Course Discipline and



GAVILAN COLLEGE

CURRICULUM DEVELOPMENT

|form C |

|Modify or Inactivate an Existing Course |

|Date: 2/26/14 |Prepared & Submitted by: Nicole Cisneros |

|Department: ESL |Course ID: ESL 547 |Course Title: Integrated Reading/Writing III |

Obtain signatures from your Department Chair and Area Dean prior to submitting to the curriculum committee.

____________ ___________________________ _______________________________

Date Print Name Department Chair

____________ ___________________________ _______________________________

Date Print Name Area Dean

CURRICULUM & INSTRUCTIONAL ADMINISTRATION:

The course(s) has/have been approved by the curriculum committee and instructional administration, and satisfy all applicable requirements of the California Code of Regulations, Title 5.

____________ ___________________________ _______________________________

Date Print Name Signature, Curriculum Chair

____________ ___________________________ _______________________________

Date Print Name Signature, VP of Instruction

DISTRICT:

On ____________ (date), the governing board of the Gavilan College District approved the course proposal(s) attached to this request.

____________ ___________________________ _______________________________

Date Print Name President

|1. |What is the effective term? |

| |Fall Spring Summer Year: 2014 |

|2. | Inactivate Course(s): Inactivating a course will remove it from the course catalog. Courses may be re-activated by updating the course |

| |and bringing it back to the Curriculum Committee for approval. Transferable courses will need to be re-articulated, should you decide to |

| |reactivate the course. |

| |Reason for inactivation: |

| |      |

|3. | Modification of the following: |

| Number | Hours | Prerequisite/Advisory | Discipline |

| Title | Units | Description | Content |

| Grading | GE Applicability | Repeatability | Transferability |

| General Update | Reinstate Course | Cross list course with       | Un-cross list |

| Update Textbook | Cultural Diversity | Other (please describe.)       |

Reason for modification:

This course was inactivated last semester because it had not been offered in awhile. However, we would like to try offering this class in the evening in Hollister in the Fall in an effort to transfer more ESL students from the Non-Credit Progam into the Credit Program. We think there may be a cohort of students who could place into this level in the evening in Hollister.

|COURSE OUTLINE | |

Course ID: ESL 547 Units: 6 Lecture hours per week: 6 Lab hours per week: 0

(Discipline and Number)

|COURSE TITLE: |Integrated Reading/Writing III |

(Maximum of 60 spaces)

|Abbreviated Title: |READ-WRITE III |

(Maximum of 30 spaces)

Change:

|From: |      |      |      |      |      |      |

| |Discipline & Number|Course Title |Units |Lecture |Lab |Number of |

| | | | |Hours per |Hours per |weeks |

| | | | |week |week | |

|To: |      |      |      |      |      |      |

| |Discipline & Number |Course Title |Units |Lecture |Lab |Number of |

| | | | |Hours per |Hours per |weeks |

| | | | |week |week | |

COURSE DESCRIPTION:

No Change Change

     

Has the course content been compared to the equivalent C-ID descriptor? Yes No n/a

If yes, enter C-ID code:      

See Articulation Officer for assistance with C-ID descriptors.

Is this course cross-listed? Yes No

If yes, which department is responsible for scheduling, updating, and assessing the course?

     

Reason for cross-listing:

     

Is cross-listing being removed? Yes No n/a

If yes, how is the cross-listed course going to be handled?

Inactivate cross-listed course.

Inactivate cross-listed course and add a new course with a distinctly different course number, course title and course description.

COURSE REQUISITES:

List all prerequisites separated by AND/OR, as needed. Also fill out and submit the Prerequisite/Advisory form.

No Change Change

Replaces existing Advisory/Prerequisite

In addition to existing Advisory/Prerequisite

Prerequisite:      

Co-requisite:      

Advisory:      

GRADING:

No Change Change

Standard Letter Grade Option of a standard letter grade or pass/no pass

Pass/no pass only Non Credit

REPEATABLE FOR CREDIT:

(Note: Course Outline must include additional skills that will be acquired by repeating this course.)

