Reading and Academic Skills Development
I. Course Prefix/Number: EGL 092
Course Name: Reading and Academic Skills Development
Credits: 4 (4 lecture; 0 lab)
III. Course (Catalog) Description
IV. Learning Objectives
Students must be able to:
- Apply study skills to enhance comprehension/recall of material and performance in college:
- Take effective classroom notes
- Apply test-taking strategies
- Design and implement a personal study plan
- Identify and utilize appropriate college resources that can support their success at Oakton
- Identify their reading process.
- Demonstrate comprehension of multi-page, nonfiction texts of various genres whose difficulty is of various levels.
- Distinguish between minor details and key ideas of texts.
- Employ word-learning strategies to unfamiliar vocabulary items independently and with instructor’s guidance.
V. Academic Integrity and Student Conduct
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.
There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Please review the Code of Academic Conduct and the Code of Student Conduct, both located online at
VI. Sequence of Topics
- Support Services at Oakton
- The Reading/Learning Process
- Schema Building/Activation
- Responding to Texts
- Strategic Reading
- Summary Writing
- Vocabulary Strategies: Dictionaries, Contextual Inferences, Word Parts
Topics may be covered concurrently, recursively, or in other orders.
VII. Methods of Instruction
Course may be taught as face-to-face, hybrid or online course.
VIII. Course Practices Required
Per departmental policy, course readings will include a minimum of 300 pages, primarily nonfiction that is at or near the college level, and will include at least one book-length text. Students will write a minimum of 1,000 words during the semester.
Instructors will vary in the particular readings and assignments. Assignments may include comprehension questions (multiple-choice or short-answer), critical thinking questions, vocabulary questions, reader-response questions, analysis of case-studies of learning, personal reflections, summaries of readings, annotated versions of readings, reading journals, vocabulary journals, etc.
IX. Instructional Materials
Note: Recommendations on textbooks are available from the Developmental English Coordinator or from the D2L page for Developmental English Faculty.
Per departmental policy, texts for EGL-092 will be primarily nonfiction, from various genres and academic disciplines (e.g. from an anthology). The difficulty level will be of various levels. The length will be multi-page, including at least one book-length text other than a traditional reading textbook, such as a nonfiction trade book or anthology. Instructors will vary in the particular readings and assignments.
X. Methods of Evaluating Student Progress
Whether a student’s reading placement moves up will depend on their course grade in EGL-092. Individual faculty have discretion over assignments and assessments, but per department policy, the overall grade in the class will be consistent with the following:
- No more than 15% of the grade will be based on class participation.
- At least 20% of the grade will be based on in-class assessments of students’ reading ability. (e.g. quizzes and tests), including but not limited to comprehension questions (multiple-choice or short-answer), critical-thinking questions, vocabulary questions, reader-response questions, analysis of case-studies of learning, summaries of readings, etc.
- Instructors may also assign at-home and in-class assignments, which may include, but are not limited to, comprehension questions (multiple-choice or short-answer), critical thinking questions, vocabulary questions, reader-response questions, analysis of case-studies of learning, personal reflections, summaries of readings, annotated versions of readings, reading journals, vocabulary journals, etc.
At the end of the term, the course grade is computed as follows:
- 90% and above = PASS and reading placement changes to EGL-110
- 70% to 89% = PASS and reading placement changes to EGL-094
- Below 70% = FAIL
XI. Other Course Information
- Attendance policy
- Class policy on make-up exams, incomplete grades, late assignments, classroom behavior, etc.
- Support services i.e., the Academic Assistance Center, tutorial program
If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.
Oakton Community College is committed to maintaining a campus environment emphasizing the dignity and worth of all members of the community, and complies with all federal and state Title IX requirements.
Resources and support for
- pregnancy-related and parenting accommodations; and
- victims of sexual misconduct
Resources and support for LGBTQ+ students can be found at www.oakton.edu/lgbtq.