DISTRICT COURSE OUTLINE TEMPLATE€¦ · Web view6/29/12 s/Sue Hager IPCC Curriculum Specialist 06/07/12 Vicki Brewster ACCC Curriculum Specialist 06/07/12 Eric Narveson Chair,

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 # S12-264/12-

145

Course No. and Title: ESL 313: Introduction to College Reading Version:

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DATE NAME/INITIALS

06/01/12 Burke/Nguyen/Muench Proposer (Faculty) Sterling Warner Division Curriculum Committee (EVC only)6/29/12 Keiko Kimura SJCC Division Dean William Silver EVC Division Dean 06/07/12 Lauren Mckee EVC Administrative Services Supervisor

(codes and loading)11/18/12 Bunnie Rose SJCC Administrative Services

(codes and loading)6/29/12 s/Sue Hager IPCC Curriculum Specialist 06/07/12 Vicki Brewster ACCC Curriculum Specialist06/07/12 Eric Narveson Chair, ACCC11/13/12 Dorothy Pucay Chair, IPCC11/13/12 IPCC approved Prerequisite Validations (approved by ACCC/IPCC) Keith Aytch EVC Vice President, Academic Affairs11/18/12 Tammeil Gilkerson SJCC Vice President, Academic Affairs06/07/12 Eric Narveson EVC Academic Senate President11/18/12 Charles Heimler SJCC Academic Senate President06/07/12 Marc Sola EVC Articulation Officer11/18/12 Suzanne Gutierrez SJCC Articulation Officer06/07/12 Erlinda Martinez EVC Schedules & Catalog Technician 11/18/12 Jennifer Green SJCC Schedules & Catalog Technician06/07/12 Jovita Valdez EVC Articulation Specialist11/18/12 Laura Garcia SJCC Articulation Specialist11/18/12 Ruth Villasenor District Curriculum Coordinator 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 (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: Leticia Burke/P. Nguyen/M. 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:03/13/12Revision 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: 313

2b. COURSE IDENTIFIER NUMBER [OFFICE USE ONLY]EVC: CCC000458281SJCC: CCC000329201

3a. COURSE TITLE : Introduction to College Reading 3b. SHORT TITLE: Intro to College Reading

4. EVC JUSTIFICATION FOR PROPOSING NEW COURSE OR REVISION TO COURSE: Periodic update

4. SJCC JUSTIFICATION FOR PROPOSING NEW COURSE OR REVISION TO COURSE:To reflect SLO discussions and to maintain course currency

5a. UNITS FOR COURSE: 3.0

UNITS: LeCTURE:3.0 LAB:

LeCT. HOURS:3.0 LAB HOURS: [PER WEEK]

5b. TOTAL HOURS: 54

[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):This course is designed for non-native speakers at a high-intermediate level of English proficiency. Course content prepares students to read and respond to college-level texts, demonstrating literal and critical comprehension, and to expand vocabulary for academic purposes. Concurrent enrollment in ESL 312, ESL 314, and ESL 310L is recommended.

6. SJCC CATALOG DESCRIPTION: (9 LINES/80 CHAR. MAX. PER LINE):Students will acquire reading and vocabulary skills at a intermediate-high level of English proficiency. They will read and respond to introductory college-level texts, develop literal and critical comprehension, and expand vocabulary for academic purposes. Concurrent enrollment in (ESL 312 or ESL 314 or ESL 317) and ESL 203 is strongly recommended.

7. EVC SHORT SCHEDULE DESCRIPTION (100 CHAR. MAX.): Reading, vocabulary, and reading-based production language skills at a high-intermediate level

7. SJCC SHORT SCHEDULE DESCRIPTION (100 CHAR. MAX.): Reading, vocabulary, and reading-based production language skills at the intermediate-high level

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

Course content includes but is not limited to the following:

1. Pre-reading strategiesa. Scanning graphic and text features to predict contentb. Scanning for key words to refine predictionsc. Skimming for main sub points and method of developmentd. Activating schemae. Evaluating reading tasks and setting reading expectationsf. Choosing texts to read for specific purposes such as to expand knowledge of a topic or for

pleasure reading2. Reading strategies

a. Applying appropriate reading strategies to a particular reading taskb. Identifying main thesis and main supporting pointsc. Analyzing the relation of the main points to the thesisd. Recognition of text features that signal types of support

i. Definitionii. Explanation and expansion of an idea


iii. Classificationiv. Illustrationv. Comparison and contrastvi. Sequence of eventsvii. Enumeration of reasons, examples, consequences, etc.viii. Cause/effectix. Pro and con argumentsx. Problem/solution

e. Differentiating generalizations and examplesf. Guessing the meaning of difficult content and vocabulary from previous and subsequent

contentg. Recognizing features that identify, repeat, or summarize important informationh. Distinguishing between stated and inferred informationi. Making logical conclusions from inferred informationj. Methods of marking a text and taking notes

