Learning Outcomes for
UWC Developmental Reading and Writing Courses
(updated April 2013)
English 098: Introduction to College Writing
English 097: TRIO Introduction to College Criting
098 Learning Outcomes
Rhetorical
Knowledge:
Read and understand different kinds of nonfiction
academic texts
Reading Texts
Analyze and evaluate the basic rhetorical features of
an academic text
Rhetorical
Knowledge:
Adapt content, form, and style to the audience,
purpose, and requirements of a formal academic essay
Writing
(Audience,
Purpose, and
Form)
Make choices as a writer that are appropriate for the
stated demands of a specific writing task and situation
098 Competencies
The writer completes at least one formal academic
assignment based on an assigned course text that:
● Identifies the audience, purpose, and basic
rhetorical features of the text
● Analyzes how an author supports a claim
with evidence
● Evaluates the effectiveness of an author’s
arguments and support based on audience
and purpose, using quotes and specific
examples from the text
The writer produces a variety of essays that:
● Follow written assignment instructions
● Demonstrate the ability to use appropriate
strategies for adapting their writing process
based on the assignment requirements
● Include appropriate content for an academic
essay and the specific assignment
● Use an appropriate level of formality for the
audience and purpose of the assignment
The writer produces a self-assessment text that
assesses the writer’s own rhetorical choices, with
emphasis on audience and purpose
Critical Thinking,
Reading, Writing,
and Research:
Identify and analyze the main point, key supporting
points, and supporting evidence in an assigned
nonfiction academic text
Reading
Identify tone in a nonfiction academic text
Understand, analyze, and evaluate the effectiveness of
a text’s thesis, claims, and evidence
Synthesize ideas from at least two assigned nonfiction
academic texts
Engage with others in discussion about key ideas
The reader demonstrates an ability to:
● Identify the main point, key supporting
points, and supporting evidence of a text
● Distinguish between important and
unimportant information in a text
● Identify the tone and explain with evidence
from the text
● Identify evidence in a text that is appropriate
support for a specific writing task
● Independently identify an issue in a text that
warrants investigation or discussion
from assigned course readings
●
●
Analyze the evidence that an author uses to
support a position or claim
Synthesize ideas from two or more assigned
texts to develop and support a thesis
The reader engages with others in a discussion of a
text where the student:
● Accurately summarizes the main point and
key supporting points
● Identifies important points that warrant
discussion
● Explains his or her overall understanding
about a text, using specific textual evidence
● Explains the author’s position, claims, and/or
other debatable issues using specific
evidence from a text for illustration and
support
● Distinguishes between implied and clearlystated meaning of a nonfiction academic text
Critical Thinking,
Reading, Writing,
and Research:
Writing
Narrow a broad topic to a focused issue appropriate
for an academic writing situation
Organize a cohesive academic essay around a
controlling idea
Develop and support a thesis with specific, relevant
evidence from course readings
The writer produces cohesive academic essays based
on course readings that:
● Narrow a general topic to a complex issue
that warrants discussion
● Include a clear thesis statement that takes a
position on a complex issue
● Use a logical structure to organize essays
according to the requirements for the
assignment
● Use effective transitions between paragraphs
● Introduce body paragraphs with clear topic
sentences that introduce the main point of the
paragraph and present a supporting point for
the thesis
● Employ unified paragraphs that are
organized around a clear main point
● Use specific, adequate, and relevant evidence
to develop the main point of each paragraph
(especially evidence from course readings
discussed in class)
● Use multiple pieces of evidence from the
same text or from two or more related texts
to support a thesis
● Connect supporting evidence to the thesis
and main point of a paragraph
● Limit personal experience to relevant,
appropriate evidence that supports the thesis
and meets the assignment requirements
Critical Thinking,
Reading, Writing,
and Research:
Begin to understand the features that characterize
particular kinds of published print and electronic
sources
Research
Begin to understand the textual and linguistic features
that demonstrate an academic text’s credibility
Writing Processes
Use the recursive writing process to generate multiple
drafts
Use appropriate language to assess the writer’s own
writing process and final products in relation to the
department learning outcomes for English 098
Develop a basic ability to work collaboratively by:
● Identifying and using appropriate resources
for feedback
● Using reader feedback to shape revision
● Learning to provide feedback as a reader to
other writers
The student demonstrates an ability to recognize the
basic features of a text that make it an appropriate and
credible source for academic writing (for example,
publication date, type of source, author’s credentials,
etc.)
