College of the Redwoods
CURRICULUM PROPOSAL
1.
Division: Humanities and Communications
2.
Course ID and Number: ENGL 153
3.
Course Title: ESL Precollegiate Reading and Writing
4.
Discipline(s) (Select from CCC System Office Minimum Qualification for Faculty [copy following web
address and paste into web browser http://www.cccco.edu/divisions/esed/aa_ir/psmq/min_qual/min_quals%20_revApr406.pdf]
Course may fit more than one discipline; identify all that apply): English, ESL
5.
Check one of the following:
New Course
If curriculum has been offered under a different discipline and/or name, identify the former course:
Change to existing course (course discipline and number are not changing)
Should another course be inactivated?
Title of course to be inactivated:
6.
No
Yes
Inactivation date:
Is course part of a CR Degree/Certificate Program? (If New is selected above, check No) No
Yes
If yes, specify program code(s). (Codes can be found in Outlook/Public Folders/All Public Folders/
Curriculum/Degree and Certificate Programs/choose appropriate catalog year):
Required course
Restricted elective
7.
Provide explanation and justification for addition/change/deletion:
Last revised in 2000, ENGL 153 was overdue for an update to reflect changes in the
curriculum and to conform to an outcomes-based model.
Like the most recent revision of the parallel course ENGL 150, consolidating ENGL
153 and 150L into a combined lecture-lab course will better communicate the unified
goals of ENGL 153. To improve student success, we need to emphasize the
essential connections between the classroom and the Writing Center and between
the course assignments and the guided practice in the lab. Combining the lecture
and the lab will also correct some logistical problems with the former 150L
prerequsite and make the course more efficient to manage when it comes to
registration and data collection.
In addition, the title of the course has been revised because the former title (ESL
College Reading and Writing) has long been misleading for students and for the
college community as a whole. The revised title-- ESL Precollegiate Reading and
Writing--clarifies that ENGL 153 (which is identified in the CR catalog as nontransferable) is a developmental rather than a college-level course.
8. List any special materials, equipment, tools, etc. that students must purchase:
On the Eureka main campus, students who wish to print from Writing Center
computers must purchase a print card (or have money credited to their student IDs)
to use the 10-cent-per-page Go-Print System.
9. Will this course have an instructional materials fee? No
Fee: $
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Yes
Page 1 of 10
May 29, 2016
Submitted by:
Susan Nordlof, David Holper, Larry Mease Tel. Ext. 4336 Date: 9-20-07
Division Chair: Michael Thomas
Review Date: 10/5/07
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Board of Trustees Approval Date: 11/6/07
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Yes
Date: 10/12/07
Page 2 of 10
May 29, 2016
SUMMARY OF CURRICULUM CHANGES
FOR AN EXISTING COURSE
FEATURES
OLD
NEW
An advanced study for ESL
students to gain confidence of
college-level grammar, reading
and writing skills. Written
work progresses from brief
essays to college-level essays
based on critical reading. The
grammar segment emphasizes
second language errors, which
students learn to identify and
correct. This course is not
transferable to a four-year
university.
A course in the development of
college-level 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.
Grading Standard
Select
Select
Total Units
3.0
3.5
0
.5
Catalog Description
(Please include complete
text of old and new catalog
descriptions.)
Lecture Units
Lab Units
Prerequisites
Corequisites
ENGL-350 or ENGL-353
ENGL 150L
None
Former Course Title: ESL
College Reading and Writing
Course Title, Outcomes, Course
Content, Activities, and
Assessments
Recommended
Preparation
Maximum Class Size
Repeatability—
Maximum Enrollments
Other
If any of the listed features have been modified in the new proposal, indicate the “old” (current) information and
proposed changes.
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 3 of 10
May 29, 2016
College of the Redwoods
COURSE OUTLINE
DATE: 9-20-07
COURSE ID AND NUMBER: ENGL 153
COURSE TITLE: ESL Precollegiate Reading and Writing
FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: Fall 2008
TOTAL UNITS: 3.5
TOTAL HOURS: 81
[Lecture Units: 3.0
[Lecture Hours: 54
Lab Units: .5]
Lab Hours: 27]
MAXIMUM CLASS SIZE: 28
GRADING STANDARD
Letter Grade Only
CR/NC Only
Is this course repeatable for additional credit units: No
Grade-CR/NC Option
Yes
If yes, how many total enrollments?
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 state the scope of the course, its level, and what kinds of student goals the
course is designed to fulfill.
A course in the development of college-level 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.
Special notes or advisories:
PREREQUISITES
Yes
Course(s): ENGL 353 or ENGL 350 (or equivalent) or appropriate
reading and writing scores on placement exam
No
Rationale for Prerequisite:
Describe representative skills without which the student would be highly unlikely to succeed .
