Course Outline. Prerequisites: Placement exam or ENGL 156: COLLEGE READING AND WRITING with a minimum grade of C or better or equivalent

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1 Effective: Fall 2014 Course Outline BASIC COURSE INFORMATION Course Number: ENGL 201A Course Title: ENGLISH COMPOSITION Lecture Hours Per Week: 4.00 Lab Hours Per Week: 0 Contact Hours Per Week: 4.00 Total Lecture Hours: Total Lab Hours: 0.00 Total Contact Hours: Credits: 4.00 Catalog Description: Provides a study of and practice in the use of language and writing of argumentative/analytical essays and research papers. Schedule Description: Provides a study of and practice in the use of language and writing of argumentative/analytical essays and research papers. Prerequisite: Placement exam, ENGL 156 with a grade of C or better, or equivalent. Transfer: CSU; UC. Prerequisites: Placement exam or ENGL 156: COLLEGE READING AND WRITING with a minimum grade of C or better or equivalent Division: Department: Degree Applicability: English English Credit - Degree Applicable

2 Methods of Instruction: Lecture and/or discussion Distance Education Approved to be taught as Distance Education: Yes Grading Method: Letter Grade Only Repeatability: 0 Class Size: 28 COURSE CONTENT Objectives: Upon completion of this course the student will be able to: 1. REASONING INFORMATION COMPETENCY RHETORIC STYLE PROCESS 1. Topics & Scope: 1. Types of texts (analytical, argumentative, critical, informative, literary, satirical, etc.) 2. Fact vs. opinion

3 3. Elements of thesis statements (e.g., claims, qualifiers, premises) 4. Types of evidence (e.g., examples, statistics, testimony) 5. Consideration of Audience 6. Organizational Patterns 7. Issues of author credibility

4 8. Sentence types and styles 9. Ethical use of motivational appeals 10. Common fallacies 11. Fairnessmindedness 12. Effective and ethical use of quotations, paraphrase, and summary 13. Introductions

5 14. Paragraphing 15. Topic sentences 16. Explanation and Analysis 17. Transitions 18. Cohesion and Coherence 19. Prewriting techniques (i.e., generating information/content, invention, research/inquiry, outlining, drafting, revising, editing) 20. Identifying informational needs and relevant types of sources

6 21. Locating sources 22. Evaluating sources 23. Primary vs. Secondary Sources 24. Synthesizing sources 25. In-text citation (e.g., signal phrases, parenthetical citations, quotations, paraphrase, punctuation, and connection to the Works Cited) 26. Works Cited guidelines 27. Grammar, punctuation, and style (e.g., syntax, concrete language, specific details, simplicity, common sentence faults) 28. Reading Strategies

7 Assignments: 2 hours of independent work done out of class per each hour of lecture or class work, or 3 hours lab, practicum, or the equivalent, per unit. 1. Write a 2,500 word argumentative research paper in which students must defend a position while considering alternate points of view. self-evident and rely on substantial logical support. they play in arguments. and effectively integrate and synthesize it into writing. in persuasive writing on important research-based topics. patterns, clear syntax and diction, and grammatically effective sentence structures. 2. Complete the Library Research Workbook Answers and Exam. and effectively integrate and synthesize it into writing. 3. Written work must total 6,000-8,000 words. self-evident and rely on substantial logical support. they play in arguments. and effectively integrate and synthesize it into writing. in persuasive writing on important research-based topics. patterns, clear syntax and diction, and grammatically effective sentence structures. Class participation and assignments require and develop critical thinking. 1. Read and study a variety of texts and media, including (but not limited to) textbooks, extended arguments about political and social issues, short op-ed pieces, documentaries, films, advertisements, non-fiction books, and appropriate works of literature. they play in arguments. patterns, clear syntax and diction, and grammatically effective sentence structures. 2. Implement effective strategies for generating content, including brainstorming, outlining,

8 drafting, and revising. self-evident and rely on substantial logical support. Methods of Evaluation: Written/Typed Homework Term or Other Papers Group Work Internet Research Quizzes/Exams Essay Exams Reading Reports Texts, Readings, and Materials: Textbooks Gerald Graff and Cathy Birkenstein They Say I Say: Moves That Matter In Academic Writing Norton, (2010). Miller, James S. Acting Out Culture St. Martins, (2011). Faigley, Lester and Selzer, Jack Good Reasons with Contemporary Arguments Longman, (2012). Axlerod, Rise and Cooper, Charles Concise Guide to Writing Martins, (2012). Other MLA, APA style handbook 2. Grammar Guide Instructor Coursepack Appropriate Novel Library Research Workbook CUESTA GENERAL EDUCATION Cuesta General Education D1 - Communications in English IGETC Area 1: English Communication A - English Composition CSU GE Area A: Communication in the English Language and Critical Thinking A2 - Written Communication UC Transfer Course University of California, Santa Barbara CSU Transfer Course California Polytechnic State University

9 Rationale for Course: This course outline of record has been revised so that we could remove the old "CAN" numbering from schedule description, update the prerequisite information, align the objectives with those from 201B and 201C to indicate a clear progression, and add elements about the "writing process" in order to align with the C-ID descriptor. STUDENT LEARNING OUTCOMES 1. Develop arguments with effective critical thinking and reasoning skills. 2. Write arguments using effective rhetorical and composition skills. 3. Employ effective writing processes. 4. Demonstrate information competency.