Classes in engl

ENGL 1A Composition and Reading 4.0 units
Description: English 1A is a composition course which focuses on the development and application of the academic writing process. Students read and assess models of expository, analytical, and argumentative prose to learn techniques of effective writing. Students practice strategies for planning, drafting, sharing, and revising essays in a variety of rhetorical modes. Students apply critical reading skills to the evaluation of source material. Students apply techniques in organizing, developing, and crafting prose that supports their arguments and balances outside sources with their own voice as writers. To achieve this end, students will write a minimum of 6,000 words and read book-length works, articles, model essays, and other writings.. (C-ID: ENGL 100). PREREQUISITE: English 280 or equivalent with grade of 'C' or better or informed self placement via multiple measures.

Student Learning Outcomes:

1. Apply analytical reading strategies such as summarizing, annotating, interpreting, paraphrasing, synthesizing, and responding to texts, including identifying and evaluating the author's thesis, methods of support, audience, tone, and recognizing bias.
2. Utilize readings from texts, recognize effective rhetorical appeals and strategies for specific audiences and purposes; integrate key passages, quotes, and summary from readings as support for a variety of writing tasks, such as expository writing, sustained analytical essays, timed essays, and/or research writing.
3. Compose a variety of thesis-driven expository and analytical essays that use the readings as models; show an awareness of and write according to rhetorical features, such as purpose, audience, unity, coherence, emphasis, and rhetorical appeals; and apply the conventions of standard English as stylistically appropriate, demonstrating college-level use of the language, as well as clarity and grammatical proficiency in writing.
4. Recognize and practice steps in the writing process (prewriting, organizing, developing, composing, revising, editing, and peer reviewing).
5. Practice and apply research techniques such as locating, evaluating and summarizing sources in order to develop a hypothesis and construct an argument.


ENGL 1B Composition and Literature 3.0 units
Description: English 1B continues the work begun in 1A, but now the emphasis shifts to writing expository prose in conjunction with reading and analyzing imaginative literature. Students are to write as fledgling critics and use the text as a basis for other forms of reflection. The reading requirement includes short stories, poetry, drama, and at least two novels. Course work will also include fundamentals of research writing. Minimum 6,000 words of formal writing. (C-ID: ENGL 120) PREREQUISITE: English 1A with a grade of "C" or better.

Student Learning Outcomes:

1. Survey, examine, and compare major works of literature, including poetry, drama, and fiction through the lens of various literary theory.
2. Identify the writer’s rhetorical choices and analyze the effect on the text and the reader.
3. Apply critical thinking skills to construct a unified, coherent, and developed essay designed to analyze and/or demonstrate comprehension of literature.
4. Identify characteristics associated with literary genres, such as poetry, drama, and fiction.
5. Apply the research process to respond to or engage with works of literature.
6. Create an original research paper on one or more works of literature using credible sources and correct documentation.


ENGL 1C Critical Reasoning and Writing 3.0 units
Description: This course is designed to develop critical thinking skills and information literacy and the ability to apply these skills to reading and writing. The emphasis is on developing analytical and argumentative academic essays based on reading of complex texts and the use of outside research leading to a documented research paper. Students will write a minimum of 6,000 words. (C-ID: ENGL 105). PREREQUISITE: English 1A with a grade of "C" or better.

Student Learning Outcomes:

1. Analyze and critically evaluate the reasoning methods and contexts of arguments.
2. Compose effective arguments that use a range of intentional rhetorical and logical strategies to articulate and explain their positions on complex issues in dialogue with other points of view.
3. Generate and explore research questions, determine the focus of one’s writing through preliminary research, and identify possible methods and plans for research.
4. Locate and evaluate sources through library research, draw logical conclusions from evidence to support a thesis-driven argument, and effectively integrate research through summary, quotation, and paraphrase.


ENGL 2B American Ethnic Literature 3.0 units
Description: Students will examine the concept of ethnicity in the context of contemporary American multi-ethnic literature: Native American, Hispanic American, Black American, Asian American. Students will critique this literature using the accepted elements of literary criticism. They will read and analyze selections from each literature and explain their results in journals, oral presentations, a research project and examinations. PREREQUISITE: Eligible for English 1A.

Student Learning Outcomes:

1. Examine the historical, socio-political, and cultural context of ethnic literature
2. Analyze literary criticism related to ethnic literature
3. Identify representative ethnic American authors and works
4. Analyze characteristic themes and literary techniques in ethnic literature
5. Describe the development of ethnic American literature as a unique contribution to the canon
6. Examineethnic literature as a means to understand cultural diversity


ENGL 2C Introduction to Film and Fiction 3.0 units
Description: This is a literature course in analysis of the novel and film as art forms. The student will read several novels, view the films based on the novels, and discuss the difference in techniques, both orally and in writing. PREREQUISITE: Eligible for English 1A.

