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& 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 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.

ELL 053 - ELL Summer Institute Writing Level 5

Credits: 5
High-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 040 , 041  or 048 ; 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 054 - ELL Conversation Support Level 5

Credits: 1-5
Provides additional conversation support for current students in ELL 050  who need to improve their conversational skills. 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.
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, 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 055 - ELL Pronunciation Support Level 5

Credits: 1-5
Provides additional support for current students in ELL 050  who need to improve their pronunciation skills. 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. 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, 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 056 - ELL Writing Support Level 5

Credits: 1-5
For current students in ELL 050  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 040 , 041  or 048 ; 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 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, 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 057 - ELL Technology Support Level 5

Credits: 1-5
Provides ELL 050  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 040 , 041  or 048 ; 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. Increase ability in using a variety of other forms of technology, such as a digital camera, scanner, etc.
6. 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, 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 059 - ELL Summer Institute Cmty Exploration Level 5

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

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

1. 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.
2. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

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 060 - English Language Learning Level 6

Credits: 1-15
Advanced 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 050 ; placement test; and instructor’s permission.

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

In Reading

1. Cite evidence from the text to analyze and draw inferences
2. Summarize
3. Use context to determine meaning
4. Analyze how texts are organized
5. Determine points of view
6. Understand graphs, charts, diagrams, maps
7. Delineate and evaluate arguments
8. Compare and contrast texts
9. Be familiar with affixes and roots
10. Understand similes and metaphors

In Writing

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

In Speaking & Listening

1. Actively participate in conversations
2. Analyze arguments
3. Build on the ideas of others
4. Express opinions clearly and persuasively
5. Work in groups to discuss, pose, and answer questions
6. Contribute relevant comments and observations
7. Evaluate soundness of speakers’ reasoning and sufficiency of evidence
8. Adapt speech to formal/informal circumstances
9. Give clear, effective presentations integrating multi-media

Grammar:

1. Punctuation, present, past, future, continuous, present perfect, past perfect, modals, gerunds, infinitives, questions and negative statements, pronouns and prepositions, active and passive voice
2. Compound and complex sentences

*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 062 - ELL Summer Institute Conversation Level 6

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

Prerequisite: ELL 050 ; 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. Use your conversational skills to actively participate in class, other classes and outside of class at work, home, and within the community.
3. 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 063 - ELL Summer Institute Writing Level 6

Credits: 5
Advanced 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 050 ; 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 064 - ELL Conversation Support Level 6

Credits: 1-5
Provides additional conversation support for current students in ELL 060  who need to improve their conversational skills. This is a pass/no credit course.

Prerequisite: ELL 050 ; 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, 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 065 - ELL Pronunciation Support Level 6

Credits: 1-5
Provides additional support for current students in ELL 060  who need to improve their pronunciation skills. This is a pass/no credit course.

Prerequisite: ELL 050 ; 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, 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 066 - ELL Writing Support Level 6

Credits: 1-5
For current students in ELL 060  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 050 ; 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, 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 067 - ELL Technology Support Level 6

Credits: 1-5
Provides ELL 060  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 050 ; 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. In order to do so successfully, students need to know the major parts of a computer and express an understanding of their basic functions.
2. Use technology vocabulary appropriately and effectively.
3. Use keys and functions common to most programs, such as save, open, delete, and close.
4. Gain access and learn how to use resources, such as spell check, thesaurus, and dictionaries. Increase ability in using a variety of other forms of technology, such as a digital camera, scanner, etc.
5. 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, 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 069 - ELL Summer Institute Cmty Exploration Level 6

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 050 ; and placement test; and instructor’s permission.

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

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

In 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.
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 071 - Reading Support for Level 1

Credits: 1-5
Reading class for beginning ELL students. Students will improve their basic reading skills including letter sound recognition, basic vocabulary, fluency and comprehension.  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. Improve phonemic awareness and decoding skills.
2. Build basic vocabulary.
3. 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. 
4. 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.
5. 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.   

