4/19/2024 9:21:00 PM	ENGL 309 Course Outline as of Fall 2018	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  ENGL 309	Title:  COLL RDG WRITE EXTENSIVE
Full Title:  College Reading and Writing -- Extensive Writing Emphasis
Last Reviewed:11/13/2017

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	5.00	Lecture Scheduled	5.00		17.5 max.	Lecture Scheduled	87.50
Minimum	5.00	Lab Scheduled	0		17.5 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	5.00			Contact Total	87.50
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  175.00

Total Student Learning Hours: 262.50

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

Catalog Description:

This course develops student proficiency in college and career-related forms of writing, reading, critical thinking, and information competency skills necessary for college work. This course is designed to prepare students for English 1A in one semester.  Students will focus on reading improvement while writing short essays with particular attention to grammar, punctuation, spelling, and use of college-level vocabulary. Additionally, students will write increasingly longer and more complex expository and argumentative texts (including essays) for a range of audiences in response to more sophisticated readings at the college level.

Prerequisites/Corequisites:
Course Completion of CSKLS 313 or higher or Qualifying Placement from English Assessment. See Student Success & Assessment Services (assessment.santarosa.edu) for more information about the assessment process

Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description:

This course develops student proficiency in college and career-related forms of writing, reading, critical thinking, and information competency skills necessary for college work. This course is designed to prepare students for English 1A in one semester.  Students will focus on reading improvement while writing short essays with particular attention to grammar, punctuation, spelling, and use of college-level vocabulary. Additionally, students will write increasingly longer and more complex expository and argumentative texts (including essays) for a range of audiences in response to more sophisticated readings at the college level.

(Grade Only)
Prerequisites:Course Completion of CSKLS 313 or higher or Qualifying Placement from English Assessment. See Student Success & Assessment Services (assessment.santarosa.edu) for more information about the assessment process
Recommended:
Limits on Enrollment:
Transfer Credit:
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:		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.  Demonstrate proficiency in behaviors that foster collegiate-level literacy and metacognition

    that facilitate successful acquisition of academic discourse.

2.  Read actively and strategically in order to show proficiency in surveying, summarizing,

    analyzing, evaluating, and synthesizing college-level texts of various lengths and genres.

3.  Communicate clear and original ideas in expository and argumentative essays that

    demonstrate critical thinking and an understanding of MLA, research principles, and the

    rhetorical situation.

4.  Apply critical reading, writing, research, and thinking skills to identify, discuss, and analyze

    real-world problems through writing for a range of audiences.

Objectives:

ACADEMIC SUCCESS STRATEGIES:

1. Demonstrate effective academic habits of mind and behaviors to participate in class

    effectively and complete class assignments.

2. Identify, locate and utilize campus and community resources that foster literacy skills and

    behaviors that promote student success.

 

CRITICAL READING:

1. Use pre-reading strategies to identify format and support features (e.g., font sizes, color, bold

    or italic print, titles and subtitles, visuals, table of contents, glossary, index) and their

    functions.

2. Analyze the organization of the introduction, body, and conclusion in college-level essays and

    other readings.

3. Effectively and flexibly apply metacognitive strategies (visualizing, paraphrasing,

    questioning, annotating, associating, and predicting) to determine problem-solving steps

    needed to understand college level readings.

4. Identify and analyze the effectiveness of theses, main ideas, key supporting details, signal

    words, and transitional devices.

5. Identify the use of figurative language, syntax, and level of diction and apply appropriate

    terminology to discussion of college-level texts.

6. Analyze reading for implied meaning, irony, satire, tone, voice, assumptions, and biases, and

    judge their appropriateness to the author's message.

7. Analyze and evaluate the use of causal analysis, persuasion, and argumentation in

    college-level readings.

8. Synthesize meaning from multiple texts using a variety of comprehension techniques,

    discussion, pre-reading and post-reading strategies.

9. Summarize and respond to readings of various lengths, complexity, and abstraction in speech

    and/or writing.

10. Distinguish fact from opinion, and evaluate their uses in expository prose.

WRITING:

1. Demonstrate reasoned thinking through writing in a variety of genres for a range of audiences

    (blog post, letter to the editor or discussion forum posts).

