ENGR 179 - Engineering Work Experience 3

ENGR 198 - Independent Study-Computer Programming 1

ENGR 199 - Independent Study-Computer Programming 2

ENGR& 204 - Electrical Circuits

1. Use proper analysis techniques to determine voltage, current, and power requirements of various simple circuits.
2. Accurately describe and apply nodal and mesh analysis methods and reduce circuits using Norton and Thevenin equivalencies when appropriate.
3. Analyze and design circuits using simplified operational amplifier analysis.
4. Analyze voltage, current, and power in linear differential circuit components, and apply this analysis to practice applications (eg. filters).

1. Use engineering principles to solve problems related to engineering mechanics.
2. Analyze a wide variety of physical systems using Newton’s Laws and free body diagrams in 3D space.
3. Transfer to a Bachelor’s program in Engineering with the necessary aptitude to succeed in upper-division coursework.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Quantitative and Symbolic Reasoning - Quantitative Reasoning encompasses abilities necessary for a student to become literate in today’s technological world. Quantitative reasoning begins with basic skills and extends to problem solving.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGR& 214 - Statics

1. Construct free body diagrams of force distribution systems based on the physical and mathematical principles of mechanics.
2. Apply the principles of Newton’s laws to determine structural reaction forces in particle and extended systems at joints as well as in the internal structure of members.
3. Use method of sections and method of joints to analyze truss structures.
4. Apply the principles of calculus to describe the effect of distributed loads on a structural body.
5. Calculate first and second moments of area, as well as centroids and radius of gyration of cross sections.

1. Use engineering principles to solve problems related to engineering mechanics.
2. Analyze a wide variety of physical systems using Newton’s Laws and free body diagrams in 3D space.
3. Transfer to a Bachelor’s program in Engineering with the necessary aptitude to succeed in upper-division coursework.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Quantitative and Symbolic Reasoning - Quantitative Reasoning encompasses abilities necessary for a student to become literate in today’s technological world. Quantitative reasoning begins with basic skills and extends to problem solving.

ENGR& 215 - Dynamics

1. Interpret the motion of a point in cartesian, cylindrical, and normal/tangential coordinates.
2. Apply the principles of kinematics and kinetics to dynamic particle systems.
3. Describe particle kinematics using energy/work, as well as impulse/momentum, and create preferences for when each method is most appropriate.
4. Apply the principles of dynamics to extended systems undergoing general planar motion, including principles of angular momentum.

1. Use engineering principles to solve problems related to engineering mechanics.
2. Analyze a wide variety of physical systems using Newton’s Laws and free body diagrams in 3D space.
3. Transfer to a Bachelor’s program in Engineering with the necessary aptitude to succeed in upper-division coursework.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Quantitative and Symbolic Reasoning - Quantitative Reasoning encompasses abilities necessary for a student to become literate in today’s technological world. Quantitative reasoning begins with basic skills and extends to problem solving.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGR& 224 - Thermodynamics

1. Define and apply the basic laws and quantities of relevance in thermodynamic analysis (eg. heat, pressure, enthalpy, entropy, etc.).
2. Analyze thermodynamic processes and cycles within the conceptual frameworks of the zeroth, first, and second laws of thermodynamics.

1. Use engineering principles to solve problems related to engineering mechanics.
2. Analyze a wide variety of physical systems using Newton’s Laws and free body diagrams in 3D space.
3. Transfer to a Bachelor’s program in Engineering with the necessary aptitude to succeed in upper-division coursework.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Quantitative and Symbolic Reasoning - Quantitative Reasoning encompasses abilities necessary for a student to become literate in today’s technological world. Quantitative reasoning begins with basic skills and extends to problem solving.

ENGR& 225 - Mechanics of Materials

1. Mathematically model and determine the stress and deformation in axially loaded members.
2. Determine the stress and deformation in beams of various shapes.
3. Determine the stress and deformation in shafts loaded in pure transverse shear.
4. Demonstrate a thorough knowledge of stress strain diagrams.
5. Show the use of Mohrs circle in analyzing combinations of stresses, normal and shear, in a structural member.
6. Calculate the critical load for the buckling stability of columns.
7. Apply the above analytical principles to engineering design.

1. Use engineering principles to solve problems related to engineering mechanics.
2. Analyze a wide variety of physical systems using Newton’s Laws and free body diagrams in 3D space.
3. Transfer to a Bachelor’s program in Engineering with the necessary aptitude to succeed in upper-division coursework.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Quantitative and Symbolic Reasoning - Quantitative Reasoning encompasses abilities necessary for a student to become literate in today’s technological world. Quantitative reasoning begins with basic skills and extends to problem solving.

ENGR 250 - Numerical Methods Using MATLAB

1. Write and document effective MATLAB scripts involving logical and iterative flow control.
2. Effectively utilize vector and matrix operations in MATLAB as they apply to numerical methods, both element-wise, and matrix-wise.
3. Clearly communicate relevant results via graphical methods in MATLAB and via written explanation.
4. Utilize a variety of numerical methods to solve an even larger variety of applied numerical problems.
5. Identify the difference between analytic methods and numerical methods and their applications to applied mathematical problems.

1. Use engineering principles to solve problems related to engineering mechanics.
2. Analyze a wide variety of physical systems using Newton’s Laws and free body diagrams in 3D space.
3. Transfer to a Bachelor’s program in Engineering with the necessary aptitude to succeed in upper-division coursework.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Quantitative and Symbolic Reasoning - Quantitative Reasoning encompasses abilities necessary for a student to become literate in today’s technological world. Quantitative reasoning begins with basic skills and extends to problem solving.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 081 - Fundamentals of Written Communication

Credits: 5
A writing course that focuses on the skills designed to prepare students for ENGL 099  or professional/technical degrees. Introduces students to the writing process so they can write well-organized and developed paragraphs and short essays. Students study grammar, basic sentence structure, mechanics, punctuation, and improve vocabulary and spelling. Students also read works that include various rhetorical structures and themes in order to improve critical reading and writing skills.

Prerequisite: Appropriate Reading placement score. Note: Some students from certain school districts are eligible for the transcript placement option.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Use the writing process in order to write clear, well-organized paragraphs and build to short essays.
2. Focus a topic for both a paragraph and a short essay, develop ideas, organize ideas, write an introduction and conclusion, and maintain unity (and coherence) in their writing.
3. Review sentence structure, mechanics, punctuation, and spelling in order to write sentences that are clear in meaning.
4. Improve vocabulary.
5. Improve skills in critical reading and writing by examining a variety of texts that illustrate different writing structures and themes.

1. Produce effective written communication, which demonstrates critical thinking; writing and research processes; and knowledge of genres for workplace, expository, or research writing.
2. Demonstrate college-level reading skills by summarizing, analyzing, interpreting, synthesizing, and evaluating college texts; and develop an awareness of the approaches writers use for different audiences, genres, and rhetorical situations.

 

College-wide Outcomes

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ENGL 090 - Spelling Improvement

1. Apply phonics and will utilize visualization.
2. Divide words into syllables and place accent marks.
3. Illustrate the major rules of spelling including applying basic spelling rules, sounding out words that are spelled phonetically and memorizing commonly misspelled words.
4. Demonstrate a minimum proficiency of 80% on each test as well as on the final exam.

1. Produce effective written communication, which demonstrates critical thinking; writing and research processes; and knowledge of genres for workplace, expository, or research writing.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 097 - English Express: Integrating Reading and Writing

1. Practice various reading skills (inference, synthesis, annotating, summary, etc.) on a diverse range of texts, reading rhetorically and metacognitively for purpose, evidence, audience, and patterns of organization.
2. Apply writing process steps (brainstorming, drafting, outlining, peer review, revision, editing, and metacognitive reflection) to develop and organize ideas that emerge from the reading process.
3. Write thesis-driven essays, focusing specifically on purpose, rhetorical approach, claim, evidence, audience, and patterns of organization.
4. Develop information literacy skills: identify key words, construct searches, navigate databases and other research tools, and evaluate information sources/types.
5. Enter academic conventions by integrating source material and documenting sources.
6. Develop grammar and mechanics skills.
7. Implement student success skills, tools, mindsets, and strategies such as time management and goal setting skills, utilizing college resources, financial literacy, and academic planning.

1. Produce effective written communication, which demonstrates critical thinking; writing and research processes; and knowledge of genres for workplace, expository, or research writing.
2. Demonstrate college-level reading skills by summarizing, analyzing, interpreting, synthesizing, and evaluating college texts; and develop an awareness of the approaches writers use for different audiences, genres, and rhetorical situations.
3. Evaluate how social, economic, and/or political situations can affect the way ideas are produced, distributed, and received.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 099 - Introductory Composition

1. Express their ideas clearly in writing.
2. Organize paragraphs and expository essays.
3. Develop greater facility with language.
4. Improve their mechanics and usage.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL& 101 - English Composition I

1. Actively read texts and apply critical strategies such as response, interpretation, critique, analysis, and synthesis.
2. When writing, analyze the rhetorical situation (audience, purpose, genre, et cetera) to make intentional choices for varying situations, modalities, and genres.
3. Compose thesis-driven arguments supported by the integration of, response to, and synthesis with credible sources.
4. Demonstrate effective use of writing processes, which may include pre-writing, drafting, and peer review.
5. Demonstrate awareness of how social position and geopolitical location can affect identity, perspective, expression, and / or action.
6. Use research processes to identify information needs and locate and critically evaluate information sources.
7. Critically apply the conventions of academic writing, which include grammar, punctuation, spelling, and documentation of sources.

