English

English Subdivision Articulated Assumptions

• The hierarchal model of English where skills proceed from words to sentences to paragraphs to essay structure is not favored in this division.
• The whole language approach, involving reading, writing, speaking and listening, is the desired approach for English courses.
• Students who improve their reading tend to improve their writing and vice-versa.
• Preparatory English students often lack student skills.
• We should offer preparatory English students the same kind of reading and writing experiences we offer English 52A/1A students.
• Readers should read for ideas and process units of meaning rather than focus on word by word reading.
• An active reading style is vital to improving reading comprehension.
• Some form of study reading method, such as SQ3R, should continue to be taught in these courses.
• Reading and writing will improve as students become aware of structure, especially the [consistent] movement of English from general to specific [or specific to general].
• Student essays should largely, if not always, be based upon a response to something the students have read.
• We do not generally favor students' expository essays being exclusively personal reflection.
• Students should be encouraged to write and revise preliminary drafts of substantial written work.
• Students improve their writing when peer groups engage in focused discussions.
• Students should provide self-evaluation of their written works.
• Many students who currently don't pass preparatory courses need more time reading, reasoning, writing critically and/or improving "studenting skills."
• Book-length works, fiction or nonfiction, should be included at all levels of our curriculum, including the preparatory level.
  Students completing 101B should be able to summarize, analyze, evaluate, and respond academically to what they read.
   

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