Student Learning Outcomes:

1. Identify and analyze film and literature in relation to such elements as plot structure, setting, characterization, theme, and narrative point of view.
2. Identify and analyze storytelling choices in relation to the conventions/features and boundaries within genres of literature and film.
3. Analyze the works of a variety of writers, focusing on storytelling choices: choices that writers make and choices that filmmakers and performers make in adaptation of source texts.
4. Analyze how literature helps us to "read" film and how film helps us to examine literature.


ENGL 2E Introduction to Women Writers 3.0 units
Description: This is a transfer literature class which examines the history of women as writers and distinguishes themes in women's literature using the tools of literary criticism. PREREQUISITE: Eligible for English 1A.

Student Learning Outcomes:

1. Identify and assess the aesthetic contributions of women writers to the field of literature
2. Interpret and analyze literature with particular focus on the variety of themes, imagery, and characterizations found in women's literature
3. Research and evaluate literary criticism, biographical and historical information about the authors and texts considered
4. Write poetry, drama, or fiction reflecting on the themes of the literature under discussion.
5. Identify the cultural and aesthetic contributions of women writers within and across diverse categories, including ethnicity, gender identity, class, and sexual orientation


ENGL 2F Children's Literature 3.0 units
Description: A survey of texts for elementary and intermediate grades, with a focus on literary analysis, criticism and evaluation. Study of historical backgrounds and development of genres of children's literature in a cross section of cultures. This course has the option of a letter grade or pass/no pass. (C-ID: ENGL 180) . PREREQUISITE: English 1A or appropriate placement based on AB 705.

Student Learning Outcomes:

1. Students will identify major authors, works, genres, and themes of children?s literature in different cultures.
2. Students will analyze and interpret themes found in the literature and intellectual movements of children?s literature.
3. Students will demonstrate familiarity with the research process information competency and MLA standards.
4. Students will practice the conventions of literary analysis specific to children's literature, including recognition of various literary theories, and analysis essays featuring standard grammar and mechanics, awareness of audience, development of a thesis, and inclusion of sufficient evidence.
5. Students will analyze works of children's literature in their historical, philosophical, social, political, multicultural, and aesthetic contexts.


ENGL 2H Mexican-American Literature 3.0 units
Description: An interpretive analysis of Chicano literature from its origins to its contemporary status. Emphasis will be on short stories, essays, poetry, drama, and novels as a means of providing an expansive view of the Chicano experience and the literature that it creates. This course analyzes the interrelationships between drama, literature, art, music, dance, and folklore as a reflection of the Chicano.

Student Learning Outcomes:

1. Analyze and articulate concepts such as race and racism, racialization, ethnicity, equity, and self-determination as analyzed in Mexican-American Literature.


ENGL 2J World Mythology 3.0 units
Description: This course is a survey of myths from around the world, with an emphasis on literary analysis of the myths. The course covers the purposes and types of myths; the development of myths and mythological characters, the recurring elements of mythological structures, the influence of mythology on contemporary texts.

Student Learning Outcomes:

1. Identify the common elements in mythic structures from around the world.
2. Recognize and apply specific theoretical approaches to analyzing myths.
3. Analyze mythic structures in the context of their culture of origin.


ENGL 2L Latinx Roots and Revolution 3.0 units
Description: This course emphasizes the formal, thematic, and cultural importance of Latinx literature. We will read novels, poetry, and short stories, among other media, by authors from a range of identities—including Mexican American, Central American, Cuban American, and others. We will explore literary movements, such as magical realism, and the cultural constructs—e.g. borderlands, gender and sexuality, internalized oppression, resisting racism—that shape the work of Latinx authors. Students will work collectively and individually to undertake writing projects that explore Latinx literature in terms of literary contributions, community empowerment, and connectedness to social justice movements. As Listed as ETHN 2L.

Student Learning Outcomes:

1. Examine Latinx literature as a means to understand historic and contemporary issues of race, racism, and resistance.
2. Analyze Latinx literature within a critical framework.
3. Understand and analyze the historical, social, and cultural value of Latinx works of literature.


ENGL 2R Race, Power, and Resistance 3.0 units
Description: Students will examine race, racism, and resistance in the context of contemporary American ethnic literature: Black, Latinx, Native American, Asian American, mixed-race, and others. Students will seek to understand this literature using historical, post-colonial, feminist, and other types of literary criticism as well as critical race theory. Emphasis will be placed on understanding the sociological and historical contexts from which each of these texts emerged—particularly the ways in which ethnic communities have navigated their struggles with enslavement, genocide, violence, poverty, education, language, and family in the United States. Works of literature will be analyzed in the context of personal and community empowerment, intersectionality, and their contribution to the development of unique literary traditions. As listed as ETHN 2R.