2. Write expository and argumentative essays, including writing documented in MLA style,

    using the writing process and effective integration of the logical elements of composition,

    effective transitions between ideas and paragraphs, points of view and academic style.

3. Identify and effectively use all stages of the writing process in essays and other writing

    assignments with attention to content, logic, organization, style, and tone.

4. Proofread, with particular attention to syntax, sentence structure, grammar, punctuation, and

    mechanics.

5. Examine multiple points of view through writing.

6. Write critical analysis essays (including in-class essays) in response to challenging texts.

7. Write essays that effectively incorporate source materials and document them in MLA style.

 

RESEARCH STRATEGIES AND INFORMATION COMPETENCY:

1. Access, evaluate, and select research materials (online and hard copy) and document in

    MLA style.

2. Create and outline a research plan.

Topics and Scope

I. Academic Success Strategies

    A. Class Participation

         1. Regular attendance, as defined in the course syllabus and college catalog

         2. Class discussion and attentive listening

          3. Taking notes during lecture and reading

         4. Reading and following written and oral directions in class.

    B. Academic Habits of Mind

         1. Using metacognitive strategies to monitor reading comprehension and learning

         2. Use Habits of Mind to refine study, collaboration, organizational and planning skills.

    C. Campus and Community Resources

         1. Use campus resources

               a. Writing center

              b. Library

              c. Media Services

              d. Tutorial Center

         2. Use campus publications and events

               a. Bear Facts

              b. The Oak Leaf

              c. SRJC Schedule of Classes

              d. Academic Calendar

              e. College Catalog

              f. Arts and Lectures

II. Critical Reading

     A. Prereading

         1. Survey

         2. Metacognitive Strategies

              a. Schema activation

              b. Predictions

              c. Focus questions

              d. Visualizing

         3. Planning

              a. Establishing reading purpose

              b. Utilizing effective reading strategies

              c. Managing allotted time effectively

         4. Comprehension

              a. Words and phrases

              b. Sentences

              c. Paragraphs

              d. Main point and details

         5. Metacognitive Strategies

              a. Problem Solving

               b. Chunking or clustering text

              c. Annotating text

              d. Refining predictions

              e. Asking questions

              f.  Visualizing

              g. Making connections (intratextual and intertextual)

              h. Paraphrasing and summarizing

    B. Style and Structure of Texts

         1. Language

              a. Repetitive and synonymous language patterns

              b. Transitional language

              c. Linking language

              d. Figurative language

              e. Syntax

              f. Level of diction

         2. Organization, ideas and details

              a. Identify the organization of text's major components

                   i. Introduction

                   ii. Body

                   iii. Conclusion

              b. Identify and evaluate relationships among a text's thesis and supporting evidence

              c. Identify and evaluate relationships between a text's ideas and its details

              d. Identify and evaluate relationship between text's rhetorical modes and the text's

                   meaning

    C. Reading Discussions

         1. Maintaining reading journal or metacognitive reading log

         2. Class conversations

              a. Questioning the text, the author and each other via classroom dialogue

              b. Outlining text structure

              c. Distinguishing between major and minor details

              d. Summary

              e. Respond to text using the multiple perspectives that surface during reading

                   discussions

    D. Synthesize relationships between multiple texts and outside information and personal

         experience

    E. Reference Materials

         1. Evaluation

         2. Purpose

III. Writing

     A. Writing Prompts or Assignments

    B. Writing Process

          1. Prewriting

               a. Brainstorming

              b. Freewriting

              c. Mapping

              d. Clustering

              e. Outlining

         2. Drafting

         3. Support services and resources for reading and writing

              a. Student study groups

              b. Writing Center

              c. Instructor's student contact office hours

              d. SRJC's online writing lab

              e. Writing handbook

              f. Tutorial Center

         4. Revision, which includes responding to feedback on essay outlines and drafts

              a. Content

              b. Organization

              c. Style

              d. Tone

              e. Diction

         5. Proofreading and editing for clarity, fluency, and Standard Written English

              a. Syntax

              b. Sentence structure and variety

              c. Grammar

              d. Punctuation

              e. Mechanics

    C. Developing Content for Essays and Other Course Writing Assignments

         1. Establishing a clear writing purpose for intended audience and medium

         2. Developing a clear thesis

         3. Using effective text-based support from one or more sources

         4. Focused and unified paragraphs

              a. Introductory

              b. Supporting

              c. Concluding

         5. Unity and coherence

              a. Transitions and linking language between paragraphs and between ideas within the

