You are on page 1of 4

School of Arts, Humanities, and Social Sciences

PROFESSOR:

PHONE NUMBER:

OFFICE LOCATION:

E-MAIL:

OFFICE HOURS:

SEMESTER:

I.

COURSE NUMBER AND TITLE, CATALOG DESCRIPTION, CREDITS:


ENC 0022 WRITING FOR COLLEGE SUCCESS (*) (3 CREDITS)
This is a lecture/laboratory course with emphasis on grammatical concepts and usage, punctuation, word
choice, and paragraph and essay development. ENC 0025 is required of all students who need to develop
basic writing and thinking skills before entering ENC 1101. Completion of this course with a grade of C
or better is part of the prerequisite for ENC 1101.
(*) Preparatory credit, does not count toward a degree or certificate

II.

PREREQUISITES FOR THIS COURSE:


None
CO-REQUISITES FOR THIS COURSE:
None

III.

GENERAL COURSE INFORMATION:

IV.

Writing skills as preparation for college-level writing intensive courses


Grammatical concepts and usage
Punctuation
Word choice
Paragraph and essay development

LEARNING OUTCOMES AND ASSESSMENT:


GENERAL EDUCATION COMPETENCIES:
General education courses must meet at least four out of the five following outcomes. All other courses
will meet one or more of these outcomes.
Communication (COM): To communicate effectively using standard English (written or oral).

VPAA: Revised 9/20/11, 3/23/12, 3/28/14

Page 1

ENC 0022 WRITING FOR COLLEGE SUCCESS


Critical Thinking (CT): To demonstrate skills necessary for analysis, synthesis, and evaluation.
Technology/Information Management (TIM): To demonstrate the skills and use the technology necessary
to collect, verify, document, and organize information from a variety of sources.
Global Socio-cultural Responsibility (GSR): To identify, describe, and apply responsibilities, core civic
beliefs, and values present in a diverse society.
Scientific and Quantitative Reasoning (QR): To identify and apply mathematical and scientific principles
and methods.
ADDITIONAL COURSE COMPETENCIES:
At the conclusion of this course, students will be able to demonstrate the following additional
competencies:

LEARNING OUTCOMES
Identify and correctly use the
conventions of a variety of
sentence structures and will be
able to avoid sentence fragments,
comma splices, and fused
sentences in their own writing and
on tests.
WDECU 2, 9, 19, 20, 21, 29
Identify and correctly use proper
conventions for spelling,
capitalization, and punctuation in
their own writing and on tests

WDECU 2, 32, 33, 34


Identify and correctly use proper
conventions for sentence
grammar and avoid illogical shifts
in pronouns and verbs in their
own writing and on tests.

WDECU 2, 22, 23, 24, 25, 26, 27,


28, 30, 31
Identify and appropriately use
commonly confused or misused
words or phrases and choose
words that express their ideas
precisely and concisely in their
own writing and on tests.

ASSESSMENTS
Students will pass multiple-choice tests
and will write paragraphs and essays
utilizing correct modifier placement,
clause coordination/subordination,
parallel structure, and sentence
structure.

GENERAL EDUCATION
COMPETENCIES
Faculty are expected to
cover at least two General
Education Competencies
in the course sequence.

Students will pass multiple-choice tests


and will write paragraphs and essays
utilizing correct spelling, capitalization,
and punctuation.

Students will pass multiple-choice tests


and will write paragraphs and essays
utilizing standard verb forms and tenses,
subject-verb and pronoun agreement,
pronoun case and reference, and
adjectives and adverbs using correct
degrees.

Students will pass multiple-choice tests


and will write paragraphs, and essays
utilizing commonly confused or misused
words or phrases.

VPAA: Revised 9/20/11, 3/23/12, 3/28/14

Page 2

ENC 0022 WRITING FOR COLLEGE SUCCESS

WDECU 1, 2, 7, 18
Identify and write effective topic
sentences and thesis statements
that address task and audience
and use logical structure, support,
and transitional devices for
expository and persuasive
purposes.
WDECU 3, 4, 5, 17
Plan and write paragraphs and
essays reflecting styles and tones
appropriate for their audience and
use adequate support, coherence,
and unity that demonstrate
understanding of content in
expository and persuasive
purposes.
WDECU 1, 3, 5, 6, 10, 11
Establish a substantive claim, link
claims to relevant evidence, and
acknowledge competing
arguments, gather information
needed, and accurately
incorporate source material into
their own wring to avoid
plagiarism.
WDECU 12, 13, 14, 15, 16
Produce, edit, and distribute their
writing using technology and work
collaboratively with others to
verbalize and apply grammar
concepts and to analyze/edit
sentences, paragraphs, and
essays.

Students will pass the and will write


paragraphs and essays utilizing effective
topic sentences and thesis statements,
adequate structure and support, and
transitional devices.

Students will write academic paragraphs


and essays that will be evaluated for
structure, development, coherence, and
unity according to a common
departmental rubric.

Student essays that will be evaluated for


documentation as well as structure,
development/support, coherence, and
unity according to the common
departmental rubric.

Students will use in-class assignments,


editing workshops, and/or a common
departmental rubric to evaluate their
own and their peers written works and
to revise as needed.

WDECU 8, 35
The Florida College System Council on Instructional Affairs Developmental Competencies:
At the conclusion of this course, students will demonstrate proficiency in the Developmental Education
Competencies for Developmental Writing II.
WDECL = Writing Developmental Education Competency Lower
WDECU= Writing Developmental Education Competency Upper

VPAA: Revised 9/20/11, 3/23/12, 3/28/14

Page 3

ENC 0022 WRITING FOR COLLEGE SUCCESS

V.

DISTRICT-WIDE POLICIES:
PROGRAMS FOR STUDENTS WITH DISABILITIES
Florida SouthWestern State College, in accordance with the Americans with Disabilities Act and the
Colleges guiding principles, offers students with documented disabilities programs to equalize access to
the educational process. Students needing to request an accommodation in this class due to a disability,
or who suspect that their academic performance is affected by a disability should contact the Office of
Adaptive Services at the nearest campus. The office locations and telephone numbers for the Office of
Adaptive Services at each campus can be found at http://www.fsw.edu/adaptiveservices.

VI.

REQUIREMENTS FOR THE STUDENTS:


List specific course assessments such as class participation, tests, homework assignments, make-up
procedures, etc.

VII.

ATTENDANCE POLICY:
The professors specific policy concerning absence. (The College policy on attendance is in the Catalog,
and defers to the professor.)

VIII.

GRADING POLICY:
Include numerical ranges for letter grades; the following is a range commonly used by many faculty:
90 - 100
80 - 89
70 - 79
60 - 69
Below 60

=
=
=
=
=

A
B
C
D
F

(Note: The incomplete grade [I] should be given only when unusual circumstances warrant. An
incomplete is not a substitute for a D, F, or W. Refer to the policy on incomplete grades.)
IX.

REQUIRED COURSE MATERIALS:


(In correct bibliographic format)

X.

RESERVED MATERIALS FOR THE COURSE:


Other special learning resources

XI.

CLASS SCHEDULE / COURSE OUTLINE:


This section includes assignments for each class meeting or unit, along with scheduled Library activities
and other scheduled support, including scheduled tests.

XII.

ANY OTHER INFORMATION OR CLASS PROCEDURES OR POLICIES:


(Which would be useful to the students in the class)

VPAA: Revised 9/20/11, 3/23/12, 3/28/14

Page 4