DISTRICT COURSE OUTLINE TEMPLATE€¦ · Web viewSIGN-OFF SHEET. 2011-2012 (use tab key not...

SAN JOSE/EVERGREEN COMMUNITY COLLEGE DISTRICT

NEW COURSE OR COURSE REVISION PROPOSAL

SIGN-OFF SHEET2011-2012

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Evergreen Valley Only Assigned by Curriculum Specialist San Jose City College Only New Course Proposal # Evergreen Valley and San Jose City Colleges Course Revision Proposal # 11-154;

F11-28

Course No. and Title: ESL 312: Introduction to the Essay Version:

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DATE NAME/INITIALS

10/16/11 Hanson/Muench/Burke/Cohen

Proposer (Faculty)

Carmen Solozano Division Curriculum Committee (EVC only)10/17/11 Keiko Kimura SJCC Division Dean Keith Aytch EVC Division Dean Lauren McKee EVC Administrative Services Supervisor

(codes and loading)11/3/11 Bunnie Rose SJCC Administrative Services

(codes and loading)10/17/11 s/Sue Hager IPCC Curriculum Specialist 11/09/11 Vicki Brewster ACCC Curriculum Specialist11/09/11 Eric Narveson Chair, ACCC11/8/11 s/Dorothy Pucay Chair, IPCC11/8/11 IPCC approved Prerequisite Validations (approved by ACCC/IPCC)12/12/11 Keith Aytch EVC Vice President, Academic Affairs11/3/11 Nicholas Akinkuoye SJCC Vice President, Academic Affairs Eric Naverson EVC Academic Senate President11/3/11 Chris Frazier SJCC Academic Senate President11/09/11 Marc Sola EVC Articulation Officer11/3/11 Marc Sola SJCC Articulation Officer11/09/11 Erlinda Martinez EVC Schedules & Catalog Technician 11/3/11 Jennifer Green SJCC Schedules & Catalog Technician11/09/11 Jovita Valdez EVC Articulation Specialist SJCC Articulation Specialist11/3/11 Ruth Villasenor District Curriculum Coordinator N/A EVC, President (new courses only) N/A SJCC, President (new courses only) N/A Chancellor (new courses only)

Submit to Governing Board* EVC N/A (Certifying Board Approval)SJCC N/A (Certifying Board Approval)

Form Revised—August 20111

COURSE INFORMATION PACKETSan Jose/Evergreen Community College District

College:San Jose City and Evergreen Valley Colleges Prepared By: Hanson/MuenchNew Course (All new courses require Board approval) Date:

Course Approval Date: Course Revision (Check only items below that are being revised)

Date of Revision:10/16/11Revision Approval Date:

*These items may vary between campuses

SECTION A:COURSE PROPOSER

SECTION B:PROPOSER/DEAN

SECTION C:DIVISION DEAN/TECH. STAFF

1. Course Discipline 16. Advisory Read & Write Levels 34. District GE

2. Course Number 17. Advisory Math Levels 35. Recommended CSU GE3. Course Title 18. Open Curriculum 36. Recommended UC Articulation4.* Reason for Proposal – EVC 19. Recommended 37. Baccalaureate Status4.* Reason for Proposal – SJCC 20. Method of Instruction 38. Recommended IGETC5a. Fixed Units 21a.* Grading – EVC 39. Articulation Efforts5b. Variable Units 21a.* Grading – SJCC 40.* Course Same As – EVC6.* Catalog Description – EVC 21b.* Credit By Exam – EVC 40.* Course Same As – SJCC6.* Catalog Description – SJCC 21b.* Credit By Exam – SJCC 41.* Course Replaces – EVC 7.* Short Schedule Descr. – EVC 22. Graduation Requirements 41.* Course Replaces – SJCC7.* Short Schedule Descr. – SJCC 23a. AA/Non AA Status 42.* Department Number– EVC8a*.Course Lecture Content – EVC 23b. Pre-Collegiate College Skills 42.* Department Number – SJCC8a*.Course Lecture Content – SJCC 24. Basic Skills Status 43.* CID/CIP – EVC8b*.Course Lab Content – EVC 25. State Classification Code 43.* CID/CIP – SJCC8b*.Course Lab Content – SJCC 26. Class Size 44.* SAM Code – EVC 9. Student Learning Outcomes 27a. Repeatability Status 44.* SAM Code – SJCC 10.*Methods of Evaluation – EVC 28. Faculty Loading 45.* TOP Code – EVC10.*Methods of Evaluation – SJCC 29. FTE 45.* TOP Code – SJCC11.* Textbook List – EVC 30a. Student Contact Hours 46.* Transfer Status – EVC11.* Textbook List – SJCC 30b. Lab Hours Justification 46.* Transfer Status – SJCC12. College Level Materials 31.* First Offered – EVC 47* Materials Fee – EVC13.* Homework – EVC 31.* First Offered – SJCC 47* Materials Fee – SJCC13.* Homework – SJCC 32.* Program Status - EVC 48* Prereq./Coreq. Validation – EVC14.* Prerequisites – EVC 32.* Program Status - SJCC 48* Prereq./Coreq. Validation – SJCC14.* Prerequisites – SJCC 33.* Recommended for C-ID - EVC15.* Corequisites – EVC 33.* Recommended for C-ID - SJCC15.* Corequisites – SJCC


SECTION A: TO BE COMPLETED BY COURSE PROPOSER

SOME ITEMS CAN VARY BETWEEN CAMPUSES, ITEMS WITH AN EVC , SHOULD BE FILLED IN BY EVC AND ITEMS WITH AN SJCC SHOULD BE FILLED IN BY SJCC.

1. COURSE DISCIPLINE: ESL 2a. COURSE NUMBER: 312

2b. COURSE IDENTIFIER NUMBER [OFFICE USE ONLY]EVC: SJCC: CCC000229036

3a. COURSE TITLE : Introduction to the Essay 3b. SHORT TITLE: Intro to the Essay

4. EVC JUSTIFICATION FOR PROPOSING NEW COURSE OR REVISION TO COURSE: Department is updating the course and SLO statements.

4. SJCC JUSTIFICATION FOR PROPOSING NEW COURSE OR REVISION TO COURSE:Department is updating the course and SLO statements.

5a. UNITS FOR COURSE: 5.0

UNITS: LeCTURE:5.0 LAB:

LeCT. HOURS:5.0 LAB HOURS: [PER WEEK]

5b. TOTAL HOURS: 90

[FOR OFFICE USE ONLY]

5c. VARIABLE UNITS:

(MIN.) To (MAX.)

ENTER UNIT INCREMENT:

5d. TOTAL HOURS: (VARIABLE UNITS)

MIN HRS. MAX. HRS.

[FOR OFFICE USE ONLY]

6. EVC CATALOG DESCRIPTION: (9 LINES/80 CHAR. MAX. PER LINE):Students read and write compositions of multiple paragraphs and short essays on academic topics to acquire grammar, writing, and vocabulary skills for college-level academic work. Concurrent enrollment in ESL 312L is required for computer-assisted grammar and writing practice with lab assistance. ESL 312 is a high-intermediate writing course for non-native speakers of English three levels below English 1A.

6. SJCC CATALOG DESCRIPTION: (9 LINES/80 CHAR. MAX. PER LINE):Students read and write compositions of multiple paragraphs and short essays on academic topics to acquire grammar, writing, and vocabulary skills for college-level academic work. Concurrent enrollment in ESL 312L is required for computer-assisted grammar and writing practice with lab assistance. ESL 312 is a high-intermediate writing course for non-native speakers of English three levels below English 1A.

7. EVC SHORT SCHEDULE DESCRIPTION (100 CHAR. MAX.): Expands writing skills from paragraphs to essays. ESL 312L is required.

7. SJCC SHORT SCHEDULE DESCRIPTION (100 CHAR. MAX.): Expands writing skills from paragraphs to essays. ESL 312L is required.

