1 of 7
FACULTY OF
COURSE OUTLINE
COURSE NAME:
College English
COURSE CODE:
COMM 1007/1008
CREDIT HOURS:
42
PREREQUISITES:
COMM/CESL 1003 or equivalent result on GEA
COREQUISITES:
None
EFFECTIVE DATE:
January 2009
PROFESSOR:
PHONE:
PLAR ELIGIBLE:
EMAIL:
YES
(X)
NO
( )
NOTE TO STUDENTS: Academic Departments at George Brown College will NOT retain historical copies
of Course Outlines. We urge you to retain this Course Outline for your future reference.
FOR OFFICE USE ONLY
ORIGINATOR:__________________________________________________________________________
SIGNATURE
DATE
CHAIR:_________________________________________________________________________________
SIGNATURE
DATE
DATE OF REVISION:__________________________________________________
EQUITY STATEMENT: George Brown College values the talents and contributions of its students, staff and community
partners and seeks to create a welcoming environment where equity, diversity and safety of all groups are fundamental.
Language or activities which are inconsistent with this philosophy violate the College policy on the Prevention of
Discrimination and Harassment and will not be tolerated. The commitment and cooperation of all students and staff are
required to maintain this environment. Information and assistance are available through your Chair, Student Affairs,
the Student Association or the Human Rights Advisor.
STUDENT RESPONSIBILITIES: Students should obtain a copy of the Student Handbook and refer to it for additional
information regarding the grading system, withdrawals, exemptions, class assignments, missed tests and exams,
supplemental privileges, and academic dishonesty. Students are required to apply themselves diligently to the course of
study, and to prepare class and homework assignments as given. Past student performance shows a strong relationship
between regular attendance and success.
2 of 7
FACULTY OF
COURSE DESCRIPTION:
College English is George Brown College’s required foundation course in communication and a
prerequisite for advanced COMM courses. The focus is on learning to write clearly and correctly and to
read critically. Students study models for planning and organizing communication (e.g., rhetorical modes)
and apply the models in an academic context. Students also learn how to organize clear, logical, and
meaningful informative and persuasive writing. Techniques for improving critical thinking, introductory
research, peer evaluation, and self-editing are central to the course. Students learn and practise skills in
the classroom and work collaboratively on at least one task.
ESSENTIAL EMPLOYABILITY SKILLS:
As mandated by the Ministry of Training, Colleges and Universities essential employability skills (EES) will
be addressed throughout all programs of study. Students will have the opportunity to learn (L) specific skills,
to practice (P) these skills, and/or be evaluated (E) on the EES outcomes in a variety of courses. The EES
include communication, numeracy, critical thinking & problem solving, information management,
interpersonal and personal skills. The faculty for this course has indicated which of the EES are either Learned
(L), Practiced (P) or Evaluated (E) in this course:
L P
E
Skill
to communicate clearly, concisely and
correctly in the written, spoken and visual
form that fulfills the purpose and meets
the needs of the audience
to respond to written, spoken or visual
messages in a manner that ensures
effective communication
to execute mathematical operations
accurately
to apply a systematic approach to solve
problems
to use a variety of thinking skills to
anticipate and solve problems.
to analyze, evaluate, and apply relevant
information from a variety of sources
L P
E
X X
X
Skill
X X X
X X X
X
X
X X X
to locate, select, organize and
document information using
appropriate technology and
information sources
to show respect for the diverse
opinions, values, belief systems, and
contributions of others
to interact with others in groups or
teams in ways that contribute to
effective working relationships and
the achievement of goals
to manage the use of time and other
resources to complete projects
to take responsibility for my
actions, decisions and consequences
X
X
X
X
3 of 7
FACULTY OF
COURSE OUTCOMES:
Outcome 1: Analyze college-level texts to distinguish motivation, structure, and cohesiveness of
argument.
Objectives:
a.
b.
c.
d.
e.
f.
g.
h.
i.
Describe audience and purpose
Articulate the thesis in a text
Outline the structure (main and supporting points) of texts
Distinguish between fact and opinion
Recognize bias in texts
Differentiate between valid and invalid evidence and support
Identify elements of style in texts
Identify major rhetorical modes
Summarize texts
Outcome 2: Demonstrate the ability to locate, select, and organize material from a variety of
electronic and hard copy sources.
Objectives:
a. Develop a research plan
b. Distinguish between primary and secondary sources
c. Locate information using library (Learning Commons), electronic and hard copy sources and/or by conducting
primary research
d. Select materials based on topical relevance
e. Organize research materials
f. Document sources using one of the standard formats (APA or MLA)
Outcome 3: Write organized, unified and coherent texts using correct grammar, mechanics, diction,
and a standard documentation style.
Objectives:
a.
b.
c.
d.
e.
f.
g.
h.
i.
Define characteristics of organized, unified and coherent writing
Identify common grammatical errors
Identify common mechanical errors in writing
Identify diction appropriate to audience and purpose
Cite evidence and support according to one documentation style
Employ pre-writing strategies to form ideas
Draft a preliminary text in response to a topic
Rewrite draft texts to reflect unity and coherence
Edit for grammatical and mechanical correctness, appropriate diction, and standard documentation style
Outcome 4: Create informative and persuasive texts in which the main points are supported by
appropriate evidence.
Objectives:
a.
b.
c.
d.
e.
f.
g.
