Students completing these courses in ENGL and ESL will be able to...
ENGL-090: Introduction to College English
A. Use the writing process in order to prepare for success in college.
B. Analyze their writing in order to identify sentence-level grammar errors.
C. Write multiple-paragraph assignments free from basic punctuation and usage errors.
D. Identify and become familiar with a variety of basic organizational strategies.
E. Use simple transitions to demonstrate connections between ideas at the sentence and paragraph level.
F. Compose a clearly focused controlling idea.
G. Identify the reading strategies necessary to determine the main idea in a basic piece of writing.
ENGL-091: Special Studies in Reading and Writing
A. Identify and use basic sentence structure; create sentences with varied beginnings and varied lengths. B. Write sentences that demonstrate control over subject-verb agreement, verb tense, sentence boundaries, etc. C. Identify and use correctly various parts of speech. D. Identify main topics and supporting details in short texts. E. Use prereading processes: previewing, establishing connections, and predicting. F. Use spelling rules correctly, including doubling, dropping silent "e," and changing "y" to "i."
ENGL-092: College Study Skills
A. Demonstrate in writing the ability to plan semester-length goals and modify these goals as needed.
B. Demonstrate in writing their understanding of how they can improve their use of time, and develop aids for time management, such as time diaries, schedules, and "to do" lists.
C. Produce notes from a lecture in the form of a clear outline of main points.
D. Demonstrate the ability to use appropriate strategies for reading textbooks: previewing, reading to learn material, reading to review material.
E. Produce efficient underlining, highlighting, and other text marking in a textbook chapter.
F. Demonstrate in writing their comprehension of what they have read.
G. Demonstrate in writing their understanding of how they can improve their concentration and memory, and produce examples of their preferred method for enhancing memory.
H. Demonstrate efficient methods for preparing for tests.
I. Analyze the most efficient ways they can use their individual learning styles to achieve their goals.
ENGL-095: Studies in Writing
The specific objectives will vary depending on the topic and the number of units students complete.
A. Write an essay or a research paper with a minimum of 500 words that is well-structured and relatively free of error.
B. Develop a focused thesis in carefully shaped essays with coherent paragraphs.
C. Practice, identify, and understand the value of different stages of the writing process, learning to respond constructively to different types of writing in its various stages.
D. Write clearly and correctly and eventually reflect a sense of voice in their writing.
E. Identify elements of structure and tone in other authors' works to use as models for their writing.
ENGL-096: Introduction to College Reading and Study Skills
A. Demonstrate orally and in writing accurate literal comprehension and recall.
B. Analyze orally and in writing basic relationships of ideas in texts, such as main points vs. supporting details, general vs. specific.
C. Recognize the introduction, development, and conclusion of an essay.
D. Use prereading processes: previewing, establishing connections, and predicting.
E. Demonstrate an understanding of a text's main points through such forms as a simple outline or summary.
F. Paraphrase basic texts.
G. Use basic text marking skills to identify main points in reading.
H. Demonstrate in writing basic critical thinking strategies applied to a text: determining purpose, asking questions, making inferences, drawing conclusions, making connections with other texts and with students' own experiences, working with the concept of ambiguity, and developing critical analyses.
I. Use a dictionary efficiently and evaluate definitions to make an appropriate choice of definition for words in context.
J. Use basic study skills, e.g. make a system for time management, locate and use campus resources, gain familiarity with the library, use simple note-taking strategies, and develop test taking strategies to increase learning and improve academic performance.
ENGL-098: Introduction to College Writing
A. Demonstrate a clear understanding of and greater comfort with the writing process.
B. Recognize that a coherent essay has a thesis/main idea and an introduction, body and conclusion.
C. Write essays which contain a thesis and include relevant support for the thesis.
D. Use concrete details to develop ideas within paragraphs.
E. Distinguish various rhetorical modes, at a minimum narration and description.
F. Identify and use basic sentence structure; create sentences with varied beginnings and varied lengths.
G. Write sentences which illustrate relative control over sentence-level mechanics and syntax.
H. Evaluate own and others' writing, measuring the strengths and weaknesses.
I. Revise own writing to demonstrate a basic comprehension of student and professional writing on a high school level.
J. Analyze a range of professional and student writing as models and stimulus for own writing.
ENGL-099: English Grammar & Usage
A. Recognize and correct grammatical errors in their writing. B. Make informed judgments about syntax and mechanics. C. Compose logical connections between ideas through coordination and subordination. D. Compose well-developed sentences through sentence-combining. E. Recognize commonly misused word choices. F. Recognize and apply standard English usage and spelling, including descriptive and action verbs and Greek and Latin roots. G. Recognize basic college essay organization in essays of at least 400 words. H. Compose a basic college essay of at least 400 words that demonstrates knowledge of organization, sentence craft, sentence development, and sentence mechanics.
ENGL-116: College Reading Development
A. Demonstrate accurate literal comprehension and recall of readings.
B. Use previewing and prediction skills to formulate logical questions and to determine overall direction and structure of a text.
C. Identify a variety of organizing strategies and comprehend how strategy affects the development of a thesis.
D. Use mapping, outlining, annotating, and paraphrasing strategies in order to write an accurate summary of an author’s thesis and key support.
E. Apply strategies for close reading of a text in order to distinguish purpose, analyze development of thought and recognize assumptions or implications in a text.
F. Recognize how authors use figurative language and varieties of tone to convey meaning.
G. Increase knowledge of college-level vocabulary.
H. Demonstrate awareness of various library resources for print and non-print media.
I. Demonstrate effective study skills and learning strategies.
ENGL-118: College Writing Development
A. Write a variety of essay types with focused thesis statements and coherent paragraphs that are well-structured and relatively free of error, with a minimum of 750 words each.
B. Identify, apply, and comprehend the value of different stages of the writing process.
C. Recognize and control sentence boundaries and demonstrate ability to write a variety of sentence types.
D. Write clearly and correctly and eventually reflect a sense of voice in their writing.
E. Write unified, coherent paragraphs, appropriately supported, using simple, effective transitional elements.
F. Critically analyze student and/or professional writing presented at a variety of stages of the writing process.
ENGL-122: Freshman English: Composition and Reading
A. In writing and discussion, demonstrate their ability to read carefully a variety of non-fiction essays, including such skills as identifying and restating the thesis in their own words; evaluating the nature and quality of a reading; and assessing whether the author has successfully supported the thesis.
B. Demonstrate their ability to think critically and demonstrate this through such skills as uncovering fallacious reasoning; recognizing the difference between fact and opinion; identifying supported and unsupported assertion; and synthesizing the ideas from two or more essays.
C. Recognize how style and literary features (symbols, images, metaphors, etc.) influence meaning; recognize varieties of tone; recognize the importance of allusions.
D. Write well-structured, college-appropriate essays of a minimum of 750 words, with a minimum of 6,000 final draft words written in the semester. These essays will be free of serious sentence errors, be focused on a specific topic, and contain an introduction, conclusion, thesis, a variety of support, and sense of style and voice. The students will write well-developed, coherent paragraphs that use complex transitions to achieve coherence. Students will be aware of the effects of varying sentence length and type, and recognize and appreciate the sentence style of professional writers.
E. Demonstrate ability to use a variety of rhetorical strategies to develop a topic appropriately. They will include research appropriate to their purpose and be able to find support for their ideas in the library and other appropriate sources (personal interviews, personal experience, online resources, etc.).
ENGL-123: Critical Thinking: Composition and Literature
A. Demonstrate clear and critical thought as applied to literary works.
B. Read and critically evaluate college-level material from a variety of literature and literary criticism.
C. Write essays that effectively employ such writing strategies as analysis, interpretation, explication, synthesis, summary, persuasion, evaluation, and definition (8,000 words).
D. Identify and analyze the structure of arguments in literary works and expository texts about those works.
E. Evaluate the pattern of reasoning present in a literary argument including social commentary, satire, allegory, etc.
F. Identify common formal and informal fallacies of language and thought in literary works, in literary criticism, and/or in student essays.
G. Distinguish and use both deductive and inductive processes.
H. Distinguish between fact, judgment, opinion, evaluation, and interpretation.
I. Draw and justify sound inferences about a work via the literary elements such as image, metaphor, tone, author intention, point of view, setting, theme, irony, etc.
J. Distinguish and use both denotative and connotative aspects of language.
K. Research outside sources; summarize, evaluate, and synthesize those sources in writing assignments.
L. Identify and analyze the meanings of symbols, symbol systems, metaphors, images, motifs in literary works.
M. Appraise and articulate the assumptions, world view, and sensibility underlying a particular literary work.
ENGL-124: The Nature of Language: An Introduction To Linguistics
A. Distinguish between formal, socio-, and psycho-linguistics.
B. Analyze language data (e.g., conversations, written documents, research).
C. Identify major linguistic scholars and outline their contributions to the field.
D. Formulate arguments about and apply linguistic knowledge to their own specialties such as teaching, speech/language therapy, child development, information processing and artificial intelligence, psychology, sociology and anthropology, political science, or philosophy.
