10/31/2024 7:24:34 AM	CSKL 700 Course Outline as of Summer 2025	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  CSKL 700	Title:  ACADEMIC PREP ENGL 1
Full Title:  Academic Preparation - English I
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:  CSKLS 700

Catalog Description:

This introductory noncredit course is designed to foster the skills required for success in future reading and writing courses. Students will develop skills in sentence writing, paragraph transitions, proofreading and Modern Language Association (MLA)  formatting for essays and short essay written responses related to college-level readings.

Prerequisites/Corequisites:

Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description:

This introductory noncredit course is designed to foster the skills required for success in future reading and writing courses. Students will develop skills in sentence writing, paragraph transitions, proofreading and Modern Language Association (MLA)  formatting for essays and short essay written responses related to college-level readings.

(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:

1. Compose, at a beginning 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 beginning college-level reading comprehension through discussions and written responses. 

 

Objectives:

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 of various lengths and complexity 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 or expository prose.

2. Write paragraphs with topic sentences, supporting details, and transition sentences between paragraphs.

3. Revise essays and other writings for organization, style, 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 one draft of an essay using instructor feedback.

 

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

READING

I. 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 beginning college  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 a beginning level

    C. Introductory, body, and concluding paragraphs at a beginning level

    D.Topic sentences and supporting details

    E. Logical order

    F. Use of specific details

II. Style

    A. Using appropriate diction

    B. Avoiding wordiness and jargon

    C. Writing well-focused, structured, well-developed paragraphs

    D. Linking ideas with appropriate transitions

    E. Creating sentence variety

III. Revising, Editing, and Proofreading

    A. Revising for organization, development, correct use of vocabulary, and sentence structure

    B. Proofreading for grammar, punctuation, spelling, and formatting in MLA style.

    C.Typing and uploading essays in various learning managemnent systems, including Google or word docs

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:

I. Reading

    A. Readings of various lengths that provide topics for discussion and serve as models for writing topics, style, and structure.

     B. Weekly reading-based writing and discussion assignments, such as:

         1. Discussions or written response activities where students respond to text to text or text to self connections.

         2. Evaluations through discussion and written responses of the author's meaning and purpose

         3. Optional group and or individual presentations based on the readings

II. Writing

    A. A minimum of 1,000 words of formal writing, including

          1. At least one or two drafts of a  personal narrative essay using MLA format.

    B.   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 involving  in-class writing and the utilization of library resources in connection to the readings

         3. Specific exercises in paraphrasing and summarizing

III. Optional assignments can include:

     A. Projects

    B. Presentations   

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; optional assignments

Representative Textbooks and Materials:

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

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