district course outline template - …evcesl.weebly.com/uploads/2/5/0/3/25034353/esl__._3… · web...

SAN JOSE/EVERGREEN COMMUNITY COLLEGE DISTRICT

SIGN-OFF SHEET2004-2005

COMPLETE THIS FORM FOR NEW COURSE OR COURSE REVISION PROPOSAL(use the tab key not your cursor to move around the document)

Evergreen Valley Only Assigned by Curriculum Specialist San Jose City College Only New Course Proposal # F05-41Evergreen Valley and San Jose City Colleges Course Revision Proposal #

Course No. and Title: ESL 345 - Basic Writing Skills 1 Version: 1

DATE NAME/INITIALS EVConly

SJCConly

District

10/3/05 L. Clark and L. Strickland Proposer X X X10/20/05 Rita Karlsten Division Dean (for discipline review) X X X10/25/05 NS/ASW/DD Division Curriculum Committee X X10/20/05 Lois Lund SJCC Division Dean X X10/25/05 Rita Karlsten EVC Division Dean X X

11/10/05 Erlinda MartinezEVC Schedules & Catalog Technician

X X

SJCC Schedules & Catalog Technician

X X

11/10/05 Lauren McKee Hourly Employee Services Supervisor (codes and loading)

X X

Hourly Employee Services Supervisor (codes and loading)

X X

Technical Services Librarian(Library Sign-off Completed)

X

Jon Kangas Associate Vice Chancellor X X X IPCC Curriculum Specialist X X11/10/05 Lois Lease ACCC Curriculum Specialist X X11/10/05 Eric Narveson Chair, ACCC X X Chair, IPCC X X Prerequisite Validations

(approved by ACCC/IPCC)X X X

12/08/05 Lois Lease ACCC Agenda Date X X12/8/05 Eric Narveson ACCC Action

(Chair notifies proposer)X X

12/12/05 David Wain Coon EVC, President X X X SJCC, President X X X Rosa Perez Chancellor X X X

Submit to Governing Board* for Meeting Date 2/15/06 (Certifying Board Approval)

Form Revised—10.26.04

COURSE INFORMATION PACKETSan Jose/Evergreen Community College District

College:Evergreen Valley College Prepared By:L.Clark and L. Strickand New Course (All new courses require Board approval) Date: 10/3/05

Course Approval Date: 12/8/05 ACCCCourse Revision (Check only items below that are being revised)

Date of Revision: Revision Approval Date:

THE FOLLOWING CHANGES TO AN EXISTING COURSE DO NOT REQUIRE GOVERNING BOARD APPROVAL

* These items may vary between campusesSECTION A: SECTION B: SECTION C:

COURSE PROPOSER PROPOSER/DEAN DIVISION DEAN/TECH. STAFF1. Course Discipline 22. Graduation Requirements 41. On Same As/Replaces2. Course Number 23. Graduation Competencies 42.Off Same As/Replaces3. Course Title 24. History/Institut. Requirements 43.* Delete Course4.* Reason for Proposal 25. AA/Non AA Status 44.* Department Number5. Units 26. Pre-Collegiate College Skills 45.* CID/CIP6.* Catalog Description 27. Class Size 46.SAM Code7.* Short Schedule Description 28a. Retake Code 47.* TOPS Code8a*. Course Lecture Content 28b. Repeatability 48. State Classification Code8b*. Course Lab Content 29. Faculty Loading 49. Coop. Education Program9. Course Learning Outcomes 30. FTE 50.* Transfer Code10.* Methods of Evaluation 31. Student Contact Hours 54.* Materials Fee Justification11.* Textbook List 31a. Lab Hours Justification 62A-L. Prerequisite Validation Pages12. College Level Materials 32. First Offered 62M. Board Agenda Item Page13.* Homework 33.* Extraordinary Costs14. Prerequisites 34.* Program Status15. Corequisites 35. District GE16. Advisory Read & Write Levels 36. Recommended CSU GE17. Advisory Math Levels 37. Recommended UC Articulation18. Open Curriculum 38. Baccalaureate Status19. Recommended 39. Recommended IGETC20. Method of Instruction 40. Articulation Efforts21a.* Grading21b.* Credit By Exam SECTION E: SECTION F:

ARTICULATION OFFICE RESEARCH AND PLANNINGSECTION D: 55*. CAN 56. Existing District GE

SCHEDULES & CATALOG INFO. 57*. Existing/Approved CSU GE

51. Discipline 58*. Existing/Approved UC52. Course Number 59. Existing Baccalaureate Status53. Computer Title 60a* Existing IGETC Status

60b*. Approved Categories61. Math Category


SECTION A: TO BE COMPLETED BY COURSE PROPOSER/(NOTE: SOME FIELDS HAVE HELP INFORMATION. HELP IS INDICATED BY THE SYMBOL.