ENGL-126: Critical Thinking: The Shaping of Meaning in Language
A. Demonstrate clear and critical thought.
B. Read and critically evaluate college-level material from a variety of sources.
C. Write essays that effectively employ such writing strategies as summary, analysis, and synthesis, and that emphasize such writing tasks as causal analysis, advocacy of ideas, persuasion, evaluation, refutation, interpretation, and definition (6,000-8,000 words).
D. Identify and analyze the structure of arguments underlying the texts read.
E. Evaluate the validity and soundness of arguments.
F. Identify common formal and informal fallacies of language and thought.
G. Distinguish and use both deductive and inductive reasoning.
H. Distinguish factual statements from judgmental statements and fact from opinion.
I. Draw sound inferences from data given in a variety of forms.
J. Distinguish and use effectively both the denotative and connotative aspects of language.
K. Discover, evaluate, and use outside sources in the development of writing.
L. Apply some of the classical divisions of rhetorical appeal.
M. Identify some of the deliberate abuses and manipulations of rhetoric and be able to identify them in general occurrence and avoid them in writing.
N. Analyze critical thinking in arts and sciences.
O. Appraise the development of meaning through symbols and symbol systems.
ENGL-130: Introduction to Technical Writing
A. Create and evaluate texts and images based on criteria for effective technical communication.
B. Define the various levels of technical language.
C. Analyze various writing strategies and their effect on the reader.
D. Design and integrate effective visual components using common business software and design programs.
E. Recognize and respond to the needs of differing audiences, contexts, tasks, and goals.
ENGL-140: Tutor Training
A.Establish and maintain a good rapport with tutees.
B.Use the tutoring sequence effectively.
C.Use open-ended and probing questions appropriately.
D.Demonstrate understanding of basic learning theory and the ability to apply those principles to tutoring.
E.Demonstrate understanding of communication processes, such as body language and active listening.
F.Demonstrate knowledge of specific subject matter at the level appropriate to the various tutees.
G.Demonstrate an understanding of the strategies necessary to improve reading, writing and study skills and the ability to assist tutees in acquiring these techniques and strategies.
ENGL-150: Introduction to Literature
A. Recognize the unique and specific characteristics of each major literary genre.
B. Comprehend the historical development of the major genres and apply the relevant knowledge to model works of literature.
C. Analyze works from a variety of literary forms.
D. Interpret literary works with attention to the aspects of theme, voice/narration, character, plot or dramatic intent, and linguistic considerations such as tone, image, meter, rhyme, and style.
E. Compare and/or contrast the characteristics of particular literary pieces and works of music and/or the visual and performing arts as well as the cultural and historical context from which they emerge.
ENGL-151: The Short Story
A. Evaluate plot, character, setting, point of view, style and theme in assigned short stories.
B. Synthesize significant literary aspects in at least two short stories, comparing how they are developed in each.
C. Identify different types of short fiction: parable, novella, tale, short story.
D. Analyze a variety of critical approaches to short fiction, such as: Feminist, Marxist, New Historicist, Psychoanalytic, Deconstructionist.
E. Explain cultural and biographical contexts and interpret their effects on the creation and meaning of stories.
ENGL-152: The Short Film
A. Demonstrate through writing and discussion an increased critical awareness of how the short film communicates, and how responses to film relate to specific elements of film structure.
B. Compare and contrast literature and film, outlining how each medium deals with theme and structure.
C. Analyze three short-film styles: narrative, documentary, and experimental.
D. Explain the various ways the short film differs from the feature film.
E. Analyze film as a series of parts: frame, shot, sequence, sound, and other elements.
ENGL-153: Contemporary Poetry
A. Read and interpret poetry for aesthetic, emotional, personal, and ideological values.
B. Distinguish between the social, historical, cultural, psychological, and biographical contexts of poetry.
C. Develop writing skills, focusing on interpretation and analysis of poetry.
D. Identify the complex aesthetic qualities of poetry, particularly the unique use of language.
E. Identify and analyze artists' use of poetic terms and devices.
ENGL-154: Shakespeare and His World
A. Interpret the language and poetry, structure, characterization, and philosophical issues of Shakespeare’s dramatic works.
B. Recognize some of the historical, social, and artistic forces which helped to shape his works in the Elizabethan and Jacobean ages.
C. Identify parallels and differences in themes and concerns of Shakespeare’s age and our own as they are expressed in his texts and contemporary interpretations and/or performances of them.
D. Demonstrate their understanding of Shakespeare’s works as literature with complex aesthetic qualities, and familiarity with some of the many critical approaches used to interpret them.
E. Analyze, interpret, and critique Shakespeare’s works in terms of some of the following: language, character, theme, philosophy, and social values.
