Communication Skills

HUMBER COLLEGE OF APPLIED ARTS AND TECHNOLOGY GENERIC / EMPLOYABILITY SKILLS COMMUNICATION SKILLS
Compiled by Barbara Ford
copyright 2003 by Humber College of Applied Arts and Technology
ACKNOWLEDGEMENTS
Special thanks are due to the many faculty who have given generously of their time and ideas to make both the process and products of this initiative useful and relevant to the Humber community. Thanks to all of you who have contributed in some or all of the following ways: Attending coordinator/faculty information and feedback meetings Contributing to focus group discussions Participating in Professional Development workshops Participating in Humber Showcase and other conferences Developing new courses to incorporate Generic Skills Editing and formatting the Resource manuals Submitting Best Practices The engagement of the Humber community would not have been possible without the valuable communications link afforded by the Generic Skills School Representatives. Thanks are due to these people: School of Applied Technology: School of Business: School of Creative and Performing Arts: School of Health Sciences: School of Hospitality, Recreation and Tourism: School Of Information Technology: School Of Liberal Arts and Science: School of Media Studies: School Of Social and Community Services: Steve Bodsworth Khyati Antani, Jim Skinner Diana Belshaw, Antanas Sileika Audrey Taves Judy Hebner Shelly Cunningham, Jeremy Frape Barb Ritchie Nancy Rodrigues Grace Nostbakken
As well, the Implementation Team would like to recognize the invaluable support of Robert Gordon, Humber College President: Dr. Gordon struck the Generic Skills Task Force and the Implementation phase and has fully supported the initiative in its various stages. Joe Aversa, Chair of the Generic Skills Task Force, and member of the Task Force who provided the framework for the Implementation team to move forward. Richard Hook, Humber College VP Academic, sponsor of the Generic Skills Initiative: Because of Dr. Hooks constant guidance, support, feedback and immense flexibility, this initiative has developed successfully in spirit and in action. The Deans who made Generic Skills a priority and who supported faculty and staff to work on the initiative. ii
Humber College Generic Skills Communication Skills
HUMBER COLLEGE THE GENERIC/EMPLOYABILITY SKILLS INITIATIVE

Generic/Employability Skills are transferrable Skills that provide the foundation for a students academic, vocational, and personal success. Humber Colleges Generic/Employability Skills initiative has evolved over several years and has included the engagement of staff, faculty and administration from across the college. In 1995, Ontarios College Standards and Accreditation Council (CSAC) published a report outlining Generic Skills Learning Outcomes required for two and three year college programs. In 1996, Humber president Dr. Robert Gordon struck a Task Force to further develop generic/Employability Skills for Humber College. This Task Force, with college-wide representation, produced a report that identified six major categories of Generic/Employability Skills and their related subsets. The major categories are Communications, Personal, Interpersonal, Thinking, Mathematics, and Computer Skills. After the Task Force completed its report, the Generic Skills Implementation team was established. The major goal of the team was to work with college programs to help them ensure that Humbers graduates have met the learning outcomes of the six Generic/Employability Skills. The Implementation Teams Project Leaders have compiled resource manuals that identify the learning outcomes and specific instructional objectives for each learning outcome. The manuals also offer examples of techniques for teaching, reinforcing and evaluating the skills and samples of Best Practices. This information is valuable for faculty and administrators in new and established programs who are incorporating Generic Skills into the curriculum. Judy Clarke Generic/Employability Skills Coordinator Generic Skills Resource Manuals Book 1A: Book 1B: Book 2: Book 3: Book 4: Book 5: Book 6: Communications Skills Writing Across the Curriculum Personal Skills Interpersonal Skills Thinking Skills Mathematics Skills Computer Skills iii
Barbara Ford Karen Golets Pancer Pat Hedley Grace Nostbakken Sheila Money Jim Watson Shelly Cunningham
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Humber Colleges Generic / Employability Communication Skills . . . . . . . . . . . . . . . . . . . . . . . . 2 1.12 1.13 1.14 1.15 1.16 Writing Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Reading Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Listening Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Speaking Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Communicating Through Evolving Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Faculty Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Appendices Appendix A: Summary of Humber Colleges Communication Skills . . . . . . . . . . . . . . . . 44 Appendix B: Documents for Teaching, Reinforcing, or Evaluating Reading/Study Skills..47 Appendix C: Sample Reading Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Appendix D: Sample Listening Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Appendix E: Sample Speaking Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Appendix F: Sample Assignments for Communicating Through Evolving Media . . . . . . 74 Appendix G: Assignment Involving Diverse Communication Skills . . . . . . . . . . . . . . . . 78 Appendix H: Table Showing Graduate and Employer Skill Importance and Satisfaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
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Introduction
The effective transmission of information, in oral or written form, is crucially important. Indeed, a breakdown in communication lies at the base of almost every difficulty, in both societal and interpersonal interaction. People need to be proficient in writing, reading, listening, and speaking in order to cope successfully, both in the classroom and in the workplace. College may be, in many instances, the educational institution from which individuals enter the workplace; it may therefore be their final opportunity to acquire, hone, and polish the communication skills they will need throughout their working lives. College educators, accordingly, find themselves with a dual task: on the one hand, they must teach the content of their specific courses, but on the other hand, they must help their students to develop clarity, precision, and fluency in their communication skills. In society today, technology is developing rapidly, and new and complex communication devices are being created. Yet at the same time, the traditional communication skills of writing, reading, listening, and speaking are becoming more and more important. The development of the computer and increasing dependence upon computer technology during the past 20 years have brought new challenges as, for example, the use of facsimile, email and other telecommunication devices becomes the norm. But in spite of all the changes, workers are still required to be clear, concise, and precise in all their language usage. Therefore, communication skills are gaining higher profiles than ever before. First of all, almost any career will require students to write clearly and well. Secondly, reading is recognized as the single most important communication skill in college or university for learning rapidly and effectively and in this age of information technology, it is just as important in the workplace. Thirdly, listening attentively and with comprehension becomes increasingly difficult as numbers, distractions, and noise in the workplace increase. Finally, the many manuals on effective speech and on making presentations demonstrate how difficult it is to speak well, using appropriate organization, tone, and word choices. Emphasis is given to the crucial nature of these skills by statistics like those of Peter Dietsche, Director of Institutional Research at Humber College. These indicate that Humber Colleges graduate students, as well as their employers, estimate oral communication and comprehension as extremely important. Students in college, therefore, need as much instruction, reinforcement, and evaluation of communication skills as possible; hence there is a need for all educators -- and not only the English professors -- to help students work on these skills. In the manual which follows, an attempt is made to suggest a variety of ways by which communication skills may be taught, reinforced, and evaluated. Faculty may employ these ideas, adapt them, or develop their own methods based on these suggestions. Lessons which have proved useful for faculty in many different college departments are also included, as well as lists of books, films, and videos which offer additional ideas. Any or all of these resources may help instructors to find a way to teach, reinforce, or evaluate communication skills while delivering a course in their own field of expertise.
Humber College Generic Skills
Communication Skills
Humber Colleges Generic / Employability Communication Skills

