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Education
EDUC 294 - Special Topics in Education
1-5 CR
Allows in-depth study or approved work experience in the field of education. May be repeated for a maximum of 15 credits.
Course Outcomes
Special topics course. Outcomes dependent upon selected topic each quarter.
Introduction to engineering analysis techniques, including: dimensional analysis, statistics and programming logic. Design process, group dynamics and communication skills also presented.
Relate science and math concepts to perform engineering analysis and problem solving.
Identify and implement techniques to improve group processes and performance.
Demonstrate effective written, oral and graphical communication skills.
Use appropriate sources to research information and data.
Perform the following list of analysis techniques: dimensional analysis, mean & standard deviation, linear regression, efficiency, Boolean logic, programming conditionals & loops, vector addition.
Introduces methods of communicating technical information in engineering design and research. Topics include freehand sketching, lettering, scales, drawing layout, orthographic projection, pictorials, auxiliary views, section views, dimensioning, thread specifications, and tolerances. Includes Computer-Aided Design with parametric solid modeling, drawing production and assemblies.
Allows for special projects, student research and independent study in Engineering by an individual student. May be repeated for a maximum of 15 credits.
Prerequisite(s): Permission of instructor.
Course Outcomes
Individual study course. Outcomes dependend upon topic selected between student and teacher.
Includes Computer-Aided Design using multi body parts, sheet metal, surfacing and weldment models. Also covers engineering simulation analysis and an introduction to Computer Numerical Control.
Prerequisite(s):ENGR 114 or permission of instructor.
Course Outcomes Create solid part models using gears and surfacing operations. Implement thread and tolerance details. Create parts using sheet metal and weldment models. Properly set up an engineering simulation and interpret results. Identify the general components of Computer Numerical Controlled machining tools. Create Numerical Control code to machine part geometry.
Introduces fundamental concepts of electrical science. Topics include resistors, sources, capacitors, inductors, and operational amplifiers as individual components and as circuit systems. Also covers simultaneous algebraic equations and differential equations in solution methods.
Surveys the dynamics of particles and rigid bodies using vector analysis. Specific topics include kinematics, kinetics, momentum, and energy principles for particles and rigid bodies, as well as Euler’s Equations of Motion.
Introduces basic principles of thermodynamics from a predominately macroscopic point of view. Topics include the basic laws of thermodynamics as relating to energy transformations and state changes in engineering problems.
Define the thermodynamic properties of: mass, volume, pressure, temperature.
Evaluate pure substance thermodynamic properties of: specific volume, internal energy, enthalpy, entropy.
Identify and describe pure substance behavior in various states: solid, liquid, gases and state transitions.
Apply the First Law of Thermodynamics to evaluate closed and open systems such as: rigid containers, piston-cylinder containers, nozzles, diffusers, turbines, compressors, expansion valves, mixing chambers and heat exchangers.
Apply the Second Law of Thermodynamics to evaluate the validity of a process and the ideal behavior/performance for closed and open systems.
Perform analysis of the steam power generation cycle and of the refrigeration/heat pump cycle.
Introduces the concepts of stress, deformation, and strain in solid materials. Topics include basic relationships between loads on structural and machine elements such as rods, shafts, and beams, and the stresses, deflection and load-carrying capacity of these elements under tension, compression, torsion, bending, and shear forces.
Allows for advanced special projects, student research and independent study in Engineering by an individual student. May be repeated for a maximum of 15 credits.
Prerequisite(s): Permission of instructor.
Course Outcomes
Individual study course. Outcomes dependend upon topic selected between student and teacher.
ENGL 072 - Introductory College Reading and Writing I
10 CR
Students learn reading and writing strategies to prepare them for success in higher level composition classes. Students are also enrolled automatically in ENGL 080, Reading Lab, to work more intensively on reading skills, which are a key to improving writing and editing skills. may be repeated for a maximum of 30 credits. Course is graded credit/no credit;
Prerequisite(s): Placement by assessment.
Course Outcomes
Reading: Demonstrate improved reading speed and fluency, vocabulary, and comprehension
Writing: Demonstrate improved written content (accuracy, completeness, development), organization, and editing skills
Information Literacy: Demonstrate improved information literacy skills
Open to all students, English 080 students work individually under the supervision of the Reading Lab Director. One credit represents 22 hours of lab work and the course may be taken for 1 or ~ 2 credits. Students are automatically enrolled in English 080 if they are taking ENGL 072 or ENGL 089. This course is a non-graded class and non-transferable credit.
Course Outcomes Identify and demonstrate appropriate, effective reading skills and strategies to academic reading assignments
Develops skills for students with reading assessment scores at grade levels of 11 to 12. Students develop strategies for effective reading and critical analysis of textbook readings with emphasis on discipline differences. Coordinated with parallel reading lab sections that emphasize acquisition of vocabulary and development of literal and inferential comprehension skills.
Prerequisite(s): Placement by assessment.
Course Outcomes
Mechanics of Reading: Improve range of vocabulary, comprehension of main idea, inference skills, and speed.
Metacognitive Awareness: Develop more awareness of their own reading styles as active readers, greater ability to motivate selves and activate schema, and more options for approaching texts.
Reviews parts of speech, verb tenses, basic sentence patterns, and punctuation in the context of students’ own writing. Students learn to combat writer’s block, find and correct grammatical mistakes, and understand what teachers are telling them about their writing. Open to both native and non-native speakers. Course is graded credit/no credit.
Prerequisite(s): Placement by assessment into ENGL 071 or higher.
