This course is designed for students who have not met the College Reading and Writing Readiness prerequisite, but whose academic proficiency test scores indicate that they are close to that achievement. Each section of English 100 is linked with a section of English 121 and the two courses are taught by the same instructor. In this class, students will work on developing, revising, and editing papers assigned in their English 121 class and on strategies for reading challenging course texts.
Corequisite: ENG 121 and Department Consent
Typically Offered: Offered summer, fall & spring.
Offered Summer 2018: No
English 104 is a module designed to help students develop their competencies in writing and/or reading. The instruction is self-paced and self-scheduled. Each student, with an assigned tutor and under the supervision of the writing Center Coordinator, will design an individualized program of work, which will consist of three to five "target areas." Working with a tutor, students will write three to five short papers and work through various specifically focused exercises and activities related to the target area that they have chosen. Students must attend at least 12 conferences with a tutor. For evaluation, students will submit a portfolio of their work, including a writing assignment reflecting upon their experiences and progress in the course.
This developmental course is designed to provide time-intensive experience with critical reading, writing, and thinking skills to prepare for college-level coursework.
Prerequisite: APT score of 80 or higher OR ELI 103 and ELI 104 (both C or better) OR ELI 110 OR College Reading and Writing Readiness
Offered Summer 2018: Yes
This developmental course is designed to provide experience with critical reading, writing, thinking, and research skills to prepare for college-level coursework.
Prerequisite: APT score of 122 or higher OR ENG 108/ELI 108 (C or better) OR ELI 103 and ELI 104 (both B or better) OR ELI 110 (C or better) OR College Reading and Writing Readiness
Technical Communication Practicum provides work simulation experience in a variety of writing areas according to the student's major occupational area. The purpose of the course is to allow development and evaluation of writing assignments taken from the student's supervised experiences to on-the-job simulation with the responsibilities of the technical writer.
Prerequisite: ENG 126
A beginning college level writing course. Emphasis is on writing with conciseness, precision and objectivity. Specifically covered are business letters, memoranda, periodic reports, descriptions of mechanisms and processes, instructions and proposals. A variety of business and technical communication projects are completed, all based on practical situations in the students' fields of study. Graphic elements/unit on publishing technology.
Prerequisite: College Reading and Writing Readiness
This course is designed to help students develop their competence in college-level writing and in the analysis of texts so they can enter the dialogue of the academic community. This course includes the analysis and practice of argument and the use of critical thinking to read, analyze, and produce college-level texts.
This course furthers the work done in English Composition I by providing students more experience as academic writers, readers, researchers and critical thinkers. To help students construct their own meaning while engaging with the texts of others, they will develop the ability to collect, evaluate, and incorporate varied sources in thoughtfully-written analyses and arguments. Students' work should demonstrate the ability to position themselves within the context of academic and societal conversations using a variety of texts, which may include literature, arguments on various issues, news articles, films, advertisements, and websites.
Prerequisite: ENG 121 (C or better)
Mass Communications is designed to provide an overview of the history, nature, functions and responsibilities of the mass communications media from a global perspective with an emphasis on their continuous and evolving role in American society. The course introduces students to the different but converging media, the information they transmit, the entertainment they provide, the markets they seek and the audiences they serve. Students will explore the ethical, legal and business considerations that journalists, artists, management and ownership face in American society.
This course is designed to introduce students to the fundamentals of gathering, analyzing, organizing, writing, and editing news for a mass audience reached by different but converging media. Students will be introduced to the techniques of reporting, including direct observation and interviewing as well as the use of online and hard-copy documents. Students also will develop journalistic reporting and writing skills transferable to a variety of platforms, with an emphasis on verifying information as well as writing to meet professional deadlines.
This course is a transferable advanced composition course stressing the writing process for students in scientific and technical majors. It covers writing concisely, precisely, and clearly for a variety of purposes and audiences. It includes a multi-source research paper, writing scientific and technical reports, writing abstracts and summaries of magazine articles, writing letters, proposals, resumes, instructions, and descriptions. Students will read, write, and think critically about a variety of issues in the scientific and technical discourse communities including the environment and the ethics of new technology.
Prerequisite: ENG 120 or ENG 121(either C or better)
This introductory course will explore the origins of language, its internal structure and its function. This course will analyze language in terms of its phonology, morphology, grammar, syntax, semantics and pragmatics. In addition, the course will examine the application of linguistic theory to second language learning and teaching.
