MCCCD Program Description

Academic Literacy Through Integrated Reading and Writing

Course: ALT100

First Term: 2020 Fall

Lecture 4.0 Credit(s) 4.0 Period(s) 4.0 Load
Subject Type: Academic
Load Formula: S- Standard

Description: Develops academic language skills and critical reading skills for organizing, analyzing, and retaining material through complementary reading and writing assignments. Prepares students for college level reading and writing intensive courses as well as career-related reading and writing tasks.

MCCCD Official Course Competencies
1. Apply reading and writing processes and rhetorical strategies to facilitate understanding of texts from multiple perspectives. (I, IV) 2. Distinguish various text features across disciplines. (II) 3. Identify stated and implied main idea(s), central points, and supporting details found in complex academic texts. (II) 4. Develop strategies to build content area vocabulary for academic purposes. (III) 5. Generate appropriate texts for a variety of academic purposes. (V, VI) 6. Apply the recursive writing process to respond to different rhetorical tasks. (V) 7. Compose text using multimodalities. (V) 8. Gather, evaluate, and utilize internet and database resources for academic purposes. (VI) 9. Utilize campus-based resources to support learning. (VII) 10. Evaluate personal use of academic literacy and student success strategies through reflective analyses. (VII)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. Components of reading and writing processes A. Active and critical reading and writing strategies B. Audience and purpose C. Patterns of organization D. Fact and opinion E. Inferences F. Varied points of views 1. Cultural 2. Political 3. Feminist 4. Gender II. Disciplinary text features A. Main idea, central points, and supporting details B. Print features 1. Captions 2. Bold words 3. Italics 4. Headings 5. Special print C. Visual features 1. Tables 2. Charts 3. Figures 4. Diagrams D. Structural features 1. Glossaries 2. Index 3. References E. Types of texts 1. Disciplinary 2. Primary/secondary resources 3. Research articles 4. Technical manuals III. Language/vocabulary development A. Roots, context clues, multiple meanings B. Academic language C. Disciplinary vocabulary D. Connotation E. Denotation F. Loaded words G. Context clues H. Figurative language IV. Comprehension of ideas A. Main/supporting ideas in academic discourse B. Textual evidence C. Reader response V. Communication of ideas A. Recursive writing process 1. Prewriting 2. Drafting 3. Revision based on feedback and reflection 4. Editing (grammar and mechanics in context) 5. Publication/presentation B. Topic sentence C. Thesis/position/problem statement D. Scholarly word choice E. Modalities 1. Oral 2. Written 3. Infographic VI. Information literacy A. Research questions B. Research plan C. Appropriate resources 1. Primary 2. Secondary D. Bias and reliability E. Ethical and social contexts F. Plagiarism and appropriate documentation of resources VII. Student success strategies A. Campus resources 1. Library 2. Writing Center/Tutoring 3. Career Services 4. Advising B. Student development 1. Metacognitive 2. Study skills 3. Time management 4. Self-efficacy 5. Grit 6. Microaggressions 7. Goal setting

MCCCD Governing Board Approval Date: February 25, 2020

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.