I. Course Prefix/Number: EGL 098
Course Name: Reading/Writing Improvement
Credits: 4 (4 lecture; 0 lab)
III. Course (Catalog) Description
IV. Learning Objectives
Students must be able to:
- Identify their reading, writing, and learning processes, including how they are influenced by technology and how effective they are, and adjust accordingly.
- Comprehend multi-page, nonfiction texts of various genres whose difficulty is at or near the college-level
- Critically analyze and evaluate peer writings and students’ own writing, as well as assigned texts at or near the college-level
- Relate background knowledge to assigned texts and writing assignments.
- Employ word-learning strategies to unfamiliar vocabulary items independently.
- Plan, draft, and revise multi-page expository essays (summary/response, persuasive essays, etc.) based on personal experience, observation, and assigned course readings
- Employ strategies to avoid plagiarism and support academic integrity in your writing.
- Use techniques of summary, paraphrase and direct quotation in writing about assigned texts.
- Distinguish between minor details and key points of texts, as well as between what an author argues and what the author’s sources argue.
- Analyze, proofread, and edit sentence-level features of texts to address mechanics, sentence structure, and clarity of ideas.
- Write short responses to texts.
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
- Plagiarism/Academic Integrity
- The Processes of reading, writing, and learning
- Schema Building/Activation
- Responding to texts
- Strategic Reading: Organize Information, Summarize
- Intertextual 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 400 pages, primarily nonfiction that is at or near the college level, and will include at least one book-length nonfiction text. Students will plan, draft, and revise several essays of varying length, for a minimum of 3,500 words, not including drafts.
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, in-class writing, portfolios, vocabulary journals, peer review, writing workshops, writing conferences, 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 098 will be primarily nonfiction, from various genres and academic disciplines (e.g. from an anthology). The difficulty level will be at or near college-level. 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. In addition, instructors may assign a rhetoric, textbook, or electronic resources. Instructors will vary in the particular readings and assignments.
X. Methods of Evaluating Student Progress
Whether a student’s English placement moves up to EGL 101 will depend on their receiving a passing course grade in EGL 098. 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 and/or writing abilities that are performed in class or the testing center (e.g. quizzes and exams), 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, and summaries of readings. At least half of this 30% will be based on assessment of in-class writing ability.
- 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
Per departmental policy, EGL 098 is mandatory for students who place into it, until they place into EGL 101. Students who do not attend EGL 098 are subject to being dropped from the course, at the instructor’s discretion. Because this course is mandatory, students dropped from EGL 098 will be dropped from all other courses in which they are currently enrolled.
- 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.
Electronic video and/or audio recording is not permitted during class unless the student obtains written permission from the instructor. In cases where recordings are allowed, such content is restricted to personal use only. Any distribution of such recordings is strictly prohibited. Personal use is defined as use by an individual student for the purpose of studying or completing course assignments.
For students who have been approved for audio and/or video recording of lectures and other classroom activities as a reasonable accommodation by Oakton’s Access Disabilities Resource Center (ADRC), applicable federal law requires instructors to permit those recordings. Such recordings are also limited to personal use. Any distribution of such recordings is strictly prohibited.
Violation of this policy will result in disciplinary action through the Code of Student Conduct.