Course Prefix & Number: ENGL 060 F
CC Approved: 05/12/08
DCCC Approved: 12/11/08
Board Approved:
EFFECTIVE TERM: Fall 2009

FULLERTON COLLEGE
COURSE OUTLINE

Division:

FC Humanities

Department/Subject Area:

English

Course Prefix:

ENGL

Course Number:

060 F

Course Title:

Prep for College 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 02/13/2008
  A minimum grade of 'C' in ENGL 059 F
• Validated on 08/30/2007
  or Recommended score on the English Placement test

Corequisite(s):

• None

Advisory(ies):

• Validated on 02/13/2008
  READ 096 F

Repeatability

• Not designed as repeatable

1. DESCRIPTIONS

1. CATALOG DESCRIPTION
   
   Four hours lecture per week. This course is designed to meet the needs of students who are developing the writing and editing skills necessary for college writing. Students will review English fundamentals, read and analyze professional essays, and write essays with an emphasis on exposition and critical thinking. (Degree Credit)
2. SCHEDULE DESCRIPTION (max 2 lines):
   
   This course prepares students for College Writing by teaching the expository writing, thinking, and editing skills needed for ENGL 100 F. Students will also review English fundamentals and analyze professional essays.

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.                                           Identify the main points in a non-fiction selection

                      B.                                           Understand literal and inferential meaning

                      C.                                           Draw conclusions from simple data

                      D.                                           Use some variety in sentence structures such as multiple subject and verbs, subordination and coordination, conjunctions

                      E.                                           Produce expository writing with limited errors in grammar, spelling, or mechanics

                       F.                                           Recognize components of a paragraph

                      G.                                           Support topic sentences with solid details

                      H.                                           Use some transitions

                          I.                                           Distinguish between fact and opinion

                        J.                                           Read, speak, and write with general fluency in English.

                      K.                                           Participate effectively in peer response activities.

                       L.                                           Use the writing process to compose essays.

                     M.                                           Understand and use basic essay structure (introduction, body, conclusion)

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

                      A.                                           Use the writing process (pre-writing, writing, revising, editing) to write essays.

                      B.                                           Use their own experience and knowledge and assigned readings to discover topics appropriate for college-level essays.

                      C.                                           Compose essays that develop a thesis in a coherent, logical, and unified manner.

                      D.                                           Construct paragraphs that have unity, substance, and clarity.

                      E.                                           Write sentences that are varied and appropriate for the topic, audience, and purpose of an essay.

                       F.                                           Evaluate, develop, and reshape ideas in their own writing.

                      G.                                           Demonstrate awareness of audience when writing essays.

                      H.                                           Revise a draft throughout the writing process.

                          I.                                           Produce writing that is reasonably free of sentence-level errors.

                        J.                                           Compose essays drawing on material covered in readings and discussions.

                      K.                                           Identify main idea and supporting details in professional and student writing.

                       L.                                           Identify basic methods of development in professional and student writing.

                     M.                                           Recognize rhetorical purposes and methods of development in a variety of written materials.

                      N.                                           Acquire college-level vocabulary using the content of readings.

                      O.                                           Summarize and paraphrase passages and short texts by professional writers.

                      P.                                           Identify subordination and coordination of ideas based on sentence structure.

                      Q.                                           Identify areas for improvement in their own drafts and those of their classmates.

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

                                 .            Reading

1. Comprehension 
   1. Literal meanings of texts
   2. Inferential meanings of texts
   3. Annotation strategies
2. Rhetorical Awareness
   1. Identifying an author's purpose
   2. Understanding the role of tone and style
   3. Recognition of rhetorical modes
   4. Distinguishing fact from opinion
3. Summarizing
   1. Identification of main idea, supporting points, and details
   2. Recognizing organizational patterns in a range of college-level texts

                                 I.            Writing

1. Pre-writing
   1. Understanding the writing situation and various types of college-level essays
   2. Identifying appropriate topics
   3. Using brainstorming and other strategies to develop a topic
2. Drafting
   1. Appropriate thesis statements
   2. Topic sentences
      1. Transitions
   3. Methods of paragraph development
   4. Role and characteristics of introductions and conclusions
3. Responding
   1. Reading drafts effectively for peer review
   2. Providing useful response to peer-written drafts
   3. Using response from peers to revise
4. Revising
   1. Focus
      1. Clarifying the thesis
      2. Cohesiveness among paragraphs
   2. Development
      1. Identifying areas for development
      2. Strategies for developing
   3. Organization
      1. Identifying appropriate organizational patterns for drafts
      2. Strategies for improving global organization
      3. Paragraph organization
5. Proofreading and editing
   1. Identifying and correcting sentence-level errors in later-stage drafts
      1. Sentence boundary errors
      2. Punctuation errors
      3. Subject-verb errors
   2. Identifying and polishing awkward sentences
   3. Identifying and eliminating unnecessary shifts in voice and point of view

5. INSTRUCTIONAL METHODOLOGIES (instructor initiated learning strategies):

                                 .            Demonstration

                             A.            Lecture/discussion

                             B.            Writing workshops

                            C.            Peer review

                            D.            Revision workshops

                             E.            Individual and small group conferences

                             F.            Oral and written feedback on student drafts

                            G.            Guided writing

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.            In-class essays

                             K.            Out-of-class essays

                              L.            Journals

                            M.            Response writing

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

                              0.            Clouse, Barbara Fine. Patterns for a Purpose, 4th ed. Boston: McGraw-Hill, 2005 Recommended

                              1.            Clouse, Barbara Fine. Transitions, 3rd ed. Boston: McGraw-Hill, 2001 Recommended

                              2.            McCuen, Jo Ray, and Anthony C. Winkler. From Idea to Essay, 11th ed. New York: Longman, 2005 Recommended

                              3.            Wyrick, Jean. Steps to Writing Well, 10th ed. Boston: Heinle, 2007 Recommended

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

                              0.            Ruszkiewicz, John, and Maxine Hairston, and Daniel E. Seward (2007).S F Writer (4th ed). New York: Prentice Hall.

                              1.            Book-length work of non-fiction or novel

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 readings

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

1. Compose expository essays
2. Compose response essays
3. Compose persuasive essays
4. Compose analytical essays
5. Compose definition essays

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

1. List any performances, and/or field trips other than normal course expectations

10. GENERAL EDUCATION:

2259