                   paragraph

              b. Repetition and synonymous language that creates coherence

         6. Standard written English and MLA format

    D. Style and Diction

         1. Creating figurative language

         2. Avoiding wordiness

         3. Choosing effective vocabulary

    E. In-Class Essays

          1. Analyzing the prompt or question

         2. Developing a thesis and outline

         3. Timing the writing process

         4. Proofreading for clarity and wording

 

IV. Research Strategies and Information Competency

     A. Searching for and evaluating source material using relevant search terms

         1. Books

         2. Media catalogs

         3. Subscription databases

         4. Internet

    B. Understanding differences among and appropriateness of various genres (books, newspaper

         and magazine articles, journal articles, Internet articles, audiovisual texts, etc.)

    C. Retrieving source materials selected during searches

    D. Evaluating sources

         1. Authority

         2. Purpose

         3. Objectivity

         4. Publication date

         5. Thoroughness

         6. Relevance to student's research

     E. Critically reading and annotating sources

    F. Articulating the meaning of one or more passages from source material

         1. Embedding direct quote or paraphrase into student's own writing

         2. Summarizing source material

    G. Creating a works cited list, annotated bibliography, or research plan with correct MLA

         format

    H. Learning the language of and rationale for research skills

Assignments:

Academic Success Strategies

1. Reading and writing-based discussions, including active listening

2. Taking lecture and reading notes

3. Reading and following written and verbal directions in each class

4. Organizing academic materials

5. Metacognitive learning logs

6. Campus and community resources assignments

7. Exams and Quizzes

  

Critical Reading

1. Reading assignments of various lengths and complexity to provide topics for analysis and

    discussion, and to serve as models for writing topics, styles, and structures. Student will typically

    read approximately 40-50 pages per week, including full-length works of fiction or nonfiction

2. Prereading exercises, including surveys, pre reading questions, schema activation, and making

    predictions  

3. Reading journal or metacognitive reading logs

4. Outlining and clustering assignments

5. Formal written summaries and responses to readings

6. Synthesis assignments to articulate connections, contrasts, and varying point of view present

    in three or more texts

7. Text analysis assignments (purpose, audience, authority, support)

8. Exams and Quizzes

9. Reading portfolio

Writing

1. Writing assignments that appeal to a range of audiences for the purpose of expression,

    exposition, and argumentation (3-4 writing assignments of 250-300 words each)

2. Essay assignments totaling a minimum of 4,000 words (3-5 essays of 800-1500 words each)

3. Prewriting exercises (e.g., brainstorming, freewriting, listing, mapping, questioning, and

    outlining)

4. Writing process exercises

5. Exams and Quizzes

6. Research project and/or presentation (e.g. annotated bibliography; research project outline)

7. In-class writing in response to readings

8. Writing portfolio

Research

1. Outlining a research plan

2. Source material search exercises

3. Summary writing exercises

4. Paraphrasing and quoting exercises

5. Exams and Quizzes

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 45 - 60%
Metacognitive reading logs or reading journals; essays; written summaries; reading and/or writing portfolio; other written exercises; in-class essays
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 5 - 15%
Synthesis assignments; source material research exercises; campus and community resources assignments
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 5 - 20%
Research plan, project or presentation
Exams: All forms of formal testing, other than skill performance exams.		Exams 15 - 25%
Exams and Quizzes
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 5 - 10%
Attendance and participation in class discussions and group activities

Representative Textbooks and Materials:

Instructor-prepared materials

 

Textbooks:

At a Glance: Writing Essays and Beyond with Integrated Readings, 6th Edition. Lee Brandon.  Wadsworth Publishing, 2014

They Say, I Say: The Moves That Matter in Academic Writing, 3rd Edition. Birkenstein, Graff, and Durst. W. W. Norton & Co., 2014