This course will introduce students to some of the important principles of linguistics, as well as to the complex nature of language acquisition and use within any given society. The course will discuss some of the unique characteristics of human languages, the various theories of first and second language acquisition, the interrelation between language and gender and language and ethnicity and the social and political ramifications of different language attitudes; in addition, the course will examine the communicative and social significance of different Speech Acts.
Corequisite: ELI 110 or College Reading and Writing Readiness
This course introduces students to the wealth of literature by and/or about women. Discussion of readings, films and other media enables students to analyze the portrayal of women in literature and to trace the historical development of writing by women. It will explore the significant historical conditions and contributions of this underrepresented group within the Western World.
Prerequisite: ENG120 or ENG 121 (C or better)
This course will introduce students to the concepts, structure and format needed to develop reading scripts for TV and film. Students will complete several invention and writing exercises in this screenwriting genre. They will analyze professional and student scripts. The course emphasizes creative expression and in-class workshop methodology.
This course is designed to introduce students to a variety of approaches, writing techniques and stages of the crafting process in the genres of prose fiction, creative nonfiction and poetry. Students will complete writing exercises in these genres. They will analyze professional prose and poetry. The course emphasizes creative expression and critique of student writing.
This course is designed to focus on the creative process in one of three specific genres - prose fiction, prose creative nonfiction or poetry. The course will emphasize the creative process and the ability to critique and analyze texts in the topic genre in a workshop format. Class sessions will use the discussion of student and professional writing as the point of departure for an in-depth study of the topic genre. Individual conferences will supplement lectures and workshops to afford students a detailed response to their writing.
This course introduces students to the authors and texts that have greatly influenced the literature of English speakers. From the first English epic to the poems, prose, and drama of the Eighteenth Century, the works covered reflect the major artistic developments of Pre-Romantic British literature and provide a background to modern writing in the English language.
Introduction to Shakespeare offers an examination of the writer's works and their historical and literary background through readings and discussions of selected comedies, histories and tragedies. Videotapes of performances will be shown in class.
This course examines representative writers of European, Asian, African, Middle Eastern, and Latin American literature. It surveys the classics and the influential works from societies around the world, their periods and movements from ancient times to the present. It will introduce the study of the significant conditions and contributions of these underrepresented groups. Omitted or represented sparingly are British and North American writers, since other courses focus on these authors.
This course introduces students to American literature in the 20th and 21st centuries and is designed to acquaint them with selected major writers of prose fiction, nonfiction, poetry, and drama. Students will explore this literature in light of its social, historical, philosophical, aesthetic, and critical contexts. They also will examine the role of this literature in shaping American culture and defining the national identity.
The course is designed to introduce students to a wide variety of English and American poetry, both traditional and modern. Emphasis will be on the relationship between meaning and form in individual poems, and class discussion will allow for student analysis, interpretation and critical evaluation.
The course is designed to introduce students to a wide variety of English, American, and Continental short stories, both traditional and modern. At least two longer short stories will be read, and at least one novel will be selected later in the course. Emphasis will be on the relationship between meaning and form in individual stories and the novel, and class discussion will allow for student analysis, interpretation and critical evaluation.
This course introduces students to the study of myths, legends, and fairy tales from various cultures. Students will consider Greek, Norse, and Hindu mythology as well as Grimm's fairy tales. The lasting power and influence of mythological themes and archetypal symbolism will be explored.
This course introduces students to significant Latin American writers. Drawing upon poetry, short fiction, novels and memoirs in English, the course will present and discuss the significant conditions and contributions of people of this underrepresented culture. The assigned readings will be in English and will exemplify trends in Latin American literature.
This course introduces students to significant works, authors and trends in literature written for children and young adults. Emphasis will be placed on identifying various literary genres, developing criteria for evaluation of texts as well as exploring multicultural works.
This course is designed to introduce student tutors to the fundamental issues of theory and practice underlying writing center work. Topics will include practical strategies and techniques for effective tutoring in a variety of situations and with a diversity of writers as well as theoretical issues involving language, literacy, and difference.
Prerequisite: ENG 121
This course will discuss approaches to teaching English Language Learners (ELLs). Techniques for needs assessment, syllabus design, selection of course materials and assessment will be introduced. Current methods of teaching academic content in English to ELLs will also be presented.
