PREP EXTENDED DEFINITION:
PASS
READING "PROCESS" EXTENDED DEFINITION:
"Reading is the process of decoding abstract symbols in order to understand
their underlying message or meanings. Effective readers employ a variety of
strategies to improve comprehension, to self-correct, and to discover meaning in
many types of text. A fluent reader can interpret a writer’s literal and
inferential meaning, recognize the differing goals of different types of
writing, use all the features of a written document (e.g., tables, index, appendices, footnotes),
vary the method of reading (skim, review, survey, analyze), and make connections
between texts and personal experiences. Reading is undertaken for a variety of
reasons, including enjoyment, information acquisition, comprehension, and
critical analysis."
PREP READING PROFICIENCIES:
Community college program entry-level students can:
1. Use reading as a tool for learning, communication, and self-reflection.
2. Vary reading strategies (skim, review, survey, question, close examination and analysis) as appropriate to understand writers’ goals in a variety of written texts (e.g. literature, textbooks, directions, manuals, newspaper articles) and to achieve different reading purposes.
3.. Distinguish main ideas from supporting ideas and details; and demonstrate their literal comprehension of a text in a variety of oral and written forms (e.g., discussion of their reading; responses to reading-based comprehension questions; outline or map, summary and critique of written texts).
4. Use the features of a written document (e.g., tables, indices, headings, appendices, footnotes, glossaries, boldface type) to strengthen comprehension and achieve reading goals.
5. Demonstrate critical reading skills by:
 | identifying author biases, purposes, and intended audiences; |
| distinguishing facts, evidence, inferences, opinions, and judgments; |
| identifying different types of written texts (e.g.. narration, exposition, persuasion); |
| identifying propaganda techniques and logical fallacies in written texts; and |
| evaluating strengths and weaknesses of a text according to clear and justifiable criteria that take into account the author's goals, intended audience, and the reader's purposes and values. |
6. Clearly define their reading goals and reading strategies, and modify and self-correct their practices to improve their literal, inferential, and evaluative comprehension.
7. Gather, evaluate, and synthesize written materials to draw conclusions and to support opinions effectively (e.g. in position papers, research papers, and oral presentations that include evidence drawn from their reading).
8. Draw connections and identify relationships between what they have read and other experiences, texts, and issues in their personal lives, the community at large, and the world.
9. Describe how historical and cultural contexts, different perspectives, discipline-specific and workplace conventions, and individual biases can influence what they and others read, think, write, hear, say, and view.
PREP Communications Content Group, 5/12/95; Rev. 4/97
PREP EXTENDED DEFINITION:
"Speech Communication includes the skills of both listening and speaking. The competent communicator asks clarifying and extended questions, can distinguish between inferences and facts, is able to initiate and sustain conversations, discloses feelings and emotions, actively listens to ideas and opinions, and can give and receive directions clearly and accurately. Competent communication encompasses both verbal and nonverbal behaviors, and the ability to recognize that both carry social and personal meanings."
PASS
LISTENING AND SPEAKING SKILLS
EXTENDED DEFINITION:
"Listening and Speaking Skills are critical for competent oral expression. Such
skills include the ability to ask clarifying and extending questions, express
generalizations discovered through investigation and debate, persuade, initiate
and sustain conversations. Other important skills include presenting feelings
and emotions, sharing and exchanging ideas and opinions, giving directions, and
critiquing oral presentations. Communication also involves understanding and
appropriate use of verbal and non-verbal behaviors."
PREP SPEECH COMMUNICATION PROFICIENCIES
Community college program entry-level students can:
1. Explain the importance of speaking and listening, and the respective roles and responsibilities of being a speaker and a listener.
2. Ask and appropriately respond to closed or open questions.
3. Differentiate among facts, opinions, conclusions, and feelings.
4. Engage in "small talk" as a means for effective communication.
5. Disclose appropriately their own emotions and empathize with the emotions of others.
6. Organize ideas in a logical sequence and present a clear, focused message.
7. Follow oral directions accurately.
8. Understand how nonverbal messages can enhance or detract from verbal messages.
9. Identify the diversity of communication styles due to cultural differences.
PREP Communications Content Group, 5/12/95; Rev. 4/97.