3. Post-reading strategiesa. Using outlines and graphic organizers to summarize main points and relationships of

ideasb. Demonstrating comprehension of a text through paraphrasing c. Determining writer’s point of view and purposed. Evaluating the reliability and strength of information and argumentse. Interpreting the meaning and purpose of symbols, images and sensory detailsf. Critically evaluating the reliability and strength of information and argumentsg. Interpreting the meaning and purpose of symbols, images and sensory detailsh. Writing summaries of a texti. Differentiating between a summary of the writer’s ideas and the reader’s response to the

ideasj. Formulating a reading response by relating a text to one’s experience, knowledge, values

and opinionsk. Engaging in oral discussion about a text, including expressing one’s own ideas and

listening and responding to others’ ideasl. Comparing and synthesizing information and arguments from multiple textsm. Writing articles and book reports

4. Vocabulary developmenta. Acquisition of new vocabulary

i. Recognizing stems, affixes and parts of speech and sentence functionsii. Identifying a body of new words to learniii. Developing a system of recording new words such as word charts, word cards,

vocabulary notebooks, etc.iv. Using a dictionary and thesaurus to expand understanding of a wordv. Recognizing common collocations

b. Retention of newly-acquired vocabularyi. Methods of studying recorded wordsii. Vocabulary exercises and practice using new words in writing

*Second Language Proficiency Descriptors from California Pathways Project, 2000 updateReading, Intermediate-High Level:

Reads simple texts on familiar topics with some fluency and speed Often understands the meaning of new words from context Usually distinguishes between main and supporting ideas in texts which are accessible because of

familiar content and/or language Usually understands new information from texts with familiar language Uses a variety of textual cues such as sentence connectors and pronoun reference to comprehend the

meaning and structure of a text


Often understands texts that are grammatically complex or on unfamiliar topics Often understands common cultural references

*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]:

Course content includes but is not limited to the following:

1. Pre-reading strategiesa. Scanning graphic and text features to predict contentb. Scanning for key words to refine predictionsc. Skimming for main sub points and method of developmentd. Activating schemae. Evaluating reading tasks and setting reading expectationsf. Choosing texts to read for specific purposes such as to expand knowledge of a topic or for

pleasure reading2. Reading strategies

a. Applying appropriate reading strategies to a particular reading taskb. Identifying main thesis and main supporting pointsc. Analyzing the relation of the main points to the thesisd. Recognition of text features that signal types of support

i. Definitionii. Explanation and expansion of an ideaiii. Classificationiv. Illustrationv. Comparison and contrastvi. Sequence of eventsvii. Enumeration of reasons, examples, consequences, etc.viii. Cause/effectix. Pro and con argumentsx. Problem/solution

e. Differentiating generalizations and examplesf. Guessing the meaning of difficult content and vocabulary from previous and

subsequent contentg. Recognizing features that identify, repeat, or summarize important informationh. Distinguishing between stated and inferred informationi. Making logical conclusions from inferred informationj. Methods of marking a text and taking notes

3. Post-reading strategiesa. Using outlines and graphic organizers to summarize main points and relationships of

ideasb. Demonstrating comprehension of a text through paraphrasing c. Determining writer’s point of view and purposed. Evaluating the reliability and strength of information and argumentse. Interpreting the meaning and purpose of symbols, images and sensory detailsf. Critically evaluating the reliability and strength of information and argumentsg. Interpreting the meaning and purpose of symbols, images and sensory detailsh. Writing summaries of a texti. Differentiating between a summary of the writer’s ideas and the reader’s response to


the ideasj. Formulating a reading response by relating a text to one’s experience, knowledge,

values and opinionsk. Engaging in oral discussion about a text, including expressing one’s own ideas and

listening and responding to others’ ideasl. Comparing and synthesizing information and arguments from multiple textsm. Writing articles and book reports