The writer produces multiple drafts of an essay to:
● Demonstrate a progression in thinking from
prewriting to the final draft
● Adapt process according to the requirements
of a specific assignment
● Use feedback to revise a formal academic
text
The writer produces multiple self-assessments that
● Accurately describe the writer’s progress
toward achieving course learning outcomes
● Use appropriate vocabulary for discussing
college writing
● Support an evaluation with specific evidence
from the student’s own writing
The student demonstrates the ability to work
effectively in small groups to discuss course readings,
provide peer feedback, and successfully complete
other collaborative college learning activities
The student accesses and uses appropriate sources for
feedback (the instructor, peers, tutors, writing centers,
academic support centers, and the online writing lab)
Composing in
Electronic
Environments
Demonstrate a basic competency with the tools
needed for college-level learning and composing an
academic text, including composing for/in electronic
environments
The student will demonstrate the ability to:
● Effectively use technology required for
college-level learning (for example, e-mail,
course management software, a campus
network, etc.)
● Use Microsoft Word or another word
processing program to prepare and
appropriately format formal academic
writing assignments
● Use a college handbook and/or online
reference sources to find, read, and
understand information required for
independent college learning and the study
of composition
The student will produce a formal academic document
with organized and visually sensible formatting that is
appropriate for the requirements of the assignment
Knowledge of
Conventions
Make appropriate usage choices based on the context,
purpose, and level of formality of an academic
assignment
The writer applies rules of standard written English to
sentence structure, punctuation, and word choice
appropriate for the writing situation
In a revised and edited essay, write structurally sound
sentences that adhere to the conventions of standard
written English
The writer produces a self-assessment that accurately
addresses her or his progress toward following
academic writing conventions, including identifying
their own patterns of sentence-level errors
Make progress toward understanding and following
academic writing conventions
Understand and avoid plagiarism, especially
distinguishing between the writer’s own thinking and
ideas from course texts
Use in-text and bibliographic conventions of a
recognized documentation system to incorporate
material from an assigned course text (including
summary, paraphrase, and quotation)
The writer produces a formal academic text that
incorporates borrowed material from course reading
assignments and demonstrates the following:
● Uses signal phrases to distinguish between
ideas from sources and the writer’s own
thinking
● Appropriately uses punctuation to
distinguish between direct quotations and a
summary or paraphrase
● Accurately represents the meaning of the
original text when summarizing
● Follows a recognized documentation system
to cite a course text with in-text citation
Composition Tutorials: English 099 and Learning Resources 120
English Department Learning Objectives for English 099 (Composition Tutorial)
In English 099, students will work toward achieving the learning outcomes for one or more writing-intensive courses taken
during the same semester. Students who are enrolled concurrently in a first-year writing course should demonstrate clear
progress toward achieving composition learning outcomes in these areas: rhetorical knowledge; knowledge of
conventions; critical thinking, reading, and writing; and the writing process. Depending on their learning needs and the
requirements of their composition course assignments, some students will also work toward achieving first-year
composition learning outcomes related to critical thinking, critical reading, research, and writing from sources.
Learning Outcomes for ENG 099
By the end of English 099, each student should demonstrate the ability to do the following:
 Set and achieve personal goals for academic reading and writing; make clear progress toward achieving related
learning outcomes for at least one other writing-intensive course
 Independently revise and edit writing in response to feedback from instructors, peers, and (when available) tutors
 Identify the basic features of academic writing; use appropriate vocabulary to discuss college-level writing with
instructors and classmates
 Plan, draft, revise, edit, and proofread a college essay that successfully develops a thesis or clear main point,
using evidence that is appropriate for the requirements of another writing-intensive course
 Organize a paragraph around a topic sentence that a) clearly states the main point of the paragraph and b)
develops and supports the overall main point of an essay.
 Write structurally sound sentences in a revised and edited essay
 Make progress toward adapting content, form, and style to the audience, purpose, and requirements of a firstyear college writing assignment
 Make progress toward using appropriate syntax, grammar, usage, punctuation, and word choice in formal college
writing assignments
 Use signal phrases and MLA documentation (or another academic citation style) to cite course texts and sources
at a level that is appropriate for the writing-intensive course(s) taken concurrently with ENG 099
 Achieve additional learning outcomes developed by the instructor to meet the academic needs of an individual
student or group of students
English Department Learning Objectives for LEA 120 (Intermediate Composition Tutorial)
Students will demonstrate clear progress toward completing the core writing requirement and achieving UWC writing
program learning outcomes in these four areas: rhetorical knowledge; critical thinking, reading, and writing; knowledge of
conventions; and the writing process. When appropriate technology is available on a campus, students will also work
toward achieving the national WPA learning outcomes for composing in electronic environments. Using the departmental
learning outcomes as a starting point, the instructor will help the student identify and work toward achieving an individual
set of learning outcomes in relation to the proficiencies required for successfully completing the core writing requirement.