Student Learning Outcomes:

1. Examine American ethnic literature as a means to understand historic and contemporary issues of race, racism, and resistance.
2. Analyze American ethnic literature within a critical framework.
3. Understand and analyze the historical, social, and cultural value of American ethnic works of literature.


ENGL 3 Introduction to Shakespeare 3.0 units
Description: This class introduces students to a selection of the tragedies, comedies, histories, and sonnets of William Shakespeare. Students will examine the historical contexts that influenced Shakespearean works and explore Shakespeare’s literary innovations and contributions to the English literary tradition.

Student Learning Outcomes:

1. Examine literary techniques employed in the various dramatic genres in which Shakespeare wrote, including comedy, romance, tragedy, and history.
2. Apply a knowledge of the social, political, and intellectual context of Elizabethan England to an understanding of Shakespeare’s works.
3. Analyze Shakespearean sonnets and examine Shakespeare’s impact on the sonnet form.
4. Research Shakespearean literature within a critical framework, which can include Biographical, Historical, Sociological, Psychological, Narratological, Gender, and Marxist approaches to the work, among other critical approaches.


ENGL 4A British Literature - 449 to 1798 A.D. 3.0 units
Description: This course is a study of the masters of early British Literature from the years 449 - 1798 and the major literary trends within that time period. In this course, students will work to understand the language and concepts within early British poetry and prose, as well as explore the social and historical influences which inform this literature. (C-ID: ENGL 160) PREREQUISITE: Eligible for English 1A.

Student Learning Outcomes:

1. Interpret and identify literary passages from the works of major movements in British Literature
2. Explain the social and historical influences which inform British Literature from 449 to 1798
3. Examine literary techniques that are employed in the works of early British Literature
4. Synthesize and compare texts within a critical framework.
5. Research British Literature within a critical framework (This can include Biographical, Historical, Sociological, Narratological, Gender, and Marxist approaches to the work, among other possible critical approaches.)


ENGL 4B British Literature - 1798 to Present 3.0 units
Description: This course is a study of the masters of British Literature from 1798 to present, as well as an exploration of major literary trends during the Romantic, Victorian, Modern, and Contemporary Literary Eras. Note: this course need not be taken in sequence. (C-ID: ENGL 165) PREREQUISITE: Eligible for English 1A, Composition.

Student Learning Outcomes:

1. Interpret and identify literary passages from the works of major movements in British Literature.
2. Explain the social and historical influences of British Literature from 1798 to present, including the influences of colonialism, post-colonialism, and modernism.
3. Examine literary techniques that are employed in the works of British Literature.
4. Synthesize and compare texts within a critical framework.
5. Research British Literature within a critical framework, which includes post colonialism, multi-culturalism, and other approaches.


ENGL 5A Survey of American Literature - 1620 to 1865 3.0 units
Description: This course is a study of the masters of American Literature and the major trends of literature from Pre-colonial times through to 1865. In this course, students will work to understand concepts within poetry and prose, examine common literary trends, as well as work to explain the social and historical influences which inform this literature. (C-ID: ENGL 130) PREREQUISITE: Eligible for English 1A.

Student Learning Outcomes:

1. Interpret and identify literary passages from the major trends in American Literature.
2. Explain the social and historical influences which inform American Literature from pre-colonial times to 1865.
3. Examine literary techniques that are employed in the works of American Literature.
4. Synthesize and compare texts within a critical framework.
5. Research American Literature within a critical framework (e.g. Biographical Criticism, Structuralism, Deconstruction, Post-Structuralism, Feminism, Marxism, etc.)


ENGL 5B Survey of American Literature - 1865 to Present 3.0 units
Description: This course is a study of the masters of American Literature and the major trends of literature during the years 1865 to the present. The major trends can include Realism, Naturalism, Modernism, Post-Modernism, etc. (C-ID: ENGL 135) PREREQUISITE: Eligible for English 1A.

Student Learning Outcomes:

1. Interpret and identify literary passages from the major trends in American Literature.
2. Explain the social and historical influences which inform American Literature from 1865 to present.
3. Examine literary techniques that are employed in the works of American Literature.
4. Synthesize and compare texts within a critical framework.
5. Research American Literature within a critical framework (e.g. Biographical Criticism, Structuralism, Deconstruction, Post-Structuralism, Feminism, Marxism, etc.)


ENGL 6A Beginnings through Early American Colonization (449-1680) 4.0 units
Description: This course examines literary innovation in Anglo-Saxon, Medieval, Renaissance, and early Colonial works of literature in Britain and America--with a focus on the emerging English language, rise of Christendom, and British colonization. Students will explore the historical contexts that influenced these literary traditions and movements and the role literature plays in influencing societal change.

