IIA7-6b Course Outline ENGL 122-L

4/20/2020 web.dvc.edu/CourseOutline/course-outline-detail.asp?
id=18117
Course Outline
Diablo Valley College Course

ENGL-122L: First Year College Composition and Reading with Additional Support
Description
This course is designed for students who place into ENGL-122 with the requirement or recommendation of
additional support. The course focuses on the practice of reading and writing at the college level, while also
offering support in effective reading, writing, and critical-thinking strategies, as well as other academic best
practices. The course also encourages students to apply disciplined thought to language in order to
comprehend and analyze college-level readings and to compose college-level essays that are coherent,
detailed, and free of serious error. In their essays, students will use a variety of types of support including
primary and secondary research and employ varied rhetorical strategies used by accomplished writers.
Prerequisite
Placement into ENGL-122 or ENGL-122L; or ENGL-117; or ESL-117A; or ENGL-116 and 118; or assessment
process or equivalent
General Information
Department: English
Division: English
Units: 5.00
Grade Code: Student choice
Repeatability: 0
Max day class size: 30
Max night class size: 30
Number of Hours
Per Semester
Lecture: 90.00
Laboratory: 0.00
Activity: 0.00
By Arrangement
Lecture: 0.00
Laboratory: 0.00
Activity: 0.00
Objectives/Student Learning Outcomes

Students will be able to:
A. Apply study skills and habits for success inside and outside the classroom.
B. Utilize campus resources to foster success inside and outside the classroom.
C. Reflect on their own learning processes to evaluate their active roles as students and learners.
D. Select and use appropriate pre-reading techniques and reading strategies with college-level texts.
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E. Analyze and evaluate a variety of non-fiction texts.

F. Identify and paraphrase another author's thesis.
G. Assess whether an author has successfully supported a claim.
H. Demonstrate critical thinking skills.
I. Synthesize ideas from two or more readings.
J. Evaluate the nature and quality of readings.
K. Analyze different styles, literary features, sentence length/types, and tones in professional writings.
L. Use a variety of rhetorical strategies to develop a writing topic.
M. Develop and practice varied and flexible strategies for generating, drafting, and revising essays.
N. Integrate research appropriate to their purpose, using the library and other appropriate sources.
O. Write well-structured, college-appropriate essays of at least 750 words with a minimum of 6,000 final
draft words per term.
P. Write timed essays in class exhibiting acceptable college-level control of mechanics, organization,
development, and coherence.
Q. Use both peer and instructor feedback in the development and revision of their work.
R. Identify patterns of error in their own writing.
S. Utilize current Modern Language Association (MLA) formatting for quotations, parenthetical citations,
and works-cited pages.
Content
A. Reflection, learning process, and academic habit

1. Growth mindset
2. Study skills
3. Campus resources
B. Approaches to reading
1. Basic reading strategies
a. Pre-reading strategies (e.g. scanning)
b. Reading strategies
i. Annotation
c. Post-reading strategies
i. Summary
d. Response
2. Critical reading strategies
a. Thesis identification
b. Identification and evaluation of supporting evidence
c. Logical fallacies
d. Fact and opinion
e. Supported and unsupported assertions
C. Analysis
1. General
2. Literary features in expository essays
a. Metaphor
b. Symbolism
c. Theme
d. Imagery
D. Writing Process
1. Pre-writing activities (e.g. Brainstorming, mapping)
2. Drafting
3. Revising
4. Peer and instructor feedback
5. Editing
6. Error analysis
E. Writing techniques and strategies
1. Structure
2. Thesis statements
3. Topic sentences
4. Transitional elements
5. Paragraph development
6. Evidence and examples
7. Quotations
8. Coherence
F. Academic writing conventions and resources
1. MLA conventions
2. Grammar handbooks
3. Online resources
4. Other resources
G. Sentence level concepts of college-level writing
1. Common errors (e.g. RTS)
2. Sentence type and length
H. Research methods
1. Library research
2. Other research
3. Source evaluation and selection
I. In-class writing techniques
Methods
Lecture, Discussion
Assignments
Reading 1: Be prepared to debate different sides of the issue of affirmative action as presented
in William Henry III’s “In Defense of Elitism,” Jonathan Kozol’s “Savage Inequalities,”
and Stephen Carter’s “Racial Preferences? So What?” In a presentation, evaluate the
kinds of support the authors use to develop their arguments.
Reading 2: Reread the prompt for the essay assignment. After annotating the prompt, identify
the areas that will be the most challenging for you as a writer.
Writing, problem In the form of a letter, write a response to Garrett Hardin’s “Lifeboat Ethics: The
solving, performance Case Against Helping the Poor.” In your letter, indicate whether or not you would join
1: an organization supporting Hardin’s position. Use at least one analogy to counter or
support Hardin’s use of the lifeboat as a metaphor.
Writing, problem Reread the feedback you received during peer review. In a paragraph, summarize
solving, performance what your classmates listed as the strengths and weaknesses of your essay. In a
2: second paragraph, explain the specific ways you will address the weaknesses.
Evaluation
Sample One: Write a 1,250 – 1,750 word essay in which you participate and take a side in one of the
ongoing debates surrounding an aspect of American education: affirmative action, teacher
evaluation, student rights, testing, or school choice. Develop your essay by integrating
ideas from in-class readings and evidence from your own primary and secondary research.
Provide support for your thesis and strengthen your argument by utilizing your research and
ideas from at least two readings from the following authors: Stephen Carter, Jonathan
Kozol, Maya Angelou, Nat Hentoff, and Amy Tan.
In a typed cover letter for your final, revised essay, discuss how your writing has evolved
Sample Two: over the course of the semester. In your letter, be sure to cover the following topics: How
have your reading and writing skills improved? What areas are still challenging for you? In
what ways have you changed as a student? What support have you sought out over the
course of the semester? Finally, what's one skill, strategy, or habit that you will continue to
use during the rest of your college career?
Frequency of Evaluations will adhere to the DVC "Fairness in Grading" guidelines and will include as a
Evaluation: minimum:
Evaluation of students within the first quarter of the course and notifying student of
the results
Counting a final examination for no more than one-half the course grade
Basing final grades on at least three students' tests and/or reports
Sample Textbook. See the current course syllabus or bookcenter.dvc.edu for the actual course
textbook.
Book One
Author: Colombo, Gary, Robert Cullen, and Bonnie Lisle
Title: Rereading America: Cultural Contexts for Critical Thinking and Writing
Publisher:
City:
Year: 2016
Book Two
Author: Graff, Gerald, Cathy Birkenstein, and Russel Durst
Title: "They Say/I Say" The Moves That Matter in Academic Writing
Publisher:
City:
Year: 2017
Other
Hacker, Diana, and Nancy Sommers. Writer's Reference: A Pocket Style Manual. 7th Edition, 2016.
Approval Date
Aug 22 2019

IIA7-6b Course Outline ENGL 122-L

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4/20/2020 web.dvc.edu/CourseOutline/course-outline-detail.asp?

Diablo Valley College Course

Objectives/Student Learning Outcomes

E. Analyze and evaluate a variety of non-fiction texts.

A. Reflection, learning process, and academic habit

Basing final grades on at least three students' tests and/or reports

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