DE ANZA COLLEGE

LANGUAGE ARTS DIVISION

COURSE OUTLINE

 

English Writing 100B

Effective Quarter Fall 2004

Degree Applicable

I. Course Information

EWRT 100B

Preparatory Reading and Writing Skills

5 Units

 

Prerequisite(s): English writing 100A and Reading 201 (or language Arts 200), or English as a Second Language 161, 162, and 163; or an English Placement Score of 40 or above.

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

I. Proofread for recurrent usage and sentence-level errors

III. Essential Student Materials

None

IV. Essential College Facilities

None

V. Expanded Description: Content and Form

Students will:

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:

1.      Narrative

2.      Summary

3.      Classification

4.      Analysis

5.      Compare and contrast

6.   Argument

 

G.  Learn writing as a multi-step process, with particular attention to planning and revision, and will practice:     

     1.  Generating ideas

     2.  Collecting information

     3.  Reading for writing

     4.  Planning and organizing

     5.  Getting feedback (peer review)

     6.  Revising

     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

VI. Assignments

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

Teachers will:

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.  America Now, 5th ed.  Boston: Bedford St. Martin’s Press, 2003.

            Atwan, Robert.  Our Times. Boston: Bedford St. Martin’s Press, 1998.

            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.

            Warner, Sterling.  Visions Across America, 4th ed. Heinle, 2000.

 

B.  A college-level dictionary, for example:

 

            Webster's New Collegiate Dictionary, 11th ed. Springfield, MA: G. & C. Merriam Co., 2002.

 

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. 

            Fawcett, Susan.  Evergreen: A Guide to Writing with Readings. 7th ed. Houghton Mifflin                        Company, 2003.

            Troyka, Lynn Q. Simon and Schuster. Handbook for Writers. New Jersey: Prentice Hall, 1990.

 

D.  Web Sites on Writing and Usage, for example:

 

      Capital Community College Guide to Grammar and Writing

      http://ccc.commnet.edu/grammar/

 

      De Anza’s Online Writing Center

      http://faculty.deanza.fhda.edu/writingcenter/

 

      John Swensson’s online English Composition Text

      http://lore.fhda.edu/faculty/swensson/index.html

 

      Purdue’s On-line Writing Lab

      http://owl.english.purdue.edu

 

      Study Skills

      http://www.iss.stthomas.edu/studyguides/

 

E. Instructor Resources, for instance:

 

      Assignment Design and Writing Across the Curriculum

      http://staff.jccc.net/pmcqueen/Teaching/teaching_with_writing.htm

 

      Articles on Portfolios and Assessment:

      http://www.indiana.edu/~wts/cwp/lib/apbib.html

 

      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

      http://www.gen.umn.edu/research/crdeul/

 

      De Anza’s Developmental Taskforce

      http://faculty.deanza.fhda.edu/taskforce/

     

      National Association for Developmental Education

      http://www.nade.net/