COURSE OUTLINE
COURSE OUTLINE
COURSE NAME: College English
COURSE CODE: COMM 1007/1008
CREDIT HOURS: 42
PREREQUISITES: COMM/CESL 1003 or equivalent result on GEA
COREQUISITES: None
EFFECTIVE DATE: January 2009
PROFESSOR:
PHONE: EMAIL:
PLAR ELIGIBLE: YES (X) NO ( )
NOTE TO STUDENTS: Academic Departments at George Brown College will NOT retain historical copies of Course Outlines. We urge you to retain this Course Outline for your future reference.
EQUITY STATEMENT: George Brown College values the talents and contributions of its students, staff and community partners and seeks to create a welcoming environment where equity, diversity and safety of all groups are fundamental. Language or activities which are inconsistent with this philosophy violate the College policy on the Prevention of Discrimination and Harassment and will not be tolerated. The commitment and cooperation of all students and staff are required to maintain this environment. Information and assistance are available through your Chair, Student Affairs, the Student Association or the Human Rights Advisor.
STUDENT RESPONSIBILITIES: Students should obtain a copy of the Student Handbook and refer to it for additional information regarding the grading system, withdrawals, exemptions, class assignments, missed tests and exams, supplemental privileges, and academic dishonesty. Students are required to apply themselves diligently to the course of study, and to prepare class and homework assignments as given. Past student performance shows a strong relationship between regular attendance and success.
COURSE DESCRIPTION:
College English is George Brown College’s required foundation course in communication and a prerequisite for advanced COMM courses. The focus is on learning to write clearly and correctly and to read critically. Students study models for planning and organizing communication (e.g., rhetorical modes) and apply the models in an academic context. Students also learn how to organize clear, logical, and meaningful informative and persuasive writing. Techniques for improving critical thinking, introductory research, peer evaluation, and self-editing are central to the course. Students learn and practise skills in the classroom and work collaboratively on at least one task.
ESSENTIAL EMPLOYABILITY SKILLS:
As mandated by the Ministry of Training, Colleges and Universities essential employability skills (EES) will be addressed throughout all programs of study. Students will have the opportunity to learn (L) specific skills, to practice (P) these skills, and/or be evaluated (E) on the EES outcomes in a variety of courses. The EES include communication, numeracy, critical thinking & problem solving, information management, interpersonal and personal skills. The faculty for this course has indicated which of the EES are either Learned (L), Practiced (P) or Evaluated (E) in this course:
|Skill |L |P |E |Skill |L |P |E |
|to communicate clearly, concisely and correctly in the |X |X |X |to locate, select, organize and document |X |X |X |
|written, spoken and visual form that fulfills the | | | |information using appropriate technology and | | | |
|purpose and meets the needs of the audience | | | |information sources | | | |
|to respond to written, spoken or visual messages in a |X |X |X |to show respect for the diverse opinions, | |X | |
|manner that ensures effective communication | | | |values, belief systems, and contributions of | | | |
| | | | |others | | | |
|to execute mathematical operations accurately | | | |to interact with others in groups or teams in | |X | |
| | | | |ways that contribute to effective working | | | |
| | | | |relationships and the achievement of goals | | | |
|to apply a systematic approach to solve problems | |X | |to manage the use of time and other resources to| |X | |
| | | | |complete projects | | | |
|to use a variety of thinking skills to anticipate and | |X | |to take responsibility for my actions, decisions| |X | |
|solve problems. | | | |and consequences | | | |
|to analyze, evaluate, and apply relevant information |X |X |X | | | | |
|from a variety of sources | | | | | | | |
COURSE OUTCOMES:
Outcome 1: Analyze college-level texts to distinguish motivation, structure, and cohesiveness of argument.
Objectives:
a. Describe audience and purpose
b. Articulate the thesis in a text
c. Outline the structure (main and supporting points) of texts
d. Distinguish between fact and opinion
e. Recognize bias in texts
f. Differentiate between valid and invalid evidence and support
g. Identify elements of style in texts
h. Identify major rhetorical modes
i. Summarize texts
Outcome 2: Demonstrate the ability to locate, select, and organize material from a variety of electronic and hard copy sources.
Objectives:
a. Develop a research plan
b. Distinguish between primary and secondary sources
c. Locate information using library (Learning Commons), electronic and hard copy sources and/or by conducting primary research
d. Select materials based on topical relevance
e. Organize research materials
f. Document sources using one of the standard formats (APA or MLA)
Outcome 3: Write organized, unified and coherent texts using correct grammar, mechanics, diction, and a standard documentation style.
Objectives:
a. Define characteristics of organized, unified and coherent writing
b. Identify common grammatical errors
c. Identify common mechanical errors in writing
d. Identify diction appropriate to audience and purpose
e. Cite evidence and support according to one documentation style
f. Employ pre-writing strategies to form ideas
g. Draft a preliminary text in response to a topic
h. Rewrite draft texts to reflect unity and coherence
i. Edit for grammatical and mechanical correctness, appropriate diction, and standard documentation style
Outcome 4: Create informative and persuasive texts in which the main points are supported by appropriate evidence.
Objectives:
a. Distinguish between informative and persuasive writing
b. Differentiate between summarizing, paraphrasing and quoting directly
c. Identify effective use of summaries, paraphrases, and direct quotations
d. Formulate a thesis based on multiple sources of information
e. Select relevant, appropriate, and compelling evidence to support a thesis
f. Incorporate summaries, paraphrases, and direct quotations
g. Interpret information and data to support thesis
DELIVERY METHODS:
The course is delivered through a mix of lectures, discussions, writing workshops, online learning, and collaborative learning.
