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.
              
              
              
              
              

• Aaron, Jane E.. LB Brief, 5th ed., Pearson, 2014. ISBN: 9780321896667
• Wyrick, Jean. Steps to Writing Well with Additional Readings, 9th ed., Cengage, 2013. ISBN: 9781133311294

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.
             
              
              
              

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.
              
              
              
              
              

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.