1. Produce effective written communication, which demonstrates critical thinking; writing and research processes; and knowledge of genres for workplace, expository, or research writing.
2. Demonstrate college-level reading skills by summarizing, analyzing, interpreting, synthesizing, and evaluating college texts; and develop an awareness of the approaches writers use for different audiences, genres, and rhetorical situations.
3. Evaluate how social, economic, and/or political situations can affect the way ideas are produced, distributed, and received.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 105 - Grammar and Usage

1. Identify simple and complex use of basic parts of speech in sample sentences.
2. Identify the use of fragments.
3. Identify conventional use of punctuation such as periods, commas, and semicolons as used in simple, compound, and/or complex sentences.
4. Explain the grammatical meaning expressed by specific verb tense uses.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 106 - Vocabulary Mastery

1. Students will develop proficiency in college-level vocabulary skills.
2. Develop general as well as specialized vocabularies that may be drawn from specific vocational and academic fields.
3. Learn Latin and Greek prefixes and roots.
4. Display knowledge of vocabulary by defining words through context, through constructing categories, through use of synonums and antonyms, and by introducing new words into speech and writing.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 109 - Writing for Trades and Career/Technical Degrees

1. Create and design digital documents for internal and external facing audiences.
2. Identify and analyze potential ways to adapt communication to a variety of audiences.
3. Create and design a variety of business documents, such as emails, PowerPoint, proposals, resume, sales messages, business presentations, and processes.
4. Communicate positive and negative information to various audiences.
5. Create graphics to supplement or complement digital documents.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL& 112 - Introduction to Fiction

1. Identify the common elements of short fiction texts;
2. Examine a variety of short stories and authors from a range of perspectives based on race, gender, class, sexuality, disability, and/or geographic location.
3. Demonstrate reading skills and strategies for the analysis of short fiction;
4. Explain the ways in which short fiction connects with diverse human experiences;
5. Compose written interpretations in response to short fiction texts;
6. Participate in discourse about the stories and the associated themes, engaging a range of diverse perspectives and interpretations.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL& 113 - Introduction to Poetry

1. Identify the common elements of poetry, including structure, sound patterns, and meaning.
2. Apply “close” reading skills and various critical approaches in order to analyze, interpret, and evaluate works of poetry through written responses and discussion.
3. Compare how the contexts of history, region, cultural identity, and mode inform poetic voice and form.
4. Define how poetry reflects and creates language and culture, which include psychological emotional, and spiritual expression.
5. Determine how the aesthetic experience of poetry includes embodied responses such as pleasure, wonder, and sympathy for self and others.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL& 114 - Introduction to Drama

1. Identify the common elements of dramatic texts and performances;
2. Examine a variety of plays, the playwrights, and types of productions from a range of perspectives based on race, gender, class, sexuality, disability, and/or geographic location.
3. Demonstrate reading skills and strategies for dramatic works;
4. Explain the ways in which the dramatic arts connect with diverse human experiences;
5. Compose written interpretations in response to the dramatic texts and performances;
6. Participate in discourse about plays, performances, and the associated themes, engaging a range of diverse perspectives and interpretations.

1. Demonstrate college-level reading skills by summarizing, analyzing, interpreting, synthesizing, and evaluating college texts; and develop an awareness of the approaches writers use for different audiences, genres, and rhetorical situations.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 115 - Introduction to Novels

1. Identify the common elements of novels;
2. Examine a variety of novels and authors from a range of perspectives based on race, gender, class, sexuality, disability, and/or geographic location.
3. Demonstrate reading skills and strategies for the analysis of novels;
4. Explain the ways in which novles connect with diverse human experiences;
5. Compose written interpretations in response to novels;
6. Participate in discourse about the novels and the associated themes, engaging a range of diverse perspectives and interpretations.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 117 - Accelerated Support for ENGL& 101 Success

1. By responding to student questions and going deeper into 101 course material and assignments. English 117 will help students more fully understand what is required of them in their English 101 course and provide tools to help them succeed (including cross-disciplinary reading and writing approaches).
2. It will explicitly address affective and non-cognitive factors that influence learning, such as confidence, systemic barriers to success, procrastination, navigating academic culture, and access to resources. The course will promote and provide tools for resilience. resourcefulness, and critical questioning.
3. The course will facilitate connection to campus and community services, such as advising and The Writing Center, which will help students address the aforementioned affective issues.
4. It will encourage students to connect their interests and language practices to what they are learning in the course. It will bridge students’ previous knowledge/learning with those being taught in the 101 course.
5. In the tradition of writing studios. it will facilitate a space that encourages questioning, critique, confusion, and resistance. The teacher will play the role of “coach” and co-leader to facilitate a more collaborative, supportive, studio-like atmosphere.
6. It will allow for more individualized forms of support to help target students’ individual interests and needs.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 126 - Writing: Humanities

1. Critically read and analyze both primary and secondary texts in the Humanities (e.g. literature, film, art, and music).
2. Distinguish among and utilize critical approaches to humanities subjects.
3. Compose thesis-driven arguments supported by the integration of, response to, and synthesis with relevant, appropriate primary and secondary sources.
4. Demonstrate effective use of writing processes, which may include pre-writing, drafting, and peer review.
5. Examine readings and their own writing as situated within specific historical, social, political, economic, and cultural contexts that affect identity, perspective, expression, and/or action.
6. Apply both the processes and methodologies of research to write a research paper.
7. Critically apply the conventions of academic writing including source integration and documentation (MLA format).

1. Produce effective written communication, which demonstrates critical thinking; writing and research processes; and knowledge of genres for workplace, expository, or research writing.
2. Demonstrate college-level reading skills by summarizing, analyzing, interpreting, synthesizing, and evaluating college texts; and develop an awareness of the approaches writers use for different audiences, genres, and rhetorical situations.
3. Evaluate how social, economic, and/or political situations can affect the way ideas are produced, distributed, and received.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 127 - Writing: Social Science

Credits: 5
A composition course with readings designed to teach research-based writing in the social sciences. Continues to develop the basic reading and writing skills taught in ENGL& 101 , but emphasizes the development of academic research and writing skills. Students engage in critical thinking, which includes the analysis, interpretation, evaluation, documentation, and synthesis of multiple sources and evidence.

Prerequisite: A grade of 2.0 or higher in ENGL&101 .

Satisfies Requirement: Basic Skills/Communication

Course Outcomes:
Students who successfully complete this class will be able to:

1. Read and evaluate a range of sources in the social sciences; situate sources in their historical, social, political, economic and cultural contexts.
2. Practice writing as a recursive process that includes topic selection and narrowing, prewriting planning, drafting, revising and editing, and use tone, style, organization, content, and argument to meet the needs and expectations of specific writing contexts and audiences to produce writing that is professional in substance, format, and appearance.
3. Identify, evaluate, and be able to develop the conventional components of an academic argument, including research question, claim, reasons, support, warrants (assumptions, values, beliefs, etc.), qualifiers, and engagement with multiple points of view. Respectfully consider and engage the diverse perspectives and intellectual contributions of others within the classroom.
4. Gain familiarity with a range of research tools and resources, including library materials, electronic databases, the World Wide Web, interviews, etc.; choose appropriate tools to find a wide and diverse range of secondary sources, including scholarly articles, and critically evaluate those sources.
5. Apply the conventions of various common forms of research writing, which may include annotated bibliography, research proposal, literature review, research-based argument, among others.
6. Accurately and effectively incorporate and comment upon references to a variety of sources; recognize the differences among summary, paraphrase, and quotation, and when to use each; cite sources according to APA (American Psychological Association) style; understand and avoid plagiarism.
7. Recognize and analyze the various qualitative and quantitative research methods employed in the social sciences, such as survey, ethnography, primary source analysis, observation, experiment, etc.
8. Develop awareness of how social position and geopolitical location can affect identity, perspective, expression, and/ or action. Evaluate how social, economic, and or political power can affect the way ideas are produced, distributed, and received. 

1. Produce effective written communication, which demonstrates critical thinking; writing and research processes; and knowledge of genres for workplace, expository, or research writing.
2. Demonstrate college-level reading skills by summarizing, analyzing, interpreting, synthesizing, and evaluating college texts; and develop an awareness of the approaches writers use for different audiences, genres, and rhetorical situations.
3. Evaluate how social, economic, and/or political situations can affect the way ideas are produced, distributed, and received.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 128 - Research Writing: Science/Engineering/Business

Credits: 5
A composition course with readings designed to teach research-based writing in the sciences, engineering and business. Continues to develop the basic reading and writing skills taught in ENGL& 101  , but emphasizes the development of academic research and writing skills. Students engage in critical thinking which includes the analysis, interpretation, evaluation, documentation, and synthesis of multiple sources and evidence.

Prerequisite: A grade of 2.0 or higher in ENGL&101 .

Satisfies Requirement: Basic Skills/Communication

Course Outcomes:
Students who successfully complete this class will be able to:

1. Read and evaluate a range of sources in the sciences, engineering, and business; situate sources in their historical, social, political, economic and/or cultural contexts.
2. Practice writing as a recursive process that includes topic selection and narrowing, prewriting, research, planning, drafting, revising and editing, and use tone, style, organization, content, and argument to meet the needs and expectations of specific writing contexts and audiences to produce writing that is professional in format and appearance.
3. Identify, evaluate, and be able to develop the conventional components of an academic argument, including research question, claim, reasons, support, warrants (assumptions, values, beliefs, etc.), qualifiers, and engagement with multiple points of view. Respectfully consider and engage the diverse perspectives and intellectual contributions of others within the classroom.
4. Gain familiarity with a range of research tools and resources, including library materials, electronic databases, the World Wide Web, interviews, etc.; choose appropriate tools to find a wide and diverse range of secondary sources, including scholarly articles, and to evaluate critically those sources.
5. Apply the conventions of various common forms of research writing, which may include annotated bibliography, research proposal, literature review, research~based argument, among others.
6. Accurately and effectively incorporate and comment upon references to a variety of sources; recognize the differences among summary, paraphrase and direct quotation and when to use each; cite sources according to documentation style guides appropriate to specific disciplines within the range of humanities (APA, MLA, CSE, CMS); understand and avoid plagiarism.
7. Recognize and analyze the various qualitative and quantitative research methods employed in the sciences, engineering, and business, such as survey, interview, ethnography, primary source analysis, observation, experiment, statistical analysis, among others.
8. Develop awareness of how social position and geopolitical location can affect identity, perspective, expression, and/or action. Evaluate how social, economic, and/or political power can affect the way ideas are produced, distributed, and received.

