Course Outline

School: Department: Program: Course Title: Course Code: Total Course Hours: Prerequisites/Co-requisites: Eligible for Prior Learning Assessment and Recognition: Originated by: Revised by: Date: Effective Semester: Approved by:
________________________________________ Chairperson/Dean Advancement English and ESL N/A College Communications 1 COMM-160 45 Placement Based on Assessment Testing

No Lucy Valentino & Michael Hume (July 2005) Gary Lipschutz, Susan Whitzman, Dorothy Kelleher, Sandi Mills August 2012 Fall 2012

Students are expected to review the course outline and to discuss with the professor any areas where clarification is required. Students should keep all course outlines for each course taken at Centennial College. These may be used to apply for transfer of credit to other educational institutions. A fee may be charged for additional or replacement copies.

Issued & Revised by COLT: March 2010

THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar)

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Course Description
This course introduces the standards of college-level English. It enables the student to develop skills in grammar, sentence variety, paragraph development, vocabulary, and reading comprehension. These are language skills which are essential to success in college programs and professional life.

Course Learning Outcomes

Reading Skills: Upon successful completion of this course, the student will have reliably demonstrated the ability to: identify and analyze readings for main and subordinate ideas, organization, purpose, audience, tone, and style; distinguish fact from opinion, paraphrase key points, and infer meaning; identify relationships between paragraph and essay formats. Writing Skills: Upon successful completion of this course, the student will have reliably demonstrated the ability to: write a variety of sentence types (simple, compound, complex, and compound-complex) showing a clear understanding of grammar rules; respond to questions on the readings using an introductory statement, complete sentences, and ones own words while demonstrating a control of grammar rules; apply critical thinking skills to compose well-structured, well-developed, unified, and coherent paragraphs to support a thesis in response to readings; write for a specific purpose and audience; refer to readings by paraphrasing and/or summarizing and acknowledging the author. Editing Skills: Upon successful completion of this course, the student will have reliably demonstrated the ability to: apply the skills of editing and proofreading to compose, revise, and edit written assignments so that they are consistently free of errors in spelling, syntax, and grammar. Speaking and Listening Skills: Upon successful completion of this course, the student will have reliably demonstrated the ability to: answer questions, on a reading comprehension test, that are dictated in class rather than written down; respond orally in a manner that is informed and coherent to questions about assigned readings during in-class discussions.

Rev. COLT: May 2010

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The English curriculum supports learners in achieving by graduation the following communications outcomes: Communications Outcome #1: CRITICAL READING AND THINKING SKILLS: The Centennial graduate has reliably demonstrated the ability to respond effectively, efficiently, and appropriately to writing in ways that demonstrate comprehension and evaluation of its purpose and meaning. Communications Outcome #2: WRITING SKILLS: The Centennial graduate has demonstrated the ability to write in an organized manner with a consciousness of audience and format and expressed in clear, concise, correct, coherent English prose. Communications Outcome #3: SPEAKING SKILLS: The Centennial graduate has demonstrated the ability to make an organized and complete oral presentation to meet the needs of individuals and small groups. Communications Outcome #4: LISTENING SKILLS: The Centennial graduate has demonstrated the ability to respond effectively, efficiently, and appropriately to oral instructions or verbal information in ways that demonstrate comprehension and evaluation of their purpose and meaning. Communications Outcome #5: RESEARCH SKILLS: The Centennial graduate has demonstrated the ability to gather and integrate relevant and appropriate information into writing assignments and oral presentations. Communications Outcome #6: BECOMING A SELF-DIRECTED LEARNER: The Centennial graduate has demonstrated the ability to assess his or her communications skills.

Essential Employability Skills (EES)

The student will reliably demonstrate the ability to: 1. communicate clearly, concisely and correctly in the written, spoken and visual form that fulfills the purpose and meets the needs of the audiences; 2. respond to written, spoken, or visual messages in a manner that ensures effective communication; 3. use a variety of thinking skills to anticipate and solve problems; 4. analyze, evaluate, and apply relevant information from a variety of sources; 5. show respect for the diverse opinions, values, belief systems, and contributions of others; 6. interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals; 7. manage the use of time and other resources to complete projects; 8. take responsibility for ones own actions, decisions, and consequences.

Global Citizenship and Equity (GC&E) Outcome

The student will reliably demonstrate the ability to: Identify beliefs, values and behaviours that form individual and community identities and the basis for respectful relationships.

Rev. COLT: May 2010

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Prior Learning Assessment & Recognition (PLAR) Process(es)

This course is not eligible for prior learning assessment.

