writing instruction.
A. Language
1. Analyzing passages for topic sentences, details, structure, and writing style
2. Reading includes selections from intermedate or advanced level nonfiction and fiction literature
B. Reading Strategies include analyzing
1. Topic sentences
2. Narrative details
3. Definitions used by the author
4. Text to self and text to text connections
WRITING
I. Composition
A. Using appropriate academic language
B Prewriting Strategies, including Free-writing, Clustering, and Brainstorming for narrative composition writing at an intermediate level
C. Introductory, body, and concluding paragraphs at an intermediate or advanced level
D.Topic sentences and supporting details
E. Logical order
F. Use of specific details
II. Style
A. Using appropriate diction
B. Writing well-focused, structured, well-developed paragraphs
C. Linking ideas with appropriate transitions
D. Creating sentence variety
III. Revising, Editing, and Proofreading
A. Revising for organization, development, correct use of vocabulary and sentence structure
B. Revising for effective use of vocabulary and sentence structure
C. Proofreading for grammar, punctuation, spelling, and formatting in MLA style.
D.Typing essays in various learning managemnent systems,including Google or word docs
E. Uploading essays via canvas and Turnitin and utilizing feedback grammar programs
IV. Correcting Run-on Sentences using Coordination and Subordination
A. Run-ons and comma splices
B. Coordinating conjunctions
C. Transition words
D. Subordinating conjunctions
E. Commas and semicolons
V. Other Basic Punctuation Rules
A. End punctuation
B. Commas
C. Apostrophes in contractions and possessives
D. Direct quotations
Assignments:
Untitled document
I. Reading
A. Intermediate college level reading(s) of various lengths provide topics for analysis and discussion, and serve as models for writing topics, style, and structure
B. Weekly reading-based writing and discussion assignments, such as the following:
1. Discussions or written response activities where students respond to text to text or text to self connections
2. Evaluations through class discussion and written responses of the author's meaning and purpose
3. Optonal: Group and/or individual presentations based on the readings
II. Writing
A. Intermediate levels of written assignments using personal narrative or expository writing such as essays and paragraph responses
B. Writing process exercises such as revising, editing, and proofreading essays and other writing with particular attention to sentence structure, grammar, punctuation, and formatting
C. A minimum of 1,000 words of formal writing, including
1. At least one personal narrative or expository essay that includes MLA format.
2. At least two short essay responses in writing
D. Writing assignments, such as the following:
1. Writing exercises to improve specific aspects of writing, such as, organization, development, style, tone, etc.
2. Class participation of in-class writing and the utilization of library resources in connection to the readings
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 and summarizing
III. Other optional Assignments, such as
A. In-class projects
B. In-class presentations
C. Quizzes
IV. Written responses in MLA format using Google or Word document programs
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 80 - 95% |
Academic reading and writing assignments | |
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving 0 - 0% |
None | |
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 - 0% |
None | |
Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category 5 - 20% |
Class participation | |
Representative Textbooks and Materials:
Untitled document
Readers:
I am Malala, Yousafzai, Malala. Little Brown and company. 2013 (classic)
Becoming Dr. Q. Quinones-Hinojosa, Alfredo MD. University of California Press. 2012 (classic)
101 Essays that will Change the way You Think. Wiest, Brianna.Thought Catalog Books. 2017 (classic)
Textbooks:
English Essentials. Langan, John. McGraw, Hill. Custom. 2013 (classic)
Rules for Writers. 9th ed. Hacker, Diana. Bedford. 2019
Instructor prepared materials
Print PDF