Course Outcomes
Write narrative, descriptive, summary, and self-reflective journal entries with improved fluency, as demonstrated by comparison of initial journal writings with end-of-quarter writing
Identify the basic parts of speech (nouns, determiners, pronouns, adjectives, adverbs, verbs, conjunctions, and prepositional phrases) in their own writing and the writing of other
Identify basic sentence core patterns in their own writing and the writing of others with improved accuracy (for example, Subject – verb; Subject – verb – noun completer (direct object); subject – linking verb – adjective or noun completer (subject complements); Subject – linking verb – adverb completer)
Identify basic verb tenses (simple past and present, past and present continuous, simple future) in their own writing and the writing of others
Describe and use an editing process that suits their individual needs
Collaborate effectively with classmates to edit each other’s writing for mistakes in basic grammar, sentence structure, and punctuation (singular and plural word endings, subject-verb and noun-pronoun agreement, verb tense and form, noun and adjective lists, introductory phrases)
Edit their own writing to correct mistakes in basic grammar and sentence structure (singular and plural word endings, subject-verb and noun-pronoun agreement, verb tense and form)
Look up information about grammar and punctuation in a standard college-level writing handbook and apply it to their own editing
Articulate in writing what they have learned and how they have learned it
ENGL 092 - Introductory College Reading and Writing II
5 CR
Students meet composition objectives by reading, writing, revising and editing essays and strengthening college study skills. Course work includes readings from a variety of sources and classroom instruction in sentence structure and variety.
Prerequisite(s): Placement by assessment.
Course Outcomes
Reading: Identify a writer’s impact or purpose, determine audience, and evaluate a text.
Writing: Compose, revise, and edit a multi-paged essay.
Information Literacy: Evaluate texts and sources, use academic search engines.
ENGL 093 - ELL Introductory College Reading and Writing II
5 CR
This course is tailored to the skills and needs of English language learners (ELL) who require more practice with essay reading, writing and editing before taking ENGL 101. Students improve English skills through writing assignments based on college-level readings.
Prerequisite(s): Placement by assessment.
Course Outcomes
Reading: Identify a writer’s impact or purpose, determine audience, and evaluate a text.
Writing: Compose, revise, and edit a multi-paged essay.
Information Literacy: Evaluate texts and sources, use academic search engines.
Revised course description: Develops clear, effective writing skills and emphasizes writing as a process. Students practice writing in a variety of forms and modes.
Prerequisite(s): Placement by assessment or ENGL 092or ENGL 093 with a C- or better.
Course Outcomes • Think Critically and Read Analytically: carefully interpret and evaluate claims, beliefs, arguments or issues, reading various texts critically for purposes of interpretation, analysis, synthesis, or evaluation. • Compose and Revise in Context: shape written responses for–and employ style, tone, and mechanical conventions appropriate to–the demands of different audiences and purposes, using various methods of development such as illustration, comparison and contrast, and analysis, and balancing their individual voices with those from other texts. • Reflect, Collaborate & Evaluate: incorporate newly acquired skills, both individually and with peers, to critique their own and others’ work, to gain a clearer perspective of habits that may detract from the effectiveness of their own writing, and to develop flexible strategies for revising, editing, and proofreading in response to comments from their instructor and peers.
Provides an analytical overview of English grammar and sentence patter<$! >ns, with emphasis on how language creates meaning. Students learn to clarify and control their own writing and understand various grammatical structures of English.
Prerequisite(s): Placement by assessment; or ENGL 092 or ENGL 093 with a C- or better.
Course Outcomes
Identify basic parts of speech (e.g. articles, nouns, adjectives, verbs)
Describe the structure, function, and punctuation of phrases (e.g., noun phrases, adverb phrases, verb phrases) and identify these elements in their own writing
Describe the structure, function, and punctuation of clauses and identify these elements in their own writing
Describe the basic sentence patterns of English (e.g., subject-verb, subject-verb-direct object, subject-linking verb-complement, etc.) and identify these patterns in their own writing
Describe some of the basic transformations of these patterns (e.g., passive voice, inversions, relative clauses, verbal phrases, etc.) and identify these in their own writing
Identify and use the major verb tenses in English
Demonstrate their understanding of the fundamentals by editing their own writing to improve communication
Identify some of the basic differences between the sentence patterns and conventions of English and those of other languages (e.g., word order, use of tenses, gender agreement, cases, etc.)
Course focuses on developing higher level cognitive skills: critical reading and questioning of a wide selection of materials-philosophy, education, religion, literature, cultureto examine ways of knowing and thinking, engaging in thoughtful dialogue with peers (via seminars or class/group discussions) on college level material, developing the art of asking insightful questions to generate and advance relevant discussion. Required parallel lab (ENGL 180, 1 or ~ 2 credits) emphasizes vocabulary and comprehension skills.
Prerequisite(s): Placement by assessment.
Course Outcomes
Identify patterns of organization which provide order to written text.
Identify and explain the rhetorical balance which must exist among the writer, the audience [reader], and the writing [text] in an example of expository writing
List strategies for distinguishing major ideas [thesis, theme, etc.] from the supporting details
Prepare an outline - using traditional outline criteria, a mapping technique, or a visual diagram - of a whole piece of text, so that the sequence of key ideas and their relationship to one another is traced through the entire work.
Identify characteristics of and strategies for reading text in a variety of subject areas in the arts, the sciences, and the social sciences.
Identify ways to read actively, rather than passively.
Identify literal information in a given piece of text. Distinguish this information from information which can be inferred from the same text.
Locate examples of fact in a given piece of text. Distinguish this information from information which can be classified as opinion.
