Course Descriptions

Learner Outcome

Activity (optional)

Assessment

Students will demonstrate knowledge of the conventions that govern creative nonfiction, what its expectations are, how professional writers have manipulated the genre

Quizzes on reading; creative nonfiction essay incorporating appropriate generic conventions.

Students demonstrate knowledge of the conventions that govern fiction, what its expectations are, how professional writers have manipulated the genre, the uses of dialogue, exposition, flashbacks, plot, and character.

Quizzes on reading; short story incorporating appropriate generic conventions.

Students will learn about the conventions of poetry, some of the current strategies (confessional, imagist, formal, postmodern, etc.), its forms, the persona poem, etc.

Quizzes on reading; two poems employing two different strategies or forms.

Students will complete and submit a portfolio of revised work that demonstrates their repertoire of creative writing skills. 

Portfolios will be assessed on the degree to which they show familiarity with specific knowledge and skills related to the writer’s craft, and on the degree to which the writing has improved through the revision process.

Students will  critique each other’s writing productively in workshop settings, attending to the elements of form, tone, and language introduced and modeled by the instructor.

Students will participate in workshops and write peer reviews for each of the writing assignments.

Students will learn about the conventions of play and screenwriting.

Students will write a one-act play that illustrates their grasp of the conventions.

Learner Outcome

Activity (optional)

Assessment

Students will identify and apply the rhetorical conventions of a variety of professional genres, including professional/business letters, memos, proposals, and emails.

Individual writing assignments representing a variety of professional genres.

Students will be able to identify a variety of perspectives related to workplace writing. These perspectives include rhetorical, social, ethical, technological, and professional aspects of texts, documents, and other workplace writing contexts.

Quizzes and/or exams.

Writing assignments that ask students to consider extra-textual (i.e., external to the text or document) aspects of workplace writing.

Students will develop skills to deploy rhetoric in professional contexts that involve persuasion and knowledge-making. They practice applying these skills to “real world” problems.

Writing projects that involve rhetorical argument or arguing towards building organizational knowledge or determining appropriate courses of action in the workplace (fore example, technical reports, assessments or proposals).

Students will develop and demonstrate research strategies appropriate to workplace writing.

Major research-supported writing projects that provide opportunities to study and assess the complexities of writing within organizations.

Students will demonstrate presentation skills appropriate to workplace contexts.

One writing assignment involving visual rhetoric and professional presentations to be delivered orally to the class, either in person or online.

Students will define and analyze examples of professional writing according to the theoretical foundations of the discipline.

Major and minor writing assignments and/or in-class activities.

Students will demonstrate their understanding of the theoretical foundations of rhetoric and professional writing.

Quizzes, exams, writing projects.

Students will demonstrate their ability to adjust style and voice for rhetorical effectiveness in professional writing genres.

Major writing assignments covering a variety of genres, audiences, and contexts.

Learner Outcome

Activity (optional)

Assessment

Recognize the seven metrical feet and scan metrical poetry to determine stanza patterns, the meaning of variations, and other formal properties.

Students will be quizzed over the metrical feet, scan poems (both in groups and individually), discuss formal patterns in a paper, and will write a poem in metrical form.

Identify the characteristics and conventions of major poetic forms.

Knowledge of poetic forms will be assessed through quizzes, exams, and critical essays.

Develop and apply criteria for evaluating poems.

Students will use criteria to evaluate poems in exercises and/or papers.

Identify formal and intellectual differences in poems from different historical periods.

Students will identify historical differences in quizzes, presentations, and/or analytical papers.

Identify, interpret, and analyze the use of figurative language, tone, and other literary devices in poetry.

Students will write explications of poems that identify and analyze literary devices using critical vocabulary.

Identify and analyze common themes among a group of related poems.

Students will write an essay that compares and contrasts a theme or idea as it is developed in a group of related poems.

Learner Outcome

Activity (optional)

Assessment

1. Recognize and employ contemporary critical assumptions and methods used in literature classes. 

Students will be assessed by one or more of the following:  participation in class discussion, quizzes, oral reports, exams, papers.

2. Write formal and informal responses to literature that demonstrate engagement, reflective thought about the writer’s own assumptions, effective inquiry, and responsible interpretation.

Formal and informal writing will be assessed for critical thinking and interpretive skills.

3.  Identify themes, patterns, and formal features in literary texts. 

Students will be assessed by one or more of the following:  participation in class discussion, quizzes, oral reports, exams, papers.