PREP EXTENDED DEFINITION:
"Writing is a tool for learning, communication, and self-reflection. Writing is a process composed of prewriting, drafting, organizing, revising, editing, and critiquing. Writing reflects the standard conventions of grammar, syntax, punctuation, spelling, and voice. The forms of writing vary by purpose and audience."PASS EXTENDED DEFINITION:
"Writing is a tool for learning, for communication, and for self-reflection. Writing may serve to inform, stimulate, and challenge a variety of audiences. The writer organizes and clarifies her or his thinking so that it is comprehensible, informative, moving or entertaining to others when read. Conventions of writing, including grammar, syntax, spelling, structure, and voice, must be understood and mastered. The writing process contains a number of recursive dimensions, including prewriting, drafting, organizing, revising, editing, and critiquing. Effective writers employ a variety of written forms (e.g., stories, essays, journals, technical reports, poetry, research papers), and can evaluate, monitor, and critique their own writing to produce a coherent and polished result."PREP WRITING PROFICIENCIES:
Community college program entry-level students can:
1. Use writing as a tool for learning, self-expression, and communication in a variety of written forms (e.g. stories, essays, journals, technical reports, poetry, research papers).
2. Organize thoughts coherently to communicate a clear, focused central point, supported by relevant detailed development, and appropriate to audience and purpose.
3. Write in an effective voice and style (i.e.appropriate tone; precise, descriptive word choice; pleasing sentence variety) and vary organizational strategies to achieve writing purpose(s) with a targeted audience.
4. Employ self-editing and proofreading skills needed to identify and correct errors in standard written English conventions (e.g. correct spelling, grammar, punctuation, capitalization, paragraphing, and documentation).
5. Use an effective recursive writing process (e.g. identify audience and purpose, generate ideas, plan and draft, collaborate and confer, revise and publish) to generate polished, final products.
6. Identify the purpose, the point, the organizational arrangement, and the cultural and historical contexts in their own writing and in the writing of others.
7. Transfer writing skills successfully to other courses, as well as to civic, workplace, and personal contexts.
8. Analyze and evaluate the strengths and weaknesses of their own writing and of the writing of others.
9. Gather, evaluate, and synthesize research responsibly and effectively into their own writing without plagiarizing.
Adopted by the Communications Content Group, 5/12/95; Revised 4/97.
See also PASS
"Process" [i.e. Skills] Proficiencies
for Analytic Thinking, Integrative Thinking, Problem
Solving,
Technology as a Learning Tool, Teamwork, and Quality Work:
PASS: The Oregon University System (OUS) has adopted new admissions requirements for students to be admitted to Oregon's public universities, to be phased in beginning in Fall 2001. This new admissions system is known as PASS: Proficiency-based Admission Standards System.
PASS: Proficiency-based Admission Standards
System:
http://www.ous.edu/pass/
Introduction to PASS:
http://www.ous.edu/pass/about/intro/index.html
PASS English Assessment Guidelines for
2000-2001:
http://www.ous.edu/pass/about/intro/s1_english_assessment.html
ONE (Oregon
Network for Education):
http://www.ous.edu/one/index.htm
PREP: Oregon Community Colleges System has adopted PREP (PRoficiencies for Entry into Programs) to align OUS's PASS with the Oregon Board of Education's CIM (Certificate of Initial Mastery) and CAM (Certificate of Advanced Mastery) standards, and define "what it takes to succeed in [Oregon] community college programs.
PREP:
PRoficiencies for Entry into Programs:
http://www.odccwd.state.or.us/comcol/prep/PREP.html
Oregon Community Colleges:
http://www.odccwd.state.or.us/comcol/ComCol.htm
ONE (Oregon
Network for Education):
http://www.ous.edu/one/index.htm
See also PASS "Process" [i.e. Skills] Proficiencies:
1. Reading; 2. Writing; 3. Listening and Speaking; 4. Analytic Thinking; 5. Integrative Thinking; 6. Problem Solving; 7. Technology as a Learning Tool; 8. Teamwork; 9. Quality Work
http://www.cocc.edu/humanities/standards/PASSprocess.htm
Oregon
State Standards Index Page
Courses
& Disciplines
| Humanities
Dept Home
URL of this webpage:
http://www.cocc.edu/humanities/standards/PREPcomm.htm
Last
updated: 30 June 2001
Maintained by Cora
Agatucci: cagatucci@cocc.edu