1. Course ID and Number: ENGL 353
College of the Redwoods
CURRICULUM PROPOSAL
C-ID Descriptor (if applicable):
2. Course Title: Integrated Reading and Writing Skills 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 353 is designed to serve students of diverse linguistic backgrounds by augmenting the
developmental English curriculum with current TESOL pedagogy. ENGL 353 is equivalent to ENGL 350 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 Reading and Writing Skills
Integrated Reading and Writing Skills for
Multilingual Students
Catalog Description
(Please include complete text of
old and new catalog descriptions.)
A pre-collegiate, competency based
course emphasizing the acquisition and
integration of basic academic reading
and writing skills for second-language
students. Students develop reading
strategies necessary for simple academic
reading and write extended formal
paragraphs and basic expository essays,
with special attention identifying and
correcting second-language errors. The
lab component of the course is
scheduled in the Writing Center, where
students practice basic reading and
writing skills and receive essential
tutorial support in reading strategies, in
writing, and in sentence skills.
A competency-based course emphasizing the
development and integration of academic
reading and writing skills for multilingual
students of English. Students develop
academic reading strategies and write
extended formal paragraphs and readingbased expository essays. Special attention is
given to vocabulary-building, error analysis
and correction strategies specific to students’
multilingual backgrounds. The lab component
is scheduled in the same room as the course
and is offered directly following regular
instruction, allowing students to practice
reading and writing skills and receive essential
tutorial support and feedback customized to
their unique linguistic backgrounds.
Grading Standard
Select
Select
Course Title
TOPS/CIPS Code
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 1 of 9
Total Units
Lecture Units
Lab Units
Prerequisites
READ 360
READ 260 or ESL 211
Select
Select
Corequisites
Recommended Preparation
Maximum Class Size
Repeatability—
Maximum Enrollments
Catalog Description, Course Learning
Outcomes, Course Objectives, Course
Methods, Course Content, Learning Activities,
Assessment Tasks, Texts.
Other
1. DATE: 01/29/15
2. DIVISION: Arts and Humanities
3. [CB04] COURSE CREDIT STATUS: C Credit - Not Degree Applicable
4. [CB01] COURSE ID AND NUMBER: ENGL 353
5. [CB02] COURSE TITLE: Integrated Reading and Writing Skills for Multilingual Students
(Course title appears in Catalog and schedule of classes.)
6. SHORT TITLE: Integrated Read/ Write Skills
(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]
6.0
6.0
min. units
max. units
144
144
min. hours
max. hours
Lecture Units:
5.0
Lab Units:
1.0
Lecture Hours:
90
Lab Hours:
54
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
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Grade-Pass/No Pass Option
Page 2 of 9
[CB12] Is this course a repeatable lab course? No
Yes
Is this course to be offered as part of the Honors Program? No
If yes, how many total enrollments? Select
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 competency-based course emphasizing the development and integration of academic reading and writing skills for
multilingual students of English. Students develop academic reading strategies and write extended formal
paragraphs and reading-based expository essays. Special attention is given to vocabulary-building, error analysis and
correction strategies specific to students’ multilingual backgrounds. The lab component is scheduled in the same
room as the course and is offered directly following regular instruction, allowing students to practice reading and
writing skills and receive essential tutorial support and feedback customized to their unique linguistic backgrounds.
Special Notes or Advisories (e.g. Field Trips Required, Prior Admission to Special Program Required, etc.):
PREREQUISITE COURSE(S)
No
Yes
Course(s): READ 260 or ESL 211
Rationale for Prerequisite:
READ-260 or ESL 211 provide students with a basic foundation of sentence skills, paragraph construction, and reading
skills that is a starting point for instruction in ENGL 353. Students exiting these courses should show effective college
success habits, write formal, well-developed paragraphs, and read with comprehension as assessed on a
standardized reading exam.
Describe representative skills without which the student would be highly unlikely to succeed.
Basic reading, writing and speaking skills in English
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. 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.
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. Analyze the lexicon of a text and apply word analysis strategies to infer the meaning of unfamiliar words.
2. 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.
3. Employ note-taking strategies to identify and summarize main ideas and the supporting details.
4. Write a successful paraphrase, quotation or summary and integrate it into one’s own writing.
5. Learn the principles of academic honesty to avoid plagiarism.
6. Apply vocabulary particular to a given theme or topic when speaking or writing.
7. Analyze and identify the structure of an expository essay.
8. Synthesize the major and minor topics or themes identified in course readings in writing response journals.
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 3 of 9
9. Construct an appropriate thesis statement and support it with body paragraphs, using transition statements to
smoothly connect the ideas of an expository essay.
10. Organize and write a unified, coherent extended paragraph and expository essay while employing key nouns,
pronouns, and transition signals to link ideas.
11. Consider, compare and contrast more than one text in discussion and written journals or essays.
12. Actively participate in a writing and drafting process, from brainstorming and raising initial questions to
freewriting, outlining, editing, and revising student-generated texts.
13. Participate in a drafting and editing process, critically discussing one’s own writing with instructor or peers in
order to gain specific feedback that may be applied to subsequent drafts.
14. Edit one’s own writing and the writing of others for proper capitalization, sentence punctuation, sentence
boundaries, basic grammatical form and spelling.
