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Master Syllabus

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Administrative Unit: Language and Communications Studies Department
Course Prefix and Number: EAPP 106
Course Title: Written Communication Skills II
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):

Grade of C or higher in EAPP 105 or placement in the advanced 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 an advanced-level 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:

Q Skills for Success 4: Reading and Writing
By Daise, Debra, Norloff, Charl, and Carne, Paul
LEAP High Intermediate Reading and Writing
Pathways 4: Reading, Writing, and Critical Thinking
Or separate reading and writing texts, such as:

Making Connections 2
(Cambridge University Press)
Inside Reading 4
(Oxford University Press)
Effective Academic Writing 3
(Oxford University Press)
Great Writing 4: Great Essays
Other required texts:

Oxford American Dictionary for Learners of English
(Oxford University Press)
The Essentials of English: A Writer’s Handbook
(Pearson Longman)
Optional text:

A short novel or collection of short stories

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. Paraphrase and summarize the main ideas and details of multi-paragraph readings (500-800 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 essays (500-800 words) using a process-oriented, multi-step approach to writing.
  5. Demonstrate knowledge of U.S. higher education norms and expectations in written academic discourse, including how to find and use academic sources in-text and on a reference page.
  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, including affixes
  • Paraphrasing and summarizing the main ideas and details of 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
  • Multi-paragraph essays in a variety of genres (e.g., narrative, summary, compare/contrast, cause/effect, and persuasive), emphasizing thesis statements, transition signals, main points, and conclusion  
  • 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
  • Sophisticated structures in writing, such as compound-complex sentences, reported speech with the present or past tense, relative clauses, and counterarguments and refutations 
  • Standard MLA formatting and basic strategies for using Microsoft Word in formal writing tasks
  • Referencing one to two sources using MLA style through in-text citation on an essay and on a Works Cited page
  • Identifying and using the library’s academic resources
  • 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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