COLLEGE OF THE DESERT

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1 COLLEGE OF THE DESERT Course Code ENG-001A Course Outline of Record 1. Course Code: ENG-001A 2. a. Long Course Title: Composition b. Short Course Title: COMPOSITION 3. a. Catalog Course Description: This course introduces students to the demands of writing in the academic setting. Students learn the basics of critical thinking and research techniques as they apply to the writing process. Students then learn to apply the writing process in composing essays in response to their analysis of prose and poetry. b. Class Schedule Course Description: This course introduces students to the demands of writing in the academic setting. c. Semester Cycle (if applicable): N/A d. Name of Approved Program(s): COMPOSITION 4. Total Units: 4.00 Total Semester Hrs: Lecture Units: 4 Semester Lecture Hrs: Lab Units: 0 Semester Lab Hrs: 0 Class Size Maximum: 29 Allow Audit: Yes Repeatability No Repeats Allowed Justification 0 5. Prerequisite or Corequisite Courses or Advisories: Course with requisite(s) and/or advisory is required to complete Content Review Matrix (CCForm1-A) Prerequisite: ENG 051 with a minimum grade of C or Prerequisite: ESL 051 with a minimum grade of C or Prerequisite: ENG 061 with a minimum grade of C or Prerequisite: ENG 071 with a minimum grade of C or Prerequisite: ESL 071 with a minimum grade of C or Prerequisite: Assesment Score indicating placement into English 1A 6. Textbooks, Required Reading or Software: (List in APA or MLA format.) a. Hacker, Diane. (2012). Rules for Writers (with 2009 MLA Update) (7th/e). Boston Bedford/St. Martin's. College Level: Yes b. Comley, Nancy R., et.al. (2013). Fields of Reading (10/e). Boston Bedford/St. Martins. ISBN: - College Level: Yes c. Ackley, Katherine Anne (2014). Perspectives on Contemporary Issues (7/e). Boston Cengage/Wadsworth. ISBN: - College Level: No d. Barnet, Sylvan and Hugo Bedau (2014). Current Issues & Enduring Questions (9th/e). Boston Bedford/St. Martins. ISBN: - College Level: Yes e. Instructors have individual choice in regards to supplementary readings (novels, etc.) 7. Entrance Skills: Before entering the course students must be able: a. Recognize the difference between concrete and abstract ideas in texts. 12/21/ of 6

2 ESL Demonstrate understanding of main idea, details, relationships, and patterns of organization in expository ENG Recognize the difference between concrete and abstract ideas in texts. RDG Demonstrate understanding of main idea, details, relationships, and patterns of organization in expository ESL Use theses to organize paragraphs into coherent analyses. ENG Demonstrate understanding of main idea, details, relationships, and patterns of organization in expository RDG Demonstrate an improved level of word analysis skills and vocabulary development. ENG Demonstrate the ability to think critically and express ideas using various patterns of development. ENG Evaluate opposing ideas in readings, discussions, and RDG Demonstrate an ability to analyze and respond critically to expository writing RDG Identify familiar types of readings and study strategies used in the content areas. ENG Demonstrate the ability to read and respond in writing beyond the literal interpretation of the text. ESL Demonstrate the ability to read and respond to writing beyond the literal interpretation of a text. ENG Exhibit ability to use expanded vocabulary and practice using contextual cues and resources. ENG Identify and evaluate supporting evidence. b. Evaluate opposing ideas in readings, discussions, and RDG Demonstrate understanding of main idea, details, relationships, and patterns of organization in expository RDG Demonstrate an ability to analyze and respond critically to expository writing ENG Evaluate opposing ideas in readings, discussions, and writing ESL Evaluate opposing ideas in readings, discussions, and writing c. Evaluate features of style such as purpose, audience and tone in academic and professional RDG Identify familiar types of readings and study strategies used in the content areas. RDG Demonstrate and awareness of the various textbook formats and writing styles. ENG Evaluate features of style such as purpose, audience and tone in academic and professional ESL Evaluate features of style such as purpose, audience and tone in academic and professional d. Understand difference between stated and implied concepts. ENG Understand difference between stated and implied concepts. ESL Understand difference between stated and implied concepts. ENG Understand difference between stated and implied concepts. e. Develop ideas, draft, revise, and edit essays. f. Engage in collaborative review sessions to understand difficult concepts and produce effective essays. ESL Engage in collaborative review sessions to understand difficult concepts and produce effective essays. ENG Engage in collaborative review sessions to understand difficult concepts and produce effective essays. g. Write thesis statement with controlling idea and support from source material. h. Write essays with varied strategies with theses and support from appropriate sources. ENG Integrate source material and demonstrate critical awareness in multi-page essays. ESL Integrate source material and demonstrate critical awareness in multi-page essays. i. Understand appropriate use of various rhetorical strategies. RDG Demonstrate an ability to analyze and respond critically to expository RDG Demonstrate an ability to analyze and respond critically to expository writing j. Construct sentences that demonstrate variety and effective word choice, using mostly college level diction. k. Demonstrate fluency in word classification and purpose. ENG Demonstrate an improved level of word analysis skills and vocabulary development. ESL Demonstrate an improved level of word analysis skills and vocabulary development. l. Exhibit ability to use expanded vocabulary and practice using contextual cues and resources. ESL Exhibit ability to use expanded vocabulary and practice using contextual cues and resources. ENG Exhibit ability to use expanded vocabulary and practice using contextual cues and resources. m. Format essays correctly according to MLA conventions, including in-text references and correct works cited 12/21/ of 6

