English

Upon completion of this course, the student will be able to:

• BECOME SELF-RELIANT, EVALUATIVE READERS AND WRITERS, ABLE TO USE CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY IN ACADEMIC AND WORKPLACE SETTINGS. (SLO #1, P-SLO #3)
• demonstrate the ability to revise effectively their own writing using critical thinking skills.
• DEVELOP ACADEMIC LITERACY SKILLS, TO UTILIZE READING AND WRITING PROCESSES, TO FIND AND COMPREHEND INFORMATION, AND TO APPLY THAT KNOWLEDGE IN MYRIAD RHETORICAL SITUATIONS. (SLO #2, P-SLO #4)
• demonstrate an understanding of the use of literacy concepts in professional imaginative writing, such as point-of-view and unexpressed thinking for creative non-fiction, imagery and persona for poetry, and plot conflict in short fiction.
• OBTAIN THE NECESSARY READING AND WRITING SKILLS FOR UNIVERSITY-LEVEL COURSES. (SLO #3, P-SLO #5)
• demonstrate the ability to compose one short story or part of a novel, a substantial amount of poetry, and one piece of creative non-fiction.
• demonstrate the ability in group discussion and/or in writing to critique other students' writing, providing both critical praise and suggestions for improvement.

Upon completion of this course, the student will be able to:

• BECOME SELF-RELIANT, EVALUATIVE READERS AND WRITERS, ABLE TO USE CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY IN ACADEMIC AND WORKPLACE SETTINGS. (SLO #1)
• Demonstrate the ability to revise effectively his/her own writing using critical thinking skills.
• Demonstrate the ability in group discussion and/or in writing to analyze other students’ writing, providing both critical praise and suggestions for improvement.
• DEVELOP ACADEMIC LITERACY SKILLS, TO UTILIZE READING AND WRITING PROCESSES, TO FIND AND COMPREHEND INFORMATION, AND TO APPLY THAT KNOWLEDGE IN MYRIAD RHETORICAL SITUATIONS. (SLO #2)
• Demonstrate an understanding of the use of literary concepts in professional imaginative writing.
• OBTAIN THE NECESSARY READING AND WRITING SKILLS FOR UNIVERSITY-LEVEL COURSES. (SLO #3)
• Demonstrate the ability to compose two short fiction stories.

Upon completion of this course, the student will be able to:

• BE SELF-RELIANT, EVALUATIVE READERS AND WRITERS, ABLE TO USE CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY IN ACADEMIC AND WORKPLACE SETTINGS (SLO# 1; PSLO # 3).
• recognize some of the aesthetic factors which characterize well-written poetry, such as thoughtful line breaks and a reliance on specific images rather than on general statement as a way to communicate meaning.
• DEVELOP ACADEMIC LITERACY SKILLS, TO UTILIZE READING AND WRITING PROCESSES, TO FIND AND COMPREHEND INFORMATION, AND TO APPLY THAT KNOWLEDGE IN MYRIAD RHETORICAL SITUATIONS (SLO# 2; PSLO# 4).
• develop critique skills in group discussion and/or reviewing peers’ poems; develop the capacity to offer critical praise and suggestions for improvement.
• OBTAIN THE NECESSARY READING AND WRITING SKILLS FOR UNIVERSITY-LEVEL COURSES (SLO# 3; PSLO# 5).
• revise writing using critical thinking skills and knowledge of aesthetics.

Upon completion of this course, the student will be able to:

• BECOME SELF-RELIANT, EVALUATIVE READERS AND WRITERS, ABLE TO USE CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY IN ACADEMIC AND WORKPLACE SETTINGS. (SLO #1, P-SLO #3)
• learn methods of revision and apply them to their own work.
• DEVELOP ACADEMIC LITERACY SKILLS, UTILIZE READING AND WRITING PROCESSES, FIND AND COMPREHEND INFORMATION, AND APPLY THAT KNOWLEDGE IN MYRIAD RHETORICAL SITUATIONS. (SLO #2, P-SLO #4)
• critically examine examples of different types of personal essays for theme, structure, and style.
• participate in critical analysis of works written for class.
• OBTAIN THE NECESSARY READING AND WRITING SKILLS FOR UNIVERSITY-LEVEL COURSES. (SLO #3, P-SLO #5)
• write autobiographical essays.
• compile a portfolio of essays.

Upon completion of this course, the student will be able to:

• BECOME SELF-RELIANT, EVALUATIVE READERS AND WRITERS, ABLE TO USE CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY IN ACADEMIC AND WORKPLACE SETTINGS. (SLO #1, P-SLO #3)
• gain increased opportunity for creative expression in writing and art.
• DEVELOP ACADEMIC LITERACY SKILLS, UTILIZE READING AND WRITING PROCESSES, FIND AND COMPREHEND INFORMATION, AND APPLY THAT KNOWLEDGE IN MYRIAD RHETORICAL SITUATIONS. (SLO #2, P-SLO #4)
• develop reading, writing, and oral expression skills along with critiquing and critical thinking skills.
• OBTAIN THE NECESSARY READING AND WRITING SKILLS FOR UNIVERSITY-LEVEL COURSES. (SLO #3, P-SLO #5)
• see completion of writing process from creation of manuscript to publication in a magazine.
• RECOGNIZE THE ETHICAL IMPLICATIONS OF VARIOUS MODES OF COMMUNICATION AND THE NEED TO USE THIS KNOWLEDGE RESPONSIBLY. (SLO #4, P-SLO #2)
• assemble the contents of the annual literary magazine.
• encourage others from the community to contribute manuscripts and art.
• develop individual and group leadership skills.

Upon completion of this course, the student will be able to:

• SLO #1: Actively engage in intellectual inquiry beyond that required in order to pass a course of study (College Wide Learning Outcome – Area 4).
• Discuss and outline a proposal of study (that can be accomplished within one semester term) with a supervising instructor qualified within the discipline.
• Design an independent study (to be completed individually or by collaboration of a small group) to foster special knowledge, skills, and experience that are not available in any one regularly scheduled course.
• Use information resources to gather discipline-specific information.
• SLO #2: Utilize modes of analysis and critical thinking to apply theoretical perspectives and/or concepts in the major discipline of study to significant problems and/or educational activities (College Wide Learning Outcome – Area 3).
• Analyze and apply the knowledge, skills and experience that are involved in the independent study to theoretical perspectives and/or concepts in the major discipline of study.
• Explain the importance of the major discipline of study in the broader picture of society.
• SLO #3: Communicate a complex understanding of content matter of the major discipline of study (College Wide Outcome – Area 3).
• Demonstrate competence in the skills essential to mastery of the major discipline of study that are necessary to accomplish the independent study.
• SLO #4: Identify personal goals and pursue these goals effectively (College Wide Outcome – Area 4).
• Utilize skills from the “academic tool kit” including time management, study skills, etc., to accomplish the independent study within one semester term.

Upon completion of this course, the student will be able to:

• UTILIZE ACADEMIC LITERACY SKILLS AND KNOWLEDGE NECESSARY TO FUNCTION SUCCESSFULLY AND COMPLETELY AT THE UNIVERSITY, IN THE WORKPLACE AND IN DIVERSE CULTURAL SETTINGS.(PSLO#1, SLO#1)
• examine the history and structure of English.
• compare and contrast the methods of language acquisition, including acquisition of English among culturally diverse populations.
• apply knowledge of standard usage and differentiate between standard and non-standard usage in writing and writing instruction.
• BECOME A SELF-RELIANT, EVALUATIVE READER AND WRITER, ABLE TO USE CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY IN ACADEMIC AND WORKPLACE SETTINGS. (PSLO#3, SLO#2)
• analyze and apply principles of phonology and orthography.
• employ critical thinking skills in making appropriate rhetorical choices based on grammatical considerations.
• ASSIST STUDENTS IN OBTAINING THE NECESSARY READING AND WRITING SKILLS FOR UNIVERSITY-LEVEL COURSES. (PSLO#5, SLO#3)
• apply the principles of traditional and transformative English grammars as those principles relate to writing.
• apply techniques such as sentence combining to explain relationships between grammar and writing.