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 reading. 
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 072 - Reading Support for Level 2

1. Improve phonemic awareness and decoding skills.
2. Build vocabulary.
3. 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.
4. 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.   

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 reading.
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 082 - English for Women’s Health Level 2

Credits: 1-5
Provides high-beginning ELL students with opportunity to practice and improve speaking, listening, reading and writing skills in the context of women’s health. 

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 express basic concerns with level appropriate vocabulary in a women’s health context.
2. Begin to describe symptoms with level appropriate vocabulary that occur in a women’s health context. 
3. Begin to share experiences with level appropriate vocabulary that relate to a women’s health context.
4. Begin to ask and answer questions to seek help about women’s health issues.
5. Respond to basic written questions in a women’s health context.
6. Use basic reading strategies to understand important information in a text.
7. Begin to improve communication skills to interact with health professionals and advocate for oneself.
8. Begin to learn to navigate community resources regarding women’s health.

 
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 083 - English for Women’s Health Level 3

Credits: 1-5
Provides low-intermediate ELL students with opportunity to practice and improve speaking, listening, reading and writing skills in the context of women’s health.

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. Express basic concerns with level appropriate vocabulary in a women’s health context.
2. Describe symptoms with level appropriate vocabulary that occur in a women’s health context. 
3. Share experiences with appropriate vocabulary and relevant details that relate to a  women’s health context.
4. Ask and answer basic questions to seek help about women’s health issues.
5. Respond to written questions in a women’s health context.
6. Use reading strategies to understand important information in a text.
7. Improve communication skills to speak with health professionals and advocate for oneself.
8. Learn how to navigate community resources regarding women’s health.

1. Cite evidence from the text to analyze and draw inferences
2. Summarize texts
3. Use context to determine meaning
4. Analyze how texts are organized
5. Determine points of view
6. Comprehend graphs, charts, diagrams, maps
7. Delineate and evaluate arguments
8. Compare and contrast texts
9. Identify affixes and roots
10. Use similes and metaphors
11. Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
12. Write to inform, explain, examine and convey ideas
13. Write arguments with reasons and evidence
14. Write narratives
15. Introduce and develop a topic
16. Create cohesion and clarify relationships between ideas
17. Revise, edit, rewrite
18. Complete short research project drawing on several cited sources
19. Actively participate in conversations
20. Analyze arguments
21. Build on the ideas of others
22. Express opinions clearly and persuasively
23. Work in groups to discuss, pose, and answer questions
24. Contribute relevant comments and observations
25. Evaluate soundness of speakers’ reasoning and sufficiency of evidence
26. Adapt speech to formal/informal circumstances
27. Give clear, effective presentations integrating multi-media
28. Demonstrate 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
29. 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 084 - English for Women’s Health Level 4

1. Express concerns with level appropriate vocabulary in a women’s health context.
2. Describe symptoms with level appropriate vocabulary that occur in women’s health
3. Share experiences with appropriate vocabulary and relevant details that relate to a women’s health context. 
4. Ask and answer questions to seek help about women’s health issues. 
5. Respond to written questions in a women’s health context with appropriate detail.
6. Use reading strategies to understand important information in a text.
7. Improve communication skills when interacting with health professionals and advocating for oneself.
8. Learn how to navigate community resources regarding women’s health.