3 entries. ESL Utilize a handbook to properly cite and document source material in MLA format. n. Identify and evaluate supporting evidence. RDG Demonstrate understanding of main idea, details, relationships, and patterns of organization in expository o. Integrate source material and demonstrate critical awareness in multi page essays. ENG Integrate source material and demonstrate critical awareness in multi-page essays. ESL Integrate source material and demonstrate critical awareness in multi-page essays. p. Distinguish between writing as a process and in-class ESL Distinguish between writing as a process and in-class timed ENG Distinguish between writing as a process and in-class timed 8. Course Content and Scope: Lecture: a. Prewriting b. Introduction and Conclusion Strategies c. Thesis d. Topic Sentences e. Support f. Transitions g. Revision h. Editing i. Reading-Writing connections j. Use of reference material (dictionary, thesaurus, handbook, and library sources). k. Standard Sentence Structure and Variety l. Thoughtful Inquiry and Discussion m. Research strategies n. MLA &/or APA Documentation skills o. Information Literacy p. Summary and Paraphrase skills q. In-class Writing r. Synthesis of Multiple Sources s. Debate/Argumentation Strategies t. Audience Awareness/Rhetorical Choices u. Analysis of Written and Visual Texts Lab: (if the "Lab Hours" is greater than zero this is required) 9. Course Student Learning Outcomes: 1. Synthesize multiple sources from varied written and visual texts into coherent, original writings. 2. Analyze and evaluate a variety of texts (i.e. literature, digital forms, visual) for their rhetorical and technical merit, with consideration of the principles of unity, coherence, tone, persona, purpose, methods, and the effects on a target audience. 3. Draft, revise, and edit essays demonstrating independence and self-awareness, including the use of proofreading skills (i.e. use of references or handbooks, sentence lists, computer tools, multiple drafts, peer review, and collaborative discussion). 4. Synthesize various rhetorical strategies in writing that demonstrate original insight and argument into complex issues and subjects, using suitable style and tone for varied audiences. 5. Use a variety of resources to conduct research, including evaluating and documenting subjective and objective information. 10. Course Objectives: Upon completion of this course, students will be able to: a. Find, read, analyze, evaluate, interpret, and synthesize outside sources, including online information. b. Read, analyze, and interpret varied texts (i.e. literature, digital forms, visual). c. Understand how readers experiences influence the reading of texts. d. Develop ideas coherently in writing through the drafting process. e. Participate in the process of developing texts in collaborative and individual settings. 12/21/ of 6

