READ 0098This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.
Credit Hours 4
Course Title Advanced Reading Skills
Prerequisite(s) Reading 0097 with a "C" or better or appropriate placement
Corequisite(s) None Specified
This course emphasizes inferential, interpretive, and critical reading comprehension strategies. It also focuses on analysis, synthesis, and evaluation of text as well as efficient reading, study and test-taking skills. Lecture and group participation are used in this course.
GENERAL EDUCATIONAL PURPOSE
To provide students with a repertoire of reading and thinking strategies to become successful independent learners; to enable students to develop a metacognitive sense for reading and, thereby, to transfer reading/thinking strategies learned in this developmental reading course to college content courses.
Expected Educational Results
As a result of completing this course the student will be able to:
Determine word meaning using context clues, structural analysis, and dictionary skills.
Formulate the thesis, stated or implied, in extended text.
Assess the role of transitional devices which signal relationships among sentences and paragraphs.
Identify common patterns of organization to understand the interrelationship of ideas in reading materials.
Distinguish between statements of fact and statements of opinion in a reading selection.
Analyze valid arguments and draw logical inferences and conclusions.
Determine the author’s purpose in extended texts as related to modes of discourse, such as description, argumentation, exposition, and narration.
Detect author’s tone and point of view in fiction and nonfiction.
Synthesize text by summarizing and paraphrasing.
Evaluated text and adjust reading rate according to the reader’s purpose.
Apply metacognitive strategies when reading by activating prior knowledge, predicting outcomes, and monitoring the reading process.
Use effective test-taking strategies.
Interpret and evaluate information from maps, graphs and charts.
Demonstrate a variety of study skills, such as SQ3R, annotating, mapping, and outlining
General Education Outcomes
I. This advanced reading course addresses the general education outcome of the college relating to communication as follows:Course Content
Students develop speaking skills by participating in discussion groups on various topics. They also present individual reports on books and articles to the class as a whole.
Students develop listening skills through collaborative reports, responses to video and audiocassettes, and critiques of guest speakers and oral readings.
Students develop their reading and writing skills through response journals, critiques, annotating, mapping, outlining, and summarizing activities.
II. This advanced reading course addresses the general education outcome of the college relating to effective problem-solving and critical thinking skills in the following way:
Students engage in group problem-solving activities through debates, panel discussions, collaborative activities, and presentations.
Students develop critical thinking skills through analysis of data in print and non-print materials, such as editorials, cartoons, concerts, plays and movies.
III. This course addresses the general education outcome of personal, societal, cultural development to living and working in a culturally diverse environment as follows:
Students develop an awareness of living and working in a culturally diverse environment by reading and responding to culturally sensitive text.
Students develop the ability to engage in discussions that respect divergent ideas while staying focused on the topic.
I. Advanced Vocabulary StrategiesAssessment of Outcome Objectives
II. Comprehension Strategies
III. Study Skills Strategies
IV. Critical Thinking Strategies
ENTRY LEVEL COMPETENCIES
Upon entry the student should be able to read and comprehend main ideas, identify supporting details, recognize basic patterns of organization, make valid inferences, and apply context clues to reading passages written at a 10th grade difficulty level.
A. Course Grade
Students will be assessed in their critiquing of reading materials, participation in group collaboration, out-of-class assignments, and teacher-constructed tests. A departmental final exam prepared by the Reading Coordinating Committee will be used to determine 20-25% of the course grade. The final exam will include reading passages and questions similar to those encountered on the university system exit exam.
Students who attain a 70% average on class work including tests and final exam will be eligible to take the university system exit exam. A student must meet the exit requirement on the university system exit exam to pass the course.
B. Departmental Assessment
Annually the reading faculty will evaluate the results of the departmental final exam. This information will be used by the Reading Coordinating Committee to improve curriculum.
The results of the common final exam will be collected and analyzed. This data, in conjunction with exit data, will be compared and evaluated yearly.
Requested institutional research data of post-developmental student performance in selected social and natural science courses will be compared periodically with collegiate-level student performance.
C. Use of Assessment Findings
The results of all data collected will be analyzed by the Reading Coordinating Committee to determine implications for curriculum change. The committee will analyze data and recommend specific changes.
Course changes may be made yearly, if needed, in response to data analysis of the exit exam.
Over a three-year period, information from student performance data analysis will be shared with the Director of Special Programs and the Reading Coordinating Committee.
Revised Spring 2001
Last Revised: Aug. 12, 2011Return to all courses