PRESS THE F1 KEY ON YOUR KEYBOARD TO DISPLAY HELP. )SOME ITEMS CAN VARY BETWEEN CAMPUSES, ITEMS WITH AN EVC, SUCH AS 5E, SHOULD BE FILLED IN BY EVC AND ITEMS

WITH AN SJCC SHOULD BE FILLED IN BY SJCC.

1. COURSE DISCIPLINE: ESL 2. COURSE NUMBER: 345

3. COURSE TITLE : Basic Writing Skills 1

4. EVC REASON FOR PROPOSING COURSE OR CHANGE TO COURSE: To accommodate students who place below the ESL 332 level on the placement test.

4. SJCC REASON FOR PROPOSING COURSE OR CHANGE TO COURSE:

5a. FIXED UNITS: 4.0 5b.VARIABLE UNITS: (MINIMUM) To (MAXIMUM) ENTER UNIT INCREMENT:

6. EVC CATALOG DESCRIPTION: (9 LINES/80 CHAR. MAX. PER LINE):ESL 345 is a basic grammar and writing course for non-native speakers of English. The grammar and syntax of written discourse is recognized and identified in sentences and short passages, practiced in oral and written activities, and used and edited in a variety of written formats. Concurrent enrollment in ESL 346 and ESL 347 is recommended.

6. SJCC CATALOG DESCRIPTION: (9 LINES/80 CHAR. MAX. PER LINE):

7. EVC SHORT SCHEDULE DESCRIPTION (100 CHAR. MAX.): This course develops basic grammar and writing skills at a high beginning ESL level.

7. SJCC SHORT SCHEDULE DESCRIPTION (100 CHAR. MAX.):

8a. EVC COURSE LECTURE CONTENT (150 LINES/80 CHAR. MAX PER LINE) USE OUTLINE FORMAT (CONTROL+TAB KEYS TO INDENT): 1. Affirmative and Negative statements and questions with the verb be.

a. S + V + Complementb. S + V + Modifier

2. Affirmative and negative statements and questions with other verbs. a. Word order in simple statements:

i. S + V + Modifierii. S + V + O + Modifier

b. Word order in yes/no questions with auxiliaries be and doc. Word order in information questions about the subjectd. Word order in information questions about the predicatee. Word order in imperative affirmative and negative statements.

3. Verb tense and form in affirmative and negative statements and questions:a. Simple presentb. Simple pastc. Present progressived. Future tense with will and be going to

4. Adverbs of frequency, their meaning and word order

5. Subject-verb agreement with filler subjects a. There is/there areb. It is…to express time, distance, weather, or cost

6. Modal Auxiliariesa. Would like: preference b. Would/could/may/can: polite requestsc. Should/ought to: adviced. Can/could: ability


e. Must/have to: necessity

7. Count and non-count nouns with general and specific determinersa. Quantifiersb. Demonstrative adjectives and pronounsc. Possessive pronouns and adjectivesd. Definite and indefinite articles

8. Conjunctions and, but, so to join parallel elements

9. Comparative forms of high frequency adjectives and adverbs

10. Punctuationa. Capitalizationb. Internal commasc. Sentence boundaries: period, question mark, exclamation point

11. Prewriting strategies such as:a. Reading about and discussing a topicb. Limiting a single topicc. Developing a topic with supporting details, using graphic organizers

12. Writing short narrative and descriptive paragraphs on familiar topics

13. Revision strategies such as:a. Focusing the topicb. Adding descriptive words like adjectives and adverbialsc. Adding information necessary for sequence and meaning

14. Editing strategiesa. Guided recognition and correction of targeted sentence errors

i. Grammar and syntax errorsii. Vocabulary usage

iii. Capitalizationiv. Punctuationv. Spelling

1. High frequency irregular verbs2. +s endings3. –ing endings4. –ed endings5. Homonyms like they’re, their, and there

8b. EVC COURSE LAB CONTENT (150 LINES/80 CHAR. MAX PER LINE) USE OUTLINE FORMAT (CONTROL+TAB KEYS TO INDENT):

(course lab content cont’d – next page)

8a. SJCC COURSE LECTURE CONTENT (150 LINES/80 CHAR. MAX PER LINE) USE OUTLINE FORMAT (CONTROL+TAB KEYS TO INDENT):

8b. SJCC COURSE LAB CONTENT (150 LINES/80 CHAR. MAX PER LINE) USE OUTLINE FORMAT (CONTROL+TAB KEYS TO INDENT):

(course lab content cont’d – next page)