4.  Employ the rhetoric of English Studies, including specialized vocabulary and appropriate evidence.

Student papers will be assessed for the ability to construct a literary argument and to employ critical vocabulary.

5.  Demonstrate proficiency in literary research techniques and familiarity with library resources.

Paper incorporating research.

6.  Demonstrate familiarity with English major and minor requirements and develop a plan for completing the major.

Participation in group advising session and complete course of study plan.

Learner Outcome

Activity (optional)

Assessment

1. Analyze organizational contexts

1. Students will write situational analyses (audience, purpose for writing, and organizational culture) for all writing assignments

2. Analyze the ethical considerations involved in the technical communication

2. Students will discuss, list, and present ethical considerations for various writing situations as a group exercise

3.  Analyze the cultural considerations involved in technical communication

3. Students will discuss, list, present and apply communication etiquette expected in a variety of cultures

4.  Use and improve appropriate conventions and formal elements

4. Students will write documents, including memos, letters, and reports, that meet the needs of specific audiences, accomplish specific goals, and follow formal writing conventions

5. Construct arguments that are based on sound evidence and appeal to several audiences at once

5. Students will write reports that present a case supported by evidence using conventions and formal elements appropriate to a varied audience

6.  Conduct research that can be used to support arguments

6. Students will write technical proposals that present a case supported by evidence using conventions and formal elements appropriate to a specific audience

7. Test, edit and revise designs and ideas in online documents

7. Students will proofread and edit at least one classmate’s report by using a tracking/mark up computer application

8.  Understand the differences necessary in writing for different levels of audience                                                       

8. Students will revise a report or document by putting it into a different genre (i.e., from technical report to brochure) or addressing a different audience (i.e., from instructions for nutritionist to fact-sheet for patients)

9.  Work in an editor’s role to improve the documents, presentations and critical thought of others                                                           

9. Students will participate in writing groups (formal on line discussion groups) that analyze one another’s rhetorical situations, hone report topics, determine scope, and edit drafts

10.  Identify and incorporate cultural differences as they communicate with audiences from another culture    

10. Students will write an effective memo to, and edit a brief report from, an audience from a different culture

Learner Outcome

Activity (optional)

Assessment

1. Discuss topics in discourse analysis, using appropriate terminology.

1. Students will lead discussions and take examinations on material covered in class and in assigned readings. Examinations will include at least two essay questions.

2. Describe approaches to discourse analysis, noting the contexts for which they were developed.

2. Students will lead discussions and take examinations on material covered in class and in assigned readings. Examinations will include at least two essay questions.

3. Analyze various types of spoken and written discourse.

3. Students will collect and transcribe two minutes of oral data, noting the strategies they used. Students will also complete an online RCR (Responsible Conduct of Research) training provided by CWU’s Human Subject Review Program.

4. Apply skills and knowledge to own areas of interest.

4. Students will a write ten-page paper analyzing discourse and present their findings to class.

5. Apply skills and knowledge to own areas of interest.

5. Students will keep a journal of their responses to lessons or readings. It will also contain a glossary of important terms.

Learner Outcome

Activity (optional)

Assessment

1. Compose original literary fiction that demonstrates a thorough knowledge of character development, dialogue, exposition and setting.                                                

1. Write and submit stories for group peer review.

2. Experiment with point of view, diction, and syntax to achieve a distinctive voice.                                                         

2. Imitate published models via written exercises.

3. Apply revision techniques modeled in the text to clarify and deepen original passages and scenes                                                        

3. Revise workshopped stories for the portfolio.

4. Analyze contemporary collections of stories and/or novels, taking advantage of visiting writers particularly, to consider how such books are structured and arranged, and read individual stories, analyzing them from a writer’s point of view, considering tools of the craft.                                                       

4. Complete quizzes on the reading, participate in class discussions, do imitation exercises

5. Develop oral presentation skills, both in literary performances and in group and/or individual presentations.                                                 

5. Read/perform original works of fiction, and/or lead class discussions, and/or offer individual analyses/reviews of fiction.