Student Learning Outcomes:

1. Examine the evolution of literary techniques and trends employed in English literature from 449 to 1680.
2. Examine the social, political, and intellectual influences on literature and literature's role in influencing societal change.
3. Analyze and interpret literature within a critical framework.
4. Research literature within a critical framework.


ENGL 6B “British” and Emerging “American” Literatures (1680-1860) 4.0 units
Description: This course examines literary innovation in the Neoclassical, Romantic, Transidental,and early Victorian periods in Britain and America, with a focus on colonialism, liberty, and the transatlantic slave trade that binds the two sides of the Atlantic together during this era. Students will explore the historical contexts that influenced these literary traditions and movements and the role literature plays in influencing societal change.

Student Learning Outcomes:

1. Examine the evolution of literary techniques and trends employed in English literature from 1680-1860.
2. Examine the social, political, and intellectual influences on literature and literature's role in influencing societal change.
3. Analyze and interpret literature within a critical framework.
4. Research literature within a critical framework.


ENGL 6C Transcontinental Literature of Modern Times (1860-Present) 4.0 units
Description: This course examines literary innovation in the late Victorian, Realism and Naturalism, Modern, Harlem Renaissance, and Postmodern periods in Britain and America, with a focus on race, postcolonial identity, gender and sexuality, mass media, industrialism, and economy. Students will explore the historical contexts that influenced these literary traditions and movements and the role of literature in creating both historical and literary continuity and change.

Student Learning Outcomes:

1. Examine the evolution of literary techniques and trends employed in English literature from 1860-present.
2. Examine the social, political, and intellectual influences on literature and literature's role in influencing societal change.
3. Analyze and interpret literature within a critical framework.
4. Research literature within a critical framework.


ENGL 9A Introduction to Creative Writing 3.0 units
Description: This course allows writers to experiment with various forms of poetry and prose, including drama, fiction, poetry, and narrative non-fiction and includes the writing, reading, and discussion of such works. The class is primarily experiential, providing many opportunities for generation of new pieces of writing, some time for gentle encouraging feedback, and a focus on terminology to develop better understandings of both the process and craft of creative writing. (C-ID: ENGL 200) PREREQUISITE: Eligible for English 1A.

Student Learning Outcomes:

1. Demonstrate an ability to identify elements of and express ideas using various forms of poetry and prose.
2. Recall and apply terms such as plot, character, setting, image, dialogue, structure, form, stanza, verse, meter, rhyme, and fact.
3. Compose plays, stories, poems, memoirs and research and reporting-based pieces of writing.
4. Analyze, discuss, and revise plays, stories, poems, memoirs, and research and reporting-based pieces of writing.


ENGL 9B Advanced Creative Writing 3.0 units
Description: This class is a continuation of English 9A, with an emphasis on further development on the craft and production of various forms of poetry and prose, including drama, fiction, poetry, and narrative non-fiction and includes the writing, reading, and discussion of such works. The class remains primarily experiential, providing many opportunities for generation of new pieces of writing, some time for gentle encouraging feedback with a greater focus on developing leadership skills in that area as well as a deepening knowledge of terminology, in order to develop better understandings of both the process and craft of creative writing. PREREQUISITE: English 9A with a grade of 'pass' or C or better.

Student Learning Outcomes:

1. Employ and identify a variety of expressive elements in the production of poetry and prose.
2. Recall and apply terminology such as plot, character, setting, image, dialogue, structure, form, stanza, verse, meter, rhyme, and fact and analyze the effect in a variety of poetry and prose texts.
3. Compose, appraise, and revise plays, stories, poems, memoirs and research and reporting-based pieces of writing.
4. Select and prepare a collection of creative work.


ENGL 9C Creative Writing: Poetry 3.0 units
Description: This course is an immersion into poetry and its creation, providing students opportunities to practice the craft of poetry, receive feedback, and read poems by established writers. Emphasis will be placed on a variety of poetic forms and the development of terminology useful in both creating and analyzing poetry. PREREQUISITE: Eligible for ENGL 1A or completion of ENGL 9A.

Student Learning Outcomes:

1. Employ and identify a variety of expressive elements in the production of poetry.
2. Recall and apply terminology such as iambic, dactyl, sonnet, villanelle, haiku and free verse.
3. Compose, appraise, and revise poems.
4. Select and prepare a collection of poetry.
5. Identify publications, plan on how to approach potential poetry audiences, and prepare to approach them.


ENGL 9D Creative Writing: Fiction 3.0 units
Description: This course is an immersion into fiction and its creation, providing students opportunities to practice the craft of fiction, receive feedback, and read fiction by established writers. Emphasis will be place on exploring a variety of fictional elements and the development of terminology useful in both creating and analyzing fiction. PREREQUISITE: Eligible for ENGL 1A or completion of ENGL 9A.