9. COURSE LEARNING OUTCOMES/OBJECTIVES: (ENTER 6 - 12 LEARNING OUTCOMES—20 MAXIMUM)

Upon completion of this course, the student will be able to: Identify the core elements of declarative and imperative sentences1. Write affirmative and negative statements and questions2. Use adjective and adverb modifiers, including prepositional phrasesForm Revised—10.26.04

3. Use time markers with simple and progressive present and past tenses4. Apply subject-verb agreement rules5. Recognize, define, and use specified modals correctly6. Use determiners and quantifiers with count and non-count nouns7. Identify and use singular and plural possessive, personal and reflexive pronouns 8. Join simple parallel sentence elements 9. Use comparative forms of high frequency adjectives and adverbs 10. Apply sentence mechanics and master spelling of high frequency words

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.) Check The Following Appropriate Methods Used In This Course.

EssayQuizzesExamsLab AssignmentsFinal Project/Or Final ExamSkills Demonstration Course (Activity Course)Problem Solving ExercisesOther (Please Explain):

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.) List Methods of Evaluation and Examination Used in This Course

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

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

Beaumont, John. Northstar Reading and Writing Introductory Level. White Plains: Longman, 2004.Beaumont, John. Northstar Reading and Writing Activity Book Introductory Level. White Plains:, Longman, 2004..Fellag, Linda R. Write Ahead 1. White Plains: Longman, 2002.Shoemaker, Connie, and Susan Polycarpou. Write Ideas. Boston: Heinle & Heinle, 1994.Singleton, Jill. Writers at Work A Guide to Basic Writing. New York: Cambridge University Press. 1998.

Supplemental Text: (If the Elbaum text is not selected)Elbaum, Sandra N. Grammar in Context 1. 4th. ed. Boston: Heinle & Heinle, 2006

Schoenberg, Irene E. Focus on Grammar Workbook , Basic Level. 2nd Ed. New York: Addison Wesley Longman, 2000.

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

(Include Author, Publisher, City of Publication, and Year)

12. I VERIFY THAT THE TEXTBOOKS/LEARNING MATERIALS LISTED ABOVE ARE COLLEGE LEVEL MATERIALS. Yes No13. EVC OUTSIDE HOMEWORK/ASSIGNMENTS: Hours Per Week =08

List Assignments That Will Be Required Outside Of The Classroom (25 Lines/80 Char. Max):Students are expected to complete two hours of study outside of class for each lecture unit. Homework assignments may include but are not limited to:1. Review of grammar explanations and exercises2. Reading sentences and passages that illustrate grammar structures3. Grammar exercises4. Preparing vocabulary and content for writing tasks5. Paragraphs on familiar topics. Revision and editing of written work

13. SJCC OUTSIDE HOMEWORK/ASSIGNMENTS: Hours Per Week = List Assignments That Will Be Required Outside Of The Classroom (25 Lines/80 Char. Max):


14. Course Prerequisite (A Grade Of “D” Is Implied Unless Otherwise Stated. Go to item 61A to determine which prerequisite validation forms are necessary): None

15. Course Corequisite: None

16. Advisory Reading And Writing Levels (Go to item 62A to determine which prerequisite validation forms are necessary):

17. Advisory Math Level (level 3 or above requires justification). Go to item 62A to determine which prerequisite validation forms are

necessary: 18. Open Curriculum:

Open curriculum *: Indicate Necessary Steps To Enroll: Placement test required before registering

19. Recommended Preparation (prior/concurrent):

NOTE : Complete justification supplement for Distance Education courses.

20. METHOD OF INSTRUCTION: 02=Lecture and/or Discussion FOR DISTANCE EDUCATION COURSES:

EVC: Completion of Telecourse Justification or Internet Course Supplement required.SJCC: Completion of Distance Education Course Supplement required.

21a. EVC GRADING: K = Mandatory Cr/NC21a. SJCC GRADING:

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

23. GRADUATION COMPETENCIES:

Degree AA AS Degree AAS Degree

Meets CompetencyFirst Semester Year: First Semester Year: First Semester Year:

Meets CompetencyLast Semester Year: Last Semester Year: Last Semester Year:

24. HISTORY AND INSTITUTIONS REQUIREMENT:Meets History/Institutions Requirement When Taken With The Following Course:


25. AA/NON AA STATUS: Non AA/AS Applicable (NAA)

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 An Activity Class And Does Not Require Homework.F. Course Work Calls For Critical Thinking Exercises.

Check The Following That Apply:G. Course With A Math Content Equal To Math 12 or 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 #38.)

