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Master Syllabus

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Administrative Unit: Language and Communications Studies Department
Course Prefix and Number: EAPP 105
Course Title: Written Communication Skills I
Number of:
Credit Hours 5
Lecture Hours 6
Lab Hours 0
Catalog Description:

The curriculum is designed to provide English language learners with the skills and practice that is necessary for them to develop and improve academic reading and writing in English and to eventually become successful students in U.S. college courses. Working on closely-connected reading and writing assignments, students acquire and practice new vocabulary, develop effective reading strategies, and produce cohesive and coherent paragraphs and essays using a process-oriented approach to writing.

Prerequisite(s) / Corequisite(s):

Placement in the high-intermediate level of English for Academic Purposes

Course Rotation for Day Program:

Offered Fall and Spring.

Text(s): Most current editions of the following:

The most current edition of a high-intermediate reading and writing text that focuses instruction on cognitive as well as language skills for academic success. Text can be either integrated skills, such as:

Skills for Success 3: Reading and Writing
By Gramer, Margot F. and Colin S. Ward (Oxford University Press)
Pathways 3: Reading, Writing, and Critical Thinking
By Mari Vargo and Laurie Blass (Heinle)
Making Connections 1
(Cambridge University Press)
Inside Reading 3
(Oxford University Press)
Effective Academic Writing 3
(Oxford University Press)
Great Writing 3: From Great Paragraphs to Great Essays
Oxford American Dictionary for Learners of English
(Oxford University Press)
The Essentials of English: A Writer’s Handbook
(Pearson Longman)
Course Learning Outcomes
  1. Identify and use select conversational and Academic Word List (AWL) vocabulary to increase communicative effectiveness, both orally and in writing.
  2. Read and describe the main ideas and details of paragraph and multi-paragraph readings (300-500 words), both orally and in writing.
  3. Use techniques and strategies to improve comprehension and retention of content as well as speed in reading.
  4. Produce clear, effective formal paragraphs and short essays (300-500 words) using a process-oriented, multi-step approach to writing.
  5. Demonstrate basic knowledge of U.S. higher education norms and expectations in written academic discourse.
  6. Reflect and self-assess, orally and in writing, applying course content to prior knowledge and personal experience.
Major Topics/Skills to be Covered:
  • Conversational vocabulary (e.g., phrasal verbs, idioms, and collocations) and Academic Word List (AWL) vocabulary
  • Comprehension and re-stating of main ideas and details of moderately-complex course readings, both orally and in writing
  • Reading techniques and strategies, such as previewing, skimming, scanning, paraphrasing, and guessing from context, to improve speed and comprehension in reading
  • Paragraphs and short essays in a variety of (primarily) non-academic genres (e.g., “how to,” summary, opinion, problem / solution, opinion with counterargument), emphasizing topic sentences, supporting sentences, transition signals, and concluding sentences
  • Process-oriented, multi-step approach to formal writing tasks, which includes developmental phases and feedback activities (e.g., planning, drafting, and reviewing) to help students communicate effectively in writing
  • Standard MLA formatting and basic strategies for using Microsoft Word in formal writing tasks
  • Plagiarism and its forms, implications, and consequences in academic contexts
  • Critical thinking skills, such as reflection, peer- and self-assessment, evaluation/analysis/synthesis from multiple perspectives, etc.

Recommended maximum class size for this course: 12

Library Resources:

Online databases are available at the Columbia College Stafford Library.  You may access them using your CougarTrack login and password when prompted.

Prepared by: Miranda Wilkerson Date: September 15, 2015
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

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