Identify reading tasks at a variety of cognitive levels and distinguish them from reading tasks at other cognitive levels.
Identify reading tasks associated with the learning paradigms of philosophers and/or learning theorists such as Plato, Bloom, etc.
Identify criteria, which characterize a critical reader.
Summarize a writer’s underlying, but unstated, assumptions in a given selection of text.
Select a piece of writing which contains symbolism and/or imagery, and explain how the writer’s use of figurative language enhances MEANING
Identify ways to evaluate the effectiveness of a selected piece of text based on the information it contains and the writer’s strategies for communicating that information.
Introduces fiction through short stories and one or more novels. Students learn close reading techniques and analyze the qualities of fictional literature.
Recommended:ENGL 101 placement or higher. Course Outcomes
Define and identify various literary techniques and terminology such as plot, characterization, setting, point of view, irony and symbolism
Demonstrate close reading skills in terms of both literal and inferential reading.
Demonstrate and awareness of history, philosophy, and culture as reflected in the fiction
Identify major themes and ideas in fiction
Recognize how style relates to content in various writer’ works
Introduces drama as literature, emphasizing conventions, styles, and techniques. Students read, analyze, and interpret works of traditional and modern playwrights.
Recommended:ENGL 101 placement or higher. Course Outcomes
Demonstrate a comfortable level of reading and understanding the language of drama
Show a sense of how drama developed through history
Develop a process of analyzing dramatic works
Read various dramatic forms with insight
Improve inferential reading skills
Identify controlling ideas and themes in drama
Improve writing skills
Use evidence from texts to support thesis statements
Enjoy drama and appreciate what it can do as a form
Introduces the critical study of the motion picture as an expressive medium comparable to literary art. Students focus on cultural tradition and values.
Recommended:ENGL 101 placement or higher. Course Outcomes
Understand and apply concepts of visual literacy, including lighting, camera angle, duration of shot, composition, etc.
Identify and discuss principles of narrative, particularly the relationship of shot, scene, and sequence.
Understand the history of film and the impact of technological advances.
Identify and analyze the conventions of various film genres and how audience expectations and generic conventions work together to determine and convey a given message.
Understand and apply principles of literary/film criticism. Understand the different schools of film criticism.
Understand how a story can be adapted from one medium to another; identify the advantages unique to each medium.
Identify the values and assumptions behind a film’s ideology and examine the cultural context within which a film was created.
Identify and analyze one’s own cultural preconceptions and biases.
Open to students who have placed at the ENGL 101 level or above, English 180 students work individually under the supervision of the Reading Lab Director to strengthen skills that enhance the ability to read critically. This course is a graded class with transferable credits. One credit represents 22 hours of lab work and the course may be taken for 1 or ~ 2 credits. Students are automatically enrolled in English 180 if they are taking ENGL 106.
Course Outcomes Differentiate and apply appropriate, effective reading skills and strategies to academic reading assignments
ENGL 190 - Writing Lab Link for Discipline Courses
1 CR
Provides additional instruction in support of discipline courses. Students work on term papers or other assignments with a writing instructor who guides them through the writing process, from research and note taking through drafting and editing. Students spend one hour a week in class and one hour a week in a tutoring session.
Allows specialized or in-depth study of a subject supplementing the English curriculum. Student interest and instructor expertise help determine the topic, to be announced in the class schedule.
Course Outcomes Special topics course. Outcomes will vary.
Allows specialized or in-depth study of a subject supplementing the English curriculum. Student interest and instructor expertise help determine the topic, to be announced in the class schedule.
Course Outcomes Special topics course. Outcomes will vary.
Allows specialized or in-depth study of a subject supplementing the English curriculum. Student interest and instructor expertise help determine the topic, to be announced in the class schedule.
Course Outcomes Special topics course. Outcomes will vary.
Allows specialized or in-depth study of a subject supplementing the English curriculum. Student interest and instructor expertise help determine the topic, to be announced in the class schedule.
Course Outcomes Special topics course. Outcomes will vary.
Same as ENGL 102. Develops skills required for writing research papers. Students learn research techniques, source analysis, thesis development, argumentation styles, and summarizing. Either ENGL 102 or ENGL 201 may be taken for credit, not both. Note: Fulfills a written communication course requirement at BC.
Prerequisite(s):ENGL 101 or equivalent course from another college with a C- or better.
Course Outcomes
Locate and evaluate different types of evidence for logic, credibility, reliability, and bias (i.e. primary sources, online and written secondary sources)
Compose humanities style research papers that include an evaluation of different types of evidence to support an original thesis and language appropriate for the audience and purpose
Synthesize their own writing with a breadth of primary and secondary sources with proper in-text citations and a list of citations to avoid plagiarism
Develop an original and effectively supported thesis that is appropriately complex and significant
Examines traditional stories from different cultures. Students discuss common motifs and styles, relationships between cultural perspectives, and theories concerning origins and significance.
Recommended:ENGL 101 or ENGL 201, or a literature course in the 100 series. Course Outcomes
Course explores major themes and ideas found in the literature of a specific culture, region or ethnic group. Selected literature promotes historical, cultural and philosophical understanding of the material on its own terms and in relation to a larger body of literature.
Prerequisite(s):ENGL 101 and any 100 level literature course recommended.
Course Outcomes
Demonstrate an awareness of a selected region, culture or ethnic group’s history, philosophy, and culture as reflected in the literature.
Demonstrate an awareness of varying points of view within this culture, including women and other minority voices whenever possible
Identify major themes and ideas
Recognize how style relates to content in various writers’ works
Explores additional major themes and ideas found in the literature of specific culture, region or ethnic group. Selected literature promotes historical, cultural and philosophical understanding of the material on its own terms and in relation to a larger body of literature.
