ࡱ> WYV{ :bjbjzz DL* 8P\d6 6 6 6 6 6 6 6$8;l1616F6<yyy 6y 6yyu35`u8A4,56H6m4<<45<5ty1616y6< :  GROSSMONT COLLEGE Official Course Outline ENGLISH 062 WRITING SKILLS II 1. Course Number Course Title Semester Units Semester Hours ENGL 062 Writing Skills II 1 1 hour lecture 1 hour laboratory 32-36 total hours 2. Course Prerequisites None. Corequisite None. Recommended Preparation None. 3. Catalog Description The second in a four-course sequence, English 62 focuses on correct written expression through the continued study of sentence level language skills complemented with basic paragraph writing. This course is offered on a Pass/No Pass basis only. (Nondegree credit course) 4. Course Objectives The students will: a. Further master the parts of speech (nouns, verbs, pronouns, adjectives, adverbs, conjunctions, and prepositions) using them correctly in their writing. b. Recognize and correct shifts in verb tense and point of view. c. Possess an ability to identify and use the four types of sentences (simple, compound, complex, and compound-complex) that reflects a general understanding of the basic patterns of coordination and subordination. d. Recognize and correct commonly misspelled words. e. Distinguish and correct sentences containing basic errors in grammar, punctuation, sentence structure and usage (e.g., plurals, possessives, agreement and capitalization problems). f. Develop more academic vocabulary words that enhance written assignments. g. Use invention, drafting, revising, and editing to organize and develop a short coherent paragraph, consisting of a minimum of seven sentences, which includes a simple topic sentence, minimal but effective supporting evidence, and an appropriate conclusion. h. Become familiar with the concept of academic honesty and integrity. 5. Instructional Facilities English Writing Center. 6. Special Materials Required of Student a. Writing materials. b. Data Storage Capability 7. Course Content The students will be assessed for their skill in spelling, grammar, punctuation, and vocabulary. The results will facilitate instructors to customize classroom lectures and small group activities so that students will do the following: a. Practice using the eight parts of speech correctly in their writing. b. Practice writing the four types of sentences. ENGLISH 062 WRITING SKILLS II page 2 7. Course Content (continued) c. Complete exercises to correct common sentence level errors (i.e. fragments, fused sentences, comma splices, as well as misplaced and dangling modifiers). d. Utilize correct punctuation and capitalization in writing assignments. e. Maintain a log of misspelled words. f. Further explore what plagiarism is and is not. g. Utilize the third-person perspective in an increasing number of evaluated assignments. h. Use a computer to produce and revise sentences and simple paragraphs. i. Complete sentence level and paragraph editing exercises with computer software. j. Use invention, drafting, revising, and editing skills, to write coherent, short paragraphs that have a simple topic sentence, minimal but effective supporting evidence, and an appropriate conclusion. 8. Method of Instruction a. Student-instructor writing conferences b. Directed practice to reinforce concepts c. Computer assisted instruction d. Small group collaboration 9. Methods of Evaluating Student Performance a. Instructor evaluation of students writing and improvement. b. Completion of all in-class assignments. c. Tests that demonstrate improved grammar and editing skills. d. Final writing assignments 10. Outside Class Assignments a. Sentence and paragraph composition. b. Grammar and punctuation exercises. c. Reading and completing handouts on English language mechanics. d. Online assignments. 11. Texts a. Sample software may include: 1) SkillsBank 5 2) Focus on Grammar Intermediate 3) Grammar 3D 4) WordSmart 5) Understanding and Using English Grammar 6) Microlab 7) One Step at a Time (Level 1) b. Sample textbooks may include: 1) Azar, Betty Schrampfer. Understanding and Using English Grammar. 3rd ed. White Plains, NY: Longman, 2002. Print. 2) Blanchard, Karen, and Christine Root. Ready to Write 3 From Paragraph to Essay. 3rd ed. White Plains, NY: Pearson Longman, 2010. Print. 3) Boardman, Cynthia. Writing to Communicate 2. White Plains, NY: Pearson Longman, 2008. Print. 4) Fuchs, Marjorie, and Margaret Bonner. Grammar Express Intermediate. White Plains, NY: Longman, 2001. Print. 5) Langan, John. College Writing Skills. 5th ed. New York, NY: McGraw-Hill. Print. 6) Langan, John, and Janet M. Goldstein. English Brushup. New York, NY: McGraw-Hill, 2007. Print. 7) Wilson, Paige, and Teresa Ferster Glazier. The Least You Should Know about English. 10th ed. Boston, MA: Wadsworth Cengage Learning, 2011. Print. Addendum: Student Learning Outcomes Upon completion of this course, students will be able to do the following: Improve their ability to write a simple paragraph comprised of approximately 150-200 words, which contains a topic sentence, supporting statements, and a conclusion. Date approved by the Governing Board: May 21, 2013   ,.8;<JMPS`amn|}   ĵĦę֙֙֙֙wmmwmwcw֙wh)CJOJQJhtcCJOJQJh'CJOJQJhOCJOJQJhthtc>*CJOJQJhthOCJOJQJhG>*CJOJQJ^JaJhO>*CJOJQJ^JaJ#hthO>*CJOJQJ^JaJhthO>*CJOJQJhtc>*CJOJQJ hthOCJOJQJ^JaJ&-.OP    `x$*$gdtcl#* 0 *$gdtcl#*  `$*$gdtc  `x$*$gdtc 0*$gdO *$gdO    # $ = > E F ] ^ n o  0L *$gdtcl#:* 0L L*$^L`gdtc 0*$^gdtc 0 *$gdtc v `x$*$gdtcl#*    % = D E F I \ ] ^ r 󟐀n\G\n)hthOB*CJOJQJ^JaJph#hOB*CJOJQJ^JaJph#hB*CJOJQJ^JaJphhthO7CJOJQJaJhthOCJOJQJaJh'CJOJQJaJhOCJOJQJhthO>*CJOJQJh'h'CJOJQJh'h'>*CJOJQJh'>*CJOJQJh'CJOJQJhthOCJOJQJ 5 v O = r$ d7$8$H$^gdtc$ d7$8$H$^`gd>" ^`gd L^`Lgdtc L^`Lgd"! 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