Course Prefix & Number: ENGL 100 F
CC Approved: 05/12/08
DCCC Approved: 10/08/08
Board Approved: 11/12/08
EFFECTIVE TERM: Fall 2009

FULLERTON COLLEGE
COURSE OUTLINE

Division:

FC Humanities

Department/Subject Area:

English

Course Prefix:

ENGL

Course Number:

100 F

Course Title:

College Writing

Units:

3

Lec Hours: Full Term Hrs/Wk.

4

Lab Hours: Full Term Hrs/Wk.

0

Assignment Preparation Hours:

6

Prerequisite(s):

• Validated on 12/18/2007
  A minimum grade of 'C' in ENGL 060 F
• Validated on 12/18/2007
  or A minimum grade of 'C' in ESL 186 F
• Validated on 12/18/2007
  or Recommended score on English Placement Test

Corequisite(s):

• None

Advisory(ies):

• None

Repeatability

• Not designed as repeatable

1. DESCRIPTIONS

1. CATALOG DESCRIPTION
   
   Four hours lecture per week. This is a college level course in composition designed to develop the reading, critical thinking, and writing strategies necessary for academic success. The emphasis is on reading and writing expository essays. The course includes research and documentation skills. (CSU) (UC) (Degree Credit) AA GE, CSU GE, IGETC
2. SCHEDULE DESCRIPTION (max 2 lines):
   
   This course will develop the reading, critical thinking, and writing skills necessary for academic success. The class focuses on expository writing and research/ documentation skills.

2. ENTRY LEVEL SKILLS AND KNOWLEDGE (To be completed if required by Prerequisite Policy)
   Upon entering this course, the student needs to be able to:

                           A.                                      Draw conclusions from reading

                           B.                                      Identify main points, major and minor ideas

                           C.                                      Distinguish between specific and general language and between concrete and abstract language

                           D.                                      Summarize and paraphrase accurately

                           E.                                      Generate a variety of sentence patterns

                            F.                                      Write sentences with limited errors

                           G.                                      Support topic sentences with reasons and examples

                           H.                                      Effectively use transitions within and between paragraphs

                               I.                                      Use a thesis as the focal point of an essay's structure

                             J.                                      Use an introduction, body and conclusion

                           K.                                      Use basic organizational patterns in essays

                            L.                                      Avoid ambiguity/vagueness

                          M.                                      Participate actively in peer response activities to critique professional and student writing

                           N.                                      Revise and edit writing

                           O.                                      Apply appropriate writing strategies, such as comparison/contrast, to develop ideas

                           P.                                      Distinguish among facts, inferences, and judgments

                           Q.                                      Employ the various stages of the writing process

                           R.                                      Distinguish claims and supporting details

3. INSTRUCTIONAL OBJECTIVES (Use measurable objectives only)
   Upon completion of this course, the student will be able to:

                           A.                                      Use the writing process to compose research based academic essays

                           B.                                      Adapt their writing process for various writing tasks.

                           C.                                      Employ appropriate rhetorical strategies in response to specific writing tasks.

                           D.                                      Identify the audience for a particular writing task and employ rhetorical strategies appropriate for that audience

                           E.                                      Analyze drafts in order to identify issues for revision.

                            F.                                      Employ revision strategies in order to produce fully developed academic essays.

                           G.                                      Employ editing strategies at the sentence level to polish essays for clarity and style.

                           H.                                      Employ proofreading strategies in order to eliminate all errors in grammar and punctuation and spelling.

                               I.                                      Analyze a text to discover an author's purpose and rhetorical strategies.

                             J.                                      Locate and asssess relevant information from a variety of sources to substantiate assertions or claims.

                           K.                                      Evaluate the reliability of sources.

                            L.                                      Analyze data given in a variety of forms in order to draw sound conclusions from that data.

                          M.                                      Synthesize ideas from several different sources to use in developing their own ideas.

                           N.                                      Integrate information and ideas from sources effectively in their own writing.

                           O.                                      Use the conventions of the MLA documentation system to cite and document sources used in their writing.

4. COURSE CONTENT AND SCOPE (instructional topics or units)

                                 .            Reading

1. Analysis of Content
   1. identifying thesis and support
   2. evaluating support by academic standards
2. Analysis of Rhetoric
   1. understanding author's purpose
   2. identifying implied audience
   3. identifying rhetorical strategies
   4. evaluating effectiveness of rhetorical strategies

                                 I.            Writing

1. Prewriting
   1. understanding the purpose and audience for academic essays
   2. identifying appropriate rhetorical strategies for different college level writing tasks
2. Drafting
   1. developing a clear and focused thesis appropriate for college level writing
   2. identifying and incorporating appropriate support
3. Revising
   1. developing adequate support for academic essays
   2. revising sentences for clarity and style
4. Editing
   1. employing precise diction
   2. proofreading for the elimination of all errors

                               II.            Research

1. Basic Research Strategies
   1. locating relevant information through traditional library research
   2. locating relevant information through electronic databases and the Internet
2. Evaluating Sources
   1. identifying sources appropriate for academic writing
   2. evaluating sources for reliability and accuracy
3. Interpreting Data
   1. reading data presented in a variety of forms, including tables, charts, graphs, etc.
   2. drawing sound conclusions from given data
4. Synthesizing Information
   1. using multiple sources for balance and corroboration
   2. drawing information from multiple sources for a common purpose
5. Integrating Information and Ideas from Outside Sources
   1. employing outside sources to support a thesis versus "data dumping"
   2. effective use of summary
   3. effective use of paraphrase
   4. effective use of direct quotation
6. MLA Documentation
   1. correct use of in-text citation
   2. correct format for works cited page and bibliography
   3. avoiding unintentional plagiarism