Prerequisite(s):ENGL 219. ENGL 101 and any 100 level literature course recommended.
Course Outcomes
Demonstrate an awareness of a selected region, culture or ethnic group’s history, philosophy, and culture as reflected in the literature.
Demonstrate an awareness of varying points of view within this culture, including women and other minority voices whenever possible
Identify major themes and ideas
Recognize how style relates to content in various writers’ works
Investigates the themes, conventions, and cultural assumptions of genre-based popular literature. Specific topics vary and are announced in the class schedule.
Recommended:ENGL 101 or ENGL 201 or a literature course in the 100 series. Course Outcomes
Demonstrate literal and inferential comprehension of the texts
Pose and investigate interpretive questions on texts
Write focused, unified and well-developed analytical papers and exam essays
Explain the development of a given genre of popular literature from its beginnings to its contemporary practice.
Identify genre conventions and apply them to sub-genres
Use appropriate literary terminology in analyzing the various forms of popular literature
Relate the sub-genres of the given literature to their cultural context
Use various methods of literary analysis, such as formal, psychological, and/or feminist analysis/
Demonstrate how popular literature reflects the concerns and prejudices of its own time.
Examines literature written for children. Students discuss its moral, psychological, and political implications and its place in the larger literary heritage.
Recommended:ENGL 101 or ENGL 201 or a literature course in the 100 series. Course Outcomes
Explain how an individual work reflects the characteristics of children’s literature as a genre and support their explanation with examples from the reading and lectures.
Compare the conventions of oral tales (fairy tales), traditional 19th-century children’s literature, and contemporary children’s literature, referring to
Plot
Language
Character
Style
Audience expectations
Relate an individual work to historical and cultural context, referring to perceptions of
What a child is
How children develop and learn
Relationships between parents and children
Purpose of story-telling (e.g., didactic)
Social norms and expectations
Economic and political forces (e.g., WWII)
Belief system (world view)
Compare and contrast works from different cultures and/or historical periods. Discuss a work from two or more different interpretive perspectives (e.g., psychological, socioeconomic). Express outcomes 1-5 both verbally and in writing Read aloud and/or tell a story effectively
Surveys the development of Shakespeare’s dramatic and literary art. Students read and analyze representative comedies, tragedies, romances, and histories. Lecture/discussion format.
Recommended:ENGL 101 or ENGL 201 or a literature course in the 100 series. Course Outcomes
Demonstrate a comfortable level of reading and understanding the language of Shakespeare in poems and plays.
Show a sense of Elizabethan culture and history in discussions and writing.
Explain the difference between early and late plays, to demonstrate awareness of Shakespeare’s development as an artist.
Develop a process for analyzing plays and sonnets.
Demonstrate improved inferential skills in discussions and writing.
Discuss both comedies and tragedies with insight.
Identify controlling ideas and themes characteristic of Shakespeare’s plays.
Develop writing-about-literature skills and techniques.
Practice effective group skills in collaborative activities.
Demonstrate oral presentation skills.
Demonstrate enjoyment in the reading, discussing, and writing about Shakespeare.
Explores major themes and ideas found in literature framed by a chosen current social issue. Selected literature presents the issue from a variety of perspectives and promote a historical, cultural and philosophical understanding of the material on its own terms and in relation to a larger body of literature.
Recommended:ENGL 101 and any 100 level literature course. Course Outcomes
Demonstrate an awareness of a cultural attitudes, social/political forces, philosophical attitudes presented in the literature from a particular Current Issue.
Demonstrate an awareness of varying points of view within this current issue
Identify major themes and ideas
Recognize how style relates to content in various writers’ works
ENGL 228 - Historical Perspectives in Literature I
5 CR
Explores major themes and ideas found in the literature of a specific historical period. Selected literature will promote historical, cultural and philosophical understanding of the material on its own terms and in relation to a larger body of literature.
Prerequisite(s):ENGL 101 and any 100 level literature course recommended.
Course Outcomes
Common Course Numbering changed course from ENGL 224 to ENGL 228
Demonstrate an awareness of a cultural attitudes, social/political forces, philosophical attitudes presented in the literature from a particular historical period.
Demonstrate an awareness of varying points of view within this historical period, including those presented by women and other minority voices whenever possible
Identify major themes and ideas
Recognize how style relates to content in various writers’ works
ENGL 229 - Historical Perspectives in Literature II
5 CR
Explores additional themes and ideas found in the literature of a specific historical period. Selected literature will promote historical, cultural and philosophical understanding of the material on its own terms and in relation to a larger body of literature.
Prerequisite(s):ENGL 228 or ENGL 101 and any 100 level literature course recommended.
Course Outcomes
Common Course Numbering changed course from ENGL 225 to ENGL 229
Demonstrate an awareness of a cultural attitudes, social/political forces, philosophical attitudes presented in the literature from a particular Current Issue.
Demonstrate an awareness of varying points of view within this current issue
Identify major themes and ideas
Recognize how style relates to content in various writers’ works
Focuses on the development of professional skills in research, design, and communication of technical information. Emphasis on audience analysis, clear and effective writing style, and use of visual elements, by creating documents in a variety of professional report formats, such as memos, proposals, progress reports, completion reports, and instruction manuals. Computer use is required. Note: Fulfills a written communication course requirement at BC.
Prerequisite(s):ENGL 101 or equivalent course from another college with a C- or better.
