English

2.  Demonstrate critical reading, listening, and analytical
skills, including the identification of an argument’s major
assertions and assumptions, and the evaluation of its
supporting evidence.
 Write clearly and coherently in varied formats (such as
formal essays, research papers, and digital texts).
 Critique their own writing and that of others; improve their
use of standard English, grammar, and mechanics.
 Conduct research using appropriate technologies,
including finding, evaluating, and integrating primary and
secondary sources.
 Formulate original ideas and relate them to the ideas of
others, following the conventions of proper attribution and
citation.

3.  Bronx – student learning tool
 QCC - Digital stories, oral history projects,
immigrant experience, learning
communities (SWIG); service learning
 QC – Enable frequent, timely interactive
commentary among students & btw
students & instructor throughout the writing
process
 LAGCC – Student learning, assessment,
career, transfer

4.  ePortfolio in English addresses
competencies by helping students:
› Write for specific audiences using appropriate
discourse.
› Make their work visible to audiences beyond the
class instructor
› Connect with the audience using multimedia
› ePortfolios as norming tool

5.  Campuses looking at ePs from CCs and
SCs
 Building bridges, creating opportunities
for students to share and showcase ePs
externally.
 Build mechanism to share ePs across
campuses
 Determine what to look for in ePortfolios,
understand idea how to use information,
ability to make connection

6.  Individual partnerships between junior
and senior college faculty
 Use CC student ePortfolios in senior
college curriculum
 Use ePortfolio meeting space to share
best practices between CC and senior
college faculty ePortfolio users