Upon completion of this course, the student will be able to:

• SLO#1: Define, clarify and analyze components of a developmentally-appropriate elementary school reading/language arts program.
• Compare and hypothesize how classroom instruction and classroom tutoring differ and complement one another to allow opportunities for all learners to read, write, speak, spell and listen.
• Discover how the various components of the elementary school reading/language arts programs are organized into a developmentally-appropriate curriculum by identifying how reading/language arts instruction is presented in the classroom.
• Interpret and analyze how the Reading/Language Arts Framework for California Public Schools K - 12 provides a theoretical and developmentally-appropriate base for curriculum development and instruction.
• Infer how the reading process relates to the reader as the integration of visual, auditory, psycho-social and cognitive functioning.
• SLO#2: Demonstrate knowledge of and successful tutoring of developmentally-appropriate/student-focused reading/language arts lessons.
• Infer and critique how explicit and systematic instruction/assessment of phonics (including knowledge of the alphabetic principle, phonemic awareness and word-analysis techniques) allow learners to improve reading skills.
• Develop and practice in the elementary classroom various word-analysis lessons as which are appropriate to meet students' learning needs.
• Infer and critique how reading comprehension, spelling, listening and writing as a process are taught and assessed explicitly and implicitly in the classroom.
• Develop and practice vocabulary development lessons, reading comprehension lessons, spelling activities and/or writing process lessons as appropriate to meet students' learning needs in the elementary classroom.
• Assess the reading fluency of elementary students through the use of running records and/or reading fluency tests.
• Analyze and evaluate how a "print rich" elementary school classroom motivates children to read and to write.
• SLO#3: Evaluate critical thinking skills, problem-solving skills and decision-making skills through successful tutoring and reflection on tutoring.
• Practice specific tutoring strategies and lessons (including, as appropriate, behavior modification techniques and memory enhancement techniques) to address identified areas of learner weakness and needs in the reading/language arts curriculum.
• Assess and evaluate one's growth as a tutor through analytical reflection of classroom tutoring.
• Incorporate professional language and professional judgment in development of all written work and/or oral presentations which reflect upon the classroom or instruction; the classroom teacher has the right to know what a tutor may perceive of the classroom or of teaching in the classroom.
• SLO#4: Demonstrate college-level writing skills through all required written course assessment tools and through all written communication with teachers.
• Prepare and submit a letter of introduction to the classroom teacher.
• Prepare all course written assignments employing professional language and professional judgment when discussing, describing or analyzing classroom teaching, children and tutoring.

Upon completion of this course, the student will be able to:

• SLO #1: Actively engage in intellectual inquiry beyond that required in order to pass a course of study (College Wide Learning Outcome – Area 4).
• Discuss and outline a proposal of study (that can be accomplished within one semester term) with a supervising instructor qualified within the discipline.
• Design an independent study (to be completed individually or by collaboration of a small group) to foster special knowledge, skills, and experience that are not available in any one regularly scheduled course.
• Use information resources to gather discipline-specific information.
• SLO #2: Utilize modes of analysis and critical thinking to apply theoretical perspectives and/or concepts in the major discipline of study to significant problems and/or educational activities (College Wide Learning Outcome – Area 3).
• Analyze and apply the knowledge, skills and experience that are involved in the independent study to theoretical perspectives and/or concepts in the major discipline of study.
• Explain the importance of the major discipline of study in the broader picture of society.
• SLO #3: Communicate a complex understanding of content matter of the major discipline of study (College Wide Outcome – Area 3).
• Demonstrate competence in the skills essential to mastery of the major discipline of study that are necessary to accomplish the independent study.
• SLO #4: Identify personal goals and pursue these goals effectively (College Wide Outcome – Area 4).
• Utilize skills from the “academic tool kit” including time management, study skills, etc., to accomplish the independent study within one semester term.

Upon completion of this course, the student will be able to:

• Demonstrate knowledge of the writing process by engaging with the steps of writing in development of written assignments. (SLO 1)
• Write with a focus in development of a controlling idea (thesis statement) and with the assistance of word process. (Objective 1A)
• Facilitate the use of word processing to assist in the steps of the writing process. (SLO 2)
• Use word processing in the completion of writing tasks. (Objective 2A)

Upon completion of this course, the student will be able to:

• Write clear sentences for the purpose of academic writing. (SLO 1)
• Demonstrate ability to write for an academic purpose. (Objective 1A)
• Identify basic elements of text structure including: paragraph, topic sentences, supporting details, and examples. (Objective 1B)

Upon completion of this course, the student will be able to:

• Write for the purpose of expressing comprehension and for evaluating text. (SLO 1)
• Evaluate one's own writing in terms of the ability to develop paragraphs with controlling ideas, main ideas, clear organization of thought, and proper grammar. (Objective 1A)
• Work independently with regards to completing discipline related writing coursework and homework. (Objective 1B)

Upon completion of this course, the student will be able to:

• Demonstrate an improved ability to practice reading, thinking and writing as interrelated processes. (SLO 1)
• Identify and practice components of college level writing. (Objective 1A)
• Identify and practice components of writing an academic research papers. (Objective 1B)

Upon completion of this course, the student will be able to:

• Demonstrate general and specific improvement of reading ability based upon diagnostic assessment of need. (SLO 1)
• Identify individual reading strengths and needs based upon diagnostic assessment of reading ability and in consultation with instructor. (Objective 1A)
• Use specifically focused reading strategies to identify a focus for reading. (Objective 1B)

Upon completion of this course, the student will be able to:

• Read for the purpose of analyzing text to enhance comprehension. (SLO 1)
• Identify and utilize vocabulary techniques for learning new words.(Objective 1A)
• Use context to identify meaning. (Objective 1B)
• Identify main ideas in text and determine how main idea relates to basic structure of paragraphs and texts of extended length. (Objective 1C)

Upon completion of this course, the student will be able to:

• Demonstrate general reading abilities, which will lead to success in college level reading tasks. (SLO 1)
• Improve vocabulary range and usage, comprehension, study reading, reading rate, and critical reading through the use of analytical and critical reading strategies. (Objective 1A)
• Improve vocabulary skills by following a diagnostic prescriptive methodology. (Objective 1B)

Upon completion of this course, the student will be able to:

• Demonstrate the ability to analyze and interpret a variety of college level texts across a variety of college disciplines. (SLO 1)
• Identify how research has been analyzed in a variety of academic research papers. (Objective 1A)
• Practice interpretation of research findings and conclusions. (Objective 1B)
• Practice writing research conclusions based upon one's analysis of data (or literature review) from a variety of academic research papers from a variety of disciplines. (Objective 1C)

Upon completion of this course, the student will be able to:

• APPLY CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY AS SELF-RELIANT, EVALUATIVE READERS AND WRITERS(SLO #1; PSLO #3):
• Demonstrate an understanding of the characteristic features of the short fiction genre.
• Read and analyze critically works of short fiction written in the last 200 years.
• Discover connections between literary themes and life situations.
• Demonstrate critical thinking about those discoveries both verbally and in writing.

Upon completion of this course, the student will be able to:

• SLO 1: Use critical thinking skills to read and write effectively in academic and workplace settings to become self-reliant, evaluative readers and writers.
• SLO 2: Demonstrate an understanding of the major eras of literary development in England from Anglo-Saxon times through the Neoclassical period of the eighteenth century.
• Read and understand the different genres and writers in English literature.
• Demonstrate an understanding of English culture and history as expressed in the literature.
• SLO 3: Analyze literature through class discussion and writing assignments.
• Write interpretive essays showing insight into the themes expressed in the literature of the period.

Upon completion of this course, the student will be able to:

• BECOME A SELF-RELIANT, EVALUATIVE READER AND WRITER, ABLE TO USE CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY IN ACADEMIC AND WORKPLACE SETTINGS. (PSLO #3; SLO #1)
• demonstrate an understanding of the major eras of development of literature from the beginning of Romanticism in the 18th Century through the present.
• read and understand the major types of writers in British literature.
• demonstrate an understanding of English culture and history as expressed in literature.
• write interpretive essays showing insight into the themes expressed in this literature.
• demonstrate analytical skills in class discussions and writing assignments.

Upon completion of this course, the student will be able to:

• BECOME SELF-RELIANT, EVALUATIVE READERS AND WRITERS, ABLE TO USE CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY IN ACADEMIC AND WORKPLACE SETTINGS.(SLO 1, P-SLO 3)
• respond in writing and discussion to major literary works of the United States.
• demonstrate an awareness--through literature--of the development of cultural patterns in America.
• demonstrate the ability to interpret a piece of literature and to discuss intelligently the problems and ideas presented in literature.
• recognize and analyze the elements of poetry, non-fiction and fiction.
• demonstrate the ability to recognize the power of literature as a humanizing force.
• demonstrate understanding of appropriate academic discourse and the conventions of critical literary analysis
• relate the literary works to their historical, philosophical, social, political, regional, and/or aesthetic contexts

Upon completion of this course, the student will be able to:

• BECOME SELF-RELIANT, EVALUATIVE READERS AND WRITER, ABLE TO USE CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY IN ACADEMIC AND WORKPLACE SETTINGS.(SLO 1, P-SLO 3)
• respond in writing and discussion to major literary works of the United States, from after the Civil War through the present.
• demonstrate an awareness--through literature--of the development of cultural patterns in America.
• demonstrate the ability to interpret a piece of literature and to discuss intelligently the problems and ideas presented in literature.
• recognize and analyze the elements of poetry, prose, and drama.
• demonstrate the ability to recognize the power of literature as a humanizing force.