Course Outcomes
Write documents such as summaries, instruction manuals, analyses, proposals, and research reports, using accepted professional formats
Design a research strategy to solve a specific problem for a specific client
Conduct secondary and primary research
Propose a clearly reasoned, convincingly supported solution to a client’s problem
Paraphrase, summarize, and quote information with integrity and documentsources accurately, following the accepted form for the field of inquiry
Design visually effective documents and presentations
Revise and edit to improve clarity, economy, and rhetorical effectiveness
Focuses on the craft of the short story. Covers plot, scene, character, dialogue, voice and tone. Students write and critique short fiction and read the work of established short story writers. Suitable for beginning or advanced writers.
Recommended:ENGL 101 placement or higher. Course Outcomes
Distinguish between plot and story
Show, rather than tell, by using specific details, naming nouns and strong, active verbs
Develop scenes
Create believable characters through description, action, scene, and dialogue
Establish and sustain a point of view
Create and sustain tension
Control sentence structure, length and word choice to create a particular tone and mood
Explores the oral and written literary traditions of the Old and New Testaments. Students focus on the cultural, historical, and literary aspects of scripture. Lecture/discussion format.
Recommended:ENGL 101 or ENGL 201 or a literature course in the 100 series. Course Outcomes
Read Old and New Testament Literature in its cultural context.
Demonstrate knowledge of:
The historical, linguistic and philosophic evolution of Old and New Testament Literature
Its origin in an ancient, oral tradition
The impact of Egyptian, Babylonian, Persian, Greek, roman influences and their consequent migration, wars, and conquests
The difference between Pre and Post Exile Literature
Representative literary styles
The influence of evolving Jewish and Christian traditions on the selection of texts
Surveys American literature of the Realistic period. Authors and works vary, but typically include Dickinson, James, Adams, Howells, Crane, Dreiser, and Twain.
Recommended:ENGL 101 or ENGL 201 or a literature course in the 100 series. Course Outcomes
Demonstrate an awareness of American history, philosophy, and culture as reflected in the literature.
Demonstrate an awareness of varying points of view within this culture, including women and other minority voices whenever possible
Identify major themes and ideas
Recognize how style relates to content in various writers’ works
Surveys 20th-century American literature, emphasizing the expatriates and the experimental. Authors and works vary, but typically include Fitzgerald, Hemingway, Steinbeck, Faulkner, O’Connor, Stevens, Eliot, Roethke, Lowell, Plath, Barth, and Pynchon.
Recommended:ENGL 101 or ENGL 201 or a literature course in the 100 series. Course Outcomes
Demonstrate an awareness of American history, philosophy, and culture as reflected in the literature.
Demonstrate an awareness of varying points of view within this culture, including women and other minority voices whenever possible
Identify major themes and ideas
Recognize how style relates to content in various writers’ works
Focuses on the craft of poetry. Covers rhythm, image (simile, metaphor, symbol), voice, tone, and open and traditional forms. Students write and critique poetry and read the work of established poets. Suitable for beginning or experienced poets.
Recommended:ENGL 101 placement or higher. Course Outcomes
Control word choices and word order to create a particular mood or tone
Explore ideas using different tones or personas
Employ metaphors, similes, symbols and other forms of figurative language
Employ sound as a device, through alliteration, assonance, etc.
Use meter and rhyme
Identify the characteristics of conventional poetic forms, as well as open form poetry
Focuses on the craft of short essay (memoir, travel essay, autobiography). Covers narration, characterization, dialogue, scene, voice and tone. Students write and critique short essays and read the work of established non-fiction writers. Suitable for beginning or experienced writers.
ENGL 260 - American Literature: Harlem Renaissance
5 CR
Introduces students to the writers of the historic black culture movement known as the Harlem Renaissance. From W.E.B. DuBois and Langston Hughes to Zora Neale Hurston and Richard Wright, students explore the origins, themes, controversies and legacies of a literary and arts group known for its progressive thinking.
ENGL 261 - American Literature: Essential Black Voice
5 CR
This course is an introduction to the central themes and aesthetics of the modern and contemporary periods in black American literature. Authors and works vary but would typically include Maya Angelou, Ralph Ellison, Gwendolyn Brooks, James Baldwin, Toni Morrison, Malcolm X, Charles Johnson, Octavia Butler and Nikki Giovanni.
Recommended: Completion of ENGL 101. Course Outcomes
Connect cultural attitudes, historical, social and political forces of one writer to another.
Analyze and synthesize multiple points of view and positions within the context of various writers.
Write critical analyses of major themes and ideas.
Read and respond to the central feelings, thoughts and concerns of the writers.
Associate writers to their respective themes and styles.
Analyze major influences of the writers.
Interpret and explain the role of writing as literary experience and the significance of literature in life.
Acquire and use precise literary vocabulary and concepts with which to synthesize and write responses and analyses.
Apply literary concepts and conventions to thoughtful engagement in and out of the classroom.
ENGL 263 - British Literature: Middle Ages & Renaissance
5 CR
Explores the relationships among language, literature, and cultural and intellectual context. Students examine representative works such as “Beowulf,” Chaucer’s “Canterbury Tales,” and the poems and plays of Shakespeare.
Recommended:ENGL 101 or ENGL 201 or a literature course in the 100 series. Course Outcomes
Demonstrate an awareness of British history, philosophy, and culture as reflected in the literature.
Demonstrate an awareness of varying points of view within this culture, including women and other minority voices whenever possible
Identify major themes and ideas
Recognize how style relates to content in various writers’ works
Surveys literary figures, styles, and themes of the 17th and 18th centuries. Authors and works vary, but typically include Donne, Milton, Pope, Goldsmith, Jonson, Swift, and Johnson. Students also discuss early periodicals and novels.
