Download English Composition III: Developing College-Level Essay Writing Skills and more Lab Reports Grammar and Composition in PDF only on Docsity! COURSE OUTLINE Central Arizona College 8470 N. Overfield Road Coolidge, AZ 85228 Phone: (520) 494-5206 Fax: (520) 494-5212 Prefix/Number: ENG 101 Course Title: English Composition III Course Description: Development of ability to read and write academic, college-level essays with an emphasis on generating a thesis and supporting ideas, and using a process of writing, revising and editing to create organized, coherent, thoughtful, and well-developed essays which adhere to the conventions of English grammar, mechanics, and usage. Semester Hours: 3 Times for Credit: 1 Lecture/Lab Ratio: 3 lectures Pre-requisites: ENG100 or appropriate writing placement score; RDG100A or RDG100B or appropriate reading score Co-requisites: None Cross Listed: None Grading Options: A/F Approved Modalities: Hybrid IITV Internet F2F Central Arizona College ENG 101 - English Composition III Page 2 of 3 Learning Outcome Statements: Upon completion of this course the student will be able to: 1. Interact in a college learning environment that contributes to the development of the student writer. 2. Use writing and reading for inquiry, thinking, learning and communicating. 3. The student will be able to present written ideas orally, in a coherent, organized and articulate manner. 4. Understand and effectively respond to a variety of written assignments. 5. Produce a significant amount of academic prose. 6. Demonstrate an understanding of the recursive nature of the writing process from inception to polished, final draft. 7. Locate, select and incorporate appropriate outside sources into written discourse without plagiarizing. 8. Write logically organized essays that use an original thesis to establish control over content. 9. Synthesize a variety of view points (including one's own) in order to advance a point/claim/thesis/argument/position. 10. Writer makes appropriate choices about sentence structure and presentation of content in order to effectively communicate the writer's purpose and/or intent. Standards: The student will meet the learning outcomes at the following level, degree or measurement: 1a. Demonstrate an understanding of how peer/faculty interaction contributes to the writing process/product. 1b. Writings incorporate feedback, peer revision, and instructor comments into final product. 2a. Writings produced will answer complex questions, demonstrate higher-order thinking skills and show original thought. 2b. Apply knowledge and skills from previous assignments (reading and writing) to subsequent and more complex writing tasks. 3. Create oral discourse that demonstrates comprehension of class discussions and readings in both informal and formal seatings. 4. Student writings respond to given prompts/assignments using forms/structures, genres, modes, or development strategies (argument, summary/response, research reports, personal narrative, cause/effect, process/analysis, position, definition, etc.) appropriate to content and purpose of the assignment. 5a. Write no fewer than four essays of approximately 700-1000 words each. 5b. Total polished written product should not fall below 3,500 words. 6. Writings show knowledge and understanding of the writing process and understanding of writing steps such as prewriting (brainstorming, outlining), drafting, revision, and editing. 7a. Select sources (print, electronic, or other) appropriate to the purpose of / audience for the writing task.