Student Learning Outcomes:

1. Employ and identify a variety of expressive elements used in the production of fiction
2. Recall and apply terminology such as indirect discourse, characterization, scene, plot, narrative distance, tension, cohesion , images, and structure.
3. Compose, appraise, and revise stories and/or novel excerpts.
4. Select and prepare a publishable selection of fiction pieces and/or excerpts.
5. Identify publications, plan on how to approach potential fiction audiences, and prepare to approach them.


ENGL 12 Tutoring Writers: Practice 1.0 units
Description: Practice in the writing process, peer-to-peer communication, interacting with faculty and educational institutions, and effective responses to writing will be covered. In addition, students will gain an understanding of writing pedagogy while participating in a community of writers that connect them to their own writing practice. Also Listed as ENGL 212.

Student Learning Outcomes:

1. Define and apply best practices for supplemental instruction.
2. Define and apply best practices for tutoring writers and readers.
3. Examine and evaluate best tutoring practices through observations in various tutoring settings.
4. Examine the diverse uses and value of writing and research to recommend best practices.


ENGL 12A Tutoring Writers: Training 2.0 units
Description: Fundamentals of compositional theory, the writing process, peer-to-peer communication, and effective responses to writing will be covered. In addition, students will receive training in tutoring methodology, while participating in a community of writers that connects them to their own writing practice. ADVISORY: Eligible for English 1A.

Student Learning Outcomes:

1. Students will develop effective and appropriate tutoring practices to support students of varying needs and learning styles.
2. Students will describe and review their own writing, reading, and research processes and strategies in order to promote best tutoring practices.
3. The student will summarize the goals of the learning assistance program. as well as their roles as learning assistants.
4. The student will distinguish pedagogical strategies and roles within the Writing Center and Learning Commons (e.g. tutoring, supplemental instruction, mentoring, and teaching).


ENGL 12B Tutoring Writers: Practice 1.0 units
Description: Practice in the writing process, peer-to-peer communication, interacting with faculty and educational institutions, and effective responses to writing will be covered. In addition, students will gain an understanding of writing pedagogy while participating in a community of writers that connect them to their own writing practice. PREREQUISITE: ENGL 12A.

Student Learning Outcomes:

1. Define and apply best practices for supplemental instruction.
2. Define and apply best practices for tutoring writers and readers.
3. Examine and evaluate best tutoring practices through observations in various tutoring settings.
4. Through their own writing and research practices, students will examine the diverse uses and value of writing and research to recommend best practices.


ENGL 12C Tutoring Writers: Theory 1.0 units
Description: Students will gain an understanding of the methodology and theory of reading, writing, information literacy, and learning assistance theory

Student Learning Outcomes:

1. Describe current writing theories and explain the connection between these theories and the work of a peer educator.
2. Describe current reading theories and explain the connection between these theories and the work of a peer educator.
3. Describe current information literacy theories and explain the connection between these theories and the work of a peer educator.
4. Describe current learning assistance theories and explain the connection between these theories and the work of a peer educator.


ENGL 12D Tutoring Writers: Research 1.0 units
Description: Compositional theory and responses to writing across the curriculum will be covered. In addition, students will gain from inquiry questions and conduct research on tutoring methods, while participating in a community of writers that connects them to their own writing practice. ADVISORY: Eligible for English 1A.

Student Learning Outcomes:

1. Students will formulate relevant inquiry questions by facilitating discussions about learning assistance and writing center research.
2. Students will analyze effective strategies to support college-level learning for a diverse student population.
3. Students will propose revisions to learning assistance and writing center practices on campus by collaborating with writing center staff and faculty.
4. Students will demonstrate metacognition in connection to research strategies.


ENGL 22 Field Work and Service 0.5 units
Description: Supervised field work within the college and with local agencies. Students serve in useful group activities in leadership roles prescribed for them by faculty or community agencies. A maximum of six units may be completed. This is a pass/no pass course. REQUIRED: Learning contracts must be filled out and signed by the student and the supervising instructor.

Student Learning Outcomes:

1. xx


ENGL 23 Independent Study 1.0 units
Description: Designed to afford selected students specialized opportunities for exploring areas at the independent study level. The courses may involve extensive library work, research in the community, or special projects. May be repeated until six units of credit are accrued. This course has the option of a letter grade or pass/no pass. REQUIRED: The study outline prepared by the student and the instructor must be filed with the department and the dean.



ENGL 99 Supplemental Instruction Leader Training 1.0 units
Description: Introduction to and practice of the craft of supplemental instruction. Development of effective communication and leadership skills to facilitate collaborative, interactive, and productive learning as a supplement to classroom instruction. Students read, observe, discuss, and reflect on SI theory and application in SI sessions. Recommended for supplemental instruction leaders employed on campus. ADVISORY: Eligible for English 1A.

