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General Information

Course ID (CB01A and CB01B)
EWRTD001A
Course Title (CB02)
Composition and Reading
Effective Term
Fall 2023
Course Description
This course introduces students to university-level reading and writing, with an emphasis on analysis, and closely examines a variety of texts (personal, popular, literary, professional, academic) from culturally diverse traditions. Students will practice common rhetorical strategies used in academic writing and compose clear, well-organized, and well-developed essays, with varying purposes and differing audiences, from personal to academic.
Course Family
Not Applicable

Course Justification

This transfer-level course is the foundation and core course for all transfer-level English composition and reading courses at De Anza College. This course is transferable to CSU and UC. This course meets a general education requirement for De Anza, CSU GE, and IGETC.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to both UC and CSU
De Anza GEArea(s)StatusDetails
2GA1De Anza GE Area A1 - English CompositionApproved
CSU GEArea(s)StatusDetails
CGA2CSU GE Area A2 - Written CommunicationApproved
IGETCArea(s)StatusDetails
IG1AIGETC Area 1A - English CompositionApproved
C-IDArea(s)StatusDetails
ENGLEnglishApprovedC-ID ENGL 100

Units and Hours

Summary

Minimum Credit Units
5.0
Maximum Credit Units
5.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours5.010.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
60.0
Laboratory
0.0
Total
60.0
Course Out-of-Class Hours
Lecture
120.0
Laboratory
0.0
NA
0.0
Total
120.0

Prerequisite(s)

Eligibility for college-level composition (EWRT D001A or EWRT D01AH) as determined by college assessment or other appropriate methods.

Corequisite(s)

Advisory(ies)

Limitation(s) on Enrollment

(Not open to students with credit in the Honors Program related course.)

Entrance Skill(s)

(Eligibility for college-level composition as determined by college assessment or other appropriate methods.)

General Course Statement(s)

(See general education pages for the requirements this course meets.)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

Discussion of student writing

In-class writing

In-class exploration of internet sites

Quiz and examination review performed in class

Homework and extended projects

Field observation, field trips, and service learning

Guest speakers

Collaborative learning and small group exercises

Assignments

  1. Reading (rhetorically and culturally diverse texts, approx. 300-700 total pages, including:)
    1. A substantial amount of challenging, college-level reading
    2. At least one book-length work
    3. A guide to rhetoric and usage, as desired
  2. Writing (at least 6000 words of rhetorically diverse writing assignments)
    1. At least one in-class essay or essay-based midterm (or equivalent limited-time writing assignment for Distance Education)
    2. A sequence of at least four out-of-class essays, with varying purposes and differing audiences, from personal to academic
  3. Final exam (predominantly essay)
  4. Optional additional assignments that support course objectives, such as:
    1. Oral presentations
    2. Informal, exploratory writing (journals)

Methods of Evaluation

  1. Essays, as listed in Assignments above, carefully evaluated according to clarity/correctness, organization/coherence, and development/depth (at least 75% of final grade to be based on written work)
  2. Final exam - essay(s) evaluated according to criteria listed above (at least 75% of final grade to be based on written work)
  3. Quizzes (e.g., to monitor reading) and other exams to evaluate the ability to analyze critically, discuss and respond effectively to discourse and diverse rhetorical texts.
  4. Class participation, including activities such as oral presentations, small-group activities and projects, and class discussions and debates to evaluate the ability to analyze critically, discuss and respond effectively to discourse and diverse rhetorical texts.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Colombo, Gary, Robert Cullen, and Bonnie Lisle.Rereading America: Cultural Contexts for Critical Thinking and WritingNew York: Bedford/St. Martin’s2021/12th Edition
Lunsford, Andrea A.Easy WriterNew York: Bedford/St.Martin's Press2020/7th Edition
Graff, GeraldThey Say / I Say: The Moves That Matter in Academic Writing with ReadingsNew York: W.W. Norton & Company2021/5th Edition

Examples of Supporting Texts and References

AuthorTitlePublisher
Burns, Charles. "Black Hole." New York: Pantheon, 2008.
Erdrich, Louise. "The Round House: A Novel." New York: Harper Collins, 2013.
Greene, Stuart. "From Inquiry to Academic Writing: A Text and Reader." 5th Edition. New York: Bedford/ St.Martin's Press, 2020.
Harvey, Gordon. "Writing with Sources: A Guide for Students." 3rd Edition. New York: Hackett Publishing Co, 2017.
Harvey, Michael. "The Nuts and Bolts of College Writing." 3rd Edition. New York: Hackett Publishing Co, 2020.
Hosseini, Khaled. "And the Mountains Echoed." New York: Harcourt Brace, 2014.
Jin, Ha. "Nanjing Requiem: A Novel." New York: Vintage, 2012.
Johnson, T. Geronimo. "Welcome to Braggsville." New York: Harper Collins, 2015.
Kirkman, Robert. "The Walking Dead: Book 1." New York: Image Comics, 2006.
Lahiri, Jhumpa. "The Namesake." New York: First Mariner Books, 2004.
Morrison, Toni. "God Help the Child." New York: Alfred Knopf Books, 2015.
Nichols, Wallace J. and Cousteau, Céline. "Blue Mind: The Surprising Science That Shows How Being Near, In, On, or Under Water Can Make You Happier, Healthier, More Connected, and Better at What You Do." New York: Back Bay Books, 2015.
Ozeki, Ruth L. "My Year of Meats." New York: Viking, 1999.
Pham, Andrew X. "Catfish and Mandala." New York: Farrar, Straus and Giroux, 1999.
Ramirez, Juan. "A Patriot After All." Albuquerque: Univ. of New Mexico Press, 1999.
Reynolds, Nedra. "Portfolio Keeping: A Guide for Students." New York: Bedford/St. Martin's, 2013.
Skyhorse, Brando. "The Madonnas of Echo Park." New York: First Free Press, 2010.
Born a Crime: Stories From a South African Childhood