Upon completion of this course, the student will be able to:

• BECOME SELF-RELIANT, EVALUATIVE READERS AND WRITERS, ABLE TO USE CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY AND IN ACADEMIC AND WORKPLACE SETTINGS (SLO #1)
• Acquire literary skills and knowledge necessary to function successfully and competently in college, at university, in the workplace and in diverse cultural settings.
• evaluate the literature critically and assess its historical significance.
• demonstrate an appreciation for the contributions of African American Writers to mainstream literature.
• demonstrate critical thinking skills in class discussion and in written analytical essays.
• demonstrate the effects of African American Literature on the reader through the use of textual analysis and reader response.
• demonstrate the ability to incorporate bibliographic research effectively into analytical papers.

Upon completion of this course, the student will be able to:

• Contribute to a community of evaluative readers and writers and use critical thinking skills to read and write effectively in academic and workplace settings. (SLO #1)
• Define common literary terms and apply them to the analysis of specific texts. (Objective 1a)
• Compose formal written analyses of texts that demonstrate knowledge of the conventions of critical literary analysis. (Objective 1b)
• Research appropriate primary and secondary sources to incorporate into writing through citational practice skills. (Objective 1c)
• Demonstrate awareness of the effects of literature on the reader through textual analysis, classroom discussion, and response papers. (Objective 1d)
• Compose essays and other writings that respond to, evaluate, and analyze Asian American literary works. (SLO #2)
• Assess literature by or about Asian Americans as a reflection of the authors' cultures and values. (Objective 2a)
• Analyze the cultural and historical contexts of Asian American literary works. (Objective 2b)
• Demonstrate a basic knowledge of Asian American literature and the cultural, intersectional, and intellectual contribution it represents. (SLO #3)
• Assess the intersectional concerns of Asian American Literature (race, class, gender, ability etc.). (Objective 3a)
• Understand how Asian American feminist responses to the Asian American canon challenge dominant narratives that center the American-Centric experience. (Objective 3b)
• Analyze how Asian American feminist writers express their responses to racism (such as the Asian American Diaspora), sexism, and classism. (Objective 3c)
• Recognize the contributions of diverse Asian American writers to mainstream literature and the subculture. (Objective 3d)
• Identify and explain Asian American issues at work in literature over the course of several historical periods in the U.S. and globally. (SLO #4)
• Discuss the significance of Asian American writers and topics within a historical framework. (Objective 4a)
• Demonstrate the ability to perform bibliographic research and incorporate findings into analytic papers that evaluate literary, historical, and sociological aspects of diverse Asian American culture. (Objective 4b)

Upon completion of this course, the student will be able to:

• CONTRIBUTE TO A COMMUNITY OF EVALUATIVE READERS AND WRITERS, AND USE CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY IN ACADEMIC AND WORKPLACE SETTINGS. (SLO #1, PSLO #3)
• demonstrate awareness of the effects of literature on the reader through textual analysis, classroom discussion, and response papers.
• analyze the themes of gender and ethnicity and the concomitant issues of protest, identity and stereotyping as they emerge from various writers.
• demonstrate an understanding of the difficulties facing a range of Latinx people in a culture dominated by traditional European values.
• analyze how the Latinx authors express their responses to racism, sexism, ethnocentrism, and/or classism.
• analyze how authors celebrate their connection and relationship to Latinx culture write interpretive essays based on the literature.
• demonstrate the ability to perform bibliographic research and incorporate findings into analytic papers that evaluate literary, historical, and sociological aspects of diverse cultures.

Upon completion of this course, the student will be able to:

• PREPARE STUDENTS TO BECOME SELF-RELIANT, EVALUATIVE READERS AND WRITERS, ABLE TO USE CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY AND IN ACADEMIC AND WORKPLACE SETTINGS. (SLO #1, PSLO #3)
• demonstrate awareness of the effects of literature on the reader through textual analysis, classroom discussion, and response papers.
• analyze the themes of gender and ethnicity and the concomitant issues of protest, identity and stereotyping as they emerge from various writers.
• demonstrate an understanding of the difficulties facing women and minorities in culture dominated by traditional European values.
• analyze how the author’s voice expresses his or her response to racism, sexism, ethnocentrism, and/or classism.
• write interpretive essays based on the literature.
• demonstrate the ability to perform bibliographic research and incorporate findings into analytic papers that evaluate literary, historical, and sociological aspects of the diverse cultures present in the United States.

Upon completion of this course, the student will be able to:

• SLO #1: Become a self-reliant, evaluative reader and writer able to use critical thinking to communicate understanding and appreciation of literature.
• Analyze and evaluate similarities and differences in theme, myth, and archetype apparent in literatures of different cultures.
• Evaluate historical, philosophical, and cultural contexts of the various literatures.
• Assess and apply various interpretative tools or critical approaches to a diverse selection of world literatures.
• SLO #2: Appraise and evaluate significant aspects of culture and its contributions and appreciate the social experiences of early Middle Eastern, Asian, African, South American, European, and North American cultures.
• Analyze and evaluate world literary texts as reflections of authors' cultures and values and synthesize such information into short essays, a research paper/project, class research projects and presentations and written exams.

Upon completion of this course, the student will be able to:

• SLO #1: BECOME AN EVALUATIVE READER AND WRITER, ABLE TO USE CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY IN ACADEMIC AND WORKPLACE SETTINGS and become a self-reliant, evaluative reader and writer able to use critical thinking to communicate understanding and appreciation of literature.
• differentiate, appraise, analyze and evaluate major epochs associated with the development of world literature from the middle of the seventeenth century to the present and demonstrate an understanding of the relationships between this literature and significant historical and contemporary events.
• examine and analyze the historical circumstances and concerns of the writers covered, tracing threads of thought, contrasting views, and analyzing and synthesizing primary themes and approaches.
• recognize and assess characteristics of various literary movements, genres, themes, myths and archetypes as they emerge and develop in the chronology of the written tradition.
• SLO #2: ANALYZE AND ASSESS THE ETHICAL IMPLICATIONS OF VARIOUS MODES OF COMMUNICATION AND THE NEED TO USE THIS KNOWLEDGE RESPONSIBLY.
• Appraise and evaluate significant aspects of culture and and its contributions and analyze social experiences of Asian, European, Middle Eastern, African, and North and South American literary traditions.
• demonstrate an understanding and appreciation of the historical, cultural, and literary diversity found in literary texts from different parts of the world.
• SLO #3: DEVELOP ACADEMIC LITERACY SKILLS, TO UTILIZE READING AND WRITING PROCESSES, TO FIND AND COMPREHEND INFORMATION, AND TO APPLY THAT KNOWLEDGE IN MYRIAD RHETORICAL SITUATIONS.
• demonstrate the ability to perform bibliographic research and incorporate findings into original analytical papers that evaluate literary, historical, and sociological aspects of a diverse range of literature. Analyze and evaluate world literary texts as reflections of authors' cultures and values and synthesize such information into discussion projects, short essays, and a research paper/project.

Upon completion of this course, the student will be able to:

• SLO #1: PREPARE STUDENTS TO BECOME A COMMUNITY OF EVALUATIVE READERS AND WRITERS, ABLE TO USE CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY IN ACADEMIC AND WORKPLACE SETTINGS.
• demonstrate critical skills in class discussion and writing analytical essays.
• demonstrate awareness of the effects of literature on the reader through textual analysis, classroom discussion, and response papers.
• analyze the themes that often emerge from historically marginalized peoples.
• analyze how the author’s voice shows their coping with intercultural struggles.
• SLO #2: FACILITATE STUDENTS TO RECOGNIZE ETHICAL IMPLICATIONS OF VARIOUS MODES OF COMMUNICATION AND THE NEED TO USE THIS KNOWLEDGE RESPONSIBLY.
• demonstrate an understanding and appreciation of the cultural diversity found in writing from different parts of the world.
• SLO #3: ENABLE STUDENTS TO DEVELOP ACADEMIC LITERACY SKILLS, TO UTILIZE READING AND WRITING PROCESSES, TO FIND AND COMPREHEND INFORMATION, AND TO APPLY THAT KNOWLEDGE IN MYRIAD RHETORICAL SITUATIONS.
• write personal response essays using various forms
• demonstrate the ability to perform bibliographic research and incorporate findings into original analytical papers that evaluate literary, historical, and sociological aspects of a diverse range of literature.

