Department: English Department
Discipline: Developmental Writing
Subject Code: ENGL Course #: ENGL 057
Course Title: Critical Connections in Reading and Writing
HARRISBURG AREA COMMUNITY COLLEGE
FORM 335
Course Form 335 must be updated at least every five years per AP 765 to include, at a minimum, the following elements. [§335.2]
1. Digital Description [§335.2] (Insert the new/revised digital description below):
Credit hours: 3.0
Lecture hours: 3.0
Lab hours: 0.0
Approved Online/Blended Face-to-Face Instruction Ratios:
[__] 25/75% [__] 33/67% [__] 50/50% [__] 67/33% [__] 75/25%
(Note: The first number indicates the percentage of online instruction. The second number indicates the percentage of in-class instruction.)
2. Maximum Enrollment (Insert new/revised maximum enrollments below):
In-Class Instruction: 18
Lab Instruction:
(It is assumed that maximum enrollments for blended courses are the same as those identified for In-Class instruction. Maximum enrollments for Virtual Learning courses are to be 75% of In-Class instruction, as per the SGP on Maximum Class Size):
3. Catalog Description [§335.2] (Insert the new/revised description in space below):
Focuses on the two areas of reading and writing. This course is designed to help the student develop and use the strategies and skills needed to negotiate and understand readings, and to compose text. A grade of C or higher in this course completes the developmental sequences in both reading (ENGL 003) and writing (ENGL 051) required for enrollment into any other courses that require ENGL 003 and/or ENGL 051 as prerequisites.
Minimum Grade Required
4. Prerequisites [§335.2]:
Corequisites:
Other: ENGL 003 entry-level performance in the College Testing and Placement Program, or ENGL 002 with a grade of C or higher, and ENGL 051 placement, or completion of ENGL 050 with a grade of C or higher.
5. Learning Outcomes [§335.2]
[These outcomes are necessary to enable students to attain the essential
knowledge and skills embodied in the program’s educational objectives.]
The integrated Reading and Writing curriculum as designed is rooted in the belief that there is significant interplay between reading and writing and the ways the two disciplines work together to develop students’ literacy. Therefore, the outcomes focus on the interplay between the two areas – reading and writing – while acknowledging that students require intentional practice in becoming active critical readers who possess the ability to respond critically to text and at the same time in learning how to develop the conventions and practices of academic writing. It is through the intentional application of active reading and writing processes that students independently learn to use the strategies and skills needed to negotiate and understand complex academic text.
Upon successful completion of the course the student will be able to:
Apply active reading process strategies, including previewing, monitoring comprehension, questioning, organizing, summarizing, contextualizing, developing vocabulary, distinguishing genre conventions, and evaluating to a variety of texts
Apply active writing process strategies, including invention, organization, revision, and editing, to compose a variety of texts
Identify a variety of rhetorical modes, such as description, narrative, comparison/ contrast, classification, and argument to compose a variety of texts
Identify organizational methods, including thesis, supporting evidence, and coherence to compose a variety of texts
Analyze rhetorical skills, including awareness of purpose, tone, and audience to compose a variety of texts
Apply rhetorical practices, including summarizing, quoting, and paraphrasing
Apply standard conventions of grammar and punctuation
Demonstrate basic skills in information literacy management, including managing bibliographic information, locating sources, citing sources, maintaining academic honesty, and avoiding plagiarism
6. Planned Sequence of Instruction [§335.2]
[These must be designed to help students achieve the learning outcomes.]
Given that the course focuses on the integration of reading and writing processes, instruction includes the ongoing application of active reading and writing strategies including the following:
organizational methods;
rhetorical modes;
rhetorical practices;
standard conventions of English;
basic skills in information literacy.
7. Assessment of Student Learning [§335.44]
[Methods of assessment should be appropriate for Learning Outcomes listed above.]
Assessment of student learning outcomes for the course, as required by the Shared Governance Policy – Assessing Institutional Effectiveness, is part of regular curriculum maintenance and/or improvement. The specific plan has been determined by the pertinent faculty involved and is maintained in the College’s assessment management system.
Forms of assessment include the following: essay writing, editing, and revision, in class writing, semester portfolio, reflective essay, analyses of reading, students’ self-assessment, instructor/student periodic conferences, progress review, exams and quizzes.
8. List of Texts, References, Selected Library Resources or other Learning Materials (code each item based on instructional use) [§335.2]: C-Lecture/Laboratory, A-Lecture, B-Laboratory, LC-Lecture/Clinical, CLN-Clinical, I-Online, BL-Blended, D-Independent Study, P-Private Lessons, E-Internship, F-Cooperative Work-Study, FE-Field Experience. [These resources must be easily accessible to students.]
