Active Outline

General Information

Course ID (CB01A and CB01B)
ESL D272.
Course Title (CB02)
Advanced Reading and Vocabulary
Course Credit Status
Credit - Not Degree Applicable
Effective Term
Fall 2021
Course Description
This course focuses on the development of academic vocabulary, reading, and critical thinking skills through extensive readings of college-level material in English.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This is an advanced reading and vocabulary course. It provides foundational skills in reading and critical thinking at the advanced level as well as an expansion of academic vocabulary. It is a stand-alone course.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Not transferable

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

ESL D261. and ESL D265. (or ESL D461. and ESL D465.) with a grade of C or better; or a qualifying score on the English as a Second Language Placement Test

Corequisite(s)

Advisory(ies)

Limitation(s) on Enrollment

Entrance Skill(s)

(Restricted to students whose native language is not English.)

General Course Statement(s)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

Discussion and problem solving performed in class

Quiz and examination review performed in class

Homework and extended projects

Collaborative learning and small group exercises

Collaborative projects

Assignments

  1. Read advanced nonfiction materials (academic texts such as articles, essays, biographies, and excerpts from textbooks) and one fiction/non-fiction book (such as novels or memoirs).
    1. Analyze readings through short-answer, true/false, inference, and multiple-choice questions.
    2. Create outlines to distinguish main ideas from supporting details and comprehend the organization of the reading passage.
    3. Group discussions on content and student opinions of readings.
  2. Write a minimum of three analytical summaries and responses which identify the main idea and major supporting points and a critical response to the reading material.
    1. Paraphrase and summarize reading materials.
    2. Respond to reading materials in relation to the author's ideas, persuasive techniques, and/or validity of an argument.
    3. Make connections to reading materials with personal or outside experiences, other texts, and/or class discussions with specific support.
  3. Vocabulary logs, exercises, and activities in class

Methods of Evaluation

  1. A minimum of three written summaries and responses of reading selections from articles or the textbook focusing on identifying the main ideas and major supporting details.
  2. Graded homework assignments and quizzes on reading comprehension and vocabulary graded according to a given rubric provided to students.
  3. Comprehensive midterm and final examinations which test vocabulary use and recognition, and reading comprehension skills evaluated by the instructor according to a rubric provided to students.
  4. Participation in class discussions related to the readings of the textbook, novel and other articles evaluated by the instructor on the basis of active participation.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Gardner, Peter. "New Directions: An Integrated Approach to Reading, Writing, and Critical Thinking". Cambridge University Press (2nd ed), 2005.
Markstein, Linda. "Developing Reading Skills: Advanced". Cengage Heinle (3rd ed), 1998.
Richmond, Kent and Zimmerman, Cheryl Boyd. "Inside Reading 4, The Academic Word List in Context 4". 2nd Edition, Oxford, 2012.
Smith, Lorraine C. "Longman Academic Reading Series 5." Pearson Education ESL, 2017.

Examples of Supporting Texts and References

AuthorTitlePublisher
Brant, John. "The Boy Who Runs: The Odyssey of Julius Achon." Ballantine Books, 2016.
Brown, H. Douglas. "Principles of Language Learning and Teaching" (6th ed). Pearson Education ESL, 2014.
Butler, Octavia E. "Kindred". Beacon Press, 1979
Celce, Murcia. "Teaching English as a Second Language" (4th ed). Cengage, 2014.
Day, Richard R. "New Ways in Teaching Reading" (2nd Ed). TESOL, 2012.
Divakaruni, Chitra Banerjee. "The Mistress of Spices." Anchor, 1998.
Eggers, Dave. "The Circle." Vintage Books, 2014.
Flagg, Fannie. "Fried Green Tomatoes at the Whistle Stop Cafe". Ballantine Books, 2000.
Gaines, Ernest. "A Lesson Before Dying." Vintage Books, 1994.
Martel, Yann. "Life of Pi." Harcourt Books, 2001.
Nation, I.S.P. "Learning Vocabulary in Another Language" (2nd ed). Cambridge University Press, 2013.
Quindlen, Anna. "Blessings". Random House, 2002.
Roth, Veronica. "Divergent." Katherine Tegen Books, 2014.
Tyler, Anne. "Digging to America". Ballantine Books, 2007.

Learning Outcomes and Objectives

Course Objectives

  • Demonstrate advanced reading comprehension skills for both content and organization of advanced reading materials.
  • Demonstrate critical analysis and evaluation of ideas, persuasive techniques, and validity of arguments in advanced reading materials.
  • Utilize various reading techniques such as previewing, skimming, scanning, and annotating.
  • Respond critically to advanced reading materials through summary writing, analytical responses to main ideas/argument and paraphrasing exercises of key sentences/sections of the original text.
  • Demonstrate the use of advanced academic vocabulary in writing.

CSLOs

  • Demonstrate comprehension of literal and inferred meanings of fiction and nonfiction texts.

  • Demonstrate critical analysis and evaluation of ideas, persuasive techniques, and/or validity of arguments found in readings through responsive writing.

  • Demonstrate in writing the understanding and use of academic vocabulary with few basic errors.

  • Identify main arguments and supporting ideas/examples of expository prose in selected readings.

Outline

  1. Demonstrate advanced reading comprehension skills for both content and organization of advanced reading materials.
    1. Analyze and interpret main ideas and important supporting ideas in non-fiction and fiction reading materials.
    2. Identify and analyze types and organization of academic reading materials.
  2. Demonstrate critical analysis and evaluation of ideas, persuasive techniques, and validity of arguments in advanced reading materials.
    1. Distinguish facts and opinions
    2. Interpret denotative, connotative, and figurative language
    3. Make inferences and predict outcomes
    4. Connect text reading with personal, multicultural, historical, and societal experiences.
    5. Evaluate the validity of arguments and credibility of articles by examining the logic of arguments, multiple points of view, and source of information.
    6. Identify literary devices including tone, purpose, audience, diction, figures of speech, symbolism, foreshadowing, irony, and analogy.
  3. Utilize various reading techniques such as previewing, skimming, scanning, and annotating.
    1. Preview readings through titles, subtitles, pictures, subheadings, and reading questions to activate prior and background knowledge (schemas) of the topics.
    2. Skim and scan reading passages to identify main ideas and important supporting details.
    3. Annotate reading materials to identify main ideas and important supporting details.
  4. Respond critically to advanced reading materials through summary writing, analytical responses to main ideas/argument, and paraphrasing exercises of key sentences/sections of the original text.
    1. Paraphrase and summarize the author's main points clearly and accurately.
    2. Demonstrate thoughtful and critical analysis of the readings through class discussions and writing assignments on reader response.
    3. Relate readings to personal, multicultural, historical, and societal experiences, in-class discussions and reader-response writing assignments.
  5. Demonstrate the use of advanced academic vocabulary in writing.
    1. Comprehend new vocabulary
      1. Guess meaning from the context
      2. Recognize roots and affixes
      3. Recognize transition words and expressions
      4. Determine appropriate definition from the dictionary
    2. Use advanced academic vocabulary accurately and appropriately in speaking in discussions and writing.
    3. Develop a system for remembering new words.
    4. Demonstrate in writing the understanding and usage of advanced academic vocabulary that is relatively free of basic errors.
Back to Top