1. Cite evidence from the text to analyze and draw inferences
2. Summarize texts
3. Use context to determine meaning
4. Analyze how texts are organized
5. Determine points of view
6. Comprehend graphs, charts, diagrams, maps
7. Delineate and evaluate arguments
8. Compare and contrast texts
9. Identify affixes and roots
10. Use similes and metaphors
11. Produce clear and coherent writing in which the development, organization, and style are appropriate to the task and audience
12. Write to inform, explain, examine and convey ideas
13. Write arguments with reasons and evidence
14. Write narratives
15. Introduce and develop a topic
16. Create cohesion and clarify relationships between ideas
17. Revise, edit, rewrite
18. Complete short research project drawing on several cited sources
19. Actively participate in conversations
20. Analyze arguments
21. Build on the ideas of others
22. Express opinions clearly and persuasively
23. Work in groups to discuss, pose, and answer questions
24. Contribute relevant comments and observations
25. Evaluate soundness of speakers’ reasoning and sufficiency of evidence
26. Adapt speech to formal/informal circumstances
27. Give clear, effective presentations integrating multi-media
28. Demonstrate 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
29. Compound and complex sentences.

• 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.

ENV S 194 - Special Topics-Environmental Science

1. Identify and evaluate important environmental issues that face us today.
2. Recognize how we directly and indirectly affect the environment.
3. Develops concepts describing a sustainable society.
4. Interpret statements made about the environment in the media.
5. Work effectively with peers in finding solutions to environmental problems.

1. Recognize how scientists use the Scientific Method to guide their inquiry, generate hypotheses, experimental design, reasoning, and draw conclusions based on empirical data.
2. Students will learn the steps of the scientific Method and be able to use the steps to design an experiment, collect data, and analyze the data.

• 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.

ENV S 204 - Natural Science and the Environment

1. Identify and evaluate important environmental issues that face us today.
2. Recognize how we directly and indirectly affect the environment.
3. Develop concepts describing a sustainable society.
4. Interpret statements made about the environment in the media.
5. Work effectively with peers in finding solutions to environmental problems.

1. Students will learn the scientific method to recognize how scientists use this method to guide their inquiry, generate hypotheses, experimental design, reasoning, and draw conclusions based on empirical data.
2. Students will learn the steps of the scientific Method and be able to use the steps to design an experiment, collect data, and analyze the data.

• 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.

FILM 101 - Introduction to Film Studies

1. Explain important critical tools currently in use in film studies.
2. Break down what film can be in a broader sense beyond its entertainment factor.
3. Evaluate film in a critical fashion to better understand how film influences our understanding of diverse populations (ethnic, religious, sexual, gender, class, etc.)
4. Explain their comprehension of the social, political, and/or economic contexts of film.

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

FILM 120 - The Art of the Film

1. Demonstrate an understanding of the techniques in film-making–such as mise-en-scène, cinematography, editing, sound, sources for films, and types of films.
2. Examine diversity in our culture, as expressed in current films.
3. Demonstrate an understanding of creativity in cinematic production, with respect to style, cinematic technique, genre, and theme.
4. Demonstrate proficiency in the ability to respond to and evaluate film production using reasoned judgment.

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

FILM 121 - Contemporary American Film

1. Gain an enhanced awareness of, and appreciation for, the cinematic qualities of contemporary American movies.
2. Examine diversity in our culture, as expressed in current films.
3. Identify and examine prevailing themes and images in contemporary American films.
4. Engage interactively with contemporary cultural issues through discussions and analysis of course concepts.

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

FILM 122 - Introduction to Film: Genres

1. Identify and describe the characteristics and qualities of various film genres.
2. Apply and analyze the theoretical elements of film genre to specific films.

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

FILM 151 - Asian Film Studies

1. Analyze a representative selection of Asian film for cultural contexts.
2. Analyze a representative selection of Asian film in historical contexts.
3. Apply literary/film criticism methodologies to Asian film.
4. Evaluate Asian films using film studies techniques.
5. Evaluate the narrative structure of Asian films.
6. Evaluate the composition of Asian films.

1. Create message appropriate to the audience, purpose, and context.
2. Use, synthesize, or produce needed information ethnically.
3. Form, analyze, and assess beliefs while demonstrating intellectual humility and respect towards the beliefs of others.
4. Analyze cultural perspectives and values of a multicultural world.