6. Analyze the literary market and develop strategies for publication.

6. Complete quizzes on relevant reading/lecture material, prepare work for submission to literary markets. 

Learner Outcome

Activity (optional)

Assessment

1. Identify and analyze poetic genres.

1. Classroom discussion, quizzes, and imitation exercises.

2. Compose and experiment with forms, discursive structures, and voice in original works of poetry.

2. Students will write and submit drafts of poems for workshop discussion.

3. Contribute effectively and meaningfully to workshop discussions of creative works-in-progress.

3. Participation in and leading workshops.

4. Apply revision techniques to the development of quality poems.

4. Students will synthesize feedback from the workshop group and instructor to produce a portfolio of revised poems.

5. Demonstrate familiarity with the structures and conventions of contemporary poetry books and develop criteria for comparative analysis of contemporary creative work.

5. Classroom discussions, analytical papers on assigned contemporary collections, and presentations on poems.

6. Develop strategies that lead to publication success.

6. Students will research publication sources, write cover letters, and submit a precis or finished piece for consideration.

Learner Outcome

Activity (optional)

Assessment

1. Students will deepen their understanding of creative nonfiction by studying the works of selected professional writers, with sustained attention on at least one booklength work.

1. Students will be quizzed on the reading. 

2. Students will develop their oral presentation skills by presenting their knowledge of the craft and/or a particular creative nonfiction writer or work and/or each other’s work.

2. Students will conduct a workshop and/or present information about a creative nonfiction work or writer.

3. Students will continue to develop research skills.

3. Students will write at least one work derived primarily from research, including inteviews and immersion.

4. Students will develop critical skills by responding to each other’s drafts.

4. Students will produce written peer reviews and discuss them in class.

5. Students will learn to recognize and submit their work to appropriate literary markets.

5. Students will do research to locate appropriate literary publications, write cover letters, and prepare a precis or finished piece appropriate for consideration by an editor or literary agent.

6. Students will learn learn how to articulate the effectiveness of “voice” and will learn to develop their own individual voices, modulating tone and experimenting with irony as appropriate.

6. Students will complete exercises to develop voice, including imitation exercises.

7. Students will develop their revision/editing skills to become their own best editors.

7. Students will revise and submit their essays in a final portfolio.

8. Students will learn to perform their work.

8. Students will be required to read excerpts from their original work aloud as part of a class reading.

Learner Outcome

Activity (optional)

Assessment

Identify and analyze forms and structures of creative writing (fiction, creative nonfiction, and poetry).

Students will write an explication paper analyzing a work of creative writing.

Incorporate critical mentoring and feedback into the revision of creative writing.

Final writing portfolio will reflect critical mentoring and feedback.

Apply and further develop genre craft techniques to the creation of poetry, fiction, or creative nonfiction.

Writing exercises and final portfolio.

Further develop criteria to use in comparative analysis of contemporary creative writing.

Students will write reviews of works by visiting writers and participate in a team presentation on one visiting writer.

Contribute effectively to discussions of creative work-in-progress.

Written and verbal comments on peer works-in-progress.

Develop an understanding of the publication process–from initial creation to manuscript submission.

Students will revise work and submit publication-ready work in the final writing portfolio

Identify and analyze education and career options in creative writing.

Students will compose discussion questions for group sessions with visiting writings on “The Writing Life.”

Analyze literary readings by visiting writers.

Students will attend required readings by visiting writers and write informed reviews of the events.

Contextualize pieces of contemporary creative writing within current critical discourses.

Students will incorporate contemporary theory and criticism in their analysis papers.

Learner Outcome

Activity (optional)

Assessment

Demonstrate knowledge of a variety of workplace writing research methods.

Students will complete quizzes and/or exams

Compare and contrast the advantages and limitations of a variety of workplace writing research methods.

Students will take quizzes and exams. Students will write analytical memos assessing two or more research methods.

Propose research using one or two specific workplace writing research methods.

Students will write a proposal paper.

Design research projects using commonly used written report documents.

Students will create documents to support their research projects (for example: test plans, survey instruments, data collection documents, project summaries, activity reports, project reports)

Demonstrate presentation skills appropriate to a workplace writing research project.

Students will create a presentation of their work.

Demonstrate collaboration skills.

Students will participate in group projects or in peer review work.

Conduct ethical low-risk research with human participants

Students will complete Human Subjects Research training. They will also use appropriate consent forms, data collection methods, and reporting procedures.

Learner Outcome

Activity (optional)

Assessment

Demonstrate multi-modal writing and editing skills.

Students will learn relevant multi-modal writing skills, such as html, other mark-up languages, or other relevant multi-modal publishing technologies.

Graded major project, quizzes, or exams.

Apply multi-modal writing and editing skills in a multi-genre publishing context.

