Outline: EAC150

COLLEGE ENGLISH

Prerequisites

Placement via EVE150, or successful completion of ESL934 or successful completion of EAC149. 

Topic Outline

Students will develop and demonstrate their competence in written expression, reading, research skills, and oral expression by 
  1. reading, analyzing, and responding coherently to assigned texts in a variety of genres
  2. identifying writing techniques used in the readings
  3. persuading, describing, narrating, summarizing, comparing, evaluating, and analyzing
  4. identifying audience and purpose in their writing
  5. generating ideas and gathering data
  6. selecting natural and logical methods of organization
  7. applying analytical, critical, and organizational skills to state and develop a thesis logically, supporting the central point in a coherent, organized manner
  8. using language that is clear, precise, and appropriate
  9. using standard grammar, punctuation, and spelling
  10. editing and proofreading all drafts of writing to produce coherent, meaningful, relatively error-free text
  11. practicing the research skills necessary to complete a first-year college term paper. These may include 
      • understanding the nature and purpose of research 
      • using the following resources in a library: 
          • the information desk, 
          • the COM Catalogue microfiches 
          • the Dobis On-line Catalogue (where available) 
          • the CD ROM system (where available) 
          • books and periodicals 
          • aids to research, such as periodical indexes and book review digests 
      • compiling a list of source material using a standard bibliographic format selected by the professor
      • incorporating source material into their written work
  12. listening effectively and speaking clearly and directly as participants in class activities.

Modes of Instruction

To ensure that students are engaged as much as possible in the communication process, professors will use appropriate teaching modes, such as the following: 
  • classroom discussion 
  • group work 
  • lectures 
  • question and answer techniques 
  • tutorials 
  • individual or group oral presentations 
  • computer-aided instruction 
  • computer conferencing 
  • independent-learning printed or electronically recorded or transmitted materials 
  • distance-education materials 
  • consultation

Prescribed Texts and Tutorials

Sneddon, S., L. Hopperton, & L. Fried. Writing for Real. Nelson Canada 

Bates, Lane, & Lange, Writing Clearly. Heinle & Heinle (This text is for the EAC150(ESL) 60 hour program) 

Students will read approximately ten to fifteen non-fiction prose selections. These selections, combined with additional course reading requirements, will total at least 200 pages, but no more than 500 pages. 

Reference Texts

Pearlman, Guide to Rapid Revision 

Students should possess an appropriate college-level dictionary. 

Required Supplies

Students will maintain a file folder for storing all rough work and copies of finished work in case of appeals. 

Mode of Evaluation

To pass EAC150, students must meet the course learning outcomes in both their term work and the final exam. Students not meeting the course learning outcomes in their term work will not be allowed to write the final exam. 

Term Work: 

The term work will constitute 80% of the final grade. The professor's class schedule will indicate the nature of the weekly activities as well as the assignments, their due dates, and their value. 

Students will complete a minimum of seven written assignments based on the course reading material and meeting the learning outcomes of EAC150. One of these assignments will be an analytical essay of at least 1,500 words, based on course reading, and incorporating primary and/or secondary source material with appropriate documentation. In-class assignments will constitute at least 25% of the term grade. 

Final Examination: 

The final examination will constitute 20% of the final grade. All students enrolled in EAC 150 will write a common exam. Students will respond to the exam questions in essay form that satisfies the learning outcomes of College English. Students must pass the term work and the final exam to receive a passing grade in this subject.  

        A       80+                     Excellent
        B       70-79                   Above Average 
        C       60-69                   Satisfactory
        D       55-59                   Pass
        F       54 or below             Unsatisfactory
Grading is based on the following marking scheme:  
      Unannounced critical thinking quizzes
on assigned reading,                            5%
Research Essay outline                          5%
Essay #1 with all steps of process             10%
2 in-class essays                              20%
2 out-of-class essays                          20%
Research Essay                                 20%
Final Examination                              20%
    Correspondence Studies 

    Assignments are marked on the basis of appropriate standard of research, content and organization of material and presentation.  Assignments are to be grammatically correct and typewritten or prepared by computer. 

