| 1. | Brief Description | | | A. | Catalog description Help | | | This course in critical reading and expository writing offers training in the writing process, the development and organization of expository prose, and research techniques. The course emphasizes quality in logic and diction.
| | | B. | Schedule description Help | | | Critical reading and expository writing offers training in the writing process, the development and organization of expository prose, and research techniques.
| | 2. | Content Outline Help | | | The course will address the following topics: Reading Critically. Main idea, supporting evidence and reasoning,
frame of reference (e.g., assumptions, world view, bias,culture), organization, logic, style, language devices--reading of texts, supplemental materials, student writing, primary and secondary sources, notes. Summary, paraphrase, quotation, interpretation, commentary/response, evaluation of texts. | 30 |
Writing Techniques. Understanding the assignment, invention (e.g., mapping), thesis, support/evidence/reasoning, unity/coherence, organization, modes/patterns of development, style/language/voice, syntax and mechanics, outlining, abstracting, incorporating sources. | 34 |
| | 3. | Student Achievement Standards | | | A. | Performance objectives Help | | | Upon successful completion of this course, students will be able to do the following: At the end of the course, students will demonstrate the ability to
1. Synthesize ideas; recognize structural, logical, and thematic relationships in text; draw sound conclusions from data in a variety of forms; evaluate strengths and weaknesses in essays; evaluate essays on the basis of formulated criteria; use writing as a means of learning and understanding.
2. Analyze, interpret, and critically evaluate college level expository writing written by and for authors and audiences of diverse backgrounds. Identify how authors use language to establish tone and advance the rhetorical goals of a piece of writing.
3. Apply knowledge of purpose and audience to writing. Use the writing process to compose college-level expository writing assignments characterized by 1) a limited topic, 2) a thesis, 3) coherence and logic, 4) clear organization and structure, and 5) general and specific support.
4. Employ quoting, summarizing, and paraphrasing to integrate material from a variety of sources into writing. Differentiate between types of research resources and evaluate, document, and interpret those sources.
5. Compose a variety of correctly structured sentences with appropriate and varied vocabulary. Independently recognize and address mechanical deficiencies in writing, following the principles and conventions of standard edited American English.
6. Apply academic and workplace skills, including information competency, listening and speaking, and interpersonal skills, including working as a member of a team.
| | | B. | Student learning outcomes (SLOs) Help | | | | Modifications to a student learning outcome or mode of assessment are allowed only if the SLO has been assessed. If you are making modifications to either the outcome or mode of assessment (based on assessment results), answer yes (below) and click on “modify” (to the right) to open a new text window for the proposed changes. | | | | 1. | SLO 1 Modify?  | | | Date of most recent assessment (semester/year): or not assessed
Are you modifying the outcome or mode of assessment? Yes No | | | a. | Outcome: | | | At the end of instruction in English 100, students will be able to compose an expository essay characterized by a controlling thesis, clear organization, and unified support.
| | | b. | Mode of assessment: | | | Essay collected from discipline instructor and evaluated in a normed setting, using departmental rubric.
| | | c. | Correlation with college-wide objectives | | |
| | | d. | Correlation with program objectives | | |
| | | | | 2. | SLO 2 Modify? | | | Date of most recent assessment (semester/year): or not assessed
Are you modifying the outcome or mode of assessment? Yes No | | | a. | Outcome: | | | At the end of instruction in English 100, students will be able to synthesize ideas and draw sound conclusions from a written text.
| | | b. | Mode of assessment: | | | Essay, or excerpt from essay, collected from discipline instructor and evaluated in a normed setting, using departmental rubric.
| | | c. | Correlation with college-wide objectives | | |
| | | d. | Correlation with program objectives | | |
| | | | | 3. | SLO 3 Modify? | | | Date of most recent assessment (semester/year): or not assessed
Are you modifying the outcome or mode of assessment? Yes No | | | a. | Outcome: | | | At the end of instruction in English 100, students will be able to select, quote, paraphrase, and document source material and incorporate it into an expository essay.
| | | b. | Mode of assessment: | | | Essay, or excerpt from essay, collected from discipline instructor and evaluated in a normed setting, using departmental rubric.
| | | c. | Correlation with college-wide objectives | | |
| | | d. | Correlation with program objectives | | |
| | | | Additional SLOs: 0 | | 4. | Assignments | | | A. | Reading Help | | | Reading assignments will be consistent with, but not limited by, the following types and examples:
| | | B. | Writing Help | | | Writing assignments will be consistent with, but not limited by, the following types and examples:
| | | C. | Outside-of-class (reading/writing/other) Help | | | Outside-of-class assignments will be consistent with, but not limited by, the following types and examples: Reading Assignments:
Library research
Whole text readings, fiction and nonfiction
Readings from anthologies/readers
Readings from rhetorics and handbooks
Writing, Problem Solving or Performance:
Autobiographical writing
Expository Writing
Writing a research paper
Journal writing
Writing for the course shall total 5000-6000 words.
| | 5. | Methods of Instruction Help | | | Instructional methodologies will be consistent with, but not limited by, the following types or examples:
| | 6. | Methods of Evaluation Help | | | Evaluation methodologies will be consistent with, but not limited by, the following types or examples: Substantial writing assignments which reflect critical and creative thinking:
Essay exams
Term or other papers
Written homework
Objective examinations:
Other
class discussions and presentations
| | 7. | Required Instructional Materials | | | A. | Textbooks Help | | | Examples of typical textbooks for this course include the following: Author: Axelrod/Cooper
Title: St. Martin's Guide to Writing
Publisher: Bedford/St. Martin's
Date of Publication: 2007
Edition: 8th
ISBN: 0312446241
Author: Hacker
Title: Rules for Writers
Publisher: Bedford/St. Martin's
Date of Publication: 2003
Edition: 5th
ISBN: 0312406851
Author: Kirsner & Mandell
Title: Patterns for College Writing
Publisher: Bedford/St. Martin's
Date of Publication: 2007
Edition: 10th
ISBN: 0312445865
| | | B. | Other required materials Help | | | Examples of typical print and non-print materials other than textbooks for this course include the following:
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Degree Applicable 
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