ENGL-99: Developing Competence in College Reading, Writing, and Study Skills

Course Information

Course, prefix, number, & title: ENGL-99 Developing Competence in College Reading, Writing, and Study Skills

Hours (Class, recitation, Laboratory, studio): 4 hours

Credits: 0 credits, 4 equated credits

Pre-requisites (if any): This course is for students who are deemed in need of a developmental English course through the English Proficiency Index or their score on the placement exam for students identified as ESL.

Co-requisites (if any): ENGL99 should be taken with a linked ENGL101 course as part of the English Department’s Accelerated Learning Program.

Course Description in college catalog:

For students who need intensified instruction in both reading and writing, as determined by a standard skills assessment or placement test and screening results. Emphasis is on the link between the concurrent development of reading and writing skills, with special attention paid to the use of critical thinking to analyze a range of written texts and the production of organized, well-developed essays and reports. Computer-integrated pedagogy, theme-based curriculum, and in-class tutor support are important aspects of the course.

Academic programs for which this course serves as a requirement or an elective:

General Education Outcomes: Below is a listing of General Education Outcome(s) that this course supports.

  1. Communicate effectively in various forms

  2. Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions

  3. Apply information management and digital technology skills useful for academic research and lifelong learning

Course-specific student learning outcomes:

Upon successful completion of the course, students will be able to:

  • Students will be able to comprehend the content and analyze the structure of a text or other document (i.e. main idea, supporting topic sentences, basic command of grammar, etc.).
  • Students will be able to compose effective written documents (essays, reports, etc.) that incorporate structural and grammatical learning.
  • Students will complete regular writing assignments.
  • Students will compose successful one paragraph summaries of reading passages.
  • Students will compose successful paraphrases of key sentences from passages, e.g thesis paraphrases.
  • Students will successfully proofread documents for relevant grammar and usage problems.
  • Students will complete regular writing assignments, demonstrating an awareness of basic rhetorical strategies.
  • Students will use context to decipher meanings of unfamiliar words.
  • Students will use the dictionary to locate the definitions of words.
  • Students will use a thesaurus to locate synonyms and antonyms.
  • Students will analyze both affixes and stems to understand new vocabulary.
  • Students will use both general and technical terms of increasing difficulty in a variety of subjects.
  • Students will distinguish between general and specific ideas.
  • Students will distinguish between main ideas and details.
  • Students will distinguish between fact and fiction.
  • Students will understand how one idea relates to another.
  • Students will use inference to draw unstated meanings.
  • Students will follow verbal directions.
  • Students will take clear, well-organized and detailed lecture notes.
  • Students will express ideas in class discussions.
  • Students will articulate concepts and knowledge in class and group discussions.
  • Students will provide clear and precise feedback in group learning activities.

Other program outcomes (if applicable).

  1. Integrate knowledge and skills in the program of study

  2. Make ethical judgments while recognizing multiple perspectives, as appropriate in the program of study

  3. Work collaboratively to accomplish learning objectives

Methods by which student learning will be assessed and evaluated; describe the types of methods to be employed; note whether certain methods are required for all sections:

  1. Presentation assignments
  2. Writing assignments
  3. Reading quizzes

Academic Integrity policy (department or College):
Academic honesty is expected of all students. Any violation of academic integrity is taken extremely seriously. All assignments and projects must be the original work of the student or teammates. Plagiarism will not be tolerated. Any questions regarding academic integrity should be brought to the attention of the instructor. The following is the Queensborough Community College Policy on Academic Integrity: "It is the official policy of the College that all acts or attempted acts that are violations of Academic Integrity be reported to the Office of Student Affairs. At the faculty member's discretion and with the concurrence of the student or students involved, some cases though reported to the Office of Student Affairs may be resolved within the confines of the course and department. The instructor has the authority to adjust the offender's grade as deemed appropriate, including assigning an F to the assignment or exercise or, in more serious cases, an F to the student for the entire course." Read the University's policy on Academic Integrity opens in a new window(PDF).

Any student who feels that he or she may need an accommodation based upon the impact of a disability should contact the Office of Accessibility Services in Science Building, Room S-132, 718-631-6257, to coordinate reasonable accommodations for students with documented disabilities. You can visit the Office of Accessibility Services website.

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