This course will introduce the prominent theories of second language acquisition and teaching with a special emphasis on the instructional models for teaching of English Language Learners (ELLs). In addition, the course will discuss the relationship between theory and practice and the relevance of theory to the language classroom.
This course will begin with a brief historical perspective of transformational, structural and traditional methodologies used in teaching English Language Learners (ELLs). In addition, the course will focus on a descriptive analysis of English and some of the nuances of English grammar. Finally, the course will consider the role of grammar instruction in the English language classroom.
Professional Communication is a sophomore-level course designed for students who have completed their composition requirements and are interested in furthering their writing skills for a variety of purposes. Students will learn about technical writing, writing for publication, writing magazine articles, writing company newsletters, doing research in the sciences and social sciences, writing in the professions, writing reports for industry, the impact of technology on writing and publishing, document design, writing computer manuals and online documentation.
Prerequisite: ENG 121 or ENG 126
This course will introduce students to the basic concepts in articulatory phonetics, including the physiology of articulation, phonetic characterization of individual speech sounds, stress at the word and sentence level, intonation patterns, rhythm and blending. Students will apply this knowledge in examining and developing methods and techniques used to teach pronunciation to English language learners (ELLs).
This course will provide participants with a basic understanding of assessment concepts and terminology. Current assessment tools used with English Language Learners (ELLS) will be introduced. The course will also examine alternative assessments and techniques for evaluating and designing effective assessments for ELLs.
This course will include observation of experienced ESL teachers, as well as supervised teaching in an ESL setting. It will include evaluating course materials and planning and implementing of lesson plans that apply TESOL theory and methodology in the language classroom.
Prerequisite: ENG 127, ENG 128, ENG 261, ENG 262, ENG 265, ENG 267, ENG 268 and CMM 127 (all C or better) and consent of instructor
This course will discuss approaches to teaching English in a non-English speaking context, referred to as Teaching English as a Foreign Language (TEFL).There will be a brief overview of the methodical history of foreign language teaching. Strategies, approaches and techniques to develop learners’ receptive (listening and reading) and productive skills (writing and speaking) will be presented. In addition, the course will present ways to integrate language and content instruction. Please note: This course does not satisfy the requirements of the ISBE ESL endorsement.
This practicum program allows students a chance to gain hands-on experience in a real classroom environment while using the skills and methods addressed in the TEFL courses. The practicum also gives students a chance to experiment with new classroom situations and program ideas in an environment where they can consult with others. Please note: This course does not satisfy the requirements of the ISBE ESL endorsement.
Prerequisite: ENG 272 and ENG 273
Corequisite: ENG 274
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“The nursing skills lab at the Grayslake Campus is great because the equipment is similar to what nurses use on the job. The clinicals were also great hands-on learning experiences, and the CLC instructors have a great relationship with area hospitals and clinics.”
“I have enjoyed all the instructors in the horticulture department, especially their expertise and practical work experiences. All the classes that I have taken are pertinent to my career choice.”
“CLC's field school in Belize was my first official exposure to anthropology in general and archaeology in specific. The college's field study trips are a great way to gain in-depth exposure on a field one might be considering.”
“Really get to know your professors; they are the ones who will write you a letter of recommendation in a few years, so keep in touch with them.”
“The business expertise and management advice from my small business advisor has been extremely helpful from our first meeting and to this day. He has helped me create a clear vision for the future of my company and a detailed action plan to execute it.”
“The automotive technology program has smaller class sizes than at competing schools. That's really important, because it allows more hands-on experience and a better-quality education.”
“College is the best decision I ever made. As a senior at Zion-Benton High School, I received a scholarship to CLC. I thought, “This is an opportunity.””
“The entire Illinois SBDC International Trade Center staff is an invaluable resource – always available, honest and thorough. If there is a subject outside their realm, they have a network of referrals who are experienced in that field.”
“The Truck Driver Training course built my confidence and really prepared me well for a successful career in this field.”
“In my first semester at the U of I, I attained a GPA of 3.8. CLC did a great job of preparing me for classes at one of the top engineering schools in the world.”
“I chose CLC’s Small Business Development Center for guidance and help meeting people who have already gone through the process of starting a business. They are a great team of experts to have on my side.”
“I became the first community college student accepted as an intern at a newsroom in Erie, Penn., thanks to my experiences on The CLC Chronicle and working with Professor Kupetz. That first internship opened many doors for me.”