    Distribution of Marks 

    Short essays (enabler #3)                      60% 
    Research essay                                     20% 
    FINAL EXAMINATION                     20% 

    ENGLISH AND COMMUNICATIONS GRADING CRITERIA: 

      A. - The response to the topic is original, creative, well organized, maintains a central focus and has strong overall structure. It is free of grammatical and spelling errors. Diction and syntax are varied and sophisticated. Tone is effective.
      B. - The response displays good organization and a firm understanding of the topic. Grammar is almost always correct. Syntax and diction are used with a reasonable degree of sophistication.
      C. - The response displays adequate organization and understanding of the topic. Grammar is reasonably good. Use of syntax and diction is acceptable.
      D. - The response to the topic displays a minimally acceptable standard. Grammatical problems are evident.
      F - The response to the topic is poorly conceived and disorganized. It contains numerous grammatical errors. Diction is simplistic, inappropriate and/or repetitious.

REGULAR WEEKLY OUTLINE (42 HOURS)

Week 1: Course Introduction and Diagnostic Essay
    a)  Introduction to EAC 150 outline, Writing for Real, instructor, course, learning outcomes. "Our Responsibilities to One Another."  Grading Criteria. 
    b) Diagnostic Essay.  This is not punitive, but is designed to give student and instructor an immediate understanding of where they stand and areas that will need attention.
Week 2: Module 1--Writing: What's the Problem? 
    a)  Discussion/Collaborative Work on Overview of writing process in Bruce Lau example 
    Module 2: The Essay: What to Say 
    b)  Discussion/Collaborative Work on Rhetorical Triangle, Content Generation, and Outline. 
    c)  Return Diagnostic essay with comments 
    d)  Common Error Lists and Charts: Introduction and in-class time to fill in common error charts 
    Assignment 1: Students should complete the outlines for the formal and for the personal essay (see Exercise 17, p. 38), and bring these next week to class.
Week 3: Module 3--The Essay: how to Say It 
    a) Discussion/Collaborative Work on Drafting, Revising, Editing 
    b) Introduction to Appendix A: Grammar as Contract 
    c) In-class essay #1 - 10% with all steps of process
Week 4: First Rhetorical Mode Module chosen by Instructor 
    a) In-class essay #1 returned; in-class time to update common error lists and charts 
    b) Top Ten list introduction and discussion 
    c) Discussion/Collaborative work 
    d) Introduction to Readings; their importance for the final examination; discussion of this module's readings 
    e) Out-of-class Essay #1 assigned
Week 5: Second Rhetorical Mode Module chosen by Instructor 
    a) Peer reviews/discussion/collaborative work 
    b) Discussion/groupwork based on readings 
    c) Out-of-class Essay #1 due-10%
Week 6: Module 12--The Research Essay; Appendix B: Documentation Styles 
    a) Complete Top Ten list for module 12 
    b) Out-of-class Essay #1 returned; in-class time to update common error lists and charts 
    c) Research Essay Assigned-20%
Week 7: Module 7--Comparison and Contrast 
    a) Collaborative/discussion exercises 
    b) Discussion/groupwork based on readings
Week 8: Module 7--Comparison and Contrast continued 
    a) Collaborative/discussion exercises 
    b) Discussion/groupwork based on readings 
    c) In-class Essay #2-10%
Week 9: Module 10--Persuasion, pp. 189-210 
    a) Collaborative/discussion exercises 
    b) In-class Essay #2 returned; in-class time to update common error lists and charts 
    c) Research Essay Outline Due-5%
Week 10: Module 10--Persuasion continued, pp. 210-218 
    a) Discussion/groupwork based on Readings 
    b) Out-of-class Essay #2 assigned 
    c) Research Essay Outline returned
Week 11: Module 11--Analysis: Explanation and Evaluation 
    a) Collaborative /discussion exercises 
    b) Discussion/groupwork based on readings 
    c) Out-of-class Essay #2 due-10%
Week 12: Module 11--Analysis: Explanation and Evaluation continued 
    a) Collaborative/discussion exercises 
    b) Out-of-class Essay #2 returned; in-class time to update common error lists and charts 
    c) In-class Essay #3-10%
Week 13: Course Review: Examination Format, Exit Standards, Common Error Review 
    a) In-class Essay #3 returned; in-class time to update common error lists and charts 
    b) Research Essay Due-20%
Week 14: Final Examination-20% 
    a) Research Essays returned 
     

