Course Outline

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General Information

Course ID (CB01A and CB01B): ESLD006.
Course Title (CB02): Critical Reading and Research for Writing
Course Credit Status: Credit - Degree Applicable
Effective Term: Fall 2023
Course Description: This course focuses on the development of analytical, integrative, and research skills in reading and writing about diverse literature and texts. It emphasizes library and outside research that leads to analysis, comparison, and synthesis of information in academic writing and a research paper.
Faculty Requirements
Course Family: Not Applicable

Course Justification

This course is the highest level of the course sequence in the program. It is the advanced level of the program's two writing classes that transfer to CSU and UC. The course meets De Anza GE and CSU GE. It equips students with research and analytical skills in reading literature/complex texts, and academic writing skills in formulating arguments, analyses, and syntheses.

Foothill Equivalency

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

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

Transferability & Gen. Ed. Options

Transferability: Transferable to both UC and CSU

De Anza GE	Area(s)	Status	Details
2GC2	De Anza GE Area C2 - Humanities	Approved
2GES	De Anza GE - Environment Sustainability and Global Citizenship	Approved

CSU GE	Area(s)	Status	Details
CGC2	CSU GE Area C2 - Humanities	Approved
CGCE	EWRT 1B/ESL 6 at De Anza	Approved

IGETC	Area(s)	Status	Details
IG3B	IGETC Area 3B - Humanities	Approved

Units and Hours

Summary

Minimum Credit Units: 5.0
Maximum Credit Units: 5.0

Weekly Student Hours

Type	In Class	Out of Class
Lecture Hours	5.0	10.0
Laboratory Hours	0.0	0.0

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)

EWRT D001A or EWRT D01AH or ESL D005.

Corequisite(s)

Advisory(ies)

Limitation(s) on Enrollment

Entrance Skill(s)

(Restricted to students whose native language is not English.)

General Course Statement(s)

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

Methods of Instruction

Lecture and visual aids

Oral reports on readings

Discussion of readings in small groups and with entire class

Prewriting and outlining of assignments in journals

In-class essays

Quizzes to enhance understanding of materials

Peer reviews

Collaborative learning and small group activities

Library orientations on research skills

Guest speakers

Group presentations

Grammar exercises

Assignments

Reading
1. Three to five challenging, college-level literary pieces of works (as measured by vocabulary, complexity, and stylistic sophistication) that reflect ethnic, cultural, socioeconomic, sexual/gender, and environmental diversity.
2. At least one book-length work by a single author.
3. Three to five research articles and critical commentaries from academic journals, magazines, and library databases on contexts, concepts, and themes of literary texts used for research.
Writing (at least 6000 words of evaluated writing)
1. Short writing tasks to practice interpretation, writing, and language skills
2. Journal writing on selected readings and book-length works, emphasizing close reading, interpretation, and analysis of the authors' main ideas
3. In-class essay tests, including a midterm and final exam, stressing analysis, synthesis, and argumentation based on readings
4. Progressive sequence of three to four analytical essays totaling 4,000 words, including a research paper of at least 1,500 words
5. Written presentations of group projects and researched materials, including at least one evaluated presentation based on book-length work
Speaking
1. Group discussion on argumentative and research topics.
2. Oral presentations of group projects and research materials, including at least one evaluated presentation based on book-length work.

Methods of Evaluation

Writing assignments based on class readings and evaluated according to thesis, content development, analysis, coherence of ideas, organization, grammar, and word choice.
Quizzes on book-length works and assessed on comprehension, interpretation, and analysis of the assigned reading.
Journals in response to assigned readings and full-length works, and evaluated on students' ability to comprehend, infer, analyze, and synthesize texts.
Essay tests including in-class midterm and final exam based on readings and evaluated according to thesis, content development, analysis, grammar, and word choice.
A research paper with in-text citations and bibliography (works cited) in MLA documentation style, and evaluated on abilities in analysis and synthesis of different points of view, argumentation, and quality of research.
Class participation and group discussion.
An oral presentation of a group project and/or short presentations of class readings and evaluated on content, presentation, and quality of individual and group work.

Essential Student Materials/Essential College Facilities

Essential Student Materials:

None.

Essential College Facilities:

None.

Examples of Primary Texts and References

Author	Title	Publisher	Date/Edition
Hacker, Diana, and Barbara Fister	Hacker, DianResearch and Documentation in the Digital Age	Bedford/St. Martins	7th ed., 2018
Meyer, Michael	The Compact Bedford Introduction to Literature	Saint Martin's Press	12th edition, 2019
Lunsford, Andrea	EasyWriter	Bedford/St. Martin's	7th ed., 2018