26. Complete this item only for courses that are NAA (see #25 above):Is this a pre-collegiate basic skills course in reading, writing, math or ESL? Yes NoIf Yes, indicate # of levels below transfer and area: level: Five ESL levels below Engl 1ANotypically

fAA or AS ? Yes No27. Faculty Recommended

Class Size:For Lecture: 25For Lab:

[For Office Use Only]Final Class Size:

27a. Most similar course on Master Class Maximum Size List

Course Name: ESL 332 Class size: 38

28a. Retake Policy Naming Conventions Retake Code: 04.0A

28b. Repeatability: Status: Number Of Times Repeatable: 00Maximum Units: 4.0

29. Faculty Loading: FTE Lecture: 26.67FTE Lab:

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

30. TOTAL FTE FOR COURSE: 26.67 Variable Total FTE For Course:From: To

31. STUDENT CONTACT Hours:(Based on 17.5 weeks)

Lecture Per Week: 4.0*Lab Hours Per Week: *If hours exceed 3 lab hours to 1.0 unit ratio, justify below (#31a):

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

31a. Lab Hours Justification:

32. EVC FIRST SEMESTER INTEND TO OFFER: 3 = Fall Year: 2006

32. SJCC FIRST SEMESTER INTEND TO OFFER: Year:

33. EVC EXTRAORDINARY COSTS: None

33. SJCC EXTRAORDINARY COSTS:

34. EVC Course Program Status:

Most courses are part of programs listed on the college Program Inventory, are General Education or Transfer, or Stand Alone. What is the Program of this course?Part of a program entitled ESL with TOPS Code: 4930.80

GE or Transfer (be sure that a GE or 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 18 unit state approved certificate or major


34. SJCC Course Program Status:

Most courses are part of programs listed on the college Program Inventory, are General Education or Transfer, or Stand Alone. What is the Program of this course?Part of a program entitled with TOPS Code:

GE or Transfer (be sure that a GE or 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 18 unit state approved certificate or major

35. District GE: 35a. Course has District GE Status: Yes No

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

36. CSU GE: 36a. Recommended for CSU GE Status:

Yes No

36b.Recommended Areas:Area 1: Area 2: Area 3: Default:

37. UC Articulation: 37a. Recommended for UC Articulation:

Yes No

37b.Recommended for Core Curriculum:

Recommended as transferable (Not part of Core Curriculum):

38. Baccalaureate Status: 38a. 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)

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

38b. Course should have Baccalaureate status (transfers to CSU):

Yes No

38c. Recommended for articulation with CSU as a course in a major.

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

39. IGETC Status: 39a. Recommended for IGETC:Yes No

39b. Recommended IGETC Categories: (1 code is preferable; 2 codes maximum)

Code 1: Code 2:

Complete if more than one code is chosenDefault Code:

40. Describe Articulation Efforts:


SECTION C: TO BE COMPLETED BY DIVISION DEAN AND TECHNICAL STAFF

TO BE COMPLETED BY THE DIVISION DEAN:

41 THIS COURSE IS THE “SAME AS” OR “REPLACES”: ESL 342 SJCCFirst Semester Good For: 3 = Fall Year:200642. THIS COURSE NO LONGER THE “SAME AS” OR “REPLACES”: Last Semester Good For: Year:

43. EVC DELETE COURSE FROM CATALOG: Last Semester Good For: Year: 43. SJCC DELETE COURSE FROM CATALOG: Last Semester Good For: Year: 44. EVC DEPT.: 2ESL44. SJCC DEPT.: (Ex: 1ENGL or 2ENGL)

45. EVC CID: 1520 CIP: 32.0109

45. SJCC CID: CIP:

46. SAM: E=Non-Occupational

47. EVC TOPS CODE:4930.8047. SJCC TOPS CODE:

48. STATE OF CALIFORNIA COURSE CLASSIFICATION: B-Remedial Education

49. COOPERATIVE EDUCATION PROGRAM: Yes No

50.TRANSFER CODE: EVC: 1-Not Transferable SJCC: SCHEDULES & CATALOG INFORMATION:

51. DISCIPLINE:ESL 52. COURSE NUMBER: 345 53. Short TITLE (30 CHAR MAX.): BASIC WRITING SKILLS 1

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

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

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

\\Do_data_whse\r&p\Curriculum\Material Fee Justifications\_Regulations\_Materials Fees Justification Form.dotTO BE COMPLETED BY THE ARTICULATION OFFICE:

55. EVC CAN 55a. Course is accepted for:CAN: First Semester On CAN: Year: Last Semester On CAN: Year:

55b. CAN SEQ First Semester On CAN: Year: Last Semester On CAN: Year:

55. SJCC CAN 55a. Course is accepted for:CAN: First Semester On CAN: Year: Last Semester On CAN: Year:

55b. CAN SEQ First Semester On CAN: Year: Last Semester On CAN: Year:

TO BE COMPLETED BY THE RESEARCH AND PLANNING OFFICE:

