Course Outline of Record

Item	Value
Eff Term	Fall 2026
Curriculum Committee Approval Date	11/12/2025
Top Code	150100 - English
Units	4 Total Units (Lecture Units 4)
Hours	72 Total Hours (Lecture Hours 72)
Total Outside of Class Hours	144
Total Student Learning Hours	216
Course Credit Status	Credit: Degree Applicable (D)
Material Fee	No
Basic Skills	Not Basic Skills (N)
Repeatable	No
Open Entry/Open Exit	No
Grading Policy	Standard Letter (S)
Associate Arts Local General Education (GE)	Area 1B Communication and Analytical Thinking (OA2) Area 3 Arts and Humanities 3A Theory (OC1)
Associate Science Local General Education (GE)	Area 1B Communication and Analytical Thinking (OAS2) Area 3B Humanities (OSC2)
California General Education Transfer Curriculum (Cal-GETC)	Cal-GETC 1B Critical Thinking (1B)
Intersegmental General Education Transfer Curriculum (IGETC)	IGETC 1B Critical Thinking (1B)
California State University General Education Breadth (CSU GE-Breadth)	CSU A3 Critical Thinking (A3)

Course Description

Formerly: ENGL A101H, Critical Reasoning: Fiction Honors. Part 1: In this course, students receive instruction in analytical, critical, and argumentative writing. Students develop critical thinking, close reading and literary analysis skills, research strategies, information literacy, and knowledge of accurate documentation through the study of diverse literary works from a variety of literary genres, developing an appreciation for literature. This is an honors course. Part 2: Read, analyze, and write on literature applying critical thinking skills and research. Formulate and compose written arguments. Recognize logical fallacies, rhetorical strategies, implicit meaning, and use inductive/deductive reasoning. Enrollment Limitation: ENGL C1003; students who complete ENGL C1003H may not enroll in or receive credit for ENGL C1003. PREREQUISITE: Successful completion of college-level composition (ENGL C1000/ENGL C1000H/ENGL C1000E/C-ID ENGL 100) or equivalent. Transfer Credit: CSU; UC. C-ID: ENGL 110, ENGL 120.C-ID: ENGL 110, ENGL 120.

Course Level Student Learning Outcome(s)

1. Students will be able to present significant details of literary elements from a work of fiction, draw appropriate inferences and use the inferences to build a claim in a persuasive essay.