Upon completion of this course, the student will be able to:

• SLO #1: PREPARE STUDENTS TO BECOME SELF-RELIANT, EVALUATIVE READERS AND WRITERS, ABLE TO USE CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY AND IN ACADEMIC AND WORKPLACE SETTINGS (SLO#1; PSLO #3).
• articulate an understanding of such themes in mythology as human relationship to God, deities, sacrifice, birth, creation, destruction, healing, and the hero’s journey, and the many cultures in which these themes occur.
• develop an appreciation of the common thematic framework that underlies the mythologies of various cultures and demonstrate in short written responses, formal essays, and written exams the ability to analyze, using various interpretative tools, the metaphorical messages inherent in myth.
• engage in critical analysis of myths through reading, writing, and discussion of mythologies from around the world.
• SLO #2: FACILITATE STUDENTS TO RECOGNIZE ETHICAL IMPLICATIONS OF VAROUS MODES OF COMMUNICATION AND THE NEED TO USE THIS KNOWLEDGE RESPONSIBLY (SLO #2; PLSO #2)
• demonstrate an ability to compare, contrast, and analyze significant aspects of the cultural contributions and social experiences as manifest within the myths of Western, Eastern, Middle Eastern, Native North American, African, Asian and South American mythic traditions.
• SLO #3: ENABLE STUDENTS TO DEVELOP ACADEMIC LITERACY SKILLS, TO UTILIZE READING AND WRITING PROCESSES, TO FIND AND COMPREHEND INFORMATION, AND TO APPLY THAT KNOWLEDGE IN MYRIAD RHETORICAL SITUATIONS (SLO #3; PLSO #4)
• develop a basic understanding of symbolism in myth, literature, and culture.
• apply an understanding of universal mythic themes and images to the reading of modern literature.

Upon completion of this course, the student will be able to:

• PREPARE STUDENTS TO BECOME SELF-RELIANT, EVALUATIVE READERS AND WRITERS, ABLE TO USE CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY IN ACADEMIC AND WORKPLACE SETTINGS.
• demonstrate critical skills in class discussion and writing analytical essays.
• demonstrate awareness of the effects of literature on the reader through textual analysis, classroom discussion, and response papers.
• analyze the themes that are unique to women as viewed in literature.
• SLO #2: FACILITATE STUDENTS TO RECOGNIZE ETHICAL IMPLICATIONS OF VARIOUS MODES OF COMMUNICATION AND THE NEED TO USE THIS KNOWLEDGE RESPONSIBLY.
• demonstrate an understanding of and sensitivity to the values, challenges, and triumphs women encounter.
• demonstrate an understanding and appreciation of the literary contributions of women.
• SLO #3: ENABLE STUDENTS TO DEVELOP ACADEMIC LITERACY SKILLS, TO UTILIZE READING AND WRITING PROCESSES, TO FIND AND COMPREHEND INFORMATION, AND TO APPLY THAT KNOWLEDGE IN MYRIAD RHETORICAL SITUATIONS.
• write personal response essays using various forms.
• demonstrate the ability to perform bibliographic research and incorporate findings into original analytical papers that show insight into the issues raised in the literature including ethnocentrism, ethnicity, ageism, racism, classism, sexism, and religious difference.

Upon completion of this course, the student will be able to:

• Contribute to a community of evaluative readers and writers and use critical thinking skills to read and write effectively in academic and workplace settings. (SLO #1)
• Define common literary terms and apply them to the analysis of specific texts. (Objective 1a)
• Compose formal written analyses of texts that demonstrate knowledge of the conventions of critical literary analysis. (Objective 1b)
• Research appropriate primary and secondary sources to incorporate into writing through citational practice skills. (Objective 1c)
• Demonstrate awareness of the effects of literature on the reader through textual analysis, classroom discussion, and response papers. (Objective 1d)
• Compose essays and other writings that respond to, evaluate, and analyze LGBTQ+ literary works. (SLO #2)
• Assess literature by or about LGBTQ+ people as a reflection of the authors' cultures and values. (Objective 2a)
• Analyze the cultural and historical contexts of LGBTQ+ literary works. (Objective 2b)
• Demonstrate a basic knowledge of LGBTQ+ literature and the cultural, intersectional, and intellectual contribution it represents. (SLO #3)
• Assess the intersectional concerns of LGBTQ+ Literature (race, class, gender, ability etc.). (Objective 3a)
• Understand how queer of color feminist responses to the LGBTQ+ canon challenge dominant narratives that center the cis white gay experience. (Objective 3b)
• Analyze how queer of color feminist writers express their responses to racism, sexism, transphobia, and classism. (Objective 3c)
• Recognize the contributions of diverse LGBTQ+ writers to mainstream literature and the LGBTQ+ subculture. (Objective 3d)
• Identify and explain LGBTQ+ issues at work in literature over the course of several historical periods in the U.S. and globally. (SLO #4)
• Discuss the significance of LGBTQ+ writers and topics within a historical framework. (Objective 4a)
• Demonstrate the ability to perform bibliographic research and incorporate findings into analytic papers that evaluate literary, historical, and sociological aspects of diverse LGBTQ+ culture. (Objective 4b)

Upon completion of this course, the student will be able to:

• SLO #1: Develop and apply criteria for evaluating children’s literature.
• develop principles of selection of literature for children.
• understand and interpret the contributions of outstanding authors, illustrators and critics of children’s literature.
• recognize the characteristics and value of the various genres of children's literature.
• understand literary terminology, including the elements of fiction and poetic devices and develop skills for expressing ideas in class literary discussions.
• develop critical thinking skills: defining issues; gathering, analyzing and evaluating ideas; synthesizing and developing conclusions.
• SLO #2: Develop ideas and practical activities for helping children to experience, appreciate, and respond to literature.
• interpret and apply the theories and practice of oral reading and storytelling.
• explain the role of children's literature in developing reading and writing skills.
• articulate the importance of selecting literature representative of various cultural backgrounds, worldviews, and experiences.

Upon completion of this course, the student will be able to:

• PREPARE STUDENTS TO BECOME SELF-RELIANT, EVALUATIVE READERS AND WRITERS, ABLE TO USE CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY IN ACADEMIC AND WORKPLACE SETTINGS (SLO #1)
• Identify the components of comedy, tragedy, history, and romance.
• Analyze the cultural and societal implications of the plays.
• Develop, articulate, and support interpretations of the plays.
• Correlate the study of Shakespearean drama to the study of Shakespeare’s plays on film.
• Contrast plot, character, theme, setting and staging in the plays and films.
• DEMONSTRATE AN UNDERSTANDING OF DIFFERENT INTERPRETATIONS OF SHAKESPEAREAN PLAYS AND THEIR RELEVANCE TO THE STUDY OF FILM`(SLO #2)
• Analyze critical and directorial interpretations of Shakespeare’s plays on film.
• DEMONSTRATE ANALYTICAL SKILLS IN CLASS DISCUSSION AND WRITING ASSIGNMENTS (SLO #3)
• Recognize the study of written and visual Shakespearean texts as a humanizing force.
• Create an inclusive academic environment reflective of the diversity of all students.

Upon completion of this course, the student will be able to:

• CRITICALLY ANALYZE, COMPARE, AND EVALUATE VARIOUS WORKS OF LITERATURE AND FILM (SLO #1). Outcome may be evaluated by all or some of the following criteria:
• Annotate and analyze written texts and respond thoughtfully to them.
• Analyze and summarize films and respond thoughtfully to them.
• Determine themes, plot structure, characters, and symbols used in written works and films.
• Question a director’s intention and effectiveness of the director’s choices.
• Compare and contrast elements of adaptations (such as theme for example) to the corresponding elements in the original texts.
• Construct criteria for judging strengths and weaknesses of adaptations.
• Appraise the successes and failures of adaptations.
• Assess the effects of historical and/or social context for each work studied.
• Critique one's own and other student writing.
• APPLY COMPLEX CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY AS SELF-RELIANT, EVALUATIVE READERS AND WRITERS (SLO#2). Outcome may be evaluated by all or some of the following criteria:
• Demonstrate awareness of the effects of literature on the reader through textual analysis, classroom discussion, and response papers.
• Apply terminology from literary studies.
• Analyze and interpret elements of literature.
• Appraise the strengths and weaknesses inherent in the genres of fiction, non-fiction, and drama.
• Evaluate literary texts in cultural context, as cultural and artistic expressions in their historical and social background.
• Compose interpretive essays based on the literature.
• Propose a plan of adapting a literary work into film and justify the choices made in this proposal.
• ANALYZE, CRITIQUE, AND EXPRESS IDEAS EFFECTIVELY AS SELF-RELIANT, EVALUATIVE VIEWERS OF FILMS BY APPLYING COMPLEX CRITICAL THINKING SKILLS (SLO#3). Outcome may be evaluated by all or some of the following criteria:
• Apply terminology from film studies and critical theories.
• Analyze and interpret elements of film.
• Appraise the strengths and weaknesses inherent in the genres of film.
• Evaluate films based on concepts such as narrative modes, genre conventions, and production exigencies.
• Evaluate films in cultural context, as cultural and artistic expressions in their historical and social background.
• Compose interpretive essays based on the films.
• ASSESS ISSUES AS WELL AS RESEARCH, EVALUATE, AND SYNTHESIZE SOURCES TO SUPPORT A THESIS BY APPLYING COMPLEX CRITICAL THINKING SKILLS (SLO #4). Outcome may be evaluated by all or some of the following criteria:
• Evaluate and justify the choices made in a proposed adaptation of a literary work.
• Integrate details from research to support own choices made in the proposed adaptation.
• Appraise and use a variety of research techniques.
• Evaluate sources.
• Research and incorporate sources effectively and meaningfully in writing.
• Summarize, paraphrase, and directly quote outside sources as support for ideas and/or represent a belief held by the opposition.
• Use MLA documentation format correctly.

