TENURED AND TENURE-TRACK FACULTY 

1. Gordon Leighton Tenured
2. Laura Burns Tenured
3. Michael Meyer Tenured
4. Jeffery White Tenured
5. Scott Bessho Tenured
6. Steve Yarborough Tenured
7. James Torrence Tenured
8. Suzy Lepeintre Tenured
9. Donna Miguel Tenured
10. David Lopez-Kopp Tenured
11. Megan Hansen Tenured
12. Sean Allen  Tenured
13. Elizabeth Harazim Tenured
14. Hyesu Park Tenure-Track
15. Nan Ma Tenure-Track
16. Natalie Martinez Tenure-Track
17. Catherine Berkenfield Tenure-Track
18. Craig Hurd-McKenney Tenure-Track
19. Fernando Perez Tenure-Track

TEMPORARY FULL TIME FACULTY

1. Jun Xu
2. Ron Holland
3. Lindsay Haney

AFFILIATED ADJUNCT FACULTY

1. Kathleen White
2. Jim Goldsmith

NON-AFFILIATED ADJUNCT FACULTY

1. Karrin Peterson
2. Barbara Butler
3. Paula Sebastian
4. Lynne Walker
5. Cassie Cross
6. Donna Cowan
7. Pat Mesch
8. Ewan Magie
9. Martha Silano
10. Katie Austin Miranda
11. Michael Beasley
12. Elizabeth Kraus
13. Tobi Rosenberg
14. Gary Olson
15. Isaiah Hemmen
16. Steven Kent
17. Tom Ryan
18. Dan Tremaglio
19. Renee Dickinson

ENGLISH 247/8/9: Writing Poetry

• ‘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
• Critique works in progress
• Edit final drafts in a collection of their poetry
• Identify publication methods for poetry

ENGLISH 253/4/5: Writing Creative Non-Fiction

• Identify distinguishing characteristics of creative non-fiction
• Control sentence structure, length and word choice to create a particular mood, tone and narrative persona
• Identify subjective and objective perspectives in creative non-fiction
• Apply literary devices to personal experience to develop a theme
• Apply literary devices to personal experiences/perspectives to create narrative veracity
• Explore subjects and theme using variations of subjective and objective perspective
• Critique, revise and edit works in progress

ENGLISH 237/8/9: Writing Fiction

• 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
• Critique, revise, and edit works in progress

Pre-College courses prepare students to succeed in English 101.

English 092/093: Developmental Writing

Read and Think Critically

•  Demonstrates ability to make reading connections in writing
•  Uses appropriate college level vocabulary and academic language 
• Summarizes accurately 
• Demonstrate an awareness of themselves as learners of Academic Language
• Actively participates in discussions concerning the interpretations of texts
• Reflect, evaluate and
•  draw conclusions about texts

Compose

• Develop own writing process based on exposure to various established methods
• Narrow scope of a topic for the purpose of development
• Create organized, unified, well-developed text
• Uses a variety of writing strategies including but not limited to description, narration, illustration, comparison, contrast and analysis

Revise

• Develop self-editing and/or error recognition skill
• Improve the ability to respond to critique from teachers and peers
•  Improve the ability to critique their own work and others
• Identify and break habits that detracts from effective writing

Editing

• Uses correct Word Forms 
• Uses basic verb tenses and forms appropriately
• Uses correct suffixes to signal verbs, nouns, adjectives, and adverbs
• Uses accurate subject verb agreement
•  Improve sentence structure and variety; recognizes and avoid fragments and run-ons 
• Improves ability to write concise sentences 
•  Uses correct punctuation and mechanics

Revised 11/14/11

English 071/072/073/074 (STEPS)

Read and Comprehend at the 11th grade level;

• Understand and use vocabulary at level 9.5 or above;
• Demonstrate Reading Comprehension in their writing;
• Summarize short (500-1000 word) passages;
• Write essays of about 500 words that have a main point supported by appropriate evidence;
• Demonstrate coherence in writing (repeated key words, and signals of an overall plan);
• Identify the basic structural elements of simple and compound sentences (subject, verb, object, etc);
• Be able to edit their own writing to avoid errors in such things as verb tense, plurals, possessives, word order, word forms, etc.

READING
To progress to English 092 or 093, students will demonstrate the following abilities:

Vocabulary

In readings at Level 10 or higher,

• Use context clues to identify the meanings of unfamiliar words
• In essays, use vocabulary and phrasing appropriate to topic. 

Comprehension

• Using readings at Level 10 or higher,
• Read accurately on two or three of the appropriate programs in the Reading Lab
• Use pre-reading strategies such as scanning and skimming
• Identify main idea and major and minor supporting details
• Distinguish fact from opinion
• Make inferences and draw conclusions
• Identify purpose, audience, and point
• Combine use of dictionary and context clues to recognize connotations and levels of formality
• Write accurate summaries and paraphrases
• In essays and discussion, accurately synthesize information from two or more written sources 

Speed and Fluency

• Using readings at Level 10 or higher, read accurately at a speed of 250-300 wpm on one of the appropriate programs in the Reading Lab

WRITING

Language Mechanics

• Identify parts of speech and their functions
• Identify basic structural elements of sentences (subject, verb, object, phrase, dependent clause, independent clause)
• Edit reading responses, summaries, and essays of 500 words or more for mistakes in
• Five basic verb tenses (forms, shifts, and consistency)
• Subject-verb agreement
• Singular and plural word forms
• Pronouns (shifts, referents, forms)
• Noun, verb, adjective, and adverb forms
• Articles and other determiners
• Common collocations (see reading outcomes)
• Prepositional and participial phrases
• Adjective, adverb, and noun clauses
• Word order (subject-verb-object, position of modifying phrases and clauses)
• Complex parallel structure
• Possessives, contractions, and quotations
• Common homonyms (there, their, they’re, etc.)
• Use and punctuate correctly a variety of sentence patterns (simple, compound, complex, and compound-complex)