1. Produce effective written communication, which demonstrates critical thinking; writing and research processes; and knowledge of genres for workplace, expository, or research writing.
2. Demonstrate college-level reading skills by summarizing, analyzing, interpreting, synthesizing, and evaluating college texts; and develop an awareness of the approaches writers use for different audiences, genres, and rhetorical situations.
3. Evaluate how social, economic, and/or political situations can affect the way ideas are produced, distributed, and received.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 160 - Literature By and About Women

1. Encourage women to look at themselves and take pride in themselves and their perceptions.
2. Encourage men to appreciate the viewpoints and perceptions of women.
3. Show, through the literature, how women are conditioned by and react to dominant, primarily masculine, ideologies through cultural history.
4. Reinterpret the literature in the light of new insights by and about women.
5. Acquire insights into the human condition as it is shown in all literature.
6. Analyze literature as art.
7. Write responses to literature.
8. Demonstrating critical reflection in participation.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 161 - Cultures of Desire

1. Investigate the role and significance of desire in the functioning of literary and cultural texts, especially in representations of Jove, the erotic, sexuality, the body, the spirit, and community, whether obvious or hidden, explicit or implied.
2. Identify elements and processes of hegemony–e.g., idealization, normativity, repression, displacement, etc.-and resistance as these operate within texts, for example, with regard to historic and current concerns relating to gender, sexual orientation, pleasure, morality, transcendence, justice, children, censorship, pornography, violence, disease, deviance, etc.
3. Understand the historical, cultural and political contexts within which literary and cultural texts emerge and have influence, including how power relations, social movements, and scientific discourses (such as biology, medicine, psychology, sexology, among other disciplines) have impacted the representation and meaning of desire in various contexts.
4. Examine the intersections of gender, sexuality, race, ethnicity, class, (dis)ability, age, religion, and/or location as these may shape representations of desire, situating them within comparative social and cultural contexts.
5. Explore past and current aspirations towards sexual freedom, empowerment and/or liberation as expressed in diverse literary and cultural productions, including heterosexual contexts as well as those of marginalized groups such as the LGBT community and the (dis)abled, among others.
6. Apply critical thinking and multiple strategies of interpretation, including literary critical schools such as poetics, feminisms, queer theory, psychoanalysis and/or cultural studies.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 162 - LGBTQ Literature

1. Compare literary works from different cultures and subcultures, nationalities, historical periods, and other contexts to analyze the different cultural constructions of gender and sexuality these works support or challenge.
2. Connect literary texts to arguments and models from critical and cultural theory.
3. Evaluate the intersecting roles of culture, race, nationality, religion and history in framing, creating, and controlling sexual and gender identities and practices, as portrayed in literary writing.
4. Write original arguments about LGBTQ literature.
5. Investigate research problems in the fields of LGBTQ literature and queer studies.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 163 - The Poetics of Rap and Hip Hop

1. Identify a variety of rap and hip hop texts. including lyrics, biography, fiction, and film, along with related literary criticism.
2. Investigate the historical, cultural, and political contexts within which literary works emerge and function.
3. Discuss the evolving definitions, functions, and struggles around “race” and ethnicity as expressed in the literature.
4. Discuss the intersections of race, gender, class, and sexuality as these inform the literature.
5. Engage in close reading and critical thinking in relation to texts and contexts.
6. Write to gain greater confidence in producing literary criticism. 

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 164 - Film as Literature

1. View films with a critical eye versus “passive watching.”
2. Identify basic literary terms and techniques as well as basic film terminology in order to develop the tools needed to discuss and write about the films analytically.
3. Recognize and discuss specific film genres.
4. Discuss themes, symbolism, social and historical context, bias, points of view, plot development, and character development in the films.
5. Write critical analyses and evaluations of the selected films.
6. Apply critical thinking and multiple strategies of interpretation of the films. including theoretical and literary critical frameworks such as poetics, feminism/gender politics, class and race politics, psychoanalysis, historical contexts, mythological contexts, and so on.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 165 - Introduction to the Myths of the World

1. Identify world myths comparatively in many forms.
2. Comprehend the integral nature of myth in all cultures.
3. Discuss how mythic structures influence attitudes towards ethnicity, gender, sexuality, the relationship of the individual to the community, a peoples spirituality and religion, ecology, and other significant aspects of any culture.
4. Discuss multiple Interpretations of living myths, including their meanings as seen from within a culture versus from the outside.
5. Apply critical thinking and reading skills to the study of myth.
6. Comprehend the significance of myth in literature and art.
7. Write responses to literature.
8. Critically reflect through discussion.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 168 - Introduction to Irish Literature

1. Comprehend the significance of Irish literature in the context of the Western canon.
2. Identify the significant events in Irish history that have helped to fonn its literary traditions.
3. Discuss how traditional stereotypes of the Irish people have been used to marginalize and control the nation.
4. Discuss the role of Irish writers in shattering external definitions and solidifying Irish identity from the inside.
5. Discuss key moments in lreland’s literary history and connect them to political and social movements of liberation.
6. Articulate in writing and through class discussion the major elements of each particular genre being read.
7. Critically read various literary genres.
8. Write responses to literature.
9. Critically reflect through participation.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 180 - Children’s Literature

1. Recognize, analyze, and comment on the literary elements as they appear in childrens books.
2. Select books suitable to specific audiences and purposes.
3. Critique childrens books on the basis of text and illustrations.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 181 - Literary Approaches to Pop Culture

1. Identify principles of a variety of theories of literary criticism. (This may include but not be limited to formalist, deconstructionist, historical, biographical, reader-response, socio-economic, gender-based, cultural studies, postmodernism.)
2. Distinguish similarities and differences among the schools of literary critical theory.
3. Apply critical thinking skills to a variety of forms of expression in popular culture.
4. Identify and/or evaluate the roles of elements of style and content in presenting central themes or ideas in specific works or movements in popular culture.
5. Summarize a work of critical analysis.
6. Produce at least two examples of critical commentary on current popular culture, one of which may be a collaborative work.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 183 - Detective and Mystery Fiction

Credits: 5
Presents a critical view of literary theories applied to the genre of mystery/detective texts. Students examine themes, conventions, and cultural assumptions expressed through classic or contemporary texts. Students then produce their own literary commentary on the social, cultural, political, psychological, etc. The commentary and texts may be in traditional or nontraditional form, including written, oral, visual, multimedia, etc.

Prerequisite: Eligible for ENGL 099  or instructor’s permission.

Satisfies Requirement: Humanities/Fine Arts/English

Course Outcomes:
Students who successfully complete this class will be able to:

1. Identify principles of a variety of theories of literary criticism. (This may include but not be limited to formalist, deconstructionist, historical, biographical, reader-response, socio-economic, gender-based, cultural studies. postmodernism.)
2. Distinguish similarities and differences among the schools of literary critical theory.
3. Apply critical thinking skills to a variety of forms of expression in the mystery/detective genre.
4. Identify and/or evaluate the roles of elements of style and content in presenting central themes or ideas in specific texts in the mystery/detective genre.
5. Review one or more texts of critical analysis.
6. Produce examples of critical commentary on texts within the mystery/detective genre, one of which may demonstrate collaborative work.
7. Write responses to literature.
8. Critically reflect through participation.
Program Outcomes
Students will demonstrate college-level reading skills by summarizing, analyzing, interpreting, synthesizing, and evaluating college texts; and develop an awareness of the approaches writers use for different audiences, genres, and rhetorical situations.

College-wide Outcomes

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 185 - The Bible as Literature

1. Apply literary approaches to selected Biblical texts.
2. Identify key texts from the Hebrew Bible and New Testament.
3. Identify important historical, geographic, and cultural background information that contributes to a literary reading of Biblical texts.
4. Discuss the nature and current state of literary Biblical scholarship.
5. Discuss the aesthetic elements in Biblical writings.
6. Write responses to literature.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 187 - Paradise and Hell as Literary Concepts

ENGL 190 - Young Adult Literature

1. Recognize, analyze, and comment on the literary elements as they appear in adolescent books.
2. Select books suitable to specific audiences and purposes.
3. Critique adolescent books on the basis of the text and illustrators.
4. Write responses to literature.
5. Critically reflect through participation.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 194 - Special Studies-English

ENGL 199 - Independent Study-English 1

ENGL& 220 - Introduction to Shakespeare

1. Apply reading and analysis techniques to a selection of Shakespeare’s plays and sonnets.
2. Evaluate the literary characteristics of Shakespearean sonnets and plays: comedies, histories, and tragedies.
3. Identify the political, social, and literary contexts of the plays and sonnets.
4. Recognize the continued relevance of Shakespeare’s works.
5. Examine and evaluate stage, screen, and/or television adaptations of the plays.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL& 226 - British Literature I: 7th to 16th Century

1. Discuss the common elements in British literature of the 19th through the 21st centuries.
2. Identify the characteristics of the Romantic, Modern, and Post-Modern eras as they are found in British literature of these periods.
3. Apply the study of literature to develop critical thinking and reading skills by introducing the problems of analysis and interpretation of specific literary periods.
4. Apply critical thinking and reading skills to the study of the literary works of specific eras.
5. Discuss the importance and relevance of the literature of the Romantic, Modern, and Post-Modern eras to the contemporary world (especially as the literature relates to the psychological and spiritual needs of the peoples of the world today).

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL& 227 - British Literature II: 17th to 18th Century

1. Discuss the common elements in British literature of the seventeenth and eighteenth centuries.
2. Discuss the characteristics of the Puritan Revolt, the Restoration, and the Neoclassical eras as they are found in British literature of these periods.
3. Use the study of literature to develop critical thinking and reading skills by introducing the problems of analysis, interpretation, and evaluation in response to works of a specific literary period.
4. Apply critical thinking and reading skills to the study of the literary works of a specific era.
5. Discuss the importance and relevance of the literature of the Puritan Revolt, the Restoration, and the Neoclassical eras to the modern and the contemporary world (especially as the literature relates to the psychological and spiritual needs of the world today).

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL& 228 - British Literature III: 19th to 21st Century

1. Discuss the common elements in British literature of the 19th through the 21st centuries.
2. Discuss the characteristics of the Romantic, Modern, and Post-Modern eras as they are found in British literature of these periods.
3. Use the study of literature to develop critical thinking and reading skills by introducing the problems of analysis and interpretation of specific literary periods.
4. Apply critical thinking and reading skills to the study of the literary works of specific eras.
5. Discuss the importance and relevance of the literature of the Romantic, Modern, and Post-Modern eras to the contemporary world (especially as the literature relates to the psychological and spiritual needs of the peoples of the world today).

