Our Learning Goals:

In this class, all of our assignments, readings, and discussions are tailored to meet the Cosumnes River College learning outcomes below. In addition to these learning outcomes, we, as a class will have our own learning outcomes--your questions and comments will guide our learning to engage deeper with ideas about reading and writing, and the role reading and writing has on our society. This means our learning in our class is not dependent solely on me, YOU play a huge role too, your questions and curiosities will enrich our collective learning. Every week, on Canvas I will either provide an overview video or description of our learning tasks and each learning task will give you an opportunity to progress towards one or more of the learning outcomes we engage in.  You will demonstrate how you work towards the following learning goals and outcomes in a Literacy Google Sites Portfolio, which we will curate together as a class to keep track of our learning evolution.

Cosumnes River College English C1000 Academic Reading and Writing Course Goals and Learning Outcomes:

Learning Goal 1: Critical Reading and Thinking

Students will develop the ability to read, analyze, and respond thoughtfully to academic texts.

• Read a variety of academic and cultural texts with attention to purpose, audience, and context.

• Identify main ideas, arguments, and evidence in complex readings.

• Analyze, compare, and evaluate texts, including recognizing bias and underlying assumptions.

• Use information literacy skills to understand how and why texts are created and used.
  
  

Learning Goal 2: Academic Writing and Argument

Students will learn to write clear, thesis-driven essays that respond to specific writing situations.

• Write college-level essays with clear theses and well-supported arguments.

• Use rhetorical strategies appropriate to the purpose, audience, and genre of each assignment.

• Synthesize information from multiple sources to support a central claim.

• Use appropriate citation and formatting standards in academic writing.
  
  

Learning Goal 3: Writing Process and Revision

Students will practice writing as a process that includes planning, feedback, and reflection.

• Use strategies for planning, outlining, drafting, revising, editing, and proofreading writing.

• Apply feedback from peers, instructors, and self-assessment to improve writing.

• Reflect on growth as readers and writers and make purposeful revision choices.

Learning Goal 4: Style, Voice, and Language Use

Students will develop effective sentence-level writing skills and an academic voice.

• Write clear, effective sentences using a variety of sentence and paragraph structures.

• Use appropriate academic diction and style while developing their own voice.

• Apply the conventions of standard written English in college-level writing.

Learning Goal 5: Research and Ethical Source Use

Students will learn to research responsibly and use sources ethically and effectively.

• Locate, evaluate, and select credible sources for academic research.

• Integrate sources smoothly into writing to support ideas and arguments.

• Cite and document sources ethically using accepted academic formats.

Overview of Assignment Descriptions

The google doc below describes the major assignments you will participate in to work towards our learning goals and outcomes. In addition, I want to make sure you have a positive learning experience in my class; thus, I describe how self-assessment reflections will help you and me keep track of your literacy development, and your overall mental and emotional well-being. Finally, I also describe how your google sites portfolio will help establish your credibility as a learner and an emerging writer.

Teaching Framework References 

Beaufort, A. (2007). College Writing and Beyond: A New Framework for University Writing 

Instruction. Utah State University Press. Logan, UT. 

Dunlap, L. (2007). Undoing the Silence: Six Tools for Social Change Writing. New Village 

Press. Oakland, California  

Kessler, R. E. (2006) Diverse Issues, Diverse Answers: Reading, Writing and Thinking About 

Social Issues. Longman.  

Fairclough, N. (1989). Language and Power. Longman Group, UK Limited.

Martin, M. R. (2018). Writing Wrongs: Common Errors in English . Broadview Press. Canada. 

Silverman, J. & Rader, D. (2018). The World Is A Text: Writing About Visual and Popular 

Culture. Broadview Press. Canada.