Course Objectives

• Part 1 - At the conclusion of this course, the student should be able to:
• Critically read, analyze, compare, and evaluate diverse complex literary texts.
• Reflect critically on one’s own thought processes to identify and avoid cognitive biases and common fallacies of language and thought.
• Compose thesis-driven arguments to suit a variety of rhetorical situations, including interpretation, evaluation, and literary analysis, supporting them with a variety of appropriate textual evidence and examples.
• Identify a text's premise(s) and/or assumptions in various social, historical, cultural, psychological, or aesthetic contexts.
• Analyze and employ logical and structural methods such as inductive and deductive reasoning, causation, and supporting claims with reasons, evidence, and responding to diverse perspectives and values.
• Find, analyze, interpret, and evaluate primary and secondary sources, incorporating them into written work using appropriate documentation format without plagiarism.
• Draft and revise writing for style, diction, and tone showing awareness of audience and social context, and the purpose of the specific writing task; engage in a revision process so that language use does not impede clarity or disrupt meaning.
• Identify key elements of major genres (including poetry, drama, fiction) in order to analyze and interpret texts.
• Define common literary terms and apply these to analysis of specific texts.
• Part 2
• Write essays applying the principles of summary, analysis, synthesis, evaluation, exposition, and argumentation.
• Read, summarize, interpret, evaluate, and synthesize literary texts representative of the various genres: poetry, drama, fiction, and other scripted writing.
• Describe how literature argues from particular social, historical, moral, psychological, and philosophical assumptions and recognize how individual works of literature reflect and comment on moral, social, and aesthetic issues.
• Describe how literary criticism argues from theoretical assumptions.
• Write strong arguments by developing an argumentative thesis or claim, offering reliable support, employing logical reasoning (induction or deduction), appropriate organizational patterns , and suitable lines of argument (causation, analogy, parallel case, appeals to authority, and appeals to emotion).
• Illustrate competency in standard English grammar, punctuation, mechanics as well as clarity and precision in written expression.
• Recognize and employ the processes of writing: planning, pre-writing, editing and polishing.
• Learn to read closely in order to recognize and interpret the literary devices and writing styles evident in individual texts of literature.
• Show understanding of literary terminology, devices, and conventions specific to different literary genres.
• Write an in-class analytical essay that quotes and analyzes text(s) and effectively employs a thesis, support, and structural elements, while controlling grammatical clarity.
• Writing Skills:
• Organize ideas (in essays of 750 or more words) to develop a specific thesis with a clear purpose -- such as to argue, analyze, or define.
• Support a thesis in discussion paragraphs.
• Maintain unity and coherence, while developing adequate content in paragraphs.
• Effectively arrange paragraphs and link them with transitional devices.
• Accurately summarize and paraphrase readings.
• Integrate quotations that advance the discussion.
• Employ, when appropriate, rhetorical modes -- such as illustration, comparison and contrast, cause and effect, classification -- to support a thesis.
• Analyze and synthesize information embodied in texts from a variety of literary genres.
• Skillfully employ expressive, expository, and argument strategies to support a thesis.
• Skillfully use a variety of argument strategies, such as the following: arranging evidence from abstract to concrete and specific to general and using concession, one sided argumentation, and multi-sided argumentation.
• Recognize and correct logical fallacies.
• Reading Skills:
• When reading, analyzing, and annotating complex, primarily imaginative literature, students will be able to identify details in support of explicit and implicit themes.
• Inductively develop a hypothesis about literary texts by recognizing and comprehending patterns, themes and structures.
• Identify paradoxes and ambiguities in literary texts and include them in developing hypotheses.
• Suspend judgments for a length of time sufficient to draw reasonable conclusions about literary texts.
• Evaluate the quality of evidence in support of explicit or implicit themes in literary texts.
• Evaluate different hypotheses about texts.
• Identify the underlying assumptions and values -- such as psychological, sociological, historical, and philosophical assumptions -- made by a text's narrators and/or characters.
• Identify logical fallacies.
• Identify symbolic, ironic, figurative, connotative and denotative language, as well as literary tropes and conventions specific to the different genres and authors.
• Analyze basic reasoning patterns, distinguishing between inductive and deductive constructions in non-literary texts (including the essays of peers).
• Distinguish fact, inference, and opinion expressed in non-literary texts (including the essays of peers).
• Distinguish between evidence and conclusions in non-literary texts (including the essays of peers).
• Evaluate the diction, style, and tone in non-literary texts (including the essays of peers).
• Evaluate arrangement strategies of arguments, according to the following: a. stated and unstated assumptions; b. denotative and connotative meaning and biased language; c. logical fallacies and propagandistic devices; d. slanted and illogical language; e. relevant and irrelevant evidence and appeals in non-literary texts (including the essays of peers).
• Recognize and synthesize related ideas, arguments, and evidence in different texts on the same related issues and themes in non-literary texts (including the essays of peers).
• Research Skills:
• Incorporate information from multiple texts to support, contrast, or clarify a thesis or claim.
• Use sources appropriately and accurately, according to MLA or APA standards.
• Introduce and appropriately quote, summarize, and paraphrase material from sources.
• Evaluate the quality and relevance of published texts.
• Skills in Writing Conventions:
• Construct sentences that are grammatically correct, syntactically logical, comprehensible, varied, and concise, while rarely, if ever, committing the following: a. sentence errors, such as comma splice, run-on (fused sentence), fragment, misplaced modifier, faulty agreement, and faulty reference; b. incorrect parallel structure; c. punctuation mistakes, such as the misuse of comma, semicolon, colon, apostrophe, and quotation marks; d. spelling errors, not only when using contractions and homonyms, but also when using common and college level vocabulary, including critical terminology.
• Use appropriate diction that is sustained consistently throughout an essay and that usually demonstrates the following skills: a. the ability to move coherently from abstract to concrete and from general to specific language; b. the accurate use of metaphorical language, such as simile, metaphor, analogy, and the control of connotation and denotation.

