LPC ENG 1A - Course Outline for English 1A

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I. CATALOG DESCRIPTION:II. NUMBER OF TIMES COURSE MAY BE TAKEN FOR CREDIT: OneIII. PREREQUISITE AND/OR ADVISORY SKILLS:A. annotate a text during the act of reading;B. employ strategies that enable a critical evaluation of a text;C. respond critically to a text through class discussions and writing;D. use concepts of paragraph and essay structure and development to analyze his/her own and others’ essays;E. write effective, objective summaries of texts that avoid wording and sentence structure of the original;F. respond to texts drawing on personal experience and other texts;G. organize coherent essays around a central idea or a position;H. provide appropriate and accurate evidence to support positions and conclusions;I. demonstrate academic integrity and responsibility, particularly when integrating the exact language and ideas of an outside text into one’s own writing;J. utilize effective grammar recall to check sentences for correct grammar and mechanics;K. proofread his/her own and others’ prose;From ESL 25:A. understand complex and abstract issues in written discourse, generally derive main idea of both concrete and abstract topics;B. interpret cohesive devices, signal words, and pronoun references;C. understand idiomatic usage, but increasingly;D. comprehend facts to make appropriate inferences;E. understand vocabulary for personal, professional and academic reading, adequately;F. state and discuss writer’s purpose, but unevenly;A. write extended discourse of several paragraphs on newly presented topics with a clear underlying organization and thesis;B. respond in several paragraphs with original ideas to readings: fiction and non-fiction;C. demonstrate control of simple and compound sentences, with some errors in complex sentences. Errors will not interfere with communication;D. paraphrase and summarize longer text accurately;E. express unreal conditions and use perfect modals with greater control;F. demonstrate emerging control of appropriate signal words of cause, effect, contrast, comparison, process, chronology, example and conclusion;G. demonstrate self-editing skills;H. contribute constructive comments in the peer editing process, especially for content and organization.IV. MEASURABLE OBJECTIVES:A. critically read texts and materials from a variety of academic and cultural contexts, demonstrating in writing and discussion the ability to:1. summarize a thesis and main points;2. analyze main ideas;3. evaluate the validity and logic of the text’s reasoning and support;4. relate ideas and information in the text to his/her own experience as well as other texts;5. create a coherent position or argument based on reading;B. write multiple-paragraph papers that:1. accurately and appropriately respond to a given assignment;2. develop a relevant, focused thesis;3. are well-organized and coherently move from coordinating to subordinating points;4. are well-developed with sufficient and relevant evidence;5. synthesize facts and ideas originating outside his/her direct experience to develop and support a thesis;6. demonstrate stylistic choices in tone, syntax, and diction;7. use standard American English correctly;C. research a specific topic using the Internet, databases, journals, and books demonstrating an ability to:1. review sources for relevant evidence and arguments;2. integrate researched material into his/her own writing with appropriate context, explanation, punctuation, and citation;3. document sources in an academically responsible way.V. CONTENT:A. Critical Reading1. Instruction in summary:a. Identifying main ideas and support points of complex nonfiction textsb. Paraphrasing author’s ideas and maintaining neutrality, avoiding analysis, and avoiding wording and sentence structure of the original;c. Negotiating difference between 1) individual student’s interpretation of text’s main ideas and meaning and 2) main ideas and meaning that writer most likely intendedd. Using summary as a tool to improve understanding and to precede use of text for another purpose, for example class discussion or a research paper.e. Writing more succinct summaries, to introduce a text in a student essay, highlight main ideas of text as they pertain to student’s position or argument, and provide context for student’s analysis of text.2. Detailed critical analysis and assessment of at least five short works as well as two book-length works (with an emphasis on non-fiction texts)a. Evaluation of validity and logic of text’s reasoning and supportb. Identification of and beginning discussion of point of view, purpose, question at issue, information, interpretation and inference, concepts, assumptions, implications and consequences.3. Discovery, through discussion and later through writing, of how ideas in a work might be elaborated upon, illustrated, modified, and synthesized with one’s own and others’ viewsB. Writing1. Writing assignments totaling 6,000 final draft words. Instructor will assign at least 4 essays 3-8 pages in length. Fourth essay, research essay, might instead be a detailed research proposal and annotated bibliography. Instructor will additionally assign 6,000 words of more informal writing, for example essay drafts, summaries, and reading responses. Training in the process of writing will include:a. Pre-writing strategies appropriate to more complex writing assignmentsb. Development of theses that make an assertion and do not merely state a fact or the status quoc. Support of theses with evidence, detail, and reasoningd. Introductory inductive and deductive reasoninge. Writing to a specific audiencef. Explanation of the varying purposes of research writing: pursuing a line of inquiry as opposed to making an argument, for example.g. Careful paraphrasing of passages and longer sections of sources, avoiding wording and sentence structure of originalh. Strategies for critical revisioni. Directed peer reviewj. Writing with correct sentence structure and sentence varietyk. Revising for diction, tone, and styleC. Introduction to research1. Explanation of the varying purposes of research: supporting a line of inquiry as opposed to supporting an argument, for example2. Learning the components of and organizing the research processa. Library skills: orientation to the library and to the specific 1A course/project, covering:i. Value of different types of sources (reference book, book, anthology, journal article, other periodical article, website, other) and of


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LPC ENG 1A - Course Outline for English 1A

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