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General Information

Course ID (CB01A and CB01B)
L S D207.
Course Title (CB02)
Introductory Writing and Grammar Skills
Course Credit Status
Credit - Not Degree Applicable
Effective Term
Fall 2021
Course Description
This is a basic writing and editing skills course for students with specialized learning needs preparing for college-level writing activities. Students will engage in diverse writing formats including structured paragraphs on a variety of topics using compensatory written learning strategies. Students will also practice parts of speech, capitalization, punctuation, sentence structure, and paragraph development.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This is a stand-alone course. It is one of a group of courses designed to assist students with disabilities to build basic skills. It meets the provisions for a special class designation, Title 5 Section 56028. This course prepares students to enter the mainstream language arts sequence of classes.

Foothill Equivalency

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

Course Philosophy

Formerly Statement

Formerly Statement
(Formerly GUID D207.)

Course Development Options

Basic Skill Status (CB08)
Course is a basic skills course.
Grade Options
  • Pass/No Pass
Repeat Limit
99

Transferability & Gen. Ed. Options

Transferability
Not transferable

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Demonstration lecture using visual aids

Models of various writing forms

Directed small group collaborative practice

Students practice as editors

Quiz and examination review performed in class by students

Individual consulting

Assignments

  1. Skill demonstration in the completion of grammar exercises in course pack
  2. Frequent directed and non-directed journal writings
  3. Weekly writing assignment requiring prewriting and at least 2 drafts
  4. Specific design and use of grammar study cards
  5. Prewriting activities using application software

Methods of Evaluation

  1. Completion of at least 4 ten minute weekly journals of directed and non-directed freewritings
  2. Weekly submission of specific grammar study cards evaluated by a scoring system.
  3. Weekly grammar assignments graded according to proper usage in accordance to rubric.
  4. Weekly writings, evaluated for format and use of standard English grammar
  5. Quizzes to evaluate application of grammar
  6. Final exam for grammar
  7. Portfolio of all writings evaluated for format, content, and usage of grammar.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • Access to assistive technology for students with disabilities

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
*EDC Introductory Writing Skills course pack, 2014
A dictionary containing at least 80,000 entries (electronic or printed)
Thesaurus

Examples of Supporting Texts and References

AuthorTitlePublisher
Abercrombie, Barbara. Courage and Craft: Writing Your Life into Story. New World Library. 2009.
Beason, Larry & Lester, Mark. A Commonsense Guide to Grammar & Usage. Bedford/St. Martin's. 2011.
Clark, Roy Peter. Writing Tools: 50 Essential Strategies for Every Writer. Little, Brown, & Co. 2013.
Clark, Roy Peter. Help! For Writers 210 Solutions to Problems Every Writer Faces. Little, Brown & Co. 2013
Elbow, Peter. Everyone Can Write: Essays Toward a Hopeful Theory of Writing and Teaching Writing. Oxford University Press. 2000.
Juzwiak, Chris. Stepping Stones: A Guided Approach to Writing Sentences and Paragraphs. Bedford/St. Martin's. 2012.
Mather, Nancy, Wendling, Barbara J. & Roberts, Rhia. Writing Assessment & Instruction for Students with Learning Disabilities. Josseybass. 2009.
Rico, Gabriele Lusser. The Power of Story: Write to Shape Experience. Absey & Co. 2009.
Sebranek, Peter et al. Write for College: A Student's Handbook. Great Source Education Group. 2007.
Thompson, Diane R. & Bushnell, Lidia E. Reading: Learning, Writing & Disorders. Nova Science. 2008.
Vander Mey, Randall. The College Writer: A Guide to Thinking, Writing, and Researching. Centage Learning. 2014
Internet Resources for Grammar & Writing: http://www.eslprof.com/handouts/index.htm
Internet Resources for Grammar & Writing: http://www.ghotit.com
Internet Resources for Learning Disabilities and Written Expression: http://www.inspiration.com
Internet Resources for Learning Disabilities and Written Expression: http://www.grammarly.com
Internet Resources for Learning Disabilities and Written Expression: http://www.englishforeveryone.org

Learning Outcomes and Objectives

Course Objectives

  • Analyze and select basic grammar skills for editing.
  • Identify and utilize basic principles for diverse writing formats including a paragraph.
  • Appraise and experiment with compensatory strategies for students with specialized learning processes.

CSLOs

  • Compose an appropriately structured paragraph.

  • Demonstrate standard grammar and punctuation in their written work.

Outline

  1. Analyze and select basic grammar skills for editing.
    1. Function of words
      1. Label basic parts of speech and utilize them to analyze sentence structure
      2. Identify subjects and verbs to analyze for subject-verb agreement in sentences.
      3. Apply consistent tense and person within a sentence and a paragraph
    2. Capitalization and punctuation skills
      1. Apply correct rules for capitalization.
      2. Use correctly comma, semi-colon, quotation mark, and colon.
    3. Sentence analysis and construction
      1. Identify and analyze type of phrases
      2. Identify and analyze dependent and independent clauses
      3. Perceive, analyze, and correct run-on sentences and fragments
      4. Demonstrate flexibility in correcting run-on sentences and fragments
      5. Identify and illustrate simple, compound, and complex sentences
      6. Demonstrate the skill of changing sentences from one type to another
  2. Identify and utilize basic principles for diverse writing formats including a paragraph.
    1. Various writing forms
      1. Identify specific style and purpose for texting
      2. Compare style and work usage for email writing
      3. Compare emails and letters suitable to audience and purpose.
    2. Paragraph development
      1. Construct topic sentences containing the topic and a controlling idea
      2. Utilize specific supporting details for the controlling idea
      3. Apply transition words to establish coherence
      4. Reinerate the controlling idea in a concluding sentence
    3. Prewriting techniques specifically adapted to students' learning differences
      1. Brainstorming
      2. Clustering
      3. Mindmapping
      4. Outlining
      5. Multisensory (visual, auditory, kinesthetic, & tactile)
    4. Proofreading, revising and editing development
      1. Utilize learning strategies to accommodate the rewriting phase of diverse writing forms.
      2. Distinguish these processing strategies for multiple revisions to present an appropriately structured paragraph
  3. Appraise and experiment with compensatory strategies for students with specialized learning processes.
    1. Apply memory principles to compensate for processing information for long-term application
    2. Utilize assistive technology for writing including software for prewriting & proofreading
    3. Determine writing techniques specific to how student processes information
    4. Take part in collaborative concrete experiences
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