1. Course ID and Number: ENGL 153
College of the Redwoods
CURRICULUM PROPOSAL
C-ID Descriptor (if applicable):
2. Course Title: Precollegiate Reading and Writing for Multilingual Students
3. Check one of the following:
New Course (If the course constitutes a new learning experience for CR students, the course is new).
Required - Justification for Need (Provide a brief description of the background and rationale for the course. This might
include a description of a degree or certificate for which the course is required or the relationship of this course to other
courses in the same or other disciplines. To see examples of such descriptions, consult pages 10-11 of The Course Outline of
Record: A Curriculum Reference Guide.
Updated/Revised Course
If curriculum has been offered under a different discipline and/or name, identify the former course:
Should another course be inactivated? No
Yes
Inactivation date:
Title of course to be inactivated:
(If yes, complete a Course Inactivation Form found on the Curriculum Website.)
4. If this is an update/revision of an existing course, provide explanation of and justification for changes to this course.
Be sure to explain the reasons for any changes to class size, unit value, and prerequisites/corequisites.
The updated ENGL 153 is designed to serve students of diverse linguistic backgrounds by augmenting the
developmental English curriculum with current TESOL pedagogy. ENGL 153 is equivalent to ENGL 150 except that it
emphasizes specific content appropriate for English language learners and the lab portion is completed in the
classroom with the instructor in order to provide students individual attention appropriate to their ELL-specific
needs.
5. List the faculty with which you consulted in the development and/or revision of this course outline.
Faculty Member Name(s) and Discipline(s): Pam Kessler, Dave Holper, Rebecca Twiss, and Sean Herrera-Thomas of
the English Department; Elizabeth Carlyle, English and non-credit ESL.
6. If any of the features listed below have been modified in the new proposal, indicate the “old” (current) information
and “new” (proposed) changes. If a feature is not changing, leave both the “old” and “new” fields blank.
FEATURES
OLD
NEW
ESL Precollegiate Reading and Writing
Precollegiate Reading and Writing for
Multilingual Students
Catalog Description
(Please include complete text of
old and new catalog descriptions.)
A course in the development of collegelevel reading, writing, and critical
thinking skills for ESL students. Students
analyze ideas and structure in assigned
readings and compose essays supporting
arguable thesis statements. Special
emphasis is placed on cultural
differences which affect writers'
rhetorical strategies. The lab
component of the course is scheduled in
the Writing Center, where students
receive individualized instruction in
critical reading, in the conventions of
standard written English, and in all
stages of the writing process.
A course in the development of college-level
reading, writing and critical-thinking skills,
emphasizing basic argumentation, with
attention to the particular needs of
multilingual students. Students analyze ideas
and structure in assigned readings and
compose essays supporting arguable thesis
statements while considering how cultural
differences and linguistic transfer may affect a
writer's rhetorical strategies. Vocabulary
acquisition, error analysis and correction are
also emphasized. The lab component is held in
the classroom with the same instructor that
teaches the course, so that individualized
attention may be given to each student.
Grading Standard
Select
Select
Course Title
TOPS/CIPS Code
Total Units
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 1 of 8
Lecture Units
Lab Units
ENGL-350 or ENGL-353
ENGL 350 or ENGL 353 or ESL 302B
Repeatability—
Maximum Enrollments
Select
Select
Other
Course Title, Outcomes, Course Content,
Activities, and Assessments
Course title, Catalog Description, Course
Learning Outcomes, Course Objectives, Course
Methods, Course Content, Learning Activities,
Assessment Tasks, Texts.
Prerequisites
Corequisites
Recommended Preparation
Maximum Class Size
1. DATE: 01/29/15
2. DIVISION: Arts and Humanities
3. [CB04] COURSE CREDIT STATUS: D Credit-Degree Applicable
4. [CB01] COURSE ID AND NUMBER: ENGL 153
5. [CB02] COURSE TITLE: Precollegiate Reading and Writing for Multilingual Students
(Course title appears in Catalog and schedule of classes.)
6. SHORT TITLE: Precollegiate Read/ Write
(Short title appears on student transcripts and is limited to 30 characters, including spaces.)