4 f. Write thesis statements, topic sentences, and ideas in an organized way in multi-page essays. g. Write essays with varied strategies, including persuasive essays, with a arguable theses and evidence from a variety types of sources. h. Use a variety of rhetorical strategies to write essays. i. Incorporate complex sentence-structure and variety of word choice. j. Recognize and integrate creative elements of style (metaphor, analogy, voice, tone). k. Correctly use MLA or APA documentation as appropriate both within essays and in works cited entries. l. Use writing reference materials and handbooks to perfect documentation skills with few errors. m. Identify and evaluate appropriate source, incorporating them appropriately quotations, summaries, paraphrases and appropriate facts. 11. Methods of Instruction: (Integration: Elements should validate parallel course outline elements) a. Collaborative/Team b. Demonstration, Repetition/Practice c. Discussion d. Distance Education e. Journal f. Lecture g. Participation h. Self-exploration i. Technology-based instruction Other Methods: Electronic audio and video presentations Writing workshops and other group activities 12. Assignments: (List samples of specific activities/assignments students are expected to complete both in and outside of class.) In Class Hours: Outside Class Hours: a. In-class Assignments 13. Complete Peer Revision and Editing Assignments Write in-class essays and responses b. Out-of-class Assignments Read and Respond to assigned readings, including two book-length works Produce 5-6 Essays for a total of 6,000 words, including essays which incorporate research and synthesis of ideas Complete Homework Complete Group and Collaborative Assignments Methods of Evaluating Student Progress: The student will demonstrate proficiency by: College level or pre-collegiate essays Written homework Critiques Guided/unguided journals Portfolios Term or research papers Reading reports Field/physical activity observations Presentations/student demonstration observations True/false/multiple choice examinations Mid-term and final evaluations Student participation/contribution Student preparation 12/21/ of 6

5 14. Methods of Evaluating: Additional Assesment Information: a. Essays b. Examinations c. Skill demonstration of Research Techniques. 15. Need/Purpose/Rationale -- All courses must meet one or more CCC missions. CSU/UC Transfer Course A. Transfers to CSU;UC UCR: English 001A B. Transfers to CSU CSUSB: English 101; CSUSM GEW 101 IGETC Area 1: English Communication A: English Composition CSU GE Area A: Communication in the English Language and Critical Thinking A2 - Written Communication PO-GE C4.a - Language & Rationality (English Composition) Communicate in many different situations, involving diverse people and viewpoints. Listen and analyze the substance of others comments. Summarize and analyze fiction and nonfiction. Conduct research, synthesize and evaluate information, develop arguments and organize evidence into oral and written presentations, using proper research methods and documentation. Recognize public presentation of oral and written work as a process subject to brainstorming, organizing, drafting, and revising. IO - Critical Thinking and Communication Compose and present structured texts in a variety of oral and written forms according to purpose, audience, and occasion with implementation of thesis, supporting details and idea development. Conduct research, gather and evaluate appropriate information, organize evidence into oral and written presentation, using proper MLA, APA, and other discipline-specific formats to cite sources. 16. Comparable Transfer Course University System Campus Course Number Course Title Catalog Year CSU CSU San Bernardino 107 Adv. First Year Comp Special Materials and/or Equipment Required of Students: 18. Materials Fees: Required Material? Material or Item Cost Per Unit Total Cost 19. Provide Reasons for the Substantial Modifications or New Course: Conditionally approved C-ID; modifications are result of this status 20. a. Cross-Listed Course (Enter Course Code): N/A b. Replacement Course (Enter original Course Code): N/A 21. Grading Method (choose one): Letter Grade Only 22. MIS Course Data Elements a. Course Control Number [CB00]: CCC b. T.O.P. Code [CB03]: English c. Credit Status [CB04]: D - Credit - Degree Applicable d. Course Transfer Status [CB05]: A = Transfer to UC, CSU 12/21/ of 6

6 e. Basic Skills Status [CB08]: 2N = Not basic skills course f. Vocational Status [CB09]: Not Occupational g. Course Classification [CB11]: Y - Credit Course h. Special Class Status [CB13]: N - Not Special i. Course CAN Code [CB14]: N/A j. Course Prior to College Level [CB21]: Y = Not Applicable k. Course Noncredit Category [CB22]: Y - Not Applicable l. Funding Agency Category [CB23]: Y = Not Applicable m. Program Status [CB24]: 1 = Program Applicable Name of Approved Program (if program-applicable): N/A Attach listings of Degree and/or Certificate Programs showing this course as a required or a restricted elective.) 23. Enrollment - Estimate Enrollment First Year: 0 Third Year: Resources - Faculty - Discipline and Other Qualifications: a. Sufficient Faculty Resources: Yes b. If No, list number of FTE needed to offer this course: N/A 25. Additional Equipment and/or Supplies Needed and Source of Funding. N/A 26. Additional Construction or Modification of Existing Classroom Space Needed. (Explain:) N/A 27. FOR NEW OR SUBSTANTIALLY MODIFIED COURSES Library and/or Learning Resources Present in the Collection are Sufficient to Meet the Need of the Students Enrolled in the Course: Yes 28. Originator Kimberly S. Dozier Origination Date 09/19/13 12/21/ of 6