Course Outline for Learning Skills 118B
Learning Skills: Reading/Writing

Effective: Fall 2024
SLO Rev:

Catalog Description:

LNSK 118B - Learning Skills: Reading/Writing

3.00 Units

Designed for students with learning disabilities, and other students, to improve reading and writing skills in preparation for college-level English. Practice and develop elements of the writing process including pre-writing, use of graphic organizers, editing and revising, and review of basic grammar. The course also includes reading comprehension strategies and a review of compensatory strategies. Debate format and oral presentation are used to demonstrate rhetorical voice and methods of clear communication.
CB03: TOP Code 4930.32 - Learning Skills, Learning Disabled
CIP Code 32.0199 - Basic Skills and Developmental/Remedial Education, Other.
Course Grading: Pass/No Pass
Type Units Inside of Class Hours Outside of Class Hours Total Student Learning Hours
Lecture 3.00 54.00 108.00 162.00
Total 3.00 54.00 108.00 162.00

Measurable Objectives:

Upon completion of this course, the student should be able to:
  1. write a short thesis-support essay;
  2. identify and apply basic grammar in their own writing;
  3. support arguments with appropriate evidence and apply original and coherent analysis;
  4. demonstrate increased reading comprehension.

Course Content:

  1. Introduction to what is expected in English 1
    1. Reflect on strengths and areas to develop
    2. Discuss and apply successful study habits, particularly to English courses
  2. Building background knowledge at the beginning of the unit
    1. Perform research on the topic
    2. Make connections to prior knowledge and experiences
  3. Reading college-level text
    1. Review strategies and best practices for active reading
    2. Develop a reading plan for the semester (schedule and tools)
  4. The writing prompt or questions
    1. Using the prompt or topic to guide note-taking
    2. Identifying relevant evidence and points
  5. Evidence in writing
    1. Appropriate and compelling evidence
    2. How to integrate evidence into writing and citations
  6. Pre-writing and planning
    1. Using a graphic organizer
    2. How to outline your essay before writing
    3. Starting with the body paragraph first
  7. Making an argument
    1. Using debate structure when writing an argumentative essay
    2. Rhetorical writing
  8. Research methods
    1. Using a variety of sources to explore a topic
    2. Organizing and cataloging evidence
    3. Formulating a research question
  9. Revising and improving writing
    1. Using the rubric to identify areas to develop
    2. Resources for support with revision and editing of draft
    3. Work cited and bibliography

Methods of Instruction:

  1. Computer writing programs
  2. Electronic texts
  3. Lecture/Discussion
  4. Distance Education
  5. Presentation
  6. Group Activities
  7. Practice/Demonstration
  8. Lectures
  9. Class and group discussions
  10. Research project
  11. Oral and Written Analysis
  12. Demonstration
  13. Online Assignments
  14. Computer-based interactive curriculum
  15. Handouts and rule interpretations.
  16. Written assignments
  17. Small groups

Assignments and Methods of Evaluating Student Progress:

1. Typical Assignments
  1. Write a 2-4 page response essay based on an article or video
  2. Read, annotate, and pull relevant evidence from articles and text to evaluate a given research topic
  3. Compose a 5-7 paragraph academic essay on a given topic using a wide variety of source and using a rhetorical voice
  4. Participate in an in-class debate on a given writing prompt and use evidence to support arguments
2. Methods of Evaluating Student Progress
  1. Quizzes
  2. Class Participation
  3. Papers
3. Student Learning Outcomes
Upon the completion of this course, the student should be able to:
  1. Write a 500 word essay, with strong thesis, evidence, and analysis.
  2. Improve ability to identify and apply essay editing and grammar rules
  3. Increase reading comprehension and compose responses to text (articles; novels; expository texts) with appropriate academic analysis.

Textbooks (Typical):

  1. Lauren Markham (2017). The Far Away Brothers (1st edition). Delacorte Press.
  2. Dashka Slater (2017). The 57 Bus (1st). Macmillan Publishers.
Additional Materials:
  • None

Abbreviated Class Schedule Description:

Designed for students with learning disabilities, and other students, to improve reading and writing skills in preparation for college-level English. Students will practice elements of academic writing using evidence from a wide variety of source materials.

Discipline:
Learning Disabilities: Disabled Student Programs and Services*, or Learning Disabilities: Specialist*