Texts:
Aaron, Jane E. LB Brief. (latest edition). New York: Pearson Longman.
Alexie, Sherman. The Absolute Diary of a Part-time Indian. Little Brown: New York,
2012
Alexie, Sherman. The Lone Ranger and Tonto Fistfight in Heaven. Grove Press: New
York, 2006.
Allen Gleed, Gutwein, Keenan, Mininger. The Norton Mix. Custom. New York: Norton, 2015.
Bradbury, Ray. Fahrenheit 451. (latest) New York: Ballantine Books.
Brooks, Max. World War Z. (latest) New York: Three Rivers Press.
Bullock. Richard. The Little Seagull Handbook with Exercises. (latest edition) NY: Norton.
Cummins, Ann. Yellowcake. Houghton Mifflin: New York, 2008.
Davis, Joshua. Spare Parts: Four Undocumented Teenagers, One Ugly Robot, and
the Battle for the American Dream. New York: Farrar, Straus & Giroux, 2014.
Green, Kathleen and Amy Lawlor. Read Write Connect: A Guide to College Reading and
Writing. New York: Bedford/ St. Martin’s 2014.
Hacker, Diana & Nancy Sommers. Rules for Writers. (latest edition) Bedford/St.
Martin’s.
Hogan, Linda. Solar Storms. New York: Scribner, 1997.
Husseini, Khaled. A Thousand Splendid Suns. (latest) New York: Riverhead Trade.
Kidd, Sue Monk. The Secret Life of Bees. New York: Penguin Readers (latest).
Kidd, Sue Monk. Invention of Wings. New York: Tinder Press, 2014.
Lee, Harper. To Kill a Mockingbird. (latest) New York: Perennial Modern Classics.
McBride, James. The Color of Water. (latest) New York: Random House.
McKusick, Donna and Al Starr. Making Sense with Integrated Reading and Writing. Pearson, 2016.
Moore, Wes. The Other Wes Moore: One Name, Two Fates. (latest) New York: Spiegel & Grau Trade Paperbacks.
Pausch, Randy. The Last Lecture. Hyperion. 2010.
Salinger, J.D. Catcher in the Rye. (latest) New York: Little, Brown & Company.
Sapolsky, Robert M. A Primate’s Memoir: A Neuroscientist’s Unconventional Life Among the Baboons. (latest) New York: Scribner.
Skloot, Rebecca. The Immortal Life of Henrietta Lacks. (latest) Mass Market Paperback.
Spiegelman, Art. Maus 1: A Survivors Tale: My Father Bleeds History: Book 1. (latest) Pantheon Books, New York.
Strayed, Cheryl. Wild: From Lost to Found on the Pacific Crest Trail. New York: Vin- tage, 2012.
Strayed, Cheryl. Wild. Vintage, 2014, Paperback.
Northrup, Solomon. Twelve Years A Slave. Barnes and Noble: New York, 2014
Taylor, Jackson. (latest) The Blue Orchard. Touchstone Books.
Thompson-Cannino, Jennifer, Ronald Cotton and Erin Torneo. Picking Cotton: Our
Memories of Injustice and Redemption. St. Martin’s Press: New York, 2010.
Walls, Jeannette. The Glass Castle: A Memoir. (latest) New York: Scribner.
NAME AND SIGNATURE |
DATE |
1. Discipline Faculty Proponent: Geraldine Gutwein/Julie Keenan
|
4/1/15 |
2. Curriculum Manager & College Catalog Editor: Erika Steenland
|
4/21/15 |
3. Department Chairperson (Discipline Approval): Donneva Crowell
|
4/22/15 |
This course meets all reimbursement requirements of Chapter 335, subchapters A/B.
This course was developed, approved, and offered in accordance with the policies, standards, guidelines, and practices established by the College. It is consistent with the College’s mission.
If the course described here is a transfer course, it is comparable to similar courses generally accepted for transfer accredited four-year colleges and universities.
NAME AND SIGNATURE |
DATE |
4. Associate Provost: Kathleen T. Doherty
|
4/22/15 |
5. Provost & VP, Academic Affairs: Cynthia Doherty, Ph.D.
|
4/22/15 |
9. Original Date of course approval by the college: 201620
10. Date(s) of subsequent reviews [Indicate change: Learning Outcomes; textbook(s)]:
12/2/14 – Proposed as new course
Revisions: Textbook additions: 4/1/15 – Fall 15 --emc
12/1/04
Form Template Reviewed & Updated: 10/26/07; 1/11/08; 1/16/09; 7/14/09; 7/31/12; 7/30/13; 8/26/13; 1/31/14; 8/18/14
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