No Change Change

Credit Course Yes No If yes, how many times? 1 2 3

Non Credit Course Yes No If yes, how many times? 1 2 3

Unlimited (DRC or Noncredit only)

Reason for Repeating:

Intercollegiate Athletics

Active Participatory course in Physical Education, Visual Arts or Performing Arts related in content to one or more other courses.

Occupational Work Experience/General Work Experience

Special class for students with disabilities

Non Credit

DISTANCE EDUCATION:

No Change

Hybrid (If checked, fill out Form D.)

Online (If checked, fill out Form D.)

No

STAND ALONE COURSE:

No Change Change

Yes - Course is NOT included in a degree or certificate program

No - Course IS included in a degree or certificate program

METHODS OF INSTRUCTION:

No Change Change

     

RECOMMENDED / REQUIRED TEXTBOOKS: (Must Complete)

Textbook must be no more than 5 years old.

The following information must be provided: Author, Title, Publisher, Year of Publication, Reading level and Reading level verification.

Required: Recommended: n/a

Author: Laurie Blass and Mari Vargo. Title: Pathways 2: Reading, Writing, and Critical Thinking. Place of Publication: USA: Publisher: National Geographic Learning, part of Heinle Cengage Learning, Year of Publication: 2013. Or other appropriate college level text.

ISBN: 978-1-133-31708-1 or possibly a half version might be available (if available)

Reading level of text, Grade: Intermediate High level of ESL Verified by: Nicole Cisneros

Other textbooks or materials to be purchased by the student: Northstar: Reading and Writing Book 3 has been used in the past, but no new editions are available yet. A grammar text, like More Grammar Practice Book 2 published by Heinle and Heinle in 2010, may also be used in conjunction with the Reading/Writing text to supplement the grammar portion of the course.

CULTURAL DIVERSITY:

Does this course meet the cultural diversity requirement? Yes No n/a

If 'Yes', please indicate which criteria apply. At least two criteria must be selected and evidenced in the course content section and at least one Student Learning Outcome must apply to cultural diversity.

This course promotes understanding of:

Cultures and subcultures

Cultural awareness

Cultural inclusiveness

Mutual respect among diverse peoples

Familiarity with cultural developments and their complexities

Student Learning Outcome Number(s)      

PROGRAM LEARNING OUTCOMES:

Is this course part of a program (degree or certificate)? If yes, copy and paste the appropriate Program Learning Outcomes and number them. Enter the PLOs by number in the Student Learning Outcomes below.

     

STUDENT LEARNING OUTCOMES: (Must Complete)

1. Complete this section in a manner that demonstrates student’s use of critical thinking and reasoning skills. These include the ability to formulate and analyze problems and to employ rational processes to achieve increased understanding. Reference Bloom's Taxonomy of action verbs.

2. List the Type of Measures that will be used to measure the student learning outcomes, such as written exam, oral exam, oral report, role playing, project, performance, demonstration, etc.

3. Identify which Program Learning Outcomes (PLO) are aligned with this course. List them by number in order of emphasis.

4. Identify which Institutional Learning Outcomes (ILO) are aligned with this course. List them, by number in order of emphasis. For example: "2, 1" would indicate Cognition and Communication.

(1) Communication, (2) Cognition, (3) Information Competency, (4) Social Interaction, (5) Aesthetic Responsiveness, (6) Personal Development & Responsibility, (7) Content Specific.

5. For GE courses, enter the GE Learning Outcomes for this course. For example "A1, A2". GE Learning Outcomes are listed below.

6. Indicate when the course was last assessed.

Indicate by number which Program Learning Outcomes, Institutional Learning Outcomes and GE Learning Outcomes are supported by each of the Student Learning Outcomes.