56. Existing District GE Area(s):

56a. First Semester on District GE: Year: Year: Year: Year:

56b. Last Semester on District GE: Year: Year: Year: Year:

57. EVC Existing/Approved CSU GE:

57a. First Semester on CSU GE: Year: Year: Year: Year: 19

57b.: Last Semester on CSU GE: Year: Year: Year: Year:

57. SJCC Existing/Approved CSU GE:

57a. First Semester on CSU GE: Year: Year:

57b.: Last Semester on CSU GE: Year: Year:


Year: Year:

Year: Year:

58. EVC Existing/Approved UC Articulation:

58a. First Semester Course on UC List: Year: Year: Year: Year:

58b. Last Semester Course on UC List: Year: Year: Year: Year:

58. SJCC Existing/Approved UC Articulation:

58a. First Semester Course on UC List: Year: Year: Year: Year:

58b. Last Semester Course on UC List: Year: Year: Year: Year:

59. Existing Baccalaureate Status:Yes No

First Semester on Baccalaureate List: Year: Last Semester on Baccalaureate List: Year: First Semester on Baccalaureate List: Year: Last Semester on Baccalaureate List: Year:

60. EVC Existing/Approved IGETC Status

60a. First Semester on IGETC List: Year: Year: Year: Year:

60b. Last Semester on IGETC List: Year: Year: Year: Year:

60. SJCC Existing/Approved IGETC Status

60a. First Semester on IGETC List: Year: Year: Year: Year:

60b. Last Semester on IGETC List: Year: Year: Year: Year:

61: Math Category:


If this course has a Prerequisite(s)/Corequisite(s) or Advisory Level(s), you must complete all of the following appropriate validation pages.

Prerequisite ValidationPrerequisite Validation: (If any of the items below is checked, the validation forms must be filled out.)

A . This course has a required course prerequisite within the same or related discipline, e.g., Accounting 1 for Accounting 2 or Electronics 1 for Laser 101. If you cannot check (1), (2), (3), (4), or (5) below, fill out 62A. Prerequisites from unrelated disciplines need statistical validation and are not to be used when proposing a course. Ask your district researcher about the process for establishing statistical validation.

B. This course has an advisory* reading, writing, or math level or other advisory recommendation. If you cannot check (1), (2), (3), (4), or (5) below, fill out 62B, 62C, 62D, 62E, 62F, 62G, 62H 62I, or 62J.(*Required levels need statistical validation and are not to be used.)

C. This course has an audition or tryout or related requirement. If you cannot check (1), (2), (3), (4), or (5) below, fill out 62K.

D . This course has a required course prerequisite outside of the same or related discipline, such as English 1A for Western Civilization. Statistical evidence must be presented within two years to require this as a prerequisite. It is preferable to list the course as an advisory rather than a prerequisite. Consult your local researcher if you are interested in pursuing this option. If you cannot check (1), (2), (3), (4), or (5) below, fill out.

Note: One Prerequisite Validation Form is required for each prerequisite/corequisite to be validated; prerequisites linked by "or" statements may be grouped together on one page.

Check one of the following and complete the justification required .

(1) This prerequisite is required by law or government regulations (Title 5, §55201d3&cl). Work Experience and Supervised 200 labs would check this item. Justification: Cite the law or regulation.

(2) The health or safety of the students in this course requires this prerequisite (Title 5, §55201c4). Justification: Indicate how this is so.

(3) 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: Cite three CSU and/or UC courses, prerequisites, and catalog year.

(4) This course has no course prerequisite or reading or writing or math level.

(5) This is a lab course. The primary course will have the validation evidence.

Do not go on if you have checked any of the above numbers.

(6) If you did not check a number above, then check here indicating that you will demonstrate that the content of the proposed course as reflected in the course outline clearly builds upon and requires the content of the prerequisite. Choose one or more of the following pages to demonstrate the relevance of your prerequisite or advisory level.


[62A.] Course Prerequisite/Corequisite Within the Same or Related Discipline Validation Form:If you completed items 14 or 15, you will need to fill out this page. Course & Number Prerequisite Course & Number Course & Number Corequisite Course & Number 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

You will need to demonstrate that the prerequisite will assure that "a student has the skills, concepts and/or information that is presupposed in terms of the course for which it is being established, such that a student who has Not met the prerequisite is highly unlikely to receive a satisfactory grade in the course, for which the prerequisite is being established; or the corequisite course will assure, that a student acquires the necessary skills, concepts, and/or information, such that a student who has Not enrolled in the corequisite is highly unlikely to receive a satisfactory grade in the course or program for which the corequisite is being established...."

