Foothill CollegeApproved Course Outlines

Language Arts Division
ENGL 250ANARRATIVE READING & WRITING: PUENTEFall 2011
5 hours lecture.5 Units

Total Quarter Learning Hours: 60 (Total of All Lecture, Lecture/Lab, and Lab hours X 12)
 
 Lecture Hours: 5 Lab Hours: Lecture/Lab:
 Note: If Lab hours are specified, see item 10. Lab Content below.

Repeatability -
Statement: Not Repeatable.

Status -
 Course Status: ActiveGrading: Letter Grade with P/NP option
 Degree Status: Non-ApplicableCredit Status: Basic Skills-2
 Degree or Certificate Requirement: Stand Alone Course
 GE Status: Non-GE

Articulation Office Information -
 Transferability: NoneValidation: 3/1/11

1. Description -
Introduction to short narrative forms of college-level reading and writing: (auto)biography, narrative reporting, story-telling, interviews, short expository essays, summary, and testimonials. Materials used to be theme-based from Latino/Mexican American and multi-ethnic authors. Narrative and expository structure used to teach the fundamentals of analytical reading and writing. Lecture, discussion, group work, and individualized instruction.
Prerequisite: None
Co-requisite: None
Advisory: Not open to students with credit in ENGL 100, 104A or 108.

2. Course Objectives -
  1. Identify and express elements of comprehension within narrative texts of increasing difficulty: writer's topic, purpose, detail, main points , thesis.
  2. Identify a writer's logical progression of ideas by determining section boundaries, where distinct points developed start and stop as well as where points are repeated
  3. Identify similarities and differences among multiple texts.
  4. Paraphrase/express in writing main points as applicable to particular sections of the text.
  5. Demonstrate proficiency in various vocabulary strategies
  6. Examine a writer's use of development and support and experiment/model same within own writing
  7. Infer writer's tone and implied points; experiment with/model implied points within essays.
  8. Write essays increasing in difficulty: personal narrative, summaries, reports, focused reader response.
  9. Basic punctuation and sentence structure
  10. Demonstrate proficiency in revision strategies
  11. Compare and contrast voices which reflect a diversity of cultural and social milieus.
3. Special Facilities and/or Equipment -
None

4. Course Content (Body of knowledge) -
  1. Identify and express elements of comprehension
    1. identify and express writer's subject area
    2. identify writer's purpose for writing
    3. distinguish writer's main points and details
    4. identify and express an overall position/thesis if applicable
  2. Follow writer's logical progression of ideas
    1. identify any introduction and/or conclusion section
    2. identify beginning and end of distinct points as well as identify repeated points
    3. identify author's use of various patterns of organization
  3. Use multiple narrative and expository texts
    1. identify similarities and differences in texts
    2. express similarities and differences between texts through summaries, charts, etc.
  4. Make inferences
    1. determine writer's tone from text clues
    2. infer/generalize detail to determine implied point
  5. Use vocabulary strategies
    1. Reading vocabulary in context of readings
      1. Decoding
      2. Context clues
      3. Dictionary use
    2. Writing vocabulary
      1. Choose appropriate diction for intended audience
      2. Use context clues, synonym appropriately
  6. Analyze in readings and practice in essays various development and support strategies
    1. Identify author's thesis
    2. Identify and articulate author's main ideas (both stated and implied) and supporting evidence.
    3. Write short essays which include effective use of examples, evidence, and reasoning
  7. Identify, analyze and practice use of tone in writing
    1. Identify author's tone by focusing on diction
    2. Using appropriate word choice and voice for varying writing purposes
  8. Writing compositions
    1. Creating clear, arguable, limited thesis
    2. Using variety of examples and evidence
    3. Using logic in presentation of support
  9. Basic Punctuation and sentence structure
    1. periods, commas
    2. sentence boundaries
    3. compound sentences
    4. adverb clauses
  10. Understand the writing process:
    1. Revision
      1. Demonstrate ability to expand ideas, delete inappropriate material and digressions, reorganize sections
      2. Demonstrate ability to question and read others' writing and participate actively in peer response groups.
  11. Distinguishing diverse voices
    1. Identify sources in reading and context in which ideas are presented
    2. Awareness of own voice/background in class writings
5. Repeatability - Moved to header area.
 
