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BCC Syllabus Template (adopted by the Faculty Senate for Gen Ed courses,
2003; adopted for all BCC courses, 2013; updated and approved for all BCC
courses by Faculty Senate, May 8, 2024) Final additions: May 20, 2024
Bergen Community College
Division of Humanities
Department of English
Course Syllabus
ENG 011: Developmental Skills I
An individual classroom syllabus for this course must include as much of the
following information as is applicable:
Basic Information About Course and Instructor:
Semester and year:
Section Number:
Meeting Times:
Locations:
Instructor:
Office Location:
Phone:
Departmental Secretary:
[optional] Office Hours:
Email Address:
Course Description:
● Developmental Skills I is the first of a two-course sequence designed to
improve fundamental reading, writing, and critical thinking skills.
Students will develop academic reading and writing skills, with an
emphasis on developing active and critical reading strategies; building
vocabulary and reading comprehension; improving the use of grammar
and punctuation; exploring research methods and source integration; and
using the writing process to develop paragraphs and short essays.
● 5 Hours, 5 Non-degree Credits
● Pre-requisites:None
Co-requisites:IST-123
● Include the following where and as relevant:
● General Education Course – Humanities/Mathematics/Natural
Science/Social Science/Diversity Course
Student Learning Outcomes: As a result of meeting the requirements in this
course, students will be able to:
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Student Learning Outcome: Means of Assessment:
1.Practice active reading strategies
(i.e., annotation, reader response,
vocabulary development, paraphrase,
and summary).
Diagnostic Assessment
In class activities
2.Develop critical thinking strategies
to improve reading (i.e., locate the
main idea, topic sentences,
transitions, and supporting details;
differentiate between facts and
opinions, and identify organization
strategies in sample texts).
Group Project
Classroom Discussion
3. Locate and integrate outside
sources in written assignments (i.e.,
follow MLA format for
internal documentation of sources,
avoid plagiarism, and access college
library).
Illustration Essay
4. Write paragraphs and essays with
unity, support, coherence and
sentence skills.
Descriptive Essay
5. Engage in all of the stages of the
writing process.
Argument Essay
Mastery Test
6. Demonstrate student success skills
(i.e., time management, planning,
memory strategies, note taking, test
taking, and using college resources).
Career Research Project Presentations
Use objective/behavioral language:
(Use behavioral verbs such as “write,” “define,” “describe,” “explain,” “solve,”
“demonstrate,” “construct,” “analyze,” “compare,” “contrast,” “design,”
“invent,” “develop,” “recommend,” “justify,” etc.)
Incorporate Bloom’s Taxonomy; if appropriate for the class, attempt to have an
outcome from each level: (Remembering, Understanding, Applying, Analyzing,
Evaluating, Synthesizing/Creating)
For General Education courses: indicate which Gen Ed/Essential Learning Outcomes (EL1-11, below) are aligned with these Student Learning Outcomes* using a table:
SLOs: EL
1
EL
2
EL
3
EL
4
EL
5
EL
6
EL
7
EL
8
EL
9
EL
10
EL
11
2
1. x
2. x
3.
4. x x
5. x
6. x
EL1-Effective Speaking EL2-Effective Writing EL3-Mathematical Reasoning EL4-Scientific Reasoning EL5-Technological Competency EL6-Information Literacy
EL7-Social-Behavioral Analysis EL8-Historical Analysis EL9-Humanistic Analysis EL10-Intercultural Awareness EL11-Moral Literacy
*In accordance with the Standards for General Education Courses at Bergen Community College (2013), all Gen Ed courses are required to address EL1, EL2, EL6, and EL11 (when appropriate), in addition to the ELO that corresponds to its area of study (EL 3-5 and 7-9).
For General Education courses: list a Signature Assignment
Briefly describe a Signature Assignment for this course. Signature Assignments are
model assignments that assess multiple course learning outcomes (indicate which in
the description) and that can be tailored to meet content differences and the needs
of individual instructors while preserving the core emphasis on the relevant
Essential Learning Outcomes. Signature Assignments sometimes include a
self-reflection or meta-cognitive narrative about the experience of doing the
assignment and the knowledge and skills exercised. Signature Assignments are
developed by disciplinary faculty within departments and will be used in all sections
of General Education courses participating in learning outcomes assessment.
Example: The Descriptive Essay
Students are required to write a 3-4 paragraph descriptive essay. In this essay
students should aim to vividly portray a person, place, object, event, or
experience through detailed descriptions, often using sensory details like sight,
sound, smell, taste, and touch, to create a clear image in the reader's mind;
essentially "showing" the reader what the subject is like rather than just telling
them about it. Students will focus on sensory details, vivid imagery and their own
personal perspective.
(Assesses course SLOs 4, 5, 2 and assesses EL2.)