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL& 235 - Introduction to Technical Communication

1. Develop a sense of how purposes, audiences, situations, technologies, and methods affect writers’ and users’ perceptions of written documents.
2. Implement and demonstrate theories of document design (e.g. format, layout, graphics) in course projects.
3. Exhibit the recursive nature of writing process in terms of researching, drafting, reviewing/testing, editing, and revising.
4. Develop strategies for written and/or oral communication with peers, instructors, users, and/or clients that foster mutual respect and responsibility, including peer review and usability testing.
5. Implement and evaluate a range of research methods and information resources to develop and produce ethically responsible professional documents.
6. Create effective arguments in professional documents using discursive and visual information.
7. Demonstrate awareness of how various media genres and technologies affect and are affected by users and readers and, thus, are integral to the writing process.
8. Use and adapt various technologies, including MS Word, to produce attractive, persuasive, professional documents.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL& 236 - Creative Writing I

1. Write fiction.
2. Write poetry.
3. Analyze poetry and short stories.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL& 237 - Creative Writing II

1. Refine skills around writing fiction and poetry that were developed in ENGL& 236 .
2. Build skills to submit poetry and short stories for publication in literary journals.
3. Develop critical analysis skills and aesthetic appreciation in regard to reading and producing creative writing.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 239 - Espial Workshop

1. Produce a formal collection of students’ creative works, including fiction, poetry, drawings, and photographs.
2. Solicit, review, edit, select and format student submissions of literature and art.
3. Organize, edit, evaluate, and select submissions to create the journal.
4. Develop teamwork skills in the production of a journal, including the division of tasks and the learning of new skills (e.g. specialized technology, fundraising and marketing, cover design and aesthetic appeal).

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL& 244 - American Literature I: American Literature to 1860

1. Discuss selected American writers from early Native American storytellers through Melville.
2. Apply questions and problems posed by earlier American writers to contemporary American life.
3. Discuss how earlier American writers offer universal insights into the human condition.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL& 245 - American Literature II: Civil War to WWI

1. Discuss selected American writers from the Civil War to World War I.
2. Apply questions and problems of earlier American writers to contemporary American life.
3. Discuss how earlier American writers offer universal insights into the human condition.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL& 246 - American Literature III: WWI to Present

1. Discuss texts by American writers in the twentieth and twenty-first centuries.
2. Apply questions and problems raised by modern American writers to contemporary American life.
3. Discuss how contemporary American writers offer universal insights into the human condition.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 247 - American Ethnic Literature

1. Gain familiarity with various literary genres within American ethnic literature, including fiction, drama, poetry and memoir, along with related literary criticism.
2. Investigate the historical, cultural and political contexts within which literary works emerge and function.
3. Understand the evolving definitions, functions and struggles around race and ethnicity as expressed in the literature.
4. Explore the intersections of race, gender, class, and sexuality as these inform the literature.
5. Engage in close reading and critical thinking in relation to texts and contexts.
6. Develop a comparative understanding of the literature and experiences of different ethnic groups, including the relationship between ethnic literature and the traditional American canon.
7. Improve writing skills and gain greater confidence in producing literary criticism.
8. Demonstrate student responsibility by fulfilling requirements in a timely, engaged and serious manner.
9. Successfully complete written responses to literature.
10. Participate effectively, demonstrating critical reflection.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 248 - African-American Literature

Credits: 5
A survey of African-American literature from its colonial origins through the 21st century. Course requires close reading and written interpretation from among the following genres: African-American fiction, poetry, drama, essays, songs, and film. Focuses on such historical periods/movements as abolitionism and the slave narrative, Reconstruction, the Harlem Renaissance, the Black Arts Movement, and postmodernism.

Prerequisite: Eligible for ENGL 099  or instructor’s permission.

Satisfies Requirement: Humanities/Fine Arts/English and Diversity

Course Outcomes:
Students who successfully complete this class will be able to:

1. Identify and evaluate key African American writers of literature, applying an African-American approach to this study.
2. Examine the intersection of economics, history, culture, region, politics, religion, gender, and sexuality to African-American literature.
3. Compare the historical relationships of African-American lived experience and current African-American lived experiences.
4. Assess how African-American literature relates to society as a whole and/or how it relates to other literature of the dominant culture.
5. Investigate African-American motifs, forms, and genres.
6. Improve writing and critical thinking as one works to communicate understanding of African-American literature.

 
Program Outcomes
Students will demonstrate college-level reading skills by summarizing, analyzing, interpreting, synthesizing, and evaluating college texts; and develop an awareness of the approaches writers use for different audiences, genres, and rhetorical situations.

College-wide Outcomes

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 249 - U.S. Latinx Literature

1. Comprehend significant political, historical, and geographical contexts that generate Latinx literary works.
2. Distinguish the relevance and importance between genres such as fiction, drama, poetry, essay and the role that crossing genres plays in this literature.
3. Contextualize the nexus that emerges between sexuality, class, gender, and ethnicity/complexion within a broader U.S. culture.
4. Articulate the transforming circumstances, definitions, and debates that surround the construction of Latinx identities as informed by the literature and scholarly discourse.
5. Incorporate close reading, critical analysis, and writing projects as tools for synthesizing Latinx literature.
6. Successfully complete written responses to literature.
7. Participate effectively, demonstrating critical reflection.
    

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 250 - U.S. Indigenous Literatures

1. Comprehend significant political, historical, and geographical contexts that generate Native American works. Understand how the written literature has been shaped by colonial contact and by external cultural and political forces while understanding how Native American writers have continued to incorporate elements from their traditional cultures into their work as a way of resisting assimilation and/or cultural extermination.
2. Distinguish the relevance and importance between genres such as autobiography, non/fiction, drama, poetry, songs/chants/music, dance narratives, critical essays, epistolary works and/or the role that crossing these genres plays in this literature.
3. Contextualize the nexus that emerges between sexualities, disabilities, class, genders, blood quantum laws/practices within the broader North American cultures.
4. Articulate the transforming circumstances, definitions, and debates that surround the construction of varied Native American identities and nations as informed by the scholarly discourse, and external influences such as colonial narratives/depictions, the media, and state/government decrees and practices (i.e., federal recognition of tribes in the U.S., anti-miscegenation laws, etc.). Develop a critical eye toward Native American literature as depicted by non-Native Americans.
5. Participate in one or more of the following: engagement in service learning and collaborations with neighboring native communities (i.e., Muckleshoot, Puyallup, Snoqualmie, Nisqually) and more broadly throughout Pacific Northwest, mythic archetypes/narratives (i.e., the trickster, hero quests, creation stories), religious beliefs (i.e., role of ceremonial practice in healing and identity formation, the Ghost Dance), adaptation of the oral tradition (i.e., reflected in contemporary poetry), the built and natural environments, language and orally, stereotyping and prejudice, folktales and the role of the storyteller and the oral tradition, the sacred and secular, assimilation and appropriation, political and social activism, the Native American Renaissance, among others.
6. Incorporate close reading, critical analysis, and writing projects as tools for synthesizing Native American literature and discourse.
7. Cultivate an awareness and appreciation of the complex interplay between social and political forces, the traditions and customs of particular Native American nations, and the imaginations of individual writers.
8. Successfully complete written responses to the assigned literature and readings.
9. Participate effectively, demonstrating critical reflection.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 251 - Asian American Literatures

1. Analyze various literary genres within Asian American literature, including fiction, drama, poetry, spoken word, and memoir, along with related literary criticism.
2. Perform close reading and critical thinking in relation to texts and contexts.
3. Produce written responses to the literature, employing literary critical frameworks.
4. Identify the role of stereotypes, especially gendered ones, and the ways in which Asian Americans have responded through literature, popular culture, and activism.
5. Recognize the wide diversity within Asian America, including countries of origin, immigration histories (economic migrants, refugees, undocumented, students, etc.}, income and educational levels, among other crucial intersections of gender, sexuality, language, age/generation, religion, disability, multiracialism, etc., as these inform the literature.
6. Investigate the historical, cultural and political contexts within which literary works emerge and function, including various immigration acts, Japanese internment during WWII , the Korean and Vietnamese wars, the growth of Asian immigration after 1965, and the rise of China and India as global economic powers.
7. Discuss the rise of “Asian American” as a category and the various literatures and experiences it denotes, including relationships between and within Asian American communities. the experiences of other communities·of color, the traditional American canon, and dominant culture.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL& 254 - World Literature I: Ancient World

ENGL& 255 - World Literature II: 7th to 18th Century

1. Discuss the common elements in literature of the Middle Ages and the Renaissance to achieve an understanding of those elements.
2. Discuss the characteristics of the Medieval and Renaissance eras as they are found in the literature of these periods.
3. Develop critical thinking and reading skills by analyzing, interpreting, and evaluating in response to works of a specific literary period.
4. Apply critical thinking and reading skills to the study of the literary works of the Medieval and Renaissance eras.
5. Discuss the importance and relevance of the literature of the Medieval and Renaissance eras to the modem and the contemporary world (especially as the literature relates to the psychological and spiritual needs of peoples of the world today).
6. Write responses to literature.
7. Demonstrate critical reflection in participation.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL& 256 - World Literature III: 19th to 21st Century

1. Compare the importance between the various genres of world literature, such as the novel, short story, drama, poetry, and/or memoir, along with related literary criticism.
2. Investigate and comprehend the historical, cultural, and political contexts within which works of world literature emerge and function.
3. Develop a comparative understanding of evolving definitions, functions, and struggles around identity, community, culture, nationalism, transnationalism, sense of place, power relations, globalization (among others) from various dominant and marginalized groups as expressed in the literature.
4. Write projects/essays that respond to the literature.
5. Engage in close reading, interpretation, critical analysis, and class discussions as tools for understanding, evaluating, and comparing world literature and discourses from various periods.
6. Evaluate how different world cultures transform, and are transformed by, key global forces through examining works of world literature.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 264 - Shakespeare on Film

1. Discuss Shakespeare’s themes and messages, the historical and cultural contexts of the plays, and literary techniques within the plays (themes, characterization. poetic language, symbolism, for example).
2. Evaluate the film adaptations of certain plays including analysis of the directors· choices within those subjective adaptations of the original plays such as close or loose adaptations, changes made, comparisons of the same scene by different directors, settings, character depictions and casting, time line and choices to change the time in history for which a play is set. historical context and social issues from Shakespeare’s time translated to modern times, and other choices that affect the differences among adaptations of the same plays.
3. Apply various forms of literary criticism approaches to their analyses of the plays and films. (For example, feminist criticism. social and historical criticism. racial and cultural bias criticism, Marxist criticism, post-modern criticism, psychological criticism, and film methodology criticism including application of specific film terms and analysis and critique of decisions by the directors. etc.)

