Douglas College wordmark
Facebook logo Twitter logo Instagram logo Snapchat logo YouTube logo Wordpress logo
back to search

Academic Health Care Reading and Composition Skills for Students of English as a Second Language

Course Code: EASL 0820
Faculty: Language, Literature & Performing Arts
Credits: 6.0
Semester: 15 weeks
Learning Format: Lecture, Lab
Typically Offered: TBD. Contact Department Chair for more info.
course overview

Academic Health Care Reading and Composition Skills for Students of English as a Second Language is for students who wish to upgrade their language skills with a view to applying for one of the health sciences programs offered at Douglas College. This course emphasizes reading for study purposes and writing from first-year university level sources. Students will read materials from a range of appropriate materials including academic texts, professional journals, and literature. Materials will be related to or based on the health care field in Canada whenever possible. Cultural literacy and awareness will be stressed along with the development of a repertoire of academic and practical skills needed to be successful in a post secondary classroom. These skills will be transferrable to employment situations after educational goals have been achieved.

Course Content

Reading Skills

  1. To follow the ideas and information in readings
    • Follow written instructions
    • Use pre-reading skills to prepare for a reading task
    • Identify purpose and/or issues, overall key idea, main ideas, and key details
    • Use active reading strategies
    • Follow the organization of a reading
    • Identify, summarize, and evaluate an author’s position, supporting argument, and evidence; compare/contrast two positions on the same topic in opinion readings
    • Identify components (background, method, results, discussion, conclusions) and evaluate how well reports/studies meet specified criteria in experiment/research reports/studies
    • Analyze characters, setting, theme and use of literary devices (symbolism, imagery) in literature
  2. To find materials in the library
    • Use a variety of library resource materials including online databases to research a topic
    • Use the Internet: create search strategies, use subject directories and search engines, evaluate web sites
    • Use MyDouglas and/or Blackboard for communication and coursework purposes
  3. To use study skills
    • Use data from tables, charts, and graphs as research materials
    • Prepare for a variety of test formats including objective and essay tests
    • Prepare study notes and annotate text
    • Predict exam questions
    • Learn and memorize content from text and class materials

Writing Skills

  1. To write formally
    • Write reflectively about course readings
    • Take research notes, including summary, paraphrase, and quotations from source readings
  2. To write formal multi-paragraph  summaries, summary-analyses, and comparative analyses
    • Take accurate summary notes from assigned articles/case studies
    • Prepare paragraph frameworks for summaries
    • Compose well-structured, paraphrased, accurate summaries using notes and paragraph frameworks
    • Write analyses of summarized articles following guidelines
    • Revise based on peer and teacher feedback
    • Follow format instructions
    • Edit and proofread
  3. To write research essays
    • Generate ideas from readings
    • Select and narrow topics
    • Write focused thesis statements and parallel blueprint points
    • Create essay frameworks with interrelated body paragraph topic sentences
    • Write well-structured introductions
    • Incorporate source material and document (APA or MLA style)
    • Create coherence within and between paragraphs
    • Write well-structured concluding paragraphs
    • Revise based on peer and teacher feedback
    • Follow formal instructions
    • Edit and proofread


  1. To self-monitor for accuracy
    • Apply knowledge of parts of speech, sentence elements, specified sentence types, and mechanics
    • Apply sentence structure rules
      • To correctly embed appositives and introductory phrases including reduction of adverb and adjective clauses to participle phrases
      • To correctly insert evidence including direct and/or indirect quotes, and author introductory phrases
    • Identify and correct errors including
      • Tense rules in reported speech
      • Verb tense shifts in mixed tense environments
      • Passive voice
      • Word order in questions
      • Word choice and word form
      • Articles and other determiners, especially for abstract nouns which have both countable and uncountable uses
      • Format and punctuation for documenting and inserting evidence from sources

Classroom Skills

  1. Take responsibility for the following
    • Attendance and punctuality
    • Class work and assignments
    • Participation and teamwork
    • Proper classroom etiquette

Methods of Instruction

The instructor will facilitate, observe, and evaluate students’ development and participation in reading and writing activities.  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.  Students will participate in the setting of goals by identifying their communicative and language development needs, and will participate in the selection of learning activities.

Means of Assessment

Complete assigned skill development tasks. These should include:

  1. Prepare a file of self-selected articles used as source material in essays; prepare research notes on material; prepare a reference list APA or MLA style
  2. Develop a file of writing, all word processed, that meets instructor specified criteria for content, organization, language use, accuracy, and format
    • These assignments should include the following:
      • At least one summary
      • At least one summary-analysis
      • At l east one research essay
      • At least one comparative analysis of arguments on a common issue
    • These assignments could include the following:
      • A summary of an experiment/research report
      • A short literary analysis document MLA style of
        • Theme
        • Relationship between setting and theme or setting and character
        • Comparison/contrast of characters
  3. In class, plan, organize, and write at least one essay/report that meets instructor specified criteria for content, organization, language use and accuracy, and format
  4. Complete quizzes, both skill based and content based
  5. Complete at least one self-assessment of learning strategies, progress, and classroom skills to be discussed with the instructor
  6. Complete tasks to a specified level of accuracy

Student achievement will be assessed using the letter grade system in accordance with college policy.

Learning Outcomes

Overall Objectives:

Extend communicative proficiency, language accuracy, and study skills for a broad range of academic purposes.

Specific Objectives:

  1. Read and understand academic materials to support writing
  2. Learn and utilize techniques for effective assessment of and self-reflection on performance and progress and communicate these observations comprehensibly and competently
  3. Take notes for a range of academic purposes
  4. Use strategies and techniques to explore academic materials
  5. Collect, analyze, and organize relevant information from a variety of sources
  6. Plan, write, revise, edit and document (APA or MLA style) formal composition such as summary, summary-analysis, case study, research essay, comparative analysis, experiment/research report, and literary analysis
  7. Monitor and apply strategies to improve accuracy in grammar, sentence structure, and word choice to a specified level of accuracy
  8. Participate effectively in a college classroom environment

course prerequisites

EASL 0360 or (EASL 0365 and 0375) and EASL 0350 or (EASL 0345 and EASL 0355) or EASL assessment


EASL 0810

curriculum guidelines

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.

course schedule and availability
course transferability

Below shows how this course and its credits transfer within the BC transfer system. 

A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.

For more information on transfer visit the BC Transfer Guide and BCCAT websites.


If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.