Students will use relevant writing and/or markup technologies to prepare writing for online publishing.

Graded major project.

Collaboratively plan a large-scale multimodal publishing project.

Students will work together to identify needed materials, technologies, and platforms to complete a publishing project showcasing the work of themselves and/or others.

Graded assignments such as project proposal and/or plans.

Demonstrate multi-modal collaboration skills to support the creation, design, and editing of student writing for an online audience.

Students will participate in online discussions and activities involved in completing a course-long project to disseminate writing to a broad, online audience.

Graded online discussions and activities.

Evaluate and revise writing from a wide range of professional and creative genres.

Students will participate in peer review workshops with each other’s work, and/or will work in an editorial capacity with work submitted by contributors from outside the course.

Graded peer review activities.

Apply knowledge of writing as appropriate to professional and publishing contexts.

Students will write a wide variety of documents, including emails, memos, proposals, and discussion posts.

Graded assignments and discussions.

Learner Outcome

Activity (optional)

Assessment

1. Demonstrate level appropriate fluency and accuracy in speaking.

(1) Demonstrate level appropriate fluency and accuracy in speaking.

Speak about basic, concrete subjects

Ask and answer simple questions, name objects, give locations, tell time

Describe clothing, colors, seasons,

Participate in simple conversations

Basic sentence patterns.

Unit quizzes (SLO 1, 2, 3)

Interviews/oral exams (SLO 1, 2, 3)

1. Apply listening skills to comprehend and respond to lectures, presentations, and conversations.

(2) Apply listening skills to comprehend and respond to lectures, presentations, and conversations.

Simple Yes/No and WH questions

Pre, active and post-listening skills for listening passages at this level.

Making predictions

Forming WH- questions

Guided note-taking

Listening quizzes (SLO 2, 3)

1. Demonstrate appropriate vocabulary usage in oral communication.

(3) Demonstrate appropriate vocabulary usage in oral communication.

Vocabulary building

Midterm and Final Exams (SLO 1, 2, 3)

Learner Outcome

Activity (optional)

Assessment

1. Demonstrate level appropriate grammar usage in both oral and written communication.

(1) Demonstrate level appropriate grammar usage in both oral and written communication.

Use of basic punctuation: comma, period, and question mark

Use of capitalization at the beginning of sentences, proper nouns, and “I”

Use of simple present, present progressive, and simple past tenses

Use of simple sentence structures: S-V-C statements, simple reversal of verb and subjects to form questions.

Answers to yes/no questions with appropriate pronoun/verb combinations.

Use of contractions

Yes/no questions

Wh- questions

Grammar quizzes (SLO 1, 2)

Chapter tests (SLO 1, 2)

1. Identify and correct common grammatical errors in own writing and speaking

(2) Identify and correct common grammatical errors in own writing and speaking

Use of basic punctuation: comma, period, and question mark

Use of capitalization at the beginning of sentences, proper nouns, and “I”

Use of simple present, present progressive, and simple past tenses

Use of simple sentence structures: S-V-C statements, simple reversal of verb and subjects to form questions.

Answers to yes/no questions with appropriate pronoun/verb combinations.

Use of contractions

Yes/no questions

Wh- questions

Timed writing, dictation, and impromptu speaking (SLO 1, 2)

Midterm and Final Exams (SLO 1, 2)

Learner Outcome

Activity (optional)

Assessment

1. Apply reading skills to comprehend and respond to reading passages and novels.

(1) Apply reading skills to comprehend and respond to reading passages and novels.

Oral and written answers to yes/no, Wh-questions, about the explicit content in reading materials.

Reading aloud of sentences in exercises and reading materials.

Recognition of sentences and main sentence parts (i.e. subjects, verbs)

Answering yes/no and wh-questions about easy readings.

Reading aloud easy statements and stories.

Reading skills quizzes and tests (SLO 1)

1. Demonstrate level appropriate vocabulary knowledge to comprehend reading passages and novels.

(2) Demonstrate level appropriate vocabulary knowledge to comprehend reading passages and novels.

Use of a bi-lingual dictionary to find word meanings as well as pronunciation.

Recognition and use of high-frequency words

Matching vocabulary with definitions, synonyms and antonyms. (SLO 2)

Learner Outcome

Activity (optional)

Assessment

1. Apply level appropriate writing skills to personal and academic writing.

(1) Apply level appropriate writing skills to personal and academic writing.

