A combination of different instructional methods will be used in order to balance instructional efficiency with individual student needs.
These methods will include lecture presentation, large and small group discussion, learning activities, individual assistance (in scheduled appointments), computer-assisted learning, and student-directed learning.
Writing:
Throughout the process of producing a range of typical college assignments, students will receive instruction in how to improve their ability at the following core skills:
- Pre-writing:
- understanding assignments and academic expectations
- using strategies for getting started
- dealing with procrastination and writer's block
- choosing and narrowing topics
- composing thesis and topic sentences
- devising research strategies for collecting information
- gathering evidence and making notes
- Drafting
- handling time and other constraints
- constructing beginnings and endings
- adjusting content and style of writing to suit purpose, audience and situation
- making connections and transitions between ideas in a text inserting quotations
- documenting sources and avoiding plagiarism
- composing essay-type answers in exam conditions
- Revising
- using feedback to revise drafts
- revising and editing work to improve content, organization, word choice, phrasing, grammar, sentence and paragraph structure, spelling, and punctuation
- recognizing and editing for clichés, jargon, slang and wordiness
- using complex and compound sentence structures
- using parallel constructions and correcting misplaced or dangling modifiers
- developing advanced spelling strategies
- preparing final documents
- gathering, evaluating and organizing information into a research assignment using appropriate documentation (MLA or APA)
- Writing paragraphs and essays in a variety of rhetorical modessuch as cause and effect, comparison/contrast, and argument
- Writing a summary
- Writing a formal research essay that makes reference to several sources, using a combination of summarizing, paraphrasing, and quotation
Reading:
Students will receive instruction in the following skills areas using materials selected from a variety of academic disciplines and reflecting a range of sources, organizational patterns, topics and points of view.
- Developing research skills and compiling information from a variety of sources (internet and library catalogue searches)
- Critically evaluating, making inferences and drawing conclusions
- Differentiating main ideas and themes from supporting details
- Making comparisons and synthesizing ideas from different sources
- Analyzing organization of text structure as an aid to comprehension
1. Critical and Creative Thinking
- recalling and interpreting information (identify subject/topic, main ideas, supporting ideas, and sequence)
- summarizing information
- making inferences
- using prior knowledge
- identifying purpose and audience
- evaluating information for accuracy, relevance, and importance
- recognizing underlying assumptions (bias and tone)
- synthesizing information
- comparing and contrasting
- classifying
- defining
- drawing conclusions
- responding to information (create solutions, identify impact of solutions, modify solutions)
- identifying and discussing examples of fact and opinion
2. Speaking and Listening
- asking questions to clarify meaning
- demonstrating effective listening skills and respond appropriately to listener feedback
- effectively using voice and body language
- providing useful input and feedback in a variety of situations (peer editing, group discussion, classroom participation)
- responding appropriately to thoughts, opinions, and work of others
- paraphrasing ideas
- delivering an effective oral presentation to inform or persuade
3. Reading, Research, Reference
- using context clues and word structure analysis (prefix, suffix, root) to determine meaning
- using a dictionary and a thesaurus to expand vocabulary and to learn homonyms, antonyms and synonyms
- using in-book reference tools (index, table of contents, glossary)
- using skimming and scanning techniques
- reading to locate specific information
- recognizing point of view, illogical argument, fallacies, stereotypes, bias and propaganda
- using variety of reference materials
- developing note-taking skills
- developing research skills (internet and library catalog searches)
- critically evaluating, making inferences, and drawing conclusions
4. Written Communication
- using the steps of the writing process (prewrite, outline, draft, revise, edit)
- writing paragraphs and essays in a variety of rhetorical modes including exposition and persuasion
- writing a summary
- adjusting content and style of writing to suit purpose, audience, and situation
- revising and editing work to improve content, organization, word choice, phrasing, grammar, sentence and paragraph structure, spelling, and punctuation
- recognizing and editing for clichés, jargon, slang, and wordiness
- using complex and compound sentence structures
- using parallel constructions and correcting misplaced or dangling modifiers
- developing advanced spelling strategies
- writing paragraphs and essays on demand
- gathering, evaluating, and organizing information into a research assignment using appropriate documentation (MLA or APA)
- understanding and avoiding plagiarism
Students will receive on-going feedback from the instructor throughout the course.
Students’ success will be graded, in accordance with the College policy and grading system.
Grading criteria will include:
- a research essay (integrating a variety of sources collected, evaluated, and synthesized by the students) worth no more than 30%
- a summary worth no more than 10%
- an in-class essay worth no more than 10%
- an oral presentation which supports an argument or point of view based on sources and worth no more than 20%
Integrated reading and writing assignments or examinations comprise 80% of the final course grade. Assignments will include essays, short answer tests, paragraphs, summaries, presentation, group work, and discussion.
Students may be required to purchase a textbook, course pack and usb.
Current editions of the following may be required:
Atwood, M. & Weaver, R. (Eds.). (1997). The Oxford book of Canadian short stories in English. Don Mills, ON: Oxford University Press.
Connelly, M., Shilton, W. & Doran, G. (2009). The trans-Canada writer: A rhetoric, reader, handbook. Toronto, ON: Nelson Education.
ENGU 0480 or ENGU Placement test and interview
ENGL 1XXX
CRWR 1XXX
All the first-year writing courses in CMNS. The writing courses are 1099, 1110, 1111, and 1115.