English 353 or ENGL 350 (or equivalent) provides students with a foundation in critical
thinking, reading, writing, and sentence skills that is the starting point for English 153.
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 4 of 10
May 29, 2016
COREQUISITES
No
Yes
Rationale for Corequisite:
Course(s):
RECOMMENDED PREPARATION
No
Yes
Course(s):
Rationale for Recommended Preparation:
COURSE LEARNING OUTCOMES
What should the student be able to do as a result of taking this course? State some of the objectives in terms of
specific, measurable student accomplishments.
Lecture Outcomes:
1. In texts they have read, assess the strengths and weaknesses of an argument and its
supporting reasons and evidence, taking into account audience, credibility, and
accuracy.
2. Recognize the rudiments and variations of argument structure in a text they have
read, distinguishing between major ideas and supporting evidence.
3. Recognize writing as a process that involves inventing, drafting, revising, and editing.
4. Using writing as a tool for discovery, demonstrate effective strategies for generating
ideas and exploring issues rationally and with communal consciousness.
5. Demonstrate understanding of the choices involved in constructing a persuasive
essay by planning an appropriate essay structure.
6. Compose and assess an arguable thesis relevant to a general college audience.
7. Compose well-developed paragraphs that are focused, coherent, and unified.
8. Use concrete details and specific examples to develop and explain general ideas.
9. Recognize the importance of revision in the writing process and demonstrate effective
revision strategies
10. Practice narrative, persuasive, analytical writing styles that facilitate clear
communication of complex ideas.
11. Apply basic grammar and punctuation rules, particularly those that address sentence
boundaries and second-language diffculties.
12. Distinguish between multiple points of view through discussion and writing to
develop opinions based on reasoned analysis.
13. Recognize differences in writing techniques between the native language and the
target language.
Lab Outcomes:
14. Use feedback (from instructors and peers) to anticipate audience and revise
accordingly.
15. Synthesize concepts gained through reading and writing, and apply these ideas in
writing assignments.
16. Undertake academic writing as a multi-stage process which includes generating
ideas, organizing information, developing concrete support, revising, and editing.
17. Practice proofreading and editing to produce work that adheres to the conventions of
standard written English.
18. Recognize sentence boundaries and rudimentary punctuation rules.
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 5 of 10
May 29, 2016
COURSE CONTENT
Themes: What themes, if any, are threaded throughout the learning experiences in this course?
1. Writing process.
2. Revision and editing.
3. Rational argument.
4. Audience and purpose.
5. Analytical reading.
6. Legitimacy of multiple points of view.
7. Habits of mind that characterize successful college student .
Concepts: What concepts do students need to understand to demonstrate course outcomes?
1. Basic argument structure, consisting of an arguable thesis, supporting ideas, and
supporting evidence.
2. Coherence in paragraphs and in essays.
3. The role of audience in determining a writer’s choices.
4. The relationship between writing and culture.
5. Writing as a multifaceted and recursive process.
6. The distinction among independent clauses, dependent clauses, and phrases.
Issues: What primary issues or problems, if any, must students understand to achieve course outcomes (including
such issues as gender, diversity, multi-culturalism, and class)?
1. The differences 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.
4. The differences between subjectivity and objectivity.
5. The essential relationship between one’s own stance and the larger community.
6. The differences between rhetorical strategies in the native language and in the target
language (academic English).
7. The shift from writer-centered to reader-centered prose.
8. The necessity of feedback to move away from the writer's subjective position in early
drafts.
Skills: What skills must students master to demonstrate course outcomes?
1. Read and understand assignments.
2. Generate ideas appropriate to the assignment.
3. Respond to complex readings through discussion and writing.
4. Predict content through context clues.
5. Identify thesis, supporting ideas, and supporting evidence in a text.
6. Organize ideas into a basic argumentative essay structure.
7. Support an arguable thesis, using description, detail, and example.
8, Apply appropriate tone and level of diction for an academic audience.
9. Respond to feedback and revise accordingly.
10. Proofread and edit for sentence boundary errors and errors in punctuation and usage.
REPRESENTATIVE LEARNING ACTIVITIES
What will students be doing (e.g., listening to lectures, participating in discussions and/or group activities, attending
a field trip)? Relate the activities directly to the Course Learning Outcomes.
Lecture:
1. Analyzing readings in class discussions and group activities.
2. Performing informal writing exercises in class.
3. Participating in peer editing workshops.
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 6 of 10
May 29, 2016
4. Composing in-class essays.
5. Listening to instructor presentations on the writing process, on composition strategies,
and on grammar, punctuation, and usage.
6. Participating in group activities targeting specific grammar and punctuation issues.
Lab:
7. Participating in one-to-one tutorials and applying feedback to the planning, revising,
and editing of essays.
8. Participating in one-to-one and/or small group instructional sessions.
9. 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.
