4/26/2025 6:06:42 PM	LL 502 Course Outline as of Fall 2025	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  LL 502	Title:  WRITING
Full Title:  Writing for Older Adults
Last Reviewed:11/25/2024

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	0	Lecture Scheduled	0		18 max.	Lecture Scheduled	0
Minimum	0	Lab Scheduled	3.00		6 min.	Lab Scheduled	54.00
		Contact DHR	0			Contact DHR	0
		Contact Total	3.00			Contact Total	54.00
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  0.00

Total Student Learning Hours: 54.00

Title 5 Category:  Non-Credit
Grading:  Non-Credit Course
Repeatability:  27 - Exempt From Repeat Provisions
Also Listed As: 
Formerly:  OA 502

Catalog Description:

This course is designed to teach older adults the skills necessary to write life stories, prose, and poetry. A supportive learning environment allows students to read their stories and receive feedback in order to bring interest and clarity to their writing. Course activities promote or maintain mental, social and emotional well-being and accommodate varying skill levels. This course is offered online and at numerous locations throughout Sonoma County in partnership with senior service providers.

Prerequisites/Corequisites:

Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description:

This course is designed to teach older adults the skills necessary to write life stories, prose, and poetry. A supportive learning environment allows students to read their stories and receive feedback in order to bring interest and clarity to their writing. Course activities promote or maintain mental, social and emotional well-being and accommodate varying skill levels. This course is offered online and at numerous locations throughout Sonoma County in partnership with senior service providers.

(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: Not Certificate/Major Applicable

COURSE CONTENT

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

1. Gain skill reading their writing.

2. Develop skills in writing their experiences.

3. Increase effectiveness as a listener.

4. Integrate new insights into current life.

5. Establish a supportive connection with people.

6. Develop a more positive attitude toward life.

 

Objectives:

After this course, the student should be able to accomplish some or all of the following objectives:

1. Develop a regular schedule of writing.

2. Employ elements of story writing to personal accounts.

3. Describe life's challenges, as well as joys.

4. Receive and evaluate responses to writing.

5. Revise and edit work after receiving critique.

6. Discover personal insights through writing about events.

7. Gain a new perspective and understanding.

8. Listen to peer stories and provide constructive feedback.

9. Recognize and acknowledge accomplishments of self and peers.

10. Reflect on writing to discover a sense of meaning.

11. Increase self-esteem, self-image, and confidence through writing.

Topics and Scope

The topics accommodate varying levels of ability and participation and may include, but are not limited to the following:

 

I.Types of Life Stories

     A. Personal experiences (e.g. thoughts, opinions, reflections, observations)

    B. Theme (e.g. growing up in the city, life on the farm, jobs, vacations)

    C. Feelings (e.g. happiest/saddest day of my life, embarrassment)

    D. Events (e.g. wedding, birth of a child)

    E. Period of life (e.g. kindergarten, high school, military)

    F. Family (e.g. parents, siblings, children)

    G. Firsts (e.g. airplane ride, kiss, night away from home)

    H. Life-changing moments (e.g. falling in love, natural disaster)

    I.  Historical events

    J. Career (e.g. first job, lost job, accomplishment)

    K. Journal (e.g. observations, experiences, feelings, descriptions)

II. Elements of a Story

    A. Purpose (e.g. autobiography, family history)

    B. Audience (e.g. family, friends, publish)

    C. Time and place (e.g. specific, not general)

    D. Research (e.g. names, dates)

    E. Shaping (e.g. organization)

    F. Point of view (e.g. through whose eyes the story is told, personal or private)

    G. Emphasis on human experience

    H. Use of dialog

     I.  Mood (e.g. emotional atmosphere)

    J. Tone (e.g. attitude, distinguish between sentiment and sentimentality, emotion and feeling)

    K. Visuals (e.g. pictures, drawing)

    L.  Descriptions (e.g. specifics, sounds, tastes, smells)

     M. Verbs (e.g. action, tempo)

    N. Spelling and grammar

III. Reading Story and Constructive Feedback

    A. Effective reading

          1. Prepare introduction (e.g. time, setting, people)

          2. Practice reading aloud

          3. Delivery (e.g. loudness, diction, emphasis)

    B. Offering of feedback

          1. Critique of writing

               a. Clarity (e.g. who, what, where, when)

               b. Element of interest (e.g. how, why)

               c. Simplicity

               d. Brevity  

           2. Communication of feedback

               a. Tactfulness (e.g. safe environment)

               b. Constructive/positive critique (e.g. "I feel it would be clearer if... I would know your sister better if...I think your story would be more  interesting if... I would like to hear why...")

               c. Encouragement

               d. Confidentiality of classmates

    C. Listening to feedback

         1. Openness to critique/suggestions

         2. Clarification (e.g. summarization, paraphrase)

         3. Tolerant/appreciative

         4. Acknowledgment of suggestions

IV. Enhancement of Quality of Life

    A. Mental stimulation

         1. Memories recollected and preserved

         2. Enhancement of writing skills

         3. Critical self-reflection (e.g. relationship of past experiences to present life)

               a. Observation (e.g. new perspective on the past)

               b. Recognition (e.g. new understanding of the past)

               c. Application (e.g. new meaning and value to present life)

    B.  Social Interactions

         1. Community of writers

         2. Peer encouragement

         3. Diversity of experiences yet amazing similarities

         4. Class discussions

         5. Connections to generations (e.g. grandchildren)

    C.  Emotional well-being

         1. Identity as a writer (e.g. discovering one's voice)

         2. Sense of purpose/value

         3. Remembrance of accomplishments

         4. Expression of feelings and emotions

         5. Experimentation and risk-taking

         6. Humor and laughter (e.g. funny memories and experiences)

         7. Pleasure and satisfaction

         8. Positive self-evaluations (e.g. peer compliments, "I learned...")

         9. Self-discovery

         10. Legacy to family and friends

Assignments:

In class assignments such as:

1. Writing exercises, peer critiques, rewrites

2. Group reading and listening

3. Discussions

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 40 - 60%
Writing exercises, rewrites
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 40 - 60%
Attendance, participation, discussions, peer critiques, group; reading and listening

Representative Textbooks and Materials:

Instructor prepared materials

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