ENC 0022 Writing for College Success

 

  School of Arts, Humanities, and Social Sciences

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SEMESTER:

I. 

COURSE NUMBER AND TITLE, CATALOG C ATALOG DESCRIPTION, CREDITS: ENC 0022 WRITING FOR COLLEGE SUCCESS SUCCESS (*) (3 CREDITS) This is a lecture/laboratory course with emphasis on grammatical concepts c oncepts and usage, punctuation, word choice, and paragraph and essay development. ENC 0025 is required of all students who need to develop basic writing and thinking skills before entering ENC 1101. Completion of this course with a grade of “C” or better is part of the prerequisite for ENC 1101. (*) Preparatory credit, does not count toward a degree or certificate

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PREREQUISITES FOR THIS COURSE: None

CO-REQUISITES FOR THIS COURSE:  None

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GENERAL COURSE INFORMATION:

         

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Writing skills as preparation for college-level writing intensive courses Grammatical concepts and usage Punctuation Word choice Paragraph and essay development

LEARNING OUTCOMES AND ASSESSMENT:  GENERAL EDUCATION COMPETENCIES:  General education courses must meet at least four out of the five following outcomes. All other courses will meet one or more of these outcomes. Communication (COM): To (COM): To communicate effectively using standard English (written or oral).

VPAA: Revised 9/20/11, 3/23/12, 3/28/14

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ENC 0022 WRITING FOR COLLEGE SUCCESS  Critical Thinking (CT): To (CT): To demonstrate skills necessary for analysis, synthesis, and evaluation. Technology/Information Management (TIM): To (TIM):  To demonstrate the skills and use the technology t echnology necessary to collect, verify, document, and organize or ganize information from a variety of sources. Global Socio-cultural Responsibility (GSR): To identify, describe, and apply responsibilities, core civic beliefs, and values present in a diverse society. Scientific and Quantitative Reasoning (QR): To identify and apply mathematical and scientific sc ientific principles and methods.

ADDITIONAL COURSE COMPETENCIES:  At the conclusion of this course, students will be able to demonstrate the following additional competencies:

LEARNING OUTCOMES Identify and correctly use the conventions of a variety of sentence structures and will be

ASSESSMENTS Students will pass multiple-choice tests and will write paragraphs and essays utilizing correct modifier placement,

able to avoid sentence fragments, comma splices, and fused sentences in their own writing and on tests.

clause coordination/subordina tion, parallelcoordination/subordination, structure, and sentence structure.

WDECU 2, 9, 19, 20, 21, 29 Identify and correctly use proper conventions for spelling, capitalization, and punctuation in their own writing and on tests

GENERAL EDUCATION COMPETENCIES Faculty are expected to cover at least two General Education Competencies in the course sequence.

Students will pass multiple-choice tests and will write paragraphs and essays utilizing correct spelling, capitalization, and punctuation.

WDECU 2, 32, 33, 34 Identify and correctly use proper conventions for sentence grammar and avoid illogical shifts in pronouns and verbs in their own writing and on tests.

WDECU 2, 22, 23, 24, 25, 26, 27, 28, 30, 31 Identify and appropriately use commonly confused or misused words or phrases and choose words that express their ideas precisely and concisely in their own writing and on tests.

Students will pass multiple-choice tests and will write paragraphs and essays utilizing standard verb forms and tenses, subject-verb and pronoun agreement, pronoun case and reference, and adjectives and adverbs using correct degrees.

Students will pass multiple-choice tests and will write paragraphs, and essays utilizing commonly confused or misused words or phrases.

VPAA: Revised 9/20/11, 3/23/12, 3/28/14

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ENC 0022 WRITING FOR COLLEGE SUCCESS 

WDECU 1, 2, 7, 18 Identify and write effective topic sentences and thesis statements that address task and audience and use logical structure, support, support, and transitional devices for

Students will pass the and will write paragraphs and essays utilizing effective topic sentences and thesis statements, adequate structure and support, and transitional devices.

expository purposes. and persuasive WDECU 3, 4, 5, 17 Plan and write paragraphs and essays reflecting styles and tones appropriate for their audience and use adequate support, coherence, and unity that demonstrate understanding of content in expository and persuasive purposes.

WDECU 5, 6, 10, 11claim, link Establish1,a 3, substantive claims to relevant evidence, and acknowledge competing arguments, gather information needed, and accurately incorporate source material into their own wring to avoid plagiarism. WDECU 12, 13, 14, 15, 16 Produce, edit, and distribute their writing using technology and work collaboratively with grammar others to verbalize and apply concepts and to analyze/edit sentences, paragraphs, and essays.

Students will write academic paragraphs and essays that will be evaluated for structure, development, coherence, and unity according to a common departmental rubric.

Student essays that will be evaluated for documentation as well as structure, development/support, coherence, and unity according to the common departmental rubric.

Students will use in-class assignments, editing workshops, and/or a common departmental evaluate their own and their rubric peers’to written work s and to revise as needed.

WDECU 8, 35

The Florida College System Council on Instructional Affairs Developmental Competencies: At the conclusion of this course, students will demonstrate proficiency in the Developmental Education Competencies for Developmental Writing II. WDECL = Writing Developmental Education Competency Lower   WDECU= Writing Developmental Education Competency Upper  

VPAA: Revised 9/20/11, 3/23/12, 3/28/14

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ENC 0022 WRITING FOR COLLEGE SUCCESS 

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DISTRICT-WIDE POLICIES:  PROGRAMS FOR STUDENTS WITH DISABILITIES DISABILITIES Florida SouthWestern State College, in accordance with the Americans with Disabilities Act and the College’s guiding principles, offers students with documented disabilities programs to equalize access to the educational process. Students needing to request an accommodation in this class due to a disability, or who suspect that their academic performance is affected by a disability should contact the t he Office of Adaptive Services at the nearest campus. The office locations locations and telephone telephone numbers for the Office of http://www.fsw.edu/adaptiveservices..  Adaptive Services at each campus can be found at  at http://www.fsw.edu/adaptiveservices

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REQUIREMENTS FOR THE STUDENTS:  List specific course assessments such as class participation, tests, homework assignments, make-up procedures, etc.

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ATTENDANCE POLICY:  The professor’s specific policy concerning absence. (The College policy on attendan atte ndance is in the Catalog, and defers to the professor.)

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GRADING POLICY:  Include numerical ranges for letter grades; the following is a range commonly used by many faculty: 90 - 100 80 - 89 70 - 79 60 - 69 Below 60

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A B C D F

(Note: The “incomplete” grade [“I”] should be given only when unusual unusual circumstances warrant. An “incomplete” is not a substitute for a “D,” “F,” or “W.” Refer to the policy on “incomplete grades.”)

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REQUIRED COURSE MATERIALS:  (In correct bibliographic format)

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RESERVED MATERIALS FOR THE COURSE:   Other special learning resources

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CLASS SCHEDULE / COURSE OUTLINE:   This section includes assignments for each class meeting or unit, along with scheduled Library activities and other scheduled support, including scheduled tests.

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ANY OTHER INFORMATION OR CLASS PROCEDURES OR POLICIES:  (Which would be useful to the students in the class)

VPAA: Revised 9/20/11, 3/23/12, 3/28/14

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