10. Reviewing test-taking strategies with instructors—focused particularly on the English
150 Competency Exam.
ASSESSMENT TASKS
How will students show evidence of achieving the Course Learning Outcomes? Indicate which assessments (if any)
are required for all sections.
Representative assessment tasks:
1.
2.
3.
4.
Reading journals and questions.
Reading quizzes/tests.
In-class essay exams.
Grammar, punctuation, and usage exercises/quizzes/tests.
Required assessments for all sections – to include but not limited to:
1. Competency Exam: Timed in-class essay in response to a reading prompt, holistically
scored by criteria defined in the Rubric for the English 150 Competency Exam. This exam
constitutes 20% of the final course grade.
2. Three formal essays of approximately 750-1000 words.
3. Revising essays with tutorial feedback.
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS
Author, Title, and Date Fields are required
Author Ann
Raines
Title
Exploring Through Writing: A Process Approach
Author M.
Kathleen Mahnke
Title
Grammar Links 3
Author M.
Kathleen Mahnke
Title
Grammar Links 3 Workbook
Author
Title
Date
Date
2004
2005
Date
2005
Date
Other Appropriate Readings:
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 7 of 10
May 29, 2016
PROPOSED TRANSFERABILITY:
CSU
UC
If CSU transferability is proposed (courses numbered
1-99), indicate whether general elective credit or specific
course equivalent credit is proposed.
If specific course equivalent credit is proposed, give
course numbers/ titles of at least two comparable lower
division courses from a UC, CSU, or equivalent
institution.
None
General elective credit
Specific course equivalent
1.
,
(Campus)
2.
,
(Campus)
CURRENTLY APPROVED GENERAL EDUCATION
CR
CSU
IGETC
CR GE Category:
CSU GE Category:
IGETC Category:
PROPOSED CR GENERAL EDUCATION
Rationale for CR General Education approval (including category designation):
Natural Science
Social Science
Humanities
Language and Rationality
Writing
Oral Communications
Analytical Thinking
PROPOSED CSU GENERAL EDUCATION BREADTH (CSU GE)
A. Communications and Critical Thinking
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
C. Arts, Literature, Philosophy, and Foreign
Language
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature,
Philosophy, Foreign Language)
E. Lifelong Understanding and SelfDevelopment
E1 – Lifelong Understanding
E2 – Self-Development
B. Science and Math
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
D. Social, Political, and Economic Institutions
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
D7 – Interdisciplinary Social or Behavioral
Science
D8 – Political Science, Government and Legal Institutions
D9 – Psychology
Rationale for inclusion in this General Education category: Same as above
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 8 of 10
May 29, 2016
Proposed Intersegmental General Education Transfer Curriculum (IGETC)
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:
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Same as above
Page 9 of 10
May 29, 2016
FOR VPAA USE ONLY
PROGRAM AND COURSE NUMBER ENGL-153
TECHNICAL INFORMATION
1. Department: COMM Communications
16. CoRequisite Course: None
2. Subject: English
17. Recommended Prep: None
Course No: 153
3. Credit Type: D Credit Degree Applicable
18. Maximum Class Size: 28
4. Min/Maximum Units: 3.5 to
19. Repeat/Retake: NR No repeats
variable units
5. Course Level: E Not Occupational
20. Count Retakes for Credit:
yes
no
6. Academic Level: UG Undergraduate
21. Only Pass/No Pass:
yes
no
7. Grade Scheme: UG Undergraduate
22. Allow Pass/No Pass:
yes
no
8. Short Title: ESL Precollegiate Read/Write
23. VATEA Funded Course:
yes
no
9. Long Title: ESL Precollegiate Reading and
24. Accounting Method: W Weekly Census
Writing
25. Disability Status: N Not a Special Class
10. National ID
(CIP):
32.0109
26. Billing Method: T-Term
11. Local ID
(TOPS):
493081
27. Billing Period: R-Reporting Term
12. Course Types:
 Level One Basic Skills: NBS Not Basic Skills

Level Two Work Experience:
28. Billing Credits: 3.5
29. Purpose: A Liberal Arts Sciences
NWE Not Coop Work Experience
30. Articulation No.

Level Three:
(CAN):
Placeholder for GE OR
31. Articulation Seq.
(CAN):
DOES NOT APPLY
32. Transfer Status: C Not transferable

Level Four: If GE : Choose One:
33. Equates to another course?
(course number).
13. Instructional Method: LL Lecture/Lab
14. Lec TLUs: 4.5 Contact Hours: 54
Lab TLUs: 1.5 Contact Hours: 27
Lecture/Lab TLUs: 6.0 Contact Hours: 81
34. The addition of this course will inactive
number). Inactive at end of
term.
15. Prerequisite: ENGL-353 or ENGL-350
Particular Comments for Printed Catalog.
.
Curriculum Approval Date: 10/12/07
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 10 of 10
May 29, 2016
(course