|Student Learning Outcomes -|
- Write text-based, expository essays with an explicitly stated central argument; effective examples, evidence, and reasoning; and logical sequencing.
- Write sentences that demonstrate an understanding of sentence coordination.
|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.|
|Course Objectives - |
|The student will be able to: |
- recognize the central argument in a piece of expository writing and begin to draw inferences from expository texts
- understand how supporting points logically relate to larger points/thesis and organize own ideas accordingly
- infer writer's purpose and evaluate writer's information
- recognize similarities/differences between more than one text
- write text-based, expository essays with an explicitly stated central argument; effective examples, evidence, and reasoning; and logical sequencing
- incorporate sources by paraphrasing, summarizing, quoting
- write sentences that demonstrate an understanding of sentence coordination
- Proofread effectively for those errors in mechanics/usage that impede understanding or are numerous enough to distract the reader
|Special Facilities and/or Equipment - |
|Course Content (Body of knowledge) - |
- Recognize the central argument
- express thesis and main ideas ‚ƒì stated and implied ‚ƒì of text in complete sentences
- revise or refine a tentative main point as text is read and reevaluated
- Relate supporting ideas logically to larger points/thesis
- identify in reading and using in student writing clues of structure and context
- Determine writer's purpose and evaluating information
- infer writer's purpose in text
- articulate own writing purpose(s)
- evaluate writer's credibility/expertise and types of evidence
- Recognize relationships between more than one text
- identify points of comparison/contrast between texts
- express such critical analysis in writing
- Write text-based, expository essays with an explicitly stated central argument
- Create clear, arguable, limited thesis
- Use variety of examples and evidence, e.g., textual, observational, research
- Use logic in presentation of support, i.e., clear beginning, middle, end with appropriate transitions
- Incorporate sources by paraphrasing, summarizing, quoting
- avoid plagiarism
- use correct documentation for sources
- Write sentences that demonstrate an understanding of sentence coordination
- use of subordination and concession
- use of other sentence modification strategies, which may include noun phrase appositive, adjective clauses, verbal phrase modifiers
- Proofread effectively for errors in mechanics/usage
- identify and correct sentence fragments, run ons/comma splices,
- identify and correct verb tenses, verb forms, subject-verb agreement,
- identify and correct errors made with plurals, homonyms, spelling, word choice.
|Methods of Evaluation - |
- 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
- Homework: journals, reading questions, summaries of readings, proofreading exercises, sentence development exercises to demonstrate mastery of course content
- 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
- Quizzes and exams (including midterm and final): to determine mastery of course content
|Representative Text(s) - |
Su?°rez-Orozco, Marcelo and Mariela M. P?°ez. Latinos: Remaking America. Berkeley: UC Press, 2002.
- The following are suggested expository readings focusing on Latino/Multi-ethnic writers and experiences:
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.
|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
- Participating in writing workshops and in-class revisions and meta-cognitive reflection
|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: 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