Upon completion of this course, the student will be able to:

• SLO #1: Actively engage in intellectual inquiry beyond that required in order to pass a course of study (College Wide Learning Outcome – Area 4).
• Discuss and outline a proposal of study (that can be accomplished within one semester term) with a supervising instructor qualified within the discipline.
• Design an independent study (to be completed individually or by collaboration of a small group) to foster special knowledge, skills, and experience that are not available in any one regularly scheduled course.
• Use information resources to gather discipline-specific information.
• SLO #2: Utilize modes of analysis and critical thinking to apply theoretical perspectives and/or concepts in the major discipline of study to significant problems and/or educational activities (College Wide Learning Outcome – Area 3).
• Analyze and apply the knowledge, skills and experience that are involved in the independent study to theoretical perspectives and/or concepts in the major discipline of study.
• Explain the importance of the major discipline of study in the broader picture of society.
• SLO #3: Communicate a complex understanding of content matter of the major discipline of study (College Wide Outcome – Area 3).
• Demonstrate competence in the skills essential to mastery of the major discipline of study that are necessary to accomplish the independent study.
• SLO #4: Identify personal goals and pursue these goals effectively (College Wide Outcome – Area 4).
• Utilize skills from the “academic tool kit” including time management, study skills, etc., to accomplish the independent study within one semester term.

Upon completion of this course, the student will be able to:

• SLO #1 Demonstrate proficiency with reading and writing as a process that includes pre-reading/writing, reading/drafting, and post-reading and writing.
• Objective 1A: Annotate written texts.
• Objective 1B: Identify organizational thought patterns in various styles of text.
• Objective 1C: Make predictions before reading and adjust them while reading.
• Objective 1D: Assess prior knowledge and personal experience through brainstorming, asking questions, and free write to make association with written texts.
• Objective 1E: Construct summaries and outlines of written texts.
• SLO #2 Demonstrate proficiency in composing and recognizing coherent sentences, paragraphs and essays in proper English grammar in various reading materials and writing tasks.
• Objective 2A: Understand parts of speech and apply the understanding in writing.
• Objective 2B: Establish and expand specialized vocabulary and choose the appropriate words to express ideas.
• Objective 2C: Use clear and varied sentences in writing with proper punctuation, capitalization and word form.
• Objective 2D: Develop error-free prose and recognize common errors in spelling in different styles of writing.
• Objective 2E: Achieve coherence and unity in writing with a focused and logical thesis statement
• Objective 2F: Organize evidence and examples to support ideas in a logical manner that fits the style of writing and fulfill the purpose of writing
• SLO #3 Construct and demonstrate critical thinking skills through analyzing, evaluating, and synthesizing and through applying appropriate reading and writing strategies.
• Objective 3A: Differentiate between facts, opinions, and informed opinions to interpret author’s tone and point of view.
• Objective 3B: Draw proper conclusions and make effective evaluation upon examining factual information and implied messages in the text.
• Objective 3C: Construct arguments in writing and provide evidence to support a claim.
• Objective 3D: Incorporate and integrate multiple outside sources adequately and properly in writing.
• Objective 3E: Adapt various reading techniques to accommodate reading rates
• Objective 3F: Follow MLA format in citing various sources when writing to respond to reading.
• SLO #4 Apply appropriate comprehension strategies using effective and sufficient techniques in various reading materials and reflect such skills in written communication.
• Objective 4A: Implement and apply SQ3R (Survey, Question, Read, Recite, Review) technique.
• Objective 4B: Employ dictionary skills, structural analysis, and context clues to define unknown words.
• Objective 4C: Understand the meaning of commonly used prefixes, roots, and suffixes.
• Objective 4D: Use concept map to organize information that reflects comprehension of written texts.
• Objective 4E: Employ effective highlighting skills.
• Objective 4F: Apply, analyze and organize primary and secondary sources to synthesize ideas.
• SLO #5 Apply study skills.
• Objective 5A: Use annotation, highlighting, summarizing, outlining and mapping to comprehend, evaluate and analyze written text.
• Objective 5B: Employ proper time management skills to organize the process of assignment completion.

Upon completion of this course, the student will be able to:

• SLO #1 Understand the composition and structure of written text in various styles in academic discipline.
• Objective 1A: Recognize the structure of a paragraph and different types of supports.
• Objective 1B: Identify stated and implied main idea and support details.
• Objective 1C: Recognize the organization patterns of a written text.
• Objective 1D: Understand writer's use of language to achieve the purpose.
• SLO #2 Build and expand specialized vocabulary for different disciplines.
• Objective 2A: Understand roots, prefixes and suffixes and etymology in vocabulary development.
• Objective 2B: Unlock the meaning of unknown words using contextual clues.
• SLO #3 Apply study skills.
• Objective 3A: Use annotation, highlighting, summarizing, outlining, and mapping to comprehend, evaluate and analyze written text.
• Objective 3B: Employ proper time management skills to organize the process of assignment completion and reading process.

Upon completion of this course, the student will be able to:

• SLO #1: Deepen knowledge of general academic and discipline-specific vocabulary and concepts.
• Apply knowledge of structural analysis and contextual analysis to unknown words
• SLO #2: Differentiate among topics, stated/implied main ideas, major/minor supporting details, and text structures in college level essays and articles
• Create detailed outlines and summaries for essays and articles
• Interpret the meaning of analogies encountered, analyzing comparisons, relationships and inferences
• SLO #3: Select suitable critical reading/metacognitive reading strategies to construct meaning and self-regulate comprehension and learning
• Assess proper strategies to regulate reading rate for reader-specified purpose and college reading level
• Demonstrate fluency in complex and extended texts appropriate to college reading level
• SLO #4: Develop and apply analytical and critical reasoning skills in a variety of college level texts
• Research and assess various forms of propaganda, assumptions, faulty analogies, non-sequiturs, deductive and inductive patterns, and argument
• SLO# 5: Critically evaluate the logic of the arguments in college level texts
• Apply skills of making inferences, distinguishing fact and opinion.
• Recognize generalization.
• Appraise an author’s purpose, tone, bias, and point of view in college level texts

Upon completion of this course, the student will be able to:

• SLO #1 Read actively.
• Employ proper reading strategies during pre-reading, reading and post-reading stages such as surveying, defining purpose of reading, predicting, asking guide questions, annotating, highlighting, constructing outlines, and writing summaries.
• SLO #2 Demonstrate and deepen vocabulary development techniques.
• Understand common word parts and spelling rules.
• Apply knowledge of contextual analysis and structural analysis in decoding unknown words.
• Establish adequate vocabulary capacity in specialized terminology for college-level text.
• SLO #3 Construct critical reading and thinking skills to evaluate the logic of arguments in college-level texts.
• Differentiate between facts, opinions, informed opinions, and use of deceptive language in arguments and persuasion.
• Identify author's tone, purpose, issue, claim and conclusion in a nonfiction work.
• Evaluate author's evidence, bias, clarification and credibility to draw logical and reasonable conclusion.
• SLO #4 Develop and apply analytical and critical reasoning skills in a variety of college level texts.
• Research and assess various forms of propaganda, assumptions, faulty analogies, non-sequiturs, deductive and inductive patterns, and argument
• Synthesize information to draw logical and reasonable conclusion about written text.
• Understand multiple sources of information on a topic in order to compare and contrast concepts.
• SLO #5 Select suitable critical reading/metacognitive reading strategies to construct meaning and self-regulate comprehension and learning.
• Demonstrate fluency in complex and extended texts appropriate to college reading level.
• Assess proper strategies to regulate reading rate for reader-defined purpose in college reading level text.