Column 1

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

Column 2

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

(next page) (next page)

(next page) (next page)


[62B.] Advisory READ LEVEL 3 Validation Form: If you completed item 16 and want READ LEVEL 3, fill this page out. Course & Number Advisory Level = READ LEVEL 3 Fill out a separate form for each advisory level. A math advisory level, e.g., needs another page. The skills/objectives for READ LEVEL 3 are listed in Column 1. In Column 2, check if the item listed in

Column 1 is important in order to master the objectives for this course as listed in this course outline. Comment on how the Column 1 skills (A, B, C, D, E, and/or F) are important for success in this course. Based on the SMOG rating and the level of the text material to be read, you should indicate that the skills in Column 1 are important to the successful completion of your course.

Col. 1: Concepts, Skills, Kinds of Knowledge

Col. 2: Check if needed

Col. 3: Why the item in Column 1 is essential for the successful completion of

this course

Reading Skills/ObjectivesStudents will be able to:A. Understand and be able to use a variety of

methods for vocabulary expansion, including such tools as identifying contextual clues, understanding the application of Latin, Greek, prefixes, suffixes, and roots, be aware of the limitations of the above, recognize multiple meanings of words, understand concepts of connotative/denotative value of words, or derive meanings from extended definitions

B. Develop comprehension skills required for critical comprehension by being able to identify a thesis statement (or main idea) in sustained discourse, understand the relation of main idea, supporting ideas, major and minor details, recognize and identify basic organizational patterns including simple lists, sequences, comparisons/contrasts, and cause/effect, make complex inferences, predict outcomes, separate fact/opinion, recognize author's purpose, identify "emotional" language, recognize mood and tone, detect bias, analyze and evaluate an argument, recognize and name five or six common errors in reasoning, read complex visual material such as maps, charts, graphs

C. Develop an essay test answer based on assigned reading

D. Develop rate flexibilityE. Develop some type of systematic study,

notetaking skillF. Develop reading comprehension at the

12th to 13th grade level or above


[62C.] Advisory WRITE LEVEL 3 Validation Form: If you completed item 16 and want WRITE LEVEL 3, fill this page out. Course & Number Advisory Level = WRITE LEVEL 3 Fill out a separate form for each advisory level. READING LEVEL 3 will almost always be appropriate

with WRITE LEVEL 3 and should have a separate page filled out. A math advisory level, e.g., also needs another page.

The skills/objectives for WRITE LEVEL 3 are listed in Column 1. In Column 2, check if the item listed in Column 1 is important in order to master the objectives for this course as listed in this course outline. Comment on how the Column 1 skills (A, B, C, and/or D) are important for success in this course. In order to justify WRITE LEVEL 3, you will almost invariably have checked item 8B or 8D indicating that a graded essay written at a college level is used as on method of evaluation in the class, in which case you can check in Column 2 almost all of the skills/objectives used to achieve WRITE LEVEL 3. Cite other writing assignments and requirements in the class in Column 3 that need the skill in Column 1.




this course

Writing Skills/ObjectivesStudents completing WRITE LEVEL 3 will have developed the following skills/objectives:

A. The ability to write a well-organized five-paragraph essay with introductory and concluding paragraphs and three paragraphs in the body of the essay in support of a clearly stated thesis

B. A basic understanding of rhetorical modes as methods of organizing and developing multi-paragraph essays

C. A clear understanding of the concepts of unity and coherence in essay writing

D. The ability to write in clear, precise, effective English, showing mastery of basic mechanical skills and exhibiting a sense of flow in syntactical arrangements


[62D.] Advisory WRITE LEVEL 4* Validation Form: If you completed item 16 and want WRITE LEVEL 4, fill this page out. Course & Number Advisory Level = WRITE LEVEL 4 * Fill out a separate form for each advisory level. A math advisory level, e.g., needs aNother page. The skills/objectives for WRITE LEVEL 4 are listed in Column 1. In Column 2, check if the item listed

in Column 1 is important in order to master the objectives for this course as listed in this course outline. Comment on how the Column 1 skills (A, B, C, D, E, F, G, and/or H) are important for success in this course. In order to justify WRITE LEVEL 4, you will almost invariably have checked item 8B or 8D indicating that a graded essay written at a college level is used as on method of evaluation in the class, in which case you can check in Column 2 almost all of the skills/objectives used to achieve WRITE LEVEL 4. Cite other writing assignments and requirements in the class in Column 3 that need the skill in Column 1.




this course

Writing Skills/ObjectivesStudents completing WRITE LEVEL 4 will have developed the following skills/objectives:

A. The ability to write a well-organized paragraph essay with an introductory and several fully developed body paragraphs in support of a clearly stated thesis and a concluding paragraph

B. The ability to read analytically essays and imaginative literature in texts used in equivalent courses in colleges and universities

C. The ability to apply basic research skills: bibliography, outline, Note cards, draft preparations, documentation

D. The ability to use critical thinking skills and weigh options in the most appropriate means to develop a topic in selecting resources from the library which give greatest strength to an essay

E. The ability to work with evidence and evaluate it for appropriateness to the student's own essays and in analyzing regular outside reading assignments

F. The ability to recognize the importance of audience, purpose, and tone as well as levels of diction and to demonstrate an awareness of the effects of racist and sexist language

* English 1A is a course prerequisite for English 1B and should Not be considered an Advisory Level in this instance.