Distinguish between informative and persuasive writing
Differentiate between summarizing, paraphrasing and quoting directly
Identify effective use of summaries, paraphrases, and direct quotations
Formulate a thesis based on multiple sources of information
Select relevant, appropriate, and compelling evidence to support a thesis
Incorporate summaries, paraphrases, and direct quotations
Interpret information and data to support thesis
4 of 7
FACULTY OF
DELIVERY METHODS:
The course is delivered through a mix of lectures, discussions, writing workshops, online learning, and
collaborative learning.
REQUIRED TEXTBOOKS: [Insert textbook agreed upon by department]
TEST/EXAMINATION POLICY:
The college’s policies on academic dishonesty (i.e., cheating) can be accessed at
http://www.gbrownc.on.ca/Admin/VPAcad/policies/gbacademicpolicies9.pdf. In addition to the above
policies, the following guidelines apply:



Students cheating during the final exam will be assigned a zero grade on the exam.
Paper dictionaries are allowed as aids during the final exam; electronic dictionaries and other
devices including cell phones and PDAs are not.
Students must complete the final exam on the assigned day. If unable to complete the exam as
scheduled, students are required to notify the professor well in advance so alternative
arrangements can be made. Failure to comply with this policy may result in a zero grade.
ASSIGNMENT POLICY:
The college’s policies on assignments (i.e., due dates and academic dishonesty) can be accessed at
http://www.gbrownc.on.ca/Admin/VPAcad/policies/gbacademicpolicies9.pdf. In addition to the above policies, the
following guidelines apply:
 Assignments must be word-processed.
 Late assignments will be penalized 10% per day to a maximum of five (5) days, after which they
are not accepted and a zero (0) grade is assigned.
 Students are advised to keep all marked assignments, feedback on workshop/labs, and the course
outline. In cases of disagreement over marks or work completion, assignments must be produced
by the student. Except in unusual and verifiable circumstances, work performed in class cannot be
made up.
5 of 7
FACULTY OF
EVALUATION SYSTEM:
Writing, Reading Exercises
Research Exercises
Writing Assignment 1
Writing Assignment 2
Comprehensive Final Exam
Total
(Outcome 1, 3, 4)
(Outcome 2)
(Outcomes 1, 3, 4)
(Outcomes 1-4)
(Outcomes 1-4)
25-30%
10-15%
20%
20%
20%
100%
Exercises help prepare you for the assignments. It is strongly recommended that you complete as many of these
smaller, preparatory components as possible.
GRADING SYSTEM:
The passing grade for this course is 50%
A+
A
A-
90-100
86-89
80-85
4.0
4.0
3.7
B+
B
B-
77-79
73-76
70-72
3.3
3.0
2.7
C+
C
C-
67-69
63-66
60-62
2.3
2.0
1.7
D+
D
57-59
50-56
1.3
1.0
Below 50
F
0.0
Excerpt from the College Policy on Academic Dishonesty:
The minimal consequence for submitting a plagiarized, purchased, contracted, or in any manner inappropriately
negotiated or falsified assignment, test, essay, project, or any evaluated material will be a grade of zero on that material.
To view George Brown College policies please go to
http://www.gbrownc.on.ca/Admin/VPAcad/policies/gbacademicpolicies9.pdf
6 of 7
FACULTY OF
TOPICAL OUTLINE:
Week
Topic
2
- Introduction to
Course
- Diagnostic
PowerPoints:
Introduction
Who’s Lying Now?
3
Plagiarism
Analyzing Texts:
References
Diagnostic feedback
and Self-assessment
Grammar/Mechanics
- Analyzing Texts:
Summarisation,
paraphrasing, quoting.
Structure & Evidence
- Writing Process:
Ideas to Draft
-Comparison/Contrast
-Grammar/Mechanics
- Analyzing Texts:
Style & Evidence
- Writing Process:
- The outline
-Process writing
-Grammar/Mechanics
- Writing Process:
Editing and Revision
-Cause and Effect
-Grammar/Mechanics/
Style
- Rhetorical Modes
-Informational vs.
Persuasive Writing
-Grammar/Mechanics/
Style
PowerPoints:
Plagiarism
Facts, Citations and Sources
In-class: creating in-text
citations and reference
list.
PowerPoints:
I read the news today, oh boy
Summarisation
Reference/Summary
(10%) – Due next class.
In-class: creating
summaries
PowerPoints:
Reading Studies & Statistics
Outlining
Outline (15%) – Due
next class.
In-class – exercise in
outlining.
PowerPoints:
The editing process
Editing (10%) – Due next
class.
In-class: exercise in
editing
Powerpoints
Writing a Proposal
Discussion of essay topics.
Proposal (10%) – Due
next class.
In-class: exercise in
creating a proposal.
4
5
6
7
Outcomes
Chapter or Reference
In-class work, Test or
Assignment
E-mail Assignment (5%)
– Due next class.
INTERSESSION WEEK
8
-Informational vs.
Persuasive
- Research skills:
search strategies
Special Presentation – possible
guest speaker.
Powerpoint:
-Becoming the Authority
1st Draft of essay (10%) –
Due next class.
In-class: exercise in
creating a draft.
9
- Research skills:
evaluating and
interpreting
Library class (TBA)
Powerpoint:
Logical fallacies
In-class: exercise in
evaluating sources
10
(Depends on where it falls.)
7 of 7
FACULTY OF
11
13
-Integrate research to
support thesis
-Citing evidence
- Audience awareness
and personal style
- Exam preparation
and review
Final exam
14
Final essay due
12
In-class: working on
revisions
In-class: writing under
duress.
Final Exam: (20%)
Final Essay Due (20%)