|Student Learning Outcomes -|
- Analyze articles written for a general audience, such as those appearing in Newsweek or Time Magazine.
- Write unified, coherent, well-developed expository essays incorporating information in the form of quotes and/or paraphrases from one or more texts
|Description - |
|Development of critical reading skills using selected readings which present a range of cultural experiences and perspectives. Practice in writing expository essays based on personal experience, observations, and class readings with a review of acceptable English sentence structure. Does not fulfill the composition requirements for the Associate degree.|
|Course Objectives - |
|The student will be able to: |
- analyze authentic reading selections for audience, purpose, cultural perspective, ideas, issues, organization, development, supporting ideas, and other writing techniques.
- respond critically to assigned readings and student essays, both in writing and orally.
- demonstrate an understanding of outside sources by producing short and extended summaries of assigned readings, and incorporating paraphrases and quotations from assigned readings into student essays.
- write unified, coherent, well-developed essays which include all standard elements of an academic essay: thesis statement, topic sentences; and introductory, concluding and body paragraphs.
- write essays which include significant analysis of the student's own experience and observations as related to class readings.
- utilize an adequate range of vocabulary and sentence structure, and proofread own work to find and correct specified language errors.
- write and edit a complete in-class essay.
|Special Facilities and/or Equipment - |
|No special facilities or equipment needed. |
|Course Content (Body of knowledge) - |
- Analytical reading skills
- determine the main idea, audience, and purpose of each reading selection
- evaluate the effectiveness of introductions and conclusions
- evaluate the effectiveness of supporting detail
- identify the structure of an essay
- identify cohesive devices in an essay including pronoun reference and the repetition of key terms
- analyze the effectiveness of various writing techniques used by the author
- distinguish between facts, inferences, and opinions
- identify cultural values expressed in readings
- Response to reading selections in writing and orally
- agree with or challenge specific content
- relate to personal experiences
- relate to other readings
- make inferences and draw conclusions from readings
- respond effectively to classmates' compositions
- reflect back the main idea
- point out specific effective writing techniques
- ask questions for clarification
- Effective communication of ideas from readings
- summarize part or all of a reading
- paraphrase ideas from a reading
- incorporate summaries, paraphrases, and quotations from readings into student essays
- Basic writing skills
- Generate ideas
- freewriting response to selected readings
- class discussion
- focus thoughts generated in freewriting and discussions to arrive at one significant idea to develop in an essay for a particular audience and for a particular purpose
- understand and include all standard elements of an academic essay: thesis statement; topic sentences; and introductory, concluding, and body paragraphs
- Analytical writing skills
- select and utilize effective details and examples from experience and observation
- select and utilize effective details and examples from the reading selections
- explain the connections between the ideas of a reading selection and the student's own experience and observations or ideas of another reading selection
- anticipate and respond to the reader's questions
- eliminate any irrelevant points
- write effective introductions and conclusions
- Use effective language and edit for correctness
- use a variety of cohesive devices including transitional adverbs, transitional phrases, pronouns, and repetition of key terms
- use a variety of sentence types including phrasal modifiers and complex sentences with few errors in agreement, tense, aspect, number, word order/function
- use an adequate range of vocabulary with only occasional errors of word form, choice, or usage which do not obscure meaning
- edit for correctness
- English sentence structure (S + V + O)
- subject-verb agreement
- verb tense
- pronoun reference
- word form
- word choice
- punctuation of quotations
- run-together sentences
- revise: make substantial changes in content (i.e., delete, add, or rearrange ideas) based on feedback from peers, from the ESL Writing Center, and from the instructor
- Write and edit a complete in-class essay in 80 minutes. When the in-class essay is given as the final exam, the allotted time will be 120 minutes.
|Methods of Evaluation - |
- Analysis of assigned reading selections
- journal assignments
- at least 3 revised essays of approximately 750 words each.
- the first essay develops the student's viewpoint on a theme presented in an assigned reading and utilizes personal experience and observations. This is NOT a personal narrative or description.
- the second essay refers directly to class readings, elaborating on a theme discussed by an author.
- the third essay applies ideas from one author to those of another. This is NOT a comparison/contrast essay.
- At least two in-class essays based on a reading selection. Potential readings and linguistic issues for this assignment are discussed in prior class sessions, but students are not given the prompt in advance. Students must earn an average grade of "C" or better on the in-class essays in order to pass the class.
- Participation in class discussions
- Exercises and quizzes
|Representative Text(s) - |
|Instructors must choose a textbook from the list below. If, however, a faculty member would prefer to use a textbook not on the list, he or she must contact a full-time faculty member who regularly teaches the course to explain how the adoption would serve to achieve the learning outcomes specified in the course outline of record. |
Gardner, Peter. New Directions. 2nd. ed. NY: Cambridge University Press, 2005.
McDonald, Stephen and William Salomone. The Writer's Response: A Reading-Based Approach to College Writing. 5th ed. Boston: Wadsworth, 2012.
|Disciplines - |
|English as a Second Language |
|Method of Instruction - |
|Lecture, discussion, cooperative learning exercises. |
|Lab Content - |
|Not applicable. |
|Types and/or Examples of Required Reading, Writing and Outside of Class Assignments - |
- Required readings from the text and other sources.
- Five essays, two of which are written in class, and three of which are written outside of class and are approximately 750 words each.