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

FILM 162 - Gender in Film

1. Analyze a representative selection of films related to gender issues and identity for women, women of color, and the LBGTQ community.
2. Examine the cultural contexts of these films.   
3. Analyze films for key aspects related to the representations of gender (for constructions of gender and codes of masculinity/femininity, for women, and for those who identify as LBGTQ+) in areas such as identity, roles, codes, race, discrimination, inequity, laws, class/economics, and other power inequities and intersections among these.
4. Evaluate the construction of the films’ storylines through a gender perspective.
5. Apply various critical approaches (e.g. Feminist Criticism, Queer Theory, and Marxist, postcolonial, and critical race approaches) to their analyses of the films.

1. Create messages appropriate to the audience, purpose, and context. 
2. Use, synthesize, or produce needed information ethically. 
3. Form, analyze, and assess beliefs while demonstrating intellectual humility and respect towards the beliefs of others 
4. Analyze cultural perspectives and values of a multicultural world. 

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

FILM 191 - Latin America in Film

1. Interpret and discuss art movies that deal with cultural and historical issues relating to multiple identities, histories cultures, perspectives, contributions, knowledge, struggles and strategies of historically excluded groups in Latin America.
2. Acquire a general knowledge of Latin American history and culture.
3. Identify the stereotypes with which Latin America has been portrayed in main stream US movies and will be able to discuss their own preconceptions and/or experiences.
4. Use movies as a tool for understanding complex social realities.
5. Connect theoretical reading with movies.

FRCH& 121 - French I

1. Distinguish between formal (F) and informal (I) greetings, introductions and questions.
2. Use major regular and irregular verbs to communicate preference, origin, adjectives, personal belongings, family, work, and climate.
3. Use three verb groups -ER, -IR, -RE present tense regular & irregular verbs in written and oral.
4. Differentiate between present and immediate future in written and oral.
5. Use language and intercultural skills to communicate with native speakers of French.

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

FRCH& 122 - French II

1. Discuss daily routine, food, countries, the body, illnesses and remedies.
2. Use both forms of the past tense, passé composé and imparfait to write and speak about the past.
3. Manipulate sentences to avoid repetition through the use of pronouns.
4. Use language and intercultural skills to communicate with native speakers of French.
5. Describe ways in which one’s own native language(s) and culture(s) are different from and similar to the French language and Francophone cultures.

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

FRCH& 123 - French III

1. Discuss hobbies and sports, vacations, moments in one’s life, personal qualities with comparisons.  
2. Use the present subjunctive of regular and irregular verbs in written and oral.
3. Use future tense to report vacation activities in contrast with the conditional tense in hypothetical situations in written and oral.
4. Use the imperative tense.
5. Use a third past tense, the Plus-que-Parfait, in written and oral.
6. Use language and intercultural skills to communicate with native speakers of French.
7. Describe ways in which one’s own native language(s) and culture(s) are different from and similar to the French language and Francophone cultures.

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

FRCH& 221 - French IV

1. Demonstrate knowledge of the Francophone world including issues related to colonization, independence and post-colonization both within France and the French-speaking world.
2. Communicate in French both orally and in writing using the present and the past tenses at a level allowing complex interactions.
3. Read and understand excerpts of Francophone literature.
4. Practice language skills in real life situations with French speakers.
5. Present a project in French.
6. Generate an assessment in a professional context, including suggestions for a successful integration.

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

FRCH& 222 - French V

1. Demonstrate knowledge of the Francophone world including issues related to colonization, independence and post-colonization both within France and the French-speaking world.
2. Communicate in French both orally and in writing using present, past tenses, and future at a level allowing complex interactions.
3. Generate sophisticated sentences using present and past subjunctive.
4. Read and understand excerpts of Francophone literature.
5. Practice language skills in real life situations with French speakers.
6. Present a project in French.
7. Create a market study, including a survey, a plan, teamwork and organization.

