|Student Learning Outcomes -|
- Analyze a text in depth by considering author's worldview, bias, purpose and perspective.
- 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, and paraphrase/express in writing main points as applicable to particular sections of the text.
|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.|
|Course Objectives - |
- Identify and express elements of comprehension within narrative texts of increasing difficulty: writer's topic, purpose, detail, main points , thesis.
- 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
- Identify similarities and differences among multiple texts.
- Paraphrase/express in writing main points as applicable to particular sections of the text.
- Demonstrate proficiency in various vocabulary strategies
- Examine a writer's use of development and support and experiment/model same within own writing
- Infer writer's tone and implied points; experiment with/model implied points within essays.
- Write essays increasing in difficulty: personal narrative, summaries, reports, focused reader response.
- Basic punctuation and sentence structure
- Demonstrate proficiency in revision strategies
- Compare and contrast voices which reflect a diversity of cultural and social milieus.
|Special Facilities and/or Equipment - |
|Course Content (Body of knowledge) - |
- Identify and express elements of comprehension
- identify and express writer's subject area
- identify writer's purpose for writing
- distinguish writer's main points and details
- identify and express an overall position/thesis if applicable
- Follow writer's logical progression of ideas
- identify any introduction and/or conclusion section
- identify beginning and end of distinct points as well as identify repeated points
- identify author's use of various patterns of organization
- Use multiple narrative and expository texts
- identify similarities and differences in texts
- express similarities and differences between texts through summaries, charts, etc.
- Make inferences
- determine writer's tone from text clues
- infer/generalize detail to determine implied point
- Use vocabulary strategies
- Reading vocabulary in context of readings
- Context clues
- Dictionary use
- Writing vocabulary
- Choose appropriate diction for intended audience
- Use context clues, synonym appropriately
- Analyze in readings and practice in essays various development and support strategies
- Identify author's thesis
- Identify and articulate author's main ideas (both stated and implied) and supporting evidence.
- Write short essays which include effective use of examples, evidence, and reasoning
- Identify, analyze and practice use of tone in writing
- Identify author's tone by focusing on diction
- Using appropriate word choice and voice for varying writing purposes
- Writing compositions
- Creating clear, arguable, limited thesis
- Using variety of examples and evidence
- Using logic in presentation of support
- Basic Punctuation and sentence structure
- periods, commas
- sentence boundaries
- compound sentences
- adverb clauses
- Understand the writing process:
- Demonstrate ability to expand ideas, delete inappropriate material and digressions, reorganize sections
- Demonstrate ability to question and read others' writing and participate actively in peer response groups.
- Distinguishing diverse voices
- Identify sources in reading and context in which ideas are presented
- Awareness of own voice/background in class writings
|Methods of Evaluation - |
- 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.
- Homework: journals, reading questions, summaries of readings to demonstrate mastery of course content, graphic organizers, vocabulary logs
- 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
- Quizzes and exams (including midterm and final): to determine mastery of course content, including reading comprehension, punctuation, sentence structure and the writing process
|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
|Disciplines - |
|Method of Instruction - |
- Participating in small and large group discussions
- Generating basic comprehension and analytical questions to guide discussion
- Collaborating with fellow students to demonstrate understanding of text structure and content
- Listening to and taking notes on thematic and reading/writing skill/strategies lectures and mini-lessons
- Demonstrating learning through quizzes and mastery tests
- Reading actively and writing in-class responses and analyses
|Lab Content - |
|Not applicable. |
|Types and/or Examples of Required Reading, Writing and Outside of Class Assignments - |
- Daily reading assignments: articles, essays, narratives, short stories, poems, single author book-length text (fiction or non-fiction)
- 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