ENG 093 Basic English II Plan of Instruction COURSE DESCRIPTION: This course reviews grammar conventions composition skills, emphasizing varied sentence structures coherence in the writing process. Students demonstrate these skills by writing well-developed paragraphs essays using Stard American English. CREDIT HOURS Theory 3 credit hours Lab 0 credit hour Total 3 credit hours NOTE: Theory credit hours are a : contact to credit ratio. Programs may schedule practical lab hours as 3: or : contact to credit ratio; Clinical hours are 3: contact to credit ratio; Preceptorships may be scheduled as 3: (P3) or 5: (P5) (Ref Board Policy 705.0). The Alabama College System Copyright 06
Basic English I ENG 093 PREREQUISITE COURSES Appropriate placement score or completion of English 09. CO-REQUISITE COURSES As required by college. INSTRUCTOR NOTES: To ensure effective student learning, it is strongly recommended that class size be limited to 0 students. COMPETENCIES/OBJECTIVES Unless otherwise indicated, evaluation of student s attainment of objectives is based on knowledge gained from this course. COMPETENCIES Use basic conventions of Stard American English grammar the mechanics of writing. Value the importance of following Stard American English grammar in writing. Write effective sentences using varied structures. Write various types of paragraphs. Write various types of essays INSTRUCTIONAL GOALS Cognitive Comprehend the use of American English grammar for effective writing. Performance Construct essays comprised of paragraphs that employ written Stard American English. Affective Develop an appreciation for using Stard American English grammar rules for effective writing. ACS Copyright 06
MODULE A GRAMMAR AND MECHANICS A.0 Use basic conventions of Stard American English grammar the mechanics of writing. A.0 Value the importance of employing Stard American English grammar in writing. A. Recognize parts of speech. A. Apply stard rules of punctuation. A.3 Apply conventions of usage to various writing situations. A. Consistently incorporate Stard American English grammar in writing. MODULE A TOPICS: Parts of speech Punctuation Usage A A MODULE B - Sentence Structure B.0 Write effective sentences using varied structures. 3 B. Identify the various kinds of sentences. B. Identify basic sentence structures. B.3 Identify the various parts of sentences. MODULE B TOPICS: Kinds Declarative Interrogative Imperative Exclamatory Structure Simple Compound Complex Compound-complex Parts Subject Verb Complement Application ACS Copyright 06 3
MODULE C - Paragraph Construction C.0 Write various types of paragraphs. 3 C. Identify the elements of a paragraph. C. Identify the steps of the writing process. C.3 Differentiate between the various types of paragraphs. MODULE C TOPICS: Paragraph elements Topic sentence/main idea Supporting details Conclusion Writing process Prewriting strategies Drafting Editing/Revising Types of paragraphs Descriptive Narrative Process Example/Illustration Cause/Effect Persuasive/Argumentative Comparison/Contrast Definition Classification/Division ACS Copyright 06 4
MODULE D - Essay Construction D.0 Write various types of essays. 3 D. Identify the elements of an essay. D. Identify the steps of the writing process. D.3 Differentiate between the various types of essays. MODULE D TOPICS: Elements of an Essay Thesis sentence/main idea Introduction Body paragraphs Conclusion Writing process Prewriting strategies Drafting Editing/Revising Types of essays Descriptive Narrative Process Example/Illustration Cause/Effect Persuasive/Argumentative Comparison/Contrast Definition Classification/Division ACS Copyright 06 5
TABLE OF SPECIFICATIONS The table below identifies the percentage of cognitive objectives for each module. Instructors should develop sufficient numbers of test items at the appropriate level of evaluation. Limited Moderate Advanced Superior 3 4 Module A 33% 67% - - Module B 00% - - - Module C 67% - 33% - Module D 67% - 33% - Learner s, Skills Abilities () Indicator Key Terms Description 3 4 A Limited Moderate Advanced Superior Affective Objective Recognize basic information about the subject including terms nomenclature. Students must demonstrate ability to recall information such as facts, terminology or rules related to information previously taught. Performs simple parts of the competency. Student requires close supervision when performing the competency. Distinguish relationships between general principles facts. Adopts prescribed methodologies concepts. Students must demonstrate understing of multiple facts principles their relationships, differentiate between elements of information. Students state ideal sequence for performing task. Performs most parts of the competency with instructor assistance as appropriate. Examines conditions, findings, or other relevant data to select an appropriate response. The ability to determine why when a particular response is appropriate predict anticipated outcomes. Students demonstrate their ability to seek additional information incorporate new findings into the conclusion justify their answers. Performs all parts of the competency without instructor assistance. Assessing conditions, findings, data, relevant theory to formulate appropriate responses develop procedures for situation resolution. Involves higher levels of cognitive reasoning. Requires students to formulate connections between relevant ideas observations. Students apply judgments to the value of alternatives select the most appropriate response. Can instruct others how to do the competency. Performs competency quickly accurately. Describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. Objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character conscience. Expressed as interests, attitudes, appreciations, values, emotional sets or biases. ACS Copyright 06 6