1.     Division:

 

2.     Course Discipline and Number: ENGL 1A

 

3.     Course Title: Analytical Reading and Writing

 

4.     Check one of the following:

 

New Course

If curriculum has been offered under a different discipline and/or name, identify the former course:

     

 

Change to existing course (course discipline and number are not changing)

 

Should another course be inactivated? No Yes Inactivation date:      

 

5.     Is course part of a CR Degree/Certificate Program? (If New is selected above, check No) No Yes

If yes, specify program code(s). (Codes can be found in Outlook/Public Folders/All Public Folders/ Curriculum/Degree and Certificate Programs/Course Program Requirement Reverse Index):

All Degrees

 

Required course

Restricted elective

 

6.     Provide explanation and justification for addition/change/deletion:

For many of our students, ENGL 1A provides the only direct instruction in college-level composition, reading, and research they will receive, whether they are pursuing a two-year degree, a four-year degree, or both. To meet the challenge of preparing students for college-level reading, writing, and research, many colleges and universities now require a sequence of two or three lower division composition courses, while others--particularly community colleges--have responded to the challenge by maintaining a single First-Year composition course but increasing its unit value. After a careful study of the ENGL 1A curriculum, the English Department at CR has decided that a four-unit 1A is the best way we can serve our students in this fundamental course. The additional unit of credit is essential to accommodate four major changes in the curriculum: Increased emphasis on critical reading skills as applied to primarily non-fiction texts; integration of reading and writing skills through source-based writing assignments; greater emphasis on analytical and argumentative writing; and more thorough coverage of issues in electronic research (locating, evaluating, and documenting appropriate information).

                                   

7.     List any special materials, equipment, tools, etc. that students must purchase:

     

 

8.     Will this course have an instructional materials fee? No Yes

Fee: $     

 

Submitted by:   J. Hinman, D. Holper, J. Johnston, P. Kessler, et. al. Tel. Ext. 4299 Date: 9-6-06

Division Chair:                                      Review Date: 9-19-06

 

 

 

 

 

FEATURES		OLD	NEW
	Catalog Description (Please include complete text of old and new catalog descriptions.)	Transfer-level expository and argumentative writing with critical reading of non-fiction, fiction, and poetry. A substantial research paper utilizing proper MLA documentation is required.	A transfer-level course in critical reading and reasoned writing. Students analyze issues and claims presented in visual, oral, or written arguments and write analytical and argumentative essays based on those issues. Research and source-based writing, employing correct MLA documentation, is required.
	Grading Standard
	Total Units	3.0	4.0
	Lecture Units	54	72
	Lab Units
	Prerequisites	ENGL 150 (or equivalent) with a ìCî grade or better, or assessment recommendation for ENGL 1A	English 150 (or equivalent) with grade of "C" or better or appropriate reading and writing scores on the placement exam
	Corequisites
	Recommended Preparation
	Maximum Class Size
	Repeatabilityó Maximum Enrollments
	Other	Title: College Composition	Title: Analytical Reading and Writing   Course Leaning Outcomes, Course Content, Learning Activities, Assessment, Representative Texts

 

If any of the listed features have been modified in the new proposal, indicate the ìoldî (current) information and proposed changes.

 

DATE: September 5, 20069/5/06

 

DISCIPLINE AND COURSE NUMBER: ENGL 1A

 

COURSE TITLE: Analytical Reading and Writing

 

FIRST TERM NEW COURSE MAY BE OFFERRED: Fall 2007

 

TOTAL UNITS:   4.0       [Lecture Units:  4.0       Lab Units:  0.0]

TOTAL HOURS:  72.0     [Lecture Hours:  72.0     Lab Hours:  0.0]

MAXIMUM CLASS SIZE: 28

 

Letter Grade Only CR/NC Only Grade-CR/NC Option

 

Is this course repeatable for additional credit units: No Yes If yes, how many total enrollments?      

 

Is this course to be offered as part of the Honors Program?  No Yes

If yes, explain how honors sections of the course are different from standard sections.

Honors sections will include more challenging reading, writing, and research assignments, including analysis and evaluation of peer-reviewed journal articles, at least one full-length book, interdisciplinary research, and in-depth examination of one aspect of the semesterís theme. The theme of the course will be coordinated with Honors classes in other disciplines as students are encouraged to explore the connection between academic disciplines.

 

The catalog description should clearly state the scope of the course, its level, and what kinds of student goals the course is designed to fulfill.

A transfer-level course in critical reading and reasoned writing. Students analyze issues and claims presented in visual, oral, or written arguments and write analytical and argumentative essays based on those issues. Research and source-based writing, employing correct MLA documentation, is required.