Student Learning Outcomes:

1. Students will apply fundamentals of supplemental instruction, requiring them to assess the learning situation, describe an SI session plan, and explain the challenges and potential benefits inherent in the relationship between SI leader and the peer learning group.
2. Students will model and assess effective active learning strategies for facilitating an SI session.
3. Students will document their own SI facilitation practices in order to promote best practices.


ENGL 210 English Academy 2.0 units
Description: This immersion course is geared for students who are enrolled in or considering enrollment into English 1A. This course is designed to improve fundamental academic skills in reading, writing, and studying necessary for success in transfer-level English courses. The course will introduce reading, writing, research, and editing strategies. Students will work in a community-oriented environment. This is a pass/no pass course.

Student Learning Outcomes:

1. Utilize a variety of tools to facilitate reading comprehension and analysis.
2. Use reading selections to recognize and reflect upon rhetorical choices and to practice integrating reading into writing tasks.
3. Recognize and practice steps in the writing process to develop thesis-driven essays.
4. Practice research and information literacy strategies.
5. Identify and apply strategies for college success that utilize both the cognitive and affective domains.


ENGL 212 Tutoring Writers: Practice 1.0 units
Description: Practice in the writing process, peer-to-peer communication, interacting with faculty and educational institutions, and effective responses to writing will be covered. In addition, students will gain an understanding of writing pedagogy while participating in a community of writers that connect them to their own writing practice.

Student Learning Outcomes:

1. Define and apply best practices for supplemental instruction.
2. Define and apply best practices for tutoring writers and readers.
3. Examine and evaluate best tutoring practices through observations in various tutoring settings.
4. Examine the diverse uses and value of writing and research to recommend best practices.


ENGL 250 Practical Writing 3.0 units
Description: This course covers writing clear, correct, effective essays and learning preliminary research skills. Also listed as English 250P. PREREQUISITE: Eligibility for English 440

Student Learning Outcomes:

1. Demonstrate ability to write unified essays in and out of class that feature a coherent thesis, relevant supporting evidence, critical thinking, and formatting/citation conventions.
2. Apply purposeful voice and tone to a variety of rhetorical purposes.
3. Apply research techniques, such as generating research questions, finding credible sources, synthesizing texts, and integrating multiple sources to produce academic research papers.
4. Apply analytical reading strategies, such as summarizing, annotating, interpreting, paraphrasing, synthesizing, and responding to texts.
5. Recognize and practice writing as a recursive process with different stages and approaches.


ENGL 250P Practical Writing 3.0 units
Description: This course covers writing clear, correct, effective essays and learning preliminary research skills. This course will be offered as pass/no pass unless student requests a grade. PREREQUISITE: Eligibility for ENGL 440 or ENGL 420. COREQUISITE: ENGL 260P

Student Learning Outcomes:

1. Demonstrate the ability to write clear, coherent essays in standard English.
2. Apply research techniques to college-level research papers.
3. Analyze essay writing in terms of message, form, effectiveness
4. Utilize reading and writing skills to effectively complete a timed argument essay (department final), thus demonstrating the ability to proceed to English 1A or receive an AA degree


ENGL 260 Preparation for College Reading 3.0 units
Description: This is a course presenting strategies in the technique and practice of college level critical reading and thinking skills. Also listed as English 260P. PREREQUISITE: Eligibility for English 420

Student Learning Outcomes:

1. Students will distinguish between fact and opinion, identify bias, and employ critical thinking skills, such as metacognition, analysis, synthesis, and inference.
2. Students will demonstrate the ability to respond to readings through paraphrasing , summarizing, interpreting, and evaluating texts.
3. Students will decipher and discuss a text’s main idea, supporting points, tone, purpose, figure of speech, point of view, and rhetorical mode.
4. Students will apply research skills to enhance reading comprehension, such as finding background information on a given text and evaluating sources.
5. Students will distinguish components and functions of a variety of texts and genres, including textbooks, scholarly journal articles, newspaper articles, essays, non-fiction, fiction, and poetry.
6. Students will utilize a variety of strategies for improving comprehension and vocabulary, such as through activating schema, distinguishing the link between reading rate and comprehension, creating graphic organizers, writing journals, and utilizing context clues, and applying effective study skills.