F. Critique particular interpretations of Shakespeare’s work, such as critical analyses, theatrical performances, film, opera, or television versions.
ENGL-155: Studies in Literature
A. Describe and discuss topic concepts/themes of this course. B. Differentiate alternative topic concepts/themes of this course and how they relate to the principles of English. C. Judge and evaluate alternative topic concepts/themes of this course. D. Generate an application of one or more topics e.g. product, writing, or performance. If a topics course is to be taught with a portion of hours by arrangement, specific objectives must be listed for those hours on the course outline submitted for approval by the Instruction Office.
ENGL-162: Language, Literature and Culture
A. Appraise and recognize the validity and worth of cultural and sub-cultural perspectives other than one’s own.
B. Analyze how language, as a reflection of culture, is a means of social identity, cohesiveness, control and disparity.
C. Assess and compare the diverse cultural perspectives embodied in the imaginative and informative literature of American and foreign writers.
D. Illustrate the importance of artistic expression in its various manifestations across cultures.
E. Identify the contributions made by traditional minority groups, assimilated 19th and 20th century immigrants, and post-WW II arrivals to language, the arts and other social and cultural development in the United States.
F. Compare and contrast the customs and lifestyles of at least two non-European cultures, viewed both in the setting of the native land and in the context of displacement.
G. Recognize the fallacies and potential for destructiveness that attend racism, sexism, homophobia, jingoism and xenophobia.
ENGL-163: Asian American Literature
A. Apply critical thinking skills as they analyze, synthesize, and evaluate literature from Asian American culture and learn to appreciate and understand it.
B. Differentiate the similarities and differences among various Asian American cultures, their issues and their people such as: Chinese American, Japanese American, Korean American, Filipino American, and Indian American.
C. Trace, through the literature, the points of view of different cultural groups and present their findings.
D. Recognize various issues important to Asian Americans such as: heritage, family identity, gender roles, and immigration.
E. Express the historical contexts within which works were composed.
ENGL-164: Native American Literatures
A. Critically examine ideas and values comprising Native American life and thought through study of a variety of literary works from early to contemporary times.
B. Explain the lengthy and diverse nature of American Indian oral and written traditions.
C. Describe the interrelationship of the arts and lifeways and literary traditions in American Indian communities.
D. Relate political and historical events to the literature.
E. Interpret traditional symbols in art, literature, and film.
F. Choose to take part in original research, service, personal interviews or community events in order to become familiar with the contemporary Native American community.
ENGL-166: African American Literature
A. Apply literary analysis to works of African American literature (e.g. point of view, themes, characterization, tone, style). B. Demonstrate understanding of the ideas presented in the readings and gain insight into the different elements of African American culture. C. Distinguish between the underlying philosophies characteristic of each period of development. D. Recognize and draw parallels between literature and other arts. E. Identify and describe the major periods in the evolution of African American culture in the U.S. F. Evaluate the extensive contributions of Black culture to the culture of the United States.
ENGL-167: Latin American Literature
A. Identify and analyze the diverse cultures that comprise Latin American voices. B. Apply literary analysis to the works of Latino and Latina authors. (e.g. point of view, theme, characterization, tone, style). C. Identify historical, sociological, political and psychological issues of concern that shape the various genres of Latin American literature. D. Compare and contrast the literary traditions and elements in the Latin American canon; compare and contrast the diverse voices of this canon. E. Analyze how literary works are interpreted through film and the traditional music of Latin America.
ENGL-168: The Literatures of America
A. Analyze the literary qualities of selected works of literature and apply the methods of literary analysis to those works.
B. Express an understanding of the historical context of literature, including how perceptions of living in America have affected the content and style of the represented works and including a study of how this literature reflects the values and issues of their times.
C. Evaluate works of literature with attention to the depiction of different racial and ethnic groups in America and the contributions of their writers.
D. Compare and contrast the differences and similarities between the works of the ethnic groups which comprise American society.
E. Assess how critics, reviewers, educators, and/or other groups assess and evaluate literature and develop and apply criteria of their own on their own terms.
ENGL-170: World Mythology
A. Recognize the role of myth in human experience on an individual, institutional, cultural and universal level.
B. Identify the cultural norms reflected in the myths of the Americas, Asia, Africa, the Middle East, the Pacific Islands and Europe.
C. Apply major theories in the field of mythology to individual stories that they encounter.
D. Recognize specific myths of representative cultures from the Americas, Asia, Africa, the Middle East, the Pacific Islands and Europe; and specific allusions to myth in literature and the arts.
E. Compare and contrast Native American, Asian, African, Middle Eastern and European mythic traditions and thus the values and beliefs which they reflect.