4. Vocabulary developmenta. Acquisition of new vocabulary

i. Recognizing stems, affixes and parts of speech and sentence functionsii. Identifying a body of new words to learniii. Developing a system of recording new words such as word charts, word cards,

vocabulary notebooks, etc.iv. Using a dictionary and thesaurus to expand understanding of a wordv. Recognizing common collocations

b. Retention of newly-acquired vocabularyi. Methods of studying recorded wordsii. Vocabulary exercises and practice using new words in writing

*Second Language Proficiency Descriptors from California Pathways Project, 2000 updateReading, Intermediate-High Level:

Reads simple texts on familiar topics with some fluency and speed Often understands the meaning of new words from context Usually distinguishes between main and supporting ideas in texts which are accessible because of

familiar content and/or language Usually understands new information from texts with familiar language Uses a variety of textual cues such as sentence connectors and pronoun reference to comprehend the

meaning and structure of a text Often understands texts that are grammatically complex or on unfamiliar topics Often understands common cultural references

*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. Predict content using pre-reading strategies.2. Apply reading skills to comprehend, analyze, interpret, and evaluate a reading passage at the

intermediate-high level* of language proficiency.3. Use post-reading strategies to respond to a reading at the intermediate-high level*.4. Use effective strategies to acquire and retain vocabulary at the intermediate-high level*.*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

Essays, quizzes, exams, final exam/project


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

1 Participation in class discussions on readings2. Homework assignments, tests and quizzes on application of reading skills and vocabulary 3. Written and/or oral reading responses and summaries4. Article and book reports on supplementary reading

FOR DEGREE APPLICABLE COURSES: LIST CRITICAL THINKING EXAMPLE(S) OF METHODS OF EVALUATION:Write a summary of the first five chapters of "Animal Farm" and analyze how the actions of the animal characters in

these chapters reflect the natural characteristics of the animals they represent. Draw from the perceptions of your culture on the traits of each kind of animal.

11a. EVC TEXTBOOK LIST/LEARNING MATERIALS (Include Author, Title, Publisher, and Year) TextbooksAnderson, Neil. Active Skills for Reading Book 4. 2nd Ed. Boston: Cengage Heinle, 2008.Rogers, Bruce. World Class Reading 3. New York: McGraw-Hill, 2004.Smith, Lorraine and Nancy Mare. Topics for Today. 4rd Ed. Boston: Cengage Heinle, 2011.Ross, Catherine S., et. al. Reading Matters. 2nd Ed. New York: Houghton Mifflin, 2006.Gonzales, et. al. World of Reading, New York: Pearson Education, 2011

Supplementary TextsDraper, C.G. Great American Short Stories 3. White Plains: Longman/Pearson, 2002.McConochie, Jean A. 20 th Century American Short Stories . 2nd ed. Boston: Heinle & Heinle, 2000.

Novels such as:Garland, Sherry. Shadow of the Dragon. New York: Harcourt Brace.Jimenez, Francisco. Breaking Through. New York: Houghton-Mifflin.Steinbeck, John. Cannery Row. New York: Penguin Books.

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)Anderson, Neil. Active Skills for Reading 4. 2nd ed., Heinle/Cengage, 2008.Smith and Mare. Concepts for Today. Heinle/Cengage, 2011.Rubin, Bruce. Inside Reading 3. Oxford University Press, 2009.Nigel A. Caplan and Scott Roy Douglas. Q: Skills for Success Reading and Writing 4. Oxford University, Press 2011.MacIntyre, Paul. Reading Explorer 4. Heinle/Cengage, 2010.Savage/Weiss Real Reading 4. Pearson, 2011.Pasternak/Wengall. Well Read 4. Oxford University Press, 2008.Baker-Gonzalez/Blau. World of Reading 2. Pearson, 2009.Novels for supplementary reading such as Animal Farm by George Orwell, Breaking Through by Francisco Jimenez

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 = 6

Assignments That Will Be Required Outside Of The Classroom:Homework may include but is not limited to the following:1. Completion of all assigned readings by the due date2. Participation in class discussion3. Completion of vocabulary and comprehension exercises


http://www.amazon.com/Nigel-A.-Caplan/e/B0028S6NK8/ref=sr_ntt_srch_lnk_3?qid=1341252719&sr=1-3

4. Completion of reading-based grammar exercises5. Completion of all written assignments: paraphrase exercises, summaries, reflective logs, vocabulary glossaries, and paragraphs or short essays on assigned topics6. Collaborative group projects based on outside reading7. Internet search on an assigned topic8. Book review

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

13. SJCC HOMEWORK/ASSIGNMENTS [2 hours per lecture unit]: Hours Per Week = 6

Assignments That Will Be Required Outside Of The Classroom:Reading assignmentsExercises on specific strategies, skills, and vocabularyWritten responses and summariesArticles and book reports

For degree applicable courses: List one example of critical thinking homework:Express your thoughts on the Human Genome Project article in a paragraph using at least eight words from the vocabulary

list in the chapter.