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Lecture Content

Part 1

• Writing and active reading skills for logical reasoning and argumentation. 
• A minimum of 3 literary genres, including poetry, drama, and fiction (novel and/or short  story) from diverse authors representing a wide range of cultures, ethnicities, genders,  sexual orientations, and socioeconomic backgrounds.  
• Critical approaches to literature and effective use of literary terms and devices.  
• Explication, interpretation, and literary analysis.
• Writing critically about literature.
• Minimum 5,000 words of revised formal writing.

Part 2

The development of critical thinking skills by close analytical reading of literary texts: 

• Distinguishing between facts and inferences.

•  Understanding the difference between inferences and warranted and unwarranted assumptions.

• Discerning patterns of textual detail that lead to a reasonable interpretation.

• Examining how a literary work can be viewed from various theoretical perspectives.

• Comparing and evaluating different critical analyses of a given literary text. 

The development of appreciation for the aesthetic qualities of literature Identify key elements of major genres such as poetry, drama, scripted writing, films, short stories, and novels. 

• Understand literary terminology, devices, conventions, and different critical methodologies and apply them to the analysis of specific texts.

• Critically read, analyze, compare, and evaluate literary texts from various social, historical, cultural, psychological, or aesthetic contexts.

• The development of college essays based on interpretive, argumentative theses: 

• Developing a thesis that asserts a stand on a question at issue in a literary text. 2. Supporting a thesis with evidence drawn from primary texts.

• Developing strong arguments by sound reasoning and appropriate organizational strategies.

• Synthesizing critical commentary from outside sources in the support of an argument.

The process of revision: 

• The early draft: discovery of thesis or claim and initial development of support

• The later drafts: the refocusing of thesis or claim, developing further support, responding to the editorial advice from teacher, peers, and tutors from the Writing and Humanities Tutoring Center. 

• The final draft: editing for clarity, effectiveness, and correctness

In-Class Writing

• Practice moving from invention to completed essay within a single class session. 

Method(s) of Instruction

• Lecture (02)
• DE Live Online Lecture (02S)
• DE Online Lecture (02X)

Instructional Techniques

Lecture and application of ideas, group discussion, projects, readings, and video.

Reading Assignments

Part 1 Note: Multiple texts may be necessary to fulfill the purposes of this course. Any individual text listed below may not stand alone as sufficient. Text selection should include a diverse set of authorial voices that may include a range of cultures, ethnicities, genders, sexual orientations, and socioeconomic backgrounds. Open Educational Resources (OER) may be used in place of any type of text. Sample Textbooks, Manuals, or Other Support Materials (most recent edition): • Texts containing culturally diverse college-level fiction, poetry, drama texts. • A college-level handbook on writing about literature and documentation. • A writing handbook must be included. List of possible textbooks, not comprehensive or exclusive: Representative Literature Textbooks: • Schilb, John, and John Clifford. Making Arguments about Literature. Boston: Bedford/St. Martin’s, 4th edition, 2024. • James, Missy, and Alan P. Merickel, Reading Literature and Writing Argument. New York: Longman, 7th edition, 2021. • Morgan, Meg, et al. Strategies for Reading and Arguing About Literature. Longman. • Meyer, Michael. The Bedford Introduction to Literature: Reading, Writing, Thinking. Boston: Bedford/St. Martin’s. • Barnet, Sylvan, et al. An Introduction to Literature. New York: Longman. Representative Writing Handbook: • Gardner, Janet E. Writing About Literature: A Portable Guide. Boston: Bedford/St. Martins (also available with MLA insert), 6th, 2025. • Bullock, Richard, et al. The Little Seagull Handbook, 5th edition. W.W. Norton Company. 2024. • Harmon, William, and C. Hugh Holman. A Handbook to Literature. Upper Saddle River, NJ: Prentice Hall. Texts used by individual institutions and even individual sections will vary. Textbooks older than 7 years must be clearly labeled as classic or legacy. Where possible, it is recommended that OER options be noted. Part 2 Various assigned literary works totaling 3 hours of reading per week.