Text and Other Instructional/Learning Materials

Lipschutz, Gary et. al. Canadian Writers Workplace, 7th edition. Toronto: Nelson Canada, 2013, ISBN 0176545700. Documentation Resource: http://owl.english.purdue.ed Recommended Dictionaries: Oxford Canadian Dictionary Oxford Advanced Learners Dictionary In-Class Aids: The use of electronic dictionaries, computer laptops, and other electronic devices is not permitted for in-class assignments/tests or the final exam; however, students are encouraged to use a paper dictionary and thesaurus.

Evaluation and Grading System

Evaluation Description
In-class diagnostic* In-class writing assignment #1** In-class writing assignment #2** In-class writing assignment #3*** Writing revision In-class reading comprehension tests (minimum of three with at least one dictated test) Other work**** Final exam***** Total

Weight /100
Required but no marks 10% 10% 15% 5% 15% 15% 30% 100%

*To ensure that students writing needs are identified early, the diagnostic must be written in the first class. Students who miss the first class must still write the diagnostic, but cannot be moved to another course on the basis of it. **In-class writing assignments #1 and #2 require a single extended paragraph of 10-15 sentences. One hour is given to write each paragraph in class. Furthermore, both in-class paragraphs must consist of a critical response to an assigned reading and must require two specific references to

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assigned readings in the form of paraphrasing and/or summarizing with acknowledgement of the author. There should be no quoting beyond three words at time. ***In-class writing assignment #3 requires a critical response to an assigned reading, consisting of a thesis statement followed by three supporting paragraphs with a total of 2-3 specific references to the reading in the form of paraphrasing and/or summarizing with acknowledgement of the author. Each paragraph in written assignment #3 requires 5-7 sentences. ****Other work may include any combination of the following: a dictionary skills assignment or test, summarizing and/or paraphrasing assignments, additional paragraphs and other written responses, grammar quizzes, and reading/writing/speaking assignments. These may be assigned as out-of-class and/or in-class work. *****The final exam consists of two parts: 1. reading comprehension, and 2. a critical response to a reading, consisting of a thesis statement followed by three supporting paragraphs with a total of 2-3 specific references to the reading in the form of paraphrasing and/or summarizing with acknowledgement of the author. Each paragraph requires 5-7 sentences. When writing a test or examination, students must put their official College photo-ID cards in full view for review by the invigilator. Students who do not have official photo-ID will be permitted to write the examination with a substitute photo-ID, but they will be required to produce photo-ID at the program or department office within 24 hours or the next business day following the examination, or else the examination results will be void.

Student Accommodation
All students have the right to study in an environment that is free from discrimination and/or harassment. It is College Policy to provide accommodation based on grounds defined in the Ontario Human Rights Code. Accommodation may include changes or modifications to standard practices. This document is available in alternative formats upon request. Please contact the originating department or school of study. Students with disabilities who require academic accommodations must register with the Centre for Student with Disabilities. Please see the Centre for Students with Disabilities for details. Students requiring accommodation based on human rights grounds should talk with their professors as early as possible. Details are available on the Centennial College website (www.centennialcollege.ca ). If students are unable to write an examination due to a medical problem or unforeseen family problems, they should immediately contact their professor or program Chair for advice. In exceptional and well documented circumstances (e.g. unexpected family problems, serious illness, or death of a close family member), students should be able to write a make-up examination to replace an examination missed.

Rev. COLT: May 2010

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Course, Program or School Policies

SCHOOL OF ADVANCEMENT POLICY FOR MISSED TESTS AND LATE ASSIGNMENTS Students who have missed a test and present documented evidence of their absence upon returning to class are permitted to do an alternative assessment, typically completing the assessment within two weeks of returning to class. Students are strongly advised to contact the professor before the scheduled test date. Students who do not contact the professor within 24 hours of the missed class and do not present documented evidence will receive a mark of zero for the assessment. Make-up assessments will not be given. Assignments are due on their due dates. Students who are unable to submit an out-of-class assignment on the day it is due must inform the professor on or before the due date. A mark of 10% will be deducted for each day past the due date unless an alternate due date has been negotiated. A hard copy of the assignment should be presented to the professor for grading and feedback; however, an electronic copy may first be submitted as proof that the work has been completed. There will be no make-up assignments. It is the students responsibility to keep track of all returned assignment and test / exam marks. SCHOOL OF ADVANCEMENT PLAGIARISM STATEMENT Zero Tolerance for Plagiarism Plagiarism: to present another persons ideas, writing, artistic work, drawings, images or data etc. as ones own. This includes: Copying another persons work (including information found on the Internet and unpublished materials) without appropriate referencing. Examples of appropriate referencing include APA or MLA documentation styles, or any other preferred documentation styles as indicated by the College course instructor. Any use of the work of others, whether published, unpublished or posted electronically, attributed or anonymous, must include proper acknowledgement. Presenting someone elses work, opinions, or theories as if they are ones own. Presenting anothers substantial compositional changes to an assignment as ones own. Working collaboratively with others without the permission of the instructor on an assignment, and then submitting the finished product as if it were created solely by the submitting individual. Submitting the same work, in whole or in part, for credit in two or more courses, or in the same course more than once, without the prior written permission of the instructor.
Adapted from: Centennial College Academic Honesty and Plagiarism Policy (2007) and Ryerson Student Code of Academic Conduct (2008)

