Division of Academic Success and Learning Resources

PROFESSOR:

PHONE NUMBER:

OFFICE LOCATION:

E-MAIL:

OFFICE HOURS:

SEMESTER:

I.

COURSE NUMBER AND TITLE, CATALOG DESCRIPTION, CREDITS:

REA 0019 READING FOR COLLEGE SUCCESS* (3 CREDITS)
This is a classroom/laboratory course which is required for students whose reading test scores indicate a
need for the development of reading skills. This is an integrated course of literal and inferential
comprehension, vocabulary, rate and flexibility, listening, writing, and study skills. An exit test must be
passed to exit this course. Successful completion of this course with a grade of C or better is part of a
prerequisite for ENC 1101.
(*) Preparatory credit only, does not count toward a degree or certificate

II.

PREREQUISITES FOR THIS COURSE:

None
CO-REQUISITES FOR THIS COURSE:
None

III.

GENERAL COURSE INFORMATION:

IV.

General reading skills

Critical reading skills
Vocabulary development
Literal and inferential comprehension
General study skills

LEARNING OUTCOMES AND ASSESSMENT:

GENERAL EDUCATION COMPETENCIES:
General education courses must meet at least four out of the five following outcomes. All other courses
will meet one or more of these outcomes.
Communication (COM): To communicate effectively using standard English (written or oral).

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Critical Thinking (CT): To demonstrate skills necessary for analysis, synthesis, and evaluation.
Technology/Information Management (TIM): To demonstrate the skills and use the technology necessary
to collect, verify, document, and organize information from a variety of sources.
Global Socio-cultural Responsibility (GSR): To identify, describe, and apply responsibilities, core civic
beliefs, and values present in a diverse society.
Scientific and Quantitative Reasoning (QR): To identify and apply mathematical and scientific principles
and methods.
ADDITIONAL COURSE COMPETENCIES:
At the conclusion of this course, students will be able to demonstrate the following additional
competencies:

LEARNING OUTCOMES

ASSESSMENTS

GENERAL EDUCATION
COMPETENCIES

Use multiple strategies to develop

college level vocabulary.

Students will be assessed on their ability

to determine the meaning of a word in
context, to distinguish denotative and
connotative meanings of words, and
to identify and understand the meaning
of conceptually advanced prefixes,
suffixes, and root words. This objective
will be assessed by the exit exam and
unit tests and quizzes.
Students will be assessed on their ability
to find stated and implied main ideas in
a reading selection, to identify
supporting details, and to determine
patterns of organization. Students will
be assessed by the exit exam and unit
tests and quizzes.
Students will be assessed on their ability
to draw conclusions and make
inferences, to comprehend authors
purpose and bias, to distinguish
between fact and opinion, and to
evaluate the main points and supporting
details in an argument to determine if
the evidence is adequate and relevant.
Students will be assessed by the exit
exam and unit tests and quizzes.

Faculty are expected to cover

at least two General Education
Competencies in the course
sequence.

RDECU 11, 12

Employ a variety of strategies to

comprehend college level text.

RDECU 1, 2, 3, 7, 8
Use critical reading skills in
comprehending college level text.

RDECU 4, 5, 10, 13, 14, 15

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Apply pre-, during, and postreading strategies to a college

level reading assignment.

Students will be assessed by completing

a reading strategies organizer for a given
reading selection.

RDECU 9
The Florida College System Council on Instructional Affairs Developmental Competencies:
At the conclusion of this course, students will demonstrate proficiency in the Developmental Education
Competencies for Developmental Reading II.
RDECL = Reading Developmental Education Competency Lower
RDECU = Reading Developmental Education Competency Upper
V.

DISTRICT-WIDE POLICIES:
PROGRAMS FOR STUDENTS WITH DISABILITIES
Florida SouthWestern State College, in accordance with the Americans with Disabilities Act and the
Colleges guiding principles, offers students with documented disabilities programs to equalize access to
the educational process. Students needing to request an accommodation in this class due to a disability,
or who suspect that their academic performance is affected by a disability should contact the Office of
Adaptive Services at the nearest campus. The office locations and telephone numbers for the Office of
Adaptive Services at each campus can be found at http://www.fsw.edu/adaptiveservices.

VI.

REQUIREMENTS FOR THE STUDENTS:

List specific course assessments such as class participation, tests, homework assignments, make-up
procedures, etc

VII.

ATTENDANCE POLICY:
The professors specific policy concerning absence (The College policy on attendance is in the Catalog, and
defers to the professor.)

VIII.

GRADING POLICY:
Include numerical ranges for letter grades; the following is a range commonly used by many faculty:
90 - 100
80 - 89
70 - 79
60 - 69
Below 60

=
=
=
=
=

A
B
C
D
F

(Note: The incomplete grade [I] should be given only when unusual circumstances warrant. An
incomplete is not a substitute for a D, F, or W. Refer to the policy on incomplete grades.)
IX.

REQUIRED COURSE MATERIALS:

(In correct bibliographic format)

X.

RESERVED MATERIALS FOR THE COURSE:

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Other special learning resources
XI.

CLASS SCHEDULE / COURSE OUTLINE:

This section includes assignments for each class meeting or unit, along with scheduled Library activities
and other scheduled support, including scheduled tests.

XII.

ANY OTHER INFORMATION OR CLASS PROCEDURES OR POLICIES:

(Which would be useful to the students in the class)

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