Follow the ideas and information in readings (up to 4 pages), which may include narrative, descriptive, expository and literary genres.
Identify and evaluate information in formatted texts such as schedules, directories, course calendars, graphs, tables, charts and diagrams.
Follow the ideas and information in personal/social correspondence.
Determine meanings of unfamiliar words in course materials.
Find materials in the library.
Use study skills.
Write compositions (up to 3 paragraphs).
- Generate ideas from personal experience and readings.
- Select and narrow topics.
- Create paragraph frameworks/outlines which include focused topic sentences, supporting ideas and details.
- Follow format instructions.
- Develop and support one idea in a multi-paragraph (2-3 paragraphs) composition.
- Write topic sentences with specific controlling ideas.
- Develop unified, specific, fully developed supporting details.
- Create coherence within and between paragraphs using appropriate transition signals and pronoun reference.
- Use appropriate text organization and discourse markers to signal chronological order, comparisons, contrasts, cause or effect.
- Write appropriate concluding sentences.
- Use reference sources such as dictionaries and thesauruses to select appropriate word choice/word forms.
- Demonstrate an understanding of plagiarism by using own words and referring to sources.
- Proofread, edit and redraft on own.
- Redraft and revise following peer and teacher feedback.
Write personal/academic correspondence.
Write informally for a familiar or clearly defined audience.
For explicit instruction and evaluation
1. Grammar and Sentence Structure:
Self-monitor for accuracy:
Take responsibility for the following:
Use common software to communicate and to complete simple information management tasks such as to word process assignments, send emails, or sign into myDouglas or Blackboard.
Whole and small group instruction will be combined with individual assistance and student-directed learning. Students will receive assistance with reading difficulties that arise from lack of familiarity with the structure, lexicon and cultural content of the reading passages, and the instructor will facilitate, observe and evaluate students’ participation in classroom activities. Students will participate in the setting of goals by identifying their communicative and language development needs, and in the selection of learning activities. Students will discuss personal rights and social responsibilities as they affect their intended fields of study, occupations, and personal life.
Student achievement will be assessed using the mastery system in accordance with College policy. Evaluation will be based on CLB and instructor specified criteria. Mastery will be granted to students who achieve an average of 70% on the following portfolio items for both reading and writing. For final evaluation at the end of term, student portfolios will contain at least six reading tasks and six writing tasks; some tasks may be a combination of both skills.
Evaluation will include, but may not be limited to, the following tasks.
Read and understand at least 2 academic texts (up to 4 pages) such as textbook excerpts, short scientific reports, encyclopedia articles or journal articles. Assessment criteria may include, but are not limited to, the ability to:
Read and understand at least one formatted texts such as a form, graph, table, schedule, directory or course calendar. Assessment criteria may include, but are not limited to, the ability to:
Read and understand at least one set of clear explicit instructions (~10-13 steps) or an instructional text (5-10 paragraphs). Assessment criteria may include, but are not limited to, the ability to:
Read and understand at least one informational text such as a public notice, community/college newsletter or bulletin, or short news article. Assessment criteria may include, but are not limited to, the ability to:
Read and understand at least one piece of personal/social/academic correspondence such as a letter, email or memorandum. Assessment criteria may include, but are not limited to, the ability to:
Evaluate and compare information from at least 2 online reference sources. Assessment criteria may include, but are not limited to, the ability to:
Write at least one formal comparison/contrast paragraph based on personal experience or responding to ideas and information in readings.
Write at least one formal cause/effect paragraph based on personal experience or responding to ideas and information in readings.
Write at least one multi-paragraph (2-3 paragraphs) composition.
Write at least two formal word-processed compositions. These may be single paragraphs or multi-paragraph compositions and may include the compositions mentioned above.
In class, plan, organize, and write at least two formal compositions.
Assessment criteria of the above compositions may include, but are not limited to, the ability to:
- Address the purpose of the task.
- Express main ideas and support them with details.
- Present text as a coherent, connected whole with good use of appropriate connective words and phrases.
- Provide accurate and detailed descriptions, explanations or accounts of events in a clear sequence.
Write at least one outline or summary of a reading (up to 2 pages). Assessment criteria may include, but are not limited to, the ability to:
Write at least one piece of formal academic correspondence (up to 2 paragraphs) such as a letter, email or application to pass on information, make or respond to a request, recommendation or warning. Assessment criteria may include, but are not limited to, the ability to:
Write at least one piece of informal personal/social correspondence (2-3 paragraphs) such as a note, letter or email to express or respond to appreciation, complaints, disappointment, satisfaction or dissatisfaction. Assessment criteria may include, but are not limited to, the ability to:
Complete at least one paper-based or online form. Assessment criteria may include, but are not limited to, the ability to:
Students may also be required to write informal compositions that meet instructor specified criteria for content, organization, language use and accuracy, and format. These assignments may include, but are not limited to, the following:
Students may also be required to complete quizzes, both skill-based and content-based.
Complete at least one self-assessment of learning strategies, progress, strengths, weaknesses, and classroom skills to be discussed with the instructor.
By the end of this course, students will be able to:
Students may be required to purchase textbooks.
A minimum of CLB 6 in both reading and writing
A minimum of CLB 5 in both listening and speaking is also recommended for this course.
No corequisite courses.
No equivalent courses.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
|Institution||Transfer Details||Effective Dates|
|There are no applicable transfer credits for this course.|