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Student Rights and Responsibilities

Students should familiarize themselves with all College Policies that cover students rights and responsibilities. For more information on the following and other policies, please visit www.centennialcollege.ca/aboutus/respect or consult the Academic Matters Section in the full-time and Continuing Education catalogues. Respect at Centennial At Centennial College, we are committed to providing a safe and respectful learning, teaching and working environment for all students, faculty and staff that promotes equity. Policies have been put in place to ensure that Centennial is a place that demonstrates respect and consistency with the Ontario Human Rights Code. All incidents of harassment, discrimination, bullying and violence will be addressed and responded to. As a college, we take the position that all forms of harassment, including personal harassment and bullying, must be stopped. Please refer to www.centennialcollege.ca/aboutus/respect and www.stopbullyingnow.ca. Academic Honesty Academic honesty is integral to the learning process and a necessary ingredient of academic integrity. Students have a responsibility to be aware of and comply with College standards of academic conduct. Academic dishonesty includes cheating, plagiarism, and impersonation. All of these occur when the work of others is presented by a student as their own and/or without citing sources of information. Breaches of academic honesty will be investigated and if warranted, appropriate remedies and penalties will be applied, which may include a failing grade on the assignment/course, suspension or expulsion from the college. Grades Appeal Students and faculty have rights and responsibilities in the Grades Appeal process. Students who need to appeal a grade should consult the Grades Appeal policy and procedures. Progression and Academic Standing Students are expected to meet the academic standards of their School or program. The academic standing of each Centennial student is monitored during, as well as at the end of, each semester. Any student not demonstrating satisfactory progress will be informed of his/her standing in the College and will receive academic advising within their School. Unsatisfactory academic performance may result in conditional academic standing, probation or suspension.

Faculty Support
Professors are available to see students outside of class time. Students can contact professors via voice mail, email, or through their program or department office. Information regarding how to contact teachers will be provided at the beginning of the course and is also available in the program or department office.

Campus Safety
As part of our efforts to maintain a safe and secure teaching, learning and working environment, professors and instructors will review emergency procedures for fire, evacuations, emergency lockdowns and safe exit for those with disabilities at the beginning of each course. Students must produce official photo identification when requested to do so by any college staff at any time during the semester.

Rev. COLT: May 2010

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What follows are the COMM 160 DESCRIPTORS for both the paragraph and the preliminary essay. The letter grade found in each box corresponds to MOST or ALL of what is inside the box. A Paragraph/Preliminary Essay Has:

a clear topic sentence/thesis statement organized structure concrete and thorough development clear focus in response to reading and topic strong unity and coherence appropriate transitions

awareness of audience fluid and articulate sentences varied sentence structure accurate and effective word usage evidence of critical thinking infrequent minor mechanical errors

B Paragraph/Preliminary Essay Has:

a clear topic sentence/thesis statement organized structure unity and coherence appropriate specific supporting details some evidence of transitions

clear focus on assigned topic some evidence of critical thinking varied and appropriate vocabulary somewhat varied sentence structure infrequent major and/or minor mechanical errors that do not impede comprehension

C Paragraph/Preliminary Essay Has:

a clear topic sentence/thesis statement a sense of organization evidence of focus on assigned topic weak transitions

limited concrete evidence repetitious content limited sentence variety clear, simple use of language occasional errors not impeding comprehension

D Paragraph/Preliminary Essay Has:

a clear topic sentence/thesis statement, but too narrow or broad discernable but loose order or incorrect format some thought, but limited concrete/specific development inappropriate or no transitions

some sense of completeness weak unity and coherence unvaried, simplistic and/or repetitious vocabulary limited focus on assigned topic some major and/or minor mechanical errors that do not impede comprehension

F Paragraph/Preliminary Essay Has:

an unsatisfactory or no topic sentence/ thesis statement little or no specific support or development little or no logic or clarity [Makes No Sense or MNS]

inappropriate or no transitions confusing or no focus on assigned topic inaccurate and confusing word usage excessive major and/or minor mechanical errors

Rev. COLT: May 2010

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