Upon completion of this course, the student will be able to:

• SLO #1 Apply the principles of textbook reading
• Interpret graphs, figures, data presentations, and recognize textbooks' learning aids.
• Examine schema; develop and expand vocabulary using context clues, word parts; and establish specialized and technical terms.
• SLO #2 Evaluate textbook materials
• Adapt critical reading strategies to construct new material in various reading environments across the discipline as a critical and analytical thinker.
• Evaluate and analyze reading material to make connections between the new and existing information.
• SLO #3 Use writing as a learning tool
• Demonstrate knowledge and comprehension of reading material through academic writing.
• Express personal opinions and validate facts about various types of reading material in academic writing.
• SLO #4 Employ reading rates
• Correlate, define, and apply appropriate reading rates for academic reading across the disciplines.
• Modify reading rate flexibility to meet the purpose of reading.
• SLO #5 Synthesize new information
• Synthesize and create new information obtained from reading material in writing, discussion, or presentation.
• Draw relevant conclusions about new information in various reading environments.
• SLO #6 Adapt critical reading strategies
• Analyze the author's tone, attitude, purpose, and thesis.
• Formulate questions and make judgments about reading material.
• Associate background knowledge and personal experience with new information.
• Recognize fallacies in logic and reasoning.
• SLO #7 Analyze and relate all above objectives to courses taught throughout the disciplines

Upon completion of this course, the student will be able to:

• SLO #1: Actively engage in intellectual inquiry beyond that required in order to pass a course of study (College Wide Learning Outcome – Area 4).
• Discuss and outline a proposal of study (that can be accomplished within one semester term) with a supervising instructor qualified within the discipline.
• Design an independent study (to be completed individually or by collaboration of a small group) to foster special knowledge, skills, and experience that are not available in any one regularly scheduled course.
• Use information resources to gather discipline-specific information.
• SLO #2: Utilize modes of analysis and critical thinking to apply theoretical perspectives and/or concepts in the major discipline of study to significant problems and/or educational activities (College Wide Learning Outcome – Area 3).
• Analyze and apply the knowledge, skills and experience that are involved in the independent study to theoretical perspectives and/or concepts in the major discipline of study.
• Explain the importance of the major discipline of study in the broader picture of society.
• SLO #3: Communicate a complex understanding of content matter of the major discipline of study (College Wide Outcome – Area 3).
• Demonstrate competence in the skills essential to mastery of the major discipline of study that are necessary to accomplish the independent study.
• SLO #4: Identify personal goals and pursue these goals effectively (College Wide Outcome – Area 4).
• Utilize skills from the “academic tool kit” including time management, study skills, etc., to accomplish the independent study within one semester term.

Upon completion of this course, the student will be able to:

• IDENTIFY AND COMPOSE GRAMMAR AND USAGE OF STANDARD ENGLISH AT A PROFICIENT LEVEL OF BASIC WRITING (SLO #1).
• Recognize, identify, compose and apply sentence building, correct usage, and punctuation at a basic level of writing in Standard English.
• Identify and apply basic Standard English usage in terms of sentence components, pronoun agreement, pronoun usage, modifiers, parallelism, shifts, conciseness, sentence combining, and capitalization.
• Demonstrate consistent control of the conventions of punctuation, spelling, capitalization, and grammar within written paragraphs.

Upon completion of this course, the student will be able to:

• EMPLOY DIFFERENT SENTENCE PATTERNS IN HIS/HER WRITING (SLO #1).
• Write sentences that indicate relationships between ideas.
• Write sentences that achieve variety in his/her writing.
• IDENTIFY STYLISTIC DEVICES IN THE WRITING OF OTHERS (SLO #2).
• Identify sentence patterns, such as subordination and coordination.
• Identify stylistic devices, such as participles and appositives.
• RECOGNIZE AND BEGIN TO APPLY THE CONVENTIONS OF STANDARD WRITTEN ENGLISH (SLO #3).
• Write clear and correct sentences.
• Use correct capitalization, spelling, and punctuation.
• Use knowledge of different sentence patterns to recognize and correct major sentence errors in his/her own writing, such as fragments and run-on sentences.

Upon completion of this course, the student will be able to:

• Comprehend, think critically, and respond appropriately in writing to a variety of professionally written non-fiction and fiction texts. (SLO 1)
• Use context to determine the meanings of words and to interpret the meaning behind a variety of non-fiction and fiction texts.
• Differentiate between main ideas and support details in a variety of non-fiction texts.
• Develop written responses with clearly stated main ideas/thesis statements and appropriate support details (including facts and supported opinions developed through careful critical thinking) when responding to a variety of non-fiction and fiction texts.
• Identify implied meanings and formulate appropriate conclusions in reading a variety of fiction and non-fiction texts.
• Identify and analyze basic organizational patterns in a variety of expository texts (e.g., generalization-example, cause-effect, and comparison-contrast).
• Compose fully developed, logically structured paragraphs and essays using the stages of pre-writing, drafting, revising, and editing.(SLO 2)
• Achieve coherence and unity in essay form with planned organization and the use of transitions.
• Achieve various purposes through writing.
• Develop text with thoughtful, focused thesis statements, relevant topic sentences, specific examples and details.
• Develop skill and confidence in writing timed essays.
• Recognize and begin to apply the conventions of standard written English. (SLO 3)
• Identify standard written English conventions in a variety of written texts.
• Write clear and correct sentences using correct capitalization, spelling, and punctuation.
• Recognize and correct major sentence errors in one’s own writing, such as fragments, run-on sentences, subject-verb agreement, pronoun agreement and references.
• Use word processor for composition and revision.

Upon completion of this course, the student will be able to:

• Demonstrate effective writing habits and employ a writing process that includes prewriting, drafting, revising, and editing (SLO #1)
• Identify the expectations for a writing task and make an appropriate plan for responding to that task.
• Read analytically and think critically about written and visual texts (SLO #2)
• Summarize, analyze, and respond to readings.
• Utilize self-reflection, self-assessment, and prior knowledge to approach reading and writing tasks confidently (SLO #3)
• Establish connections with their own experiences, prior knowledge, and writing voice with academic reading and writing tasks.
• Apply feedback and self-assessment in order to revise writing content, clarity, and style.
• Construct effective sentences that employ academic guidelines for writing within a specific context. (SLO #4)
• Identify and correct sentence errors (especially sentence fragments, comma-splices and run-on sentences, subject-verb disagreement, incorrect verb tense and form, punctuation, pronoun).
• Demonstrate competence in MLA formatting and citation style.

Upon completion of this course, the student will be able to:

• Demonstrate understanding of the writing process to achieve various purposes through writing (SLO #1)
• Comprehend and analyze various professionally written texts (SLO #2)
• Compose fully developed, logically structured paragraphs and short essays (SLO #3)
• Recognize and begin to apply the conventions of standard written English (SLO #4)
• Feel more comfortable in a college-level setting
• Feel more confident about writing skills and ability to succeed at the college level

Upon completion of this course, the student will be able to:

• SLO #1 Demonstrate proficiency with reading and writing as a process that includes pre-reading/writing, reading/drafting, and post-reading and writing.
• Objective 1A: Annotate written texts.
• Objective 1B: Identify organizational thought patterns in various styles of text.
• Objective 1C: Make predictions before reading and adjust them while reading.
• Objective 1D: Assess prior knowledge and personal experience through brainstorming, asking questions, and free write to make association with written texts.
• Objective 1E: Construct summaries and outlines of written texts.
• SLO #2 Demonstrate proficiency in composing and recognizing coherent sentences, paragraphs, and essays in proper English grammar in various reading materials and writing tasks.
• Objective 2A: Understand parts of speech and apply the understanding in writing.
• Objective 2B: Establish and expand specialized vocabulary and choose the appropriate words to express ideas.
• Objective 2C: Use clear and varied sentences in writing with proper punctuation, capitalization, and word form.
• Objective 2D: Develop error-free prose and recognize common errors in spelling in different styles of writing.
• Objective 2E: Achieve coherence and unity in writing with a focused and logical thesis statement.
• Objective 2F: Organize evidence and examples to support ideas in a logical manner that fits the style of writing and fulfill the purpose of writing.
• SLO #3 Construct and demonstrate critical thinking skills through analyzing, evaluating, and synthesizing and through applying appropriate reading and writing strategies.
• Objective 3A: Differentiate between facts, opinions, and informed opinions to interpret author’s tone and point of view.
• Objective 3B: Draw proper conclusions and make effective evaluation upon examining factual information and implied messages in the text.
• Objective 3C: Construct arguments in writing and provide evidence to support a claim.
• Objective 3D: Incorporate and integrate multiple outside sources adequately and properly in writing.
• Objective 3E: Adapt various reading techniques to accommodate reading rates.
• Objective 3F: Follow MLA format in citing various sources when writing to respond to reading.
• SLO #4 Apply appropriate comprehension strategies using effective and sufficient techniques in various reading materials and reflect such skills in written communication.
• Objective 4A: Implement and apply SQ3R (Survey, Question, Read, Recite, Review) technique.
• Objective 4B: Employ dictionary skills, structural analysis, and context clues to define unknown words.
• Objective 4C: Understand the meaning of commonly used prefixes, roots, and suffixes.
• Objective 4D: Use concept map to organize information that reflects comprehension of written texts.
• Objective 4E: Employ effective highlighting skills.
• Objective 4F: Apply, analyze and organize primary and secondary sources to synthesize ideas.
• SLO #5 Apply study skills.
• Objective 5A: Use annotation, highlighting, summarizing, outlining, and mapping to comprehend, evaluate, and analyze written texts.
• Objective 5B: Employ proper time management skills to organize the process of assignment completion.

