FLORIDA STATE COLLEGE AT JACKSONVILLE
COLLEGE CREDIT COURSE OUTLINE
COURSE NUMBER:
COURSE TITLE:
PREREQUISITE(S):
COREQUISITE(S):
CREDIT HOURS:
CONTACT HOURS/WEEK:
CONTACT HOUR BREAKDOWN:
Lecture/Discussion:
Laboratory:
Other ____________:
ENC 1102
Writing about Texts
ENC 1101 with a grade "C" or better
None
3
3
3
FACULTY WORKLOAD POINTS:
STANDARDIZED CLASS SIZE
3
ALLOCATION: 25
CATALOG COURSE DESCRIPTION:
This course focuses on understanding and writing about texts. The student will develop a proficiency in evaluating written, visual, and filmic texts and in writing analytically about these texts. The course provides a solid introduction to research writing as well as college-level writing skills. This course includes reading and writing competencies.
SUGGESTED TEXT(S): Abacarian, Richard.
Literature: The Human Experience.
Boston: Bedford/St. Martin, latest edition.
DiYanni, Robert. Literature: Approaches to Fiction, Poetry, and Drama.
New York: McGraw-Hill, latest edition.
Gwynn, R. S. Literature: A Pocket Anthology .
New York: Pearson Longman, latest edition.
Meyer, Michael, The Compact Bedford Introduction to
Literature . Boston: Bedford, latest edition
Minot, Stephen, Literary Nonfiction: The Fourth Genre
New Jersey: Prentice Hall, latest edition.
,
Trimbur, John, The Call to Write , Concise Edition, New
York: Longman, latest edition.
1

SUGGESTED TEXT(S) (continued):
Optional Current Handbook such as:
TEXTBOOK RECOMMENDATION:
IMPLEMENTATION DATE:
REVIEW OR MODIFICATION DATE:
Signs of Life in the U.S.A.: Readings on Popular Culture for Writers.
Eds. Maasik & Solomon. Boston: Bedford, latest edition.
Seyler, Dorothy. Read, Reason, and Write: An Argument
Text and Reader .
Boston: McGraw-Hill, latest edition.
Hacker, Diana, The Bedford Handbook . Boston:
Bedford/St. Martins, latest edition.
Hodges, John C., et al., Hodges' Harbrace Handbook .
Fort Worth: Thomson, latest edition.
Students should read at least one book-length primary text or the equivalent in shorter readings throughout the semester
Fall Term, 1981 (821)
Fall Term, 1994 (951)
Fall Term, 2003 (20041)
Fall Term, 2006 (20071)
Spring Term, 2007 (20072) – Gordon Rule
Spring Term 2011 (20112)
Fall Term, 2015 (20161) – Proposal 2015-01
Fall Term, 2015 (20161) – Outline Review 14-15
2

COURSE TOPICS
I. An Overview of Writing about Texts
A. Appreciation
CONTACT HOURS
PER TOPIC
6
B. Analysis
C. Interpretation
D. Genres
E. Themes
F. Literary Elements
G. Literary Criticism
H. Composition of Text-based Analytic Essays
II. Textual Analysis Based on Genre(s) (Fiction or Nonfiction) 26
A. Content
B. Form
C. Audience
D.
E.
F.
G.
Purpose
Point of View
Structure
Development
H.
I.
Tone
Style
J. Social/Historical Context
K. Literary Elements
L. Interpretation
M. Evaluation
III. Paraphrase/Summary
A. Paraphrase
1. Definition
2. Documentation
B. Summary
1. Definition
2. Types
a. Precise
3
b. Abstract
c. Annotated Bibliography
3. Documentation
3

COURSE TOPICS CONTACT HOURS
PER TOPIC
10 III. Research Process
A. Using a Research Library and the Internet
1. Using Indices including computer databases
2. Locating books, magazines, newspapers,
reference texts, pamphlets, and A-V materials
3. Accessing computer reference tools
4. Evaluating web sites and sources
B. Recognizing types of sources
1. Primary sources
2. Secondary sources
C. Taking Notes
1. Types
2. Format
3. Organization
D. Using correct documentation: MLA style
1. In-text Citations
2. Works Cited
4

