LANGUAGE ARTS DIVISION
English Writing 100B
Effective Quarter Fall 2004
I. Course Information
English writing 100A and
Co-requisite: English-Writing 160 or 161.
Grading Scale: Pass-No Pass (P-NP) course
Duration: Five hours lecture
Short Course Description: Develop the abilities necessary for college-level reading and essay writing. Emphasize writing in response to critical questions about assigned texts.
II. Course Objectives
The Student will:
A. Read and analyze a variety of college-level texts, predominantly expository.
B. Develop topics and ideas for essays
C. Write and support thesis statements
D. Organize ideas in essays
E. Identify and practice writing for different audiences and purposes
F. Practice a variety of rhetorical strategies to develop a foundation for handling many writing tasks
G. Practice writing as a multi-step process with particular attention to planning and revision
H. Practice composing organized, developed essays that increase in complexity ending at the transfer level
III. Essential Student Materials
V. Expanded Description: Content and Form
A. Read, analyze, and understand a variety of college-level texts, predominantly expository such as:
1. Texts from a wide range of perspectives representing different genders, classes, sexual orientations, religious beliefs, ethnic backgrounds, political positions, and generations
2. Texts of varying complexity
3. Texts with a variety of rhetorical purposes and audiences which may include essays, arguments, stories, and poems.
B. Develop topics and ideas for essays through
1. Practicing a variety of pre-writing strategies—free-writing, journal writing, brainstorming, clustering
2. Participating in class discussions to generate material
C. Write and support thesis statements through classroom instruction and exercises by
1. Learning the relationship between controlling idea and supporting points
2. Gathering different types of evidence
3. Presenting examples and details
4. Acknowledging alternative positions
D. Learn various methods for organizing ideas in essays that move towards expository structure and analysis through
1. Practicing the thesis statement/controlling idea
2. Organizing sentences and paragraphs in a logical order
E. Identify and practice writing for different audiences and purposes such as:
1. Writing for different communities (i.e. fellow students, the wider campus community, a local newspaper, a congressperson, a potential employer)
2. Learning to compose for different purposes (i.e. writing to explore, writing to explain, writing to persuade)
F. Learn and practice a variety of rhetorical strategies but not necessarily as strict rhetorical modes. These strategies might include:
5. Compare and contrast
G. Learn writing as a multi-step process, with particular attention to planning and revision, and will practice:
1. Generating ideas
2. Collecting information
4. Planning and organizing
5. Getting feedback (peer review)
7. Editing and proofreading
H. Practice composing organized, developed, essays that increase in complexity ending at the transfer level:
1. Beginning with assignments that are more concrete (summaries, narratives, short response papers, letters)
2. Moving towards more complex writing tasks that require abstract or analytical thinking (argumentative and analytical essays)
I. Proofread for recurrent usage and sentence-level errors through
1. Practicing different proofreading techniques
2. Identifying, with the instructor’s guidance, frequent errors and ways to correct them
A. At least five essays in an instructor-designed sequence
B. At least three of the essay assignments based on the reading of appropriate texts and requiring basic analytical skills
C. Of these five essays, at least one or more short essays written under teacher supervision in the classroom.
VII. Methods of Evaluating Objectives
A. Give students frequent and regular response - in written form and in conferences - to both carefully edited and extemporaneous writing
B. Provide feedback on how to revise a current essay and apply revision strategies to subsequent assignments
In addition, the instructor may
C. Weigh essay assignments given late in the term more heavily than those given earlier
D. Evaluate grammar and sentence structure homework, quizzes, journals, presentations, assigned postings to class websites
VIII. Texts and Supporting References
Careful consideration of the expectations of English Writing 1A must guide text selection. The primary text should be an anthology of readings that presents a wide range of expository prose in appropriate degrees of difficulty, reflects a multicultural perspective and takes into account the level of knowledge and experience of students at this level.
A. Required Readers
1. A text containing, primarily, selections of appropriate college-level expository prose such as:
Atwan, Robert. Our
Diva Karuni, Chitra. Multitude, 2nd ed. McGraw-Hill, 1997.
Ford, Jon and Marjorie. Citizenship Now, Longman Publishers, 2003.
Gillespie, Sheena and Robert Singleton, Eds. Across Cultures, 5th ed. Longman Publishers, 2001.
Goshgarian, Gary. The Contemporary Reader, 7th ed. Longman Publishers, 2002.
Robinson, William, and Stephanie Mckay. Texts and Contexts.5th ed. Wadsworth Publishing Co., 1991.
B. A college-level dictionary, for example:
New Collegiate Dictionary, 11th ed.
C. Recommended Handbooks and Skills Workbooks
The principles of essay writing and grammar and usage, for example:
Beason, Larry and Mark Lester. A Commonsense Guide to Grammar and Usage, 2nd ed.
Bedford St. Martins, 2000.
Altman, Pamela et al. Sentence Combining Workbook, 1st ed. Heinle, 2000.
Susan. Evergreen: A Guide to Writing
Troyka, Lynn Q. Simon and Schuster. Handbook for Writers.
D. Web Sites on Writing and Usage, for example:
De Anza’s Online Writing Center
John Swensson’s online English Composition Text
Purdue’s On-line Writing Lab
E. Instructor Resources, for instance:
Assignment Design and Writing Across the Curriculum
Articles on Portfolios and Assessment:
Conference of Basic Writing e-Journal http://www.asu.edu/clas/english/composition/cbw/journal_1.htm
Center for Research on Developmental Education and Urban Literacy
De Anza’s Developmental Taskforce
National Association for Developmental Education