Learning Outcomes and Objectives

Course Objectives

  • Analyze college level texts and discourse that are culturally and rhetorically diverse.
  • Compose essays drawn from personal experience and assigned texts.
  • Utilize MLA guidelines to format essays, cite sources, and compile a works cited page.
  • Create syntactically varied sentences that are free of mechanical errors.
  • Distinguish, compare, and evaluate the multiplicity and ambiguity of perspectives

CSLOs

  • Practice writing as a multi-step process including planning and revising with attention to varying purposes, audiences, and rhetorical strategies.

  • Read and analyze rhetorically and culturally diverse narrative and expository texts from a variety of perspectives.

Outline

  1. Analyze college level texts and discourse that are culturally and rhetorically diverse.
    1. Identify various rhetorical styles and methods of development in college level texts and discourse.
      1. Narration and description
      2. Expository
      3. Analysis
      4. Argumentation
      5. Synthesis
      6. Personal and academic writing
      7. Textbooks and scholarly writing
      8. Oral vs. written modes of discourse
      9. Visual and verbal modes of expression (in advertising, news, etc.) (media literacy)
    2. Read and examine rhetorically and culturally diverse texts and discourse from a variety of perspectives such as:
      1. Ethnicity and culture
      2. Social class
      3. Gender and sexual orientation
      4. Historical context
      5. Political position
      6. Rhetorical purpose and audience
    3. Interpret and analyze readings, rhetorical styles, and cultural codes in classroom and group discussions.
      1. Extract author's main argument and supporting evidence from assigned readings.
      2. Analyze similarities and differences in theme and rhetorical devices in the assigned readings.
      3. Argue personal viewpoints with evidence from texts.
      4. Engage in collaborative discussions and work such as:
        1. Oral presentations
        2. Debates
        3. Role playing
        4. Collaborative reading and writing
      5. Synthesize ideas to form an opinion.
  2. Compose essays drawn from personal experience and assigned texts.
    1. Write summaries of and reactions to the assigned readings using techniques such as:
      1. Paraphrase author's main argument and supporting details.
      2. Reading journals (reading logs)
      3. Double entry journals
      4. Triple entry journals
    2. Generate topics, thesis statements, and supporting arguments for essays.
      1. Employ pre-writing techniques such as:
        1. Brainstorming
        2. Clustering (webbing)
        3. Freewriting
        4. Journalist questions
        5. Cubing
        6. Looping
      2. Use formal outlines to plan academic essays.
    3. Write clear, organized, and well-developed expository and argumentative essays with the writing process approach that involves:
      1. Prewriting
      2. Planning and outlining
      3. Drafting
      4. Revising
      5. Peer review
      6. Proofreading, editing
    4. Formulate argumentative thesis statements such as:
      1. Topic and comment
      2. Concession thesis that acknowledges other viewpoints.
      3. Evolving Thesis
    5. Develop coherent, topic sentence based body paragraphs that support the essay's thesis.
      1. Identify and employ paragraph writing strategies such as:
        1. PIE (Point, Information, Explanation)
        2. TEA (Topic, Example, Analysis)
        3. Claim, Data, Warrant (Toulmin Model of Argument)
      2. Provide coherence in paragraphs by using repetition and transitional devices.
        1. Use paragraph-level coherence devices such as transitional words and phrases and reference previous points.
        2. Employ essay-level coherence devices such as repetition of thesis through the use of different vocabulary and paragraph hooks.
    6. Integrate personal experience, assigned readings, and outside research to support an arguable thesis.
      1. Practice integrating quotes smoothly into essays to provide authorial support with techniques such as quote sandwiches.
      2. Practice paraphrasing with techniques such as alternate sentence structure.
      3. Employ various proofreading techniques to avoid plagiarism.
        1. Compare sentences and paragraphs in student's essay to author's text.
        2. Use peer review to check for plagiarism.
    7. Create introductions that give background information on the essay.
      1. Utilize introductory devices
      2. Utilize attention grabbers
    8. Create conclusions that synthesize the writer's argument.
  3. Utilize MLA guidelines to format essays, cite sources, and compile a works cited page.
    1. Format essays according to MLA guidelines.
    2. Cite sources with signal phrases and parentheses using current MLA documentation and conventions.
    3. Compile works cited pages according to current MLA conventions.
  4. Create syntactically varied sentences that are free of mechanical errors.
    1. Proofread for and revise errors in mechanics.
    2. Use variety of sentence structures such as:
      1. Subordination
      2. Transition words
      3. Apposition
  5. Distinguish, compare, and evaluate the multiplicity and ambiguity of perspectives
    1. Identify, compare, and evaluate alternative points of view (ideological, methodological), cultural values (culture, ethnicity, gender, social class), and textual meanings (ambiguity)
    2. Determine one's own point of view and evaluate that perspective in relation to other viewpoints
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