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COMP108 Introduction to Academic Reading & Writing (Experimental)

Department of Language & Literature: Composition

I. Course Number and Title

COMP108 Introduction to Academic Reading & Writing (Experimental)

II. Number of Credits

4 credits

III. Number of Instructional Minutes

3000

IV. Prerequisites

Writing Placement Test score of 4 or better or COMP090 (C or better); and
Initial Reading Placement Test score of 2 or better

Corequisites

None

V. Other Pertinent Information

This course does not satisfy the general elective category for students who entered their program of study in or after the 2007 Fall semester.

The Department of Language and Literature has determined that all composition courses require a 5000-word minimum in formal writing assignments.

As a pre-college level course, COMP108 Introduction to Academic Reading & Writing is generally not transferable.

This is an accelerated course combining COMP107 and READ110.

This course meets READ110 Requirement.

Use of reader assistive technology is permitted for all assessment methods.

A final grade of C or higher in this course is necessary for registration in COMP110.

VI. Catalog Course Description

To prepare students for COMP110, this course emphasizes academic, text-based, themed reading and writing assignments. Instructors guide students through the reading and writing process, which requires critical thinking and decision-making in the use of evidence, sources, and rhetorical modes for effective paragraphs and essays.

VII. Required Course Content and Direction

Course Learning Goals

Students will:
1. Compose developed individual paragraphs and essays that use evidence, including textual sources, and appropriate rhetorical modes to support topic sentences and thesis statements, and show a critical understanding of textual sources;
2. demonstrate critical thinking and reading skills by writing summaries and expository paragraphs and essays in response to course readings;
3. compose essays that support and develop effective thesis statements with specific supporting details and examples, and are coherently organized with a clear understanding of introductory, developmental, and concluding paragraphs;
4. demonstrate effective strategies as readers and writers by reflecting on their reading and writing processes; and
5. write varied sentences, using correct standard American English, free from errors in mechanics, usage, grammar, and spelling.
Planned Sequence of Topics and/or Learning Activities
1. Students complete text-based writing assignments following a thematic approach, both formal and informal, in which they respond critically to the issues raised in course readings and classroom discussion of those readings.
2. Through a process of close readings, students will read college-level texts that provide sources for discussion and paper topics, demonstrate models of writing, and develop critical thinking and reading skills.
3. Students devote special attention to paragraph unity and coherence, to the development of topic sentences and thesis statements, to grammar, diction, and spelling, to the presentation of ample specific supporting details, and to sentence structure, including phrases, clauses, and punctuation.
4. Students write four multi-paragraph essays, of 750 to 1000 words each. Three of the four essays will be completely revised and demonstrate the student’s ability to expand, revise, and organize. Two of the three will be selected to include in the portfolio and they will be revised again.
5. To prepare for writing essays, students will participate in various writing activities such as, but not limited to reading, summarizing, responding, journaling, reflecting, addressing difficulty and other metacognitive activities.
6. Students will use writing processes and strategies for generating, revising, editing, and proofreading their work through each formal writing assignment, including collaborating with others during the writing process.
7. Students compose a culminating portfolio representing the recursive reading and writing process.
8. Students will attend an orientation session at the Tutoring Center and may be asked to schedule Tutoring Center appointments as part of course requirements.
9. Students will be required to complete in-class writing whether it is formally evaluated or used as part of the writing process.
10. This course is based on a specific model and the following is a sample:
Assessment Methods for Course Learning Goals
1. Student writing is evaluated according to the Department's approved criteria for grading compositions in COMP108: Introduction to Academic Reading and Writing, which are now a part of the syllabus (see attached Grading Standards).
2. Students submit a minimum of 5000 words for evaluation. No fewer than four multi-paragraph combinations can be used to achieve this total and students must revise three of the four essays. The revision process will reflect a very different essay from the original. These assignments must constitute no less than 95% of the final grade.
3. In their reading and writing, students must demonstrate critical thinking and effective paragraph development in the use of evidence, sources, and rhetorical modes, as appropriate to the assignment.
4. In their paragraphs and essays, students must demonstrate competency in standard American English.
5. Attendance and class participation may be used as specified in the individual instructor's class syllabus, but will contribute a total of no more than 5% of the final grade for the course.
Use of reader assistive technology is permitted for all assessment methods.
Reference, Resource, or Learning Materials to be used by Student:

Writing Across the Curriculum

Department-approved textbook
Department-approved handbook
Audio/visual resources at the instructor's discretion
See course syllabus

Experimental - first offered 1/2015; New Core 8/2015; Revised 12/2024

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