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Reading Intensive and Reading Supportive Courses







Reading Intensive Courses © **

Require multiple reading materials including Level 3 materials.    Level 1 didactic texts are de-emphasized or absent.

Non-didactic textbook reading materials are actively used, are essential to studying and interpreting the course, and integral to the outcomes.  (% of grade attached indicates this)

The course final assessment (i. e., exam) must include a significant document-based exercise which specifically demonstrates reading skills in the context of the course content or discipline.

Yes, SCC General Reading Response Rubric©  in addition to any course level criteria

Reading Supportive Courses © **

RS courses will introduce and teach the SCC General Reading Response Rubric©.  

Must include at least one major* Level 2 reading resource.  May also introduce a Level 3 reading with careful faculty guidance.  Still draw from Level 1 didactic texts.

Reading materials supplement texts and may be related to a particular assignment within the course, such as resources for a paper.

One or more assessments within the course such as tests, papers, etc. demonstrate use of 1 or more Level 2 readings.

Yes, SCC General Reading Response Rubric© and may use course specific criteria

Courses/Activities Promoting Reading Engagement Activities  (may be part of RS/RI courses or non RS/RI courses)

Appropriate to the activity, such as a “Book of the Semester” program within a degree program.

Students are put into situations where they demonstrate, share, encourage, support or otherwise engage with reading.

Documentation of the event and participation level, individual reflections, satisfaction surveys, etc.








*Major:  (a collection of articles, a novel, or a nonfiction book)

**Courses identified as RI at the 100-200 level may be identified as RS at the 300-400 level and vice versa.


Examples of Reading Material Levels

 Non Literature Courses

Level 3 Reading Materials                -Scholarly books or articles in or related to a discipline

                                                               -Advanced professional books or articles in or related to a


                                                               -Original source materials of major readings; that is, reading

                                                                 from sources the author used to create his text

                                                               -Collegiate level case studies

Level 2 Reading Materials:                -Popular literature in or related to a discipline or profession

                                                               -Anthologies of articles in or related to a discipline or

                                                                 profession (this could include CEU articles as H&S use them)

Level 1 Reading Materials:               -Traditional didactic textbooks

Literature Courses

Level 3 Reading Materials                  - Major works, authors, or themes, and readings in related            

                                                                    literary criticism that are subjects of direct exploration

Level 2 Reading Materials                  -A major work, author, or theme that is subject to direct               

                                                                  exploration; anthologies of a specific theme (short fiction,

                                                                  poetry, etc.)


Level 1 Reading Materials                 -Commercially edited general anthologies, didactic texts on

                                                                skills or techniques of reading of literature (fiction and

                                                                nonfiction).     (c.f., How to Read Like a Professor)

Documentation Needs for QEP

Teachers should record:

1.      The quantity of readings

2.      The level of readings (1, 2, 3)

3.      Various skills assessed with Rubric (skills are outlined on rubric) (use 3 or more of the 5 skills included in the rubric)

         Pre-test and post-test using rubric would be ideal with level of improvement noted;

         this is a recommendation for RS/RI courses, not a requirement.  

         (If level of readings changes/raises from pre to post-test, document that, also.)

4.      % of grade attached to readings/responses

5.      Methods of instruction used:

         Discussion, essays, quizzes, role-playing, etc. 

         (see r† Implementation Document in Sharepoint r† Shared Folders)

The revised course syllabus should reflect:

a.      Planned readings

b.      Planned assessments

c.       List of recommended readings

Our goal:  To develop a Degree Reading Map ©, which verifies all students have taken at least 1 RS and 1 RI in core curriculum studies and 1 RS and 1 RI course within their major studies courses.   

The Degree Reading Map © may consist of an expansion of the matrix above to show what courses/activities exist within each degree program to move students though these levels of engagement.  The Map will include a checklist to assure that RS and RI courses have been completed.