Writing Assignments

In response to literary works, the student will be able to do the following in essays of 750 or more words:  Analyze and synthesize information embodied in course readings.  Skillfully employ expressive, expository, and argumentative strategies to support a thesis.  Support a thesis with a variety of strategies, such as arranging evidence from abstract to concrete, and from specific to general using concession, one-sided argumentation, and multi-sided argumentation.  Recognize and correct logical fallacies.

Out-of-class Assignments

Time required for out-of-class assignments is 6 hours a week. In response to literary works, the student will be able to do the following in essays of 750 or more words:  Analyze and synthesize information embodied in course readings.  Skillfully employ expressive, expository, and argumentative strategies to support a thesis.  Support a thesis with a variety of strategies, such as arranging evidence from abstract to concrete, and from specific to general using concession, one-sided argumentation, and multi-sided argumentation.  Recognize and correct logical fallacies.

Study Non-Contact Hours Recommended

144

Methods of Student Evaluation

• Midterm Exam
• Final Exam
• Short Quizzes
• Written Assignments
• Essay Examinations

Demonstration of Critical Thinking

Part 1 Methods of evaluation used to observe or measure students’ achievement of course outcomes are at the discretion of local faculty but must include primarily written assignments and a minimum of 5,000 words of revised formal writing. Formal writing (including essays) that receives instructor feedback and that goes through a revision process. Informal writing (examples include journals, discussions, annotations, reader responses, in-class writing, and responses to questions). Other evaluation methods may include assignments such as essay exams, quizzes, projects, presentations, and portfolios. Part 2 Written essays and exams. Evaluation of student writing will use multiple methods to verify authenticity of student writing, adherence to academic integrity, and student ability to demonstrate course outcome skills.

Required Writing, Problem Solving, Skills Demonstration

Part 1 Methods of evaluation used to observe or measure students’ achievement of course outcomes are at the discretion of local faculty but must include primarily written assignments and a minimum of 5,000 words of revised formal writing. Formal writing (including essays) that receives instructor feedback and that goes through a revision process. Informal writing (examples include journals, discussions, annotations, reader responses, in-class writing, and responses to questions). Other evaluation methods may include assignments such as essay exams, quizzes, projects, presentations, and portfolios. Part 2 Written essays and exams. Evaluation of student writing will use multiple methods to verify authenticity of student writing, adherence to academic integrity, and student ability to demonstrate course outcome skills. Analyze and synthesize information embodied in course readings.  Skillfully employ expressive, expository, and argumentative strategies to support a thesis.  Support a thesis with a variety of strategies, such as arranging evidence from abstract to concrete, and from specific to general using concession, one-sided argumentation, and multi-sided argumentation.  Recognize and correct logical fallacies.

Resources Subscreen

• Textbook: Schilb, John, and John Clifford. Making Arguments about Literature. Boston: Bedford/St. Martin’s (2024).
• Textbook: James, Missy, and Alan P. Merickel. Reading Literature and Writing Argument. Longman (2021).
• Textbook: Morgan, Meg, et al.. Strategies for Reading and Arguing About Literature. Longman (2006 (Classic)).
• Textbook: Meyer, Michael. The Bedford Introduction to Literature: Reading, Writing, Thinking. Bedford/St. Martin’s (2024).
• Textbook: Barnet, Sylvan, et al.. An Introduction to Literature. Longman (2010 (Classic)).
• Textbook: Gardner, Janet E.. Writing About Literature: A Portable Guide. Bedford/St. Martins (2025).
• Textbook: Bullock, Richard, et al.. The Little Seagull Handbook. W.W. Norton & Company (2024).
• Textbook: Harmon, William, and C. Hugh Holman. A Handbook to Literature. Prentice Hall (2003 (Classic)).

Eligible Discipline(s)

• English: Master’s degree in English, literature, comparative literature, or composition OR bachelor’s degree in any of the above AND master’s degree in linguistics, TESL, speech, education with a specialization in reading, creative writing, or journalism OR the equivalent. Master's degree required.