REQUIRED TEXTBOOKS: [Insert textbook agreed upon by department]
TEST/EXAMINATION POLICY:
The college’s policies on academic dishonesty (i.e., cheating) can be accessed at . In addition to the above policies, the following guidelines apply:
• Students cheating during the final exam will be assigned a zero grade on the exam.
• Paper dictionaries are allowed as aids during the final exam; electronic dictionaries and other devices including cell phones and PDAs are not.
• Students must complete the final exam on the assigned day. If unable to complete the exam as scheduled, students are required to notify the professor well in advance so alternative arrangements can be made. Failure to comply with this policy may result in a zero grade.
ASSIGNMENT POLICY:
The college’s policies on assignments (i.e., due dates and academic dishonesty) can be accessed at . In addition to the above policies, the following guidelines apply:
• Assignments must be word-processed.
• Late assignments will be penalized 10% per day to a maximum of five (5) days, after which they are not accepted and a zero (0) grade is assigned.
• Students are advised to keep all marked assignments, feedback on workshop/labs, and the course outline. In cases of disagreement over marks or work completion, assignments must be produced by the student. Except in unusual and verifiable circumstances, work performed in class cannot be made up.
EVALUATION SYSTEM:
Writing, Reading Exercises (Outcome 1, 3, 4) 25-30%
Research Exercises (Outcome 2) 10-15%
Writing Assignment 1 (Outcomes 1, 3, 4) 20%
Writing Assignment 2 (Outcomes 1-4) 20%
Comprehensive Final Exam (Outcomes 1-4) 20%
Total 100%
Exercises help prepare you for the assignments. It is strongly recommended that you complete as many of these smaller, preparatory components as possible.
GRADING SYSTEM:
The passing grade for this course is 50%
|A+ |90-100 |4.0 |B+ |77-79 |
|2 |- Introduction to Course | |PowerPoints: |E-mail Assignment (5%) – Due next |
| |- Diagnostic | |Introduction |class. |
| | | |Who’s Lying Now? | |
|3 |Plagiarism | |PowerPoints: |In-class: creating in-text |
| |Analyzing Texts: References | |Plagiarism |citations and reference list. |
| |Diagnostic feedback and | |Facts, Citations and Sources | |
| |Self-assessment | | | |
| |Grammar/Mechanics | | | |
|4 |- Analyzing Texts: | |PowerPoints: |Reference/Summary (10%) – Due next |
| |Summarisation, paraphrasing, | |I read the news today, oh boy |class. |
| |quoting. | |Summarisation |In-class: creating summaries |
| |Structure & Evidence | | | |
| |- Writing Process: Ideas to | | | |
| |Draft | | | |
| |-Comparison/Contrast | | | |
| |-Grammar/Mechanics | | | |
|5 |- Analyzing Texts: Style & | |PowerPoints: |Outline (15%) – Due next class. |
| |Evidence | |Reading Studies & Statistics |In-class – exercise in outlining. |
| |- Writing Process: | |Outlining | |
| |- The outline | | | |
| |-Process writing | | | |
| |-Grammar/Mechanics | | | |
|6 |- Writing Process: Editing | |PowerPoints: |Editing (10%) – Due next class. |
| |and Revision | |The editing process |In-class: exercise in editing |
| |-Cause and Effect | | | |
| |-Grammar/Mechanics/ Style | | | |
|7 |- Rhetorical Modes | |Powerpoints |Proposal (10%) – Due next class. |
| |-Informational vs. Persuasive | |Writing a Proposal |In-class: exercise in creating a |
| |Writing | |Discussion of essay topics. |proposal. |
| |-Grammar/Mechanics/ Style | | | |
|INTERSESSION WEEK |
|8 |-Informational vs. Persuasive | |Special Presentation – possible guest |1st Draft of essay (10%) – Due next|
| |- Research skills: search | |speaker. |class. |
| |strategies | |Powerpoint: |In-class: exercise in creating a |
| | | |-Becoming the Authority |draft. |
|9 |- Research skills: evaluating | |Powerpoint: |In-class: exercise in evaluating |
| |and interpreting | |Logical fallacies |sources |
|10 |Library class (TBA) | |(Depends on where it falls.) | |
|11 |-Integrate research to support| | |In-class: working on revisions |
| |thesis | | | |
| |-Citing evidence | | | |
| |- Audience awareness and | | | |
| |personal style | | | |
|12 |- Exam preparation and review | | |In-class: writing under duress. |
|13 |Final exam | | | |
| | | | |Final Exam: (20%) |
|14 |Final essay due | | |Final Essay Due (20%) |
-----------------------
FOR OFFICE USE ONLY
ORIGINATOR:__________________________________________________________________________
SIGNATURE DATE
CHAIR:_________________________________________________________________________________
SIGNATURE DATE
DATE OF REVISION:__________________________________________________
-----------------------
FACULTY OF
6 of 7
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- 5 paragraph essay outline worksheet
- free financial management course online
- business plan outline for a startup business
- personal financial management course online
- law school outline example
- argumentative essay outline worksheet
- 5 paragraph essay outline pdf
- 5 paragraph essay outline printable
- essay outline template middle school
- microsoft word outline template download
- business outline template
- college essay outline format