“I am currently working part-time as a paralegal while enrolled as a full-time student in Roosevelt University’s Paralegal Studies program. If I had not received the education I had from CLC, I would not have the part-time job.”
“What I like especially about the mechatronics classes is the hands-on learning and the helpful instructors who want you to succeed. We also went on field trips to companies, where we got a chance to see practical, real-world examples of ideas such as building and maintaining assembly lines.”
“CLC is super well-rounded and excels at pretty much everything it does. It's really cool to know that no matter what you want, you have a strong chance at success at CLC.”
“The course prepared me for a veterinary assistant job and the externship was a great part of the reason I felt prepared.”
“CLC is a melting pot; a microcosm of America. The students come from so many different backgrounds and contexts, that you learn almost as much from your classmates as you do from your courses.”
“Margie Porter, who is chair of the mechatronics technology program, understands the challenge of juggling a job, college courses and raising a family. She helps you build your self-confidence in learning the material.”
“One great part of CLC's hospitality and culinary management program is the opportunity to put together a portfolio of your work. It teaches you how to be organized and professional, and it's a great thing to carry into a job interview.”
“I believe that everyone in a classroom serves as a teacher and a student. I take pride in knowing that all of our communication courses have the potential to be life-changing experiences for our students.”
“To create the 'a-ha' moment in my public speaking classes, I set the pace from day one, creating an environment in which my students will feel safe and comfortable.”
“I use many different teaching methods, including: journaling, readings, oral quizzes, in-class and out-of-class activities, role plays, group discussion, media, group work and providing many examples.”
“Whether teaching online or onsite, I encourage active discussions in which students interact with each other as well as the course material.”
“When assigning papers, I encourage my students to choose their subjects carefully. If students can write about a subject about which they are passionate, they will write better papers.”
“Looking back, I had instructors who helped me to see and appreciate the joy, wonder and mystery that exists in the world all around me-whether it is in nature, science and people, or in stories, essays and poetry. I try to do the same thing for my students.”
“I teach because I want to help students imagine a better life for themselves. When they do that, they will be able to imagine a better world for all of us. And that is pretty cool.”
“I knew that I wanted to be a college instructor when I was an undergrad student at UCLA. I would come out of my English classes thrilled with the possibilities that language and literature created.”
“I find it gratifying when I stimulate the students' minds and to see how they go beyond what we do in class; some decide to pursue the subject as a future career. It is very rewarding to know that I can make a difference in students' lives.”
“I enjoy seeing my students learn and grow in their skills, knowledge, confidence, dedication and their passion for making a difference in the lives of young children and their families.”
“I assess myself by the quality of the engineer that I turn out. Often, I am contacted by students who say that their job requires all of those things they complained about having to learn during the program, and that they appreciate me for not backing down.”
“I maintain an open, questioning environment that encourages all reasonable experiments. In addition, I interweave real-world experiences and practical life skills with the subject material.”
“My main goal is to connect with students in a way that motivates them to learn the material deeply, not just to pass a test. And I really enjoy getting to know students on a personal basis and helping them along the path to being an engineer.”
“As an engineering educator, I am in a unique position: I'm educating individuals who will create and use technology that does not exist today.”
“I want to pass to my students my clinical knowledge and abilities to help them to be the best clinician they can be. My goal is to change their lives for the better.”
“My goal is not only to teach the necessary skills involved in treating patients, but to create meaningful experiences where students can grow and develop into true professionals.”
“I want to prepare graduates to be compassionate, critical-thinking professionals who are committed to life-long learning and promote health and the prevention of disease.”
“Teaching is more than transferring knowledge. I truly want students to succeed in life and in our profession.”
“I incorporate an assortment of teaching methods, including multimedia technology, problem-based learning and hands-on/experiential activities.”
“I emphasize that professional nursing education is a continuous, life-long learning process.”
“I love the chance to create special places that people enjoy, and leaving behind work that will grow and evolve with time.”
“I try to share my passion, skills and experiences to help students learn skills, techniques, concepts and teamwork so they are prepared - not only to graduate, but to work in the hospitality field.”
“Helping put students in a position to make a difference in others' lives - that's what makes my job so rewarding.”
“I am passionate about inspiring new students to understand and embrace the rapidly changing knowledge base in the substance-use fields, particularly as it relates to new brain science, strength-based approaches for treatment and evidence-based practices.”
“I love seeing students' minds expand throughout the semester. The students transform through applying philosophical theories and concepts to their own lived experiences.”