Upon completion of this course, the student will be able to:

• Comprehend, think critically, and respond appropriately in writing to a variety of professionally written non-fiction and fiction texts. (SLO 1)
• Use context to determine the meanings of words and to interpret the meaning behind a variety of non-fiction and fiction texts.
• Differentiate between main ideas and support details in a variety of non-fiction texts.
• Develop written responses with clearly stated main ideas/thesis statements and appropriate support details (including facts and supported opinions developed through careful critical thinking) when responding to a variety of non-fiction and fiction texts.
• Identify implied meanings and formulate appropriate conclusions in reading a variety of fiction and non-fiction texts.
• Identify and analyze basic organizational patterns in a variety of expository texts (e.g., generalization-example, cause-effect, and comparison-contrast).
• Compose fully developed, logically structured paragraphs and essays using the stages of pre-writing, drafting, revising, and editing.(SLO 2)
• Achieve coherence and unity in essay form with planned organization and the use of transitions.
• Achieve various purposes through writing.
• Develop text with thoughtful, focused thesis statements, relevant topic sentences, specific examples and details.
• Develop skill and confidence in writing timed essays.
• Recognize and begin to apply the conventions of standard written English. (SLO 3)
• Identify standard written English conventions in a variety of written texts.
• Write clear and correct sentences using correct capitalization, spelling, and punctuation.
• Recognize and correct major sentence errors in one’s own writing, such as fragments, run-on sentences, subject-verb agreement, pronoun agreement and references.
• Use a computer for composition and revision.

Upon completion of this course, the student will be able to:

• COMPOSE EFFECTIVE COLLEGE-LEVEL ESSAYS USING A VARIETY OF RHETORICAL STRATEGIES AND APPLYING APPROPRIATE CITATIONS AND FORMATTING STANDARDS (SLO #1).
• Use pre-writing, drafting, revision, and editing/proofreading to create essays.
• Write focused, thoughtful thesis statements.
• Support opinions in writing through careful, critical thinking.
• Adequately develop essays using a variety of approaches, such as comparison/contrast, classification, definition, narration, description, causal analysis.
• Construct a logical argument in writing that deals with the opposition and gives reasons to support a claim.
• Achieve coherence and unity in writing at three levels: sentence, paragraph, and essay.
• Organize written texts logically without dependence on formulaic prescriptions.
• RESEARCH, EVALUATE, AND SYNTHESIZE SOURCES TO SUPPORT A THESIS (SLO #2).
• Use MLA documentation format correctly.
• Summarize, paraphrase, and directly quote outside sources as support for his or her ideas.
• Research and incorporate sources effectively and meaningfully in writing.
• CRITICALLY ANALYZE, COMPARE, AND EVALUATE VARIOUS COMPLEX WORKS (SLO #3).
• Annotate and analyze written texts and respond thoughtfully to them.
• Analyze and evaluate the 3-fold rhetorical concerns of audience, writer, and message in written texts.
• Effectively critique his or her own and other student writing.
• APPLY THE CONVENTIONS OF STANDARD WRITTEN ENGLISH EMPLOYING A VARIETY OF SENTENCE STRUCTURES AND COLLEGE-LEVEL DICTION (SLO #4).
• Use clear and varied sentences to write error-free prose.

Upon completion of this course, the student will be able to:

• DEMONSTRATE THE ACADEMIC LITERACY SKILLS AND KNOWLEDGE NECESSARY TO FUNCTION SUCCESSFULLY AND COMPLETELY AT THE UNIVERSITY LEVEL (SLO 1, P-SLO 1)
• analyze the cultural and historical contexts of literary works.
• analyze literature through various critical approaches.
• evaluate works of literature by applying literary elements, terms, and theoretical concepts.
• compare and contrast artistic and literary movements across a range of time periods as well as the connections between major literary works.
• think and write critically about literary works in a variety of poetic and narrative forms from several periods and various cultures.
• RECOGNIZE THE ETHICAL IMPLICATIONS OF VARIOUS MODES OF COMMUNICATION AND THE NEED TO USE THIS KNOWLEDGE RESPONSIBLY (SLO 2, P-SLO 2)
• demonstrate an ability to correlate literature with other fields of study and to recognize the power to literature as a humanizing force.
• BECOME SELF-RELIANT, EVALUATIVE READERS AND WRITERS ABLE TO USE CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY IN ACADEMIC AND WORKPLACE SETTINGS (SLO 3, P-SLO 3)
• reason inductively from examples, patterns, and structures to form generalizations.
• reason deductively by recognizing literary and linguistic conventions, whether structural, semantic, or syntactical and draw conclusions about texts based on those conventions.
• DEVELOP ACADEMIC LITERACY SKILLS, TO UTILIZE READING AND WRITING PROCESSES, TO FIND AND COMPREHEND INFORMATION, AND TO APPLY THAT KNOWLEDGE IN A MYRIAD OF RHETORICAL SITUATIONS (SLO 4, P-SLO 4)
• identify premises, both explicitly and implicitly stated.
• distinguish among facts, inferences, assumptions, and implications.
• recognize fallacious reasoning, including but not limited to the standard critical thinking fallacies, in various critical interpretations of literary works (including the students' own interpretations) and respond to (and correct, if necessary) these fallacies.
• compare opposing interpretations by literary scholars.
• OBTAIN THE NECESSARY READING AND WRITING SKILLS FOR UNIVERSITY-LEVEL COURSES (SLO 5, P-SLO 5)
• propose a thesis-driven argument of interpretation or evaluation and support it with textual evidence, using a sufficient variety and number of appropriate examples.
• support the thesis with a sufficient number and variety of appropriate examples from both primary and secondary texts, taking into account alternate and opposing points of view.
• construct logical discourse through order, repetition, and transitional devices.
• use diction appropriate to the audience and the rhetorical purpose of writing.
• use elements of style with increasing complexity (such as absolute phrases or repetition) to achieve coherence.

Upon completion of this course, the student will be able to:

• EVALUATE, READ, WRITE, AND APPLY CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY IN ACADEMIC AND WORKPLACE SETTINGS. (SLO#1)
• write effective precis and responses, stance/position papers, proposals, evaluations and analyses of cause in which students demonstrate an understanding of diction and structural differences between and among various levels of grand, middle, and plain styles in English and demonstrate an ability to determine which of these styles is appropriate to the tone, purpose, and audience of their essays
• illustrate an ability to use the advanced principles of clarity (agent-action-goal) and coherence (concatenation, focus maintenance, clear orientation and subject control), concision and emphasis to develop more sophisticated writing skills appropriate to upper-division college essays;
• exhibit a highly-developed ability to use the thoughts, facts, and experiences of others to support students' own assertions effectively and to cite those thoughts, facts, and experiences when appropriate to the appropriate level of grand, middle and plain styles, including, but not limited to the use of tropes, schemes, and the use of syntactic symbolism;
• demonstrate the ability to limit a topic appropriately to a scope that can be developed appropriately in the length of the composition, to select examples details, data, and other evidence to support the validate a thesis and other generalizations, and show (in taking stances or criticizing the arguments of others), to rephrase written arguments accurately, producing a faithful distillation of the central meaning of the text or the writer’s ostensible intention;
• demonstrate a clear awareness of the specific audience of an essay and of any special limitations or opportunities imposed or provided by the rhetorical situation, and demonstrate an ability to respond to those limitations and opportunities appropriately by adjusting the arguments and the language of the essay appropriately.
• APPLY ACADEMIC LITERACY SKILLS, TO UTILIZE READING AND WRITING PROCESSES, TO FIND AND COMPREHEND INFORMATION, AND TO APPLY THAT KNOWLEDGE IN MYRIAD RHETORICAL SITUATIONS. (SLO#2)
• analyze and evaluate ideas in focused class discussions and in written techniques, read competing points of view of subjects and determine their own stances on the subjects;
• assess and express those stances logically and effectively, exhibiting an ability to identify and state the main idea, thesis or unifying theme in expository or argumentative discourse;
• identify instances of inferential reasoning and deductive and inductive logic;
• distinguish between opinion or judgment and what may be taken as a fact, describe an appropriate process of verification in establishing whether an utterance is factual or not, and recognize, evaluate, and articulate assumptions (including unstated assumptions) in an argument in order to analyze and justify inferences made about the intention of the writer based on observations of the writer’s diction and style (e.g., tone, persona and metaphor);
• identify and assess logical fallacies or slanted or propagandist use of language.
• APPLY THE NECESSARY READING AND WRITING SKILLS FOR UNIVERSITY-LEVEL COURSES. (SLO#3)
• conceive, construct, and demonstrate sophisticated structure, coherence and emphasis;
• apply and illustrate understanding of the elements of style, with particular emphasis placed on the role of grammar as an element of style;
• illustrate understanding of some of the principles of classical rhetoric and of the grand middle style found in most American journals-of-record;
• demonstrate an understanding of opposing viewpoints on issues and to develop their own stances on those issues;
• and apply and argue cogently in a number of modes, including but not limited to making proposals, making evaluation and position the existence of causal relationships.

