ENGL 0097 – Preparation I for College Composition
Curriculum Committee – February 2018
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I.COURSE TITLE: Preparation I for College Composition
COURSE NUMBER: 0097 CATALOG PREFIX: ENGL
II.PREREQUISITE(S): Entry to this course is made by SSCC placement procedures only.
III.CREDIT HOURS: 6LECTURE HOURS: 6
LABORATORY HOURS:0OBSERVATION HOURS: 0
This course focuses on writing effective paragraphs and writing multi-paragraph assignments and essays. Students will study the elements of paragraphs and essays including topic sentences, thesis statements, sentence clarity, effective transitions, and paragraph development and cohesiveness. Students will be taught the concept of writing as a process and practice writing in various contexts. A grammar review with emphasis on mechanics and punctuation, sentence grammar and basic grammar will be provided. Students will work on improving their reading comprehension and critical reading skills. Students will receive college credit for this course; however, this course may not be applied as credit towards a degree. A grade of C or above and successful completion of an exit exam is required to advance to ENGL 1101 - English Composition I.
The Writer's World: Paragraphs and Essays with Enhanced Reading Strategies: Paragraphs and Essays plus MyLabs Writing with e-text
Gaetz & Phadke
As a result of coursework, students must demonstrate, to a satisfactory degree:
- an understanding of subjects and verbs in simple sentences
- the ability to write other types of complete sentences including compound, complex, and compound-complex sentences
- an understanding of various sentence errors, including run-ons, comma splices, and fragments, and how to fix those errors
- the correct use of nouns and pronouns in writing
- the correct use of different types of modifiers, including adjectives, adverbs, and prepositional phrases
- the correct use of verbs, including past tense and past participles
- the ability to produce well-developed paragraph and multi-paragraph writing assignments involving all stages of the writing process: pre-writing, drafting, revising, and editing
- a knowledge of strategies to improve their reading comprehension
- an ability to practice a number of strategies appropriate to the various stages of writing, especially the editing stage.
- an understanding of the distinction between informal and formal writing situations.
- an understanding of common rules of punctuation and an ability to recognize and correct common mechanical errors in the context of their own writing.
- an ability to generate topics, formulate theses and topic sentences and develop content.
- an understanding of basic methods of organization on a whole essay level.
- proficiency in critical reading including skills involving concentration and memorization of texts, test taking, and note taking and highlighting.
- the ability to respond clearly in writing to essays and/or works of literature written by professional writers.
- an understanding of what plagiarism is and how to avoid plagiarizing in their own written work.
Grading follows policy in catalog. Note – in order to pass into the next course, students must attain at least a C in this class, 70% or higher.
A – 90% and above
B – 80 – 89%
C – 70 – 79%
D – 60 – 69%
F – less than 60%
- Formal writing assignments – It is suggested that instructors assign at least six formal writing assignments during the semester. Instructors may choose whichever patterns of development they wish to cover. Individual paragraph and multi-paragraph essays may be assigned.
- Informal writing assignments – journals – Instructors should assign about two short journals per week. The journals may be tied to readings in the text or responses to other topics developed by the instructor.
- Peer revision and peer editing of formal writing assignments
- Tests and quizzes on grammar – note that MyWritingLab assignments may be used as quizzes for grammar topics and for pre-and-post-grammar tests.
- A final exam should be administered at the end of the semester. The exam should have two parts: grammar and reading test topics covered and an in-class paper written by students.
- In-class writing may be assigned
- Instructors are encouraged to use MyWritingLab to enhance their instruction by assigning students to view lecture videos and listen to audio recordings of grammar and writing topics.
- Plagiarism checks using Turnitin.com or other resources should be utilized when addressing plagiarism
- Instructors, at their discretion, may assign a novel or short stories as part of the reading component of this class.
IX.COURSE OUTLINE: (Below is a suggested semester course outline with the class meeting three times per week. Instructors may substitute different patterns of development chapters at their discretion.)
