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ENGL 0000N - Introduction to College Writing

http://catalog.sierracollege.edu/course-outlines/engl-0000n/

Catalog Description DESCRIPTION IS HERE: Prerequisite: Placement by matriculation assessment process or completion of ENGL 802 with grade of "Pass" Hours: 72 lecture Description: Emphasis on the development and integration of thinking, reading, organizing, and writing skills, as required for successful execution of college level composition. Prepares students for ENGL 1A. Students enrolling in ENGL N after having taken ENGL A and/or ENGL 50 will lose credit for ENGL A and/or ENGL 50. (not transferable) Units 4 Lecture-Discussion 72 Laboratory By Arrangement Contact Hours 72 Outside of Class Hours Course Student Learning Outcomes Develop a reading process to comprehend both explicit and implicit ideas in texts. Analyze, interpret and evaluate the author's purpose and language usage in texts. Analyze and evaluate the rhetorical structure of essays and texts. Demonstrate sentence-level proficiency to write grammatically correct sentences. Compose structured essays that develop, support and explain a thesis statement using a writing process. Course Content Outline I. College level Reading Strategies A. Modes of Discourse B. Concentration C. Using context clues D. Figures of Speech E. Denotation and connotation F. Memory Principles II. Study-Reading Strategies A. Underlining B. Annotation C. Mapping D. Outlining III. Critical Reading Strategies A. Analysis of student and professional writing B. Differentiating between fact and opinion C. Determining tone and bias D. Drawing inferences E. Analyzing argumentative essays IV. Review and practice the stages of the reading and writing processes A. Reading: survey, question, read, recite, review B. Writing: generating ideas, prewriting, drafting, and revising V. Supplemental Reading instruction A. College level vocabulary B. Improving speed and comprehension C. Practicing study-reading techniques VI. Grammar & punctuation A. Review grammar, usage, and punctuation concepts as they affect the style and clarity of student writing B. Review and correction of common errors in writing such as (but not limited to) run-ons, comma splices, fragments, faulty subject/verb agreement VI. Formal structures of academic writing A. Paragraphs and essays in a variety of rhetorical modes B. Logical coherence through transitions, subordination and coordination of sentences Course Objectives Course Objectives 1. Employ reading strategies such as annotation, mapping, and outlining on expository text. 2. Analyze expository text in terms of author's purpose, thesis, supporting details, and patterns of organization. 3. Recognize and apply strategies of thesis development in an expository essay. 4. Recognize credible sources and incorporate these as effective evidence and reasoning in support of a thesis. 5. Analyze and evaluate texts for elementary logic and rhetorical methods, including differentiating between fact and opinion, and identifying tone and bias. 6. Recognize and edit sentence-level errors in grammar, punctuation, and usage. 7. Correctly integrate source material using paraphrases, quotations, summary. 8. Correctly document sources using MLA. Methods of Evaluation Essay Examinations Reports Reading Assignments 1. Read "Feeding on Fast Food and False Values" and answer questions at the literal, interpretive, and applied levels of comprehension. 2. Read and annotate "Reading About History." 3. Read a variety of professional and student non-fiction essays in a variety of rhetorical modes and respond in writing. For example, an assignment might say "Read "The Men We Carry in Our Minds," by Scott Sanders, and answer the three questions under "Reacting to Ideas" on page 593 of Writing First." 4. Read selections on the reading and writing process and on grammar and punctuation from textbooks. For example, a typical reading assignment would ask students to read Chapter 15 of Writing First "Writing Simple Sentences," or Chapter 1, "Writing a Paragraph." Writing, Problem Solving or Performance 1. Complete a defining features matrix which differentiates the three study skills of annotating, mapping, and outlining. 2. Analyze the essay "Public Enemy Number One" in terms of claim, evidence, appeals to needs and values, and ethical appeal. 3. After reading the cause-effect paragraph, "The Ultimate High" in Writing First, write a paragraph of your own that demonstrates the cause-effect strategy on one of the following topics: Why a current TV show is popular, cause or effects of stress, why so many Americans don't vote, why teenagers drink, why some relationships break up. 4. After reading the exemplification essay, "Don't Call Me a Hot Tamale," write an exemplification essay on one of the following topics: Explain how television networks could add several different Latina characters to actual programs in which they might appear; write an essay that gives several examples of what the author could do to change the way others see her; do you think others stereotype you because of your heritage, or age, gender, or where you live? If so, write an essay illustrating specific instances of such stereotyping. 5. After reading a chapter on complex sentences, complete several exercises including sentence creation, sentence combining, and punctuation. Other (Term projects, research papers, portfolios, etc.) Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.