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Reading Course Competencies |
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Reading Course Competencies |
Reading 10: Reading Development I
RD 10 Competencies
Students will state the topic and thesis of college level readings selected across the curriculum in their own words.
Students will use main idea and supporting detail to annotate and take notes over a variety to academic texts in anecdotal, underline/highlight, outline, or Cornell format.
Students will recognize common college level vocabulary through weekly quizzes.
Students will recognize and apply common context clues to determine the meanings of unknown words.
Students will identify figurative language (simile, metaphor, and irony) and describe the image being presented.
Students will identify statements of fact and opinion, and be able to make appropriate inferences from these statements.
Students will identify personal experiences that affect their interpretation of text. (Ex. interpretation of a vocabulary word, interpretation of text from another culture)
Students will apply information gained from college level texts representing various disciplines.
DRAFT--5/22/98
Reading 20: Reading Development II
RD 20 Competencies
Students will use topic, thesis, main idea and supporting detail to annotate and summarize college level texts selected across the disciplines.
Students will recognize common rhetorical modes and use these modes to follow the author's logic in development of the text.
Students will advance their knowledge of common college level vocabulary through weekly quizzes.
Students will recognize denotative and connotative meanings of words and explain their impact on establishing tone and bias.
Students will identify statements of fact and opinion, make appropriate inferences from these statements, and evaluate the impact of these statements on the whole text.
Students will recognize common propaganda techniques and logical fallacies.
Students will integrate personal experiences into their analysis of text. (Ex. interpretation of a vocabulary word, interpretation of text from another culture)
Students will identify the use of logic, emotion, and character in a text and critique their effectiveness citing text examples for support.
Students will demonstrate critical reading abilities (comprehension, analysis, and evaluation) in college level texts selected from a variety of disciplines.
DRAFT--5/22/98
Reading 117: College Reading
RD 117 Competencies
Students will diagnose their own study habits and learning preferences and use this knowledge to select appropriate study strategies for mastering differing academic texts.
Students will diagnose their own reading rates, purposes, and comprehension levels and use this knowledge to set reading goals, track progress, and implement "fix up" strategies in reading rate and study effectiveness (comprehension and retention).
Students will describe two study systems (SQ3R, S-RUN) and evaluate their usefulness in helping the student accomplish his/her reading and study goals.
Students will demonstrate their mastery and evaluate the effectiveness of several note taking strategies (underlining/highlighting, text annotation, text summarization, Cornell note taking, flashcards, mapping, outlining) in meeting the demands of varying academic requirements (Ex. scientific/technical vs. social science/humanities)
Students will explain the factors influencing concentration and memory and will select aids to retention that are appropriate to specific academic demands.
Students will demonstrate effective rate and retention strategies (including skimming and scanning) and explain how and when to implement each.
Students will use text structure (topic, thesis, main idea, supporting detail, rhetorical mode) to implement effective and efficient study strategies.
Students will interpret graphics accurately.
Students will create a model of how to complete research assignments by planning and executing an I-Search project on a topic of their choice.
DRAFT--5/22/98