Recommended:ENGL 101 or ENGL 201 or a literature course in the 100 series. Course Outcomes
To learn the role of Eighteenth-Century Literature in the larger history of English literature.
To understand how the economic, social, political, and religious conditions of the 18th century affected poets, novelists, and writers of the time.
To understand and be able to use the terminology of literature and literary analysis
To become adept at the processes of analysis and synthesis, of your reading and in your writing.
To develop the skill of asking insightful questions of literature and examining the various responses.
To become comfortable with ambiguity and to move away from needing precise yes or no/lack and white answers.
To develop oral presentation skills (individual and/or as part of a group).
To practice good group skills: how to give useful feedback, and how to make use of feedback you receive.
To develop self-assessment skills.
To improve inferential reading skills, using prose, drama, and poetry.
ENGL 265 - English Literature: Blake Through Hardy
5 CR
Surveys the major Romantic and Victorian writers in their literary and cultural context. Authors and works vary, but typically include Blake, Wordsworth, Coleridge, Byron, The Shelleys, Keats, Tennyson, the Brownings, G. Eliot, Hardy, and Arnold.
Recommended:ENGL 101 or ENGL 201 or a literature course in the 100 series. Course Outcomes
Explain how the economic, social, political, and religious conditions of 19th century England affected poets, novelists, and writers of the time.
Compare 19th century English history and literature to our own age
Use the terminology of literature and literary analysis
Apply the process of analysis and synthesize to your reading and your writing.
Ask insightful questions of literature and examining the various responses.
Become comfortable with ambiguity and to move away from needing precise yes or no/black and white answers
Demonstrate improved inferential skills
Demonstrate oral presentations skills (individual and/or as part of a group).
ENGL 266 - English Literature: 20th-Century Writers
5 CR
Surveys the major figures and movements of modern British literature. Authors and works vary, but typically include T.S. Eliot, Yeats, Conrad, Joyce, Lawrence, Auden, Thomas, Woolf, and Forster.
Recommended:ENGL 101 or ENGL 201 or a literature course in the 100 series. Course Outcomes
To learn the role of Twentieth-Century Literature in the larger history of English literature
To understand how the economic, social, political, and religious conditions of the 20th century affected poets, novelists, and writers of the time.
To understand and be able to use the terminology of literature and literary analysis
To become adept at the processes of analysis and synthesis, of your reading and in your writing.
To develop the skill of asking insightful questions of literature and examining the various responses.
To become comfortable with ambiguity and to move away from needing precise yes or no/black and white answers.
To develop oral presentation skills (individual and/or as part of a group).
To practice good group skills: how to give useful feedback, and how to make use of feedback you receive.
To develop self-assessment skills.
To improve inferential reading skills, using prose, drama, and poetry.
Builds on the writing skills learned in ENGL 101 (prev ENGL 101) or ENGL 201. Students work on personal essays, information and opinion papers, reviews, profiles, articles based upon interviews, or other projects. Note: Fulfills a written communication course requirement at BC.
Prerequisite(s):ENGL 101 or equivalent course from another college with a C- or better.
Course Outcomes
Identify implicitly and/or explicitly one’s intentions as a writer.
Define implicitly and/or explicitly the audience for a particular piece of writing.
Apply appropriate style, tone and format to the writer’s purpose and audience.
Use rhetorical formats conventional to expository writing.
Demonstrate objectivity toward one’s own writing.
Demonstrate practical uses/applications for expository writing beyond the college classroom.
Explores the diverse styles, themes, and perspectives in women’s writings from the 12th to the 20th centuries. Students discuss women’s experiences and perspectives over time and within changing social contexts.
Recommended:ENGL 101 or ENGL 201 or a literature course in the 100 series. Course Outcomes
Read closely and analytically many different women’s writing styles and forms
Pose and investigate interpretive questions
Write focused analytical essays on literature
Compose essays and engage in discussions that demonstrate awareness of historical events and movements that influenced women writers
Identify the literary characteristics of women writers: such as themes, styles, motifs, and narrative techniques
Synthesize the works of women writers in different eras, in order to assess their influence on the canon of modern literature
Analyze and synthesize female voices typically marginalized by our mainstream culture: lesbian, African American, Asian, radical feminist
Explore questions about women’s writing: is there a “women’s writing” distinct from “men’s” writing?
How is the female experience of the world different?
ENGL 279 - King Arthur the Round Table & the Grail
5 CR
Explores the Celtic and medieval origins of the King Arthur legends in relation to modern retellings of the stories. Students discuss what the stories meant in their original contexts and what they mean to modern readers.
Recommended:ENGL 101 or ENGL 201 or a literature course in the 100 series. Course Outcomes
Trace the development of the Arthurian legends from their beginnings to the present
Relate the development of the legends to their historical and cultural contexts, including social, political, religious, and philosophical issues
Identify the literary conventions that shaped the stories at various stages of development
Analyze the interrelationships among plot, character, theme, structure, and meaning in Arthurian texts
Compare and contrast the medieval Christian interpretations of the grail with modern “esoteric,” “Celtic,” and other, wilder interpretations
Write short, analytical papers that express and support an interpretive idea about some aspect of the reading
Allows a student to complete agreed-upon writing assignments under an instructor’s direction. Open to students who have completed the creative writing series in either fiction or poetry with high achievement.
Allows specialized or in-depth study of a subject supplementing the literature curriculum. Student interest and instructor expertise help determine the topic, to be announced in the class schedule. May be repeated for a maximum of 15 credits.