Learning Outcomes for LEA 120
After taking an intermediate composition tutorial, a student should demonstrate the ability to do the following:
 Set and achieve personal goals for academic writing and critical reading
 Make clear progress toward achieving the learning outcomes required for completing the core writing requirement
 Independently revise and edit writing in response to feedback from instructors, peers, and (when available) tutors
 Use appropriate vocabulary to discuss college-level writing and rhetorical strategies with instructors and
classmates
 Plan, draft, revise, edit, and proofread an academic essay that successfully develops a thesis or clear main point,
using evidence from sources that are appropriate for the requirements of another writing-intensive course
 Adapt content, form, and style to the audience, purpose, and requirements of a specific first-year college writing
assignment
 Independently make appropriate decisions about syntax, grammar, usage, punctuation, and word choice in formal
college writing assignments
 Use effective critical reading strategies for analyzing and evaluating assigned course texts and research sources
 Achieve additional learning outcomes developed by the instructor to help individual students achieve the core
writing requirement
Academic Reading: Learning Resources 101
English Department Learning Objectives
By the end of LEA 101, each student will demonstrate improvement or proficiency as a college
reader for the following areas:
a) Using effective and appropriate reading strategies to study for college courses and
complete related writing assignments
b) Demonstrating an increased ability to read a nonfiction text critically and perceptively
c) Achieving the learning outcomes related to critical reading and source-based writing for
a composition course (or other reading-intensive class) taken concurrently with LEA 101.
Learning Outcomes
After taking LEA 101, each student should demonstrate an increased ability to do the following:
 Set and make progress toward achieving individual college reading goals
 Develop effective personal learning strategies to prepare for English 102 and other
reading-intensive and writing-intensive college courses
 Adapt to a variety of college reading situations, using reading and learning strategies
that are appropriate for the genre, purpose, and requirements of a specific reading
assignment
 Take efficient notes from college reading assignments; annotate and mark a text
effectively
 Vary reading rate according to the purpose and difficulty level of a college reading
assignment
 Use context clues to understand the meaning of a word or phrase in a specific context
 Distinguish between important ideas and less relevant information in a nonfiction text
 Identify, understand, analyze, and evaluate an author’s thesis or overall main point
 Identify, understand, and analyze a) main points of paragraphs and sections, b) key
supporting points, and c) supporting evidence in a chapter or other short nonfiction text
 Identify the thesis and key supporting points in a full-length book; connect the main point
of an individual chapter and related supporting points back to the overall main point of a
nonfiction book; trace the development of important ideas over several different chapters
 Use critical reading strategies to distinguish between fact and opinion, clearly stated and
implied ideas, and denotative and connotative meaning; determine the audience
purpose, tone, and point of view of a text; and analyze an author’s assumptions
 Distinguish between literal and figurative meaning; identify and interpret basic
metaphors, symbols, and other types of figurative language
 Form a basic interpretation and support it with specific evidence from a short text
 Adapt reading strategies according to the requirements of a related writing assignment
 Synthesize key ideas from two or more readings on a related topic or from multiple
chapters of a full-length book
 Accurately summarize and quote key ideas from class discussion texts without
plagiarizing; make progress toward accurately paraphrasing main points and key ideas
 Take a position on an issue from a course reading assignment and support that position
with examples, quotations, or other specific evidence from the text
 Write a college essay that analyzes key ideas from a reading assignment in connection
to the reader’s own thinking (rather than simply summarizing or reporting on the author’s
ideas)
 Effectively discuss complex ideas from texts in small and large group discussions
Learning Skills: Learning Resources 102
English Department Learning Objectives
After taking LEA 102, students should be able to a) identify their own learning strengths and
challenges, b) take appropriate steps to improve their college learning skills, and c) successfully
complete future college courses by using effective learning strategies and adapting them to
specific academic situations.
