Course Prefix & Number: ENGL 059 F
CC Approved: 05/01/08
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:

059 F

Course Title:

Developmental Writing

Units:

4

Lec Hours: Full Term Hrs/Wk.

4

Lab Hours: Full Term Hrs/Wk.

0

Assignment Preparation Hours:

8

Prerequisite(s):

• Validated on 02/29/2008
  A minimum grade of 'C' in ENGL 039 F
• Validated on 02/29/2008
  or Recommended score on English Placement Test.

Corequisite(s):

• None

Advisory(ies):

• Validated on 12/13/2007
  READ 056 F

Repeatability

• Not designed as repeatable

1. DESCRIPTIONS

1. CATALOG DESCRIPTION
   
   Four hours lecture per week. This course is designed for native speakers of English who need to build basic English skills in writing, reading and thinking. It provides instruction in writing effective sentences, organization of ideas into paragraphs and essays, fundamentals of English, reading short essays, vocabulary building, basic critical thinking, and study skills.
2. SCHEDULE DESCRIPTION (max 2 lines):
   
   This course will help to develop basic writing, reading and thinking skills. The focus is on effective paragraphs and short essay writing and improving sentence, reading, thinking, and study skills. The English Department recommends concurrent enrollment in READ 056 F Developmental Reading.

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.                                           Recall material presented in reading and class discussion.

                      B.                                           Understand and identify main ideas in a variety of reading material.

                      C.                                           Apply different methods of paragraph development in writing short essays.

                      D.                                           Use experience and observation to develop appropriate responses to assigned topics.

                      E.                                           Recognize connections between course readings and personal experience.

                       F.                                           Understand the writing process.

                      G.                                           Write basic grammatical sentences.

                      H.                                           Make basic connections between ideas in paragraphs and short essays.

                          I.                                           Compose short essays focused around a controlling idea.

                        J.                                           Identify areas for improvement in their own writing.

                      K.                                           Edit drafts to reduce sentence boundary, agreement, verb tense and usage errors.

                       L.                                           Practice strategies for writing in-class essays.

                     M.                                           Follow written and oral directions.

                      N.                                           Identify strategies and campus resources that contribute to academic success.

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

                      A.                                           Distinguish literal and inferential meaning in a pre-college-level text.

                      B.                                           Identify the relationship between main ideas and supporting points in a variety of pre-college-level reading materials.

                      C.                                           Use information in assigned texts to draw conclusions from texts.

                      D.                                           Discuss connections between course readings and their personal experience.

                      E.                                           Apply vocabulary-building skills when reading.

                       F.                                           Apply the writing process: brainstorming, organizing, drafting, revising to produce finished drafts

                      G.                                           Use basic essay structure of introduction, body paragraphs and conclusion in an essay.

                      H.                                           Compose paragraphs with topic sentences and supporting details.

                          I.                                           Compose essays using a variety of methods of development.

                        J.                                           Use transitions to create coherence in essays.

                      K.                                           Participate in peer review activities to facilitate revision.

                       L.                                           Identify and use appropriate revision strategies to improve the focus, organization and
              development of drafts.

                     M.                                           Use coordination and subordination to produce some variety in sentence structure.

                      N.                                           Apply editing strategies to produce drafts with a limited number of sentence boundary, agreement, verb tense and usage errors.

                      O.                                           Adopt time management techniques for successful completion of homework and class assignments.

                      P.                                           Employ strategies for writing in-class essays.

                      Q.                                           Use strategies and campus resources that contribute to academic success.

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

                                 .            Reading

1. Comprehension
   1. Active Reading Strategies
      1. annotation
      2. note taking
   2. Vocabulary Development
      1. contextual clues
   3. Summarizing
      1. identifying main and supporting ideas
      2. recognizing details
2. Inferential Meaning
   1. Drawing conclusions from readings
3. Reading Response
   1. Making connections with experience and observation
   2. Applying concepts from readings to experience
   3. Using readings as models for writing

                                 I.            Writing

1. Prewriting
   1. Brainstorming Techniques
   2. Outlining/Planning Techniques
   3. Applying ideas from readings to experience
2. Drafting
   1. Composing thesis statements
   2. Creating topic sentences
   3. Structuring paragraphs
   4. Developing examples with concrete details
   5. Function of introductions and conclusions
3. Responding
   1. Providing response to peer-written drafts
   2. Applying peer-response to the revision process
4. Revising
   1. Clarifying thesis
   2. Strengthening topic sentences
   3. Organizing paragraphs
   4. Developing examples
5. Editing
   1. Identifying and correcting sentence-level errors
      1. sentence boundaries
      2. agreement
      3. verb tense
      4. usage
      5. spelling
   2. Combining clauses and phrases for sentence variety
      1. subordination
      2. coordination
      3. modifying phrases

                               II.            Study Skills

1. Note taking
2. Time management
3. Active reading
4. Using campus resources
5. Developing motivation
6. Goal-setting
7. Exam preparation

5. INSTRUCTIONAL METHODOLOGIES (instructor initiated learning strategies):

                                 .            Lecture/discussion

                             A.            Demonstration

                             B.            Modeling

                            C.            Guided collaborative learning activities

                            D.            Peer response

                             E.            Instructor feedback on drafts

                             F.            Group and individual instruction

                            G.            Group and individual teaching demonstrations

                             H.            Conferences

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

                                 .            Class Participation

                             A.            Class Work

                             B.            Exams/Tests

                            C.            Homework

                            D.            Portfolios

                             E.            Quizzes

                             F.            In-class essays

                            G.            Out-of-class essays

                             H.            Journals

                                 I.            Response Writing

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

                              0.            Alfred, Rosa and Paul Eschholz. Models for Writers: Short Essays for Composition, 9th ed ed. New York: Bedford/St. Martins, 2007 Recommended

                              1.            Christopherson, Michelle. Growing Ideas, 1st ed. Boston: Houghton Mifflin, 2001 Recommended

                              2.            Clouse, Barbara Fine. Progressions with Readings: Paragraph to Essay, 7th ed. New York: Pearson/Longman, 2007 Recommended

                              3.            Keller, Rodney D.. Aims and Options: A Thematic Approach to Writing, 2nd ed. Boston: Houghton Mifflin, 1999 Recommended

                              4.            Warner, J. Sterling and Bill Swanson. Projections: Brief Readings on American Culture, 2nd ed. Boston: Thomson/Wadsworth, 2003 Recommended

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

9. ASSIGNMENTS:

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

1. Annotated readings
2. Reading responses
3. Short summaries of pre-college-level readings
4. Journals
5. Reading quizzes
6. Paragraphs
7. Essays (4-5 out-of-class, 2-3 pages; 3-4 in-class)
8. Sentence writing activities
9. Grammar quizzes

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

1. Outlines and summaries that require students to identify main and supporting ideas in readings.
2. Essay assignments that require students to organize and support ideas.

10. GENERAL EDUCATION:

2397