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) or ENGL 321, all with P grade, or 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):

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

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): SJCC: Concurrent enrollment in (ESL 312 or ESL 314 or ESL 317) and ESL 203 is strongly recommended

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: 3.0

[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: 03.0A


28. FACULTY LOADING: FTE Lecture: 20.000FTE Lab:

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

29. TOTAL FTE FOR COURSE: 20.000 Variable Total FTE For Course:From: To

30a. STUDENT CONTACT HOURS:

Lecture Per Week: 3.0*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: 1= Spring Year: 2013

31. SJCC FIRST SEMESTER INTEND TO OFFER: 3 = Fall Year: 2013

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: 32.0108

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:4930.85

45. SJCC TOP CODE:4930.85

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 ES L 313 Prerequisite Course & Number ESL 323 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

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.

Students completing ESL 323 will have the following skills/objectives:

1. The ability to skim and scan for meaning and terms, to use context clues to guess word meaning, and to mark up text for reference and review

2. The ability to analyze author's purpose, point of view and tone

3. The ability to recognize inferences and draw logical conclusions

4. Basic knowledge of literary elements and figurative language

5. Good reference and sequencing skills to follow events logically in a variety of genres

.

Introduction to College Reading requires reading large amounts of material, which necessitates skimming text for information and scanning for specific data. At this level students must build a college-level vocabulary and be able to interpret text and read critically to analyze the writer's purpose, viewpoint, and tone. Students go beyond recognizing inferences to formulating logical inferences and drawing conclusions based on more data. Knowledge of literary elements and figurative language prepares students to better understand the symbolic and metaphorical language that occurs with higher frequency in more advanced texts. And students must apply reference and sequencing skills to see more complex relationships of cause/effect and condition.

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 313 Prerequisite Course & Number ((ESL 322 and ESL 323 and ESL 324) or (ENGL 321 or 3

units of ENGL 321S or 6 units of ENGL 340S), all with P grade, or placement based on assessmen 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

Column 1

Prerequisite/Corequisite


Column 2

Current Course


ESL 322

ESL 322 is an intermediate writing course that focuses on development of paragraph writing with correct grammar, sentence structure and word choice. Students learn the importance of coherence and unity in writing and reading. They also are introduced to transitional phrases and words

ESL 323

ESL 323 is an intermediate reading course that develops students' reading comprehension strategies such as skimming, scanning, activating schema, finding meaning through context clues, recognizing literary elements, and reflecting.

ESL 324

ESL 324 is an intermediate listening/speaking course that develops students' receptive and expressive skills through acquisition of: new vocabulary (academic and idiomatic); listening skills (recognizing speaker's point of view, intent, the impact of stress and intonation on meaning); and

ESL 313

Proficiency in writing at the intermediate level assists the intermediate reader in recognizing and understanding the style of various types of written discourse. In particular, the concept of unity and understanding of transitional words and phrases help intermediate readers in understanding texts at this level.

Intermediate reading skills continue to be developed in ESL 313. Students gain pre-reading, post-reading and interactive reading comprehension strategies in ESL 313 that build upon skills developed in ESL 323.

Intermediate listening and speaking skills assist students in reading comprehension through the expansion of vocabulary and greater understanding of idiomatic expressions in English. Spoken discourse in English also assists students in building their overall fluency in the language through practice using and listening to vocabulary, appropriate tense usage, and recognizing speakers' intent, meaning

Column 1

Prerequisite/Corequisite


Column 2

Current Course


speaking skills (using discourse markers to verify or request information, recalling sequential information, using idiomatic expressions).

and point of view.

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

12/14/12

14 Ruth Villasenor Removed ENGL-321S and ENGL-340S from preq--courses are no

longer active1/413 6, 19 Sue Hager replace ESL 194 with ESL 203

2/27/13 8 Vicki Brewster Removed item; shouldn't be on form

Documents

DISTRICT COURSE OUTLINE TEMPLATE€¦ · Web view6/29/12 s/Sue Hager IPCC Curriculum Specialist 06/07/12 Vicki Brewster ACCC Curriculum Specialist 06/07/12 Eric Narveson Chair,