STANDARD COMPETENCIES:

 

 1. Demonstrate knowledge of and ability to read for multiple levels of understanding, to read critically, and to apply the steps of the reading process, including pre-reading, annotating and analysis, using discipline-specific readings and materials.

 2. Demonstrate knowledge of and ability to summarize course materials applying the steps of the reading and writing processes, using discipline-specific resources.

 3. Demonstrate knowledge of and ability to use the writing process—including prewriting, drafting, revising, and editing— to write persuasively in multiple genres using discipline-specific course materials.

 4. Demonstrate knowledge of and the ability to reflect on their own reading and writing processes and to apply strategies to cross-curricular reading and writing tasks.

 TOPICAL OUTLINE:

 

 I. Demonstrate knowledge of and ability to read for multiple levels of understanding, to read critically, and to apply the steps of the reading process, including pre-reading, annotating and analysis, using discipline-specific readings and materials.

 A. Engage in pre-reading to organize the reading task, to activate schema, and to determine the meaning of unfamiliar words and concepts.

 B. Annotate texts to indentify key points, organize relationships between information, exemplify, explain, infer, summarize, and paraphrase.

 C. Analyze through post-reading activities such as outlining or graphically organizing from the text.

 D. Analyze readings and course materials in discipline-specific ways.

 1. Author’s purpose and tone

 2. Bias

 3. Point of view

 4. Author’s credibility

 5. Validity

 6. Adequacy and relevancy of support.

 7. Differentiating between fact and opinion

 8. Indentifying patterns of organization

 

 II. Demonstrate knowledge of and ability to summarize course materials applying the reading and writing processes, using discipline-specific readings and resources.

 A. Identify and communicate main points without bias.

 B. Structure and organize information into a coherent format.

 C. Differentiate between summarizing and paraphrasing.

 D. Integrate source information, with judicious use of direct quotations and following discipline-specific citation formats.

 

 III. Demonstrate knowledge of and ability to use the writing process—including prewriting, drafting, revising, and editing— to write persuasively in multiple genres using discipline-specific course materials.

 A. Generate ideas through pre-writing activities.

 B. Create multiple drafts and revise for clarity, purpose, audience, unity, and support, moving beyond formulaic five-paragraph essays.

 C. Edit for punctuation, grammar, mechanics, and writing conventions within the discipline including formatting and citations.

 

 IV. Demonstrate knowledge of and the ability to reflect on their own reading and writing processes and to apply strategies to cross-curricular reading and writing tasks.

 A. Evaluate reading and writing processes in order to transfer them to new situations.

 B. Identify and utilize academic support resources.