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Master Syllabus

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Administrative Unit: Language and Communications Studies Department
Course Prefix and Number: ENGL 107
Course Title: Preparatory English Composition
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

Extensive reading and writing practice with emphasis on paragraph organization and development leading to multiple-paragraph essays and engagement with outside ideas and texts. Systematic review of grammar, mechanics and sentence structure, integrated into the reading and writing process. Based on a grade of C or higher in this course, students may proceed to ENGL 111 Prerequisite: Placement by ACT English Score or by SAT Verbal Score: students whose ACT English Score is from 1 to 17 or whose SAT Verbal Score is from 300 to 420 shall be placed in ENGL 107.

 
Prerequisite(s) / Corequisite(s):

Placement by ACT English Score or by SAT Verbal Score: students whose ACT English Score is from 1 to 17 or whose SAT Verbal Score is from 300 to 420 shall be placed in ENGL 107.

 
Course Rotation for Day Program:

Offered Fall and Spring.

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

Most recent edition of a developmental reading and writing text. For example:



Focus on Writing: Paragraph and Essays
By Kirszner, Laurie and Mandell, Stephen (Bedford/St. Martin's)
Recommended
Read, Write, Connect: A Guide to College Reading and Writing
By Green, Kathleen and Amy Lawlor (Bedford/St. Martin’s)
Recommended
Read, Write, Connect: A Guide to College Reading and Writing
By Green, Kathleen and Amy Lawlor (Bedford/St. Martin’s)
Recommended

Recommended
 
Course Learning Outcomes
  1. Write clear sentences that are free of errors in grammar, punctuation, spelling, and word choice.
  2. Write effective paragraphs that contain a focused topic sentence and supporting evidence that is relevant and sufficient.
  3. Write essays that demonstrate the organization, tone, style, content, and revision appropriate to academic writing.
 
Major Topics/Skills to be Covered:
  • Intensive focus on the basics of good writing beginning with effective sentence and paragraph construction and culminating in essay composition
  • Students must revise in response to self-criticism, peer feedback, and instructor feedback. At least one writing assignment must utilize multiple kinds of feedback, such as instructor comments, peer review, and class-wide critique of a draft
  • Activities that develop student skills in writing clear, correct paragraphs and sentences
  • Paragraph structure, including an emphasis on topic sentences, transitions, and supporting evidence.
  • Essay structures, including thesis statements, organization, and development.
  • Read a variety of college-level texts both with and without explicit arguments
  • Reading basics: author, audience, purpose, tone, organization, argument, types of evidence
  • Student participation in the stages of writing including invention, composition, revision, editing, and proofreading
  • Writing paragraphs and essays in at least three modes or genres. Modes or genres chosen should include both argumentative and non-argumentative writing. Possible genres and modes may include narration, illustration, description, process analysis, classification, definition, comparison-contrast, cause and effect, and argument writing
  • Basic grammar issues, for example: sentence fragments and incomplete sentences, problems with subject verb agreement, verb tense, pronoun usage, adjective and adverbs, misplaced and dangling modifiers, coordination and subordination, parallelism, sentence variety, word choice, commonly confused words, and punctuation
 

Recommended maximum class size for this course: 15

 
Library Resources:

Online databases are available at http://www.ccis.edu/offices/library/index.asp. You may access them using your CougarTrack login and password when prompted.

 
Prepared by: Alison Rutledge Date: November 29, 2016
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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