Composition Skills

• Accurately paraphrase passage written at Level 10 or higher, avoiding plagiarism and identifying sources
• Accurately summarize reading written at Level 10 or higher without interjecting own opinions
• Respond appropriately to different kinds of prompts
• Follow a writing process (pre-write, outline, draft and redraft, revise (alter content), edit (correct mechanics), proofread (make final corrections)
• Apply skills developed in Dev Ed and ELI to respond to readings written at level 10 or above
• Write essays of 500 words or more that have thoughtful main point supported by appropriate evidence
• Maintain focus on point throughout essay of five or more paragraphs
• Use specific, concrete detail and avoid empty generalizations
• Connect ideas by using repeated key words, transition words, and signals of overall plan
• Structure paragraphs using narration, description, exposition, and comparison/contrast
• Use vocabulary, phrasing, and tone appropriate to topic and audience
• Use a word processor appropriately (including spell-checker) to write, revise, and edit

Critical Thinking Skills

• Distinguish between fact and opinion
• Reason credibly
• Qualify statements appropriately
• Recognize own biases and values and acknowledge perspective of others
• Synthesize information from two or more sources
• Respond to readings written at Level 10 or above with depth of thought that reflects understanding of original and expresses meaningful relationship to self and/or society
• Evaluate sources

English 106: Critical Reading in the Humanities

After completing this class, students should be able to:

• 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.

English 089: Preparation for College Reading

There seems to be no recorded outcomes. The following is a course description:

English 089, Preparation for College Reading, helps students develop strategies for effective reading and critical analysis of textbook readings with emphasis on discipline differences. English 089 is coordinated with parallel reading lab sections that emphasize acquisition of vocabulary and development of literal and inferential comprehension skills.

English 101: College Composition I

 After completing this course, students will be able to…

 Think Critically and Read Analytically:  carefully analyze, interpret and evaluate claims, beliefs, texts and/or issues.

• frame questions, define problems, and position arguments.
• consider multiple points of view and differentiate between assumptions, beliefs, facts, opinions, and biases. 
• read and respond to various texts critically for purposes of interpretation, analysis, synthesis, evaluation, and/or judgment.
• demonstrate an understanding of a text’s main point/thesis and its relevant supporting details.

Compose and Revise in Context: shape written responses for different audiences and purposes.

• shape written responses to suit different rhetorical situations and audiences.   
• develop flexible strategies for prewriting, drafting, revising, and editing.  
• develop and support thesis statements that are appropriately complex and significant.
• construct unified paragraphs with topic sentences and supporting details that advance the thesis.
• use various methods of development such as illustration, comparison and contrast, and/or analysis.
• balance their individual voices with those from other texts.
• employ style, tone, and mechanical conventions appropriate to the demands of a particular audience or purpose.

Reflect & Evaluate: recognize and incorporate newly acquired skills.

• develop the ability to critique their own and others’ work.
• gain a clearer perspective of habits that may detract from the effectiveness of their own writing.
• respond to comments from their instructor and peers.  

English 201: The Research Paper

 After completing this course, students will be able to…

• Write a humanities-style research paper that includes as part of its composition or process:
• An objective summary of college-level material which identifies primary and supporting assertions
• An evaluation of different types of evidence (i.e. tone/diction, logical reasoning)
• A synthesis of source material with own writing
• An original and supported thesis
• Proper in- text citations and Works Cited page
• A breadth of varied primary sources which demonstrates a familiarity with library research skills 

English 235: Technical Writing

 After completing this course, students will be able to…

• 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 primary and secondary research
• Propose a clearly reasoned, convincingly supported solution to a client’s problem
• Paraphrase, summarize, and quote information with integrity and document sources 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

 *These are found on the course descriptions website

 At completion of the course, each student should be able to: 

• Understand the purpose and process of communication in business and industry.
• Recognize and be able to analyze effective and ineffective technical communication.

English 271/2/3: Expository Writing

 After completing this course, students will be able to…

• 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 towards one’s own writing
• Demonstrate practical uses/applications for expository writing beyond the college classroom

You can view all of our course descriptions at http://www.bellevuecollege.edu/classes/All/ENGL

This is the 2014-2015 course schedule and faculty assignments for the Creative Writing Program.    If you are interested in our Creative Writing Program you should contact Laura Burns or Jeffery White.

 FALL  2014 (already scheduled by Suzy)                                                     

237/8/9 On-Ground         Jeffery White                   
237/8/9  Online   Rhonda Gilliam                             
247/8/9 On-Ground      Fernando  Perez                              
253/4/5 Online         Jim Goldsmith

WINTER 2015

237/8/9 On-Ground    Nan Ma
237/8/9 online   Cassie Cross
247/8/9 online   Julianne Seeman
253/4/5 online   Elizabeth Harazim 

SPRING 2015

237/8/9 On-Ground         Steven Kent
237/8/9 online   Isaiah Hemmen
247/8/9 online   Martha Silano

 SUMMER 2015

237/8/9 On-Ground    Cassie Cross
237/8/9 Online  Isaiah Hemmen
247/8/9 Online   Jim Dicus
253/4/5 Online   Laura Burns