ENG 1022
Writing II: Critical Thinking
Credit Hours: 1.0
Lecture Hours: 15
MODULE TEMPLATE
Developers: Melissa Fry
Development Date: 06/21/08
2
MODULE COURSE DEVELOPMENT ACTIVITY
Name, Status:
Melissa Fry, English Professor
Date:
06/21/08
Email:
melissa.fry@kctcs.edu
Telephone:
(859) 442-1179
Website:
http://www.kctcs.edu
Preferred form of communication:
Email
KCTCS_VLI_module_template.dot
3
MODULE COURSE DESCRIPTION
Course Title:
Writing II: Critical Thinking
Course Number:
ENG 1022
Prerequisites:
ENG 1021
Credit Hours:
1.0
Contact Hours:
15
Co-requisites:
Lecture
Contact Hours: 15
Credit Hours: .1
Laboratory
Contact Hours: 0
Credit Hours: .0
Other
Type: N/A
Course Schedule/Calendar:
 Pre test: Assessment critical thinking concepts and MLA documentation

Post personal introduction on Course Introductions Discussion Board

Observation exercise and review of critical thinking skills

Read essay: Dilemma of Obedience, write 2-3 page reaction to essay as well as
implications of need for critical thinking, post reaction on discussion board

Analysis of facts / overview of fact finding report / Research and write a 3-5 page fact
finding report demonstrating effective content, organization, grammar and mechanics,
correct MLA documentation of at least two sources, and evaluation and critical thinking
skills / self-directed practice exercises

MLA documentation concepts and skills

Analysis of inferences / self-directed practice exercises

Analysis of assumptions / self-directed practice exercises. Discussion posting on
assumptions

Analysis of opinions / self-directed practice exercises

Analysis of evaluations / self-directed practice exercises. Discussion posting on
evaluations

View episode of television program. Meerkat Manor and analyze evaluation and
KCTCS_VLI_module_template.dot
4
MODULE COURSE DESCRIPTION
connotation through discussion questions.

Analysis of point of view / self directed practice exercises

Read The True Story of the Three Little Pigs. Rewrite a children’s story or nursery rhyme
taking another character’s point of view. Post on discussion board.

View episode of television program, 30 days and analyze point of view through discussion
questions.

View documentary, Outfoxed and analyze media/political point of view

Post test: Assessment of critical thinking concepts and MLA documentation. Students must
achieve a 80% or higher to advance to next module
General Education Competencies:
A general education core curriculum will enable KCTCS colleges to graduate men and women
who are intellectually flexible, articulate, reflective, creative, and prepared for continuous learning.
For all students, this implies some understanding of the value of higher education and the world of
work and career fields related to their own abilities, interests, and needs. The general education
core competencies will enable students to develop their own values, pursue goals, and contribute
to the political, moral, social, and cultural enrichment of society.
General Education Competencies included in ENG 1022
I. Communicate Effectively
1. Read and listen with comprehension.
2. Speak and write clearly using standard English.
3. Interact cooperatively with others using both verbal and non-verbal means.
4. Demonstrate information processing through basic computer skills.
II. Think Critically
1. Make connections in learning across the disciplines and draw logical conclusions.
2. Demonstrate problem solving through interpreting, analyzing, summarizing, and/or
integrating a variety of materials.
III. Learn Independently
1. Use appropriate search strategies and resources to find, evaluate, and use information.
2. Make choices based upon awareness of ethics and differing perspectives/ideas.
3. Apply learning in academic, personal, and public situations.
4. Think creatively to develop new ideas, processes, or products.
IV. Examine Relationships in Diverse and Complex Environments
1. Recognize the relationship of the individual to human heritage and culture.
2. Demonstrate an awareness of the relationship of the individual to the biological and
physical environment.
KCTCS_VLI_module_template.dot
5
MODULE COURSE DESCRIPTION
3. Develop an awareness of self as an individual member of a multicultural global community
.
Approved module competencies the student will know upon completion:
Successful persuasive writers must exercise effective critical thinking. This module will introduce
students to critical thinking concepts and encourage students to master these techniques in both
reviewing the research and writings of others as well as in crafting a persuasive argument.
Student Learning Outcomes:
 Students will critique and practice aspects of critical thinking
 Students will analyze and evaluate facts, inferences, assumptions, opinions and
evaluations
 Students will analyze and evaluate point of view
 Students will utilize correct MLA documentation
 Students will practice gathering facts/research and making evaluations based on findings.
Works Cited:
Ben Folds Five. Whatever and Ever Amen. Sony Records, 1997.
Brashear, William. “Please Don’t Tolerate Me.” CityBeat. August 14, 2001. p. 18
“Cartoons - News at Eleven.” Salon.com. 8/1/08. www.salon.com.
“Cartoons – Far Side Bugs.” Salon.com 8/1/08. www.salon.com.
The Colbert Report: Truthiness.” 10/18/2005. Comedy Central. 8/7/08. www.colbertreport.com.
The Colbert Report: Wikiality.” 10/18/2005. Comedy Central. 8/7/08. www.colbertreport.com.
Covey, Stephen. 7 Habits of Highly Effective People. New York: Franklin Covey, 2007.
“The Daily Show – Mitt Romney Erupts.” January 24, 2008. Comedy Central. 8/7/08.
www.dailyshow.com.
“The Daily Show – Question Mark.” September 13, 2006. Comedy Central. 8/7/08.
www.dailyshow.com.
“The Daily Show – Showdown.” January 24, 2008. Comedy Central. 8/7/08.
www.dailyshow.com.
DiGiovanni, Kris. “Flip Flops are Footwear, Not Fiascos.” Tampa Tribune. July 19, 2008. P. 8.
KCTCS_VLI_module_template.dot
6
Dylan, Bob. The Times They Are a Changing. Sony Records, 1963.
Friere, Paulo. Pedagogy of the Oppressed. New York: Rakulack, 2000.
Golding. William. Lord of the Flies. New York: Penguin Classics of the 20th Century, 1999.
Koeing, John. “Imagine Yourself Rich.” Easybay Monthly. November 2000. p. 3
Landers, Ann. “Cow Analogy Can Help Kids Learn About Government.” Associated Press,
March 16, 1999.
Lannon, John. The Writing Process. New York: Pearson and Longman, 2007.
“Meerkat Manor-Did it Again.” October 31, 2007. You Tube. 7/2/08. www.youtube.com.
Mayfield, Maryls. Thinking for Yourself. Belmont, California: Wadsworth Publishing, 1997.
Media Matters: Critical Thinking in the Information Age. Cincinnati, Ohio: Southwestern
Educational Publishing, 2007.
“Mighty Optical Illusions.” Optical Illusions. 7/3/08. wwwmoillusions.com.
Milgram, Stanley. “The Perils of Obedience.” 1974. S.W. Bell. 6/28/08. http.swbell.net.
Monty Python. The Final Rip Off. Charisma Records, 1987.
“Outfoxed Film Trailer.” May 3, 2006. You Tube. 8/5/08. www.youtuube,com.
Political Parties. Wikipedia. 8/11/08. www.wikipedia.org.
Poniewozik, James. “Meerkat Manor.” Time Magazine, Nov 2, 2007, p. 23.
“Right Brain Versus Left Brain.” October 9, 2007. Herald Sun. 8/11/08. www.news.com.
Ruggerio, Vincent. Becoming a Critical Thinker. Boston: Houghton, Mifflin Company, 1999.
Scieszka, Jon. The True Story of the Three Little Pigs. New York: Viking, 1989.
Tom Tomorrow. “How the News works Once Again.” 7/17/07. This Modern World. 6/28/08.
wwwthismodernworld.com.
Tom Tomorrow. “What Liberals Say and Conservatives Hear” 10/17/06. This Modern World.
6/28/08. wwwthismodernworld.com.
KCTCS_VLI_module_template.dot
7
MODULE COURSE SYLLABUS
MODULE ENG 1022: Critical Thinking
Module Credits: 1.0
Contact Hours: 15
Prerequisites/Co-requisites:
ENG 1021
Course Schedule/Calendar:
This module is offered on a self paced basis. Calendar start and finish dates are determined by
the student in consultation with a Learning Facilitator.

Pre test: Assessment critical thinking concepts and MLA documentation

Post personal introduction on Course Introductions Discussion Board

Observation exercise and review of critical thinking skills

Read essay: Dilemma of Obedience, write 2-3 page reaction to essay as well as
implications of need for critical thinking, post reaction on discussion board

Analysis of facts / overview of fact finding report / Research and write a 3-5 page fact
finding report demonstrating effective content, organization, grammar and mechanics,
correct MLA documentation of at least two sources, and evaluation and critical thinking
skills / self-directed practice exercises

MLA documentation concepts and skills

Analysis of inferences / self-directed practice exercises

Analysis of assumptions / self-directed practice exercises. Discussion posting on
assumptions

Analysis of opinions / self-directed practice exercises

Analysis of evaluations / self-directed practice exercises. Discussion posting on evaluations

View episode of television program. Meerkat Manor and analyze evaluation and
connotation through discussion questions.

Analysis of point of view / self directed practice exercises

Read The True Story of the Three Little Pigs. Rewrite a children’s story or nursery rhyme
taking another character’s point of view. Post on discussion board.
KCTCS_VLI_module_template.dot
8

View episode of television program, 30 days and analyze point of view through discussion
questions.

View documentary, Outfoxed and analyze media/political point of view

Post test: Assessment of critical thinking concepts and MLA documentation. Students must
achieve a 80% or higher to advance to next module
Module Description:
This is the second module in the Writing II module series and will focus on critical thinking.
General Education Competencies:
A general education core curriculum will enable KCTCS colleges to graduate men and women
who are intellectually flexible, articulate, reflective, creative, and prepared for continuous learning.
For all students, this implies some understanding of the value of higher education and the world of
work and career fields related to their own abilities, interests, and needs. The general education
core competencies will enable students to develop their own values, pursue goals, and contribute
to the political, moral, social, and cultural enrichment of society.
General Education Competencies included in ENG 1022:
I. Communicate Effectively
1. Read and listen with comprehension.
2. Speak and write clearly using standard English.
3. Interact cooperatively with others using both verbal and non-verbal means.
4. Demonstrate information processing through basic computer skills.
The content of this module is designed to allow students to continue developing skills in each of
these and to demonstrate their application of those skills through module activities. Module
assignments will be utilized and assessed.
II. Think Critically
1. Make connections in learning across the disciplines and draw logical conclusions.
2. Demonstrate problem solving through interpreting, analyzing, summarizing, and/or
integrating a variety of materials.
Students in this module will be requested to apply critical thinking practices and skills to their
discipline areas and course writing assignments. Application exercises will be utilized and
assessed.
III. Learn Independently
1. Use appropriate search strategies and resources to find, evaluate, and use information.
2. Make choices based upon awareness of ethics and differing perspectives/ideas.
3. Apply learning in academic, personal, and public situations.
4. Think creatively to develop new ideas, processes, or products.
Students will complete a self study of critical thinking and demonstrate mastery through module
assignments.
KCTCS_VLI_module_template.dot
9
IV. Examine Relationships in Diverse and Complex Environments
1. Recognize the relationship of the individual to human heritage and culture.
2. Demonstrate an awareness of the relationship of the individual to the biological and
physical environment.
3. Develop an awareness of self as an individual member of a multicultural global community.
In the study of critical thinking students will also cover cultural aspects. Mastery of this area will be
demonstrated in module assignments.
Approved module competencies the student will know upon completion:
Successful persuasive writers must exercise effective critical thinking. This module will introduce
students to critical thinking concepts and encourage students to master these techniques in both
reviewing the research and writings of others as well as in crafting a persuasive argument.
Student Learning Outcomes:
 Students will critique and practice aspects of critical thinking
 Students will analyze and evaluate facts, inferences, assumptions, opinions and
evaluations
 Students will analyze and evaluate point of view
 Students will utilize correct MLA documentation
Students will practice gathering facts/research and making evaluations based on findings
Grading Criteria:
Grades for this module will be based on the following:

Pre Test: Assessment of critical thinking concepts and MLA documentation. 50 points

Complete four Discussion Board postings 10 points each / 40 points

Observation exercise and reaction 80 points

Read essay: Dilemma of Obedience, write 2-3 page reaction to essay as well as
implications of need for critical thinking. Post brief reaction on The Dilemma of Obedience
Discussion Board. 100 points

View episode of television program. Meerkat Manor and analyze evaluation and
connotation through discussion questions. 50 points

Read the story, This is My Living Room. Answer discussion questions. 20 points.

Read The True Story of the Three Little Pigs. Rewrite a children’s story or nursery rhyme
taking another character’s point of view. 85 points

View episode of television program, 30 days and analyze point of view through discussion
KCTCS_VLI_module_template.dot
10
questions. 50 points

View documentary, Outfoxed and analyze media/political point of view through discussion
questions. 75 points

Research and write a 3-5 page fact finding report demonstrating effective content,
organization, grammar and mechanics, correct MLA documentation of at least two sources,
and evaluation and critical thinking skills. 100 points

Post test: Critical Thinking concepts and MLA documentation. Students must achieve a
80% or higher to advance to next module. 50 points
TOTAL: 700 points possible divided by 7 = _____________ module grade
Grading Scale:
700 - 630 A
629 - 560 B
559 - 490 C
489 – 420 D
Plagiarism Statement:
Plagiarism and cheating are serious academic offenses. The KCTCS regulations pertaining to
plagiarism and cheating can be found in Sections 2.3.1.1, 2.3.1.2, and 2.3.1.3 of the KCTCS Code
of Student Conduct at: http://www.kctcs.edu/student/code.htm. Penalties for violation of these
policies can be found in Section 2.3.2.1 and 2.3.2.2.
Disability Statement:
The Kentucky Community and Technical College System would like to help students with
disabilities achieve their highest potential in academic studies. In order to receive
accommodations on assignments or examinations, proper documentation must first be provided to
the Office of Disability Services at your home campus. You must then self-identify and conference
with the Director of Disability Support Services or Manager of Disability Services to begin receiving
accommodations in the course/module. For a list of KCTCS Disability Resource
Coordinators/Service Providers, visit: http://www.kctcs.edu/distancelearning/disabilities.htm.
INSTRUCTIONAL MATERIALS:
No additional materials are required beyond course content.
Other Resources: A list of additional resources will be posted on the course homepage. Various
web sites will be posted in Blackboard under Related Web Sites. These tools will be posted and
updated on a regular basis.
A library tutorial will be posted on Blackboard under Tools. Students are encouraged to access
electronic data bases available through KCTCS libraries for research based papers.
Works Cited:
KCTCS_VLI_module_template.dot
11
Ben Folds Five. Whatever and Ever Amen. Sony Records, 1997.
Brashear, William. “Please Don’t Tolerate Me.” CityBeat. August 14, 2001. p. 18
“Cartoons - News at Eleven.” Salon.com. 8/1/08. www.salon.com.
“Cartoons – Far Side Bugs.” Salon.com 8/1/08. www.salon.com.
The Colbert Report: Truthiness.” 10/18/2005. Comedy Central. 8/7/08. www.colbertreport.com.
The Colbert Report: Wikiality.” 10/18/2005. Comedy Central. 8/7/08. www.colbertreport.com.
Covey, Stephen. 7 Habits of Highly Effective People. New York: Franklin Covey, 2007.
“The Daily Show – Mitt Romney Erupts.” January 24, 2008. Comedy Central. 8/7/08.
www.dailyshow.com.
“The Daily Show – Question Mark.” September 13, 2006. Comedy Central. 8/7/08.
www.dailyshow.com.
“The Daily Show – Showdown.” January 24, 2008. Comedy Central. 8/7/08.
www.dailyshow.com.
DiGiovanni, Kris. “Flip Flops are Footwear, Not Fiascos.” Tampa Tribune. July 19, 2008. P. 8.
Dylan, Bob. The Times They Are a Changing. Sony Records, 1963.
Friere, Paulo. Pedagogy of the Oppressed. New York: Rakulack, 2000.
Golding. William. Lord of the Flies. New York: Penguin Classics of the 20th Century, 1999.
Koeing, John. “Imagine Yourself Rich.” Easybay Monthly. November 2000. p. 3
Landers, Ann. “Cow Analogy Can Help Kids Learn About Government.” Associated Press,
March 16, 1999.
Lannon, John. The Writing Process. New York: Pearson and Longman, 2007.
“Meerkat Manor-Did it Again.” October 31, 2007. You Tube. 7/2/08. www.youtube.com.
Mayfield, Maryls. Thinking for Yourself. Belmont, California: Wadsworth Publishing, 1997.
KCTCS_VLI_module_template.dot
12
Media Matters: Critical Thinking in the Information Age. Cincinnati, Ohio: Southwestern
Educational Publishing, 2007.
“Mighty Optical Illusions.” Optical Illusions. 7/3/08. wwwmoillusions.com.
Milgram, Stanley. “The Perils of Obedience.” 1974. S.W. Bell. 6/28/08. http.swbell.net.
Monty Python. The Final Rip Off. Charisma Records, 1987.
“Outfoxed Film Trailer.” May 3, 2006. You Tube. 8/5/08. www.youtuube,com.
Political Parties. Wikipedia. 8/11/08. www.wikipedia.org.
Poniewozik, James. “Meerkat Manor.” Time Magazine, Nov 2, 2007, p. 23.
“Right Brain Versus Left Brain.” October 9, 2007. Herald Sun. 8/11/08. www.news.com.
Ruggerio, Vincent. Becoming a Critical Thinker. Boston: Houghton, Mifflin Company, 1999.
Scieszka, Jon. The True Story of the Three Little Pigs. New York: Viking, 1989.
Tom Tomorrow. “How the News works Once Again.” 7/17/07. This Modern World. 6/28/08.
wwwthismodernworld.com.
Tom Tomorrow. “What Liberals Say and Conservatives Hear” 10/17/06. This Modern World.
6/28/08. wwwthismodernworld.com.
KCTCS_VLI_module_template.dot
13
BRIEF OUTLINE AND SCHEDULE
Note: This time is an estimate of how much time each activity may require based on credit or
contact hours.
Time (min/hour)
Task/Activity
30 minutes
Pretest: Assessment of critical thinking concepts and MLA
documentation
60 minutes
120 minutes
Observation exercise and review of critical thinking skills
Read essay: Dilemma of Obedience, write 2-3 page reaction to essay as
well as implications of need for critical thinking
15 minutes
Analysis of facts / self directed exercises /overview of fact finding report
and related assignments
30 minutes
MLA documentation skills and concept review
30 minutes
Analysis of inferences / self directed exercises
15 minutes
Analysis of assumptions / self directed exercises
30 minutes
Analysis of opinions / self directed exercises
30 minutes
Analysis of evaluations / self directed exercises
60 minutes
View episode of television program. Meerkat Manor and analyze
evaluation and connotation through discussion questions
30 minutes
Analysis of point of view / self directed exercises
60 minutes
Read The True Story of the Three Little Pigs. Rewrite a children’s story
or nursery rhyme taking another character’s point of view
60 minutes
View episode of 30 days and analyze point of view in discussion
questions
120 minutes
View documentary, Outfoxed and analyze media/political point of view in
discussion questions
180 minutes
Research and write a 3-5 page fact finding report demonstrating
effective content, organization, grammar and mechanics, correct MLA
documentation of at least two sources, and evaluation and critical
thinking skills.
30 minutes
Post test: Assessment of critical thinking concepts and MLA
documentation. Students must achieve a 80% or higher to advance to
next module
15 hours
TOTAL
LABORATORY TOOLS, EQUIPMENT AND SUPPLIES
(If a lab is required)
No Lab is required for ENG 1022
KCTCS_VLI_module_template.dot
14
AUDIO-VISUAL EQUIPMENT AND SUPPLIES
Number
Required
Description
Computer with web capabilities
For use with Live Classroom and/or Pronto. Headset
recommended or microphone. Optional web cam with
microphone
Media player with audio and video capabilities
(Press the Tab key to add more lines)
KCTCS_VLI_module_template.dot
Where to Obtain
15
Welcome to KCTCS Online:
ENG 1022: Writing II – Critical Thinking
Welcome to ENG 1022: Writing II –Critical Thinking! You have made a wonderful
decision to further your education and KCTCS is proud to be a part of your bright future.
About the KCTCS Online, modular learning approach
Modularized, self-paced, competency-based courses target the learning you need in
order to gain specific knowledge and skills necessary for your career or future studies.
Modularized learning allows you to complete brief and focused learning activities that
help you achieve a mastery understanding of the content. This approach enables you
to work through the course at your own pace, in your own way, when and where you
want to work on it within the timeframe established by the course and your Learner
Contract. Course modules are designed to give you numerous opportunities to practice
and receive feedback; you can repeat online learning activities as often as you need!
About this course module
Successful persuasive writers must exercise effective critical thinking. This module will introduce
students to critical thinking concepts and encourage students to master these techniques in both
reviewing the research and writings of others as well as in crafting a persuasive argument.
Student Learning Outcomes:
 Students will critique and practice aspects of critical thinking
 Students will analyze and evaluate facts, inferences, assumptions, opinions and
evaluations
 Students will analyze and evaluate point of view
 Students will utilize correct MLA documentation
 Students will practice gathering facts/research and making evaluations based on findings.
How to get started
Before you begin this course module, make sure that you have completed the Blackboard
training module (Virtual 101). Take some time to familiarize yourself with the KCTCS Online
Blackboard learning environment. You will find your course syllabus by clicking the Syllabus
link. To learn more about your course module instruction facilitator(s), click the Your
Instructor(s) link. When you are ready to begin working through the course content, click the
Learning Content link. You will begin the process by taking a pre-assessment to assist you in
seeing just how much you already know about the subject matter. This will help you determine
which topics you may wish to concentrate on in order to master the module content.
Happy learning!
KCTCS_VLI_module_template.dot
16
WEB-BASED TEACHING OUTLINE
TIME: 45
TASK: Pre Test
Learner Activity: Assessment of critical thinking concepts and MLA documentation
Instructor Notes/Key Points: Students will take a 30 minute pretest to determine familiarity
with critical thinking concepts and MLA documentation. Upon completion of the pretest, the
course facilitator will review concepts for students to focus on in the module and/or
recommend advancement to next module. Students should be given full credit for point value
(50 points) for taking pre test, regardless of number correct. Point value will be assigned for
number of credit in post test.
Learner Competencies/Outcomes:
This task is designed to assess prior knowledge and establish the parameters for learning within
the module.
Type of Media: Electronic test
Media Filename/URL: English 1022 Pre Test
Student Resources: Computer with Internet access, Blackboard
WEB-BASED TEACHING OUTLINE
TIME: 3 hours
TASK: Critical think overview and activities
Learner Activity: Students will review aspects of critical thinking, engage in an observation
exercise and write a reaction, read the essay - The Dilemma of Obedience, and write an
analytical essay, and post reaction on discussion board.
Instructor Notes/Key Points: N/A
Learner Competencies/Outcomes:




Communicate Effectively
Think Critically
Learn Independently
Examine Relationships in Diverse and Complex Environments
Type of Media: Electronic/Blackboard
Media Filename/URL: chalkcriticalthinking
Student Resources: Computer with Internet access, Blackboard
KCTCS_VLI_module_template.dot
17
WEB-BASED TEACHING OUTLINE
TIME: 6 hours
and 30 minutes
TASK: Analyzing aspects of thinking and reasoning
Learner Activity: Students will review aspects of thinking and reasoning: facts, inferences,
assumptions, opinions, and evaluations. To gain competency in these areas, students will
engage in self directed practice activities, discussion board postings, review of connotations in
the documentary meerkat Manor, and write a fact finding report.
Instructor Notes/Key Points: N/A
Learner Competencies/Outcomes:




Communicate Effectively
Think Critically
Learn Independently
Examine Relationships in Diverse and Complex Environments
Type of Media: Electronic/Blackboard
Media Filename/URL: chalkfacts
Student Resources: Computer with Internet access, Blackboard
WEB-BASED TEACHING OUTLINE
TIME: 4 hours
TASK: Analysis of Point of View
Learner Activity: Students will analyze point of view – individually, culturally, politically and in
the media. To reinforce competency of this unit, students will engage in analysis of point of
view in a story- This is My Living Room, write a children’s story from another character’s
perspective, view and analyze empathy in the series, 30 Days and view and analyze point of
view in the media in the documentary, Outfoxed.
Instructor Notes/Key Points: N/A
Learner Competencies/Outcomes:




Communicate Effectively
Think Critically
Learn Independently
Examine Relationships in Diverse and Complex Environments
Type of Media: Electronic/Blackboard
Media Filename/URL: chalkpointview
KCTCS_VLI_module_template.dot
18
Student Resources: Computer with Internet access, Blackboard
WEB-BASED TEACHING OUTLINE
TIME: 30 minutes
TASK: Post Test
Learner Activity: Students will be allowed 30 minutes to take the Module Post Test. This post
test will review comprehension of module concepts. Point value will be assigned for number of
credit in post test. Students must earn an 80% on test to advance to next module.
Instructor Notes/Key Points: N/A
Learner Competencies/Outcomes:




Communicate Effectively
Think Critically
Learn Independently
Examine Relationships in Diverse and Complex Environments
Type of Media: Electronic/Blackboard
Media Filename/URL: English 1022 Post Test
Student Resources: Computer with Internet access, Blackboard
KCTCS_VLI_module_template.dot