Have you consulted the Rubric in developing the SLOs? Yes No

|1. |Analyze and outline the main ideas of a reading selection. |

|Measure: Classroom |PLO:       |ILO: 2 |GE-LO:       |Year assessed or anticipated year of assessment: 2014|

|exercises, tests, homework | | | | |

|assignments. | | | | |

|2. |Recall and relate the most important points of a reading to peers. |

|Measure: Classroom |PLO:       |ILO: 2,1,6 |GE-LO:       |Year assessed or anticipated year of assessment: 2014|

|exercises, tests, homework | | | | |

|assignments. | | | | |

|3. |Interpret the ideas and concepts in a reading and make inferences. |

|Measure: Classroom |PLO:       |ILO: 2,1 |GE-LO:       |Year assessed or anticipated year of assessment: 2014|

|exercises, tests, homework | | | | |

|assignments. | | | | |

|4. |Read, recognize and write affirmative and negative statements and questions using the following verb tenses: simple present, present continuous,|

| |past continuous, simple past, future, present perfect, present perfect continuous, past perfect, and past perfect continuous in the active and |

| |passive voice. |

|Measure: Classroom |PLO:       |ILO: 2,7,1 |GE-LO:       |Year assessed or anticipated year of assessment: 2014|

|exercises, tests, homework | | | | |

|assignments. | | | | |

|5. |Identify adjective clauses and combine and separate sentences through the addition of or deletion of adjective clauses. |

|Measure: Classroom |PLO:       |ILO: 2,1,7 |GE-LO:       |Year assessed or anticipated year of assessment: 2014|

|exercises, tests, homework | | | | |

|assignments. | | | | |

|6. |Make comparisons utilizing comparative, superlative, and equalative forms of adjectives and adverbs. |

|Measure: Classroom |PLO:       |ILO: 2,1,7 |GE-LO:       |Year assessed or anticipated year of assessment: 2014|

|exercises, tests, homework | | | | |

|assignments. | | | | |

|7. |Identify, analyze and use gerunds and infinitives in sentences. |

|Measure: Classroom |PLO:       |ILO: 2,7,1 |GE-LO:       |Year assessed or anticipated year of assessment: 2014|

|exercises, tests, homework | | | | |

|assignments. | | | | |

|8. |Compose an original paragraph consisting of a topic sentence, supporting sentences, transitions and a concluding sentence. |

|Measure: Classroom |PLO:       |ILO: 1,7,2 |GE-LO:       |Year assessed or anticipated year of assessment: 2014|

|exercises, tests, homework | | | | |

|assignments. | | | | |

|9. |Demonstrate knowledge of "writing as a process" by clustering, brainstorming, outlining, writing, editing and rewriting paragraphs. |

|Measure: Classroom |PLO:       |ILO: 2,1,7 |GE-LO:       |Year assessed or anticipated year of assessment: 2014|

|exercises, tests, homework | | | | |

|assignments. | | | | |

|10. |Write simple, compound and complex sentences utilizing the correct structure, word order, and punctuation. |

|Measure: Classroom |PLO:       |ILO: 1,7,2 |GE-LO:       |Year assessed or anticipated year of assessment: 2014|

|exercises, tests, homework | | | | |

|assignments. | | | | |

GENERAL EDUCATION LEARNING OUTCOMES:

AREA A Communications in the English Language

After completing courses in Area A, students will be able to do the following:

1. Receive, analyze, and effectively respond to verbal communication.

2. Formulate, organize and logically present verbal information.

3. Write clear and effective prose using forms, methods, modes and conventions of English grammar that best achieve the writing’s purpose.

4. Advocate effectively for a position using persuasive strategies, argumentative support, and logical reasoning.

5. Employ the methods of research to find information, analyze its content, and appropriately incorporate it into written work.

6. Read college course texts and summarize the information presented.

7. Analyze the ideas presented in college course materials and be able to discuss them or present them in writing.

8. Communicate conclusions based on sound inferences drawn from unambiguous statements of knowledge and belief.

9. Explain and apply elementary inductive and deductive processes, describe formal and informal fallacies of language and thought, and compare effectively matters of fact and issues of judgment and opinion.

