READ087 Integrated Basic Reading and Writing
Department of Language & Literature: Reading
- I. Course Number and Title
- READ087 Integrated Basic Reading and Writing
- II. Number of Credits
- 6 credits
- III. Number of Instructional Minutes
- 4500
- IV. Prerequisites
- Reading Placement Test score Level 1 or AESL103 (C or better) AND Writing Placement Test score of 2 or AESL101 (C or better), or permission of the Department of Language and Literature.
- Corequisites
- None
- V. Other Pertinent Information
-
READ087, like other developmental courses, is not transferable and does not satisfy general elective requirements.
As an integrated course, READ087 combines READ090 and COMP090.
Students scoring into READ087 are limited in their enrollment to an approved list of courses until they progress to READ Level 2.
The Department of Language and Literature has determined that READ087 is an intensive-writing course and that students will write 2500 words minimum in formal writing assignments.
According to Department policy, all READ087 students will repeat the reading and writing placement tests at the end of the semester to confirm competency.
A final grade of C or higher for the course will not necessarily determine whether the student will move on to the next level of reading or writing. Final assessments, student performance, and instructor evaluation may indicate that a student is prepared to move on to the next level in one area but not the other.
Use of reader assistive technology is permitted for all assessment methods.
- VI. Catalog Course Description
- Through themed readings, students apply, monitor and adjust a repertoire of reading strategies for improved comprehension and utilize the recursive writing process for composition organization and development. This introductory course develops the foundational literacy skills necessary for college success and prepares students for subsequent reading and composition courses.
- VII. Required Course Content and Direction
-
-
Course Learning Goals
Students will:
- develop metacognitive skills to monitor and adjust active reading strategies and to effectively apply discrete reading skills for improved comprehension of written material;
- apply the recursive process by reflecting on text-based readings to develop critical thinking skills, generate and develop ideas through pre-writing and drafting, and to refine written responses through revising, proofreading, and editing;
- demonstrate awareness of audience and understanding of the mechanical elements of writing through the development of short, focused compositions in support of a clear point; and
- demonstrate an understanding of the basic requirements of academic integrity.
-
Planned Sequence of Topics and/or Learning Activities
Academic literacy skills and strategies are developed through activities designed to scaffold skill development as students read and respond in writing to themed materials of increasing complexity and length in order to:
- engage in active reading by applying strategies to preview material, activate prior knowledge, set a purpose for reading, develop questions to guide thinking, and predict outcomes;
- develop and apply discrete reading comprehension skills, such as utilization of context clues, topic, main idea, supporting details, transition words, and organizational patterns for increased understanding;
- improve ability to understand, analyze, and respond to the author's purpose, audience, and tone; distinguish fact and opinion; and formulate valid conclusions based on stated and implied information;
- increase metacognitive awareness and develop academic discourse skills by reflecting on themed readings through a variety of strategies, including marking, outlining, answering questions, engaging in group discussions, journal writing, and summarizing;
- engage in the recursive writing processes of pre-writing, considering audience, drafting, revising, proof-reading, and editing to write at least four formal out-of-class compositions and two in-class compositions, meeting the department specified 2,500 word minimum;
- respond to instructor feedback in frequent impromptu mini-conferences as well as one formal individual conference;
- learn about requirements of academic honesty in a standardized assignment early in the semester and through the use of sources in student compositions;
- apply understanding of grammar and correct usage while proofreading, editing, and revising compositions. Students may be encouraged or required to work on specific writing and/or reading difficulties at the Academic Success Center.
-
Assessment Methods for Course Learning Goals
- At least 90% of the final grade is determined by assignments integrating the reading and writing process and culminating in formal, graded compositions.
- When determining the final grade, instructors will give more weight to work completed in the second half of the semester.
- While instructors will evaluate student writing primarily holistically, students' writing should demonstrate adequate control of grammar and usage, as well as attention to focus, development, support, organization, and academic integrity to receive a passing grade (C or above).
- Instructor commentary, written and/or discussed in conference, will address all formal reading and writing assignments; instructors will return each formal composition before the next is submitted.
- Students will repeat the placement test in both reading and writing at the end of the semester to demonstrate competency. A department approved assessment in reading offers an alternative means of advancement to Level 2 in reading.
- If indicated by the reading assessment results, students needing additional support in reading will remain at Level I and will be required to enroll in READ089 the following semester but will move on to the next level of COMP as indicated by performance in writing. Conversely, based on overall performance and instructor assessment, students needing more support in writing will be required to enroll in COMP090 but will move on to the next level of READ as indicated by the final placement test.
- Use of reader assistive technology is permitted for all assessment methods.
-
Reference, Resource, or Learning Materials to be used by Student:
This course uses departmentally-selected online instructional software, open educational resources, grammar and usage guides, instructor created materials and authentic materials, such as newspaper articles, articles and selections from college textbooks. See course syllabus.
-
Review/Approval Date - 5/2020; Revised 12/2024