Upon completion of this course, the student will be able to:

• BECOME SELF-RELIANT, EVALUATIVE READERS AND WRITERS, ABLE TO USE CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY IN ACADEMIC AND WORKPLACE SETTINGS. (SLO #1, P-SLO #3)
• Write a researched argumentative essay in which the parenthetical references correctly follow MLA guidelines.
• Evaluate Internet sites for their credibility in academic research.
• DEVELOP ACADEMIC LITERACY SKILLS, UTILIZE READING AND WRITING PROCESSES, FIND AND COMPREHEND INFORMATION, AND APPLY THAT KNOWLEDGE IN MYRIAD RHETORICAL SITUATIONS. (SLO #2, P-SLO #4)
• Use basic argumentative principles such as providing reasons with grounds, backing up assumptions underlying reasons, and dealing with the opposition.
• Use the Internet to find credible sources to support a research paper.
• OBTAIN THE NECESSARY READING AND WRITING SKILLS FOR UNIVERSITY-LEVEL COURSES. (SLO #3, P-SLO #5)
• Distinguish between quoting, paraphrasing, and summarizing and using each method of textual reference in a research paper.
• Use the college library's full text databases to find current research on a given topic.
• RECOGNIZE THE ETHICAL IMPLICATIONS OF VARIOUS MODES OF COMMUNICATION AND THE NEED TO USE THIS KNOWLEDGE RESPONSIBLY. (SLO #4, P-SLO #2)
• Create a works cited page that documents at least 10 different kinds of sources compiled for a research paper.

Upon completion of this course, the student will be able to:

• BE SELF-RELIANT, EVALUATIVE READERS AND WRITERS, ABLE TO USE CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY IN ACADEMIC AND WORKPLACE SETTINGS (SLO #1; PSLO #3).
• Identify and define topics for possible publication.
• Collect, analyze, and evaluate information synthesizing and developing conclusions.
• Demonstrate research, writing, and marketing skills to find the most appropriate print or online publications to market articles.
• Become aware of audience and focus articles toward a particular print or online publication.
• DEVELOP THE NECESSARY READING AND WRITING SKILLS FOR UNIVERSITY-LEVEL COURSES (SLO #2; PSLO #5).
• Select and organize information from various sources effectively.
• Compose, edit, and illustrate salable articles for print and online publication.
• DEVELOP ACADEMIC LITERACY SKILLS, TO UTILIZE READING AND WRITING PROCESSES, TO FIND AND COMPREHEND INFORMATION, AND TO APPLY THAT KNOWLEDGE IN MYRIAD RHETORICAL SITUATIONS (SLO #3; PSLO #4).
• Conduct interviews and research to collect, evaluate, and synthesize information.
• Assess and select ideas for articles and books.
• RECOGNIZE THE ETHICAL IMPLICATIONS OF VARIOUS MODES OF COMMUNICATION AND THE NEED TO USE THIS KNOWLEDGE RESPONSIBLY (SLO #4; PSLO #2).
• Analyze both print and online publications for appropriateness and timeliness of proposed articles.
• OBTAIN THE ACADEMIC LITERACY SKILLS AND KNOWLEDGE NECESSARY TO FUNCTION SUCCESSFULLY AND COMPLETELY AT THE UNIVERSITY, IN THE WORKPLACE, AND IN DIVERSE CULTURAL SETTINGS (SLO #5; PSLO #1).
• Develop interview techniques.

Upon completion of this course, the student will be able to:

• review selling procedures, writing an effective query, and writing as a business.
• understand and apply techniques for increasing freelance production and sales through multiple submissions to the magazine marketplace.
• examine consumer, general interest, specialty, local and international magazines.
• mail out query letters and manuscripts on schedule.
• gain hands-on experience using computers to research and write articles.
• develop writing and editing skills.
• develop oral presentation and interpersonal skills.
• develop critical thinking skills; identifying and defining problems or issues; collecting analyzing, and evaluating information; synthesizing and developing conclusions.
• gain personal satisfaction through preparing work for publication.

Upon completion of this course, the student will be able to:

• IDENTIFY THE VARIOUS FORMS OF TECHNICAL COMMUNICATION, INCLUDING THE AUDIENCES TO WHOM THEY ARE FOCUSED (SLO#1).
• Analyze a variety of document formats with regards to audience and purpose.
• Propose writing solutions to fill information needs.
• Compose documents suited for the appropriate audience.
• Revise professional documentation based on audience feedback.
• RESEARCH, EVALUATE, AND SYNTHESIZE SOURCES TO SUPPORT A PROPOSAL OR HYPOTHESIS (SLO#2).
• Collect and evaluate technical and organizational information.
• Compose documents by incorporating summary, paraphrase, and direct quotations as support for the writer's ideas and correctly using Council of Science Editors (CSE) or American Psychological Association (APA) style to format and cite.
• DESIGN, CREATE AND COMPOSE DOCUMENTS DEPENDENT ON PURPOSE AND SITUATION (SLO#3).
• Design documents to make content visually appealing and accessible through highlighting, headings, subheading, bulleting, and visual aids.
• Compose documents persuasively to convince the audience by arousing interest, supporting points with research, refuting opposing points, writing ethically by documenting sources and reviewing for accuracy.
• Incorporate the rhetorical appeals of ethos, logos, and pathos in written communication.
• Avoid logical fallacies when communicating persuasively.
• Use various communication channels including social media, routine correspondence, electronic communication, sales letters, brochures, and flyers to market services and products.

Upon completion of this course, the student will be able to:

• COMPOSE CAREFULLY REASONED AND STYLISTICALLY SOPHISTICATED COLLEGE-LEVEL ESSAYS USING A VARIETY OF RHETORICAL STRATEGIES AND APPLYING APPROPRIATE CITATIONS AND FORMATTING STANDARDS (SLO #1).
• Use pre-writing, drafting, revision, and editing/proofreading to create essays.
• Write focused, thoughtful thesis statements.
• Support opinions in writing through careful, critical thinking.
• Compose stylistically sophisticated essays using a variety of approaches, such as comparison/contrast, classification, definition, narration, description, causal analysis.
• Construct a carefully reasoned argument in writing that considers audience and opposition.
• Build coherence and unity in writing at three levels: sentence, paragraph, and essay.
• Organize written texts logically and creatively without dependence on formulaic prescriptions.
• APPLY COMPLEX CRITICAL THINKING SKILLS BY DEFINING ISSUES AS WELL AS RESEARCHING, EVALUATING, AND SYNTHESIZING SOURCES TO SUPPORT A THESIS (SLO #2).
• Appraise and use a variety of research techniques.
• Evaluate sources.
• Research and incorporate sources effectively and meaningfully in writing.
• Summarize, paraphrase, and directly quote outside sources as support for ideas and/or represent a belief held by the opposition.
• Use MLA documentation format correctly.
• CRITICALLY ANALYZE, COMPARE, AND EVALUATE VARIOUS COMPLEX WORKS (SLO #3).
• Annotate and analyze complex written texts and respond thoughtfully to them.
• Analyze and evaluate the 3-fold rhetorical concerns of audience, writer, and message in written texts.
• Question an author's claim and support.
• Critique own and other student writing.
• APPLY THE CONVENTIONS OF STANDARD WRITTEN ENGLISH EMPLOYING A VARIETY OF SENTENCE STRUCTURES AND COLLEGE-LEVEL DICTION (SLO #4).
• Use clear and varied sentences to demonstrate overall mastery of the conventions of standard written English.
• Analyze own and other student style and diction.

Upon completion of this course, the student will be able to:

• SLO #1: Actively engage in intellectual inquiry beyond that required in order to pass a course of study (College Wide Learning Outcome – Area 4).
• Discuss and outline a proposal of study (that can be accomplished within one semester term) with a supervising instructor qualified within the discipline.
• Design an independent study (to be completed individually or by collaboration of a small group) to foster special knowledge, skills, and experience that are not available in any one regularly scheduled course.
• Use information resources to gather discipline-specific information.
• SLO #2: Utilize modes of analysis and critical thinking to apply theoretical perspectives and/or concepts in the major discipline of study to significant problems and/or educational activities (College Wide Learning Outcome – Area 3).
• Analyze and apply the knowledge, skills and experience that are involved in the independent study to theoretical perspectives and/or concepts in the major discipline of study.
• Explain the importance of the major discipline of study in the broader picture of society.
• SLO #3: Communicate a complex understanding of content matter of the major discipline of study (College Wide Outcome – Area 3).
• Demonstrate competence in the skills essential to mastery of the major discipline of study that are necessary to accomplish the independent study.
• SLO #4: Identify personal goals and pursue these goals effectively (College Wide Outcome – Area 4).
• Utilize skills from the “academic tool kit” including time management, study skills, etc., to accomplish the independent study within one semester term.