F. Recognize traditional and evolving myths in contemporary American life as they appear in urban legends, rituals, holidays, formal and informal rites of passage, and our choices of and perspectives regarding heroes.
ENGL-172: The Bible as Literature
A. Analyze assigned texts for literary features, particularly theme, characterization, and biblical genre or form.
B. Explain the historical, cultural, and literary contexts in which the various books of the Bible were composed.
C. Explain some of the problems inherent with translations and source identification.
D. Compare literary themes and devices in the Bible with similar themes and devices in other world literatures.
ENGL-173: Introduction to Gay and Lesbian Multicultural Voices in Literature
A. match the theme of an assigned reading related to gay and/or lesbian identity with the social, cultural or historical context in which it was written
B. define and identify literary terms and devices including plot, characterization, narration, setting and theme and apply them to an assigned reading
C. interpret written and visual artwork with a focus on ideological, emotional, personal, and aesthetic values via close reading and observation.
ENGL-175: Science Fiction and Fantasy Literature
A. Identify the major writers and works of the genre.
B. Describe human condition(s) expressed in this literary genre.
C. Explain the social-historical context of genre.
D. Distinguish theme through plot, symbolism, setting, characterization, and point of view.
E. Recognize the major themes of the genre.
F. Demonstrate an appreciation of the genre.
ENGL-176: The Graphic Novel as Literature
A. Recognize and evaluate the range of artistic approaches to the graphic novel, distinguishing it from other forms of narrative art.
B. Demonstrate ability and gain skill in critically reading literature with a visual component.
C. Identify and discuss key literary structures (plot, character, setting, symbolism, tone and theme), in relation to foundational comics’ structures (page layout, panel pacing, drafting style).
D. Analyze the textual and visual components to arrive at a set of interpretive conclusions.
E. Identify and appraise the historical and contemporary implications of the graphic novel form, including its influence from (and on) other art forms, including film, visual art, and textual literature.
ENGL-177: Children's Literature
A. Explain the historical context of children’s literature, including how adult perceptions of childhood have affected the content and style of children’s books and how children’s books reflect the values and issues of the time in which the literary works were porduced.
B. Analyze selected works of children's literature, using elements such as plot, character, point of view, setting, symbolism, foreshadowing, and theme to illustrate their understanding of those works.
C. Distinguish between the multiple audiences of a work of children’s literature, including an understanding the role that developmental stages of children play in how children view literature, and the role of the adult in the child's experience of literature.
D. Analyze individual works of children’s literature with attention to the depiction of different traditionally underrepresented groups in America and explain the contributions of American writers of different racial and ethnic groups to children’s literature.
E. Recognize how different groups, such as librarians, book reviewers, or members of racial or underrepresented ethnic minorities, assess and evaluate children’s literature and analyze their criteria for evaluating that literature.
ENGL-180: Literature of the Drama
A. Comprehend and analyze the unique properties of dramatic works including devices such as staging and stage direction, sets, lighting, acting, costumes, and the role of the director.
B. Identify the major literary elements of drama (plot, character, theme, setting, language, narration) in a piece of dramatic literature.
C. Infer from textual and/or performance evidence a coherent interpretation of the work(s).
D. Evaluate how a dramatic literary text is interpreted in performance by actors, directors, designers, etc.
E. Distinguish a variety of styles and conventions of drama.
ENGL-190: Multicultural Literature by American Women
A. Recognize the social, political, and cultural factors that have limited or encouraged women’s expression in art and literature. Students will also identify the influences, traditions, and art from other countries and periods that have affected women’s art in America
B. Examine how race, culture, ethnicity, and class have affected women’s lives.
C. Compare and contrast the works of African American, Latina, Asian American, and Native American women artists among each other and with the works of European-American women artists.
D. Recognize and appreciate these varying influences in the art forms studied.
E. Demonstrate their abilities to read and to interpret written and visual art for ideological, emotional, personal, and aesthetic values.
F. Define an understanding of literary terms and devices and use this understanding to identify such terms and devices in literature.
G. Identify the differences and similarities in the four genres—fiction, prose, drama, and poetry—and write in one or any of these genres.
ENGL-222: Creative Writing
A. Appropriately construct and organize their writing, choose precise language, employ images effectively, manage metaphors, and develop aspects of fiction (character, plot, etc.) or poetry (free verse, rhyme, etc.).
