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Key: I = Introduced T = Taught R
= Reinforced
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ENC
0001 |
ENC
0010 |
ENC
1101 |
ENC
1102 |
ENC
1141 |
REA
1105 |
SP
1600 |
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A. Reading with literal comprehension: |
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1. Recognizing the main idea in
a given passage |
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T |
T |
R |
R |
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2. Identifying supporting details |
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T |
T |
R |
R |
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3. Determining meaning of words
on the basis of content |
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T |
T |
R |
R |
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B. Reading with critical comprehension: |
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1. Recognizing main ideas |
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T |
T |
R |
R |
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2. Distinguishing between statement
of fact and statement of opinion |
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T |
T |
R |
T |
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3. Detecting bias |
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T |
T |
R |
T |
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4. Recognizing author's tone |
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T |
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5. Recognizing explicit and implicit
relations within sentences |
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T |
T |
R |
R |
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6. Recognizing explicit and implicit
relations between sentences |
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T |
T |
R |
R |
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7. Recognizing valid arguments |
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T |
T |
R |
T |
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8. Drawing logical inferences and
conclusions |
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T |
T |
R |
R |
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C. Listening with literal comprehension: |
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1. Recognizing the main ideas |
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R |
R |
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2. Identifying supporting details |
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R |
R |
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3. Recognizing explicit relations
among ideas |
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R |
T |
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4. Recalling the basic ideas and
details |
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R |
R |
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D. Listening with critical comprehension: |
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1. Perceiving the speaker's purpose |
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R |
R |
T |
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2. Perceiving the speaker's organization
of ideas and information |
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R |
T |
T |
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3. Discriminating between statements
of fact and statements of opinion |
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R |
T |
T |
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4. Discriminating between emotional
and logical arguments |
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R |
T |
T |
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5. Detecting bias |
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T |
T |
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6. Recognizing the speaker's attitude |
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T |
T |
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7. Synthesizing by drawing logical
inferences and conclusions |
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T |
T |
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8. Evaluating objectivity |
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T |
T |
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9. Recalling the arguments and identifying
the implications |
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T |
T |
E. Composing units of discourse
providing ideas and
information suitable for purpose and audience: |
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1. Selecting a subject lends itself
to expository writing |
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I |
T |
T |
R |
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2. Determine the purpose for writing |
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I |
T |
T |
R |
R |
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3. Limiting the subject to a topic
which can be developed within the requirements of time, purpose
and audience |
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I |
T |
T |
R |
R |
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4. Formulating a thesis statement
which reflects purpose |
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T |
R |
R |
R |
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5. Developing the thesis statement
by all of the following: |
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a. Providing adequate support
which reflects the ability to distinguish between generalized and concrete evidence |
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I |
T |
T |
T |
T |
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b. Arranging the main ideas
and supporting details in an organized pattern appropriate to the expository purpose |
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I |
T |
T |
T |
T |
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c. Writing unified prose
in which all supporting material is relevant
to the thesis statement |
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I |
T |
T |
T |
T |
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d. Writing coherent prose,
providing effective transitional devices
which clearly reflect the organizational pattern and relationship of the parts |
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T |
T |
T |
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F. Transmitting ideas and information
in effective written language
which conforms to the conventions of standard American English: |
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1. Demonstrating effective word
choice by all the following: |
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a. Using word that convey
the denotative and connotative meanings
required by content |
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I |
T |
T |
T |
R |
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b. Avoiding slang, jargon,
clichÈs and pretentious expressions |
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I |
T |
T |
T |
R |
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c. Avoiding wordiness |
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I |
T |
T |
T |
R |
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2. Employing conventional sentence
structure by all of the following: |
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a. Placing modifiers correctly |
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T |
T |
R |
R |
T |
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b. Coordinating and
subordinating sentence elements according to their relative importance |
T |
T |
R |
R |
R |
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c. Using parallel expressions
for parallel ideas |
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T |
T |
R |
R |
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d. Avoiding fragments, comma
splices and fused sentences |
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T |
T |
R |
R |
R |
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3. Employing effective sentence
structure by all of the following: |
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a. Using a variety of sentence
patterns |
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T |
T |
R |
R |
R |
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b. Avoiding unnecessary use
of passive construction |
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T |
T |
R |
R |
T |
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c. Avoiding awkward constructions |
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T |
T |
R |
R |
T |
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4. Observing the conventions
of standard American English grammar and usage by all of the
following: |
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a. Using the standard verb
forms |
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T |
T |
R |
R |
R |
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b. Maintaining agreement
between subject and verb, pronoun and antecedent |
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T |
T |
R |
R |
R |
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c. Using proper case forms |
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T |
T |
R |
R |
R |
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d. Maintaining a consistent
point of view |
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T |
T |
R |
R |
R |
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5. Using standard practice
for spelling, punctuation and capitalization |
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T |
T |
R |
R |
R |
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6. Revising, editing and proofreading
units of written discourse to assure clarity, consistency and
conformity to the conventions of standard American English |
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T |
T |
R |
R |
R |
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G. Speaking involves composing
the message, providing
the ideas and information suitable to topic, purpose and |
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audience which include all
of the following skills: |
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1. Determining the purpose
of the oral discourse |
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R |
T |
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2. Choosing a topic and restricting
it according to purpose and audience |
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R |
T |
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3. Fulfilling the purpose
by the following: |
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R |
T |
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a. Formulating a thesis statement |
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R |
T |
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b. Providing adequate support
material |
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R |
T |
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c. Selecting a suitable organizational
pattern |
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R |
T |
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d. Demonstrating careful
choice of words |
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R |
T |
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e. Providing effective transitions |
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R |
T |
H. Speaking involves transmitting
the message, using oral delivery skills
suitable to the audience and the occasion by all of the
following skills: |
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1. Employing vocal variety
in rate, pitch and intensity |
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I |
T |
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2. Articulating clearly |
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I |
T |
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3. Employing the level of
American English appropriate to the designated audience |
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I |
T |
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4. Demonstrating nonverbal
behavior which supports the verbal message with eye contact and
appropriate gestures, posture, facial expressions and body movement |
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I |
T |
