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Discipline: English Degree Credit __X__ Nondegree Credit _____ Noncredit _____ Comm Service _____ RIVERSIDE COMMUNITY COLLEGE INTEGRATED COURSE OUTLINE of RECORD ENGLISH 1A COURSE DESCRIPTION 1A English Composition 4 units PREREQUISITE: English 50 or qualifying preparation score Emphasizes and develops skills in critical reading and academic writing. Reading and writing assignments include exposition, argumentation, and academic research. Students will write a minimum of 10,000 words. Classroom instruction integrates Writing and Reading Center activities. Students may not receive credit for both ENG-1A and ENG-1AH. 72 hours lecture and 18 hours laboratory. (Letter Grade Only) SHORT DESCRIPTION FOR CLASS SCHEDULE Teaches college-level critical reading, academic writing, and research skills. PREREQUISITE ENTRY SKILLS Before entering this course, students will be able to: 1. Recognize thesis, audience, purpose and evidence in advanced pre-collegiate texts 2. Compose developed, unified, stylistically competent essays of 650-1000+ words that are relatively free from errors in grammar and mechanics; employ one or more patterns of development; respond to advanced pre-collegiate texts; adjust for audience and purpose with advanced-intermediate skill; control voice, tone, and level of formality with advanced-intermediate skill; employ, at advanced-intermediate level, the standard methods of academic written discourse for guiding readers through an analysis or argument (e.g., introductions and conclusions, transitions, topic sentences); use evidence effectively, with advanced-intermediate skill, to support a thesis; and demonstrate awareness of the writing process and an ability to critique their own work and the work of others with advanced-intermediate skill 3. Understand the purpose of textual source citations and be able to employ MLA conventions for documenting sources and citing parenthetically, with basic-level skill STUDENT LEARNING OUTCOMES Upon successful completion of the course, students should be able to: ENG1A-2/07 11. Critical Reading a. Analyze college-level expository and argumentative texts of intrinsic value and directed at advanced readers; 2. Writing Academic Prose a. Write essays of 1500-3000 words, synthesizing multiple patterns of development, that pursue answers to challenging questions or advance substantial arguments; b. Illustrate and support claims effectively, with relevant, thoughtful, and sufficient evidence drawn (as appropriate) from written texts and the writer’s own experience and knowledge; c. Employ the conventions of academic English to produce intelligible and stylistically mature essays almost entirely free from errors in syntax, grammar, punctuation, diction, and spelling; 3. Research Methods and Conventions a. Write a competent college-level research paper, gathering sources effectively, evaluating them for relevance and reliability, using a system to manage the research process so it leads to a thoughtful and intelligible paper, and employing MLA conventions at an advanced level to cite and incorporate sources effectively in the finished paper; 4. Rhetorical Knowledge a. Write essays in several different genres (e.g., expository, argumentative, exploratory, personal, etc.), demonstrating awareness of audience and appropriate use of voice, tone, and level of formality; b. Write essays that employ, at an advanced level, the standard methods of academic discourse (including effective thesis statements, introductions, conclusions, transitions, topic sentences, and summative sentences) for guiding readers through an analysis or argument; 5. Awareness of Writing Process a. Demonstrate awareness of all stages of the writing process, and critique, at an advanced level, their own work and the work of others. COURSE CONTENT 1. Critical reading and thinking skills, including analysis of non-fiction texts, generation and synthesis of ideas, and basic elements of argumentation (claims, evidence, reasoning); 2. Advanced essay writing, to include instruction/practice in effective strategies for introductions, conclusions, transitions, and topic sentences; logically sound thesis statements and the development of supporting ideas that consistently pursue the line of reasoning suggested by the thesis; effective use of textual evidence to support ideas, including methods of integrating textual evidence, e.g. quoting and paraphrasing effectively and correctly; sophisticated use of transitional and organizational patterns; and effective strategies for enhancing stylistic fluency; 3. Research writing, to include instruction/practice in topic generation; location and evaluation of sources, including electronic resources; fair and appropriate use of sources (avoiding plagiarism); synthesis and integration of sources; MLA documentation, including parenthetical citations and works cited. 4. Writing laboratory: 18 hours of individualized writing assignments/practice in the Writing/Reading Center Students are also assigned reading, writing and other outside assignments equivalent to two hours per one hour lecture. ENG1A-2/07 2METHODS OF INSTRUCTION Methods of instruction used to achieve student learning outcomes may include, but are not limited to: 1. Assignment of expository and argumentative essays in response to college-level texts designed to facilitate the development of critical thinking, reading, and writing skills. These essays may be written in or out of class. 2. Assignment of research projects designed to develop and apply effective evaluation, synthesis, and documentation of sources in an expository or argumentative college-level research paper using the MLA conventions and style. 3. Class lectures/discussions/demonstrations designed to model and explain how to develop a writing process and apply critical reading, composition, and research skills at the college level. 4. Collaborative projects/cooperative learning tasks designed to encourage students to develop and apply critical thinking and analysis skills to college-level texts. 5. Writing and Reading Center activities in order to help students address areas of improvement in academic English and reinforce the importance of audience and tone by seeking feedback from instructors and/or tutors. 6. Individual conferences in order to evaluate and advise students on course content and strategies for


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RCC ENG 1A - Study Notes

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