EAC 150 (ESL) WEEKLY OUTLINE (60 HOURS)

Week 1: Course Introduction and Diagnostic Essay 
    a)  Introduction to EAC 150 outline, Writing for Real, instructor, course, learning outcomes. "Our Responsibilities to One Another."  Grading Criteria. 
    b) Diagnostic Essay.  This is not punitive, but is designed to give student and instructor an immediate understanding of where they stand and areas that will need attention.
Week 2: Module 1--Writing: What's the Problem? 
    a)  Discussion/Collaborative Work on Overview of writing process in Bruce Lau example 
    Module 2: The Essay: What to Say 
    b)  Discussion/Collaborative Work on Rhetorical Triangle, Content Generation, and Outline. 
    c)  Return Diagnostic essay with comments 
    d)  Common Error Lists and Charts: Introduction and in-class time to fill in common error charts 
    e) Writing Clearly: Units 1 and 2 
    Assignment 1: Students should complete the outlines for the formal and for the personal essay (see Exercise 17, p. 38), and bring these next week to class.
Week 3: Module 3--The Essay: how to Say It 
    a) Discussion/Collaborative Work on Drafting, Revising, Editing 
    b) Introduction to Appendix A: Grammar as Contract 
    c) In-class essay #1 - 10% with all steps of process 
    d) Writing Clearly: Units 3 and 4
Week 4: First Rhetorical Mode Module chosen by Instructor 
    a) In-class essay #1 returned; in-class time to update common error lists and charts 
    b) Top Ten list introduction and discussion 
    c) Discussion/Collaborative work 
    d) Introduction to Readings; their importance for the final examination; discussion of this module's readings 
    e) Writing Clearly: Unit 5 
    f) Out-of-class Essay #1 assigned
Week 5: Second Rhetorical Mode Module chosen by Instructor 
    a) Peer reviews/discussion/collaborative work 
    b) Discussion/groupwork based on readings 
    c) Out-of-class Essay #1 due-10% 
    d) Writing Clearly: Unit 6
Week 6: Module 12--The Research Essay; Appendix B: Documentation Styles 
    a) Complete Top Ten list for module 12 
    b) Out-of-class Essay #1 returned; in-class time to update common error lists and charts 
    c) Research Essay Assigned-20%
Week 7: Module 7--Comparison and Contrast 
    a) Collaborative/discussion exercises 
    b) Discussion/groupwork based on readings 
    c) Writing Clearly: Unit 8
Week 8: Module 7--Comparison and Contrast continued 
    a) Collaborative/discussion exercises 
    b) Discussion/groupwork based on readings 
    c) In-class Essay #2-10% 
    d) Writing Clearly: Unit 9
Week 9: Module 10--Persuasion, pp. 189-210 
    a) Collaborative/discussion exercises 
    b) In-class Essay #2 returned; in-class time to update common error lists and charts 
    c) Research Essay Outline Due-5% 
    d) Writing Clearly: Unit 10
Week 10: Module 10--Persuasion continued, pp. 210-218 
    a) Discussion/groupwork based on Readings 
    b) Out-of-class Essay #2 assigned 
    c) Research Essay Outline returned 
    d) Writing Clearly: Unit 11
Week 11: Module 11--Analysis: Explanation and Evaluation 
    a) Collaborative /discussion exercises 
    b) Discussion/groupwork based on readings 
    c) Out-of-class Essay #2 due-10% 
    d) Writing Clearly: Unit 12
Week 12: Module 11--Analysis: Explanation and Evaluation continued 
    a) Collaborative/discussion exercises 
    b) Out-of-class Essay #2 returned; in-class time to update common error lists and charts 
    c) In-class Essay #3-10% 
    d) Writing Clearly: Unit 13
Week 13: Course Review: Examination Format, Exit Standards, Common Error Review 
    a) In-class Essay #3 returned; in-class time to update common error lists and charts 
    b) Research Essay Due-20% 
    c) Writing Clearly: Unit 14 and 15
Week 14: Final Examination-20% 
    a) Research Essays returned


    Approved by:



                                                                                                 
    George Fry, Chair
 
     

Last Updated: Fall  '98