Learning Outcomes
Students who complete a general three-credit section of LEA 102 should be able to do the
following college learning tasks:
 Adapt college learning strategies according to personal learning needs, the requirements
of a course, and the purpose of a specific college learning task
 Identify and access academic success resources on campus
 Demonstrate a basic proficiency in using computers, course websites, learning
technology, and online resources for academic coursework
 Chart personal academic progress by creating and maintaining accurate records
 Make progress toward managing time independently and efficiently by creating study
plans and schedules, organizing paperwork and electronic information, setting and
monitoring goals, prioritizing, and balancing time commitments
 Apply effective strategies for understanding college texts, using approaches to reading
that are appropriate for the purpose and requirements of an assignment
 Make progress toward developing a college-level academic vocabulary; adapt methods
for learning new words according to the requirements of a specific assignment, course,
and academic discipline
 Take effective, well-organized notes while reading
 Listen and take efficient notes during lectures and class discussions
 Prepare for tests by using effective strategies for understanding, memorizing, and
recalling information from lectures and reading assignments
 Adapt college writing strategies according to the requirements, purpose, academic
discipline, and audience for an assignment
 Identify, access, and critically evaluate online and print sources for college learning
 Use appropriate but basic scholarly methods to design, implement, and write about a
college-level research project either individually or in a small group
 Use effective strategies for completing assignments and tests that require both
qualitative and quantitative learning
 Present effective, organized, concise oral presentations
 Develop and practice the ability to think critically and solve complex problems
 Listen, communicate, and work effectively in small and large groups
 Understand the purpose of a liberal arts education
 Make progress toward achieving learning outcomes (if any) developed by the instructor
for a specific class, group of students, or individual student
General one or two credit sections of the course will use a selection of these learning outcomes.
Instructors may adapt these learning outcomes to meet the needs of students in a specific
course section. When LEA 102 is offered as a more in-depth study of a specific area of college
learning, the instructor will develop an appropriate set of learning outcomes in consultation with
the Developmental Reading and Writing Coordinator and others involved in developing
programs for underprepared at at-risk students on that specific campus.
College Reading and Study Strategies: Learning Resources 103
English Department Learning Objectives
By the end of LEA 103, each student will demonstrate improvement or proficiency in the following areas:
1) Using effective and appropriate reading strategies to study for college courses
2) Demonstrating an increased ability to understand college-level reading assignments and
successfully complete related learning tasks, including exams and graded activities
3) Taking appropriate steps to increase proficiency in college reading and test taking
Learning Outcomes for a One-Credit Section of LEA 103
After taking a one-credit version of LEA 103, each student should be able to do the following:
 Set and make progress toward achieving individual college reading and learning goals
 Develop effective individual learning strategies to prepare for reading-intensive college courses
 Use reading and study strategies that are appropriate for the genre, purpose, and requirements of
a college reading assignment
 Vary reading rate according to the purpose and difficulty level of a textbook chapter or other
nonfiction reading assignment
 Take efficient notes from textbooks and other nonfiction reading assignments; annotate and mark
a text effectively
 Take effective, well-organized notes during lectures and class discussions; use notes to connect
ideas from class discussions to reading assignments
 Use textbook reading clues to distinguish between important ideas and less relevant information
 Identify, understand, and analyze the main point of a nonfiction text
 Identify and understand the main point of paragraphs or sections, supporting details, and
supporting evidence in textbook chapters and other nonfiction texts
 Accurately summarize a reading assignment, focusing on the main point and key supporting
details
Additional Learning Outcomes for a Two-Credit Section of LEA 103
After taking a two-credit version of LEA 103, each student should be able to achieve these additional
learning outcomes:
 Develop individual strategies for identifying and learning unfamiliar words in a college reading
assignment; make progress toward developing a college-level academic vocabulary
 Use appropriate strategies for understanding, memorizing, and recalling information from
textbook chapters and other short reading assignments in preparation for taking quizzes and
exams
 Organize information from a textbook (or other nonfiction text) before memorizing it, using
strategies that are appropriate for the purpose of a specific assignment
 Create organized test review materials based on college reading assignments
 Use effective strategies for reading, understanding, and answering objective test questions based
on course readings
 Write an essay exam or other timed in-class writing assignment that develops a well-organized
answer to an essay question or writing prompt with specific evidence from course readings
Additional Learning Outcomes for a Three-Credit Section of LEA 103
 Make progress toward analyzing complex texts critically and perceptively, using appropriate
college-level reading strategies for the genre and purpose of an assignment
 Evaluate the main point, key supporting points, and supporting evidence in a college-level
nonfiction text
 Take a position on an issue from course readings and support it with evidence from the text
 In an essay exam or formal academic essay, synthesize related ideas from two or more texts or
from more than one perspective presented in the same text
 Demonstrate the ability to work effectively in a small group; discuss complex ideas from course
readings during small group learning activities and large group discussions
Multilingual Writers Workshop: Learning Resources 106
English Department Learning Objectives for This Course
By the end of LEA 106, each student should demonstrate increased proficiency in college level
academic reading and writing. Students who take the course to meet the basic writing
prerequisite for English 101 should demonstrate progress in four areas:
1. Rhetorical knowledge: Begin to recognize the importance of making appropriate
rhetorical choices for producing texts with varying purposes and audiences
2. Knowledge of Conventions: Make clear progress toward using the conventions of
standard written English in formal academic writing
3. Critical Thinking, Reading, and Writing: Begin to develop the abilities to evaluate,
synthesize, analyze, and produce academic writing
4: Processes: Begin to understand the writing process, from invention to peer review
When students take LEA 106 as an English language learning support course after taking a
basic writing course, they should demonstrate the ability to achieve key learning outcomes for
English 101 or 102.