5. INSTRUCTIONAL METHODOLOGIES (instructor initiated learning strategies):

                                 .            Lecture/discussion

                             A.            Demonstration

                             B.            Writing workshops

                            C.            Individual conferences

                            D.            Written and oral comments on student drafts

                             E.            Peer review

6. MULTIPLE METHODS OF EVALUATION (measurements of student achievement):

                                 .            Class Participation

                             A.            Class Work

                             B.            Exams/Tests

                            C.            Group Projects

                            D.            Homework

                             E.            Oral Presentation

                             F.            Papers

                            G.            Portfolios

                             H.            Projects

                                 I.            Quizzes

                              J.            Research Projects

                             K.            In -class essays

                              L.            Out-of-class essays

                            M.            Journals

                             N.            Response writing

7. LIST RECOMMENDED TEXTBOOKS:
   Texts such as the following are appropriate:

                              0.            Atwan, Robert, ed. Convergences: Message, Method, Medium, 2nd ed. Boston: Bedford/St. Martin's, 2005 Recommended

                              1.            Bloom, Lynn Z. and Lousie Smith, eds. The Arlington Reader:Contexts and Connections, 2nd ed. Boston: Bedford/St. Martin's, 2008 Recommended

                              2.            Hacker, Diana. A Writer's Reference, 6th ed. Boston: Bedford, 2007 Recommended

                              3.            Kennedy, X. J., Dorothy Kennedy, and Sylvia A. Holladay. The Bedford Guide for College Writers with Reader, Research Manual, and Handbook, 8th ed. Boston: Bedford Books of St. Martin's, 2008 Recommended

                              4.            Lester, James D.. Writing Research Papers: A Complete Guide, 9 ed. New York: Addison Wesley, 1999 Recommended

                              5.            Maasik, Sonia and Jack Solomon, eds. Signs of Life in the USA: Readings on Popular Culture, 5th ed. Boston: Bedford/St. Martin's, 2006 Recommended

                              6.            Maasik, Sonia and Jack Solomon, eds.. California Dreams and Realities: Readings for Critical Thinkers and Writers, 3rd ed. Boston: Bedford/St Martin's, 2005 Recommended

                              7.            Maimon, Elaine, Janice Peritz, and Kathleen Blake Yancey. A Writer's Resource, 2nd ed. New York: McGraw-Hill, 2007 Recommended

                              8.            McQuade, Donald and Christine McQuade, eds. Seeing and Writing 3, 3rd ed. Boston: Bedford/ St. Martin's, 2006 Recommended

                              9.            Muller, Gilbert H. ed. The McGraw-Hill Reader: Issues Across the Disciplines, 10th ed. Boston: McGraw-Hill, 2008 Recommended

                         10.            Muller, Gilbert H., ed. The New World Reader: Thinking and Writing about the Global Community, 2nd ed. Boston: Houghton Mifflin , 2008 Recommended

                         11.            Petracca, Michael, and Madeleine Sorapure, eds. Common Culture: Reading and Writing About American Popular Culture, 5th ed. New Jersey: Prentice Hall, 2006 Recommended

                         12.            Reid, Stephen. Prentice Hall Guide for Writers, 8th ed. New Jersey: Prentice Hall, 2008 Recommended

                         13.            Ruszkiewicz, John, Maxine Hairston, and Daniel Seward. SF Writer, 4th ed. New York: Longman, 2008 Recommended

                         14.            Silverman, Jonathan and Dean Rader, eds. The World Is a Text: Writing, Reading and Thinking About Culture and Its Contexts, 1st ed. Upper Saddle River, NJ: Prentice Hall, 2003 Recommended

                         15.            Stull, Andrew T.. English on the Internet: A Student's Guide, ed. Upper Saddle River, NJ: Prentice Hall, 1997 Recommended

                         16.            Trimbur, John. The Call to Write, 4th ed. Boston: Houghton Mifflin, 2008 Recommended

                         17.            Webb, Igor, ed. Ideas Across Time: Classic and Contemporary Readings for Composition, 1st ed. Boston: McGraw-Hill, 2008 Recommended

8. LIST SUPPLEMENTAL TEXTBOOKS OR MATERIALS:
   Supplemental Reading or materials such as the following are appropriate:

                              0.            Individual instructors may additionally assign periodicals, newspapers, book length works, handbooks for writing research papers, or guides for utilizing new technologies.

9. ASSIGNMENTS:

                              0.            WRITING ASSIGNMENTS AND/OR PROFICIENCY DEMONSTRATION (skill-based courses)

1. In-Class and Out-of-Class Essays
2. Quizzes
3. Reading Responses
4. Journals
5. Summaries
6. Annotated Bibliographies

                              1.            ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING (Be specific when describing student assignments and state in cognitive terms)

1. Compose research-based expository essays
2. Compose research-based persuasive essays
3. Compose research-based analytical essays
4. Compose research-based definition essays

                              2.            REQUIRED OUT-OF-CLASS ASSIGNMENTS (to be completed only if applicable)

1. Individual instructors may additionally require any of the following: attending library orientations, watching films or videos, attending plays, conducting interviews, attending poetry readings, etc.

10. GENERAL EDUCATION:

2396