8a. EVC COURSE LECTURE CONTENT (USE OUTLINE FORMAT) [CONTROL+TAB KEYS TO INDENT]: A. Pre-writing strategies: free writing, planning, and organizing paragraphs and short essaysB. Review of paragraph structure and development

1. Topic sentence/controlling idea/types of support/conclusion2. Paragraph coherence and unity3. Writing expository compositions in and out of class with appropriate paragraph division

C. Summary writing1. Main ideas/stating objective information2. Paraphrasing and condensing text

D. Response writing/reflective journals1. Personal reflections and reactions/stating subjective informtion2. Interpretation/logical implications and conclusions

E. Essays written out of class (a minimum of three essays four paragraphs in length)1. Planning the essay (listing, outlining, mapping ideas)2. Developing an introductory paragraph with a clearly stated thesis 3. Drafting an essay that reflects and develops two subtopics in a thesis and has a conclusion4. Revising for improved clarity, unity, coherence, and development (including guided peer review)5. Editing to identify and correct errors in grammar, word choice, spelling, and punctuation (including

guided peer review)


6. Using technology and other lab resources for consultation and language practice related to ongoing language development

F. Essays written in class (a minimum of three essays four paragraphs in length)1. Evidence of planning2. An introductory paragraph with a clear thesis3. Body paragraphs with topic sentences that link back to the thesis and effectively explain and develop

the subtopics4. Transitional devices linking ideas between and within paragraphs5. A concluding paragraph6. Varied sentence structure free of major grammatical errors7. Effective word choice, correct word forms, and increasing use of academic vocabulary8. Consistent verb tense, correct verb forms, and use of verbals (infinitives, gerunds, and participles) for

various sentence functions9. Correct punctuation and spelling

*Proficiency Descriptors: High Intermediate Level: Writing

produces consistently comprehensible text addresses topic, but relies on formulaic essay structure to maintain focus development may be uneven; may support ideas with some specific detail has good command of vocabulary; errors in word choice or word form occasionally interfere with meaning uses a range of sentence structures; makes some grammatical errors, but they rarely interfere with meaning has good control of sentence boundaries, spelling, and mechanics

These Proficiency Descriptors come from California Pathways, California Community Colleges Chancellor’s Office, 2000.

8b. EVC COURSE LAB CONTENT (USE OUTLINE FORMAT) [CONTROL+TAB KEYS TO INDENT]:

8a. SJCC COURSE LECTURE CONTENT (USE OUTLINE FORMAT) [CONTROL+TAB KEYS TO INDENT]:

A. Pre-writing strategies: free writing, planning, and organizing paragraphs and short essaysB. Review of paragraph structure and development

1. Topic sentence/controlling idea/types of support/conclusion2. Paragraph coherence and unity3. Writing expository compositions in and out of class with appropriate paragraph division

C. Summary writing1. Main ideas/stating objective information2. Paraphrasing and condensing text

D. Response writing|reflective journals1. Personal reflections and reactions/stating subjective informtion2. Interpretation/logical implications and conclusions

E. Essays written out of class (a minimum of three essays four paragraphs in length)1. Planning the essay (listing, outlining, mapping ideas)2. Developing an introductory paragraph with a clearly stated thesis 3. Drafting an essay that reflects and develops two subtopics in a thesis and has a conclusion4. Revising for improved clarity, unity, coherence, and development (including guided peer review)5. Editing to identify and correct errors in grammar, word choice, spelling, and punctuation (including

guided peer review)6. Using technology and other lab resources for consultation and language practice related to ongoing

language development F. Essays written in class (a minimum of three essays four paragraphs in length)

1. Evidence of planning2. An introductory paragraph with a clear thesis3. Body paragraphs with topic sentences that link back to the thesis and effectively explain and develop

the subtopics


4. Transitional devices linking ideas between and within paragraphs5. A concluding paragraph6. Varied sentence structure free of major grammatical errors7. Effective word choice, correct word forms, and increasing use of academic vocabulary8. Consistent verb tense, correct verb forms, and use of verbals (infinitives, gerunds, and participles) for

various sentence functions9. Correct punctuation and spelling

*Proficiency Descriptors: High Intermediate Level: Writing

produces consistently comprehensible text addresses topic, but relies on formulaic essay structure to maintain focus development may be uneven; may support ideas with some specific detail has good command of vocabulary; errors in word choice or word form occasionally interfere with meaning uses a range of sentence structures; makes some grammatical errors, but they rarely interfere with meaning has good control of sentence boundaries, spelling, and mechanics

These Proficiency Descriptors come from California Pathways, California Community Colleges Chancellor’s Office, 2000.

