FLU
CEFR-linked Achievement scales:
ENGL
1303 is aligned with the Common European Framework of Reference for Languages
(CEFR) Level A2. For CEFR levels and descriptors, please click
here.
Achievement
Scale
Grade | % | ENGL
1303 |
A | 90-100% | Clearly
exceeds the notional CEFR level |
B+ | 85-89% | In
most skills clearly exceeds the notional CEFR level |
B | 80-84% | Exceeds
the notional CEFR level |
C+ | 75-79% | In
most skills exceeds the notional CEFR level |
C | 70-74% | Meets
the notional CEFR level |
D+ | 65-69% | In
most skills meets the notional CEFR level |
D | 60-64% | Partially
meets the notional CEFR level |
F | Below
60% | Does
not meet the notional CEFR level |
ENGL
1304 is aligned with the Common European Framework of Reference for Languages
(CEFR) Level B1. For CEFR levels and descriptors, please click
here.
Achievement
Scale
Grade | % | ENGL
1304 |
A | 90-100% | Clearly
exceeds the notional CEFR level |
B+ | 85-89% | In
most skills clearly exceeds the notional CEFR level |
B | 80-84% | Exceeds
the notional CEFR level |
C+ | 75-79% | In
most skills exceeds the notional CEFR level |
C | 70-74% | Meets
the notional CEFR level |
D+ | 65-69% | In
most skills meets the notional CEFR level |
D | 60-64% | Partially
meets the notional CEFR level |
F | Below
60% | Does
not meet the notional CEFR level |
FREN
1411 is aligned with the Common European Framework of Reference for Languages
(CEFR) Level A2. For CEFR levels and descriptors, please click
here.
Achievement
Scale
Grade | % | FREN
1411 |
A | 90-100% | Clearly
exceeds the notional CEFR level |
B+ | 85-89% | In
most skills clearly exceeds the notional CEFR level |
B | 80-84% | Exceeds
the notional CEFR level |
C+ | 75-79% | In
most skills exceeds the notional CEFR level |
C | 70-74% | Meets
the notional CEFR level |
D+ | 65-69% | In
most skills meets the notional CEFR level |
D | 60-64% | Partially
meets the notional CEFR level |
F | Below
60% | Does
not meet the notional CEFR level |
FLU
Achievement scales (non-CEFR):
Achievement
Scale
Grade | % | ENGL
1301 – taking into account the CLOs below, in general terms, the student: |
A | 90-100% | Is able to write a variety of academic essays which show excellent
planning and organization, source integration, criticality and reflection. |
B+ | 85-89% | Is able to write a variety of academic essays which in some cases show
excellent planning and organization, source integration, criticality and
reflection. |
B | 80-84% | Is able to write a variety of academic essays which show very good
planning and organization, source integration, criticality and reflection. |
C+ | 75-79% | Is able to write a variety of academic essays which in some cases show
very good planning and organization, source integration, criticality and
reflection. |
C | 70-74% | Is able to write a variety of academic essays which show good
planning and organization, source integration, criticality and reflection. |
D+ | 65-69% | Is able to write a variety of academic essays which in some cases show
good planning and organization, source integration, criticality and
reflection. |
D | 60-64% | Is able to write a variety of academic essays which show the
minimal standard of planning and organization, source integration,
criticality and reflection. |
F | Below
60% | Is not able to show the minimal standard of planning and
organization, source integration, criticality and reflection in writing a
variety of academic essays. |
The aim
of this course is for students to:
1 Write
various types of well-supported and well-organized academic essays.
2
Organize and present content of an essay to include an introduction,
appropriate thesis, coherent body paragraphs with transitions, and a
conclusion.
3
Integrate academic sources by summarizing, paraphrasing, and quoting academic
texts, using MLA/APA conventions.
4 Write
critically and reflectively in response to related academic texts and prompts.
5
Revise own and peers’ writing for clarity, support, unity and coherence,
following self and peer assessment rubrics.
6 Edit
own and peers’ writing for grammatical, usage, mechanics and format issues,
following self and peer assessment rubrics.
7
Produce mind maps, outlines and correctly formatted essays through digital
platforms.
