Delaware Technical Community College

Campus Location

Dover
Georgetown
Stanton
Wilmington

Effective Date

2023-52

Prerequisites

None

Course Credits and Hours

2 credit(s)

2 lecture hours/week

0 lab hours/week

Course Description

Composition Fundamentals (ENG 011) is designed to be taken simultaneously with Composition I (ENG 101). This support course develops critical thinking, writing, and research skills by reinforcing the foundational comprehension, communication, analysis, and technological skills needed to succeed in Composition I (ENG 101).

Additional Materials

None

Required Text(s)

Obtain current textbook information by viewing the campus bookstore - https://www.dtcc.edu/bookstores online or visit a campus bookstore. Check your course schedule for the course number and section.

Disclaimer

None

Core Course Performance Objectives (CCPOs)

Employ active reading strategies to annotate a text. (CCC 1, 2, 5)
Apply critical reading and thinking strategies by identifying and evaluating evidence, credibility, and language in texts. (CCC 1, 2, 5)
Compose organized, coherent, and well-developed academic texts. (CCC 1, 2, 4, 5)
Develop information literacy skills by navigating library databases, analyzing research, and documenting information from academic secondary sources. (CCC 1, 2, 4, 5)

See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.

Measurable Performance Objectives (MPOs)

Upon completion of this course, the student will:

Employ active reading strategies to annotate a text.
1. Identify and explain the main idea and key supporting points.
2. Identify and explain purpose and audience.
Apply critical reading and thinking strategies by identifying and evaluating evidence, credibility, and language in texts.
1. Examine evidence in terms of relevance, sufficiency, and accuracy.
2. Examine context, assumptions, biases, value judgments, and worldviews of both the reader and the author.
3. Identify and examine rhetorical elements such as tone, connotative and figurative language, and the use of ethos, pathos, and logos in a text.
Compose organized, coherent, and well-developed academic texts.
1. Use a writing process that includes pre-writing, drafting, instructor and/or peer feedback, and revision to produce written essays with thesis statements and appropriate use of standard English.
2. Incorporate rhetorical strategies in writing.
3. Construct arguments by examining sources, evidence, and logic.
4. Summarize, paraphrase, and quote sources as appropriate for the writing task.
Develop information literacy skills by navigating library databases, analyzing research, and documenting information from academic secondary sources.
1. Use keywords to develop searching skills.
2. Utilize a standardized library evaluation tool.
3. Format essays according to APA standards including citations and references.

Evaluation Criteria/Policies

The grade will be determined using the Delaware Tech grading system:

90-100	=	A
80-89	=	B
70-79	=	C
0-69	=	F

Students should refer to the Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.

Final Course Grade

Calculated using the following weighted average

Assignments	Evaluation Measure (Formative/Summative) and Percentage of Final Grade		Total
Personal Essay Writing Artifact	Formative: Plans, Drafts, and/or Revisions for Personal Essay Writing Formative assessments may include discussions, journal entries, planning documents, drafts, and/or revising documents.	20%	25%
	Summative: Portfolio Artifact—Personal Essay Writing Journal reflection or multimodal presentation to explain what the student learned about the writing process. One to three (1-3) paragraphs for paper; one to three (1-3) minutes for presentation	5%
Research and Integrating Sources Artifact	Formative: Plans, Drafts, and/or Revisions for Research and Integrating Sources Formative assessments may include discussions, journal entries, annotations, paraphrases, planning documents, drafts, and/or revising documents.	20%	25%
Research and Integrating Sources Artifact	Summative: Portfolio Artifact—Research & Integrating Sources Journal reflection or multimodal presentation to explain what the student learned about the research process. One to three (1-3) paragraphs for paper; one to three (1-3) minutes for presentation	5%	25%
Summary & Response Writing Artifact	Formative: Plans, Drafts, and/or Revisions for Summary & Response Writing Formative assessments may include discussions, journal entries, summary practice, planning documents, drafts, and/or revising documents.	20%	25%
Summary & Response Writing Artifact	Summative: Portfolio Artifact—Summary & Response Writing Journal reflection or multimodal presentation to explain what the student learned about summary writing and rhetorical response. One to three (1-3) paragraphs for paper; one to three (1-3) minutes for presentation	5%	25%
Critical Evaluation Writing Artifact	Formative: Plans, Drafts, and/or Revisions for Critical Evaluation Writing Formative assessments may include discussions, journal entries, information literacy tools, planning documents, drafts, and/or revising documents.	20%	25%
Critical Evaluation Writing Artifact	Summative: Portfolio Artifact—Critical Evaluation Writing Journal or multimodal presentation to explain what the student learned about critical evaluation and the research and revision processes. One to three (1-3) paragraphs for paper; one to three (1-3) minutes for presentation	5%	25%
Total:	80% Formative 20% Summative		100%

Core Curriculum Competencies (CCCs are the competencies every graduate will develop)

Apply clear and effective communication skills.
Use critical thinking to solve problems.
Collaborate to achieve a common goal.
Demonstrate professional and ethical conduct.
Use information literacy for effective vocational and/or academic research.
Apply quantitative reasoning and/or scientific inquiry to solve practical problems.

Students in Need of Accommodations Due to a Disability

We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.

Minimum Technology Requirements

Minimum technology requirements for online, hybrid, video conferencing and web conferencing courses.

ENG 011 Composition Fundamentals

Credits

Prerequisite

Course Number and Title:

Campus Location

Effective Date

Prerequisites

Course Credits and Hours

Course Description

Additional Materials

Required Text(s)

Disclaimer

Core Course Performance Objectives (CCPOs)

Measurable Performance Objectives (MPOs)

Evaluation Criteria/Policies

Final Course Grade

Core Curriculum Competencies (CCCs are the competencies every graduate will develop)

Students in Need of Accommodations Due to a Disability

Minimum Technology Requirements

Academic Integrity

Attendance

Cell phone/Electronic Device

Tuition Adjustment Policy