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Effective: Summer 2013
ENGL 110INTRODUCTION TO COLLEGE WRITING5 Unit(s)

Prerequisites: Prerequisite: Eligibility based on assessment or successful completion of ENGL 209.
Advisory: Advisory: Not open to students with credit in ENGL 108.
Grade Type: Letter Grade, the student may select Pass/No Pass
Not Repeatable.
FHGE: Non-GE Transferable: None
5 hours lecture. (60 hours total per quarter)

Student Learning Outcomes -
  • Students can integrate information from texts to develop a main idea.
  • Students can articulate a main idea at the paragraph level.
Description -
Intended for students requiring explicit instruction and practice in writing expository essays, emphasizing clear sentence structure and logical development. Assignments include summary and synthesis of texts, critical analysis, as well as personal writing. Instruction includes rules of and practice on punctuation skills. Lecture, discussion, collaborative, and individualized instruction.

Course Objectives -
The student will be able to:
  1. Write short essays which include
    1. a clear, controlling, arguable thesis.
    2. opinions and conclusions supported by effective use of examples, evidence, and reasoning.
    3. ideas organized into a logical sequence so that the central idea of the essay is developed to a logical conclusion.
  2. Respond appropriately to a given writing task, meeting all requirements.
  3. Demonstrate ability to summarize text, along with ability to interpret , analyze, and/or critique the ideas of the summary.
  4. Demonstrate ability to synthesize ideas from two or more texts, along with interpretation, analysis, and/or critique.
  5. Present original ideas as related to, but clearly distinguished from, the ideas of others.
  6. Demonstrate fluency: write in-class essays of 1-2 pages; write out-of-class essays 3-5 pages.
  7. Demonstrate proper use of basic punctuation and an understanding of how punctuation creates sentence boundaries.
  8. Revise and restructure so ideas are clearly organized and adequately supported.
  9. Proofread for errors in language and mechanics.
  10. Demonstrate awareness of pre-defined audience and writing assignment.
  11. Distinguish between voices which reflect a diversity of cultural and social milieus.
Special Facilities and/or Equipment -
  1. When taught in classroom, none.
  2. When taught in computer lab with software programs (computer-assisted instruction, e.g. Academic Systems), access to computer and software.

Course Content (Body of knowledge) -
  1. Write short essays which include:
    1. Clear controlling idea
      1. arguable thesis
      2. write to the task assigned
    2. Opinions and conclusions supported by effective use of examples, evidence, and reasoning
      1. variety in detail: examples, facts/research, observation/interview, logical reasoning, narratives
      2. succinct and relevant to main idea
      3. text-based references (in at least three of four essay assignments)
      4. paraphrases and direct quotes, documented/cited appropriately
    3. ideas organized into a logical sequence so that the central idea of the essay is developed to a logical conclusion
      1. beginning, middle, end sections where appropriate to assignment
      2. logical development of sections and points within sections
      3. transitional devuces which reflect both unity to thesis and coherence between ideas
  2. Respond appropriately to a given writing task, meeting all requirements.
    1. Identify components of assignment
    2. Locate and generate appropriate material
  3. Demonstrate ability to summarize text, along with ability to interpret , analyze, and/or critique the ideas of the summary.
  4. Demonstrate ability to synthesize ideas from two or more texts, along with interpretation, analysis, and/or critique.
  5. Present original ideas as related to, but clearly distinguished from, the ideas of others
    1. Use MLA parenthetical documentation.
    2. Create Works Cited page if possible for sources used.
  6. Develop fluency: write in-class essays of 1-2 pages; write out-of-class essays of 3-5 pages.
  7. Demonstrate proper use of basic punctuation and an understanding of how punctuation creates sentence boundaries.
    1. required rules
      1. comma
      2. quotation marks
      3. apostrophe
    2. optional rules
      1. semi-colon
      2. colon
  8. Revise and restructure so ideas are clearly organized and adequately supported.
    1. Expansions and deletions
    2. Restructuring according to stated goals/objectives of assignment
  9. Proofread for errors in language and mechanics to the degree that the nature and frequency of errors does note become distracting.
    1. sentence errors (fragments, run-ons)
    2. language and usage
    3. mechanics (punctuation, spelling)
    4. sentence variety
  10. Demonstrate awareness of pre-defined audience and writing assignment.
    1. Select language and include information related to audience awareness
    2. word choice/diction
    3. voice
    4. background information; context clues; appositives
  11. Distinguish between voices which reflect a diversity of cultural and social milieus.
    1. sources
    2. academic community
Methods of Evaluation -
A. Minimum of two in-class writing exams that require a response to text, e.g. summarizing, synthesizing, and/or critique.
  • At least three of four out-of-class essay assignments that require text-based sources (voices of others)
  • Assessment of punctuation skills.
  • Revisions may be allowed for at least two papers.
    Representative Text(s) -
    Materials are to include the three areas below, using one or more texts/selections or software programs:
    1. Textbook/workbook/software that explains how to write a variety of essay structures and that offers a variety of practice exercises in formats emphasizing writing as a process (include prewriting, writing, and revision).
    Suggested texts include:
    Miller, G. The Prentice Hall Reader, 10th ed. New York: Prentice Hall, 2010.
    Mims, J. Mirror on America: Short Essays and Images from Popular Culture, 5th ed. New York: Bedford St Martins, 2011.
    Rosa, A. Models for Writers, 11th ed. New York: McGraw Hill, 2012.
  • Skills book/software that allows practice in various elements of grammar and sentence structure. Suggested texts include:
  • English Department, San Francisco State University. Fog City Fundamentals, 3rd ed. Burgess International Group, 1988.
    Graff, G. They Say I Say, 2nd ed. New York: WW Norton, 2009.
    Keene, M. Easy Access: Reference Handbook. New York: McGraw Hill, 2007.
    Langan, J. Sentence Skills, 9th ed. New York: McGraw-Hill, 2010.
    Note: if a grammar/sentence handbook is selected, it must be the department adopted Easy Access, also adopted for English 1A, 1B use.
  • Reader that provides topical subject matter in a variety of styles/formats and diverse voices. Suggested texts include:
  • Ackley, K. Perspectives on Contemporary Culture, 6th ed. Wadsworth Publishing, 2011.
    Atwan, R. America Now. 9th ed. Bedford/St. Martin's, 2011.
    Graff, G. They Say I Say, with readings, 2nd ed. New York: WW Norton, 2011.

    Disciplines -
    English
    Reading
     
    Method of Instruction -
    Methods of instruction may include:
    1. Attending lectures
    2. Participating in whole class discussion
    3. Participating in small group collaborative discussions and projects
    4. Practicing strategies for informal and formal writing
     
    Lab Content -
    Not applicable.
     
    Types and/or Examples of Required Reading, Writing and Outside of Class Assignments -
    Reading, Writing, and Outside-of-Class assignments may include:
    1. Out-of-class reading assignments
    2. In-class and out-of-class writing assignments, including summary, synthesis, and/or evaluation skills
    3. Revision assignments
    4. Punctuation quizzes/tests