MULTIPLE ASSIGNMENTS
“Multiple assignments” is defined as the students’ ability to demonstrate mastery of college level writing skills through successful completion of substantial writing assignments.
TYPES OF ASSIGNMENTS
COMMUNICATIONS
ENGLISH 1102
Precis/Summary
Synthesis Essay
Argument Essay
Research Paper
RUBRIC
Critical Analysis Essay
In-class timed essay(s)
COMMUNICATIONS
ENGLISH 1102
Evaluation of competency in college-level writing skills shall be based on students ’ ability to complete a writing assignment that demonstrates a proficiency in:

Quoting and paraphrasing sources

Summarizing material

Arguing a point of view persuasively using written materials to substantiate points

Writing using correct grammar, word usage, and diction

Using researched sources following correct MLA style documentation guidelines

Analyzing and evaluating various genres of fiction and nonfiction

Editing and revising essays
5

Florida State College at Jacksonville
SECTION 1
Course Learning Outcomes and Assessment
Course Prefix and Number: ENC 1102
Semester Credit Hours (Credit):
Contact Hours (Credit/Workforce)
Course Title: Writing about Texts
SECTION 2a (To be completed for General Education courses only.)
TYPE OF COURSE (Place an “X” in the box next to those that are applicable.)
General Education Core (If selected, core discipline area will be identified in Section 4.)
X General Education (If selected, you must also complete Section 4, Section 5, and Section 8)
SECTION 2b
TYPE OF COURSE (Place an “X” in the box next to those that are applicable.)
A.A. Elective A.S. Required Course A.S. Professional Elective
3
3
A.A.S. Required Course A.A.S. Professional Elective Technical Certificate
PSAV/Clock Hour/Workforce
Upper Division/Bachelors
Development Education
Other:
Apprenticeship
If selected, use this space to title “other” option.
SECTION 3
INTEL LECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.)
Reading
Writing
Speaking
Listening
Critical Analysis
Information
Literacy
Qualitative Skills
Ethical Judgement
Scientific Method of
Inquiry
Working
Collaboratively
SECTION 4 (To be completed for General Education courses only.)
GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.)
X Communications Humanities Mathematics
Social and Behavioral Sciences Natural Sciences
SECTION 5 (To be completed for General Education courses only.)
GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.)
X Communication Critical Thinking X Information Literacy
Scientific and Quantitative Reasoning
SECTION 6
Global Sociocultural Responsibility
LEARNING OUTCOMES
TYPE OF OUTCOME
(General Education,
Course or Program)
METHOD OF ASSESSMENT
Communication
Information Literacy
General Education
General Education
At least one thesis-based essay that incorporates sources and demonstrate appropriate documentation
At least one thesis-based essay that incorporates sources and demonstrate appropriate documentation
Students will be able to write and present logically organized essays/speeches that demonstrate a clear progression of ideas.
Program
Multiple essays that make an effective argument or point.
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SECTION 6
LEARNING OUTCOMES
Students will be able to cite/document information sources correctly in their essays and speeches.
Students will be able to write essays or present oral messages tailored to a specific purpose and audience.
Students will be able to evaluate, interpret, and synthesize information gained through reading, listening, and/or observation.
Students will be able to write and speak using grammatically correct standard American
English
Students will be able to write and speak using proper diction, appropriate tone, and correct word usage
Students must demonstrate the ability to find useful sources in the library and Internet and must demonstrate the ability to use these sources.
Students must demonstrate the ability to use correct MLA style documentation for research papers.
Students must demonstrate the ability to quote, paraphrase, and summarize sources properly.
Students must demonstrate the ability to argue their points persuasively using written materials to substantiate their points.
Students must demonstrate the ability to write grammatically correct, proofread papers.
Students must demonstrate the ability to distinguish between types of texts.
Students must demonstrate the ability to analyze and evaluate various types of texts.
TYPE OF OUTCOME
(General Education,
Course or Program)
METHOD OF ASSESSMENT
Program
Program
Program
Program
Program
Course
Course
Course
Course
Course
Course
Course
A thesis-based essay that incorporates sources and demonstrates proper documentation.
Multiple essays that make an effective argument or point and demonstrate an awareness of audience.
A thesis-based essay that incorporates sources and demonstrates proper documentation.
Multiple essays that demonstrate advanced college-level writing skills.
Multiple essays that demonstrate advanced college-level writing skills.
At minimum, students will compose (1) a précis/summary, (2) a synthesis essay, (3) a research paper, (4) an argumentative essay, and (5) a critical analysis/review. Assessment may also include quizzes, presentations, and in-class timed essays.
At minimum, students will compose (1) a précis/summary, (2) a synthesis essay, (3) a research paper, (4) an argumentative essay, and (5) a critical analysis/review. Assessment may also include quizzes, presentations, and in-class timed essays.
At minimum, students will compose (1) a précis/summary, (2) a synthesis essay, (3) a research paper, (4) an argumentative essay, and (5) a critical analysis/review. Assessment may also include in-class timed essays.
Assessment may also include quizzes, presentations, and tests.
An essay that incorporates sources and demonstrates proper documentation.
Assessment may also include quizzes, presentations, and tests.
An essay that incorporates sources and demonstrates proper documentation.
Assessment may also include quizzes, presentations, and tests.
Assessment options: journals, essays, examinations, cooperative projects, oral presentations, electronic discussions, Webbased research, and exploration of learning objects.
Assessment options: journals, essays, examinations, cooperative projects, oral presentations, electronic discussions, Webbased research, and exploration of learning objects.
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SECTION 6
LEARNING OUTCOMES
Students must demonstrate the ability to compose essays responding to various types of texts.
Students will demonstrate an understanding of how texts are relevant to their personal, social, and historical awareness.
TYPE OF OUTCOME
(General Education,
Course or Program)
METHOD OF ASSESSMENT
Course
Course
At minimum, students will compose (1) a précis/summary, (2) a synthesis essay, (3) a research paper, (4) an argumentative essay, and (5) a critical analysis/review. Assessment may also include in-class timed essays, quizzes, and tests.
Assessment options: journals, examinations, cooperative projects, oral presentations, electronic discussions, Web-based research, experiential learning, service learning, and exploration of learning objects.
SECTION 7
Faculty name(s):
CS20150615
The Letters’ Council, co-chairs Jana Kinder, and Tammy Cherry Date: 11/16/2014
8