1. Produce effective written communication, which demonstrates critical thinking; writing and research processes; and knowledge of genres for workplace, expository, or research writing.
2. Demonstrate college-level reading skills by summarizing, analyzing, interpreting, synthesizing, and evaluating college texts; and develop an awareness of the approaches writers use for different audiences, genres, and rhetorical situations.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.

ENGL 299 - Independent Study-English 2

ENGL 335 - Advanced Technical Writing

1. Develop a sense of how purposes, audiences, situations, technologies, and methods affect writers’ and users’ perceptions of written and digital communication.
2. Implement and demonstrate theories of document design (e.g. format, layout, graphics) in course projects.
3. Exhibit the recursive nature of writing and design process in terms of researching, drafting, reviewing/testing, editing, and revising.
4. Develop strategies synchronous and asynchronous communication with peers, instructors, users, and/or clients that foster mutual respect and responsibility, including different varieties of testing and assessing written and digital communications. 
5. Implement and evaluate a range of research methods and information resources to develop and produce ethically responsible professional documents.
6. Create effective arguments in professional documents using discursive and visual information.
7. Demonstrate awareness of how various media genres and technologies affect and are effected by users and readers and, thus, are integral to the communication and design process.
8. Use and adapt various technologies to produce attractive, persuasive, professional documents and distribute them electronically to fulfill the purpose and need of various audiences and purposes. 

1. Produce effective written communication, which demonstrates critical thinking; writing and research processes; and knowledge of genres for workplace, expository, or research writing.
2. Demonstrate college-level reading skills by summarizing, analyzing, interpreting, synthesizing, and evaluating college texts; and develop an awareness of the approaches writers use for different audiences, genres, and rhetorical situations.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 001 - ELL Community-Based Level 1

Credits: 1-12
Beginning level community-based English class for ELL students. Students study reading, writing, speaking and listening. This is a pass/no credit course.

Prerequisite: ELL 008 , 009 ; placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Read and comprehend learned words in a few simple phrases and basic personal information slowly and with some effort but with few errors, to independently accomplish simple, well defined, and structured reading activities in a few comfortable and familiar settings.
2. Write individual words, simple phrases and a few very simple sentences slowly and with some effort and some errors. They can independently accomplish simple, well defined, and highly structured writing activities in a few comfortable and familiar settings.
3. Speak learned and rehearsed words and phrases with hesitation and some inaccuracy in a familiar setting with a familiar audience (usually face-to-face with one person). A high level of support is provided (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or nonstandard and speech may, at times, be difficult to understand even by a skilled, supportive listener.
4. Comprehend the gist of short, simple conversations and explanations on familiar, learned topics in face-to-face situations when tasks are highly structured and include supports, such as visual cues, pre-learning of new vocabulary and phrases, or collaborative listening. Text is considerably adjusted for listeners who require a slower rate of speech with frequent opportunities for repetition or rephrasing. For English language learners, level of ease and confidence in using English may be low, even in familiar contexts.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.

 
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 002 - ELL Community-Based Level 2

Credits: 1-12
High-beginning level community-based English class for ELL students. Students study reading, writing, speaking and listening. This is a pass/no credit course.

Prerequisite: ELL 001  or 010 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Read and comprehend words in simple sentences, slowly with some repetition and with few errors, to independently accomplish simple, well-defined and structured reading activities in a range of comfortable and familiar settings.
2. Write simple sentences on familiar topics with some effort and errors to independently accomplish simple, well defined, and structured writing activities in a few comfortable and familiar settings.
3. Sometimes speak learned and rehearsed words, phrases, and simple sentences fluently and accurately but other times speak with hesitation and inaccuracy in a familiar setting with a familiar audience (usually face-to-face with one person). A high level of support is provided (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or nonstandard and speech may, at times, be difficult to understand even by a skilled, supportive listener.
4. Comprehend the gist of simple conversations and explanations on familiar topics in face-to-face situations when tasks are highly structured and include supports, such as visual cues, pre-learning of new vocabulary and phrases, or collaborative listening. Text is considerably adjusted for listeners who usually require a slower rate of speech with frequent opportunities for repetition or rephrasing. For English language learners, level of ease and confidence in using English may be low, even in familiar contexts.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 003 - ELL Community-Based Level 3

Credits: 1-12
Low Intermediate level community-based English class for ELL students. Students study reading, writing, speaking and listening. This is a pass/no credit course.

Prerequisite: ELL 002 , 020 , 021  or 028 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Read and comprehend words in small blocks of simple text, slowly but easily and with few errors, to independently accomplish simple, well-defined and structured reading activities in a range of comfortable and familiar settings.
2. Write several simple sentences on familiar topics with some effort and errors to independently accomplish simple, well defined, and structured writing activities in a few comfortable and familiar settings.
3. Speak mostly short utterances (sometimes inaccurate, incomplete sentences and sometimes fluent and accurate sentences that may be expansions of learned materials and stock phrases) in familiar settings with a familiar audience (usually face-to-face with one person) when provided with a high level of support (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or non-standard and speech may be difficult to understand even by a skilled, supportive listener.
4. Listen for structured and well-defined purposes related to maintaining personal conversations, acquiring information, or completing basic transactions, either face-to-face or in a brief telephone conversation when language is somewhat simplified and frequent opportunities for repetition, rewording and clarification are provided. For English language learners, level of ease using English is growing but varies depending on the level of familiarity with the audience and purpose and the stressfulness of the context.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 008 - ELL Community-Based Literacy Level

Credits: 1-12
Literacy level community-based English class for ELL students. Students study reading, writing, speaking and listening. This is a pass/no credit course.

Prerequisite: Placement test and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Read and comprehend learned words in a few simple phrases and basic personal information slowly and with some effort but with few errors, to independently accomplish simple, well defined, and structured reading activities in a few comfortable and familiar settings.
2. Write individual words, simple phrases and a few very simple sentences slowly and with some effort and some errors. They can independently accomplish simple, well defined, and highly structured writing activities in a few comfortable and familiar settings.
3. Speak learned and rehearsed words and phrases with hesitation and some inaccuracy in a familiar setting with a familiar audience (usually face-to-face with one person). A high level of support is provided (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or nonstandard and speech may, at times, be difficult to understand even by a skilled, supportive listener.
4. Comprehend the gist of short, simple conversations and explanations on familiar, learned topics in face-to-face situations when tasks are highly structured and include supports, such as visual cues, pre-learning of new vocabulary and phrases, or collaborative listening. Text is considerably adjusted for listeners who require a slower rate of speech with frequent opportunities for repetition or rephrasing. For English language learners, level of ease and confidence in using English may be low, even in familiar contexts.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 009 - ELL Literacy Level

Credits: 1-15
Literacy level English class for ELL students. Students study reading, writing, speaking and listening. This is a pass/no credit course.

Prerequisite: Placement test and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Read and comprehend learned words in a few simple phrases and basic personal information slowly and with some effort but with few errors, to independently accomplish simple, well defined, and structured reading activities in a few comfortable and familiar settings.
2. Write individual words, simple phrases and a few very simple sentences slowly and with some effort and some errors. They can independently accomplish simple, well defined, and highly structured writing activities in a few comfortable and familiar settings.
3. Speak learned and rehearsed words and phrases with hesitation and some inaccuracy in a familiar setting with a familiar audience (usually face-to-face with one person). A high level of support is provided (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or nonstandard and speech may, at times, be difficult to understand even by a skilled, supportive listener.
4. Comprehend the gist of short, simple conversations and explanations on familiar, learned topics in face-to-face situations when tasks are highly structured and include supports, such as visual cues, pre-learning of new vocabulary and phrases, or collaborative listening. Text is considerably adjusted for listeners who require a slower rate of speech with frequent opportunities for repetition or rephrasing. For English language learners, level of ease and confidence in using English may be low, even in familiar contexts.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

 

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 010 - English Language Learning Level 1

Credits: 1-15
Beginning level of ELL. Students prepare for academic or work readiness with contextualized study of content. Students work on all language skills and technology skills. This is a pass/no credit course.

Prerequisite: ELL 008  or 009 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Ask and answer questions about key details in a text. Identify the main topic and retell key details of a text. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
2. Know and use various text features to locate key facts or information in a text. Use the illustrations and details in a text to describe its key ideas.
3. Write informative/explanatory texts in which they name a topic, supply some facts about the topic.
4. With guidance and support, use a variety of digital tools to produce and publish writing.
5. Participate in collaborative conversations with diverse partners in small and larger groups.
6. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
7. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details.
8. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
9. Describe people, places, things, and events with some details.
10. Speak audibly and try to express thoughts, feelings, and ideas clearly.
11. Produce complete sentences when appropriate to task and situation.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

 

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 016 - ELL Summer Institute Conversation Level 1

Credits: 1-5
Provides beginning ELL students with conversation and pronunciation language practice. This is a pass/no credit course.

Prerequisite: Placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Begin to participate in collaborative conversations with diverse partners in small and larger groups.
2. Begin to follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics under discussion.)
3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
4. Describe people, places, things, and events with some relevant details, start to express ideas and feelings clearly. 
5. Speak audibly and start to express thoughts, feelings, and ideas clearly.
6. Produce complete sentences when appropriate to task and situation.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking and listening. 
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program, they can do the following:

In Reading 
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing 
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences 

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 017 - ELL Technology Support Level 1

Credits: 1-5
Provides ELL 001 , 008 , 009 , 010  students with opportunities to learn, improve, and use English through technology. Students will discover new ways to enhance their language-learning skills, which will add to their overall success in other ELL classes and beyond.  This is a pass/no credit course.

