A combination of different instructional methods will be used in order to balance instructional efficiency with individual student needs.
These methods will include lecture presentation, large and small group discussion, learning activities, individual assistance (in scheduled appointments), computer-assisted learning, and student-directed learning.
Writing
Standard Written Expression
• use mechanics and punctuation (end marks, commas, apostrophes, quotation marks, semi-colons, and capital letters, etc.);
• identify usage errors (verb forms, agreement, pronoun reference, etc.).
Syntactic and Semantic Control
• use a variety of sentence construction (simple, compound, complex, and compound-complex sentences);
• avoid sentence errors (fragments, run-ons, faulty parallelism, dangling modifiers, etc.);
• use abstract and specific language;
• choose appropriate words (formality, connotation, precision, etc.).
Pre-writing
• understand instructions for assignments
• choose and narrow topics;
• compose thesis and topic sentences;
• gather evidence and make notes;
• adjust content and style of writing to suit purpose, audience, and situation.
Drafting
• construct beginnings and endings;
• adjust content and style of writing to suit purpose, audience and situation;
• make connections and transitions between ideas in a text.
Revising
• use feedback to revise drafts;
• revise and edit work to improve content, organization, word choice;
• proofread for grammar, sentence structure, spelling and punctuation;
• recognize and edit for clichés, jargon, slang and wordiness;
• use sentence variety.
Writing Formats
• Write paragraphs in a variety of rhetorical modes, including exposition and persuasion.
• Write a summary.
• Write a short essay.
• Write a review.
- Identify, discuss and evaluate literary elements (plot, theme, character, setting, conflict)
Reading
• identify main ideas;
• differentiate main ideas from supporting details;
• use context clues and word structure analysis (prefix, suffix, root) to determine meaning;
• recognize author's tone, intent and point of view;
• compare and synthesize ideas from different sources;
• distinguish fact from opinion;
• summarize;
• identify cause and effect;
• develop note-taking skills;
• develop flexibility in reading speed.
Writing
The aims of the course are for students to:
• understand and use the steps of the writing process: prewriting, drafting, revising, editing and proofreading;
• gather ideas;
• define and narrow a topic;
• consider audience;
• organize/outline a document;
• work to improve word choice, phrasing, sentence and paragraph structure, spelling and punctuation;
• write effective paragraphs in a range of rhetorical modes (may include narrative, descriptive, process, compare/contrast, cause/effect, classification, expository and persuasive);
• write a summary;
• write a journal;
• write a short essay (350 to 500 words);
• understand and avoid plagiarism.
Reading, Research and Reference
• use context clues and word structure analysis (prefix, suffix, root) to determine meaning;
• recognize homonyms, antonyms and synonyms;
• use a dictionary and a thesaurus to expand vocabulary;
• read to locate main idea and specific information;
• use a variety of reference materials;
• use in-book reference tools (index, table of contents, glossary);
• use skimming and scanning techniques;
• develop skills in outlining and note-taking.
Critical and Creative Thinking
• recall and interpret information;
• identify topic, main ideas, supporting ideas and logical sequence;
• summarize;
• identify and discuss examples of fact and opinion.
Speaking and Listening
• ask questions to clarify meaning;
• demonstrate effective listening and paraphrasing skills;
• use voice and body language effectively;
• respond effectively to listener feedback;
• deliver an effective oral presentation to inform or persuade;
• provide useful input and feedback in a variety of situations (peer editing, group discussion, classroom participation).
Co-operative Communication
• establish co-operative working relationships with others;
• recognize and respect diversity and individual differences;
• establish goals and priorities;
• respond appropriately to thoughts, opinions, non-verbal cues and work of others;
• challenge assumptions constructively.
Media Literacy
• identify and track a theme, topic, or specified content from a variety of media;
• interpret common graphics (graphs, charts, tables);
• review a book, movie, play, television program, documentary, piece of music, or other non-print material.
Computer Literacy
• use computer programs to create, edit and publish;
• use electronic communication;
• format assignments appropriately.
Students will receive on-going feedback from the instructor throughout the course.
Students’ success will be graded as mastery or experience (mastery set at 70%). Grading criteria will include:
• Summaries worth no more than 20%
• Paragraphs worth no more than 20%
• Miscellaneous short writing assignments (journals, writing responses, etc.) worth no more than 15%
• Oral presentation worth no more than 10%
• Minimum of 1 essay worth no more than 20%
• A minimum of 80% of the course grade will be based on integrated reading and writing assignments or examinations.
Current editions of the following may be required:
Students may be required to purchase a textbook, coursepack and USB.
Suggested texts: Brandon, L. (1998). Paragraphs and Essays. Boston, MA & New York, NY: Houghton Mifflin Co.
Langan, J. (2011). Sentence Skills: A Workplace for Writers. New York, NY: McGraw Hill Companies Inc.
Langan, J. (2011). Ten Steps To Building College Reading Skills. West Berlin, NJ: Townsend Press Inc.
Lipschutz, G., Scarry, S & Scarry J. (2013). The Canadian Writer's Workplace. Toronto, ON: Nelson Education.
ENGU 0255, ENGU 0256
or ENGU placement test and interview
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