7. [CB03] LOCAL ID (TOPs code): 4930.87
Taxonomy of Program Codes
8. NATIONAL ID (CIP code): 32.0108 Classification of Instructional Program Codes
9. DISCIPLINE(S): English; ESL Select from Minimum Qualifications for Faculty
Course may fit more than one discipline; identify all that apply:
10. FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: FALL 2015
11. COURSE UNITS (Note: 1 lecture unit requires 18 hours in-class/36 hours out-of-class; 1 lab unit requires 54 in-class hours)
[CB07]
TOTAL UNITS:
TOTAL HOURS:
[CB06]
3.5
3.5
min. units
max. units
81
81
min. hours
max. hours
Lecture Units:
3.0
Lab Units:
0.5
Lecture Hours:
54
Lab Hours:
27
11. MAXIMUM CLASS SIZE: 28
12. WILL THIS COURSE HAVE AN INSTRUCTIONAL MATERIALS FEE? No
Yes
Fee: $
If yes, attach a completed Instructional Materials Fee Request Form found on the Curriculum Website.
GRADING STANDARD
Letter Grade Only
Pass/No Pass Only
[CB12] Is this course a repeatable lab course? No
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Grade-Pass/No Pass Option
Yes
If yes, how many total enrollments? Select
Page 2 of 8
Is this course to be offered as part of the Honors Program? No
Yes
If yes, explain how honors sections of the course are different from standard sections.
CATALOG DESCRIPTION - The catalog description should clearly describe for students the scope of the course, its level, and
what kinds of student goals the course is designed to fulfill. The catalog description should begin with a sentence fragment.
A course in the development of college-level reading, writing and critical-thinking skills, emphasizing basic argumentation,
with attention to the particular needs of multilingual students. Students analyze ideas and structure in assigned readings
and compose essays supporting arguable thesis statements while considering how cultural differences and linguistic
transfer may affect a writer's rhetorical strategies. Vocabulary acquisition, error analysis and correction are also
emphasized. The lab component is held in the classroom with the same instructor that teaches the course, so that
individualized attention may be given to each student.
Special Notes or Advisories (e.g. Field Trips Required, Prior Admission to Special Program Required, etc.):
PREREQUISITE COURSE(S)
No
Yes
Course(s): ENGL 350 or ENGL 353 or ESL 302B
Rationale for Prerequisite:
ENGL 350 or ENGL 353 or ESL 302B provide students with a foundation of sentence skills, paragraph construction, and
reading skills that is a starting point for instruction in ENGL 153
Describe representative skills without which the student would be highly unlikely to succeed.
Relevant ENGL 353 learning outcomes:
1. After a close reading of a text, write a unified, coherent essay that develops a thesis with general and specific support.
2. Identify the main ideas and their development in academically appropriate texts.
3. Adhere to standard English conventions in writing with special attention to sentence boundaries.
4. Employ the Lab component of the course to support basic academic behavior necessary to college success.
COREQUISITE COURSE(S)
No
Yes
Rationale for Corequisite:
Course(s):
RECOMMENDED PREPARATION
No
Yes
Course(s):
Rationale for Recommended Preparation:
COURSE LEARNING OUTCOMES –This section answers the question “what will students be able to do as a result of taking this
course?” State some of the outcomes in terms of specific, measurable student actions (e.g. discuss, identify, describe, analyze,
construct, compare, compose, display, report, select, etc.). For a more complete list of outcome verbs please see Public
Folders>Curriculum>Help Folder>SLO Language Chart. Each outcome should be numbered.
1. Develop an effective, thesis-driven argument appropriate to an academic audience.
2. Critically read and respond to argumentative texts.
3. Use a multi-stage process, incorporating feedback (from instructors and peers) in essay planning and drafting.
4. Apply grammar and punctuation rules, particularly those that address sentence boundaries.
COURSE OBJECTIVES - This section describes the objectives the course addresses through the course content. Objectives can
include specific disciplinary questions or goals that are central to the course subject matter and are meant to address what
the various intents of the course are. Each objective should be numbered.
1. Identify and analyze an argumentative essay in order to better understand its components and purpose.
2. Construct an arguable thesis statement supported by a coherent argumentative essay.
3. Apply academically-appropriate vocabulary particular to a given theme or topic when speaking or writing.
4. Analyze the lexicon of a text and apply word-analysis strategies to infer the meaning of unfamiliar words.
5. Synthesize topics or themes identified in course readings in reading response journals.
6. Interpret charts, tables, and data sets relevant to a particular subject, and be able to apply this information to
discussions or as supporting information in writing.