Course Outcomes
Special topics course. Outcomes dependent upon selected topic each quarter.
Allows specialized or in-depth study of a subject supplementing the literature curriculum. Student interest and instructor expertise help determine the topic, to be announced in the class schedule. May be repeated for a maximum of 15 credits.
Course Outcomes
Special topics course. Outcomes dependent upon selected topic each quarter.
Allows specialized or in-depth study of a subject supplementing the literature curriculum. Student interest and instructor expertise help determine the topic, to be announced in the class schedule. May be repeated for a maximum of 15 credits.
Course Outcomes
Special topics course. Outcomes dependent upon selected topic each quarter.
Allows specialized or in-depth study of a subject supplementing the literature curriculum. Student interest and instructor expertise help determine the topic, to be announced in the class schedule. May be repeated for a maximum of 15 credits.
Course Outcomes
Special topics course. Outcomes dependent upon selected topic each quarter.
Introduction and practice of sentence structure, question patterns, verb tenses, and parts of speech. Students practice academic and creative writing assignments focusing on the sentence, and learn and practice the writing process. Course is linked with ELIUP 032.
Prerequisite(s): Acceptance to the ELI program.
Course Outcomes
Use correct level one grammar
Write different simple sentence patterns
Brainstorm and free-write to get ideas
Tell a story, or describe a person or a place
Use periods, question marks, and capital letters correctly
Use a dictionary to correct spelling errors Use correct paragraph format
Students learn to scan, locate specific information, improve comprehension, make connections between sounds and letters, build vocabulary, and use a dictionary.
Students learn and practice using grammatical language in everyday situations, give and follow directions, ask for clarification, and apply appropriate vocabulary. Minimal pairs, intonation patterns and present and past tense verb endings are emphasized.
Prerequisite(s): Acceptance to the ELI program.
Course Outcomes
Ask and answer simple questions
Use level 1 grammar and vocabulary
Fix a misunderstanding Hear and say correct vowel and consonant sounds
Hear and say correct intonation in statements and questions
Students learn and practice more difficult sentence structures, verb tenses, modals, comparatives, adverbs of manner, and the usage of determiners and modifiers with nouns. Writing instruction emphasizes organization, transitions, examples and details, and topic sentences. Students begin to develop paragraphs. Course is linked with ELIUP 042.
Prerequisite(s): Acceptance to the ELI program.
Course Outcomes
Use correct Level 2 grammar.
Write simple and compound sentences.
Write a well-organized paragraph.
Write clear topic sentences and conclusions.
Write a basic paragraph in class in 45 minutes Use correct punctuation in sentences.
Proofread and edit written work Join simple sentences with and, or, but, so.
Students learn and practice more difficult sentence structures, verb tenses, modals, comparatives, adverbs of manner, and the usage of determiners and modifiers with nouns. Course is linked with ELIUP 041.
Prerequisite(s): Acceptance to the ELI program.
Course Outcomes
Use the present simple, past simple, future simple, present progressive, and past progressive tenses.
Use a variety of modals to express different meanings.
Use different forms of adjectives and adverbs.
Use different forms of nouns and determiners.
Use subject pronouns, object pronouns, possessive pronouns, and possessive adjectives.
Students learn and practice scanning, skimming, locating main ideas, making basic inferences based on given information. In addition, they build passive and active vocabularies, guess vocabulary from context, and develop study skills.
Prerequisite(s): Acceptance to the ELI program.
Course Outcomes
Scanning
Identify key words to locate specific information in a limited time
Skimming
Locate main ideas and important details in a reading passage in a limited time
Comprehensive and critical reading
Comprehend the literal meaning of a passage
Identify main idea and supporting details in a passage
Express and support an opinion about a passage
Make basic inferences from a passage
Decoding
Make connections between sounds and letters
Vocabulary
Recognize a core of vocabulary
Demonstrate knowledge of spelling rules
Guess vocabulary from context
Study skills
Use a dictionary to find correct spelling, meaning, and part of speech
Continuation of work begun in Level 1. Students improve their ability to express themselves in formal and informal situations. There is a balance between speaking and listening during class.
Prerequisite(s): Acceptance to the ELI program.
Course Outcomes
Ask and answer simple questions, and add details.
Use Level 2 grammar and vocabulary in daily life.
Fix a misunderstanding in different ways.
Hear and say correct vowel and consonant sounds, especially final –s and –ed.
Hear and say correct intonation in statements and questions Understand a speaker’s main idea and details.
Students master control of basic verb tenses in increasingly advanced intermediate level sentences and situations. They identify and produce accurate compound and complex sentences using passive, pronouns, and modals. Students apply the process of writing to paragraphs, mastering narrative, descriptive and expository modes. Greater accuracy of syntax and grammar are expected. Course is linked with ELIUP 052.
Prerequisite(s): Acceptance to the ELI program.
Course Outcomes
Use correct Level 3 grammar.
Use the writing process from brainstorming to final draft.
Write a variety of compositions as homework and in-class writings.
Develop thoughtful and relevant supporting details.
Organize paragraphs clearly and logically.
Use sentence variety in paragraphs.
Write correct sentences and avoid common sentence errors.
Students master control of basic verb tenses in increasingly advanced intermediate level sentences and situations. They identify and produce accurate compound and complex sentences using passive, pronouns, and modals. Course is linked with ELIUP 051.
Prerequisite(s): Acceptance to the ELI program.
Course Outcomes
Use the passive voice.
Identify and use passive modals.
Review personal pronouns (I me my mine), and learn demonstrative and reflexive pronouns.
Write compound sentences with coordinating conjunctions and sentence connectors.