B. Identify strengths in their own and others' writing, as well as offer helpful commentary and constructive criticism.
C. Demonstrate receptivity to responses by classmates and instructor.
D. Strengthen the structure and content of writing by drafting and revising regularly.
E. Add breadth and depth to their reading not only in the work of classmates but also the work of professional writers.
F. Apply themselves to writing regularly and thoughtfully rather than sporadically and carelessly.
G. Build public speaking confidence by reading their writing aloud.
ENGL-223: Short Story Writing
A. Identify and recognize critical elements of the short story.
B. Analyze and evaluate how these elements work in assigned stories, the stories of fellow students, and their own stories.
C. Identify and employ a growing toolbox of fictional/narrative techniques.
D. Engage in and demonstrate a serious practice of all that they have learned in class and in their reading by writing regularly in response to a variety of assignments and exercises.
E. Analyze and respond intelligently, supportively, and helpfully to the work presented by their fellow students, identifying strengths and offering suggestions for future revision.
F. Recognize the strengths and weaknesses of their own writing and the writing of others for the purpose of careful revision..
ENGL-224: Poetry Writing
A. Demonstrate and practice the creative process.
B. Distinguish and discuss the elements of poetry.
C. Demonstrate an aesthetic awareness and appreciation of poetry.
D. Engage in intensive practice and production of work that leads to or culminates in poems.
E. Evaluate and critique the student's own work as well as the work of peers.
ENGL-225: Writing About Cultural Identity in America
A. Compose, shape and organize creative non-fiction works, appropriately employing strategies of successful narrative expression; B. Create balance in narrative expression with effective use of scene and summary, the explicit and the implicit, writing that shows and tells, as well as demonstrating knowledge of the boundaries between fiction and nonfiction; C. Interpret the complex themes in nonfiction readings of African-American, Asian American, Mexican-American, Native-American and/or Euro-American authors; D. Read, interpret, and analyze a selection of essays by African-American, Native American, European-American, Asian-American, and/or Hispanic writers to serve as models for the craft of writing compelling nonfiction essays. D. Formulate a narrative identity and voice that embraces a dual perspective, dual via ethnicity, culture, or across time. E. Identify strengths in their own and others' writings, offering helpful commentary and constructive criticism when required. F. Demonstrate public speaking expertise by reading their essays aloud in class or in public readings; G. Apply relevant constructive criticism made by peers and teacher to the revision of creative pieces, thus demonstrating receptivity to readers' responses.
ENGL-226: Literary Nonfiction
A. Compose, shape and organize writing, appropriately developing aspects of narration.
B. Employ strategies of fiction---such as plot, characterization, setting--in nonfiction writing.
C. Create a narrative self, a thoughtful or knowing character who, for example, relates experience with a dual focus, such as with a present or past self.
D. Create balance in the narrative, such as with scene and summary, the explicit and the implicit, showing and telling writing.
E. Differentiate the border between fiction and nonfiction.
F. Identify strengths and challenges in the student's own and in others' writing.
G. Offer constructive criticism and crucial comments to classmates in a helpful way.
H. Write regularly and carefully rather than sporadically and casually.
ENGL-252: Early English Literature
A. Compare, contrast and evaluate characteristics of significant authors and styles in early English literature.
B. Identify and describe evidence of evolution of style and manner in the written form of the language of early English literature.
C. Identify, describe and analyze evidence of the influence of cultural heritage upon native art forms, ideas and institutions.
D. Demonstrate the ability to read literature more skillfully
E. Compare and contrast aesthetic factors in Early English literature with those in other art forms.
ENGL-253: Survey of Late English Literature
A. Trace the evolution of style, theme, genre, and subject in the writing of the four periods.
B. Gain sufficient knowledge of the literary period and authors to examine the question of authorial intention and assess the works’ counter-tendencies.
C. Demonstrate ability to read complex texts with attention to such concerns as theme, tone, style, figurative language, character, and narrative.
D. Recognize and understand the role that class, gender, race and ethnicity play in these texts, in historical context, in the creation of the canon, and in literary production.
E. Recognize the historical and cultural contexts of the literary works under examination, including their aesthetic and cultural relationship to one other art form.
ENGL-262: Survey of American Literature I (First Contact - 1865)
A.Identify and describe evidence of evolution of style and manner in the written form of the language.
B.Compare, contrast and evaluate characteristics of significant authors and styles in early American literature.
C.Recognize the shifting ideas, attitudes, values, styles and forms characterizing this era of American literature and culture.
D.Compare and contrast the complementary and competing world views as they are expressed in and shape the literature of the period.
E.Read and interpret literature on a figurative as well as literal level, identifying literary elements such as theme, setting, character, symbolism, figures of speech, meter and stanza forms.
F.Explicate the influence of American cultural attitudes, ideas and values as they find expression in a variety of forms: literature, painting, music, sculpture and architecture.