Model a simple paragraph of 3 -5 sentences following US academic writing

Midterm and Final exams: Dictation and modeled writing- simple conversation, inquiries, recounting of daily routines (SLO1, 2, 3)

1. Demonstrate level appropriate vocabulary usage in written communication.

(2) Demonstrate level appropriate vocabulary usage in written communication.

Vocabulary building based on the 300-word list.

Vocabulary quizzes (SLO 2)

1. Demonstrate level appropriate grammar usage in written communication.

(3) Demonstrate level appropriate grammar usage in written communication.

Use of basic punctuation: comma, period, and question mark

Use of capitalization at the beginning of sentences, proper nouns, and “I”

Use of simple present, present progressive, and simple past tenses.

Use of simple sentence structures: S-V-C statements, simple reversal of verb and subjects to form questions.

Answers to yes/no questions with appropriate pronoun/verb combinations.

Use of contractions

Yes/no questions

Wh- questions

Learner Outcome

Activity (optional)

Assessment

1. Demonstrate level appropriate fluency and accuracy in speaking.

(1) Demonstrate level appropriate fluency and accuracy in speaking.

Meet and greet others, introduce oneself

Speak politely

Discuss customs

Present in front of a group

Discuss routines

Tell stories

Give directions

Describe schedules

Simple present, past, future Basic sentence patterns.

Understanding and using word stress, reductions, intonation.

Unit quizzes (SLO 1, 2, 3)

Oral presentations 4-6 minutes using notes (SLO 1, 2)

1. Apply listening skills to comprehend and respond to lectures, presentations, and conversations.

(2) Apply listening skills to comprehend and respond to lectures, presentations, and conversations.

Pre, active and post-listening skills for listening passages at this level.

•          Making predictions

•          Listening for main ideas

•          Forming WH- questions

•          Guided note-taking

Understanding and using word stress, reductions, intonation.

Interviews/oral exams (SLO 1, 2, 3)

Listening quizzes (SLO 2, 3)

1. Demonstrate appropriate vocabulary usage in oral communication.

(3) Demonstrate appropriate vocabulary usage in oral communication.

Use vocabulary for talking about home, campus, community

Midterm and Final Exams (SLO 1, 2, 3)

Learner Outcome

Activity (optional)

Assessment

1. Demonstrate level appropriate grammar usage in both oral and written communication.

(1) Demonstrate level appropriate grammar usage in both oral and written communication.

Use of basic verb tenses and grammatical structures, compound sentences and complex sentences using when, while, because, and though, etc.)

Use of relative clauses in descriptions

Use of simple past, past progressive, future, and present perfect.

Use of punctuation including semi-colon, exclamation mark, quotation marks.

Use of adjectives, adverbs, and prepositions.

Able to understand and formulate topic sentences and concluding sentences.

Grammar quizzes (SLO 1, 2)

Chapter tests (SLO 1, 2)

1. Identify and correct common grammatical errors in own writing and speaking

(2) Identify and correct common grammatical errors in own writing and speaking

Use of basic verb tenses and grammatical structures, compound sentences and complex sentences using when, while, because, and though, etc.)

Timed writing, dictation, and impromptu speaking (SLO 1, 2)

Midterm and Final Exams (SLO 1, 2)

Learner Outcome

Activity (optional)

Assessment

1. Apply readings skills to comprehend and respond to reading passages and novels.

(1) Apply reading skills to comprehend and respond to reading passages and novels.

Relate short articles to their own knowledge/experience

Summarize orally and in writing the main ideas in a short article

Answer questions about a short article, both orally and in writing 

Answer more substantive questions that require several sentences to answer.

Recognize time shifts in texts.

Cope with unfamiliar grammar structures (e.g., by highlighting and asking about structures that confused them.)

Pre-reading skills such as predicting content based on the title, topic sentences, pictures, etc.)

Understanding of the conventions of quotation in fiction (e.g. when paragraphs change, the speakers change).

Using level appropriate reading passage(s), have students demonstrate their pre and active reading strategies, respond to comprehension questions, and write a summary of the passage. (SLO 1, 2)

1. Demonstrate level appropriate vocabulary knowledge to comprehend reading passages and novels.

(2) Demonstrate level appropriate vocabulary knowledge to comprehend reading passages and novels.

Deal with unfamiliar vocabulary (e.g.by keeping a vocabulary log, by using a bi-lingual dictionary effectively)

Understanding of an appropriate number of high-frequency words.