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

FRCH& 223 - French VI

1. Demonstrate knowledge of the Francophone world including issues related to colonization, independence and post-colonization both within France and the French-speaking world.
2. Communicate in French both orally and in writing using present, past tenses, future and conditional at a level allowing complex interactions.
3. Generate sophisticated sentences using present and past subjunctive as well as hypothetical situations.
4. Read and understand excerpts of Francophone literature.
5. Practice language skills in real life situations with French speakers.
6. Present a project in French.
7. Discuss a work contract.
8. Participate in a hiring assessment.

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

GEOG& 100 - Introduction to Geography

1. Use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information.
2. Use mental maps to organize information about people, places, and environments in a spatial context.
3. Analyze the spatial organization of people, places, and environments on Earth’s surface.

1. Identify and describe a current geographic problem or inequity at a global or regional scale.
2. Identify and describe an individual action one can undertake to solve a current geographic problem or inequity.

GEOG 120 - Introduction to Physical Geography

1. Identify and describe a current geographic problem or inequity at a global or regional scale.
2. Identify and describe an individual action one can undertake to solve a current geographic problem or inequity.

GEOG 123 - Globalization

1. Identify and describe a current geographic problem or inequity at a global or regional scale.
2. Identify and describe an individual action one can undertake to solve a current geographic problem or inequity.

GEOG 190 - Geographic Exploration

Credits: 1-10
Field course designed to allow students to learn and practice field methods in geography, including the study of elements that contribute to the character of various landscapes. Classroom sessions before and after field work are usually a part of this course.

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

Satisfies Requirement: Social Science

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

1. Learn and practice field research methods, including field observation, note-taking, and mapping.

2. Apply the “cultural landscape concept to multiple places.

3. Discuss the ways in which cultural landscapes represent unique combinations of physical and cultural characteristics. 

1. Identify and describe a current geographic problem or inequity at a global or regional scale.
2. Identify and describe an individual action one can undertake to solve a current geographic problem or inequity.

• 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.

GEOG& 200 - Human Geography

1. Identify and describe a current geographic problem or inequity at a global or regional scale.
2. Identify and describe an individual action one can undertake to solve a current geographic problem or inequity.

GEOG 201 - World Regional Geography

1. Use maps and other geographic representations, tools, and technologies to acquire, process, and report information.
2. Use mental maps to organize information about people, places, and environments.
3. Analyze the spatial organization of people, places, and environments on Earth’s surface.
4. Analyze the physical and human characteristics of places.
5. Analyze how people create regions to interpret Earth’s complexity.
6. Analyze how culture and experience influence people’s perception of places and regions. 
7. Analyze the characteristics, distribution, and migration of human populations on Earth’s surface.
8. Analyze the patterns and networks of economic interdependence on Earth’s surface.
9. Analyze how forces of cooperation and conflict among people influence the division and control of Earth’s surface.
10. Analyze how human actions modify the physical environment.
11. Analyze the changes that occur in the meaning, use, distribution, and importance of resources.
12. Apply geography to interpret the past.
13. Apply geography to interpret the present and plan for the future.

1. Identify and describe a current geographic problem or inequity at a global or regional scale.
2. Identify and describe an individual action one can undertake to solve a current geographic problem or inequity.

GEOG 205 - Environmental Geography

1. Analyze the spatial organization of people, places, and environments on Earth’s surface. 
2. Analyze the physical and human characteristics of places.
3. Analyze the physical processes that shape the patterns of Earth’s surface.
4. Analyze the characteristics and spatial distribution of ecosystems on Earth’s surface. 
5. Analyze the characteristics, distribution, and migration of human populations on Earth’s surface.
6. Analyze the patterns and networks of economic interdependence on Earth’s surface.
7. Analyze the process, patterns, and functions of human settlement.
8. Analyze how human actions modify the physical environment.
9. Analyze how physical systems affect human systems.
10. Analyze the changes that occur in the meaning, use, distribution, and importance of resources. 
11. Apply geography to interpret the past.
12. Apply geography to interpret the present and plan for the future.