ENGL-263: Survey of American Literature
A. Identify and describe evidence of evolution of style and manner in the written form of the language. B. Compare, contrast and evaluate characteristics of significant authors and styles in these later periods of American literature. C. Recognize the shifting ideas, attitudes, values, styles and forms characterizing this era of American literature and culture. D. Compare and contrast the complementary and competing world views as they are expressed in and shape the literature of the periods. E. Read and interpret literature with textual and contextual sophistication and on a figurative as well as literal level, identifying literary elements such as theme, setting, character, symbolism, figures of speech, and meter and stanza forms. F. Explicate the influence of American cultural attitudes, ideas, and values as they find expression in a variety of forms: literature, painting, music, sculpture and architecture.
ENGL-272: Early World Literature
A. Evaluate literature with sensitivity, critical skill, and a comprehension of the relationship between culture and literary form and idea. B. Analyze the historical development of literature from ancient times to the mid-seventeenth century in civilizations around the world. C. Analyze the similarities and differences in subject, theme, literary form, and style in works from various cultures (including the Middle East, Europe, Asia, and the Americas). D. Identify the connections between the literatures of America’s root cultures (including the Middle East, Europe, Asia, and the Americas) and contemporary American literature and culture.
ENGL-273: Late World Literature
A. Read literature with sensitivity, critical skill, and a comprehension of the relationship between culture and literary form and idea.
B. Analyze the historical development of literature around the world from the seventeenth century through modern times.
C. Analyze the similarities and differences in subject, theme, literary form, and style in works from various cultures (including the Middle East, Europe, Africa, Asia, and the Americas).
D. Recognize the connections between the literatures of America’s root cultures (including the Middle East Europe, Africa, Asia, and the Americas) and contemporary American literature and culture.
ENGL-298: Independent Study
A. State specific goals and challenges to pursue as part of the student’s educational goals.
B. Submit these goals and challenges as part of the contract with the English department, division dean and instruction office.
C. Make a final presentation to the faculty advisor.
D. Present a contract which will allow for demonstration of critical thinking skills.
ESL-067: Introduction to College English Skills
In lecture and laboratory: A. Demonstrate improvement in pronunciation used in basic conversation. B. Demonstrate comprehension of simple instructions and follow basic directions. C. Ask and respond to simple questions. D. Build and practice fundamental vocabulary for speaking and writing in an academic environment. E. Demonstrate dictionary skills, including use of alphabetical order and guide words and understanding the format of definitions. F. Identify both the names and sounds of the letters of the alphabet in order to write down the correct spelling of a word. G. Spell basic sight words correctly. H. Read and demonstrate comprehension of 100-word passages of basic academic prose. I. Compose and punctuate simple sentences. J. Identify the basic parts of speech in a simple sentence. K. Write and speak using basic grammar and word order patterns. L. Follow the basic conventions of writing in English. M. Demonstrate acceptable classroom behavior in an American college.
ESL-072: Pronunciation/Listening Skills
A. Distinguish utterances by differentiating varying stress patterns, intonation patterns, degrees of loudness, and tones.
B. Recognize cues or transition words to use context clues and knowledge of the culture to anticipate ensuing utterances.
C. Demonstrate an understanding of implications in order to recognize sarcasm and irony and to develop awareness of how differences in culture account for differences in communication.
D. Distinguish and produce the sounds, rhythms, intonations, and linkages of American English.
E. Improve fluency and confidence in oral communication.
ESL-076: Intermediate Reading and Comprehension Skills
In lecture and laboratory: A. Practice basic pre-reading strategies. B. Use vocabulary-building skills to increase vocabulary. C. Demonstrate increased comprehension of sentences, paragraphs, and simple essays. D. Identify basic style of organizing ideas in American academic writing. E. Recognize English sentence structure and identify parts of speech. F. Practice new vocabulary in sentences. G. Write short summaries and responses to readings. H. Use American conventions about paper format. I. Use basic study skills. J. Use appropriate college classroom behavior, respond to and ask questions during class and participate in small group discussions.
ESL-078: Intermediate Writing Skills
In lecture and laboratory: A. Recognize the parts of speech (e.g., adjectives, adverbs) and the parts of a sentence (e.g., subject, verb, object). B. Construct clear, coherent, sentences which demonstrate correct grammatical structure, usage and punctuation. C. Write sentences with an improved sense of ease, fluency and confidence. D. Recognize and correct grammatical errors in writing. E. Use writing resources appropriately, such as English-English dictionary, grammar handbook, the internet F. Write a simple paragraph with a sense of a beginning, middle and end. G. Write a narrative of several paragraphs conveying a clear theme.
