ENGL 0810 - Learning Support Writing

3 sem hrs cr

This course emphasizes the development and use of writing skills within the context of collegiate-level courses and employs computerized, self-paced study plans. Upon completion, students will demonstrate adequate competency in writing expository essays.

Students enrolled in ENGL 0810 must also be enrolled in an ENGL 1010  course during the same semester, which should have the same starting and ending dates as the 0810 course. Any degree-seeking student enrolled in a Learning Support course must also enroll in MSCC 1300  during their first semester.

Students who do not complete MSCC 1300  successfully in the first semester and still have unsatisfied Learning Support requirements must retake MSCC 1300  while enrolled in Learning Support courses.

  Corequisite: ENGL 1010  

This course may include proctored exams which must be completed on campus or at an instructor approved proctoring center which may require additional costs to the student. Please consult your instructor for additional details.

Transfer (UT) or Non-Transfer Course (UN): UN

Over the course of this semester, students must demonstrate mastery of both the First Competency and the Exit Competency. Students will complete a minimum of two short writing assignments, and these will be graded with the Competency Rubric. Ideally, students will demonstrate mastery of the First Competency in Letter #1 and mastery of the Exit Competency in Letter #2. If mastery is not achieved, additional writing tasks will be assigned.

• First Competency — Students will demonstrate limited/developing competence in writing expository essays.
  • Task/Purpose: Address the assigned writing task and have a discernible purpose that is sustained throughout most of the text.
  • Audience Awareness: Display awareness of the audience and the requirements of the writing situa-tion and maintain that awareness with some consistency.
  • Organization: Have a discernible and logical organization. The organization may be simple, with a basic thesis statement, topic sentences, and transitions, but the reader is able to discern an overall logical progression of ideas.
  • Support: Provide logical support for the thesis and main ideas but may display some weaknesses in evidence provided.
  • Language Skills: Display some variety in sentence structure, vocabulary, and level of formality ap-propriate to the purpose, audience, and context.
  • Grammar and Punctuation: Display basic control of surface features such as basic syntax, grammar, punctuation, word choice, and spelling, particularly those errors that interfere with a reader’s under-standing. The writing may display some grammar and punctuation errors, but not consistent patterns of serious errors.
  • Writing Process: Reflect the use of basic strategies for generating ideas, drafting, revising, editing, and proofreading, although students may still be in the process of developing an individualized and highly effective writing process.
• Exit Competency — Students will demonstrate adequate competence in writing expository essays.
  • Task/Purpose: Fulfill the requirements of the assigned writing task and have a clear purpose that is sustained throughout the text.
  • Audience Awareness: Respond adequately and appropriately to the needs of the audience and the requirements of the writing situation.
  • Organization: Be logically organized in support of the text’s purpose with a clear thesis statement and topic sentences, supporting points that are presented in a logical progression, and appropriate transitions.
  • Support: Provide logical and adequate support for the thesis by employing appropriate rhetorical strategies/patterns and, when appropriate, integrating material from primary and/or secondary sources.
  • Language Skills: Display variety in sentence structure, vocabulary, and level of formality appropri-ate to the purpose, audience, and context.
  • Grammar and Punctuation: Display competent control of surface features such as basic syntax, grammar, punctuation, word choice, and spelling, particularly those errors that interfere with a reader’s understanding and/or undermine the writer’s authority.
  • Writing Process: Reflect the use of effective strategies for generating ideas, drafting, revising, editing, and proofreading.