Exploring Language, 14th Edition. Goashgarian, Gary. Longman, 2014

The Curious Writer 5th Edition.  Ballenger, Bruce. Longman, 2016

The Call to Write, 6th Edition, Trimbur, John.  Wadsworth Publishing, 2013

Rereading America: Cultural Contexts for Critical Thinking and Writing, 9th Edition by Gary Colombo and Robert Cullen. Bedford/St. Martin's, 2013

A Community of Readers, 7th edition. Alexander, Roberta, and Jan Lombardi. Wadsworth Publishing, 2015

Choices: A Writing Guide with Readings, 5th edition. Mangelsdorf, Kate, and Evelyn Posey.  Bedford/St. Martin's, 2012

Interactions: A Thematic Reader, 9th edition. Moseley, Ann, and Jeanette Harris. Houghton Mifflin, 2015

The Least You Should Know about English, 12th edition. Paige Wilson and Teresa Ferster Glazier. Wadsworth, 2014

Rules of Thumb: A Guide for Writers, 9th edition. Silverman, Jay, Elaine Hughes, and Diana Roberts Wienbroer. McGraw-Hill, 2012

 

Non-fiction and Memoir: (all classics)

A Walk in the Woods, Bryson, Bill, Harper, 1999

Outliers. Gladwell, Malcolm.  Back Bay Books, 2011

Best American Essays of the Century. Oates and Atwan, eds. Mariner, 2001

50 Essays, 4th edition. Cohen, Samuel. Bedford/St. Martin's, 2014

Me Talk Pretty One Day. Sedaris, David. Back Bay, 2000

A Death in Belmont. Junger, Sebastian. Norton, 2006

Into Thin Air. Krakauer, Jon. Villard, 1997

Into the Wild. Krakauer, Jon. Signet, 2005

The Hunger of Memory. Rodriguez, Richard. Dial Press, 2004

House Made of Dawn. Momaday, N. Scott. Signet, 2004

Shadows on the Koyukuk. Huntington, Sidney, and Jim Reardon. Alaska Northwest Books, 1993

Persepolis (Graphic Novel). Satrapi, Marjane. Pantheon, 2004

What The Best College Students Do. Bain, Ken. Belknap, 2012

(E)dentity. Vie, Stephanie. Fountainhead, 2011

Black Boy. Wright, Richard. Harper/Perennial, 2008       

I Am Malala.  Yousafzai, Malala. Back Bay, 2013

Drive: The Surprising Truth About What Motivates Us.  Pink, Daniel.  Riverhead Books, 2011

 

Fiction: (all classics)

How the Garcia Girls Lost Their Accents. Alvarez, Julia. Algonquin, 2010

The Hunger Games. Collins, Suzanne. Scholastic, 2008

Mona in the Promised Land by Gish Jen. Vintage, 1997

The Things They Carried by Tim O'Brien. Mariner Books, 2009

Little Bee. Cleave, Chris. Simon & Schuster, 2008

A Friend of the Earth. Boyle, T.C. Penguin, 2001

Fight Club. Palahniuk, Chuck. Holt Paperbacks, 2004

Tortilla Curtain. T. Coraghessan Boyle. Penguin Books, 1996

Cannery Row. Steinbeck, John. Penguin, 2002

The Color Purple. Walker, Alice. Harvest, 2006

The Brief Wondrous Life of Oscar Wao, Diaz, Junot. Riverhead Books, 2008

Girl in Hyacinth Blue. Vreeland, Susan. Knopf, 2007

The Joy Luck Club. Tan, Amy. Penguin, 2006

The Kite Runner.  Hosseini, Khaled. Riverhead/Penguin, 2003

Milkweed. Spinelli, Jerry. Laurel Leaf/Random House, 2003

The Namesake. Lashiri, Jumpa. Mariner, 2004

Parrot in the Oven.  Martinez, Victor. Rayo, 2004

Kindred. Butler, Octavia. Beacon, 2008

Montana 1948. Watson, Larry. Milkweek Editions, 2007

Election. Perrotta, Tom. Berkeley Trade, 1998

Sold. McCormick, Patricia. Hyperion, 2008

My Name Is Aram. Saroyan, William. Capuchin, 2009

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