|Contact Hours:||3 (NOTE: )|
Placement at the college level or completion of the appropriate exit-level developmental course(s) with a grade of “C” or better or
ENC0025 Developmental Writing II with a grade of "C" or better and
REA0017 Developmental Reading II with a grade of "C" or better
|Corequisites:||There are no corequisites for this course.|
|Catalog Description:||A comprehensive course embodying the fundamentals of effective expression with emphasis on expository writing and logical thinking. Meets A.A. and A.S. general education requirements. A writing emphasis course.|
|Special Requirements:||The lab portion of this course consists of individualized, integrated review labs as well as lab assignments that supplement course concepts. All are to be completed by using the physical or virtual Writing Lab. Students are expected to use the Writing Lab on average one hour each week.|
|Program Learning Outcomes:||
Global Learning Outcomes: I. Critical Thinking: Students evaluate the validity of their own and others' ideas through questioning, analyzing, and synthesizing results into the creative process. II. Communication: Students will develop effective reading, writing, speaking and listening skills to communicate verbally and nonverbally on literal and figurative levels. IV. Information Management: Students use effective strategies to collect, verify, document, and manage information from a variety of sources. Major Learning Outcomes: ENC1101C introduces students to college-level writing that meets the specific objectives listed below and prepares them for the writing requirements of other courses offered at this institution.
|Course Learning Outcomes:||
By the end of the course, a student's writing should possess the following traits: 1. All parts of the writing assignment - title, introduction, thesis, discussion, and conclusion - work together to communicate a single purpose to readers. 2. The paper as a whole develops its purpose in using a recognizable, effective, and consistent organizational plan (e.g., the rhetorical modes of development by example, process analysis, comparison/contrast, causal analysis and argumentation). Paragraphs should have easily recognizable topics developed through specific details, explanation, and/or illustration that support the purpose. Appropriate transitions guide readers through the paper. 3. The paper develops a college-level topic, the content is original, and the discussion provides a depth of development beyond mere listing of paragraph sub-topics. 4. Sentence structure and diction reflect the patterns of Standard American English rather than the patterns of oral language. 5. Writing is free from elementary errors that obscure meaning and cause readers to question the writer's credibility. 6. The paper reflects the student's ability to critically analyze writing for effectiveness. 7. At least one paper integrates meaningful outside sources and correct citation into its content.
|Methods of Evaluation:||Evaluation of student progress towards achieving the stated learning outcomes and performance objectives is the responsibility of the instructor, within the policies of the college and the department. The instructor's expanded syllabus will explain how the following requirements fit into the course: 1. Writing that includes at least five multi-paragraph essays, at least one of which is written in class. 2. Other writing, which may include single-paragraph themes, journal assignments, and summaries of readings. 3. Quizzes and tests to be given at the instructor's discretion. 4. A final exam on grammar and rhetorical principles or an equivalent measure of ability. 5. A final exam written in class and counting 20 percent of the final grade.|
|Flexibility:||It is the intention of the instructor to accomplish the objectives specified in the course syllabus. However, circumstances may arise which prohibit the fulfilling of this endeavor. Therefore, this syllabus is subject to change. When possible, students will be notified of any change in advance of its occurrence.|
|Student Email Accounts||Pensacola State College provides an institutional email account to all credit students. Pirate Mail is the official method of communication, and students must use Pirate Mail when communicating with the College. In cases where companion software is used for a particular class, emails may be exchanged between instructor and student using the companion software.|
|Note:||For students with a disability that falls under the Americans with Disability Act or Section 504 of the Rehabilitation Act, it is the responsibility of the student to notify Student Resource Center for ADA Services to discuss any special needs or equipment necessary to accomplish the requirements for this course. Upon completion of registration with the Student Resource Center for ADA Services office, specific arrangements can be discussed with the instructor.|