Foothill CollegeApproved Course Outlines

Language Arts Division
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 analytical forms of college-level reading and writing: essays, critiques, editorials, reports, summary, commentary. Materials used to be theme-based from Latino/Mexican American and multi-ethnic authors. Lecture, discussion, group work, and individualized instruction.
Prerequisite: ENGL 250A.
Co-requisite: None
Advisory: Not open to students with credit in ENGL 110, 104B or 108.

2. Course Objectives -
The student will be able to:
  1. recognize the central argument in a piece of expository writing and begin to draw inferences from expository texts
  2. understand how supporting points logically relate to larger points/thesis and organize own ideas accordingly
  3. infer writer's purpose and evaluate writer's information
  4. recognize similarities/differences between more than one text
  5. write text-based, expository essays with an explicitly stated central argument; effective examples, evidence, and reasoning; and logical sequencing
  6. incorporate sources by paraphrasing, summarizing, quoting
  7. write sentences that demonstrate an understanding of sentence coordination
  8. Proofread effectively for those errors in mechanics/usage that impede understanding or are numerous enough to distract the reader
3. Special Facilities and/or Equipment -

4. Course Content (Body of knowledge) -
  1. Recognize the central argument
    1. express thesis and main ideas stated and implied of text in complete sentences
    2. revise or refine a tentative main point as text is read and reevaluated
  2. Relate supporting ideas logically to larger points/thesis
    1. identify in reading and using in student writing clues of structure and context
  3. Determine writer's purpose and evaluating information
    1. infer writer's purpose in text
    2. articulate own writing purpose(s)
    3. evaluate writer's credibility/expertise and types of evidence
  4. Recognize relationships between more than one text
    1. identify points of comparison/contrast between texts
    2. express such critical analysis in writing
  5. Write text-based, expository essays with an explicitly stated central argument
    1. Create clear, arguable, limited thesis
    2. Use variety of examples and evidence, e.g., textual, observational, research
    3. Use logic in presentation of support, i.e., clear beginning, middle, end with appropriate transitions
  6. Incorporate sources by paraphrasing, summarizing, quoting
    1. avoid plagiarism
    2. use correct documentation for sources
  7. Write sentences that demonstrate an understanding of sentence coordination
    1. use of subordination and concession
    2. use of other sentence modification strategies, which may include noun phrase appositive, adjective clauses, verbal phrase modifiers
  8. Proofread effectively for errors in mechanics/usage
    1. identify and correct sentence fragments, run ons/comma splices,
    2. identify and correct verb tenses, verb forms, subject-verb agreement,
    3. identify and correct errors made with plurals, homonyms, spelling, word choice.
5. Repeatability - Moved to header area.
6. Methods of Evaluation -
  1. Written essays: 3-4 analytical essays of 3-5 pages which demonstrate understanding of course material (assigned texts, sentence combining and development strategies, revision) and express a supported point of view
  2. Homework: journals, reading questions, summaries of readings, proofreading exercises, sentence development exercises to demonstrate mastery of course content
  3. In-class work: peer response, free writing, in-class essay writing, class participation and group work, individual and group presentation to demonstrate preparedness for course assignments
  4. Quizzes and exams (including midterm and final): to determine mastery of course content
7. Representative Text(s) -
  1. The following are suggested expository readings focusing on Latino/Multi-ethnic writers and experiences:
Su?rez-Orozco, Marcelo and Mariela M. P?ez. Latinos: Remaking America. Berkeley: UC Press, 2002.
Bacon, David. Illegal People: How Globalization Creates Migration. Boston: Beacon Press, 2008
De La Torre, Adela. Moving from the Margins: A Chicana Voice on Public Policy. Tucson: Univ. of Arizona Press, 2002.
Gonzales, Gilbert G et. al., A Century of Chicano History: Empire, Nations and Migration. New York: Routledge, 2003.
Gonzales, Juan. Harvest of Empire: A History of Latinos in America. New York: Penguin Group, 2001.
Stavans, Ilan. The Hispanic Condition: The Power of a People. NY: Harper Collins, 2001.
Morales, Ed. Living in Spanglish. NY: St. Martin's Books, 2002.
Mindola, Tatcho Jr. et al. Black-Brown Relations and Stereotypes. University of Texas Press, 2003.
Novas, Himilice. Everything You Need to Know about Latino History. Dutton/Plume, 2003.
Villa, Raul Homero. Barrio Logos: Space and Place in Urban Chicano Literature and Culture. Houston: University of Texas, 2000.

  • 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 -
    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
    7. Participating in writing workshops and in-class revisions and meta-cognitive reflection

    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: evaluative responses, problem-solution essays, critiques, interviews, focused journals that respond to readings, summaries, dialectic journals, graphic organizers to track author's organization, learning logs to track meta-cognitive awareness
    13. Need/Justification -
    This course is the second 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, analysis and skills needed to succeed in college level, transferable courses.

    Course status: Active
    Last updated: 2013-09-23 10:28:34

    Foothill CollegeApproved Course Outlines