Vocabulary quizzes (SLO 2)

Learner Outcome

Activity (optional)

Assessment

1. Apply level appropriate writing skills to personal and academic writing.

(1) Apply level appropriate writing skills to personal and academic writing.

Write a description of an event, or aspects of own life, using simple connectors and transitions to indicate the order of events.

Short paragraphs.

Letters/e-mails

Able to understand and formulate topic sentences and concluding sentences.

Composition of paragraphs with clear topic sentences, supporting ideas, and conclusions, following US academic writing conventions.

Use of the writing process

Application of the peer review process and focused proofreading: for topic/concluding sentences, subject-verb agreement, correct verb tenses, spelling, punctuation, and capitalization.

Midterm and Final Exams: Dictation, answering short questions in complete sentences with some explanation, write for 30 minutes on a topic using more than one standard paragraph (SLO 1, 2, 3)

1. Demonstrate level appropriate vocabulary usage in written communication.

(2) Demonstrate level appropriate vocabulary usage in written communication.

Vocabulary building based on the first 500 of the 1000-word list.

1. Demonstrate level appropriate grammar usage in written communication.

(3) Demonstrate level appropriate grammar usage in written communication.

Use of basic verb tenses and grammatical structures, compound sentences and complex sentences using when, while, because, and though, etc.)

Use of relative clauses in descriptions

Use of simple past, past progressive, future, and present perfect.

Use of punctuation including semi-colon, exclamation mark, quotation marks.

Use of adjectives, adverbs, and prepositions.

Learner Outcome

Activity (optional)

Assessment

1. Demonstrate level appropriate fluency and accuracy in speaking.

(1) Apply listening skills to comprehend and respond to lectures, presentations, and conversations.

Understanding stories, directions, requests, opinions.

Pre, active and post-listening skills for listening passages at this level.

•  Making predictions

•  Listening for main ideas

•  Forming WH- questions

•  Guided note-taking

Understanding and using word stress, reductions, intonation.

Unit quizzes (SLO 1, 2, 3)

Oral presentations 6-8 minutes using notes (SLO 1, 2)

1. Apply listening skills to comprehend and respond to lectures, presentations, and conversations.

(2) Demonstrate appropriate vocabulary usage in oral communication.

Use level appropriate vocabulary for talking about home, campus, community

Interviews/oral exams (SLO 1, 2, 3)

Listening quizzes (SLO 2, 3)

1. Demonstrate appropriate vocabulary usage in oral communication.

Midterm and Final Exams (SLO 1, 2, 3)

Learner Outcome

Activity (optional)

Assessment

1. Demonstrate level appropriate grammar usage in both oral and written communication.

(1) Demonstrate level appropriate grammar usage in both oral and written communication.

Reported speech Use of adjectives, adverbs, and prepositions.

Use frequently-used verb tenses (present perfect, present perfect progressive, past perfect, in addition to those mentioned in Level 1 and 2)

Use common grammatical structures (noun clauses as objects, adjective clauses- with who, which or that as the subject), and adverb clauses.

Make fewer grammatical mistakes, and even fewer spelling errors, which may interfere with the reader’s understanding of the writing

Grammar quizzes (SLO 1, 2)

Chapter tests (SLO 1, 2)

1. ·  Identify and correct common grammatical errors in own writing and speaking

(2) Identify and correct common grammatical errors in own writing and speaking

Reported speech Use of adjectives, adverbs, and prepositions.

Use frequently-used verb tenses (present perfect, present perfect progressive, past perfect, in addition to those mentioned in Level 1 and 2)

Use common grammatical structures (noun clauses as objects, adjective clauses- with who, which or that as the subject), and adverb clauses.

Make fewer grammatical mistakes, and even fewer spelling errors, which may interfere with the reader’s understanding of the writing

Timed writing, dictation, and impromptu speaking (SLO 1, 2)

Midterm and Final Exams (SLO 1, 2)

Learner Outcome

Activity (optional)

Assessment

1. Apply readings skills to comprehend and respond to reading passages and novels.

(1) Apply reading skills to comprehend and respond to reading passages and novels.

