College of the Redwoods
CURRICULUM PROPOSAL
1.
Division: Humanities and Communications
2.
Course ID and Number: ENGL-353
3.
Course Title: ESL Reading and Writing Skills
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? No
Yes
Title of course to be inactivated: ENGL 353L
6.
Inactivation date: Fall 2008
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:
8. Eng. 353 was last revised in 2000, so departmental review and update is in order to
address the new requirements of student learning outcomes. In addition,
consolidating ENGL 353 and 353L into a combined lecture-lab course will better
communicate the unified goals of ENGL 353. 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. In
addition, combining the lecture and the lab will make the course more efficient to
manage when it comes to registration and data collection.
9. 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.
10. Will this course have an instructional materials fee? No
Fee: $
Submitted by:
Yes
P. Kessler, J. Hinman, L. MeaseTel. Ext. 4308
Division Chair: Michael Thomas
Date: September 28, 2007
Review Date: 9/27/07
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Board of Trustees Approval Date: 12/11/07
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Yes
Date: 10/12/07
Page 1 of 10
May 29, 2016
SUMMARY OF CURRICULUM CHANGES
FOR AN EXISTING COURSE
FEATURES
OLD
NEW
A pre-collegiate competencybased course emphasizing the
acquisition and integration of
basic academic reading and
writing skills. Students
develop reading strategies
necessary for simple academic
reading and write extended
formal paragraphs and basic
expository essays.
A pre-collegiate, competencybased 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.
Grading Standard
Select
Select
Total Units
5.0
6.0
0
1.0
ENGL 353L
None
Catalog Description
(Please include complete
text of old and new catalog
descriptions.)
Lecture Units
Lab Units
Prerequisites
Corequisites
Recommended
Preparation
Maximum Class Size
Repeatability—
Maximum Enrollments
Other
Outcomes, Course Content,
Activities, Assessments, and
consolidate lecture and lab into a
single course.
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 2 of 10
May 29, 2016
College of the Redwoods
COURSE OUTLINE
DATE: September 28. 2007
COURSE ID AND NUMBER: ENGL-353
COURSE TITLE: ESL Reading and Writing Skills
FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: Fall 2008
TOTAL UNITS: 6.0
TOTAL HOURS: 144
[Lecture Units: 5.0
[Lecture Hours: 90
Lab Units: 1.0]
Lab Hours: 54]
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 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.
Special notes or advisories:
PREREQUISITES
Yes
Course(s): READ-360 (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 .
READ-360 (or equivalent) provides students with a basic foundation of sentence skills,
paragraph construction, and reading skills that is a starting point for instruction in ENGL
353.
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 3 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.
1. Demonstrate an active, recursive reading process.
2. As a reader, identify the main idea and its major and minor support in simple academic
articles.
3. Discriminate between general and specific levels of support as a reader and a writer.
4. Recognize that writing involves many steps, which include generation of ideas,
organization of information, development of general and specific support, revision, and
editing.
5. Generate and organize general and specific support derived from personal experiences
to develop a point in a paragraph and in a basic essay.
6. Formulate and support a thesis in a unified, coherent, and well-developed basic
expository essay.
7. Apply basic grammar, usage, and punctuation rules in writing with special attention
paid to sentence boundaries.
8. Use proofreading and editing to produce writing which meets conventional standards
of written communication.
9. Internalize feedback from writing conferences to adopt as strategies in independent
writing situations.
10. Practice writing as a collaborative effort, supported by the Writing Center.
11. Employ the Writing Center to enhance and to support basic academic behavior and
habits necessary for college success.
COURSE CONTENT
Themes: What themes, if any, are threaded throughout the learning experiences in this course?
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 as skills, which require practice for mastery.
4. Basic principle of expository writing: a point is developed by coherently presenting
organized major and minor support.
5. Revision and editing.
6. Collaborative, supportive writing through writing conferences.
7. Basic academic behavior and habits of mind that characterize an engaged, successful
college student.