AREA B Physical Universe and its Life Forms

After completing courses in Area B, students will be able to do the following:

1. Explain concepts and theories related to physical and biological phenomena.

2. Identify structures of selected living organisms and relate structure to biological function.

3. Recognize and utilize appropriate mathematical techniques to solve both abstract and practical problems.

4. Utilize safe and effectives laboratory techniques to investigate scientific problems.

5. Discuss the use and limitations of the scientific process in the solution of problems.

6. Make critical judgments about the validity of scientific evidence and the applicability of scientific theories.

7. Utilize appropriate technology for scientific and mathematical investigations and recognize the advantages and disadvantages of that technology.

8. Work collaboratively with others on labs, projects, and presentations.

9. Describe the influence of scientific knowledge on the development of world’s civilizations as recorded in the past as well as in present times.

AREA C Arts, Foreign Language, Literature and Philosophy

After completing courses in Area C, students will be able to do the following:

1. Demonstrate knowledge of the language and content of one or more artistic forms: visual arts, music, theater, film/television, writing, digital arts.

2. Analyze an artistic work on both its emotional and intellectual levels.

3. Demonstrate awareness of the thinking, practices and unique perspectives offered by a culture or cultures other than one’s own.

4. Recognize the universality of the human experience in its various manifestations across cultures.

5. Express objective and subjective responses to experiences and describe the integrity of emotional and intellectual response.

6. Analyze and explain the interrelationship between self, the creative arts, and the humanities, and be exposed to both non-Western and Western cultures.

7. Contextually describe the contributions and perspectives of women and of ethnic and other minorities.

AREA D Social, Political, and Economic Institutions

After completing courses in Area D, students will be able to do the following:

1. Identify and analyze key concepts and theories about human and/or societal development.

2. Critique generalizations and popular opinion about human behavior and society, distinguishing opinion and values from scientific observation and study.

3. Demonstrate an understanding of the use of research and scientific methodologies in the study of human behavior and societal change.

4. Analyze different cultures and their influence on human development or society, including how issues relate to race, class and gender.

5. Describe and analyze cultural and social organizations, including similarities and differences between various societies.

AREA E Lifelong Understanding and Self-Development

After completing courses in Area E, students will be able to do the following:

1. Demonstrate an awareness of the importance of personal development.

2. Examine the integration of one’s self as a psychological, social, and physiological being.

3. Analyze human behavior, perception, and physiology and their interrelationships including sexuality, nutrition, health, stress, the social and physical environment, and the implications of death and dying.

AREA F Cultural Diversity

After completing courses in Area F, students will be able to do the following:

1. Connect knowledge of self and society to larger cultural contexts.

2. Articulate the differences and similarities between and within cultures.

|CONTENT, STUDENT PERFORMANCE OBJECTIVES AND OUT-OF-CLASS ASSIGNMENTS: |

|No Change Change |

|Copy and paste the existing content from the official course outline of record. Edit the content as needed. |

|25 Hours |

|CONTENT: |

|Participate in an introduction to the course and its requirements. Do ice-breaker activity to get to know the students. Read passages in the textbook on|

|a theme such as, "Symbols", and do text work as follows: Preview each reading via its title, visuals, and pre-reading questions. Answer True/False, |

|Multiple Choice, and Short Answer questions. Skim readings for main idea. Scan readings for specific information. Use context clues to understand new |

|vocabulary. Learn reading-specific parts of speech and affixes. Make inferences and draw conclusions. Introduce the differences between topic, topic |

|sentence, main idea and summary. Review the PRESENT PROGRESSIVE, SIMPLE PRESENT, SIMPLE PAST, PAST PROGRESSIVE, SIMPLE FUTURE tenses and MODALS. Review |

|simple sentence form. Introduce concept of "writing as a process". Focus on prewriting techniques of CLUSTERING and BRAINSTORMING. TEST on reading and |

|writing skills and grammar practiced during this first cycle of teaching. |

|OUT-OF-CLASS ASSIGNMENTS: Do the assigned paragraph writing, textbook readings and exercises. |

|STUDENT PERFORMANCE OBJECTIVES: Activate any prior knowledge of a subject before reading about it. Distinguish between the main idea and the details of |

|a reading. Expand vocabulary through context clues. Identify and use the different parts of speech and word affixes. Make inferences and draw |

