Course Outline for English 202
Noncredit Reading, Writing, and Reasoning--Accelerated Course

Effective: Fall 2024
SLO Rev:
Catalog Description:

ENGL 202 - Noncredit Reading, Writing, and Reasoning--Accelerated Course

90.00 Hours

May be repeated 99 time(s)
Preparation for academic reading, critical thinking, and writing expected in transfer and associate-degree classes. This course is designed to prepare students to move, in one semester, into English 1. It includes in-class time to practice college-level reading and writing, using primary texts of diverse authors, including marginalized voices. This course is tuition free and students may repeat this course until mastery of the skills is met. This course is tuition free and students may repeat this course until mastery of the skills is met. It is equivalent to the English 102 credit course of the same title; both options cover the same content and students will be enrolled in the same class at the same time. If a student chooses to move from noncredit to credit courses, please meet with English faculty to discuss assessing equivalency and credit by exam. This course can be used to earn a Certificate of Competency in Preparation for English Composition. Available Certificates can be found in the Chabot College Catalog.
1501.00 - English
Pass/No Pass/Satisfactory Progress
Type Hours
Lecture 90.00
Total 90.00
Measurable Objectives:
Upon completion of this course, the student should be able to:
  1. use pre-reading techniques to facilitate understanding of texts, including
    a. access background knowledge in the subject area;
    b. establish own purpose for reading the material;
    c. assess the difficulty of the text, including vocabulary, sentence structure, and concepts and make a plan for approaching it;
    d. establish outcomes for the reading material prior to reading, for instance, forming appropriate questions and using structural cues about how the textbook or essay is organized;
  2. take charge of reading, applying strategies to unlock the meaning from texts, including
    a. identifying passages that are causing difficulty to comprehension;
    b. developing strategies to work through difficult passages;
    c. identifying and correcting reading miscues;
    d. understanding such text features as structure, transitions, captions, graphs, charts;
  3. read actively and critically, and effectively use textual annotation, including
    a. distinguishing fact from opinion;
    b. identifying and discussing abstract concepts found in readings;
    c. forming and explaining inferences from specific data;
  4. synthesize ideas and information to develop her/his own viewpoints on a topic, including
    a. organizing ideas clearly and effectively in writing;
    b. formulating a controlling idea to focus writing;
    c. supporting each point with adequate and varied evidence; tailoring writing to address a specific audience;
  5. develop sentences to relate and emphasize ideas including detecting and correcting major mechanical and grammatical errors.
Course Content:

Instruction integrating critical thinking, reading and writing

  1. Student-Centered and Equity-Oriented Curriculum
    1. relating course materials to the lives and values of students to create student-centered classrooms in which students are meaning makers; students provide cultural capital to engage in academic discourse; acculturation into academic pursuit does not diminish students' histories and cultural wealth; there is transparency in recognizing a wide range of voices and media as text, including that of students.
  2. Reading and Critical Thinking
    1. active reading, using strategies to make meaning of text, including book-length works (primarily non-fiction) as well as essays and/or other media for the purpose of developing academic work;
    2. critical analysis, including summarizing, posing questions, making connections, exploring significance, and evaluating evidence for conceptual understanding of material;
    3. showcase diverse authors and perspectives (based on culture, gender, race, ethnicity, class, national or geographic background, and sexual orientation) as well as diverse subject matters, genres, and forms related to theme based units of study;
    4. individualized instruction in reading, including modeling and practicing reading strategies, including think alouds and annotation.
  3. Writing
    1. synthesizing ideas and information from multiple sources, including readings, personal observation and reflection;
    2. writing several academic papers based upon texts and any other media under study;
    3. training in the process of writing will include:  pre-reading and pre-writing strategies;
    4. academic standards of essay structure, argument and composition;
    5. forming a controlling idea in writing, developing a thesis and supporting it;
    6. identifying relevant evidence and incorporating it into original arguments;
    7. strategies for revising essays based on directed peer review;
    8. individualized instruction in writing skills, including conferences, proofreading, and sentence focus and development.
Methods of Instruction:
  1. Lecture/Composition
  2. Small Group Coaching
  3. One-on-one coaching
  4. Large and small group presentation
  5. Verbal explanation and demonstration.
  6. Oral and Written Analysis
  7. Research project
  8. Class and group discussions
  9. Practice/Demonstration
  10. Group Activities
Assignments and Methods of Evaluating Student Progress:
  1. Read 101-134 from Part 2 of the The 57 Bus. As you read, focus on making sure you understand the author’s points about the juvenile justice system, and due process for youth, as well as the counterarguments she presents from other thinkers on this topic. Before class, respond to at least two of the Canvas questions about this section – answer one of the comprehension-oriented questions where you explain a key idea from the chapter, along with one critical question where you use your own analytic voice to comment on ideas from the section. (Sample comprehension questions: 1) Why does Richard confess to the police? 2) What policing strategies were used to apprehend Richard? 3) What is Richard's mother's response ot his arrest?) (Sample critical analytical questions: 1) What aspects of the police interrogation with Richard seem unfair? How does the author present this interrogation as unfair? 2) In what ways does our criminal justice system present the youth justice system as counter-productive?)
  2. Write a synthesis essay (minimum 3 pages) where you use at least three of the articles we’ve read (Anyon, Freire, Malcom X, Krishnamurti, Rose) to help you build your own point of view on the topic of education. For your focus, you can choose from any of the following questions: 1) Liberatory Education: Several authors speak of education being a path to freedom. Others speak of education involving the opposite of freedom: oppression, being held down, being placed on a lower rung of the social ladder. Use the readings and your own ideas and experiences to come up with an answer to the questions: What do you think a liberatory education looks like, and what does it NOT look like? 2) Education and Social Class: Use the readings and your own ideas and experiences to answer the following questions: What connection do you see between education and social class? Why does this connection matter? 3) Thinking for Yourself: Use the readings we’ve done and your own ideas and experiences to answer the following questions: How important is it that education train us to be independent thinkers? Explain why you think it is, or is not, important. 4) Why is there a “hidden curriculum” of economic class?: In her study of several classrooms in the late 1970s, Jean Anyon found that 5th graders from different economic classes were being trained to stay in the exact same economic class as their parents. Use the readings and your own ideas and experiences to answer the question: Why do you think this was happening? 5) The Function of YOUR Education: Use the readings and your own ideas and experiences to write a vision of what you want your own education to look like from here on out. What is the purpose of your college education?
  1. Quizzes
  2. Papers
  3. Research Projects
  4. Oral Presentation
Upon the completion of this course, the student should be able to:
  1. respond to a topic, demonstrate critical thinking, comprehension and use of text to support ideas;
  2. demonstrate sentence-level fluency and control of grammar;
  3. organize a paper so that it is unified and coherent.
Textbooks (Typical):
  1. Jenny Crisp (2023). The Roadrunner's Guided to English Dalton University https://human.libretexts.org/@go/page/145181.
  1. Beah, Ishmael (2007). A Long Way Gone Sarah Crichton Books.
  2. Nazario, Sonia (2007). Enrique's Journey Random House.
  3. Schlosser, Eric (2012). Fast Food Nation Harper Collins.
  4. Jacobs, Harriet (2009). Incidents in the Life of a Slave Girl Penguin.
  5. Grande, Reyna (2017). The Distance Between Us Simon and Schuster.
  6. Ehrenreich, Barbara (2020). Nickel and Dimed in America Metropolitan Books.
  7. Gladwell, Malcolm (2011). Outliers Little, Brown, and Company.
  8. Colombo, Cullen, and Lisle (2021). Rereading America (12th). Bedford Books.
  9. Skloots, Rebecca (2011). The Immortal Life of Henrietta Lacks Broadway Books.
  10. Noah, Trevor (2019). Born a Crime One World.
  11. Khan-Cullors, Patrisse and Bandele, Asha (2018). When They Call You a Terrorist St. Martin's Press.
  12. Slater, Dashka (2023). The 57 Bus Farrar, Strauss, and Giroux.
  13. Moore, Wes (2011). The Other Wes Moore One World.
  14. Hobbs, Jeff (2014). The Short and Tragic Life of Robert Peace Scribner.
  15. Su, Lac (2009). I Love Yous Are For White People Harper Perennial.
Abbreviated Class Schedule Description:
Preparation for academic reading, critical thinking, and writing expected in transfer and associate-degree classes. This course is tuition free and students may repeat this course until mastery of the skills is met. Noncredit course that is equivalent to the English 102 credit course of the same title.
Discipline:
English*