ELL 108 - Reading and Comm Accuracy

Credits: 4
Lecture Hours: 3
Lab Hours: 2
Practicum Hours: 0
Work Experience: 0
Course Type: General

1. Examine college-level textbook(s) and its components.
2. Distinguish the differences of scholarly articles and online scholarly publications.
3. Critique purpose and intent of academic articles and journals.
4. Discern the different types of DMACC’s library resources.

2. Analyze active reading  strategies

1. Examine image(s) and graphic(s) prior to reading.
2. Infer meaning of title, headings, and subheadings.
3. Classify key vocabulary, footnotes, appendix, and other concepts in reading.
4. Outline questions prior to reading text.
5. Examine how the reading is connected to self and other known texts.

3. Evaluate details in academic reading selections

1. Assess author(s) and evaluate author’s credibility.
2. Choose and interpret main idea or thesis statement.
3. Choose and interpret supporting details and their examples.
4. Assess implied meaning.

4. Evaluate individual speed reading skills

1. Rank individual progress of rate of words per minute and interpret gains.
2. Appraise and interpret texts for main ideas and details.
3. Appraise and interpret texts for numbers, dates, and key words.

5. Evaluate vocabulary in college-level reading texts.

1. Compare and contrast textual clues to aide in understanding.
2. Determine word families, roots, prefixes, and suffixes.
3. Assess synonyms and antonyms to target words.
4. Decide target vocabulary’s part of speech.

6. Evaluate spoken academic language in classroom context

1. Differentiate learned academic vocabulary in classroom questions and responses.
2. Compare and contrast target vocabulary in formal and informal receptive assessments such as academic lectures, interviews, academic listening segments, and college-level reading texts.
3. Compare and contrast target vocabulary in formal and informal productive assessments such as group discussions and college-level writing.

​​​​​​7. Synthesize annotations in college-level reading texts.

1. Produce summary of text by defining main ideas, details, and target vocabulary.
2. Produce reaction of text by examining opinions, beliefs, and questions from author(s) and self.
3. Integrate learned annotations skills to speaking activities.
4. Incorporate skimming and scanning annotations into study habits.

8. Synthesize the use of summarizing and paraphrasing skills through college-level reading texts

1. Develop an individual code of academic integrity and compare with DMACC’s plagiarism policy.
2. Produce receptive and productive academic summaries through evaluating and synthesizing texts’ purpose.
3. Produce receptive and productive academic paraphrases through evaluating and synthesizing text’s purpose.

9. Evaluate receptive listening strategies

1. Predict before listening to an excerpt.
2. Appraise and critique speaker after listening to an excerpt.
3. Evaluate and defend main point(s) of an excerpt.
4. Appraise details such as names, dates, ratios, and percentages to an excerpt.
5. Compare and contrast lecturers’ spoken and written discourse.

10. Evaluate productive speaking skills

1. Appraise and evaluate individual and peer platform speaking skills: eye contact, voice, gesture, movement, and posture in class presentations.
2. Appraise and evaluate effective group discussion skills and roles: eye contact, voice, movement, initiator, challenger, and interrupter in classroom group discussions.
3. Compare and contrast Cornell note-taking skills with academic annotations.

11. Assess pronunciation skills to be better understood

1. Outline the correct International Phonetic Alphabet symbol with correct sound.
2. Compare and contrast content, function, and structure words in sentences.
3. Classify individual stress, rhythm, and prosody.
4. Classify the sound differences in various consonants.
5. Compare and contrast the differences in voicing and sibilants.
6. Discriminate individual consonant errors.