 

Special notes or advisories:

     

 

No           Yes         Course(s): English 150 (or equivalent) with grade of "C" or better or appropriate reading and writing scores on the placement exam.

Rationale for Prerequisite:

Describe representative skills without which the student would be highly unlikely to succeed.

English 150 (or equivalent) provides students with a foundation in basic argumentation, critical reading, and sentence skills that is the starting point for English 1A.

 

 

No           Yes         Course(s):      

Rationale for Corequisite:

     

 

No           Yes         Course(s):      

Rationale for Recommended Preparation:

                                                                                                                                                      

 

What should the student be able to do as a result of taking this course? State some of the objectives in terms of specific, measurable student accomplishments.

ï    1. Identify and evaluate the issue, claim, and major supporting arguments in a variety of non-fiction texts.

 

2. ï    Write unified, well-developed, logical, coherent, and convincing analytical or argumentative essays.

 

3. ï    Recognize and use a variety of rhetorical strategies appropriate for the purpose and audience of the essay.

 

 

4. ï    Formulate and defend a stance in response to issues and claims presented in visual, written, or oral arguments.

 

5. ï    Support claims effectively with relevant, thoughtful, and sufficient evidence drawn as appropriate from written texts and from the writerís own experience and knowledge.

 

6. ï    Integrate and correctly cite the ideas of others through paraphrase, summary, and quotation into an essay that expresses the writerís own voice, position, and analysis.

 

 

7. ï    Locate data or other information, appropriate for a specific need, from a variety of print and electronic sources, including online subscription databases.

 

8. ï    Craft effective sentences of varying structure and type to clarify the meaning, relationship, and importance of ideas.

 

9. ï    Recognize and eliminate significant errors in grammar, usage, and punctuation through careful editing and proofreading.

 

 

 

Themes: What themes, if any, are threaded throughout the learning experiences in this course?

1. ï    Writing Process.

2. ï    Revision and editing.

3. ï    Rational argument.

4. ï    Audience and purpose.

5. ï    Analytical reading.

6. ï    Legitimacy of multiple points of view.

7. ï    Source-based writing.

8. ï    Habits of mind that characterize successful college students.

 

Concepts: What concepts do students need to understand to demonstrate course outcomes?

1. ï    Standard methods of reading and writing academic discourseóincluding purpose- driven, focused paragraphs and strategies for guiding readers through an analysis or argument.

2. ï    The role of textual support in academic discourse.

3. ï    The relationship of tone, purpose, and audience in analytical writing.

4. ï    The purpose of documentation in academic writing.

5. ï    Principles of academic integrity.

 

Issues: What primary issues or problems, if any, must students understand to achieve course outcomes (including such issues as gender, diversity, multi-culturalism, and class)?

1. ï    The validity of multiple viewpoints and solutions to complex problems.

2. ï    A tolerance for ambiguity when formulating complex arguments.

3. ï    The importance of addressing meaningful counterarguments.

4. ï    The interplay between subjective and objective data in understanding issues and in solving problems.

5. ï    Organizational choices in developing more complex written arguments.

 

Skills: What skills must students master to demonstrate course outcomes?

ï    Read complex texts critically for content, purpose, and tone

ï    Identify and articulate the central issue in an argument, as well as the relevant similarities and differences in related arguments

ï    Develop and organize an extended written analysis or argument that demonstrates both unity and coherence

ï    Formulate a thesis appropriate to the complexity of the issue being addressed

ï    Employ appropriate voice, tone, and level of formality

ï    Select, interpret, and incorporate sources appropriately to illustrate points and support claims

ï    Evaluate the merit of sources for bias, relevance, currency, and authority

ï    Summarize, paraphrase, and quote sources accurately, employing MLA conventions to cite sources correctly

ï    Critique writing to revise and edit effectively

ï    Recognize patterns of errors in writing and use handbook to correct errors1. Read complex texts critically for content, purpose, and tone.

2. Identify and articulate the central issue in an argument, as well as the relevant similarities and differences in related arguments.

3. Develop and organize an extended written analysis or argument that demonstrates both unity and coherence.

4. Formulate a thesis appropriate to the complexity of the issue being addressed.

5. Employ appropriate voice, tone, and level of formality.

6. Select, interpret, and incorporate sources appropriately to illustrate points and support claims.

7 Evaluate the merit of sources for bias, relevance, currency, and authority.

8. Summarize, paraphrase, and quote sources accurately, employing MLA conventions to cite sources correctly.

9. Critique writing to revise and edit effectively.

10. Recognize patterns of errors in writing and use handbook to correct errors.

 

What will students be doing (e.g., listening to lectures, participating in discussions and/or group activities, attending a field trip)? Relate the activit