ENGL 5 – Page 1
Date Approved: 2/13/91
Date Scanned: 5/12/2005
Inactivated by Curriculum Committee 9/28/07____
College of the Redwoods
CREDIT COURSE OUTLINE
DEPARTMENT AND COURSE NUMBER: ENGL 5
FORMER NUMBER (If previously offered)
COURSE TITLE Word Origins and the English Language
LECTURE HOURS: 3.0 LAB HOURS: 0
DEGREE APPLICABLE
NON-DEGREE APPLICABLE
UNITS: 3.0
PREREQUISITE: None
CO-REQUISITE: None
Eligibility for: Engl 150 Math 105
Request for Exception Attached
GRADING STANDARD: Letter Grade Only CR/NC Only Grade/CR/NC Option
TRANSFERABILITY: CSUS UC NONE
Articulation with UC requested
Maximum Class Size 32
Repeatable yes no Max No. Units Max No. Enrollments
CATALOG DESCRIPTION:
This course is designed to increase vocabulary and language awareness. Increasing personal vocabulary will be approached etymologically; that is, through an understanding of the origins of words. A knowledge of Latin and Greek word elements will be emphasized. In addition, the English language will be studied: its history, nature, and impact on the individual. Students will be asked to analyze the linguistic environment in which they live. How do words lead, mislead, and empower them?
NOTE:
COURSE OUTCOMES/OBJECTIVES: List the primary instructional objectives of the class. Formulate some of them in terms of specific measurable student accomplishments, e.g., specific knowledge and/or skills to be attained as a result of completing this course. For degree-applicable courses, include objectives in the area of “critical thinking.” Upon successful completion of this course, the student will be able to:
Upon successful completion, the student will be able to show mastery in the following areas:
1) analyze words etymologically
2) possess a knowledge of Greek and Latin word elements
3) employ a more advanced personal vocabulary
4) understand and discern the linguistic environment in which we live
5) appreciate the impact of words on the individual.
6) analyze critically how language shapes our reality, our identify, and our thinking.

ENGL 5 – Page 2
Date Approved: 2/13/91
Date Scanned: 5/12/2005
COURSE OUTLINE:
Inactivated by Curriculum Committee 9/28/07____
% of Classroom Hours Spent on Each Topic
The coursework is divided between time spent studying etymology and increasing vocabulary and reading essays about language, which provoke discussion about how language changes and affects our perception of the world.
Vocabulary Study 50%
Etymology and History of English Language
Latin Roots and Derivatives
Greek Roots and Derivatives
Name Derivatives
Foreign Expressions
Descriptive Words
Action Words
Figures of Speech
Rhetoric
Confused and Misused Words
Language Study
On the State of American English
The Language of Persuasion and Politics
50%
Language and Advertising
Language and Sexism
Ethnic and Racial Prejudice (in English)
Standard and Nonstandard English
Euphemisms, Jargon, and Other Double-Talk
Language Taboos
Perspectives on Language
Some Advice on Writing

ENGL 5 – Page 3
Date Approved: 2/13/91
Date Scanned: 5/12/2005
Inactivated by Curriculum Committee 9/28/07____
APPROPRIATE TEXTS AND MATERIALS: (Indicate textbooks that may be required or recommended including alternate texts that may be used.)
Text(s)
Title:
Edition: 1) 3rd
Author:
1) Programmed College Vocabulary 2) Exploring Language
1) Feinstein
Publisher: 1) Prentice Hall
2) 5 th
Required
Alternate
2) Goshgarian Recommended
2) Harper Collins Date Published: 1) 1986 2) 1989
(Additional required, alternate, or recommended texts should be listed on a separate sheet and attached.)
For degree applicable courses the adopted texts have been certified to be college-level:
Yes. Basis for determination:
is used by two or more four-year colleges or universities (certified by the Division Chair or
Branch Coordinator, or Center Dean)
OR
has been certified by the LAC as being of college level using the Coleman and Dale-Chall
Readability Index Scale.
No. Request for Exception Attached
If no text or a below college level text is used in a degree applicable course must have a minimum of one response in category 1, 2, or 3. If category 1 is not checked, the department must explain why substantial writing assignments are an inappropriate basis for at least part of the grade.
1. Substantial writing assignments, including:
essay exam(s) term or other paper(s) laboratory report(s)
written homework reading report(s) other (specify) _____
If the course is degree applicable, substantial writing assignments in this course are inappropriate because:
The course is primarily computational in nature.
The course primarily involves skill demonstrations or problem solving.
Other rationale (explain) __________________________________________
2. Computational or Non-computational problem-solving demonstrations, including:
exam(s)
laboratory report(s)
quizzes
field work
homework problems
other (specify)_______
3. Skill demonstrations, including:
class performance(s)
other (specify)____
4. Objective examinations, including:
multiple choice
completion
field work
true/false
other (specify)
5. Other (specify) ____________________________________
NOTE: A course grade may not be based solely on attendance.
performance exam(s)
matching items

ENGL 5 – Page 4
Date Approved: 2/13/91
Date Scanned: 5/12/2005
Inactivated by Curriculum Committee 9/28/07____
REQUIRED READING, WRITING, AND OTHER OUTSIDE OF CLASS ASSIGNMENTS:
Over an 18-week presentation of the course, 3 hours per week are required for each unit of credit. ALL
Degree Applicable Credit classes must treat subject matter with a scope and intensity which require the student to study outside of class. Two hours of independent work done out of class are required for each hour of lecture. Lab and activity classes must also require some outside of class work. Outside of the regular class time the students in this class will be doing the following:
Study
Answer questions
Skill practice
Required reading
Problem solving activity or exercise
Written work (essays/compositions/report/analysis/research)
Journal (reaction and evaluation of class, done on a continuing basis throughout the semester)
Observation of or participation in an activity related to course content (e.g., play, museum, concert, debate, meeting, etc.)
Field trips
Other (specify) ____________________________
COLLEGE LEVEL CRITICAL THINKING TASKS/ASSIGNMENTS:
Degree applicable courses must include critical thinking tasks/assignments. This section need not be completed for non-degree applicable courses. Describe how the course requires students to independently analyze, synthesize, explain, assess, anticipate and/or define problems, formulate and assess solutions, apply principles to new situations, etc.
The purpose of this course is to analyze language and its impact on the individual, in fact, to look beyond the superficial level at which we most often interact with language. This examination of language will require the critical thinking skills of objectivity, flexibility, creativity, and intellectual curiosity. Specifically, students will be asked to discriminate between the connotations of words, interpret inferences, in expanding vocabulary apply learned etymology to new contexts, recognize clichés and euphemisms, evaluate propagandistic and manipulative language, recognize sexist and racist language, discern double-talk, jargon, and language taboos, etc. In a larger sense, the course requires students to analyze how their very language shapes their reality, who they are, and what they think.