|conclusions. |

| |

|25 Hours |

|CONTENT: Read passages in the textbook on a theme such as, "Customs", and do text work as follows: Preview each reading via its title, visuals, and |

|pre-reading questions. Answer True/False, Multiple Choice, and Short Answer questions. Skim readings for main idea. Scan readings for specific |

|information. Use context clues to understand new vocabulary. Learn reading-specific parts of speech and affixes. Make inferences and draw conclusions. |

|Review the differences between topic, topic sentence, main idea and summary. Review the PRESENT PERFECT and introduce the PRESENT PERFECT PROGRESSIVE, |

|PAST PERFECT, and PAST PERFECT PROGRESSIVE tenses. Review COORDINATING CONJUNCTIONS and the compound sentence form. Continue practice of brainstorming |

|and clustering. Introduce OUTLINING with focus on TOPIC SENTENCE SUPPORTING SENTENCES and CONCLUDING SENTENCE. TEST on reading and writing skills and |

|grammar practiced during this second cycle of teaching. |

|STUDENT PERFORMANCE OBJECTIVES: Activate any prior knowledge of a subject before reading about it. Distinguish between the main idea and the details of |

|a reading. Make inferences and draw conclusions. Organize the information and use it to formulate a summary. Expand vocabulary through context clues. |

|Identify and use the different parts of speech and word affixes. Compare and contrast forms and usage of tenses. Construct yes/no and information |

|questions and affirmative and negative statements. Use the simple and progressive forms of the PRESENT PERFECT and PAST PERFECT. Cluster or brainstorm a|

|given topic, make an outline, and write controlled paragraphs using the above mentioned tenses. Punctuate simple and compound sentences. Edit for tense |

|consistency and correct paragraph format. |

|OUT-OF-CLASS ASSIGNMENTS: Do the assigned paragraph writing, textbook readings and exercises. |

| |

|25 Hours |

|CONTENT: Read passages in the textbook on a theme such as, "Mind and Body", and do text work as follows: Preview each reading via its title, visuals, |

|and pre-reading questions. Answer True/False, Multiple Choice, and Short Answer questions. Skim readings for main idea. Scan readings for specific |

|information. Use context clues to understand new vocabulary. Learn reading-specific parts of speech and affixes. Make inferences and draw conclusions. |

|Distinguish facts from opinion. Review the differences between topic, topic sentence, main idea and summary. Introduce GERUNDS and INFINITIVES. |

|Introduce SUBORDINATING CONJUNCTIONS and the complex sentence form. Explain and correct FRAGMENTS, RUN-ONS, and COMMA SPLICES. Introduce the usage of |

|TRANSITION WORDS in a paragraph. Continue practice of brainstorming, clustering, outlining, and writing. Introduce EDITING techniques. TEST on reading |

|and writing skills and grammar practiced during this third cycle of teaching. |

|STUDENT PERFORMANCE OBJECTIVES: |

|Activate any prior knowledge of a subject before reading about it. Distinguish between the main idea and the details of a reading. Make inferences and |

|draw conclusions. Organize the information and use it to formulate a summary. Expand vocabulary through context clues. Identify and use the different |

|parts of speech and word affixes. Compare and contrast forms and usage of tenses. Construct yes/no and information questions and affirmative and |

|negative statements. Identify GERUNDS and INFINITIVES in sentences and analyze their functions. Read model paragraphs and edit for fragments, run-ons |

|and comma splices. Cluster or brainstorm a given topic, make an outline, and write controlled paragraphs using the above mentioned parts of speech and |

|complex sentences with subordinating conjunctions and transition words. Edit for tense consistency, punctuation and correct paragraph format. |

|OUT-OF-CLASS ASSIGNMENTS: Do the assigned paragraph writing, textbook readings and exercises. |

| |

|25 Hours |

|CONTENT: Read passages in the textbook on a theme such as, "People", and do text work as follows: Preview each reading via its title, visuals, and |

|pre-reading questions. Answer True/False, Multiple Choice, and Short Answer questions. Skim readings for main idea. Scan readings for specific |