7. Support main ideas with facts and opinions, if necessary including definitions of less frequently used lexicon or
concepts.
8. Avoid plagiarism by correctly using paraphrases and citing outside sources, including direct and indirect quotations.
9. Evaluate and/or integrate more than one text in discussion, journal entries or essays.
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 3 of 8
10. Engage in a comprehensive writing process, from brainstorming and raising initial questions to freewriting, outlining,
editing, and revising.
11. Read and critically examine the work of peers and pose relevant questions about its structure, content, grammar, or
vocabulary, and provide suggestions based on the analysis and discussion.
12. Edit one’s own writing and the writing of others for proper capitalization, sentence punctuation, sentence boundaries,
basic grammatical form and spelling.
13. Utilize peer and instructor feedback to improve subsequent drafts as part of the writing and revision process.
METHODS OF INSTRUCTION – Clear methods by which instructor will facilitate acquisition of objectives. Include here
descriptions, NOT lists. Course outline must clearly articulate how these methods of instruction are related to, and help
student work towards, achieving the objectives and student learning outcomes. Instructional methodologies will be
consistent with, but will not be limited to, the following types orexamples.
Methods of instruction for this course will vary from instructor to instructor, but the lecture will include elements of
reading and writing practice, analysis and discussion of written and audio or visual texts, including key vocabulary, main
topics and supporting evidence, and applying factual and personal information to responses. The lab portion of this class
will offer students the opportunity to work one on one with peers and instructor to obtain personalized feedback that may
be applied to subsequent drafts of written assignments. Homework will be assigned on a regular basis and may include
pages to read, analyze, or study, videos to watch, recordings to listen to, written practice exercises, or other writing or
research assignments. Over the course of the semester, students will write three formal essays totaling no fewer than
2000 words, not counting multiple drafts of the same assignment. A qualifying summative writing sample of not fewer
than 750 words is required of all students to pass the course.
COURSE CONTENT–This section describes what the course is “about”-i.e. what it covers and what knowledge students will acquire.
Concepts: What terms and ideas will students need to understand and be conversant with as they demonstrate course
outcomes? Each concept should be numbered.
1. Basic argument structure, consisting of an arguable thesis, supporting ideas, and supporting evidence.
2. Coherence in paragraphs and in essays.
3. Persuasive and analytical writing styles that facilitate clear communication of complex ideas.
4. The role of audience in determining a writer’s choices
5. Writing as a multifaceted and recursive process.
6. The distinction between independent clauses, dependent clauses, and phrases.
7. Relationships between writing and culture.
Issues: What primary tensions or problems inherent in the subject matter of the course will students engage? Each
issue should be numbered.
1. The difference between a reasoned opinion and an unexamined assumption.
2. Persuasion by means of authority, reason, or emotion.
3. The development of authoritative voice and opinion and the essential relationship between one's own stance and the
larger community in the context of English as a second language.
4. Differentiating between subjectivity and objectivity.
5. Writing as a recursive process.
6. The shift from writer-centered to reader-centered prose.
7. The necessity of feedback.
Themes: What motifs, if any, are threaded throughout the course? Each theme should be numbered.
1. Acknowledging that students' first language is rich in rhetorical conventions and strategies that may differ from writing
in standard academic English; using students' first language as a scaffold in writing academic English.
2. Writing process.
3. Revision and editing.
4. Rational argument.
5. Audience and purpose.
6. Analytical reading.
7. Legitimacy of multiple points of view.
8. Habits of mind characterizing a successful college student
Skills: What abilities must students have in order to demonstrate course outcomes? (E.g. write clearly, use a scientific
calculator, read college-level texts, create a field notebook, safely use power tools, etc). Each skill should be numbered.
1. Read and understand assignments.
2. Generate ideas appropriate to the assignment.
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 4 of 8
3.
4.
5.
6.
7.
8.
9.
Respond to complex readings through discussion and writing.
Identify thesis, supporting ideas, and supporting evidence in a text.
Organize ideas into a basic argumentative essay structure.
Support an arguable thesis using description, detail, and example.
Apply appropriate tone and level of diction for an academic audience.
Respond to feedback and revise accordingly.
Proofread and edit for sentence boundary errors and errors in punctuation and usage.
