4/20/2025 10:08:15 PM	ENGL 51 Course Outline as of Fall 2025	New Course (First Version)
CATALOG INFORMATION
Discipline and Nbr:  ENGL 51	Title:  SUCCESS STRATEGIES
Full Title:  Success Strategies for Writing-Intensive Online Courses
Last Reviewed:10/28/2024

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	.50	Lecture Scheduled	1.25		8 max.	Lecture Scheduled	10.00
Minimum	.50	Lab Scheduled	0		2 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	1.25			Contact Total	10.00
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  20.00

Total Student Learning Hours: 30.00

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
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 reading and writing development in writing-intensive online courses in both synchronous and asycnhronous settings (e.g. English 1A or English 5). Students will practice using collaborative and digital reading and writing tools available through learning management systems to further develop their reading and writing skills to succeed with the unique requirements of online reading and writing. Course topics include writer's block, writing vulnerability, fundamental challenges of online learning, email use, online class interactions and engagement, and the similarities and differences between online and on-site writing intensive courses.

Prerequisites/Corequisites:

Recommended Preparation:
Eligibility for ENGL 1A or equivalent

Limits on Enrollment:

Schedule of Classes Information
Description:

Students will learn and practice reading and writing strategies to support their reading and writing development in writing-intensive online courses in both synchronous and asycnhronous settings (e.g. English 1A or English 5). Students will practice using collaborative and digital reading and writing tools available through learning management systems to further develop their reading and writing skills to succeed with the unique requirements of online reading and writing. Course topics include writer's block, writing vulnerability, fundamental challenges of online learning, email use, online class interactions and engagement, and the similarities and differences between online and on-site writing intensive courses.

(Grade or P/NP)
Prerequisites:
Recommended:Eligibility for ENGL 1A or equivalent
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 2025	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. Identify and utilize tools within the learning management system (e.g. discussion forums) in a writing-intensive online course to directly support reading and writing development in the course.

2. Identify and utilize online support services that directly support reading and writing development in writing-intensive online courses.

3. Develop reading and writing strategies that support success in writing-intensive online courses.

4. Identify behaviors that increase success and decrease reading and writing stressors in writing-intensive online courses.

 

Objectives:

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

1. Understand terminology commonly used in online courses, such as notifications, discussion posts, modules, and peer review.

2. Understand commonly used terms in the field of composition studies and in writing-intensive courses across the curriculum (e.g. essay organization, audience, thesis, etc.)

3. Describe online learning behaviors that maximize learning and decrease stressors in a writing-intensive online course.

4. Develop a reading schedule and writing schedule for each week of a writing-intensive online course.

5. Navigate the learning management system (LMS) to locate instructional material, writing support resources, gradebook, instructor feedback, assignments, to-do list, etc.

6. Use social annotation tools to contribute annotations to a class-assigned text.

7. Utilize peer-review tools and other collaborative learning tools that directly support reading and writing growth and development in writing-intensive online courses.

8. Prepare for a synchronous or asynchronous tutoring session.

9. Participate in peer review as both a reviewer and a reviewee.

10. Understand how to apply feedback received from an instructor, tutor, and/or peer reviewer.

Topics and Scope

I. Learning Management System (LMS) and Course Organization

       A. LMS terminology

       B. Course homepage

       C. Course structure and components

       D. Personal profiles (e.g., configuring, changing, etc.)

       E. Other settings within LMS

II.  Understanding how online classes differ from face-to-face classes

III. Engaging the Reading Process in an Online Learning Environment

        A. Time management and reading

       B.  Social annotation tools

        C.  Close reading strategies

        D. Traditional texts versus digital texts

        E. Forming online reading groups

IV. Engaging the Writing Process in an Online Learning Environment

        A. Time management and writing

       B. Writer's block

       C. Writing vulnerability

       D. Writing feedback

       E. Peer review (assigned and unassigned)

       F. Forming online writing groups

       G. Preparing for online tutoring sessions

            1. Asynchronous

            2. Synchronous

V. Formal Writing Assignments versus Low-Stakes Writing Assignments

VI. Online Research Tools

       A. Library interfaces and databases

       B. Internet-based research

VII. Additional Topics and Scope if instructor chooses to use them:

       A. Generative artificial intelligence (AI)

       B. Selected apps within the LMS

Assignments:

1. Tutoring session preparation

2. Peer review assignments

3. Reading-based writing assignments, such as

    a. Reading responses

    b. Reading reflections

4. Writing assignments, such as

   a. Email and text messages to instructors, tutors, and peers

   b. Discussion Posts

5. Project or presentation, such as

    a. Designing a 'Top Ten Tips for Online Success' in writing-intensive online courses

    b. Designing a time management & success plan or a weekly visual schedule

6. Additional assignments as determined by instructor may include:

   a. Timed and/or untimed Quizzes

   b. Timed and/or untimed Exams

   c. Timed writing assignments

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 25 - 50%
Writing assignments
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 20 - 40%
Project or Presentation; Peer Review Assignments
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 5 - 10%
Tutoring session preparation
Exams: All forms of formal testing, other than skill performance exams.		Exams 0 - 25%
Quizzes and exams (if assigned)
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 10 - 20%
Participation

Representative Textbooks and Materials:

Instructor prepared materials

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