Learning Outcomes
Because LEA 106 is a workshop course, each student will focus on individual writing and
reading goals. Students who tested into basic writing (the equivalent of ENG 098) will prepare
for English 101. Students concurrently enrolled in English 101 or 102 will work toward achieving
the learning outcomes for their composition courses. Students who have completed the core
writing requirement will work with the instructor to develop individual learning outcomes for the
course. Instructors should carefully examine the UWC First-Year Composition Learning
Outcomes (http://uwc.edu/depts/english/info/courses/FYC/clc.cfm) and use them as the starting
point for developing assignments and classroom learning activities. The following
recommended learning outcomes might also help instructors think more specifically about how
to structure the course to meet the needs of specific students or groups of students.
Overall Course Learning Outcomes
 Understand difficult academic texts, using effective learning strategies for college
reading and vocabulary building
 Independently plan, draft, revise, edit, and proofread a college essay that successfully
develops and supports a thesis with evidence from course readings or basic sources.
 Make progress toward using appropriate syntax, grammar, and word choice in spoken
and written English
 Identify and address personal patterns of error in formal academic writing
 Set and achieve individual goals for making progress in academic writing, reading,
listening, speaking, and/or critical thinking
Academic Success
 Develop a basic academic vocabulary; use effective strategies for learning new words
from reading assignments
 Find and understand information about academic vocabulary, pronunciation, usage, and
grammar in reference texts, online resources, and English language dictionaries
 Develop the conversational English skills necessary for becoming a contributing
participant in small group activities, peer review sessions, large group discussions, and
oral presentations

Demonstrate a basic proficiency in using computers, Microsoft Word, course websites,
learning technology, and online resources for academic coursework
Reading
 Take reading notes that focus on the main point and key details of an academic text;
annotate and mark a text effectively
 Identify, understand, and make progress toward analyzing main points, supporting
details, and supporting evidence in paragraphs, chapters, and full-length texts.
 Use context clues to understand the meaning of unfamiliar words in a specific context
 Use critical reading strategies to distinguish between fact and opinion, clearly stated and
implied ideas, and denotative and connotative meaning; determine the audience,
purpose, tone, and point of view of a text; and analyze an author’s assumptions
Writing
 Distinguish between formal and informal writing as both a reader and a writer
 Make appropriate usage choices based on the context and level of formality of a writing
situation
 Revise and edit writing in response to feedback from instructors, peers, and tutors
 Write unified paragraphs with topic sentences and supporting details
 Write a clear thesis statement that takes a position on an issue related to course
readings and class discussion topics
 Develop and support a thesis with evidence from course readings and other basic
academic sources
 Write a clear topic sentence that both introduces the main point of the paragraph and
supports the thesis statement
 Understand the rules for common grammatical errors in standard written English and
apply those rules while writing or editing a formal academic writing assignment
 Accurately summarize a text without plagiarizing, using an appropriate signal phrase to
introduce ideas from reading assignments and other basic sources
 Understand the role that language and culture play in shaping academic writing
conventions; make appropriate choices about form, style, and content while writing for
academic audiences in the United States
Academic English Skills Workshop: Learning Resources 107
English Department Learning Objectives
At the end of LEA 107, students should be able to a) identify their own learning strengths and challenges in
one or more specific areas of English language study and/or college learning, b) take appropriate steps to
improve their proficiency in written and spoken English, and c) use effective learning strategies for studying
academic English at a college level and successfully completing degree-credit academic coursework.
