I. Course Prefix/Number: EGL 094
Course Name: Reading Improvement
Credits: 3 (3 lecture; 0 lab)
III. Course (Catalog) Description
IV. Learning Objectives
• Identify their reading process, evaluate comprehension, and adjust it accordingly.
• Demonstrate comprehension of multi-page, nonfiction texts of various genres whose difficulty is at or near the college-level
• Write summaries that distinguish between minor details and key ideas of texts.
• Critically analyze and evaluate texts at or near the college-level
• Demonstrate the ability to relate background knowledge to texts.
• Connect different ideas found within a single text.
• Identify distinctions between what the author of a text states and what their sources state.
• Employ word-learning strategies to unfamiliar vocabulary items independently.
• Reflect on the processes of reading and learning.
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
B. The Reading/Learning Process
C. Schema Building/Activation
E. Responding to texts
F. Strategic Reading: Organize Information, Summarize
G. Inertextual Reading
H. Summary Writing
J. 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 350 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 1,500 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-094 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 to EGL 110 will depend on their receiving a passing course grade in EGL 094. 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 10% of the grade will be based on class participation.
• At least 30% of the grade will be based on assessments of students’ reading abilities that are performed in class (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:
• 70% and above = PASS
• Below 70% = FAIL
XI. Other Course Information
B. Class policy on make-up exams, incomplete grades, late assignments, classroom behavior, etc.
C. 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.