ENGL G100: Academic Reading and Writing
| Item | Value |
|---|---|
| Curriculum Committee Approval Date | 12/02/2024 |
| Top Code | 150100 - English |
| Units | 4 Total Units |
| Hours | 72 Total Hours (Lecture Hours 72) |
| Total Outside of Class Hours | 0 |
| 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) |
| Local General Education (GE) |
|
| California General Education Transfer Curriculum (Cal-GETC) |
|
| Intersegmental General Education Transfer Curriculum (IGETC) |
|
| California State University General Education Breadth (CSU GE-Breadth) |
|
Course Description
Formerly: ENGL G100. In this course, students receive instruction in academic reading and writing, including writing processes, effective use of language, analytical thinking, and the foundations of academic research. Writing instruction includes expository and argumentative writing and documentation. Enrollment Limitation: ENGL C1000E; students who complete ENGL C1000 may not enroll in or receive credit for ENGL C1000E. PREREQUISITE: Placement as determined by the college’s multiple measures assessment process. Transfer Credit: CSU; UC: Credit Limitation: ENGL C1000, ENGL C1000E, ENGL G100, ENGL G100H, and ENGL G100S combined: maximum credit, 1 course; ENGL G100S: maximum credit, 4 units. C-ID: ENGL 100. Common Course Number: ENGL C1000.C-ID: ENGL 100.
Course Level Student Learning Outcome(s)
- Course Outcomes
- Support a thesis in an appropriately structured essay, using specific, factual, detailed information.
- Evaluate research material relevant to a well-defined topic.
- Use selected research material in a claim-based research paper following MLA guidelines.
- Evaluate published texts and individual and collaborative writing by applying critical reading strategies.
Course Objectives
- 1. Read analytically to understand and respond to diverse academic texts.
- 2. Compose thesis-driven academic writing that demonstrates analysis and synthesis of sources as appropriate to the rhetorical situation.
- 3. Demonstrate strategies for planning, outlining, drafting, revising, editing, and proofreading written work.
- 4. Write coherent, well-organized essays that employ a variety of rhetorical strategies, including style and usage choices, to develop a claim-based thesis.
- 5. Integrate sources following MLA conventions in summarizing, paraphrasing, quoting, and documentation.
- 6. Write timed essays that demonstrate college-level competency in formulating ideas, organization, development, and mechanics.
Lecture Content
Read, analyze, and evaluate diverse texts, primarily non-fiction, for rhetorical strategies and styles. Apply a variety of rhetorical strategies in academic writing, including well-organized essays with effective theses and support. Develop varied and flexible strategies for generating, drafting, revising, editing, and proofreading formal writing. Analyze rhetorical choices in students' own and peers' writing and effectively provide and incorporate feedback. Write in various genres and modalities, including low stakes, analytical, argumentative, collaborative, reflective writing, synthesis, literature review, and other forms. Exhibit acceptable college-level control of mechanics, organization, development, and coherence. Identify, evaluate, and effectively integrate material from source texts through paraphrasing, summarizing, and quoting using appropriate documentation conventions. Compose a minimum of 5,000 words of formal writing across major assignments.
Method(s) of Instruction
- Lecture (02)
- DE Live Online Lecture (02S)
- DE Online Lecture (02X)
Reading Assignments
Reading and annotating of expository essays, argumentative essays, and other prose illustrating rhetorical principles and methods.
Writing Assignments
Writing in various discourse modes and rhetorical methods, including out-of-class writing and timed writing of varying lengths for a minimum of 5000 words. Written assignments require edited, standard English.
Out-of-class Assignments
Essay (multiple drafts) and short response-paper writing, basic research and appropriate documentation, summarizing, and paraphrasing.
Demonstration of Critical Thinking
Students will critically read primarily nonfiction college-level essays and analyze the ideas and details of these texts in short written response assignments and class discussions. Students will also formulate, organize, and develop arguments in formal essays.
Required Writing, Problem Solving, Skills Demonstration
Students will produce a minimum of 5,000 words of formal academic writing. Problem solving and writing skills will be demonstrated in synthesizing texts and interpretation, brainstorming, organization, and revision of essays. Additional methods of evaluation may include portfolios, oral presentations, quizzes, essay exams, class discussion, discussion posts, and group projects.
Eligible Disciplines
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.
Textbooks Resources
1. Required Abrams, S.. EmpoWord: A Student-Centered Anthology and Handbook for College Writers (Classic), ed. LibreTexts (OER), 2018 Rationale: . 2. Required Mills, A.. How Arguments Work: A Guide to Writing and Analyzing Texts in College (Classic), ed. LibreTexts (OER), 2020 Rationale: OER 3. Required Boylan, K., et al.. Let?s Get Writing (Classic), ed. Creative Commons (OER), 2018 Rationale: . 4. Required Kriszner, L.G.. Patterns for College Writers , ed. Bedford, 2024 5. Required Jacobus, L.A.. A World of Ideas (Classic), ed. Bedford/St. Martin's, 2016 Rationale: . 6. Required Graff, G., Birkenstein, C.. They Say, I Say: The Moves That Matter in Academic Writing, ed. Norton, 2024 Rationale: The text They Say / I Say: Lays out major rhetorical moves in academic writing. The templates at the end of each chapter are great because they help students see that they can learn to sound like professional writers through repeated use of certain standard expressions and sentence structures. I use some of the readings at the end of the book for smaller exercises, such as an Annotation Wiki I ask students to add to on Canvas.