SECTION 8 (To be completed for General Education Courses only.)
KNOWLEDGE AND VALUE (Place an “X” in the box to indicate primary or secondary option.)
KNOWLEDGE
Primary Secondary Global and Historical Knowledge and Understanding

Comprehends a general knowledge of the nature, origins and contributions of major civilizations

Comprehends the workings and interrelations of personal, business and government economies

Comprehends political, social and economic systems and their effects upon society
Cultural and Aesthetic Knowledge and Understanding

Comprehends the contributions of the arts and humanities to the human experience on a personal, national or global level

Comprehends the historical development of the arts and sciences

Comprehends religious and cultural systems and their effects upon society
Human Awareness and Understanding

Comprehends the dynamics of human behavior and the process of increasing self-awareness, growth and development

Comprehends the stages of human development and the dynamics of human relationships in diverse cultures

Comprehends the factors that promote physical, mental and social well-being
Mathematics, Science and Technology

Comprehends the basic concepts and investigative processes of the natural sciences

Comprehends the breadth, significance and development of the mathematical sciences

Comprehends the ways science and technology have shaped and continue to reshape human cultures and the environment
VALUE
Description

Intellectual honesty

Curiosity and openness to new ideas
 Recognition of one’s own creative potential

Acceptance of and respect for differences among people and cultures

Civic Engagement

Lifelong Learning
SECTION 9
Faculty name(s): The Letters’ Council, co-chairs Jana Kinder, Tammy Cherry
CS20150615
X
X
Primary
Primary
X
Primary
Primary
X
X
X
X
X
Secondary
X
X
X
Secondary
Secondary
Secondary
X
X
Date: 11/16/2014
X
N/A
N/A
N/A
X
X
N/A
N/A
X
X
9