Preview (scan) headers and graphics to determine the main idea of a reading

Activate prior knowledge of a reading topic

Generate active reading questions

Skim a text to predict the main idea

Annotate readings:

–identify main ideas and key details

–identify ideas / words requiring clarification

–respond

Respond to WH- and other questions

Write or deliver a brief summary: main ideas and key details

Offer opinions and reactions to reading passages

Identify basic patterns of organization (time order, compare/contrast)

Identify implied main ideas and make inferences about them

Midterm/final. Tasks include the demonstration of understanding the relationship between important ideas and supporting details, and other reading skills covered in class. (SLO 1, 2)

Vocabulary quizzes (SLO 2)

1. Demonstrate level appropriate vocabulary knowledge to comprehend reading passages and novels.

(2) Demonstrate level appropriate vocabulary knowledge to comprehend reading passages and novels.

Use of context clues to guess meaning of unknown vocabulary

Use of knowledge of affixes to guess meaning of unknown vocabulary

Recognition and use of an appropriate number of high-frequency words

Learner Outcome

Activity (optional)

Assessment

1. Apply level appropriate writing skills to personal and academic writing.

(1) Apply level appropriate writing skills to personal and academic writing.

Write simple, connected five paragraph essays on a range of topics in field of interest, expresses rationale to support view point.

Summarize a film, book, or article.

Write 5 paragraph academic essays with a clear purpose, concrete sentences, basic use of transitions, and an understanding of cohesiveness.

Employment of all the elements of a strong essay, including introduction paragraphs featuring a “hook” and a clear thesis, supporting information developed in body paragraphs, and definitive closing statement.

Compose answers to essay questions

Proficiency with the writing process, peer review and editing

Midterm and Final Exams: Timed writing (SLO 1, 2, 3)

1. Demonstrate level appropriate vocabulary usage in written communication.

(2) Demonstrate level appropriate vocabulary usage in written communication.

Vocabulary building based on the 1000-word list.

Write academic essays, summaries, and short answer essay questions (SLO 1, 2, 3)

1. Demonstrate level appropriate grammar usage in written communication.

(3) Demonstrate level appropriate grammar usage in written communication.

Use frequently-used verb tenses (present perfect, present perfect progressive, past perfect, in addition to those mentioned in Level 1 and 2)

Able to read an academic text of 500-750 word and summarize it within a set time (SLO 1, 2, 3)

Learner Outcome

Activity (optional)

Assessment

1. Demonstrate level appropriate fluency and accuracy in speaking.

(1) Demonstrate level appropriate fluency and accuracy in speaking.

Report the main ideas of academic lectures

Give an organized and coherent presentation relating to an academic topic using a range of higher level language and grammar structures.

Participate in class discussions about abstract issues, sharing opinions and cultural perspectives.

Participate in interviews on abstract topics

Using a PowerPoint effectively in presentation-making

Unit quizzes (SLO 1, 2, 3)

Oral presentations 4-6 minutes using notes (SLO 1, 2)

1. Apply listening skills to comprehend and respond to lectures, presentations, and conversations.

(2) Apply listening skills to comprehend and respond to lectures, presentations, and conversations.

Take effective lecture notes using abbreviations and symbols

Understanding stories, directions, requests, opinions.

Pre, active and post-listening skills for listening passages at this level.

•          Making predictions

•          Listening for main ideas

•          Forming WH- questions

•          Guided note-taking

•          Understanding and using word stress, reductions, intonation

•          Strategies for dealing with unknown words

Interviews/oral exams (SLO 1, 2, 3)

Listening and vocabulary quizzes (SLO 2, 3)

1. Demonstrate appropriate vocabulary usage in oral communication.

(3) Demonstrate appropriate vocabulary usage in oral communication.

Use level appropriate vocabulary for talking about home, campus, community, and academic topics

Midterm and Final Exams (SLO 1, 2, 3)

Learner Outcome

Activity (optional)

Assessment

1. Demonstrate level appropriate grammar usage in both oral and written communication.

(1) Demonstrate level appropriate grammar usage in both oral and written communication.

Use of all verb tenses and more complex grammatical structures.

Incorporation of gerunds, infinitives, and participle phrases, and passive voice

Grammar quizzes (SLO 1, 2)

Chapter tests (SLO 1, 2)

1. Identify and correct common grammatical errors in own writing and speaking

(2) Identify and correct common grammatical errors in own writing and speaking

Use of all verb tenses and more complex grammatical structures.

Incorporation of gerunds, infinitives, and participle phrases, and passive voice

Timed writing, dictation, and impromptu speaking (SLO 1, 2)

Midterm and Final Exams (SLO 1, 2)