Prerequisite: Placement test and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Accomplish and/or collaborate to complete English language-learning activities and project-based assignments through technology with additional support from instructor and peers.
2. Know the major parts of a computer and express an understanding of their basic functions.
3. Use keys and functions common to most programs, such as save, open, delete, and close. 
4. Use the Internet, Canvas, email, and programs such as Microsoft Word and PowerPoint. 

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 020 - English Language Learning Level 2

Credits: 1-15
High-beginning level of ELL. Students prepare for academic or work readiness with contextualized study of content. Students work on all language skills plus information literacy, tech skills, and project-based learning. This is a pass/no credit course.

Prerequisite: ELL 001  or 010 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Participate in collaborative conversations with diverse partners in small and larger groups.
2. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
3. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
4. Ask questions to clear up any confusion about the topics and texts under discussion.
5. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
6. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
7. Describe people, places, things, and events with relevant details, start to express ideas and feelings clearly. 
8. Speak audibly and start to express thoughts, feelings, and ideas clearly.
9. Produce complete sentences when appropriate to task and situation.
10. Ask and answer questions about key details in a text.
11. Identify the main topic and retell key details of a text.
12. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
13. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
14. Know and use various text features to locate key facts or information in a text.
15. Use the illustrations and details in a text to describe its key ideas.
16. Identify the reasons an author gives to support points in a text.
17. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
18. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
19. With guidance and support focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
20. With guidance and support, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
21. Participate in shared research and writing projects. With guidance and support, recall information from experiences or gather information from provided sources to answer a question.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 021 - English Language Learning Intensive Writing L2

Credits: 1-15
High-beginning level of ELL for students who are permanent residents of Washington state.  Students prepare for academic or work readiness with contextualized study of content.  Students work on all language skills with an emphasis on reading and writing.  Students will also work on information literacy skills, tech skills and project based learning. This is a pass/no credit course.

Prerequisite: Placement test and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Participate in collaborative conversations with diverse partners in small and larger groups.
2. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
3. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
4. Ask questions to clear up any confusion about the topics and texts under discussion.
5. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
6. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
7. Describe people, places, things, and events with relevant details, start to express ideas and feelings clearly.  
8. Speak audibly and start to express thoughts, feelings, and ideas clearly.
9. Produce complete sentences when appropriate to task and situation.
10. Ask and answer questions about key details in a text.
11. Identify the main topic and retell key details of a text.
12. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
13. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
14. Know and use various text features to locate key facts or information in a text.
15. Use the illustrations and details in a text to describe its key ideas.
16. Identify the reasons an author gives to support points in a text.
17. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
18. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
19. With guidance and support focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
20. With guidance and support, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
21. Participate in shared research and writing projects. With guidance and support, recall information from experiences or gather information from provided sources to answer a question.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 022 - ELL Summer Institute Conversation Level 2

Credits: 5
Provides high-beginning ELL students with conversation and pronunciation language practice. This is a pass/no credit course.

Prerequisite: ELL 001  or 010 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Begin to participate in collaborative conversations with diverse partners in small and larger groups.
2. Begin to follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
3. Try to build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
4. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
5. Describe people, places, things, and events with relevant details, start to express ideas and feelings clearly.
6. Speak audibly and start to express thoughts, feelings, and ideas clearly.
7. Produce complete sentences when appropriate to task and situation.
8. Begin to recognize and improve pronunciation of English phonemes, stress, rhythm, intonation and reductions.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 023 - ELL Summer Institute Writing Level 2

Credits: 5
High-beginning ELL students who want to focus on their fluency and accuracy in writing through project-based learning. This is a pass/no credit course.

Prerequisite: ELL 001  or 010 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Begin to write with increased fluency.
2. Use feedback to rewrite.
3. Edit your own writing with instructor and peer support.
4. Use correct spelling and punctuation.
5. Control verb tenses, subject-verb agreement, word order, pronouns.
6. Use details.
7. Understand the function of an introduction, a conclusion, and an organizing principle in your paragraph. 
8. Have a positive attitude toward writing and increased confidence in your writing.
9. Be a self-motivated, independent learner.
10. Use writing as a tool for critical thinking.
11. Use written English to explore what you have to say.

In Reading 
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing 
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences 

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 024 - ELL Conversation Support Level 2

Credits: 1-5
Provides high-beginning ELL students with language practice opportunities. Students become active participants in conversations and improve their ability to manage conversations. This is a pass/no credit course.

Prerequisite: ELL 001  or 010 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Begin to participate in collaborative conversations with diverse partners in small and larger groups.
2. Begin to follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
3. Try to build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
4. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
5. Describe people, places, things, and events with relevant details, start to express ideas and feelings clearly.  
6. Speak audibly and start to express thoughts, feelings, and ideas clearly.
7. Produce complete sentences when appropriate to task and situation

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 026 - ELL Writing Support Level 2

Credits: 1-5
For current students in ELL 002 , 020 , 021 , 028  who want to improve their writing skills, and especially for students who have stronger speaking/listening skills than reading/writing skills for their level. This is a pass/no credit course.

Prerequisite: ELL 001  or 010 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
d. Provide a concluding
statement or section.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.

3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
4. With guidance and support focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
5. With guidance and support, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
6. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
7. With guidance and support, recall information from experiences or gather information from provided sources to answer a question.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 027 - ELL Technology Support Level 2

Credits: 1-5
Provides ELL 002 , 020 , 021  and 028  students with opportunities to learn, improve, and use English through technology. Students will discover new ways to enhance their language-learning skills, which will add to their overall success in other ELL classes and beyond.  This is a pass/no credit course.

Prerequisite: ELL 001 , 008 , 009  or 010 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Independently accomplish and/or collaborate to complete English language-learning activities and project-based assignments through technology.
2. Know the major parts of a computer and express an understanding of their basic functions.
3. Use keys and functions common to most programs, such as save, open, delete, and close. 
4. Use the Internet, Canvas, email, and programs such as Microsoft Word and PowerPoint.  

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 028 - English Language Learning Pathways to Work L2

Credits: 1-15
Provides an introduction for students interested in entering the workforce or participating in an I-BEST. Gives students the necessary information to research a career or choose an I-BEST program. Teaches the students study skills, employability skills, and improves reading, writing, listening, and speaking skills. This is a pass/no credit course.

Prerequisite: ELL 001 , 010 ; placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Reading: Students will ask and answer questions about key details in a text related to employment as well as identify the main topic and retell those key details. With a lot of support, they will describe the connection between two events, ideas, or pieces of information in a text. They will ask and answer questions to help determine or clarify the meaning of words and phrases in a text.  They will use various text features, illustrations and details to locate and describe key facts or information in a text.  
2. Writing: Students, with a lot of support and scaffolding, will write informative/explanatory texts in which they name a topic related to employment, supply some facts about the topic, and provide some sense of closure.  They will also write short narratives in which they include some details about their work history, education and future goals, and they will use a variety of digital tools to produce and publish writing, including in collaboration with peers.
3. Speaking and Listening:  Students will ask and answer questions in order to seek help, get information, or clarify something that is not understood.  They will describe people, places, things, and events related to employment with relevant details, expressing ideas and feelings clearly. They will speak audibly and express thoughts, feelings, and ideas with increasing clarity. Students will follow oral directions and ask for clarification.
4. Employability skills: Students will use self-awareness and workplace skills to make decisions, work in teams, problem solve and present information.  
5. Technology and Math Skills: Students will begin to use Microsoft Word and PowerPoint to compose and edit a document and create a presentation with a lot of assistance. Students will learn how to use the internet to research a topic.  Students will learn the meaning of math symbols and use addition, subtraction, multiplication, division, and measurement.

In Writing
•    Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
•    Write to inform, explain, examine and convey ideas
•    Write arguments with reasons and evidence
•    Write narratives
•    Introduce and develop a topic
•    Create cohesion and clarify relationships between ideas
•    Revise, edit, rewrite
•    Do short research project drawing on several cited sources

In Speaking & Listening
•    Actively participate in conversations
•    Analyze arguments
•    Build on the ideas of others
•    Express opinions clearly and persuasively
•    Work in groups to discuss, pose, and answer questions
•    Contribute relevant comments and observations
•    Evaluate soundness of speakers’ reasoning and sufficiency of evidence
•    Adapt speech to formal/informal circumstances
•    Give clear, effective presentations integrating multi-media

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 029 - ELL Summer Institute Cmty Exploration Level 2

Credits: 2
This is a multi-level class offered every summer quarter. Students will explore and become familiar with their community through field trips, volunteer experiences, and other hands-on project based learning. Students will use and strengthen their communicative language skills through authentic English immersion. Students will have the opportunity to explore the campus at large and off-campus sites. This is a pass/no credit course.

Prerequisite: ELL 001  or 010 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Participate in collaborative conversations with diverse partners in small and larger groups.
2. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
3. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
4. Ask questions to clear up any confusion about the topics under discussion.
5. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
6. Describe people, places, things, and events with relevant details, start to express ideas and feelings clearly. 
7. Speak audibly and start to express thoughts, feelings, and ideas clearly.
8. Participate in a shared project. With guidance and support, recall information from experiences or gather information from provided sources to answer a question.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 030 - English Language Learning Level 3

Credits: 1-15
Low-intermediate level of ELL. Students prepare for academic or work readiness with contextualized study of content.  Students work on all language skills plus information literacy, tech skills, and project-based learning. This is a pass/no credit course.

