MASTER SYLLABUS

2020-2021

A.	Academic Division: Liberal Arts

B.	Discipline: English

C.	Course Number and Title: ENGL0040 - Integrated Reading and Writing

D.	Course Coordinator: Margaret Puckett

Assistant Dean: Dr. Steve Haynes

Instructor Information:

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E.	Credit Hours: 4

Lecture: 3

Laboratory: 2

F.	Prerequisites: None

G.	Syllabus Effective Date: Fall, 2020

H.	Textbook(s) Title:

On Campus Sections

ENGL/WRIT Value Bundle

Authors: MacMillan

Copyright Year: 2018

ISBN: 9781319286828 (Only available at the Campus Bookstore)

* The above bundle includes the components below*

Brief Bedford Reader 13th - ISBN: 9781319031183

Easy Writer 7th - ISBN: 9781319149505

Writers Help 2.0 4-Year Access Code - ISBN: 9781457694400

Off Campus Sections (High Schools)

CCP High Schools may be using an older edition of the required textbooks.

Workbook(s) and/or Lab Manual: None

Course Description: ENGL0040 is a course designed to build critical thinking skills through reading and writing. ENGL0040 emphasizes that reading assists writing and writing assists reading in repetitive ways. Reading and writing are similar in that both are acts of composing. This is done through planning, drafting, aligning, revising, and monitoring. Close reading teaches students the focus and depth of analysis required by college-level reading. Attentive and close reading of sources as well as critical editing provide a focus on the language of the text. The course helps students to gain access to information and to use this information variously to lead articulate lives and to identify, think through, refine, and solve problems. Classroom instruction integrates writing and reading activities with an emphasis on essays, reading strategies, research, critical thinking, analysis, and metacognition.

K.	College-Wide Learning Outcomes:

College-Wide Learning Outcome	Assessments - - How it is met & When it is met
Communication – Written
Communication – Speech
Intercultural Knowledge and Competence
Critical Thinking
Information Literacy
Quantitative Literacy

L.	Course Outcomes and Assessment Methods:

Upon successful completion of this course, the student shall:

Outcomes	Assessments – How it is met & When it is met
Apply critical reading strategies: analyze, summarize, and interpret a variety of reading materials.	Class discussions of assigned essays and at least 2 writings per each of 4 units - either a summary and/or reading response (graded using the English department essay evaluation rubric) – weeks 1-3, 4-6, 7-10, 11-14
Demonstrate reading skills at the literal and inferential levels of comprehension: monitor reading skills by recognizing important details; predicting relationships among ideas; inferring main ideas, patterns of organization, and an author’s purpose, tone, and point of view.	Class discussion of assigned essays and at least 2 writings per each of 4 units - either a summary and/or reading response (graded using the English department essay evaluation rubric) - Weeks 1-3, 4-6, 7-10, 11-14
Create unified, coherent expository essays with adequate and varied evidence.	Written assignment/major course essays and final portfolio (graded by English department essay evaluation) – Weeks 3-6-10-14–15
Apply strategies related to the structures of texts that are read and written by recognizing/predicting relationships among ideas.	Evaluated in written paragraphs and essays (both drafts and final copies) as well as class discussions - Weeks 1-15
Apply strategies related to word choice and tone found in both reading and writing.	Accurate use of conventions of formal writing in assigned papers and exercises - Weeks 1-15 and final portfolio – week 15
Apply strategies related to sentence structure and style used in reading and writing.	Accurate use of conventions of formal writing in assigned papers and exercises - Weeks 1-15 and final portfolio – week 15

M.	Topical Timeline (Subject to Change):

PLEASE NOTE: In order to reinforce skills, the teaching of writing uses a recursive process; therefore,

tasks identified below are NOT intended to be viewed as sequential; rather, the assignment of these tasks must be handled with flexibility and must also be repeated (so they can be reinforced) through the term.

Reading critically – weeks 1-3, 4-6, 7-10, and 11-14

Writing as a process – weeks 1-3, 4-6, 7-10, and 11-14

Paraphrasing and summary writing – weeks 1-3, 4-6

Planning and drafting including topic sentence/thesis statement, coherence, development, and organization – weeks 1-15

Components of examples writing – weeks 1-3

Process of cause and effect writing weeks 4-6

Responding to sources – weeks 7-10 and 11-14

Creating effective comparison and contrast writing weeks 7-10

Writing division and classification essay – weeks 11-14

Creating a portfolio of 2 graded essays, 1 ungraded essay and a reflective essay – week 15

N.	Course Assignments:

Class discussion/participation

Draft essays

Final essays – examples, cause/effect, comparison/contrast, and division/classification

Writers help exercises

Reading responses

Summaries

Portfolio

O.	Recommended Grading Scale:

NUMERIC	GRADE	POINTS	DEFINITION
93–100	A	4.00	Superior
90–92	A-	3.67	Superior
87–89	B+	3.33	Above Average
83–86	B	3.00	Above Average
80–82	B-	2.67	Above Average
77–79	C+	2.33	Average
73–76	C	2.00	Average
70-72	C-	1.67	Below Average
67–69	D+	1.33	Below Average
63-66	D	1.00	Below Average
60-62	D-	0.67	Poor
00--59	F	0.00	Failure

P.	Grading and Testing Guidelines:

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Q.	Examination Policy:

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R.	Class Attendance and Homework Make-Up Policy:

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S.	Classroom Expectations:

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T.	College Procedures/Policies:

Important information regarding College Procedures and Policies can be found on the syllabus supplement located at

http://catalog.ncstatecollege.edu/mime/download.pdf?catoid=5&ftype=2&foid=3