Course Content:
Describe/comment on the nature, purpose, and content of the course, including
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any required coverage and optional coverage.
If relevant, include departmental policy statements about or guidelines for the
way(s) in which the course should be presented/delivered.
Course Texts and/or Other Study Materials:
TEXTBOOK: Inclusive access to McGraw Hill Connect is included in this course.
Therefore, there is no need to purchase any other textbooks. McGraw Hill Connect
must be accessed from the link in our Canvas Course Shell.
With this you get access to both:
1. Connect Master: Composition
2. Connect Composition Essentials Handbook
You will need to register for Connect through Canvas.
For directions on how to do this, go to
https://www.mheducation.com/highered/support/connect/first-day-of-class/ia-can
vas.html
Student support for Connect:
P: 800-331-5094
https://mhedu.force.com/CXG/s/ContactUs
What are the technical requirements?
If testing in your course is done using Respondus Monitor, you will need a
Windows or Mac computer with a webcam.
Windows: 11 and 10
Mac: macOS 10.13 to 13.0+
iOS: 11.0+ (iPad only). Must have a compatible LMS integration.
Chromebook:
A Webcam built-in laptop or installed on compatible device.
Research, Writing, and/or Examination Requirement(s):
Developmental English Mastery Test:
Upon successful completion of Developmental Skills I, students will be required to
demonstrate their proficiency in reading, writing, and critical thinking on a
departmental mastery test. The tests will be evaluated in a group reading session
by English department faculty. Tests will be evaluated on the basis of reading
comprehension, paragraph/essay structure, sentence structure, and grammar and
punctuation, and will be scored on a scale of 1-6 by two readers. A student must
pass the course, but need not pass the Exit Test, to move on to English Skills
(ENG 021).
Students receiving a grade of D, C, C+, B or B+ may move to ENG 021. Students
receiving a grade of B+ in ENG 011, and at least a 6 on the Departmental Reading
and Writing Exit test, may move to ENG 101 and ENG 033. Students receiving a
grade of A, and at least a 7 on the Departmental Reading and Writing Exit Test,
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may move directly to ENG 101.
Grading Policy:
A student's final grade in ENG 011 is determined by how successfully he/she
fulfills the student learning outcomes. Please note late submissions of some
assignments will not be accepted. It is the professor’s discretion which
assignments will be allowed to be handed in after the due date. Any accepted late
submissions will have points deducted for lateness. Students will show their
achievement of these outcomes through the following:
Assignment Type Percentage
Assignments (including paragraphs,
essays, journal writing, critical reading
assignments)
50%
At home textbook assignments 10%
Tests and quizzes (including
department exit tests in reading and
writing)
15%
Daily class work and participation 15%
Research Project 10%
Total 100%
Grading Scale
100-90 A
89-85 B+
84-80 B
79-75 C+
74-70 C
69-60 D
59 and below F
It should also be noted here that while ENG 011 carries five credits that will not
count towards graduation status, these credits DO count in the overall cumulative
average. A high grade in an ENG 011 course can help raise a student’s average,
while a low grade can bring it down. Students receiving an F in ENG 011 are
required to repeat the course.
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Attendance Policy:
As you formulate, take note:
BCC Attendance Policy:
All students are expected to attend every scheduled meeting of each course in
which they are registered. Attendance and lateness policies and sanctions are
to be determined by the instructor for each section of each course. These will
be established in writing on the individual course outline. Attendance will be
kept by the instructor for administrative and counseling purposes.
Append a statement on the departmental/discipline attendance policy (if any).
Append a statement on the attendance policy for the course.
Other College, Divisional, and/or Departmental Policy Statements:
Examples:
Statement on plagiarism and/or academic dishonesty:
Academic Matters - Bergen Community College - Acalog ACMS™
Statement on the appropriate use of AI (see the following link for guidance):
AI-Guidance-Resource-Page.pdf (bergen.edu)
ADA statement:
Disability Services (Office of Specialized Services) | Bergen Community College
Sexual Harassment statement:
HR-003-001.2018-Policy-Prohibiting-Sexual-Harassment.pdf (bergen.edu)
Statement on acceptable use of BCC technology:
Acceptable-Use-Policy.pdf (bergen.edu)
Recommended Syllabus Statements from the Office of Specialized Services:
Syllabus Statements | Bergen Community College
Statement on the purpose and value of faculty office hours.
Student and Faculty Support Services: [optional but recommended]
Accessibility Statement
Bergen Community College is committed to ensuring the full participation of all
students in its programs. If you have a documented disability (or think you may
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have a disability) and, as a result, need a reasonable accommodation to
participate in this class, complete course requirements, or benefit from the
College’s programs or services, contact the Office of Special Services (OSS) as
soon as possible at 201-612-5270 or www.bergen.edu/oss. To receive any
academic accommodation, you must be appropriately registered with OSS. The
OSS works with students confidentially and does not disclose any disability-related
information without their permission. The OSS serves as a clearinghouse on
disability issues and works in partnership with faculty and all other student service
offices.