8b. SJCC COURSE LAB CONTENT (USE OUTLINE FORMAT) [CONTROL+TAB KEYS TO INDENT]:

9. STUDENT LEARNING OUTCOMES(SLOS) [USE OUTLINE FORMAT]:

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

1. Plan and compose expository essays of at least four paragraphs with high-intermediate proficiency.*2. Use transitions and other signal words to achieve coherence and clarity within the structure of the

essay.*3. Demonstrate sentence variety and lexical and grammatical accuracy at a high-intermediate level.*4. Evaluate writing, using editing and revision strategies to eliminate errors in grammar, word choice, and

punctuation and to improve content and organization.*5. Use technology to advance grammar and writing skills and to communicate within the academic

environment.

*Refer to Proficiency Descriptors in 8a. Course Content section

10. EVC METHODS OF EVALUATION AND EXAMINATION: (TITLE 5 REQUIRES THAT A GRADE IS BASED ON DEMONSTRATED PROFICIENCY, AT LEAST IN PART, BY MEANS OF ESSAYS OR PROBLEM SOLVING EXERCISES OR SKILLS DEMONSTRATIONS.) Methods of Assessment for SLOs including Methods of Evaluation and Examination Used in This Course

Out-of-class essaysIn-class timed essaysShort writing assignments such as journals or summariesGrammar quizzes and exams

FOR DEGREE APPLICABLE COURSES: LIST CRITICAL THINKING EXAMPLE(S) OF METHODS OF EVALUATION:

10. SJCC METHODS OF EVALUATION AND EXAMINATION: (TITLE 5 REQUIRES THAT A GRADE IS BASED ON DEMONSTRATED PROFICIENCY, AT LEAST IN PART, BY MEANS OF ESSAYS OR PROBLEM SOLVING EXERCISES OR SKILLS DEMONSTRATIONS.) Methods of Evaluation and Examination Used in This Course

Out-of-class essaysIn-class timed essays


Short writing assignments such as journals or summariesGrammar quizzes and examsBoard-graded final exam

FOR DEGREE APPLICABLE COURSES: LIST CRITICAL THINKING EXAMPLE(S) OF METHODS OF EVALUATION:

11a. EVC TEXTBOOK LIST/LEARNING MATERIALS (Include Author, Title, Publisher, and Year)

Norloff, Charl, Debra Daise, and Paul Carne. Q: Skills for Success - Reading & Writing 4. Oxford University Press, 2011.

Ruetten, Mary K. Developing Composition Skills - Academic Writing and Grammar. 3rd Edition © 2012

Herzfeld-Pipkin, Nancy. Destinations 2: Grammar for Academic Success. Heinle Cengage, 2006.

Brems, Marianne. Catalyst: Writing from Reading 2. Heinle Cengage, 2008.

11b. EVC I have consulted with the Librarian and the Library Sign-off Page is completed and is on file with the Library. 11b. SJCC I have consulted with the Librarian regarding resources for this course.11a. SJCC TEXTBOOK LIST/LEARNING MATERIALS:

(Include Author, Title, Publisher, and Year)

Norloff, Charl, Debra Daise, and Paul Carne. Q: Skills for Success - Reading & Writing 4. Oxford University Press, 2011.

Ruetten, Mary K. Developing Composition Skills - Academic Writing and Grammar. 3rd Edition © 2012

Herzfeld-Pipkin, Nancy. Destinations 2: Grammar for Academic Success. Heinle Cengage, 2006.

Brems, Marianne. Catalyst: Writing from Reading 2. Heinle Cengage, 2008. 12. I VERIFY THAT THE TEXTBOOKS/LEARNING MATERIALS LISTED ABOVE ARE COLLEGE LEVEL MATERIALS. Yes No13. EVC HOMEWORK/ASSIGNMENTS [2 hours per lecture unit]: Hours Per Week = 10

Assignments That Will Be Required Outside Of The Classroom:Preparing for in-class discussion, activities, and writingPre-writing activities such as outlining, clustering, viewing a video, note-taking, interviewing, etc.Writing summaries and responsesWriting multiple drafts of essaysRevising, editing, and proofreading drafts to meet course standardsCompleting grammar and sentence structure assignments, especially in response to instructor feedback

For degree applicable courses: List one example of critical thinking homework:

13. SJCC HOMEWORK/ASSIGNMENTS [2 hours per lecture unit]: Hours Per Week = 10

Assignments That Will Be Required Outside Of The Classroom:Preparing for in-class discussion, activities, and writingPre-writing activities such as outlining, clustering, viewing a video, note-taking, interviewing, etc.Writing summaries and responsesWriting multiple drafts of essaysRevising, editing, and proofreading drafts to meet course standardsCompleting grammar and sentence structure assignments, especially in response to instructor feedback

For degree applicable courses: List one example of critical thinking homework:

14. EVC COURSE PREREQUISITE (A Grade of “C” Is Implied Unless Otherwise Stated. (Go to item 48 to complete prerequisite validation form): ESL 322 and ESL 323 and ESL 324, all with P grade or placement based on assessment.

14. SJCC COURSE PREREQUISITE (A Grade of “C” Is Implied Unless Otherwise Stated. (Go to item 48 to complete prerequisite validation form): ESL 322 and ESL 323 and ESL 324, all with P grade or placement based on assessment.

15. EVC COURSE COREQUISITE: (Go to item 48 to complete corequisite validation form): ESL 312L


15. SJCC COURSE COREQUISITE: (Go to item 48 to complete corequisite validation form): ESL 312L

16. ADVISORY READING AND WRITING LEVELS: 17. ADVISORY MATH LEVEL: 18. OPEN CURRICULUM: (No Prerequisite, Corequisite, or Advisory Levels)

OPEN CURRICULUM*: (Open Curriculum, but some steps necessary to enroll)*Indicate Necessary Steps To Enroll:

19. EVC RECOMMENDED PREPARATION (prior/concurrent):

19. SJCC RECOMMENDED PREPARATION (prior/concurrent):

20. METHOD OF INSTRUCTION: 02=Lecture and/or Discussion

21a. EVC GRADING: M = Mandatory Pass/NoPass21a. SJCC GRADING: M = Mandatory Pass/NoPass

21b. EVC CREDIT BY EXAM ALLOWED:

Yes No

21b. SJCC CREDIT BY EXAM ALLOWED:

Yes No

SECTION B: TO BE COMPLETED BY COURSE PROPOSER AND DIVISION DEAN

22. GRADUATION REQUIREMENTS: THIS COURSE MEETS CULTURAL PLURALISM/ETHNIC STUDIES REQUIREMENTS: Yes No

23a. AA/NON AA STATUS: Non AA/AS Applicable (NAA) [ select from pull-down menu]

CRITERIA (COURSE IS AA AND AS-APPLICABLE IF LETTERS A-F ARE ALL CHECKED):A. Appropriate Prerequisite Level.

B1. A Graded Essay Written At College Level. Or

B2. Essay Not Appropriate - Skills Demonstration Course Or Significant Problem Solving. C1. College Level Vocabulary, Study Skills, Reading Material; Or A Lab Or Activity Class.

Or C2. College Level Reading And Writing (See #12). D. Multiple Measures Of Evaluation Are Employed (See #10). E. Two Hours Of Homework Required For Every Lecture/Theory Hour, Or This Is A Lab, Or

This Is An Activity Class And Does Not Require Homework. F. Coursework Calls For Critical Thinking Exercises.

Check The Following That Apply: G. Course With A Math Content Equal To Math 11A or 11R or 11S or 13, And A-F Above. H. Reading, Writing Or ESL Course No Lower Than One Level Below Engl. 1A, And A-F Above. I. Course Is Part Of A Non-Baccalaureate Occupational Major And Meets A-F Above. J. This Course Has Baccalaureate Status. (See #37.)

23b. COMPLETE THIS ITEM ONLY FOR COURSES THAT ARE NAA (SEE #23A ABOVE):Is this a basic skills course in reading, writing, math or ESL? Yes NoIf Yes, indicate # of levels below transfer and area: level: Three ESL levels below Engl 1AIf No, is this a skill typically needed for an

AA or AS applicable vocation course? Yes No

24. BASIC SKILLS STATUS: B = Basic skills not precollegiate

25. STATE OF CALIFORNIA COURSE CLASSIFICATION: B = Developmental Preparatory

26. [For Office Use Only]


FINAL CLASS SIZE: 30

27a. REPEATABILITY: STATUS: A= Non-activity; may not be repeatedIf Repeatable, number Of Times Repeatable: Maximum Units: 5.0

[Per Title 5, Section 55041: Activity courses may be repeated only three times, four experiences total for any given activity, across various levels of courses in that activity, or variations of that activity.]

27b. [For Office Use Only]

RETAKE CODE: 05.0A


28. FACULTY LOADING: FTE Lecture: 33.300FTE Lab:

Variable Loading:FTE Lecture: From To FTE Lab: From To

29. TOTAL FTE FOR COURSE: 33.33 Variable Total FTE For Course:From: To

30a. STUDENT CONTACT HOURS:

Lecture Per Week: 5*Lab Hours Per Week: *If hours exceed 3 lab hours to 1.0 unit ratio, justify below (#30b):

V ariable HoursLecture Hours: From To Lab Hours: From To

30b. LAB HOURS JUSTIFICATION:

31. EVC FIRST SEMESTER INTEND TO OFFER: 3 = Fall Year: 2012

31. SJCC FIRST SEMESTER INTEND TO OFFER: 1= Spring Year: 2012

32. EVC COURSE PROGRAM STATUS:

Most courses are part of a program listed on the college Program Inventory, or are General Education or Transfer, or Stand Alone.

GE (be sure that GE item is checked consistently on this document) Transfer (be sure that transfer item is checked consistently on this document) Stand Alone (not part of any program; not GE, and not Transfer) Created to be part of a certificate or degree

Which certificate and/or degree?

[For Office Use Only] Program Control Number:

[For Office Use Only]Program Code:

32. SJCC COURSE PROGRAM STATUS:

Most courses are part of a program listed on the college Program Inventory, or are General Education or Transfer, or Stand Alone.

GE (be sure that GE item is checked consistently on this document) Transfer (be sure that transfer item is checked consistently on this document) Stand Alone (not part of any program; not GE, and not Transfer) Created to be part of a certificate or degree

Which certificate and/or degree?

[For Office Use Only] Program Control Number:

33. EVC RECOMMENDED FOR C-ID Yes No

Which course descriptor are you requesting

Course Identification Numbering System website: www.c-id.net

[For Office Use Only] C-ID Number:


33. SJCC RECOMMENDED FOR C-ID Yes No

Which course descriptor are you requesting

Course Identification Numbering System website: www.c-id.net

[For Office Use Only] C-ID Number:


34. DISTRICT GE: 34a. Course has District GE Status: Yes No

34b. Recommended Areas:Area 1 Area 2: Area 3: Default:

35. CSU GE: 35a. Recommended for CSU GE Status:

Yes No

35b.Recommended Areas:Area 1: Area 2: Area 3: Default:

http://www.c-id.net/

http://www.c-id.net/

36. UC TRANSFER/ ARTICULATION:

36a. Recommended for UC Transfer: Yes No Recommended UC campus(es) and course(s):

Campus(es) Course(s)

37. BACCALAUREATE STATUS*:

[*To have Baccalaureate Status 1 must be checked, plus 2 or 3 or 4. Courses with Baccalaureate Status transfer to CSU.]

37a. List of criteria needed to establish Baccalaureate Status: (check all that apply)

1. Meets AA-Applicable standards of rigor

2. Non-Occupational course counting as units in a major

3. There is documentation that the same, similar, or analogous course is taught in the CSU system.

4. Occupational course within a major

5. Apprenticeship course (cannot be transferable)

37b. Recommended for transfer to CSU: Yes No

Recommended CSU campus(es) and course(s):

Campus(es) Course(s)

37c. Recommended for articulation with CSU as a course in a major.

Recommended for articulation with CSU as an elective in a major.

38. IGETC STATUS: 38a. Recommended for IGETC:

Yes No

38b. Recommended IGETC Categories: (1 code is preferable; 2 codes maximum)

Code 1: Code 2: Default Code:

39. DESCRIBE ARTICULATION EFFORTS [BETWEEN EVC AND SJCC]: SECTION C: TO BE COMPLETED BY DIVISION DEAN AND TECHNICAL STAFF

40. EVC THIS COURSE IS THE “SAME AS”: First Semester Good For: Year: 40. SJCC THIS COURSE IS THE “SAME AS” : First Semester Good For: Year: 41. EVC THIS COURSE “REPLACES”: First Semester Good For: Year:

Has the course inactivation form been completed? Yes No

41. SJCC THIS COURSE “REPLACES”: First Semester Good For: Year:

Has the course inactivation form been completed? Yes No

42. EVC DEPT.: 2ESL

42. SJCC DEPT.: 1ESL (Ex: 1ENGL or 2ENGL)

43. EVC CID: 1520 CIP: 32.0109

43. SJCC CID: 1520 CIP: 32.0109

44. EVC SAM: E=Non-Career/Technical

44. SJCC SAM: E=Non-Career/Technical

45. EVC TOP CODE:4930.84

45. SJCC TOP CODE:4930.84

46.TRANSFER STATUS: EVC: C=Not Transferable SJCC: C=Not Transferable

MATERIALS FEE JUSTIFICATION: (TO BE COMPLETED BY PROPOSER AND/OR DIVISION DEAN)

47. EVC WILL THIS COURSE ROUTINELY REQUIRE A MATERIALS FEE? Yes NoIF YES, COMPLETE THE MATERIALS FEE JUSTIFICATION FORM—CLICK ON LINK BELOW :

47. SJCC WILL THIS COURSE ROUTINELY REQUIRE A MATERIALS FEE? Yes NoIF YES, COMPLETE THE MATERIALS FEE JUSTIFICATION FORM—CLICK ON LINK BELOW:

\\Materials Fee Justification Form

[48.] EVC Course Prerequisite/Corequisite Validation Form:[Per Title 5 §55003: "2) ...the prerequisite [corequisite] will assure ... that a student who has not met the prerequisite is highly unlikely to receive a satisfactory grade in the course (or at least one course within the program) for which the prerequisite is being established..."]

If you completed items 14 or 15, you will need to fill out this page. Course & Number ESL 312 Prerequisite Course & Number (ESL 322 and ESL 323 and ESL 324) all with CR or

placement based on assessment Course & Number ESL 312 Corequisite Course & Number ESL 312L Fill out a separate form for each prerequisite. OR Cite three CSU and/or UC courses, prerequisites, and catalog year.

Any combination of "at least three of the campuses of the UC or CSU ...reflect in their catalogs that they offer the equivalent courses with the equivalent prerequisite(s) or corequisite(s)." Justification:

Institution Course(s) Prerequisite(s) Catalog Year

Column 1Prerequisite/Corequisite

List the major concepts, skills, or kinds of knowledge that a student will learn in the prerequisite or corequisite that are essential to the successful completion of this course.

Column 2Current Course

State why each of the listed items in Column 1 is essential in relationship to content listed in the course outline.

ESL 323 Reading and Vocabulary Development

Students study pre-reading, while-reading, and post-reading strategies and skills to comprehend, analyze, interpret, and evaluate reading passages at an intermediate level of difficulty. They write summaries and paraphrases of texts. They learn vocabulary-building strategies and skills.

ESL 322 Paragraph Development

Students generate, develop, and write about well-developed paragraphs at an intermediate level of language proficiency. They study sentence structure and grammatical and lexical elements with increasing accuracy. They revise and edit drafts, using peer response and self-editing strategies

ESL 324

Students will focus on developing academic listening and speaking skills at an intermediate level of language proficiency. Emphasis is also placed on acquiring idiomatic language and cultural awareness through the use of multimedia materials.

Corequisite:

Students enrolled in ESL 312L to develop essay writing skills and to improve their grammar need formal instruction in the parent course as well as the instructor’s guidance in selecting appropriate skill-related lab materials.

Sentence development skills mastered in ESL 322 form the necessary foundation for the essay development skills to be learned in ESL 312. ESL 312L provides computer assisted and instructor guided practice, which is necessary in a lab setting for ongoing development of complex grammar structures and for direction in revising and editing papers effectively.

Students need to have already acquired the intermediate listening, speaking, and reading skills taught in ESL 324 and 323 in order for them to tackle the material in this high-intermediate English writing course, ESL 312.

ESL 312 offers instruction in the basics of essay writing. Students enrolled in ESL 312L have additional instruction and guidance in improving their writing and grammar skills.

Other (Ex: audition/tryout requirement):

[48.] SJCC Course Prerequisite/Corequisite Validation Form:[Per Title 5 §55003: "2) ...the prerequisite [corequisite] will assure ... that a student who has not met the prerequisite is highly unlikely to receive a satisfactory grade in the course (or at least one course within the program) for which the prerequisite is being established..."]

If you completed items 14 or 15, you will need to fill out this page. Course & Number ESL 312 Prerequisite Course & Number (ESL 322 and ESL 323 and ESL 324) all with CR or placement based on assessment Course & Number ESL 312 Corequisite Course & Number ESL 312L Fill out a separate form for each prerequisite. OR Cite three CSU and/or UC courses, prerequisites, and catalog year.

Any combination of "at least three of the campuses of the UC or CSU ...reflect in their catalogs that they offer the equivalent courses with the equivalent prerequisite(s) or corequisite(s)." Justification:

Institution Course(s) Prerequisite(s) Catalog Year

Column 1

Prerequisite/Corequisite


Column 2

Current Course


ESL 323 Reading and Vocabulary Development

Students study pre-reading, while-reading, and post-reading strategies and skills to comprehend, analyze, interpret, and evaluate reading passages at an intermediate

Sentence development skills mastered in ESL 322 form the necessary foundation for the essay development skills to be learned in ESL 312. ESL 312L provides computer assisted and instructor guided practice, which is necessary in a lab setting for ongoing development of

Column 1

Prerequisite/Corequisite


Column 2

Current Course


level of difficulty. They write summaries and paraphrases of texts. They learn vocabulary-building strategies and skills.

ESL 322 Paragraph Development

Students generate, develop, and write about well-developed paragraphs at an intermediate level of language proficiency. They study sentence structure and grammatical and lexical elements with increasing accuracy. They revise and edit drafts, using peer response and self-editing strategies

ESL 324

Students will focus on developing academic listening and speaking skills at an intermediate level of language proficiency. Emphasis is also placed on acquiring idiomatic language and cultural awareness through the use of multimedia materials.

Corequisite:

Students enrolled in ESL 312L to develop essay writing skills and to improve their grammar need formal instruction in the parent course as well as the instructor’s guidance in selecting appropriate skill-related lab materials.

complex grammar structures and for direction in revising and editing papers effectively.

Students need to have already acquired the intermediate listening, speaking, and reading skills taught in ESL 324 and 323 in order for them to tackle the material in this high-intermediate English writing course, ESL 312.

ESL 312 offers instruction in the basics of essay writing. Students enrolled in ESL 312L have additional instruction and guidance in improving their writing and grammar skills.

Other (Ex: audition/tryout requirement):

SAN JOSE /EVERGREEN COMMUNITY COLLEGE DISTRICTCOMMENT SHEET

(For Curriculum Staff Use Only)

DATEITEM

NUMBER NAME (Curriculum Staff) COMMENT SJCC EVC

3/13/12 14 Vicki Brewster Changed CR to P4/20/12 6, 8a, 10 Ruth Villasenor Checked these items on pg.2 as

changes

DISTRICT COURSE OUTLINE TEMPLATE€¦ · Web viewSIGN-OFF SHEET. 2011-2012 (use tab key not...

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Transcript of DISTRICT COURSE OUTLINE TEMPLATE€¦ · Web viewSIGN-OFF SHEET. 2011-2012 (use tab key not...