Part II: Course Descriptions Untitled

English 061 emphasizes writing correct and varied sentences and well developed paragraphs that provide logical support for a relevant idea. Students use combining methods to produce a variety of sentence patterns. Review includes spelling (basic rules, homonyms, plurals, prefixes, roots, and dictionary use), verbs, pronouns, adjectives, adverbs, capitalization, and punctuation. Revision techniques include correcting common errors in grammar, sentence structure, and punctuation.
Texts:

English 100AA is an elective, self-paced study of American-English spelling system rules, mnemonic devices.
Prerequisites: Appropriate English 101 placement test score or grade of "C" or better in ENG 071.
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Having completed English 101, a student should be able to limit a general topic, to assert a strong thesis statement about an appropriate academic subject, and to write topic sentences that generate worthwhile content in the supporting paragraphs. The essay's introduction should suggest the method of development, and the support paragraphs should be unified, coherent, and complete. The student should be able to use appropriate tone, diction, and sentence structure to convey specific information in concrete detail. The conclusion should develop logically from the essay. The overall essay should reflect the student's ability to think about a subject clearly and to explain it in a depth appropriate for college writing.

For library skills in English 101, the GCC Library/Media Center offers an instructional video accompanied by an assignment. The purpose of this assignment is to introduce students to the physical setting of the Library/Media Center, to the basic library tools such as the on-line catalog, reference materials, and periodicals indexes, and to procedures for checking out books and periodicals. While the video and assignment present only an overview, they give students an opportunity to become familiar with the library before starting major research projects for their courses.

Course Note: Through three or more research-based writing projects comprising at least 4,000 words (final drafts), the student will further demonstrate an understanding of writing as a process through the ability to do the following:

Write for specific rhetorical contexts, including circumstance, purpose, topic, audience and writer, as well as the writing's ethical, political, and cultural implications. (I, IV)
Organize writing to support a central idea through unity, coherence and logical development appropriate to a specific writing context. (II, V)
Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics. (I, V)
Find, evaluate, select, and synthesize both online and print sources that examine a topic from multiple perspectives. (I, III)
Integrate sources through summarizing, paraphrasing, and quotation from sources to develop and support one's own ideas. (III, IV)
Identify, select and use an appropriate documentation style to maintain academic integrity. (III)
Use feedback obtained through peer review, instructor comments, and/or other sources to revise writing. (II)
Assess one's own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or other methods. (II)
Generate, format, and edit writing using appropriate technologies. (II, V)

Students entering English 102 should have the competencies described earlier as appropriate to students having completed English 101.

Having completed English 102, students should be able to write and document text-based critical essays. These essays will reflect an ability to utilize the rhetorical patterns of development studied in English 101. Students should also know how to write a research paper by employing these skills: development of a temporary thesis, preparation of preliminary bibliography that includes a variety of sources, using sources honestly by quoting, summarizing, and paraphrasing with appropriate documentation; students should be able to evaluate sources, distinguishing between fact and opinion, and to synthesize complex and often contradictory material; students should know standard form for outlines and be able to document sources using a currently accepted style for documentation, preferably that of the Modern Language Association.

To complete the research project , the students in English 102 receive additional instruction in library skills. The Library/Media Center librarians provide formal bibliographic instruction to English 102 students through classroom presentations. The librarian tailors the content of the presentation to the specific research project requirements the individual instructor details. The purpose of the presentation is to help students make efficient use of their time by suggesting ideas for topics or approaches to topics, outlining research strategy, and discussing sources to consult for information. Students may also receive personal assistance in using the Library/Media Center and its resources for this course, or for any other course requiring library research, by going to the Reference Desk in the Library/Media Center.

English 101 and 102 Honors sections are designed for students who enter freshman composition with high motivation, superior verbal skills, and significant previous instruction in formal academic writing. Although the minimum requirements for the honors sections do not differ significantly from those of other sections of English 101 and 102 (i.e., students often write the same number of papers), the honors students frequently focus on more complex issues and do so in more depth than do students in other sections of the course. Critical reading and thoughtful analysis constitute the core of these courses, and assignments are based on in-depth texts. Students concentrate on quality of content, depth of discussion, logic of organization, and characteristics of individual style and tone. Because honors sections are limited to seventeen students, the classroom atmosphere is exceptionally open to discussion and readily lends itself to workshops and collaborative projects.
Prerequisites for English 101 Honors: Appropriate ASSET placement score and admission to Honors Program or departmental approval; Prerequisites for English 102 Honors: Successful completion of English 101 and admission to Honors Program or departmental approval.

Instructors will notify students of required texts during the first class meeting.
Texts for ENG 101H: