English 21 Course Objectives (Exit Skills)

1. Reading: Comprehend works of fiction and simple expository texts written at 11th 12th grade reading level. Identify and evaluate author's intention, purpose, and main
ideas in readings (novel/anthology/text) written at 11th – 12th grade levels. Summarize
content of works read and synthesize ideas with personal knowledge and experience.
Discuss and distinguish between summary and paraphrase
2. Writing: Write informal, thoughtful in-class responses (400 – 500 words) that
summarize and synthesize themes of readings with personal knowledge and experience.
Organize ideas in essay structures that include introduction, body, and concluding
paragraphs. Write focused, in-class essay of 2-3 pages within a two-hour period that
summarize, interpret, and analyze main ideas and theme of text written at 11th – 12th
grade level. Support main ideas in essay with relevant detail and examples.
4. Writing Process: Apply brainstorming, clustering, free-writing, and other pre-writing
techniques to writing assignments. Revise essays for greater clarity and organization
Apply editing and revising techniques through peer editing and rewriting drafts of writing
5. Syntax: Understand and apply sentence boundaries effectively and generate a number
of variations on the simple sentence.
6. Grammar: Recognize and apply sentence boundaries and basic punctuation
conventions, including those for the comma, period, question mark, and quotation marks.
Form possessives and plural forms correctly. Use a variety of verb tenses. Review
essays for basic punctuation conventions; appropriate use of verb tenses, and correct
word forms.
Spring 2006
1. Reading: Identify and evaluate focal ideas and structures of entry-level college texts.
Synthesize and compare ideas and concepts encountered in different kinds of reading
selections. Apply note-taking techniques (dialoguing, scanning, and highlighting) to the
reading process.
2. Writing: Write focused, organized papers (600-800 words, i.e., approx four
handwritten or three or more typed pages) that present well-focused responses to
academic readings, have well-structured introductions, bodies, and conclusions. Use
quotations, detailed reference to texts, and effective paraphrase as forms of paragraph
development. Write essays that analyze, compare, question, synthesize and evaluate main
ideas of readings. Write competently focused and organized in-class essays of three to
four handwritten pages within a period of two hours.
4. Writing Process: Apply working knowledge of the writing process (brainstorming,
clustering, free writing, and other pre-writing techniques) to the planning, drafting, and
revising of formal academic papers
5. Syntax: Use a variety of sentence structures, including compound and complex
sentences employing coordinate and subordinate clauses.
6. Grammar: Use all verb forms and tenses correctly, and punctuate sentences
effectively, avoiding comma splices, sentence fragments, and run-on sentences. Use a
variety of sentence structures, including compound and complex sentences employing
coordinate and subordinate clauses.
Spring 2006
1. Reading: Read sophisticated college-level expository texts, distinguish main ideas and
supporting points, evaluate the persuasiveness of arguments and evidence, critique
assumptions, and make relevant inferences, including inferences about authorial
motivation and biases.
2. Writing: Plan and write well-focused, logically organized, thoroughly developed, and
coherent extended college level essays (1000-2000+ words) that analyze, interpret, and
compare concepts and that argue for or against a position.
3. Writing Process: Demonstrate in-depth knowledge of the writing process and prewrite, plan, draft, revise, edit, and proofread work and respond critically and productively
to the work of peers in revision group.
4. Syntax and Stylistics: Be able to distinguish between different styles of written
English and evaluate the appropriateness of a particular style, tone, or voice for a given
audience. Vary sentence shape and structure for emphasis and effect.
5. Grammar: Use all major forms of punctuation effectively, including colons, semicolons, dashes, and quotation marks.
Spring 2006
1. Determine the main idea, major details, and minor details in a passage of text. Preview
skim text material. Scan effectively text material. Use effectively the SQ3R study
reading system.
2. Summarize text material. Paraphrase text material.
3. Make correct inferences from text material.
Spring 2006
1. Interpret the requirements of writing assignments and evaluate and refine their own
writing processes.
2. Analyze, critique, and refine aspects of informal personal and formal academic
essays, including essay focus, paragraph structure, paragraph development, introductions,
and conclusions.
3. Apply editing and proofreading techniques to locate and correct errors in sentence
boundaries, sentence mechanics, punctuation, spelling, and subject-verb agreement.
Spring 2006