- Day One – Introduction to the course; sign up for MyWritingLab; grammar diagnostic test
- Day Two – The writing process Chapters 1 and 2; subjects, verbs, and simple sentences Chapter 16; journal guidelines
- Day Three – More on the writing process Chapter 3; elements of paragraphs
- Day One - Pattern of development – Illustration Chapter 4; assign first writing assignment; sentence fragments Chapter 20
- Day Two – Compound sentences Chapter 17 and complex sentences Chapter 18
- Day Three – Peer review of first writing assignment; run-ons and comma splices Chapter 21
- Day One – Past tense of verbs Chapter 23; past participles chapter 24; editing review
- Day Two – First writing assignment due; Pattern of development – Narration Chapter 5; assign second writing assignment; subject/verb agreement Chapter 26
- Day Three - Using consistent verb tense Chapter 27; nouns and prepositions Chapter 28
- Day One – Pronouns; pronoun antecedent agreement; shifts in number and point of view Chapter 29; peer review of second paper
- Day Two – Adjectives and adverbs Chapter 30; modifier mistakes Chapter 31
- Day Three – Final draft of second writing assignment due; reading skills pre-test; active reading strategies
- Day One –Reading topic - vocabulary
- Day Two – More on vocabulary; Pattern of development – Description Chapter 6; assign third writing assignment;
- Day Three – Reading topics - main ideas and supporting details
- Day One – Peer review of third writing assignment; reading topic – outlining and mapping
- Day Two – Reading topic – reading textbooks; graphics and visuals
- Day Three – Third writing assignment due; reading topic – purpose and tone
- Day One – Open date to catch up
- Day Two – Pattern of development – Process (how something works);
- Day Three – More work on process analysis; reading topic – graphics and visuals
- Day One – Review of grammar and reading topics; mid-term progress test
- Day Two – Mid-term exam – in class paper
- Day Three – Student conferences
- Day One – Pattern of development – Comparison and Contrast Chapters 14 and 10; assign fourth paper
- Day Two – Writing Essays Chapter 13 include prewriting, thesis statements, supporting ideas, planning and essay, and essay organization
- Day Three – Continue Chapter 13 including introductions, conclusions, titles, drafts, revision, parallelism and editing
- Day One – Exact language Chapter 32; Peer review of fourth writing assignment;
- Day Two – Spelling Chapter 33
- Day Three – Peer editing of fourth paper; Reading topic – summarizing and paraphrasing
- Day One – Final draft of fourth paper due; Pattern of development – Cause and Effect Chapters 14 and 11; Commas Chapter 34
- Day Two – Assign fifth writing assignment – Cause and Effect; reading topic Inference
- Day Three – Apostrophes, quotation marks, and titles Chapter 35; reading topic – Patterns of organization
- Day One – Peer review of fifth writing assignment; Capitalization and other punctuation Chapter 36
- Day Two – Peer editing of fifth writing assignment; plagiarism and avoiding plagiarism
- Day Three – Fifth writing assignment due; Pattern of organization Argument Chapters 14 and 12; assign sixth writing assignment; reading topic – reading rate
- Day One – Reading topic – critical thinking; abbreviations and numbers
- Day Two – Peer review of sixth writing assignment; reading topic – concentration and memorization
- Day Three – Peer editing of sixth writing assignment; standard and non-standard English; Assign novel or short stories
- Day One – Sixth writing assignment due; reading topics – note taking and highlighting; test taking
- Day Two – Open period for catch up; discussion of novel/short stories
- Day Three – Discussion of novel/short stories
- Day One – Introduce pattern of organization that will be used on the final in-class paper; discussion of novel/short stories
- Day Two – Reading topic – combined skills; discussion of novel/short stories; review of grammar and punctuation
- Day Three – In class paper (part of final exam – a response to the novel or short stories is encouraged)
- Grammar Final Exam
X.OTHER REQUIRED BOOKS, SOFTWARE AND MATERIALS:
MyWritingLab should be packaged with this text.
Supplemental texts (for instance novels) and/or materials are optional, but must be approved by area faculty.
The student will be evaluated on the basis of 1) quizzes or activities in MyWritingLab, 2) out-of-class formal writing assignments, 3) a two-part final examination consisting of and in-class paper and a grammar test, and 4) andjournal writing.
Below is a suggested breakdown for student evaluation:
- Six writing assignments (paragraphs and essays) – 40%
- Journal Writing – 10%
- Work in MyWritingLab – 20%
- Mid-term Exam (paper written in class) – 10%
- Final Exam (paper written in class and grammar test) – 20%
XII.SPECIFIC MANAGEMENT REQUIREMENTS:
Instructors of this course should receive training with MyWritingLab. A master course set up in MyWritingLab for ENGL 0097 will be available for SSCC instructors to use. Instructors may modify this master course at their discretion.
Enrollment in ENGL 0098 should be limited to 15 students per class section.
FERPA: Students need to understand that your work may be seen by others. Others may see your work when being distributed, during group project work, or if it is chosen for demonstration purposes.
Students also need to know that there is a strong possibility that your work may be submitted to other entities for the purpose of plagiarism checks.
DISABILITIES: Students with disabilities may contact the Disabilities Service Office, Central Campus, at 800-628-7722 or 937-393-3431.