1. ENG 4C1
Introduction, Planning and Diagnostics
1. Course Description
This course has been modified in order to reflect the needs of students whose plan it is to
attend college. A fair amount of time will be devoted to:
i. Writing (short and long reports, memos, research reports and essays)
ii. Presentation process and performance (how to organize a group for the purpose of
presenting information, how to structure a group and individual presentation, how to
speak in front of others in an academic setting)
iii. Learning process (creating and following through on a learning plan, how to reflect on
individual learning, how to refine strengths in skills and attitudes and remediate
weaknesses in these same areas)
iv. Critical thinking (self and peer assessment, assessment of information and opinions)
v. Information Literacy (how to conduct research at the near college level, how to become
better critics of information, how to use technology to search out information and
access/use it in the most efficient and meaningful way possible)
vi. Reading (how to read for a variety of purposes, how to be critical of what we read)
2. Student Learning Plan
i. Student Learning Plan assignment sheet
ii. Student Learning Plan chart (to be filled out after engaging the class with some of what is
asked on the chart and comparing it to the exemplar)
iii. Student Learning Plan exemplar
iv. Short Report assignment “to compose an investigation report detailing and analyzing results of
research conducted (Student Learning Plan chart) on a topic (yourself) of interest” 3-4 pages
with agreed upon sub headings.
v. Short Report rubric (prior to using the rubric students and teacher assess if the rubric will
function properly as a measurement tool. Can it be improved upon by adding or redacting
portions of it?
vi. OCWE short report PDF document
vii. In class peer assessment of short report

2. 3. How to write a memo
i. PowerPoint/ Corel Presentation on memo writing
ii. Reading of article “Cellphones”
iii. Reading of article discussing the use of psychopharmacology to control our children
iv. Write a memo on a social issue (focus points- audience, structure ie. Layout, and memo
conventions) Memo should be 1 -2 pages properly formatted. No secondary source materials
are required for this task.
v. “Creating a Memo” rubric (prior to using rubric students and teachers assess if the rubric will
function properly as a measurement tool. Can it be improved upon by adding or redacting
portions of it?
4. Non Fiction Unit
i. Requirements handout outlining some suggestions for choosing a relevant non fiction text for
self directed study (handout to come on Google Docs)
ii. Assessment tool for book chosen. Students have to provide rationale within the context of the
assessment tool as to why their non fiction choice is appropriate for academic purposes.