REPRESENTATIVE LEARNING ACTIVITIES –This section provides examples of things students may do to engage the course
content (e.g., listening to lectures, participating in discussions and/or group activities, attending a field trip). These activities
should relate directly to the Course Learning Outcomes. Each activity should be numbered.
1. Engaging in lessons on the writing process, on composition strategies, and on grammar, punctuation, and usage.
2. Analyzing readings during class discussions, group activities, and outside of class.
3. Performing reading, writing, and vocabulary exercises in class.
4. Generating and discussing ideas to link concepts from reading to writing.
5. Participating in peer editing workshops.
6. Analyzing grammar within context of student generated work, recognizing that second language learners exhibit
written patterns of error with respect to specific language families.
7. Participating in one-to-one tutorials and applying feedback to the planning, revising, and editing of essays.
8. Working on the following assignments in a supportive environment: exercises and practice tests in grammar and
punctuation; critical reading, including reading journals and questions; argumentative essays.
9. Participating in group activities targeting specific grammar and punctuation issues.
10. Watching or listening to video or audio presentations and analyzing, discussing, summarizing, or expanding upon its
content.
11. Building note-taking and reacting skills by completing assignments outside of class.
12. Composing arguments and essays outside of class.
13. Incorporating feedback from writing conferences.
ASSESSMENT TASKS –This section describes assessments instructors may use to allow students opportunities to provide
evidence of achieving the Course Learning Outcomes. Each assessment should be numbered.
Representative Assessment Tasks (These are examples of assessments instructors could use.):
1. Reading journals and questions.
2. Reading quizzes/ tests.
3. Essays.
4. Grammar, punctuation and vocabulary or language usage quizzes.
Required Assessments for All Sections (These are assessments that are required of all instructors of all sections at all
campuses/sites. Not all courses will have required assessments. Do not list here assessments that are listed as representative
assessments above.):
1. A summative writing sample of not fewer than 750 words that constitutes 20% of the final course grade.
2. Three formal essays (totaling no fewer than 2000 words, not counting multiple drafts of the same assignment).
3. Revising essays with tutorial feedback.
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not required texts.
Author, Title, and Date Fields are required
Author Williams, J. Title LEAP (Learning English for Academic Purposes) Advanced: Reading and Writing Date 2013
Author Smith, C. Title Longman Academic Reading Series: Reading Skills for College, Book 5 Date 2013
Author Meyers, A. Title Longman Academic Writing Series, Book 5 Date 2013
Author
Title
Date
Other Appropriate Readings: Essays and articles of appropriate quality and complexity, excerpts or full-length books
COURSE TYPES
1. Is the course part of a Chancellor’s Office approved CR Associate Degree?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/
Curriculum/Degree and Certificate Programs/choose appropriate catalog year):
Required course for degree(s)
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 5 of 8
Restricted elective for degree (s)
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which
students may choose to complete a specific number of units required for an approved degree.
2. Is the course part of a Chancellor’s Office approved CR Certificate of Achievement?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/
Curriculum/Degree and Certificate Programs/choose appropriate catalog year):
Required course for certificate(s)
Restricted elective for certificate(s)
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which
students may choose to complete a specific number of units required for an approved certificate.
3. [CB24] Is the course Stand Alone?
No
Yes (If “No” is checked for BOTH #1 & #2 above, the course is stand alone.)
4. [CB08] Basic Skills: NBS Not Basic Skills
5. [CB10] Work Experience: NWE Not Coop Work Experience
6. [CB22] Noncredit Category: Credit course, not applicable
7. Course eligible Career Technical Education funding (applies to vocational and tech-prep courses only): No
8. [CB23] Course developed using a Chancellor’s Office Economic Development Grant: No
Yes
Yes
9. [CB11] Purpose: Y Credit Course Course Classification Status
10. Accounting Method: W Weekly Census
11. [CB13] Disability Status: N Not a Special Class
12. [CB09] Course SAM Priority Code: E Not Occupational Definitions of SAM Priority Codes
COURSE TRANSFERABILITY
1. [CB05] Current Transferability Status: C Not Transferable
2. [CB21] Course Prior to Transfer Level: A One Level Below Transfer Definitions of Course Prior to Transfer Levels
CURRENT TRANSFERABILITY STATUS (Check at least one box below):
This course is currently transferable to:
Neither CSU nor UC
CSU as general elective credit
CSU as a specific course equivalent (see below)
If the course transfers as a specific course equivalent give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from CSU.