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 4 of 10
May 29, 2016
Concepts: What concepts do students need to understand to demonstrate course outcomes?
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. Understanding the building blocks of written communication: subjects, verbs, phrases,
and independent and dependent clauses.
6. Sentence boundaries.
7. Awareness of audience.
8. Necessity of formal tone and language.
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. Differentiation 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. The responsibility of functioning maturely in a college environment.
6. Recognition of writing and reading as a process, not a one-step activity.
7. The change from a solitary to a collaborative, supportive writing process
8. The necessity of feedback in writing.
9. Acceptance of new ways to organize language.
10. Sensitivity to cultural expectations of written communication in English.
Skills: What skills must students master to demonstrate course outcomes?
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 suppport, 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 second-language errors in grammar and syntax.
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 5 of 10
May 29, 2016
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. Participating in peer evaluations of writing.
3. Composing in-class essays.
4. Listening to instructor presentations on the writing process, on reading strategies, and
on grammar, punctuation, and usage.
5. Analyzing key features of good writing.
Lab:
1. Participating in one-on-one writing conferences and using the feedback received to
improve writing.
2. Working on sentence skill exercises and practice tests in a supportive envirronment.
3. Working on mastering reading skills by doing text and computer exercises and practice
tests in a supportive environment.
4. Composing written texts with the asssistance of the Writing Center staff.
5. Reviewing test-taking strategies with instructors--focused primarily on the ENGL 350
Competency Exam.
6. Receiving help on reading comprehension questions for reading response journals.
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.
5.
Grammar, punctuation, and usage quizzes.
Structured summaries of simple academic articles.
Reading response journals.
Completing and scoring assigned exercises in reading.
Completing and scoring assignments in sentence skills.
Required assessments for all sections – to include but not limited to:
1. Competency exam: timed (100 minutes) in-class essay in response to a prompt,
holistically scored by criteria defined in the Rubric for the English 350 Competency Exam.
This exam constitutes 15% of the final course grade.
2. In-class practice competency exams.
3. Degrees of Reading Power: standardized reading exam (untimed) scored using the
independent reading level. The recommended passing score is 70 percentile. This exam
represents 10% of the final course grade.
4. Out-of-class paragraphs and rudimentary essays.
5. Tests to evaluate the mastery of reading skills.
6. Revising compositions with tutorial feedback.
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 6 of 10
May 29, 2016
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS
Author, Title, and Date Fields are required
Author William
Smalzer
Title
Write to Read
Date
2005
Author Kathline
Mahnke
Title
Grammar Links 3
Author Kathline
Mahnke
Title
Grammar Links 3 workbook
Author
Title
Date
2005
Date
2005
Date
Other Appropriate Readings:
Essays and nonfiction articles of appropriate quality and complexity
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-353
TECHNICAL INFORMATION
1. Department: HUM Humanities
16. CoRequisite Course: None
2. Subject: English
17. Recommended Prep: None
Course No: 353
3. Credit Type: C Credit Not Degree Applicable
18. Maximum Class Size: 28
4. Min/Maximum Units: 6.0 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 Reading & Writing Skills
23. VATEA Funded Course:
yes
no
9. Long Title: ESL Reading and Writing Skills
24. Accounting Method: W Weekly Census
32.0109
25. Disability Status: N Not a Special Class
10. National ID
11. Local ID
(CIP):
(TOPS):
493080
12. Course Types:
 Level One Basic Skills:
P

Precoll Basic Skills
Level Two Work Experience:
26. Billing Method: T-Term
27. Billing Period: R-Reporting Term
28. Billing Credits: 6.0
29. Purpose: B Developmental Preparatory
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: 7.5 Contact Hours: 90
Lab TLUs: 3.0 Contact Hours: 54
Lecture/Lab TLUs: 10.5 Contact Hours: 144
34. The addition of this course will inactive
number). Inactive at end of
term.
15. Prerequisite: READ-360
Particular Comments for Printed Catalog.
.
Curriculum Approval Date: 11/6/07
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 10 of 10
May 29, 2016
(course