Learning Outcomes
Instructors of LEA 107 will work with the Developmental Reading and Writing Coordinator to develop learning
outcomes that are appropriate for the specific focus of a course section, adapting the course design to meet
the needs of non-native English speakers enrolled in a specific program or class.
These learning outcomes will serve as a starting point for developing each section of LEA 107 based on the
learning needs of students enrolled in the class:
 Set and achieve personal goals for making progress in academic writing, reading, listening, speaking,
test taking, and/or critical thinking
 Develop effective individual learning strategies and apply them to specific academic situations
 Make progress toward developing an academic vocabulary in English; adapt methods for learning new
words according to the requirements of a specific assignment, course, and academic discipline
 Use reference texts, textbooks, and online resources as a tool for college learning and language study
 Take appropriate steps toward increasing proficiency in college-level reading, using reading strategies
that are appropriate for the student’s individual learning needs
 Adapt to a variety of college reading situations, using reading and learning strategies that are
appropriate for the genre, purpose, and requirements of a specific reading assignment
 Make progress toward adhering to the conventions of standard English and using appropriate syntax,
grammar, usage, and word choice
 Understand the rules for common grammatical errors in standard written English and apply those rules
while writing or editing a formal academic writing assignment
 Identify and address personal patterns of error in formal academic writing
 Make appropriate usage choices in spoken and written English based on the context and level of
formality of a specific academic situation
 Use effective strategies for listening to classroom lectures, taking notes, and using lecture notes and
classroom learning materials to study for college courses
 Use appropriate strategies for understanding, memorizing, and recalling information from textbook
chapters and other short reading assignments in preparation for taking quizzes and exams
 Understand vocabulary commonly used for test questions and writing prompts; respond appropriately to
written instructions and questions for graded college learning activities
 Use effective strategies to prepare for and complete college essay exams and other on-demand writing
assignments
 Develop the conversation English skills necessary for becoming a contributing participant in small
group activities, peer review sessions, large group discussions, and oral presentations
 Understand the role that language and culture play in shaping the conventions of written and spoken
English in academic settings
Oral Communication for Multilingual Students: Learning Resources 108
English Department Learning Objectives
At the end of LEA 108, students should demonstrate an increased proficiency in the listening and speaking skills required
for successfully completing degree-credit, academic coursework in English.
Learning Outcomes
After taking LEA 108, each student should be able to demonstrate progress in the following areas of listening and
speaking in English:
General Oral Communication Skills
 Set and achieve individual learning goals for listening, speaking, and pronunciation
 Make progress toward adhering to the conventions of standard spoken American English by using appropriate
syntax, grammar, usage, and word choice
 Distinguish between informal and formal oral communication; use a level of formality in spoken English that is
appropriate for a specific audience, purpose, and situation
 Make progress toward interpreting and understanding nonverbal communication in an academic setting in the
United States; demonstrate an increased ability to adapt nonverbal communication according to the audience and
level of formality of a specific situation
 Achieve additional learning outcomes (if any) developed by the instructor to meet the learning needs of students
in the class
Pronunciation
 Demonstrate an increased proficiency in the ability to correctly pronounce English sounds, syllables, words, and
sentences
 Make progress toward using appropriate patterns of stress, intonation, and emphasis in spoken conversational
English
Listening
 Take well-organized lecture notes that a) focus on main points and supporting details and b) distinguish between
important course material and less relevant information.
 Orally summarize, paraphrase, and discuss the most important points from a lecture or other formal presentation.
 Identify and take notes on main points and key details while listening to a video, recording, and/or other types of
multimedia used for college-level academic learning
 Demonstrate the ability to listen effectively and respond appropriately to peer questions, comments, and feedback
during small group classroom learning activities
Conversational English
 Work effectively in a small group to discuss course readings or class discussion topics, provide peer feedback,
give informal group presentations, and/or successfully complete other collaborative college learning activities
 Demonstrate the ability to participate actively in large group classroom learning activities in college-level
lecture/discussion courses, including making appropriate comments, asking questions, and responding to
questions from instructors and peers
 Take a position on an issue and support it with evidence during a small group discussion or other classroom
learning activity
 Identify and use one or more campus resources that require students to initiate a conversation and use spoken
English (such as peer tutoring or club activities)
 Use appropriate verbal and nonverbal communication to interact with instructors and classmates in an American
college classroom
Formal Spoken English
 Write supporting materials for giving a college presentation (an outline, handout, PowerPoint, or other visual aid);
use visual aids effectively during a presentation
 Give a well-organized formal oral presentation that clearly and effectively develops a main point with supporting
points and supporting evidence