1. Course
, Campus
2. Course
, Campus
UC as general elective credit
UC as specific course equivalent
If the course transfers as a specific course equivalent give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from UC.
1. Course
, Campus
2. Course
, Campus
PROPOSED CSU TRANSFERABILITY (Check at least one of the boxes below):
No Proposal
Remove as General Education
Propose as General Elective Credit
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 6 of 8
Propose as a Specific Course Equivalent (see below)
If specific course equivalent credit is proposed, give course number(s)/ title(s) of one or more currently-active, equivalent
lower division courses from CSU.
1. Course
, Campus
2. Course
, Campus
PROPOSED UC TRANSFERABILITY (Check one of the boxes below):
No Proposal
Remove as General Education
Propose as General Elective Credit OR Specific Course Equivalent (fill in information below)
If “General Elective Credit OR Specific Course Equivalent” box above is checked, give course number(s)/ title(s) of one or more
currently-active, equivalent lower division courses from UC.
1. Course
, Campus
2. Course
, Campus
CURRENTLY APPROVED GENERAL EDUCATION (Check at least one box below):
Not currently approved
CR
CR GE Category(-ies): Select GE Category, Secondary GE Category (if applicable)
CSU
CSU GE Category:
IGETC
IGETC Category:
PROPOSED CR GENERAL EDUCATION (Check at least one box below):
No Proposal
Remove as General Education
Review to maintain CR GE Status
New GE Proposal
____ _Approved as CR GE by Curriculum Committee: _______ _
____ _ Not Approved
(DATE)
____ _ Approved to remove CR GE status
CR GE Outcomes
GE learning outcomes in Effective Communication, Critical Thinking, and Global Awareness must be addressed in all
general education courses.
o Effective Communications: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this
category.
o Critical Thinking: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this category.
o Global Awareness: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this category.
GE Criteria for Breadth and Generality
GE courses should be broad and general in scope. Typically such courses are introductory-- not advanced or
specialized—and the content encompasses a broad spectrum of knowledge within a given field of study.
Explain how the proposed GE course fulfills GE criteria for breadth and generality.
CR GE Area Designation
Course Learning Outcomes and Course Content should provide evidence of appropriate GE Area Designation.
Additional rationale for GE Area Designation (optional):
Area A:
Area B:
Area C:
Area D:
Natural Science
Social Science
Humanities
Language and Rationality
D1: Writing
D2: Oral Communications
D3: Analytical Thinking
Area E: Multicultural Understanding*
*To be considered part of CR GE Area E, all courses must meet the following two conditions: 1. The course must
Curriculum Committee Approved: 04.25.14; 09.01.14
Academic Senate Approved: 05.02.14
Page 7 of 8
also be (or be proposed) in one other CR GE area AND 2. The course must be articulated with HSU as meeting
their lower-division Diversity and Common Ground GE requirement.
PROPOSED CSU GENERAL EDUCATION BREADTH (CSU GE) (Check at least one box below):
NO PROPOSAL
A. Communications and Critical Thinking
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
B. Science and Math
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
C. Arts, Literature, Philosophy, and Foreign Language
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature, Philosophy, Foreign
Language)
D. Social, Political, and Economic Institutions
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
E. Lifelong Understanding and Self-Development
D7 – Interdisciplinary Social or Behavioral Science
E1 – Lifelong Understanding
D8 – Political Science, Government and Legal Institutions
E2 – Self-Development
D9 – Psychology
Rationale for inclusion in this General Education category: Same as above
Proposed Intersegmental General Education Transfer Curriculum (IGETC) (Check at least one box below):
NO PROPOSAL
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category: Same as Above
Submitted By: Julie Raich
Tel. Ext.: 707.476.4576
Dean/Director: Erin Wall
Date: 01/29/15
Review Date: 02/19/15
For Dean/Director only: Does this course change require a substantial or nonsubstantial change to a degree? Yes
No
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Yes
Date: 03.13.15
Academic Senate Approval Date: 04.03.15
Board of Trustees Approval Date: 04.07.15
Curriculum Committee Approved: 04.25.14; 09.01.14
Academic Senate Approved: 05.02.14
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