[62E] (CONTINUED)




this course

Writing Skills/Objectives

G. The ability to produce an impromptu essay explaining and analyzing a single passage. The essay will support a thesis with specific convincing evidence that goes beyond the personal narrative to analysis

H. The ability to apply one's knowledge of the MLA (Modern Language Association) format to incorporate parenthetical references, life and document outside sources, and demonstrate library research skills


[62F.] Advisory MATH LEVEL 1 Validation Form: If you completed item 17 and want MATH LEVEL 1, fill this page out.

Course & Number Advisory Level = MATH LEVEL 1 Fill out a separate form for each advisory level. A reading or writing advisory level for this course, e.g., needs

another page.The skills/objectives for MATH LEVEL 1 are listed in Column 1. In Column 2, check if the item listed in

Column 1 is important in order to master the objectives for this course as listed in this course outline. Comment on how the Column 1 skills (A, B, D, D, E, F, G and/or H) are important for success in this course.




this course

Math Level 1 Skills/Objectives

A. Ability to add, subtract, multiply, and divide whole numbers, fractions, mixed numbers, and decimals, without a calculator

B. Ability to reduce fractions, change improper fractions to mixed numbers and reverse the operation, translate word statements with fractions into symbols, and identify, isolate, and solve for unknown values

C. Ability to name decimal place values, round off, change decimals to fractions and mixed numbers and reverse the process, translate word statements with decimal numbers and/or fractions into symbols, and identify, isolate, and solve for unknown values

D. Ability to recognize the three terms: percentages, decimals, and fractions and convert from one form to the other two, translate word statements including percentages into symbols, identify, isolate and solve for unknown values, and use percentages in applied problems

E. Ability to use the English and metric measurement units in order to measure units within the same or different systems and change compound measure units

F. Ability to solve simple formulas and apply this knowledge when finding perimeter and area (rectangles, circles, squares)


[62G.] (CONTINUED)




this course

Math Level 1 Skills/Objectives

G. Ability to apply the concepts of arithmetic to situations faced in everyday life

H. Ability to: apply deductive and inductive reasoning to further develop critical thinking and abstract reasoning skills; observe and analyze givens, discover patterns, recognize the useful quantitative features of a problem, apply an appropriate method for solving the problem, use a sequence of steps in a logical way, express these steps in the symbolic language of mathematics, and recognize a complete solution


[62H.] Advisory MATH LEVEL 2 Validation Form: If you completed item 17 and want MATH LEVEL 2, fill this page out.Course & Number Advisory Level = MATH LEVEL 2 Fill out a separate form for each advisory level. A reading or writing advisory level for this course, e.g.,

needs another page. The skills/objectives for MATH LEVEL 2 are listed in Column 1. In Column 2, check if the item listed in

Column 1 is important in order to master the objectives for this course as listed in this course outline. Comment on how the Column 1 skills (A, B, C, D, E, F, G, H, and/or I) are important for success in this course.



Col. 3: Why the item in Column 1 is essential for the successful completion of this course

Math Level 2 Skills/ObjectivesStudents completing MATH LEVEL 2 will be able to:

A. Apply the basic algebraic concepts needed to be successful in intermediate algebra

B. Use equations and inequalities of the first and second degree

C. Apply addition, subtraction, multiplication, and division to polynomials

D. Simplify algebraic expressions

E. Apply the basic methods of factoring

F. Apply addition, subtraction, multiplication, and division to algebraic fractions

G. Discuss and graph the straight line

H. Solve and graph systems of linear equations

I. Apply deductive and inductive reasoning to further develop critical thinking and abstract reason skills; to observe and analyze givens; to discover patterns; to recognize the useful quantitative features of a problem; to apply appropriate methods for solving problems; to use a sequence of steps in a logical way and express them in the symbolic language of mathematics, and to recognize completed solutions of problems


[62I.] Advisory MATH LEVEL 3 Validation Form: If you completed item 17 and want MATH LEVEL 3, fill this page out. Course & Number Advisory Level = MATH LEVEL 3 Fill out a separate form for each advisory level. A reading or writing advisory level for this course, e.g.,

needs another page. The skills/objectives for MATH LEVEL 3 are listed in Column 1. In Column 2, check if the item listed

in Column 1 is important in order to master the objectives for this course as listed in this course outline. Comment on how the Column 1 skills (A, B, C, D, E, F, G, H, I, J, K, and/or L) are important for success in this course.