Examples of Supporting Texts and References

Author	Title	Publisher
Literature: The Human Experience Reading and Writing
From Critical Thinking to Argument: A Portable Guide
A Long Way Gone: Memoirs of a Boy Soldier
The Wadsworth Handbook
Everything's Argument
A Good Scent from a Strange Mountain
Native Speaker
Memoirs of a Geisha
Only a Girl
Into the Wild
China Boy
Signs of Life in the USA: Readings on Popular Culture for Writers
Wife
Fast Food Nation: The Dark Side of the All-American Meal
Hunger of Memory
The Piano Lesson (play)
The Warmth of Other Suns: The Epic Story of America's Great Migration
I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban

Learning Outcomes and Objectives

Course Objectives

Develop analytical, integrative skills in the reading of primarily literary texts that reflect multiple forms of diversity and a variety of cultural, social, and environmental perspectives.
Develop analytical, organizational, research, and documentation skills in writing focused on a central theme or issue.
Demonstrate skills in researching information from multiple academic databases and assessing the credibility and/or biases of sources.
Demonstrate advanced-level sentence structure, grammar, and vocabulary.

CSLOs

Develop analytical, interpretive, and integrative reading skills in readings that reflect multiple forms of diversity.
Write well developed, analytical essays based on critical readings of literary texts and research.
Demonstrate correct grammar, sentence structure, and academic vocabulary in writing.

Outline

Develop analytical, integrative skills in the reading of primarily literary texts that reflect multiple forms of diversity and a variety of cultural, social, and environmental perspectives.
1. Demonstrate an understanding of the key elements of literary and non-literary texts, using appropriate terminology to interpret and analyze themes, implied meanings, and devices in texts, such as:
  1. Memoir writing.
  2. Dramatic writings and art forms, such as plays and films.
  3. Poetry, novels, and short stories.
2. Apply knowledge of cultural/historical contexts to the interpretation and analysis of texts and readings.
  1. Examination of cultural beliefs and practices.
  2. Examination of social and environmental issues, including cultural groups, socio-economic classes, sexual/gender identities, and environmental sustainability.
  3. Distinction between primary and secondary sources, literal meaning and inference, knowledge and belief, inductive and deductive reasoning.
  4. Knowledge in figurative use of language, including metaphors, symbolism, and cultural motifs embedded in texts of poetry, fiction, and nonfiction.
3. Analyze, compare, and evaluate alternative points of view, and critical approaches, including those found in the library and field-based research.
  1. Multiple sources of information
  2. Alternative approaches and critical commentaries.
  3. Diverse cultural, ethnic, social, gender-based, and environmental viewpoints.
Develop analytical, organizational, research, and documentation skills in writing focused on a central theme or issue.
1. Apply the process model of writing as a cyclical sequence of steps.
  1. Brainstorming, freewriting, listing; planning, and outlining.
  2. Multiple drafting, peer reviews, and utilizing feedback from WRC and/or online tutors and the instructor.
  3. Revising and editing.
2. Integrate structural levels of written text (sentence, paragraph, essay)
  1. Thesis, organization, and development of supporting ideas with introduction, body, and conclusion.
  2. Unity and coherence; and paragraphing with topic sentences.
  3. Employing rhetorical patterns and strategies, such as description, narration, comparison and contrast, persuasion, analysis, and argumentation.
  4. Using logical and structural methods, such as inductive and deductive reasoning; cause and effect; logos, ethos, and pathos.
  5. Applying a logical sequence with attention to transitions of ideas within and between paragraphs.
3. Formulate written analysis and arguments of readings/literary texts on the basis of multiple perspectives and sources of evidence, including presentations, lectures, class discussion, and library research.
  1. Internal textual evidence.
  2. Cultural/historical contexts and environmental impacts.
  3. Class lectures, student presentations, discussion, and personal experience.
  4. Distinguishing facts and opinions; abstract concepts and concrete examples.
  5. Employing methods of persuasion, elaboration, and refutation.
4. Synthesize information from multiple sources and points of view (from texts, class discussion, library databases, and/or field research) in an analytical, documented research paper.
  1. Methods and techniques of research and note-taking.
  2. Critical evaluations of alternative points of view.
  3. Apply critical commentaries and cultural/historical and/or environmental perspectives.
  4. Documentation and citing of sources to avoid plagiarism.
Demonstrate skills in researching information from multiple academic databases and assessing the credibility and/or biases of sources.
1. Gain familiarity and skills in doing research.
  1. Learn types of databases and research tools, such as search terms and permalinks, through library orientations.
  2. Assess credibility, biases, and currency of sources by examining authors' credentials and affiliation and researching a topic from different points of view.
  3. Employ different databases and media, such as films and videos, for research.
2. Utilize MLA guidelines to document sources in assignments and research paper.
  1. Cite sources inside assignments in MLA documentation style.
  2. Compile “Works Cited” (bibliography) using MLA documentation style.
Demonstrate advanced-level sentence structure, grammar, and vocabulary.
1. Demonstrate advanced grammar skills in the correct verb tense usage, sentence boundary, punctuation, and sentence construction.
2. Use sophisticated, complex sentence structures with a variety of clauses and phrases.
3. Employ academic vocabulary and correct word choice to express meaning clearly and accurately.