English 1A Course Outline of Record (COR)

El Camino College 
COURSE OUTLINE OF RECORD - Official

1.  
   1. 1.
      Students will complete a research-based essay that has been written out of class and undergone revision. The essay must use multiple sources and be focused on a particular topic. It should demonstrate the student’s ability to thoughtfully support a single thesis by integrating sources using analysis and synthesis. Citations must be in MLA format and include a Works Cited page. The final draft should be organized and technically correct in terms of paragraph composition, sentence structure, grammar, spelling, and word use.

       

   1. UP-TO-DATE REPRESENTATIVE TEXTBOOKS
      Susan Bachmann and Melinda Barth.  Between Worlds, A Reader, Rhetoric, and Handbook.   Longman, 2009.
      Hacker.  Rules for Writers, ECC Edition.   Bedford/St. Martin's, 2009.
   2. ALTERNATIVE TEXTBOOKS  
   3. REQUIRED SUPPLEMENTARY READINGS
      This Boy's Life, Wolff, Grove Press, 2004.
      The Day of the Locust, West, New Directions, 1969.
      'night, Mother, Norman, Hill and Wang, 1983.
      Wit, Edson, Faber and Faber, 1999.
      As I Lay Dying, Faulkner, Vintage, 1987.
   4. OTHER REQUIRED MATERIALS 
 GENERAL COURSE INFORMATION
Subject and Number:

English 1A

Descriptive Title:

Reading and Composition




Course Disciplines:

English




Division:

Humanities




Catalog Description:

This course is designed to strengthen the students' ability to read with understanding and discernment, to discuss assigned readings intelligently, and to write clearly. Emphasis will be placed on writing essays in which each paragraph relates to a controlling idea, has an introduction and conclusion, and contains primary and secondary support. College-level reading material will be assigned to provide the stimulus for class discussion and writing assignments, including a required research paper.




Conditions of Enrollment:

Prerequisite

credit in English A or

English AX with a minimum grade of C

and credit in English 84 or

credit in English 7 or

English as a Second Language 52B with a minimum grade of C

or qualification by testing (English or ESL Placement Test) and assessment






Course Length:

X Full Term   Other (Specify number of weeks):

Hours Lecture:

4.00 hours per week  TBA

Hours Laboratory:

0 hours per week  TBA

Course Units:

4.00





Grading Method:

Letter

Credit Status

Associate Degree Credit





Transfer CSU:

X  Effective Date: Prior to July 1992

Transfer UC:

X  Effective Date: Prior to July 1992




General Education:

 

El Camino College:

4A – Language and Rationality – English Composition
	Term:	Other:

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CSU GE:

A2 - Written Communication
	Term:	Other:

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IGETC:

1A - English Composition
	Proposed

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II. OUTCOMES AND OBJECTIVES
A. COURSE STUDENT LEARNING OUTCOMES (The course student learning outcomes are listed below, along with a representative assessment method for each. Student learning outcomes are not subject to review, revision or approval by the College Curriculum Committee)

 

 




B. Course Student Learning Objectives (The major learning objective for students enrolled in this course are listed below, along with a representative assessment method for each)

Recognize and revise sentence-level grammar and usage errors. Term or other papers Read and apply critical-thinking skills to numerous published articles and to college-level, book-length works for the purpose of writing and discussion. Term or other papers Apply appropriate strategies in the writing process including prewriting, composing, revising, and editing techniques. Term or other papers Compose multi-paragraph, thesis-driven essays with logical and appropriate supporting ideas, and with unity and coherence. Term or other papers Demonstrate ability to locate and utilize a variety of academic databases, peer-reviewed journals, and scholarly websites. Term or other papers Utilize MLA guidelines to format essays, cite sources in the texts of essays, and compile Works Cited lists. Term or other papers





III. OUTLINE OF SUBJECT MATTER (Topics are detailed enough to enable a qualified instructor to determine the major areas that should be covered as well as ensure consistency from instructor to instructor and semester to semester.)