this course

Math Level 3 Skills/ObjectivesStudents completing Math LEVEL 3 will be able to:

A. Apply basic algebraic concepts to solve problems which occur in college level general education courses

B. Formulate visual representations of problems by graphing techniques

C. Formulate the concept of a function

D. Find the algebraic and graphic solutions of linear equations and systems of linear equations

E. Find the algebraic and graphic solutions of inequalities and systems of inequalities

F. Apply algebraic operations and factoring principles to polynomial expressions and equations

G. Apply algebraic operations and principles to rational expressions and equations

H. Use exponents and radicals with algebraic expressions in problem solving

I. Use quadratic expressions and equations in problem solving

J. Formulate and use the principles of function composition and inversion.


[62J.] CONTINUED




this course

K. Identify and use conic sections and their special properties in problem solving

L. Apply deductive and inductive reasoning to further develop critical thinking and abstract reason skills; to observe and analyze givens; to discover patterns; to recognize the useful quantitative features of a problem; to apply appropriate methods for solving problems; to use a sequence of steps in a logical way and express them in the symbolic language of mathematics, and to recognize completed solutions of problems


[62K.] Audition or Tryout

If there is an audition or tryout or related requirement for this course, fill out this form. Course & Number Requirement =

Check that the following statement is true:

YES For any certificate or associate degree requirement which can be met by taking this course, there is another course or courses which satisfy the same requirement. List the substitute courses(s) here:


[61L.] Required Course Prerequisite/Corequisite Outside the Same or Related Discipline Validation • Course & Number Prerequisite Course & Number • Course & Number Corequisite Course & Number • You will need to demonstrate that the prerequisite will assure that ..."a student has the skills, concepts and/or

information that is presupposed in terms of the course for which it is being established, such that a student who has not met the prerequisite is highly unlikely to receive a satisfactory grade in the course...for which the prerequisite is being established; or the corequisite course will assure...that a student acquires the necessary skills, concepts, and/or information, such that a student who has not enrolled in the corequisite is highly unlikely to receive a satisfactory grade in the course or program for which the corequisite is being established...."

• To demonstrate this, list in Column 1 major concepts, skills, or kinds of knowledge that a student will learn in the prerequisite or corequisite course that are essential to the successful completion of this course. In Column 2, state why each of the listed items is essential in relationship to content listed in the course outline.

• In addition, you will need to demonstrate within two years that there is statistical evidence that the prerequisite is necessary for success in the course. See your local researcher for how to do this.

Column 1: Concepts, Skills, Kinds of Knowledge

Column 2: Why the item in Column 1 is essential for the successful completion of this course.

Outline your research plan here:


SAN JOSE/EVERGREEN COMMUNITY COLLEGE DISTRICT

AGENDA ITEM

To: Governing Board Item: VI-A-9From: Rosa G. Perez, Chancellor Date: February 14, 2006Subject: Evergreen Valley College, New Course ProposalBoard Consideration: Action

Course and Title: ESL 345 - Basic Writing Skills 1 4.0 UnitsLecture Hours: 4.0Lab Hours: 0.0Advisory Basic Skills: NonePrerequisite: NoneCorequisite: NoneRecommended Preparation: NoneCourse Description: ESL 345 is a basic grammar and writing course for non-native speakers of English. The grammar and syntax of written discourse is recognized and identified in sentences and short passages, practiced in oral and written activities, and used and edited in a variety of written formats. Concurrent enrollment in ESL 346 and ESL 347 is recommended.Credit Status: Non AA/AS ApplicableFaculty Recommended Class Size: 25

Recommended Action:The Chancellor recommends that the Governing Board approve this course proposal.

Fiscal Implication:None

Background and Reasons for Recommendation: Offering this course will accommodate students who place below ESL 332 level on the placement test.

Consequences of Negative Action:Not offering this course will turn away ESL students that are placed at this level of ESL.

Steps Following Approval:Begin offering the course fall 2006

Item Submitted by: David Wain Coon, President-Evergreen Valley CollegeItem Reviewed by: Jon Kangas, Assoc. Vice Chancellor; Rosa G. Perez, ChancellorFinal Disposition: Vote:

Advisory Vote:

SAN JOSE /EVERGREEN COMMUNITY COLLEGE DISTRICTCOMMENT SHEET

DATE NUMBER NAME COMMENT SJCC EVC

district course outline template - …evcesl.weebly.com/uploads/2/5/0/3/25034353/esl__._3… · web...

Documents