|information. Use context clues to understand new vocabulary. Learn reading-specific parts of speech and affixes. Make inferences and draw conclusions. |

|Distinguish facts from opinions. Review the differences between topic, topic sentence, main idea and summary. Organize information in an outline and |

|write a summary. Introduce ADJECTIVE CLAUSES (who, whom, whose, which, and that); COMPARATIVE, SUPERLATIVE and EQUALATIVE forms of adjectives and |

|adverbs; and the PASSIVE VOICE. Continue practicing the "Writing Process". TEST on reading and writing skills and grammar practiced during this fourth |

|cycle of teaching. |

|STUDENT PERFORMANCE OBJECTIVES: Activate any prior knowledge of a subject before reading about it. Distinguish between the main idea and the details of |

|a reading. Make inferences and draw conclusions. Organize the information and use it to formulate a summary. Expand vocabulary through context clues. |

|Identify and use the different parts of speech and word affixes. Compare and contrast forms and usage of tenses. Construct yes/no and information |

|questions and affirmative and negative statements. Use ADJECTIVE CLAUSES and the COMPARATIVE, SUPERLATIVE, AND EQUALATIVE forms of adjectives and |

|adverbs. Use the PASSIVE VOICE. Cluster or brainstorm a given topic, make an outline, and write controlled paragraphs using the above mentioned parts of|

|speech and tenses. Use editing techniques. Edit for tense consistency, punctuation and correct paragraph format. Write a final draft. |

|OUT-OF-CLASS ASSIGNMENTS: Do the assigned paragraph writing, textbook readings and exercises. |

| |

|6 Hours |

|CONTENT: REVIEW various parts of course content depending on student need. |

|STUDENT PERFORMANCE OBJECTIVES: Review reading skills taught. Read, write and correctly punctuate simple, compound and complex sentences utilizing the |

|verb tenses and other parts of speech studied in the course. Manipulate sentence forms (questions, negatives, affirmatives). Demonstrate ability to |

|follow a "writing process" by brainstorming, clustering, outlining, writing, editing and rewriting a paragraph on a given topic. Demonstrate developing |

|proficiency in written communication by writing a paragraph that utilizes a clear topic sentence, coherent and unified supporting sentences, transitions|

|and concluding sentences. |

|OUT-OF-CLASS ASSIGNMENTS: Do the assigned textbook reading and exercises. |

| |

|2 Hours |

|FINAL EXAM |

|The content should include: |

|Hours it will take to cover each topic - Hours are based on an 18 week term, even though the instruction is compressed into a 16 week calendar. For |

|example, a 3 unit course should have 54 hours (3 hours per week times 18 weeks = 54 Total Contact Hours). 2 hours should be set aside for the final. |

|Topic |

|Student Performance Objectives |

|Out of Class Assignments - Out of Class Assignments: essays, library research, problems, projects required outside of class on a 2 to 1 basis for |

|Lecture units granted. Include specific examples of reading and writing assignments. |

|METHODS OF EVALUATION: |

|No Change Change |

|Category 1 - The types of writing assignments required: |

|Percent range of total grade:       % to       % |

| Written Homework |

| Reading Reports |

| Lab Reports |

| Essay Exams |

| Term or Other Papers |

| Other:       |

|If this is a degree applicable course, but substantial writing assignments are not appropriate, indicate reason: |

| Course is primarily computational |

| Course primarily involves skill demonstration or problem solving |

|Category 2 -The problem-solving assignments required: |

|Percent range of total grade:       % to       % |

| Homework Problems |

| Field Work |

| Lab Reports |

| Quizzes |

| Exams |

| Other:       |

|Category 3 -The types of skill demonstrations required: |

|Percent range of total grade:       % to       % |

| Class Performance/s |

| Field Work |

| Performance Exams |

|Category 4 - The types of objective examinations used in the course: |

|Percent range of total grade:       % to       % |

| Multiple Choice |

| True/False |

| Matching Items |

| Completion |

| Other:       |

|Category 5 - Any other methods of evaluation: |

|Percent range of total grade:       % to       % |

|      |

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