8
Demonstrate critical thinking, reading and writing skills through synthesizing
multiple points of view, critiquing and assessing peer work and online sources
Achievement
Scale
Grade | % | ENGL
1302: taking into account the CLOs below, in general terms, the student: |
A | 90-100% | Is able to write a research paper which shows excellent planning
and organization, source integration, criticality and reflection. |
B+ | 85-89% | Is able to write a research paper which in some cases shows
excellent planning and organization, source integration, criticality and
reflection. |
B | 80-84% | Is able to write a research paper which shows very good planning
and organization, source integration, criticality and reflection. |
C+ | 75-79% | Is able to write a research paper which in some cases shows very
good planning and organization, source integration, criticality and
reflection. |
C | 70-74% | Is able to write a research paper which shows good planning and
organization, source integration, criticality and reflection. |
D+ | 65-69% | Is able to write a research paper which in some cases shows good
planning and organization, source integration, criticality and reflection. |
D | 60-64% | Is able to write a research paper which shows the minimal standard
of planning and organization, source integration, criticality and
reflection. |
F | Below
60% | Is not able to show the minimal standard of planning and
organization, source integration, criticality and reflection in writing a research
paper. |
At the
end of this course, students will be able to:
1
Analyze arguments in academic texts and respond to them in short response
papers justifying their own stances arguing for or against the writer’s
opinions.
2
Summarize academic texts appropriately for use in academic research.
3 Cite
and reference paraphrases, summaries, and quotations accurately in a standard
referencing convention (MLA) to avoid plagiarism.
4
Formulate a research question, thesis statement, and an outline as a starting
point for a paper and apply previously learned essay structures to longer
academic papers.
5
Locate, select, evaluate, and appropriately integrate sources to support and
develop a thesis.
6 Use a
range of vocabulary and vary sentence structure to improve cohesiveness,
conciseness, and precision in meeting the assigned writing task, audience, and
purpose.
7
Demonstrate knowledge of essay genres and research skills by writing a research
paper on an approved topic discussing problems, causes, effects, solutions,
arguments, advantages, disadvantages, comparison, or contrast.
8
Revise and edit their own and peers’ writing for sentence variety,
organization, and use of external sources by following the course rubrics.
9
Summarize and present content and findings of a term paper research project
orally and answer related questions from an audience.
Achievement
Scale
Grade | % | SPAN
1411: taking into account the CLOs below, in general terms, the student: |
A | 90-100% | Is
able to meet all CLOs to an excellent standard |
B+ | 85-89% | Is
able to meet almost all CLOs to an excellent standard |
B | 80-84% | Is
able to meet all CLOs to a good standard |
C+ | 75-79% | Is
able to meet almost all CLOs to a good standard |
C | 70-74% | Is
able to meet all CLOs to an acceptable standard |
D+ | 65-69% | Is
able to meet almost all CLOs to an acceptable standard |
D | 60-64% | Is
able to meet all CLOs to a minimal standard |
F | Below
60% | Is not
able to meet the CLOs |
At the
end of this course, students will be able to:
1
Demonstrate the ability to speak using words, phrases and short sentences in a
number of familiar contexts.
2 Write
short simple sentences using learned vocabulary and grammatical structures
within familiar contexts.
3
Recall grammatical structures and vocabulary presented in each chapter.
4
Demonstrate knowledge of a few basic facts about a Spanish-speaking country.
5 Apply
basic computer skills and basic knowledge of technology.
6
Demonstrate comprehension of the main points of standard discourse and
authentic material in target language spoken at near-native speed.
7
Demonstrate an understanding of authentic written material in the target
language on a variety of topics related to daily life in the target-language
world.
8
Demonstrate the ability to complete research about a Spanish-speaking country
and synthesize this information in a presentation to the class.
Achievement
Scale
Grade | % | SPAN
1412: taking into account the CLOs below, in general terms, the student is
able to: |
A | 90-100% | Is
able to meet all CLOs to an excellent standard |
B+ | 85-89% | Is
able to meet almost all CLOs to an excellent standard |
B | 80-84% | Is
able to meet all CLOs to a good standard |
C+ | 75-79% | Is
able to meet almost all CLOs to a good standard |
C | 70-74% | Is
able to meet all CLOs to an acceptable standard |
D+ | 65-69% | Is
able to meet almost all CLOs to an acceptable standard |
D | 60-64% | Is
able to meet all CLOs to a minimal standard |
F | Below
60% | Is not
able to meet the CLOs |
At the
end of this course, students will be able to:
1
Demonstrate the ability to speak using words, phrases and short sentences in a
number of familiar contexts.
2 Write
short simple sentences using learned vocabulary and grammatical structures
within familiar contexts.
3
Recall grammatical structures and vocabulary presented in each chapter.
4
Demonstrate knowledge of a few basic facts about a Spanish-speaking country.
5 Apply
basic computer skills and basic knowledge of technology.
6
Demonstrate comprehension of the main points of standard discourse and
authentic material in target language spoken at near-native speed.
7
Demonstrate an understanding of authentic written and spoken material in the
target language on a variety of topics related to daily life in the
target-language world.
8
Demonstrate the ability to complete research about a Spanish-speaking country
and synthesize this information in a presentation to the class.
9 Write
cohesive sentences using the present, imperfect and/or preterit verb tenses.