ENGL 260P Preparation for College Reading 3.0 units
Description: This course covers writing clear, correct, effective essays and learning preliminary research skills. This course will be offered as pass/no pass unless student requests a grade. PREREQUISITE: Eligibility for ENGL 440 or ENGL 420. COREQUISITE: ENGL 250P

Student Learning Outcomes:

1. Use critical thinking skills, such as deciphering fact and opinion, bias, and logical fallacies
2. Develop and engage in higher order thinking skills, including analysis, comparison/contrast, synthesis, inference, and classification
3. Employ successful study behaviors, including notetaking, annotation, learning styles, and test-taking-skills
4. Formulate and practice successful approaches to learning college-level vocabulary, including identifying meaning through context, differentiating connotation and denotation, and dictionary skills
5. Demonstrate the ability to respond to college-level reading through paraphrase, summary, and responses to questions about reading selections
6. Decipher and explain main idea, supporting points, tone, purpose, figure of speech, and point of view
7. Distinguish the link between rate and comprehension and demonstrate rate flexibility by practicing techniques for faster reading and adjusting rate for purpose
8. Apply research skills to enhance reading comprehension, such as finding background information on a given text, which may include evaluating sources and basic internet skills
9. Distinguish components of a variety of college-level reading material, including textbooks, scholarly journal articles, newspaper articles, essays, and works of fiction and poetry
10. Utilize a variety of tools for reading comprehension, which may include graphic organizers, SQR3, PPPC, learning logs, and/or KWL+ charts


ENGL 280 Composition and Reading Essentials 3.5 units
Description: This course is designed to improve fundamental academic skills in reading, writing, research, and studying necessary for success in transfer-level English courses. Students will work in an inquiry-based environment as a means of learning and practicing a variety of reading strategies; learning and practicing the writing process; adapting writing for different audiences and rhetorical situations; finding, analyzing, and synthesizing information from texts; organizing information into a persuasive and coherent essay; and understanding the elements of style and grammar.

Student Learning Outcomes:

1. Recognize and practice steps in the writing process.
2. Recognize and practice steps in the reading process.
3. Read and respond to texts utilizing analytical reading strategies.
4. Demonstrate ability to write academic essays in and out of class.
5. Recognize, practice, and apply research and citation techniques.
6. Students will identify and apply strategies for college success that utilize both the cognitive and affective domains.


ENGL 411 Reading and Writing Workshop 4.0 units
Description: English 411 builds fundamental skills in reading and writing through a hands-on workshop approach. Students apply skill-building techniques to authentic reading and writing tasks, such as reading books and writing essays. The emphasis of the course is on process and awareness of effective literacy strategies. Students will leave the course with more confidence in themselves as readers and writers and with gained skills and tools to apply to their future coursework. This course is designed for students who need or desire to approach college-level reading and writing as a slower pace. Units earned in this course do not count toward the associate degree and/or certain certificate requirements. This is a pass/no pass course.

Student Learning Outcomes:

1. Students will utilize a variety of tools for reading comprehension, including graphic organizers, such as KWL+ charts.
2. Students will utilize a variety of tools for the writing process, including graphic organizers, free-writing, and other brainstorming and organizing techniques.
3. Students will practice and demonstrate the ability to write short essays, including improved development of ideas, sentence formation, paragraph formation, grammar and punctuation.
4. Students will practice and demonstrate the ability to decipher themes and main ideas from texts.
5. Students will apply contextual clues and utilize the dictionary to learn new vocabulary.
6. Students will apply basic internet skills to enhance reading comprehension and written essay development, and to engage in online class forum discussions.
7. Students will practice, recognize, and apply successful college and life-long learning habits, such as effective study skills, self-efficacy, focus and mindfulness, learning styles, and goal-setting.


ENGL 414 English Boot Camp 1.0 units
Description: This immersion course is designed to improve fundamental academic skills in reading, writing, and studying necessary for success in first-year English courses. The course will introduce or review reading and writing strategies, paragraph organization, and vocabulary development. Opportunities for word processing; document formatting; and review of grammar, mechanics, and punctuation are provided. This is a pass/no pass course, and units earned do not count toward the associate degree or certificates.

Student Learning Outcomes:

1. Apply reading strategies for comprehending texts.
2. Write short essays using correct, grammar, and punctuation.
3. Apply basic research strategies, including using the library, searching the internet, and evaluating sources.
4. Apply time management, organization, communication, and study skills to prepare for successful presentations and course completion.
5. Use vocabulary in context: Apply word analysis strategies and understand meanings of words by using contextual clues and dictionaries.


ENGL 420 Reading Improvement 3.0 units
Description: This is a practical, "how to" course teaching various methods of learning and reading college material. Using group and individual instruction in vocabulary, comprehension, and study skills, the students will increase their ability to survive academically, to profit, grow and succeed in all college courses, and to enjoy reading and learning. Units earned in this course do not count toward the associate degree and/or certain certificate requirements. This course has the option of a letter grade or pass/no pass. PREREQUISITE: Satisfactory score on the English placement examination.