1. Identify and describe a current geographic problem or inequity at a global or regional scale.
2. Identify and describe an individual action one can undertake to solve a current geographic problem or inequity.

GEOG 210 - Mountain Geography

1. Acknowledge the importance of mountain environments to human society.
2. Analyze the role of plate tectonics in mountain building.
3. Describe the weather and climate unique to mountain ranges.
4. Outline impacts on mountain environments due to climate change.
5. Identify land-forms resulting from glaciation.
6. Explain how glaciers form and create land-forms.
7. Discuss safe travel in snow avalanche terrain.
8. Paraphrase all of the various ways rocks are weathered.
9. Demonstrate how water, ice, and mass wasting shape mountains.
10. Assess what factors vegetation and wildlife must possess to thrive in the mountain environment.
11. Evaluate the use of resources by human societies in mountain regions.

1. Identify and describe a current geographic problem or inequity at a global or regional scale.
2. Identify and describe an individual action one can undertake to solve a current geographic problem or inequity.

GEOG 298 - Independent Study-Geography 1

1. Identify and describe a current geographic problem or inequity at a global or regional scale.
2. Identify and describe an individual action one can undertake to solve a current geographic problem or inequity.

GEOG 299 - Independent Study-Geography 2

1. Identify and describe a current geographic problem or inequity at a global or regional scale.
2. Identify and describe an individual action one can undertake to solve a current geographic problem or inequity.

GEOL& 101 - Introduction to Physical Geology

1. Apply information presented during the lectures to the solutions of open-ended questions.
2. Identify common rocks and the processes which form them along with relative age history principles to discuss the history of a geological map.
3. Make observations (in class and on field trips) and correctly link those observations to information from the course.
4. Use a computer to analyze or obtain geological data.
5. Work effectively with peers in finding solutions to geological problems.

1. Produce written interpretations of earth science materials.
2. Make geological inferences from newly presented materials.

• 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.

GEOL 106 - Dinosaurs

1. Describe and explain the Scientific Method and the basic terminology, principles, concepts, and theories of geology, biology, and paleontology as they apply to the study of dinosaurs.
2. Apply critical thinking, observations, and problem solving skills (in class) to accurately describe fossil samples, and use these observations to make and support interpretations linked to information presented in the class.
3. Illustrate a scientific understanding of the methods used to find and reconstruct dinosaur fossils and their environments, and of basic related scientific theories such as evolution.
4. Examine the history of paleontology in order to explain how and why theories about dinosaurs have changed through time as well as how scientific information is presented in popular culture.
5. Demonstrate the ability to work effectively with peers in making and supporting scientific interpretations.

1. Produce written interpretations of earth science materials.
2. Make geological inferences from newly presented materials.

• 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.

GEOL 107 - Fossils and Ancient Earth

1. Describe and explain the Scientific Method and the basic terminology, principles, concepts, and theories of geology and biology, as they apply to the study of paleontology and ancient Earth environments.
2. Apply critical thinking, observations, and problem solving skills (in class) to accurately describe samples of fossil and modern organisms, and to use these observations to make and support interpretations linked to the information presented in the class.
3. Illustrate a scientific understanding of the methods used to find and reconstruct fossils and their environments and of basic related scientific theories, such as evolution.
4. Examine the ways in which geologic processes affected the history of life and the ways in which the evolution of life affected geologic processes.
5. Demonstrate the ability to work effectively with peers in scientifically describing samples and supporting interpretations.

1. Produce written interpretations of earth science materials.
2. Make geological inferences from newly presented materials.

• 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.