Prerequisite: ELL 002 , 020 , 021  or 028 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Ask and answer questions about key details in a text.
2. Identify the main topic and retell key details of a text.
3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
5. Know and use various text features to locate key facts or information in a text.
6. Use the illustrations and details in a text to describe its key ideas.
7. Identify the reasons an author gives to support points in a text.
8. Identify basic similarities in and differences between two texts on the same topic.
9. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
10. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
11. With guidance and support focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.   
12. With guidance and support, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
13. Participate in shared research and writing projects.
14. With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
15. Participate in collaborative conversations with diverse partners in small and larger groups.
16. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion, and gaining the floor in respectful ways).
17. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
18. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
19. Ask questions to check understanding of information presented, and stay on topic.
20. Explain their own ideas and understanding in light of the discussion.
21. Describe people, places, things, and events with relevant details.
22. Speak audibly and start to express thoughts, feelings, and ideas clearly.
23. Produce complete sentences when appropriate to task and situation.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation ,present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 031 - English Language Learning Intensive Writing L3

Credits: 1-15
Low-intermediate level of ELL for students who are permanent residents of Washington state.  Students prepare for academic or work readiness with contextualized study of content.  Students work on all language skills with an emphasis on reading and writing. Students will also work on information literacy, tech skills, and project-based learning. This is a pass/no credit course.

Prerequisite: ELL 020 , 021 , 022  or 028 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Ask and answer questions about key details in a text.
2. Identify the main topic and retell key details of a text.
3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
5. Know and use various text features to locate key facts or information in a text.
6. Use the illustrations and details in a text to describe its key ideas.
7. Identify the reasons an author gives to support points in a text.
8. Identify basic similarities in and differences between two texts on the same topic.
9. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
10. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
11. With guidance and support focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.   
12. With guidance and support, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
13. Participate in shared research and writing projects.
14. With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
15. Participate in collaborative conversations with diverse partners in small and larger groups.
16. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion, and gaining the floor in respectful ways).
17. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
18. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
19. Ask questions to check understanding of information presented, and stay on topic.
20. Explain their own ideas and understanding in light of the discussion.
21. Describe people, places, things, and events with relevant details.
22. Speak audibly and start to express thoughts, feelings, and ideas clearly.
23. Produce complete sentences when appropriate to task and situation.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 032 - ELL Summer Institute Conversation Level 3

Credits: 5
Provides low-intermediate ELL students with conversation and pronunciation practice. This is a pass/no credit course.

Prerequisite: ELL 020 , 021 , 022  or 028 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
2. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
4. Describe people, places, things, and events with relevant details, start to express ideas and feelings clearly. 
5. Speak audibly and start to express thoughts, feelings, and ideas clearly.
6. Produce complete sentences when appropriate to task and situation.
7. Recognize and improve pronunciation of English phonemes, stress, rhythm, intonation and reductions.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 033 - ELL Summer Institute Writing Level 3

Credits: 5
Low-intermediate ELL students who want to focus on their fluency and accuracy in writing through project-based learning. This is a pass/no credit course.

Prerequisite: ELL 002 , 020 , 021 , 022  or 028 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
2. Produce writing in which the development and organization are appropriate to task and purpose.
3. With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing.
4. With guidance and support, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
5. With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
6. Participate in shared research and writing projects.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 034 - ELL Conversation Support Level 3

Credits: 1-5
Provides low-intermediate ELL students with language practice opportunities to share ideas, opinions and experiences. Students become active participants in conversations and improve their ability to manage conversations. This is a pass/no credit course.

Prerequisite: ELL 002 , 020 , 021  or 028 ; placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Participate in collaborative conversations with diverse partners in small and larger groups.
2. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
3. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
4. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
5. Describe people, places, things, and events with relevant details, start to express ideas and feelings clearly.  
6. Speak audibly and start to express thoughts, feelings, and ideas clearly.
7. Produce complete sentences when appropriate to task and situation.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 036 - ELL Writing Support Level 3

Credits: 1-5
For current students in ELL 003 , 030 , 031  or 038  who want to improve their writing skills, and especially for students who have stronger speaking/listening skills than reading/writing skills for their level. This is a pass/no credit course.

Prerequisite: ELL 020 , 021  or 028 ; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to the opinion presented.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.

3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
5. With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 at this level.)
6. With some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply Reading standards from this level to literature (e.g., “Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text”).
b. Apply Reading standards from this level to informational text (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)”)

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 037 - ELL Technology Support Level 3

Credits: 1-5
Provides ELL 003 , 030 , 038  students with opportunities to learn, improve, and use English through technology. Students will discover new ways to enhance their language-learning skills, which will add to their overall success in other ELL classes and beyond. This is a pass/no credit course.

Prerequisite: ELL 002 , 020 , 021  or 028 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Independently accomplish and/or collaborate to complete English language-learning activities and project-based assignments through technology.
2. Know the major parts of a computer and express an understanding of their basic functions.
3. Use keys and functions common to most programs, such as save, open, delete, and close. 
4. Use the Internet, Canvas, email, and programs such as Microsoft Word and PowerPoint.  

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 038 - English Language Learning Pathways to Work L3

Credits: 1-15
Provides an introduction for students interested in entering the workforce or participating in an I-BEST. Gives students the necessary information to research a career or choose an I-BEST program. Teaches the students study skills, employability skills, and improves reading, writing, listening, and speaking skills. This is a pass/no credit course.

Prerequisite: ELL 002 , 020 , 021 , 022 , 028 ; placement test; and instructor permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Reading: Students will ask and answer questions about key details in a text related to workplace as well as identify the main topic and retell those key details. With a lot of support, they will describe the connection between two events, ideas, or pieces of information in a text. They will ask and answer questions to help determine or clarify the meaning of words and phrases in a text.  They will use various text features, illustrations and details to locate and describe key facts or information in a text.
2. Writing: Students, with a lot of support and scaffolding, will write informative/explanatory texts in which they name a topic related to workplace, supply some facts about the topic, and provide some sense of closure.  They will also write short narratives in which they include some details about their work history, education and future goals, and they will use a variety of digital tools to produce and publish writing, including in collaboration with peers.
3. Speaking and Listening:  Students will ask and answer questions in order to seek help, get information, or clarify something that is not understood.  They will describe people, places, things, and events related to workplace with relevant details, expressing ideas and feelings clearly. They will speak audibly and express thoughts, feelings, and ideas with increasing clarity. Students will follow oral directions and ask for clarification.
4. Employability skills: Students will use self-awareness and workplace skills to make decisions, work in teams, problem solve and present information.
5. Technology and Math Skills: Students will use Microsoft Word and PowerPoint to compose and edit a document and create a presentation with some assistance. Students will learn how to use the internet to research a topic.  Students will learn the meaning of math symbols and use addition, subtraction, multiplication, division, and measurement.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 039 - ELL Summer Institute Cmty Exploration Level 3

Credits: 2
This is a multi-level class offered every summer quarter. Students will explore and become familiar with their community through field trips, volunteer experiences, and other hands-on project based learning. Students will use and strengthen their communicative language skills through authentic English immersion. Students will have the opportunity to explore the campus at large and off-campus sites. This is a pass/no credit course.

Prerequisite: ELL 002 , 020 , 021 , 022  or 028 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Participate in a shared project.
2. With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
3. Participate in collaborative conversations with diverse partners in small and larger groups.
4. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion, and gaining the floor in respectful ways).
5. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
6. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
7. Ask questions to check understanding of information presented, and stay on topic.
8. Explain their own ideas and understanding in light of the discussion.
9. Describe people, places, things, and events with relevant details.
10. Speak audibly and start to express thoughts, feelings, and ideas clearly.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 040 - English Language Learning Level 4

Credits: 1-15
Intermediate level of ELL. Students prepare for academic or work readiness with contextualized study of content. Students work on all language skills plus information literacy, tech skills, and project-based learning. This is a pass/no credit course.

Prerequisite: ELL 003 , 030 , 031  or 038 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a topic or subject area.
5. Know and use various text features to locate key facts or information in a text efficiently.
6. Use text features and search tools to locate information relevant to a given topic efficiently.
7. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
8. Distinguish their own point of view from that of the author of a text.
9. Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
10. Describe how reasons support specific points the author makes in a text.
11. Write opinion pieces on topics or texts, supporting a point of view with reasons.

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases to connect opinion and reasons.
d. Provide a concluding statement or section.

12. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases to connect ideas within categories of information.
d. Provide a concluding statement or section.

13. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
14. Produce writing in which the development and organization are appropriate to task and purpose.
15. With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing.
16. With guidance and support, use technology to produce and publish writing as well as to interact and collaborate with others.
17. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
18. Know the differences between formal and informal speech.
19. Use your conversational skills to actively participate in class, other classes and outside of class at work, home, and within the community.
20. Enhance your active listening skills.
21. Improve your ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification, have a positive attitude toward speaking and an increased confidence in speaking, as well as be self-motivated, independent learners.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 041 - English Language Learning Intensive Writing L4

Credits: 1-15
Intermediate level of ELL for students who are permanent residents of Washington state. This class is intended for students who have much stronger speaking/listening skills than reading/writing skills for their level. It is for students who want to improve their writing skills. This is a pass/no credit course.

Prerequisite: ELL 003 , 030 , 031  or 038 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a topic or subject area.
5. Know and use various text features to locate key facts or information in a text efficiently.
6. Use text features and search tools to locate information relevant to a given topic efficiently.
7. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
8. Distinguish their own point of view from that of the author of a text.
9. Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
10. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.
11. Describe how reasons support specific points the author makes in a text.
12. Compare and contrast the most important points and key details presented in two texts on the same topic.
13. Write opinion pieces on topics or texts, supporting a point of view with reasons.

    a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
    b. Provide reasons that support the opinion.
    c. Use linking words and phrases to connect opinion and reasons.
    d. Provide a concluding statement or section.

14. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

    a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
    b. Develop the topic with facts, definitions, and details.
    c. Use linking words and phrases to connect ideas within categories of information.
    d. Provide a concluding statement or section.

15. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
16. Produce writing in which the development and organization are appropriate to task and purpose.
17. With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing.
18. With guidance and support, use technology to produce and publish writing as well as to interact and collaborate with others.
19. Conduct short research projects that build knowledge about a topic.
20. Recall information from experiences or gather information from print and digital. sources; take brief notes on sources and sort evidence into provided categories.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 042 - ELL Summer Institute Conversation Level 4

Credits: 5
Provides intermediate ELL students with conversation and pronunciation language practice. This is a pass/no credit course.