6. Methods of Evaluation -
  1. Written essays: 3-4 essays of 1-3 pages which demonstrate understanding of course material (assigned texts, reading and writing strategies) and express a supported point of view.
  2. Homework: journals, reading questions, summaries of readings to demonstrate mastery of course content, graphic organizers, vocabulary logs
  3. In-class work: brainstorming and outlining ideas, peer response, free writing, in-class essay writing, class discussion in small and large group setting, individual and group presentation to demonstrate preparedness for course assignments
  4. Quizzes and exams (including midterm and final): to determine mastery of course content, including reading comprehension, punctuation, sentence structure and the writing process
7. Representative Text(s) -
The following are suggested single-author, book-length texts for the course, representing a range of genres and Latino/Multi-ethnic thematic topics:
Alvarez, Julia. Yo!. New York: Plume, 1999.
Baca, Jimmy Santiago. A Place to Stand.
Chacon, Daniel. And the Shadows Took Him. New York: Washington Square Press, 2004.
Gilbault, Rose Castillo. Farmworker's Daughter: Growing Up Mexican in America. Berkeley: Heyday, 2006.
Gladwell, Malcolm. The Outliers: The Story of Success. New York: Back Bay Books, 2009.
Goldsmith, Suzanne. A City Year. The New Press, 1989
Lamott, Anne. Bird by Bird: Some Instructions on the Writing Life. Anchor Books, 1995
Lim??n, Graciela. The Song of the Hummingbird. Houston: Arte P??blico Press, 1996.
Urrea, Luis Alberto. Into the Beautiful North. New York: Little Brown and Company, 2010.
Rodriguez, Luis. Always Running: La Vida Loca: Gang Days in LA. New York: Curbstone Press, 2005.
Salzman, Mark. True Notebooks: A Writer's Year at Juvenile Hall. New York: Vintage, 2004.
Santos Perez, Craig. Saina. Richmond: Omnidawn Publishing, 2010.
Serros, Michele. How to Be a Chicana Role Model. NY: Riverhead Books, 2000.
Montoya, Andres. The Iceworker Sings. Arizona: Bilingual Review Press, 1999.
Takaki, Ronald. A Different Mirror: A History of Multicultural America. Boston: Little, Brown, and Co., 1993.
Viramontes, Helena Maria. The Moths and Other Stories. Houston: Arte Publico Press, 1995.
Welty, Eudora. One Writer's Beginnings. Warner Books, 1991.

The following are suggested anthologies for the course:
Augenbaum, Harold and Ilan Stavans, Growing Up Latino: Memoirs and Stories. New York: Houghton Mifflin, 1993
Barnet, Sylvan and Bedau, Hugo. Current Issues and Enduring Questions: A Guide to Critical Thinking and Argument, with Readings, 4th Ed. Boston: Bedford Books of St. Martin's Press, 1996
Berens and Rosen. Writing and Reading Across the Curriculum, 6th Ed. New York: Longman, 1997
Divakaruni, Chitra Banjerjee, William Justice and James Quay. California Stories Uncovered: Stories for the 21st Century. Berkeley, CA: California Council for the Humanities, 2005.
George, Diana and Trimbur, John. Reading Culture: Contexts for Critical Reading and Writing, 7th. Ed. New York: Pearson Longman, 2010.
Mosely, Anne and Harris, Jeanette. Interactions: A Thematic Reader, 7th Edition. NY: Wadsworth Publishing, 2009.

The following are suggested reading/writing apparati for the course:
Bizzel, Patricia and Herzberg, Bruce. Negotiating Difference: Cultural Case Studies for Composition. Boston: Bedford Books, 1996
Cavitch, D. Life Studies: A Thematic Reader, 7th Ed. Bedford Books/St. Martin's Press, 2001
Graff, Gerald, and Cathy Birkenstein. They Say / I Say: the Moves That Matter in Academic Writing. New York: W.W. Norton &, 2010.
Kennedy, X.J. The Bedford Guide for College Writers: With Reader, 5th Ed. New York: St. Martin's Press, 1996
McQuade, D. and McQuade, C. Seeing and Writing. Bedford Books/St.Martin's Press. 2000

The following is department adopted handbook for the course:
Keene, Easy Access: The Reference Handbook for Writers, 4th Ed. McGraw-Hill, 2005

8. Disciplines -
English
Reading
 
9. Method of Instruction -
  1. Participating in small and large group discussions
  2. Generating basic comprehension and analytical questions to guide discussion
  3. Collaborating with fellow students to demonstrate understanding of text structure and content
  4. Listening to and taking notes on thematic and reading/writing skill/strategies lectures and mini-lessons
  5. Demonstrating learning through quizzes and mastery tests
  6. Reading actively and writing in-class responses and analyses
 
10. Lab Content -
Not applicable.
 
11. Honors Description - No longer used. Integrated into main description section.
 
12. Types and/or Examples of Required Reading, Writing and Outside of Class Assignments -
  1. Daily reading assignments: articles, essays, narratives, short stories, poems, single author book-length text (fiction or non-fiction)
  2. Daily writing assignments: summaries, reports, short narrative essays, interviews, focused journals that respond to readings, dialectic journals, graphic organizers to track author's organization, learning logs to track meta-cognitive awareness
13. Need/Justification -
This course is the first of a two-part series designed to prepare students for collegiate level English in ENGL 1A. As part of the larger, statewide Puente Project, this course seeks to strengthen students' academic success and academic literacy by focusing on thematic connections of culture, identity and community awareness. In addition, a focus on the reading and writing process, integrated reading and writing, and strategic, critical reading, will help students develop the thinking and skills needed to succeed in college level, transferable courses.


Course status: Active
Last updated: 2013-09-23 09:57:56


Foothill CollegeApproved Course Outlines