Lecture or Lab	Approximate Hours	Topic Number	Major Topic
Lecture	4	I	Review of the writing process Prewriting Drafting Revision General essay structure Introduction Thesis statement Body paragraphs Conclusion
Lecture	6	II	Review of grammar and mechanics
Lecture	4	III	Review of MLA-style documentation In-text citation formatting Works Cited formatting
Lecture	10	IV	Application of critical reading skills Identifying thesis and support Identifying central themes and ideas Distinguishing fact from opinion Evaluating information, advocating/challenging an author's opinions, judging the aesthetic value of a work and/or its constituent parts (such as plot, characters, settings, themes)
Lecture	8	V	Review and application of prewriting strategies for student essays, including brainstorming, listing, outlining, and free-writing/journal entry/in-class writing based on reading assignments
Lecture	8	VI	Review and application of rhetorical strategies for responding to reading assignments in student essays (such as cause/effect, comparison/contrast, argumentation)
Lecture	4	VII	Review of paraphrasing strategies Incorporating material from reading assignment into text of student essay Paraphrasing and summarizing Quoting directly/indirectly Avoiding plagiarism
Lecture	10	VIII	Essay revision Review of essay revision methods Evaluating content, coherence, proper documentation, and mechanics Making appropriate corrections based on completed evaluation Application of essay revision techniques: multiple revision at various stages of the writing process in response to peer or instructor feedback
Lecture	8	IX	Research paper writing: Source materials and their incorporation Library and/or Internet research orientation for research paper Source evaluation and collection for research paper: criteria for appropriate sources, review of primary vs. secondary sources Organization of source materials for research paper: note cards, annotated bibliographies
Lecture	10	X	Research paper writing: Utilizing the writing process General research paper structure, drafting of formal topic statement/preliminary research plan Outlining, discussion of rhetorical formats for various types of research papers (such as problem/solution, history/biography) Drafting of research paper: integration of source material into general text of research paper Revision techniques for research paper: evaluation of content, coherence, proper documentation, and mechanics Application of research paper revision techniques: multiple revisions at various stages of the writing process in response to peer or instructor feedback
Lecture		XI	Students will write about 32 pages (8,000 words) in all, usually divided among six to eight papers. Revisions should be emphasized, so pages written during preliminary drafting and revising will be counted toward the 32-page total, but not as separate papers. Students will produce a minimum of 6,000 words for all final written products. Diagnostic essays, essay exams, and annotated bibliographies may be counted as papers. Reaction papers and portfolio revisions may also be counted toward the 32-page requirement. Journal writing, if the writing served as preparatory writing or provided assignments that constitute the building of thought and/or help generate ideas for the formal papers, may also be counted. One of the papers must be a research paper. Students will also read a minimum of five works, at least two of which should be book-length.
Total Lecture Hours		72
Total Laboratory Hours		0
Total Hours		72





IV. PRIMARY METHOD OF EVALUATION AND SAMPLE ASSIGNMENTS
1. PRIMARY METHOD OF EVALUATION:
   1. Substantial writing assignments
2. TYPICAL ASSIGNMENT USING PRIMARY METHOD OF EVALUATION:
   

   1. Use the critical-thinking skills you have learned in class to write an essay of three to five pages (750-1,250 words) analyzing, evaluating, and responding to the thesis and supporting evidence of one essay we've read and discussed in class. You may use any of our course readings or other appropriate sources to support your position.

3. COLLEGE-LEVEL CRITICAL THINKING ASSIGNMENTS:
   

   1. One of the issues Marsha Norman's play "'night, Mother" explores is Jessie Cates's relationships with the various men in her life. Each relationship involves a loss of one kind or another. Consider her relations with her deceased father, her ex-husband, her troubled son, and her estranged brother. Analyze in a 3- to 4-page written essay the loss or pain involved in each relationship, and assess how these losses contribute to Jessie's decision to kill herself.

   2. Analyze in a 3- to 4-page written essay the thesis and supporting evidence in Robert Heilbroner's "Don't Let Stereotypes Warp Your Judgment," and evaluate whether he is right or wrong in his perception that the practice of stereotyping can be reduced through individual effort. Analyze and evaluate the portions of Heilbroner's text that you incorporate into your essay.

4. OTHER TYPICAL ASSESSMENT AND EVALUATION METHODS:
   Essay exams
   Quizzes
   Written homework
   Term or other papers
   Other (specify):

   Reading journals, annotated bibliographies
   Socratic discussions

V. INSTRUCTIONAL METHODS

          Discussion 
          Group Activities 
          Lecture 
          Multimedia presentations 
          Other (please specify) 

                    Computer classroom


Note: In compliance with Board Policies 1600 and 3410, Title 5 California Code of Regulations, the Rehabilitation Act of 1973, and Sections 504 and 508 of the Americans with Disabilities Act, instruction delivery shall provide access, full inclusion, and effective communication for students with disabilities. 