Prerequisite: ELL 003 , 030 , 031  or 038 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
2. Know the differences between formal and informal speech.
3. Use your conversational skills to actively participate in class, other classes and outside of class at work, home, and within the community.
4. Enhance your active listening skills.
5. Improve your ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification, have a positive attitude toward speaking and an increased confidence in speaking, as well as be self-motivated, independent learners.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 043 - ELL Summer Institute Writing Level 4

Credits: 5
Intermediate ELL students who want to focus on their fluency and accuracy in writing through project-based learning. This is a pass/no credit course.

Prerequisite: ELL 003 , 030 , 031  or 038 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Write with increased fluency.
2. Use feedback to rewrite.
3. Edit your own writing.
4. Use correct spelling and punctuation.
5. Control verb tenses, subject-verb agreement, word order, pronouns.
6. Use details.
7. Understand the function of an introduction, a conclusion, and an organizing principle in your writing of a narrative essay.
8. Have a positive attitude toward writing and increased confidence in your writing.
9. Be a self-motivated, independent learner.
10. Use writing as a tool for critical thinking.
11. Use written English to explore what you have to say.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect , modals,  gerunds, infinitives, questions and negative statements , pronouns and prepositions , active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 044 - ELL Conversation Support Level 4

Credits: 1-10
Provides additional support for current students in ELL 040  and 048  who need to improve their conversational skills. This is a pass/no credit course.

Prerequisite: ELL 003 , 030 , 031  or 038 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
2. Know the differences between formal and informal speech.
3. Use your conversational skills to actively participate in class, other classes and outside of class at work, home, and within the community.
4. Enhance your active listening skills.
5. Improve your ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification, have a positive attitude toward speaking and an increased confidence in speaking, as well as be self-motivated, independent learners.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 045 - ELL Pronunciation Support Level 4

Credits: 1-5
Provides additional support for current students in ELL 040  who need to improve their pronunciation skills. This is a pass/no credit course.

Prerequisite: ELL 003 , 030 , 031  or 038 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Recognize and improve articulation of English segmentals (vowels and consonants).
2. Recognize and improve production of English suprasegmentals (stress, rhythm, intonation, reductions) at the word, phrase and sentence level.
3. Identify and self-monitor key points of interference between students’ first language and American English.
4. Effectively use online resources and phonemic alphabets to verify correct pronunciation.
5. Become aware of differences between spelling and pronunciation in American English.
    

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 046 - ELL Writing Support Level 4

Credits: 1-5
For current students in ELL 040  who want to improve their writing skills, and especially for students who have stronger speaking/listening skills than reading/writing skills for their level. This is a pass/no credit course.

Prerequisite: ELL 003 , 030 , 031 , 038 ; placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Write with increased fluency.
2. Use feedback to rewrite.
3. Edit their own writing.
4. Use correct spelling and punctuation.
5. Control verb tenses, subject-verb agreement, word order, pronouns.
6. Use details.
7. Understand the function of an introduction, a conclusion, an organizing principle in their writing of a narrative essay.
8. Have a positive attitude toward writing and increased confidence in their writing.
9. Be self-motivated, independent learners.
10. Use writing as a tool for critical thinking.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 047 - ELL Technology Support Level 4

Credits: 1-5
Provides ELL 040 , 041  and 048  students with opportunities to learn, improve, and use English through technology. Students will discover new ways to enhance their language-learning skills, which will add to their overall success in other ELL classes and beyond. This is a pass/no credit course.

Prerequisite: ELL 003 , 030 , 031  or 038 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Independently accomplish and/or collaborate to complete English language-learning activities and project-based assignments through technology.
2. Know the major parts of a computer and express an understanding of their basic functions.
3. Use technology vocabulary appropriately and effectively.
4. Use keys and functions common to most programs, such as save, open, delete, and close.
5. Gain access and learn how to use resources, such as spell check, thesaurus, and dictionaries.
6. Increase ability in using a variety of other forms of technology, such as a digital camera, scanner, etc.
7. Use the Internet, Canvas, online databases, email, and programs such as Microsoft Word and PowerPoint.  

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program in level 6, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 048 - English Language Learning Pathways to Work L4

Credits: 1-15
Provides an introduction for students interested in participating in an I-BEST. Allows students to learn about each I-BEST program and its’ requirements. Gives students the necessary information to choose a program, while teaching the students study skills, employability skills, and improve their English in reading, writing, listening, and speaking. This is a pass/no credit course.

Prerequisite: ELL 003 , 030 , 031  or 038 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Reading: Students will ask and answer questions about key details in a text related to the workplace as well as identify the main topic and retell those key details. With a lot of support, they will describe the connection between two events, ideas, or pieces of information in a text. They will ask and answer questions to help determine or clarify the meaning of words and phrases in a text.  They will use various text features, illustrations and details to locate and describe key facts or information in a text.
2. Writing: Students, with a lot of support and scaffolding, will write informative/explanatory texts in which they name a topic related to the workplace, supply some facts about the topic, and provide some sense of closure.  They will also write short narratives in which they include some details about their work history, education and future goals, and they will use a variety of digital tools to produce and publish writing, including in collaboration with peers.
3. Speaking and Listening:  Students will ask and answer questions in order to seek help, get information, or clarify something that is not understood.  They will describe people, places, things, and events related to the workplace with relevant details, expressing ideas and feelings clearly. They will speak audibly and express thoughts, feelings, and ideas with increasing clarity. Students will follow oral directions and ask for clarification.
4. Employability skills: Students will use self-awareness and workplace skills to make decisions, work in teams, problem solve and present information.  
5. Technology and Math Skills: Students will use Microsoft Word and PowerPoint to compose and edit a document and create a presentation. Students will learn how to use the internet to research a topic.  Students will learn the meaning of math symbols and use addition, subtraction, multiplication, division, and measurement.

In Writing
•    Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
•    Write to inform, explain, examine and convey ideas
•    Write arguments with reasons and evidence
•    Write narratives
•    Introduce and develop a topic
•    Create cohesion and clarify relationships between ideas
•    Revise, edit, rewrite
•    Do short research project drawing on several cited sources

In Speaking & Listening
•    Actively participate in conversations
•    Analyze arguments
•    Build on the ideas of others
•    Express opinions clearly and persuasively
•    Work in groups to discuss, pose, and answer questions
•    Contribute relevant comments and observations
•    Evaluate soundness of speakers’ reasoning and sufficiency of evidence
•    Adapt speech to formal/informal circumstances
•    Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 049 - ELL Summer Institute Cmty Exploration Level 4

Credits: 2
This is a multi-level class offered every summer quarter. Students will explore and become familiar with their community through field trips, volunteer experiences, and other hands-on project based learning. Students will use and strengthen their communicative language skills through authentic English immersion. Students will have the opportunity to explore the campus at large and off-campus sites. This is a pass/no credit course.

Prerequisite: ELL 003 , 030 , 031  or 038 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
2. Know the differences between formal and informal speech.
3. Use your conversational skills to actively participate in class, other classes and outside of class at work, home, and within the community.
4. Enhance your active listening skills.
   Improve your ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification, have a positive attitude toward speaking and an increased confidence in speaking, as well as be self-motivated, independent learners.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ELL 050 - English Language Learning Level 5

Credits: 1-15
High-Intermediate level of ELL. Students prepare for academic or work readiness with contextualized study of content. Students work on all language skills plus information literacy, tech skills, and project based learning. This is a pass/no credit course.

Prerequisite: ELL 040 , 041  or 048 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. In Reading

a. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
b. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
c. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
d. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
e. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
f. Integrate information presented in different media or formats (e.g., in charts, graphs, photographs, videos, or maps) as well as in words to develop a coherent understanding of a topic or issue.

2. In Writing

a. Write arguments to support claims with clear reasons and relevant evidence.
b. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
c. With some guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
d. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
e. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
f. Draw evidence from literary or informational texts to support analysis, reflection, and research.    
g. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
h. Demonstrate command of the conventions of standard English grammar and usage when writing.

3. In Speaking and Listening

a. Engage effectively in a range of collaborative discussions (one on-one, in groups, and teacher led) with diverse partners, building on others’ ideas and expressing their own clearly.
b. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation
c. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
d. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
e. Demonstrate command of the conventions of standard English grammar and usage when speaking.

*The outcomes will be adjusted in depth and intensity depending on the credits for which the classes are offered. More intensity and depth can include: multi-level cohort activities, class projects, guest speakers, field trips, and expanded language development and application in speaking, listening, reading, and writing.
Program Outcomes
We are now using the Career and College Readiness Standards from the National Reporting System. When students are ready to leave our program, they can do the following:

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice, compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ELL 052 - ELL Summer Institute Conversation Level 5

Credits: 5
Provides high-intermediate ELL students with conversation and pronunciation language practice. This is a pass/no credit course.

Prerequisite: ELL 040 , 041  or 048 ; and placement test; and instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Speak more fluently with increased vocabulary and improved pronunciation, intonation and word stress.
2. Know the differences between formal and informal speech.
3. Use your conversational skills to actively participate in class, other classes and outside of class at work, home, and within the community.
4. Enhance your active listening skills. Improve your ability to manage conversations, recognize when listeners don’t understand and be able to provide clarification, have a positive attitude toward speaking and an increased confidence in speaking, as well as be self-motivated, independent learners.

In Reading
Cite evidence from the text to analyze and draw inferences
Summarize
Use context to determine meaning
Analyze how texts are organized
Determine points of view
Understand graphs, charts, diagrams, maps
Delineate and evaluate arguments
Compare and contrast texts
Be familiar with affixes and roots
Understand similes and metaphors

In Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
Write to inform, explain, examine and convey ideas
Write arguments with reasons and evidence
Write narratives
Introduce and develop a topic
Create cohesion and clarify relationships between ideas
Revise, edit, rewrite
Do short research project drawing on several cited sources

In Speaking & Listening
Actively participate in conversations
Analyze arguments
Build on the ideas of others
Express opinions clearly and persuasively
Work in groups to discuss, pose, and answer questions
Contribute relevant comments and observations
Evaluate soundness of speakers’ reasoning and sufficiency of evidence
Adapt speech to formal/informal circumstances
Give clear, effective presentations integrating multi-media

By the time you leave level 6, you should have control over these parts of grammar:
punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
compound and complex sentences.

College-wide Outcomes

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.