Center for Curriculum and Transfer Articulation
Essay Conventions
Course: ENG091AB

First Term: 2015 Summer
Lecture   1 Credit(s)   1 Period(s)   1 Load  
Course Type: Academic
Load Formula: S - Standard Load

Description: Emphasis on preparation for college-level composition with a focus on organizational skills. Establishing effective writing strategies through multiple writing projects.

MCCCD Official Course Competencies
1. Describe how rhetorical contexts (including purpose, audience, topic and circumstance) affect writerly decisions (I).
2. Employ a recursive process that includes prewriting, writing, revising, and editing (II, IV).
3. Write sentences that adhere to conventions of format and structure appropriate to the rhetorical context (III).
4. Organize ideas in a coherent and unified manner to support and develop a central idea (with specific and relevant evidence) in writing (II).
5. Apply feedback obtained from peer review, instructor comments and/or other resources to revise writing (II, III, IV)
6. Identify strengths and areas for improvement related to writing, responding to texts, and learning through collaborative work, instructor conference, portfolio review, written evaluation, and/or other methods (III, IV)
MCCCD Official Course Outline
I. Understanding Rhetorical Contexts
   A. Purpose
   B. Topic
   C. Audience
   D. Circumstance
II. Writing Process
   A. Invention in writing
   B. Genre and pattern of development selection in response to writing tasks
   C. Prewriting
   D. Writing
   E. Organizing
   F. Editing
   G. Revising
   H. Multimodal approaches to composition
   I. Writing as recursive process
   J. Research/working with source materials
III. Revising and Editing
   A. Apply in-process peer and instructor assessment
   B. Engage in peer review
   C. Edit for grammar and structure (within the context of writing)
   D. Use campus resources for writing assistance
   E. Describe self-assessment practices in writing.
IV. Reflective Practices for Improving Writing
   A. Metacognitive reflection on the writing process
   B. Accurately interpret goals of writing tasks
   C. Problem solving during the writing process
   D. Apply previous formative and summative assessment feedback to writing tasks
   E. Recognition of strengths as a writer, reader, and learner
   F. Recognition of target areas for improvement

MCCCD Governing Board Approval Date: February 24, 2015

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.