VI. WORK OUTSIDE OF CLASS
Study
Required reading
Written work
Other (specify)
Compilation of source materials for research paper


Estimated Independent Study Hours per Week: 2 



VII. TEXTS AND MATERIALS
VIII. CONDITIONS OF ENROLLMENT
A.      Requisites (Course and Non-Course Prerequisites and Corequisites)

Requisites	Category and Justification
Course Prerequisite English-A or	Sequential
Course Prerequisite English-AX	Sequential
Course Prerequisite English-84 or	Sequential
Course Prerequisite English-7 or	Sequential
Course Prerequisite English as a Second Language-52B	Sequential
Course Prerequisite	Other (please Specify)

B.      Requisite Skills

Requisite Skills
Identify an implied main idea (thesis), and support with major and minor details, from a longer text or novel. ENGL 84 - Identify an implied main idea (thesis), and support with major and minor details, from a longer text or novel.
Apply appropriate strategies in the writing process including prewriting, composing, revising, and editing techniques. ENGL A - Apply appropriate strategies in the writing process including prewriting, composing, revising, and editing techniques.
Plan, write, and revise 500-word multi-paragraph expository essays including an introduction and conclusion, exhibiting coherence and unity, avoiding major grammatical and mechanical errors that interfere with meaning, and demonstrating awareness of audience, purpose, and language choice. ENGL A - Plan, write, and revise 500-word multi-paragraph expository essays including an introduction and conclusion, exhibiting coherence and unity, avoiding major grammatical and mechanical errors that interfere with meaning, and demonstrating awareness of audience, purpose, and language choice.



C.      Recommended Preparations (Course and Non-Course)

Recommended Preparation	Category and Justification



D.      Recommended Skills

Recommended Skills



E.      Enrollment Limitations

Enrollment Limitations and Category	Enrollment Limitations Impact




Course created by English 1A Committee on 02/01/1960. 

BOARD APPROVAL DATE: 

Last Reviewed and/or Revised by Suzanne Gates on 03/24/2011

17000

Guidelines

SourceURL:file://localhost/Users/herculodge/Downloads/SYLLABUS%20GUIDELINES%20FALL%202013.doc

1. I.     Basic Information

A. Course title, course number, section number, semester, credits

B.  Exact meeting days, times, and location

C. Your name, contact information and office hours (Part-Time: by appointment).

1. II.   Course Scope Course Outlines of Record may be found online on CurricUNET 

A. Catalog description:   Please use the exact description from  the Course Outline of Record.

B.  Course objectives from the Course Outline of Record  

C.  Student Learning Outcome (SLO) from the SLO grid on Humanities web page (directions in supplement)

D. Required materials and books (title, author, edition, ISBN)

E.  Grading policy, including a grading rubric indicating the weight of each graded component

 

 

1. III.         Class Policies

A. Student attendance policy – Students are expected to attend  classes regularly.  Students whose absences exceed 10% of the scheduled class meeting time may be dropped by the instructor. 

 

B.  Academic Honesty – Include a statement regarding Academic Honesty consistent with ECC policy and procedures (BP5500 Section I and AP5520 Section A), such as the one below. 

El Camino College places a high value on the integrity of its student scholars.  When an instructor determines that there is evidence of dishonesty in any academic work (including, but not limited to cheating, plagiarism, or theft of exam materials), disciplinary action appropriate to the misconduct as defined in BP 5500 may be taken.  A failing grade on an assignment in which academic dishonesty has occurred and suspension from class are among the disciplinary actions for academic dishonesty (AP 5520).  Students with any questions about the Academic Honesty or discipline policies are encouraged to speak with their instructor in advance.

C.  An ADA compliance statement, such as the example below: 

Accommodations: It is the policy of the El Camino Community College District to encourage full inclusion of people with disabilities in all programs and services.  Students with disabilities who believe they may need accommodations in this class should contact the campus Special Resource Center (310) 660-3295, as soon as possible.  This will ensure that students are able to fully participate.  

 

D. Other classroom policies – Please be sure that all policies on the syllabus are in accordance with college policies.  The College Catalog is the best source for specific policies. 

 

IV. Semester Schedule

Tentative outline of topics/assignments by class meeting for the semester with a disclaimer statement that the instructor reserves the right to make changes in the schedule