Write complex sentences with adverb clauses of time and cause.
Students develop and practice comprehensive and critical reading skills including skimming, scanning, vocabulary development, etc. Identifying the author’s main point of view and expressing an opinion about the passage are also emphasized. Study skills include finding materials in the library and interpreting graphs and tables.
Prerequisite(s): Acceptance to the ELI program.
Course Outcomes
Scan and skim to locate information in a text.
Read and understand paragraphs and short passages.
Outline and summarize a paragraph and short selection.
Express an opinion about a passage.
Use knowledge of word parts and context clues to guess meanings of new words.
Use a dictionary to find correct definitions, parts of speech, usage, syllables, and stress.
Locate level-appropriate reading materials in a library or on-line.
Students are introduced to oral presentation and begin acquiring and using analysis, organizational, and synthesis skills. Increasingly difficult oral proficiency skills are taught and practiced, including pronunciation. Students take notes, demonstrate eye contact and summarize orally.
Prerequisite(s): Acceptance to the ELI program.
Course Outcomes
Begin and continue conversations in small and large groups with good listening signals.
Use Level 3 grammar and vocabulary to ask and talk about likes, opinions, and the news.
Write a plan for and give a presentation.
Hear and say correct sounds, rhythm, stress, and intonation.
Course emphasizes academic writing skills, including formal instruction in sentence level expression (grammar). Assigned writing tasks are varied with an emphasis on timed writing and revision. Course is linked with ELIUP 062.
Prerequisite(s): Acceptance to the ELI program.
Course Outcomes
Write a variety of sentence types with correct grammar.
Use the writing process from brainstorming to final draft.
Determine the purpose of an essay and write it accordingly.
Focus an essay with a clear thesis statement and topic sentences.
Make a point and support it with relevant ideas and specific details.
Paraphrase and summarize written material accurately.
Proofread and edit written work.
Write sentence or short paragraph answers to test questions.
Course emphasizes academic reading skills. Assigned reading includes a variety of lengths, styles, and levels of difficulty. Course is linked with ELIUP 061.
Prerequisite(s): Acceptance to the ELI program.
Course Outcomes
Increase reading speed and comprehension.
Determine the main idea of a reading selection.
Use vocabulary in context skills effectively.
Think critically about readings and respond in discussion and writing.
Emphasizes reading, related discussion, and critical thinking. Lengthy pieces of fiction and non-fiction are read, interpreted, evaluated and discussed.
Prerequisite(s): Acceptance to the ELI program.
Course Outcomes
Read and analyze fiction and non-fiction readings.
Clearly express and support an opinion related to a reading.
Synthesize information to create new ideas and opinions.
Respond to questions about readings in discussions.
Recognize personal values and acknowledge perspectives of others.
Summarize readings.
Find specific materials in the library and on-line.
Students develop their skills using lectures, presentations, and assigned readings. Oral presentation practice and development are featured. Listening skills include identifying mood and tone, anticipation of topics etc.
Prerequisite(s): Acceptance to the ELI program.
Course Outcomes
Use Level 4 grammar and vocabulary to discuss varied topics
Write a clear plan for and give a presentation with main ideas and good illustrations
Show awareness of your listener’s knowledge
Begin and continue formal and informal conversations with good listening signals
Write organized notes with main ideas and key details, from a short academic lecture
Students learn and practice advanced grammar constructions in both oral and written communication. Emphasis is on self-correction and practice with authentic language.
Prerequisite(s): Acceptance to the ELI program.
Course Outcomes
Write and edit nearly error-free sentences.
Use modals, parallelism, conditionals, determiners, collocations, quotations, and all verb tenses.
Combine independent and dependent clauses.
Understand explanations in writing and grammar handbooks.
Students learn about and discuss values, assumptions, communication styles, behavior, and other aspects of cultural and ethnic diversity, concentrating specifically on American culture.
Prerequisite(s): Acceptance to the ELI program.
Course Outcomes
Understand the differences between beliefs, values, and norms in a culture.
Explain common American beliefs, values, norms, and communication patterns.
Explain common American behaviors and ways of reasoning.
Explain the similarities and differences between US culture and your culture.
Feel more comfortable interacting in a second culture.
Students learn and practice specific difficult sounds, proper mouth position, stress, intonation, and rhythm, and how to assess and improve their own pronunciation.
Prerequisite(s): Acceptance to the ELI program.
Course Outcomes
Explain and say American English sounds and clusters.
Explain and say minimal pairs.
Explain and say sentence stress and intonation.
Explain key differences between your first language and American English, and reduce these differences
Students improve their test-taking skills, practice taking the TOEFL, and improve their listening comprehension, structure, and reading skills by focusing on specific TOEFL-type exercises.
Prerequisite(s): Acceptance to the ELI program.
Course Outcomes
Listen for key words, idioms, time words, main ideas, and negatives.
Infer meaning in conversations and lectures.
Use correct grammar.
Read and skim, scan, infer, guess vocabulary from context, and identify attitudes and key ideas.
Course emphasizes academic writing skills, including formal instruction in sentence level expression (grammar). Assigned writing tasks are varied with an emphasis on timed writing and revision. Course is linked with ELIUP 072.
Prerequisite(s): Acceptance to the ELI program.
Course Outcomes
Write grammatically correct sentences and use sentence variety.
Use the writing process from brainstorming to final draft.
Paraphrase and summarize longer and more complex reading passages.
Write paragraph answers to essay questions.
Determine the purpose of your writing and compose an appropriate essay.
Focus the essay with a clear thesis statement and topic sentences.
Make a point and support it with relevant evidence.