Student Support Services
Bergen Community College provides exemplary support to its students and offers
a broad variety of opportunities and services. A comprehensive array of student
support services including advising, tutoring, academic coaching, and more are
available online at https://bergen.edu/currentstudents/.
Sidney Silverman Library Online Resources: Guides BY SUBJECT - LibGuides at Bergen Community College
General Search and Databases: Library | Bergen Community College
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Course Outline and Calendar:
Week Unit of Study In Class
Activities and
Assignments
Online
Assignments
McGraw Hill
Connect
SLO’s
1 Diagnostic
Exam
Introduction to
the Course.
In-class
Diagnostic Test.
Introduction to
Computer Lab.
Reading:
Reading for Main
Idea
Adaptive
Learning:
Identify the Topic
& Main Idea of a
paragraph
1, 3, 6
2 Introduction to
the 3
paragraph
essay structure
Descriptive
Essay
“Description:
Writing That
Creates Pictures
in Words”
Overview of the
Writing Process.
Prewriting
Practice on
computers.
Develop attention
grabbers and
sentence
starters.
Develop
Introductory
paragraphs.
Reading:
Reading to
Annotate
Adaptive
Learning:
Respond &
Interact with Text
to Increase
Comprehension,
Recognize Proper
Annotation
Strategies to
Comprehend
Readings
1, 3,5
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3 Descriptive
Essay
Critical Reading
of an academic
descriptive essay
Discussion of
main ideas and
supporting details
in assigned
reading passage.
Introduce
concept of the
basic sentence
and basic
sentence
patterns.
Develop Body
Paragraphs.
Reading:
Reading to
Practice
Vocabulary,
Reading to
Annotate &
Summarize
Adaptive
Learning: Use
context clues &
Dictionary to
determine a
Word’s Meaning,
Being an Active
Reader:
Previewing,
Annotating &
Summarizing
1,2,5
4 Illustration
Essay
Critical Reading
“Illustration:
Writing That
Gives Examples”
Review concepts
of drafting and
revising writing.
Brainstorm
Illustration Essay
topics.
Develop Thesis
statements.
Reading:
Reading to
Outline,
Reading for the
Main Idea and
Supporting
Details
Adaptive
Learning: Using
Graphic
Organizers,
Identify Thesis,
Identify
Supporting
1,2,3,5,6
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Details,
Prioritize
Supporting
Details
5 Illustration
Essay
Discuss and plan
illustration essay.
Drawing
inferences from
examples in
illustration essay.
Transitions of
exemplification.
Reading:
Reading to
Annotate,
Summarize &
Respond
6 Critical Reading Read and analyze
different types of
essays. Practice
identifying main
ideas and
support for those
ideas.
Adaptive
Learning:
Spelling,
Abbreviations &
Symbols,
Numbers,
Hyphens,
Apostrophes,
Capitalization,
Dashes,
Italics,
Subject Verb
Agreement
1,2, 5, 6
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7 Annotation and
Summary Skills
Practice
Writing
Summaries
Read practice
Mastery Exams
Learn annotation
skills
Adaptive
Learning:
Organize details
into Well
Developed
Paragraphs,
Paragraphs in
Essays &
Transitions,
Parts of an Essay,
Organize an
Essay
1, 2,3,
5,6
8 Annotation and
Summary Skills
Practice
Writing
Summaries
Practice writing
and developing
effective
summaries.
Adaptive
Learning:
Introduction
Writing
9 Mastery Test In class mastery
exam.
Reading:
Reading & Writing
Assignment
Adaptive
Learning: Write
Effective Body
Paragraphs,
Conclusion
Writing,
Titles, Graphs,
Charts & Pictures
1,3,4,5,6
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10 Career
Research Essay
“Writing the
Research Essay:
Using Outside
Sources in Your
Writing—Director
y of MLA In-Text
Citations and
Sample Student
Research Essay”
Create
PowerPoints for
research
presentation.
Highlight main
ideas
Practice good
presentation
skills.
Adaptive
Learning: Tools
of prewriting to
generate and
organize ideas
1,2,3,5,6
11 Career
Research
PowerPoint
Presentations
of Research
Essays.
Elements of what
makes a good
speech and oral
presentation.
Adaptive
Learning:
Revising an Essay
1,2,3,5,6
12 Final Exam In class Final
Exam
Essay.
Adaptive
Learning:
Identify credible
& Reliable
Sources,
General Steps in
the Research
Process,
Common
Purposes for
Writing a
Research Project
1,2,3,4,6
Possible Note to Students: This Course Outline and Calendar is tentative and
subject to change, depending upon the progress of the class.
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