ESL-081: Studies in Reading, Writing, and Listening/Speaking Skills
A. Demonstrate comprehension of selections of academic prose. B. Demonstrate relative control of sentence-level grammar by writing journal entries. C. Write paragraphs using topic sentences and supporting details. D. Demonstrate aural comprehension by following a series of verbal instructions. E. Apply spelling rules to edit their writing. F. Demonstrate improved pronunciation through conversations in English.
ESL-083: Language Laboratory
A. Identify main ideas and supporting details in passages appropriate to students' reading level.
B. Define and correctly use idioms and vocabulary gleaned from a range of reading material appropriate to students' reading level.
C. Restate important ideas from reading passages, using various graphic organizers.
D. Construct clear, coherent sentences which demonstrate correct grammatical structure, usage and punctuation.
E. Practice and apply the writing process, including prewriting, outlining, drafting, revising and editing.
F. Identify and correct grammatical errors in their own writing.
G. Use word processing and English language learning software effectively.
H. Locate and use appropriate Internet websites for research and language learning.
I. Practice establishing email accounts.
ESL-086: High Intermediate Reading Comprehension
In lecture and laboratory: A. Demonstrate in writing literal comprehension of high-intermediate readings by identifying main ideas, major points, and supporting details. B. In written responses, make appropriate inferences and draw logical conclusions from reading texts. C. Demonstrate comprehension of and take notes on lectures and presentations. D. Formulate and write brief summaries of reading selections. E. Use English-English dictionaries to support language development. F. Use academic vocabulary in their writing and apply vocabulary-building skills to new texts. G. Implement positive time-management and other strategies in order to fulfill college study requirements. H. Employ strategies to prepare for and take tests.
ESL-088: High Intermediate Writing Skills
In lecture and laboratory: A. Use the writing process to plan and complete writing tasks at the high-intermediate level. B. Express their own voice and demonstrate audience awareness. C. Identify and name component parts of clauses and sentences. D. Write sentences, paragraphs, and short essays that are clear, well-structured, and, by final draft stage, largely free of sentence-level errors. E. Analyze a paragraph or short essay to identify main ideas, supporting details and other organizational features. F. Write short essays that develop and support a thesis. G. Edit and proofread a piece of writing for appropriate grammar, syntax, punctuation, capitalization and spelling. H. Identify patterns of errors in their writing and correct these errors.
ESL-091: Topics in Vocational English Skills
If a topics course is to be taught with a portion of hours by arrangement, specific objectives must be listed for those hours on the course outline submitted for approval by the Instruction Office. A. Demonstrate comprehension of reading assignments typical of a given discipline. B. Demonstrate the writing skills necessary to study a given discipline in depth. C. Use critical thinking skills. D. Discuss in detail selected topics. E. Recall and follow a series of verbal directions. F. Use study strategies adapted to a particular discipline.
ESL-096A: Introduction to College Reading and Study Skills
In lecture and laboratory: A. Demonstrate orally and in writing accurate literal comprehension and recall of texts at the advanced level. B. Analyze orally and in writing basic relationship of ideas in texts, such as main points vs. supporting details. C. Make efficient use of a dictionary including appropriate choice of definition for words in context D. Develop a vocabulary specific to discussion and understanding of written texts. E. Demonstrate skill in the pre-reading processes such as previewing, establishing connections, and predicting F. Identify the organizational patterns and strategies of various types of texts. G. Demonstrate basic text marking skills. H. Demonstrate in writing basic critical thinking strategies when reading: determining purpose, asking questions, making inferences, outlining, summarizing, paraphrasing, identifying tone and style, and working with the concept of ambiguity. I. Demonstrate relative control over grammar, syntax, usage, and sentence-level mechanics in written assignments based on readings. J. Apply basic study skills:
ESL-098A: Introduction to College Writing
In lecture and laboratory: A. Demonstrate increased fluency with writing by completing short, in-class writing assignments B. Use the writing process to compose effective paragraphs and essays. C. Write a coherent essay with a thesis and an introduction, body and conclusion. D. Give helpful feedback on peers? writing E. Write a functional thesis with logically related paragraphs F. Write coherent paragraphs, using a variety of methods of support G. Write in various rhetorical modes such as narration, description, process etc. H. Use a variety of types of sentences in their writing I. Demonstrate knowledge of sentence-level mechanics, syntax and usage. J. Identify and correct sentence-level errors in one?s own paper and in those of other students. K. Compose sentences that have few errors that impede the flow of reading or obstructs the reader?s comprehension. L. Read and analyze a variety of short texts at the advanced level.
SLOs updated Mar 5, 2014 8:52:49 AM