GEOL 117 - Natural Disasters with Lab

1. Describe and explain the Scientific Method and the basic terminology, principles, concepts, and theories of geology as they apply to natural disasters.
2. Apply critical thinking, observations, and problem solving skills (in class and/or on field trips) to describe and assess potential risks of natural disasters, analyze the costs and benefits of potential solutions, and link such interpretations to information presented in class.
3. Illustrate a scientific understanding of the causes, processes, and effects of geologic hazards, including earthquakes, volcanoes, tsunami, flooding, mass wasting, climate change, and meteorite impacts.
4. Analyze how natural hazards impact human societies and examine how human actives can increase the risks natural hazards.
5. Demonstrate the ability to work effectively with peers in scientifically describing samples or images, supporting interpretations, and finding solutions to problems related to natural disasters.

1. Produce written interpretations of earth science materials.
2. Make geological inferences from newly presented materials.

• 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.

GEOL 150 - Field Trips in Geology 1

1. Record important geological information from various locations along the field trip.
2. Develop skills to work effectively with peers in finding solutions to geological problems posed on field trips.

1. Produce written interpretations of earth science materials.
2. Make geological inferences from newly presented materials.

• 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.

GEOL 151 - Dinosaurs: Museum Field Trips in Geology

1. Describe fossil samples, and use these observations to make and support interpretations linked to information presented in the class.
2. Illustrate a scientific understanding of the methods used to reconstruct fossils animals and their environments.
3. Develop skills to work effectively with peers in finding solutions to paleontological problems posed on field trips.

1. Produce written interpretations of earth science materials. 
2. Make geological inferences from newly presented materials.

• 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.

GEOL 152 - Field Trips in Geology 2

1. Record important geological information from various locations along the field trip.
2. Develop skills to work effectively with peers in finding solutions to geological problems posed on field trips.

1. Produce written interpretations of earth science materials.
2. Make geological inferences from newly presented materials.

• 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.

GEOL 153 - Field Trips in Geology 3

1. Record important geological information from various locations along the field trip.
2. Develop skills to work effectively with peers in finding solutions to geological problems posed on field trips.

1. Produce written interpretations of earth science materials.
2. Make geological inferences from newly presented materials.

• 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.

GEOL 200 - Geological Investigations of the National Parks

1. Identify significant geological processes in the history of the National Parks discussed during class.
2. Solve geological questions posed during class and on assignments.
3. List the Geological Time Scale.
4. Locate the National Parks discussed during class on a map of North America.
5. Practice appropriate geological research skills and use standard geological writing format.
6. Work effectively with peers in problems finding solutions to geological problems.

1. Produce written interpretations of earth science materials.
2. Make geological inferences from newly presented materials.

• 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.

GEOL 206 - Earth History

1. Identify significant geological events and processes occurring throughout the history of the Earth, and will be able to discuss their impact on the life forms at the time.
2. Discuss the geological/paleontological evidence for evolution.
3. Identify the major invertebrate fossil groups and know the geological time periods during which they were a major component. 
4. Solve geological questions posed during class and on assignments.
5. List the Geological Time Scale.
6. Practice appropriate geological research skills and use standard geological writing format.
7. Work effectively with peers in problems finding solutions to geological problems.

1. Produce written interpretations of earth science materials.
2. Make geological inferences from newly presented materials.

• 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.

GEOL& 208 - Geology of the Pacific Northwest

1. Records data and interprets field data about the geologic history of the Pacific Northwest.
2. Identify important geological events in the following regions of the Pacific Northwest: Northern Rockies, Okanogan Mountains and northeastern Washington, Columbia Basin, eastern Oregon, North Cascades, southern Washington Cascades, Oregon and northern California Cascades, Puget lowlands, San Juan Islands, and The Olympic Mountains and the Coast Range.
3. Correlates past geological events from one part of the Pacific Northwest to another.
4. Investigate a region or geologic process in the Pacific Northwest through library research or collection of data in the field.
5. Identifies common rocks of the Pacific Northwest.
6. Use the Geological Time Scale.

1. Produce written interpretations of earth science materials.
2. Make geological inferences from newly presented materials.

• 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.