Student Learning Outcomes:

1. Students will formulate and practice successful approaches to learning college-level vocabulary, including identifying meaning through context, identifying and utilizing word parts, and dictionary skills.
2. Students will demonstrate the ability to respond to a variety college-level reading through text-supported responses to questions about reading selections, applying inference, paraphrasing, quoting, analyzing, decifering main ideas and supporting points, and reflection.
3. Students will utilize a variety of tools for reading comprehension, which may include graphic organizers, SQR3, PPPC, learning logs, KWL+ charts, think alouds, and/or questioning techniques, and more.
4. Students will distinguish the link between rate and comprehension and demonstrate rate flexibility by practicing techniques for faster reading and adjusting rate for purpose
5. Students will employ successful study behaviors, which may include notetaking, annotation, learning styles, focus, self-efficacy, and test-taking-skills, as well as understanding and adjusting reading process for success.


ENGL 440 Basic Writing 3.0 units
Description: This is an intensive study and application of basic grammar, sentence, and essay writing skills within the context of composing short essays. Units earned in this course do not count toward the associate degree and/or certain certificate requirements. PREREQUISITE: Satisfactory score on the English placement examination.

Student Learning Outcomes:

1. Identify, re-state and respond to an author's thesis and supporting points
2. Recognize and practice specific rhetorical strategies.
3. Demonstrate ability to write clear, unified essays in standard English whichfeature a coherent thesis, relevant supporting evidence, and control of conventions.
4. Apply beginning research skills applicable to academic and workplace environments, such as locating, evaluating, summarizing and interpreting sources.
5. Write effective, well-organized impromptu essays under timed conditions.
6. Recognize and practice steps in the writing process.


ENGL 747 Film and Literacy 0.0 units
Description: This course utilizes film to build college-level reading, writing, and critical thinking skills.

Student Learning Outcomes:

1. Students will recognize, develop, and employ effective reading strategies, such as predicting, questioning, evaluating, noticing, connecting, and reflecting.
2. Students will recognize, develop, and employ effective writing strategies, such as audience awareness, genre awareness, structure and organization, development, and tone and mood.
3. Students will recognize, develop, and employ critical viewing skills, such as story grammar, imagery, point of view, and cause and effect
4. Students will synthesize and relate skills across reading, writing, and critical viewing literacies.


ENGL 748 Development of Writing Skills 0.0 units
Description: A series of workshops and directed learning activities allowing individuals to study specific writing strategies and points of grammar and punctuation use. Individuals develop a plan of study as suggested by instructor recommendation and diagnostic assessment.

Student Learning Outcomes:

1. Note: Workshop topics are followed by their SLOs. Annoying Misspellings: Recognize the most common misspellings and use correct spellings
2. Adjective Clauses: Understand how adjective clauses are formed and create simple to extended adjective clauses
3. Recognize the eight most common sentence patterns in English and use subjects,verbs, and objects/complements to create sentences in each of the patterns. Recognize coordinate conjunctions and use them to connect words, phrases, and independent clauses. Recognize and correct fragments in writing. Recognize subordinate conjunctions and use them correctly to join clauses andsentence
4. Identify the most common kinds of errors an individual is making and know how to avoid or correct them. Proofread one's own writing effectively by using strategies and skills appropriate to the individual
5. Vocabulary in Context: Understand meanings of words by using contextual clues


ENGL 749 Writers' Workshop 0.0 units
Description: Writers' Workshop is an open enrollment class, allowing life-long learners and students from any discipline to participate in facilitated writing, reading, and feedback activities, using best communication protocols. Activities may include generative writing games, freewriting prompts, mindfulness and contemplative practices, reader response work, and an examination of social problems and solutions through research, writing, revision, performance, publication, and interaction with visiting writers and scholars.

Student Learning Outcomes:

1. Students will generate, translate, restate, interpret, appraise, examine, question, and distinguish strengths in pieces of writing.
2. Students will practice"best"communication and performance skills.
3. Students will formulate and implement revision action plans.


ENGL 756 High School Equivalency/GED Preparation 0.0 units
Description: This course is designed to prepare the student to pass the five General Education Development (GED) tests in Writing, Social Studies, Science, Literature and Mathematics. English grammar and usage, reading comprehension, writing, vocabulary and computational skills are emphasized. The course is designed for students who are 18 years of age or older and elect to take the High School Equivalency Examination. This course may be repeated three times.

Student Learning Outcomes:

1. Students will demonstrate proficiency in successfully completing the five GED Exam areas activities with passing scores: Language Arts Writing, Social Studies, Science, Language Arts Reading and Mathematics.
2. Students will develop an individual study plan that incorporates study tips and test-taking strategies to assist them in successfully completing the five GED Exams.
3. Students will operate the computer with basic instruction in order to use the CD-Rom for their practice exams.
4. Students will recognize and identify the four types of questions involving comprehension, application, analysis and evaluation used throughout the GED Exam.