Learning Goals & Assignments

Our Learning Goals:

In this class, all of our assignments, readings, and discussions are tailored to meet the Moorpark 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.

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

At the conclusion of this course, the student should be able to:

Part 1:

1. read analytically to understand and respond to diverse academic texts. 

2. compose thesis-driven academic writing that demonstrates analysis and synthesis of sources as appropriate to the rhetorical situation. 

3. demonstrate strategies for planning, outlining, drafting, revising, editing, and proofreading written work. 

Part 2:

4. Effectively employ a variety of paragraph and sentence structures, citation methods, stylistic conventions, and diction reflective of the writer’s own voice, rhetorical purpose, and audience.

5. Use information literacy skills and research tools and practices to identify explicit and implicit purpose, bias, and context of materials.

6. Compose effective college-level essays using a variety of rhetorical strategies and applying appropriate citations and formatting standards .

7. Research, evaluate, and synthesize sources to support a thesis .

8. Critically analyze, compare, and evaluate various complex works.

9. Apply the conventions of standard written English employing a variety of sentence structures and college-level diction.

10. Ethically cite and document sources.

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.