11/21/2024 12:34:48 AM	ENGL 50 Course Outline as of Summer 2019	New Course (First Version)
CATALOG INFORMATION
Discipline and Nbr:  ENGL 50	Title:  ENGLISH 1A SUPPORT
Full Title:  English 1A Support Course
Last Reviewed:11/26/2018

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	2.00	Lecture Scheduled	2.00		17.5 max.	Lecture Scheduled	35.00
Minimum	2.00	Lab Scheduled	0		8 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	2.00			Contact Total	35.00
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  70.00

Total 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: 
Formerly: 

Catalog Description:

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

Prerequisites/Corequisites:
Concurrent Enrollment in ENGL 1A

Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description:

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
Recommended:
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 2019	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 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:

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.

 

Reading

 

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.

 

Writing

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

    mechanics.

 

Research

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

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

 

Reading:

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

     

Writing:

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

 

Research:

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

Assignments:

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%
None
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:

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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