“My most memorable teaching experience is to observe a student enter the program with a specific career goal in mind, and after hard work in our program, obtain a specific job working for the company of his or her dreams.”
“I want to help students become problem solvers in the computer information technology field.”
“Teaching allows me to have a profound and lasting positive effect upon the professions in the criminal justice system, especially law enforcement. I enjoyed being a police officer very much, and I strive to pass on my love for the profession through my teaching.”
“While attending high school, I joined my community's rescue squad, and I soon realized that firefighting and rescue work was my calling in life. It's been rewarding to help people who are experiencing some of the worst days of their life.”
“My main goal is to help students understand and appreciate that education is a way of life rather than a journey to a job.”
“What excites me most about teaching is that I get to witness, time and time again, the transformation from student to polished professional.”
“When I was a CLC student, it was such a great experience because the teachers really care about the students. I decided I wanted to teach biology at a community college, and I still can't believe that I am here. It truly is a dream come true.”
“I tell my students that I am successful not when they finish my class but when I hear that they have graduated from an allied health program.”
“I consider the needs of students every time I plan activities and goals for class. As a result, I utilize multiple teaching strategies, from lecture to a small-group critical thinking activity. In addition, I set and communicate high expectations and teach students how to successfully reach these goals.”
“To create the 'aha' moment in students, I always try to connect classroom topics to common life experiences and use labs and demonstrations to reinforce lectures. One learns more by doing than by hearing.”
“I try to relate course concepts directly to real life. For example, there are real-time weather discussions in my meteorology classes, where students see how the course material applies directly to the weather that affects their lives.”
“Teaching is not just about sharing knowledge, but - most importantly - inspiring students and helping them become life-long learners.”
“My main goal is to help students gain a deep understanding of the underlying concepts we are learning and move beyond the memorization of formulas.”
“My main goal is to reduce the number of people who say, 'I'm not good at math.'”
“Mathematics is so much easier to understand when you concentrate on learning concepts, not memorizing procedures. In my classes, we ask and seek answers questions like, 'What does this mean?' and 'Why does this make sense?'”
“I teach using guided notes and a tablet laptop in order to keep students engaged. Writing on a tablet instead of the chalkboard or whiteboard allows me to face my class, so I can see their reactions and more easily promote discussion.”
“My philosophy of teaching can be summed up by, 'Meet students where they are. Help them move forward.'”
“A student who transferred to Northern Illinois University and took calculus classes there emailed me to thank me for teaching her to be a more prepared student and to learn math throughout the entire semester, instead of cramming.”
“My passion for cars started when I was a young boy, holding a drop light for my dad as he worked on the family car. As time went on, I grew up and my Hot Wheels® cars just got bigger and faster.”
“CLC students are trying to be somebody, to make a difference. I want to understand their needs and help them to get the most out of their time here.”
“I'm fascinated with economics' application to everyday life. When we make decisions related to purchases, or when we make choices about what we will do with our time and resources, it relates to the field of economics.”
“In my classes, students learn that history is not a set of static facts, but a dynamic and active process of interpretation.”
“History explains the world to us. CLC offers many opportunities for faculty and students to travel widely in the world. My travels in Jordan, the Netherlands and in several other countries have broadened my experience and helped me to be a better teacher.”
“I seek to make connections between course content and students' lives and to build relationships with and among students in the classroom. Students flourish when working together toward a common goal and when they realize that they can rely on their peers and professors for support and information.”
“I cannot compete with a smartphone in terms of overall information. Consequently, my teaching objective is not just to disseminate information, which students can get from a variety of sources, but rather to assist students in applying this information in real-world situations.”
“I'm fascinated by psychology's mystery as well as its different explanations, theories and philosophical assumptions about human nature. Perhaps most important, the field has the potential to help people live better.”
“I am humbled and grateful for the opportunity to help students navigate college and make decisions that will have a lasting impact on their lives and families.”
“I want my students to be able to recognize the extent to which society influences most of what we do and think, but that we can also change the course of society. To achieve this goal, I often provide a range of different examples and activities. ”
“I believe my students should be active participants in the learning process, and the material should be directly connected to their outside experiences. At the end of the semester, I hope they leave with the belief that they can change the world!”
“Using genealogy and popular culture allows me to make connections for students to unfamiliar sociological theories, by utilizing something they know (their family history; favorite TV shows, or movies) as a starting point.”
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