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 they 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/study, videos to watch, recordings to listen to, written and
oral practice exercises, or other writing or research assignments. Many assignments will be completed
independently, but some assignments may require collaboration with peers. All students will compile a portfolio of
his or her work over the course of the semester. The portfolio may be completed in paper or electronic format, and
its content will include a selection of students’ work, including, but not limited to: free writes, drafts, final drafts of
essays, as well as oral demonstrations, examples of peer feedback, and self-reflections. Exact content and evaluation
methods will be discussed and grading criteria will be provided to students with ample notification.
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. Writing and reading as recursive processes.
2. Communication of ideas based on the premise that a main point is made by providing organized major and minor
support.
3. Recognition and use of the shared meaning-making features that all texts possess to improve both comprehension
and written communication.
4. Reading and writing as integrated, synergistic processes, requiring shared competencies.
5. Applied vocabulary-building strategies that demonstrate awareness of audience through the use of contentspecific lexicon and formal tone.
6. Understanding the building blocks of written communication: subjects, verbs, phrases, sentence boundaries, and
independent and dependent clauses.
7. Sentence boundaries.
Issues: What primary tensions or problems inherent in the subject matter of the course will students engage? Each
issue should be numbered.
1. Differentiate between general and specific support.
2. The importance of organized, coherent major and minor support.
3. Distinction between reader-based and writer-based prose.
4. Discrimination between active and passive reading.
5. Recognition of writing and reading as a process, not a one-step activity.
6. The change from a solitary to a collaborative, supportive writing process.
7. The necessity of feedback in writing.
8. The responsibility of functioning maturely in a college environment.
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 4 of 9
9. Sensitivity to linguistic transfer and cultural expectations of written communication in English.
Themes: What motifs, if any, are threaded throughout the course? Each theme should be numbered.
1. Integration of reading and writing skills to improve both comprehension and written communication.
2. Reading and writing as recursive processes.
3. Recognition of reading and writing skills requiring practice for mastery.
4. Basic principle of expository writing: a point is developed by coherently presenting organized major and minor
support.
5. Recognition of audience and purpose.
6. Revision and editing and collaborative, supportive writing through writing conferences.
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. Demonstrate a recursive reading process by using the steps of previewing, reading, annotating, and re-reading.
2. Identify main idea (thesis), implied main idea, and support in a text.
3. Outline to discriminate between major and minor support in reading simple academic articles.
4. Use contextual clues in a passage to define unknown vocabulary and unlock the meaning of the text.
5. Understand how the author's purpose and tone contribute to meaning in a text.
6. As a reader and a writer, use transitional expressions and patterns of organization to determine meaning.
7. Demonstrate a recursive writing process by following the steps of inventing, drafting, revising, and editing.
8. Formulate a thesis relevant to the assignment.
9. Develop, organize, and connect the major and minor support in a well-developed paragraph and a rudimentary
essay.
10. Proofread for grammar, usage, and punctuation errors.
11. Edit for support, unity, and coherence.
12. Prepare for and actively participate in writing conferences.
13. Develop a more critical awareness of one's own writing.
14. Show mastery of strategies to decode vocabulary in a foreign language and cultural context.
15. Identify and correct common errors in grammar and syntax resulting from a linguistic transfer.
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. Composing in-class essays.
2. Participating in peer evaluations of writing.
3. Analyzing key features of good writing.
4. Listening to instructor presentations on the writing process, on reading strategies, and on grammar, punctuation,
and usage.
5. Watching or listening to video or audio presentations and analyzing, discussing, summarizing, or expanding upon
its content.
6. Working on vocabulary building or sentence-skill exercises and practice tests in a supportive environment.
7. Participating in one-on-one writing conferences and using feedback received to improve writing.
8. Receiving help on reading log and response journal assignments.
9. Working on mastery of reading skills by doing computer exercises.
10. Critically reading and analyzing articles for vocabulary and structure outside of class.
11. Building note-taking and reacting skills by completing assignments outside of class.
12. Composing paragraphs and expository 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. Grammar, punctuation and vocabulary or language usage quizzes.
2. Reading logs and response journals in response to texts.
3. Reading quizzes on assigned texts.
4. Both in and out of class essays based on course readings or discussions.
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 5 of 9
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 writing portfolio including writing samples and a minimum of 1 final expository essay (e.g., a final reading exam,
reading summary or response demostrating reading ability necessary for ENGL 153).
2. Tests to evaluate the mastery of reading and vocabulary skills.
3. Revising compositions 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 William Smalzer Title Write to be Read Date 2005
Author R. Cohen & J. Miller Title Longman Academic Reading Series: Reading Skills for College, Book 4 Date 2013
Author A. Oshima & A. Hogue Title Longman Academic Writing Series, Book 4 Date 2013
Author
Title
Date
Other Appropriate Readings: Essays and articles or lectures of appropriate quality and complexity
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)
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: B 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
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 6 of 9
2. [CB21] Course Prior to Transfer Level: B Two Levels 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
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.
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 7 of 9
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
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
Curriculum Committee Approved: 04.25.14; 09.01.14
Academic Senate Approved: 05.02.14
Page 8 of 9
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
Page 9 of 9