The four traditionally recognized communication skills writing, reading, listening, and speaking are included in Humber Colleges Generic / Employability Skills Taskforce Report (1998). For each of these skills, a learning outcome and instructional objectives have been identified. Appendix A of this manual presents these learning outcomes and objectives in summary form. In addition, a fifth area, Communicating through Evolving Media, is included in the Report. This area is not exactly a fifth communication skill. It involves using modern media, for example, the computer and / or various electronic devices, to receive information by reading or listening, as well as to impart information by writing, speaking, or making presentations. However, these media have become so important for vocational and recreational activities in the twenty-first century that students graduating from post-secondary institutions can be expected to know how to use them. This fifth area, therefore, is also discussed in this manual. N.B.: Learning outcomes and instructional objectives for writing are listed, but are not discussed fully, in this manual. Writing is discussed in a separate manual, Writing Across the Curriculum, (Golets Pancer, 2003) and writing skills are taught by Humber Colleges English Department faculty in the compulsory college writing skills courses. The skills included in this manual are the following: reading listening speaking communicating through evolving media.
1.1
WRITING SKILLS
Learning Outcome Upon completion of this course, the student will possess the ability to produce clear, concise, correct, and coherently written texts to suit the intended audience. Instructional Objectives The student will be able to 1.1.1 1.1.2 1.1.3 Organize the message according to the purpose Select content necessary to convey the message Employ style, tone, and vocabulary appropriate to the message, situation, and intended audience 1.1.4 Demonstrate conventional use of grammar, spelling, and punctuation. For a detailed discussion of teaching, reinforcing, and evaluating the above Learning Outcome and Instructional Objectives, please consult Writing Across the Curriculum (Golets Pancer, 2003). Please note, also, that written communication skills are taught, reinforced, and evaluated in the Humber Colleges compulsory writing skills courses by members of the English Department faculty.
1.2
READING SKILLS
Learning Outcome Upon completion of this course, the student will be able to read, comprehend, and summarize a variety of texts. Explanation Literacy is essential for learning in college, for living in todays society, and for functioning in the modern workplace. First, reading well in college is so important that all college preparation programs include instruction in reading techniques. Reading is the single most subscribed (i.e., frequently taken) college course, even in some Ivy League universities (Roueche, University of Texas / League for Innovation). Catalogues of books and resources for college students all offer materials to help students to develop these essential skills; the skills taught in elementary school are inadequate for study at the college level. Secondly, studies carried out in Canada and the United States confirm the importance of efficient reading skills for success in college. A comprehensive formal study in an Ontario college of applied arts and technology found that reading ability correlated closely with first semester results, and even more closely with results at the end of the first year (Ford, 1972). In addition, numerous informal studies conducted at Humber College underline the importance of reading skills. For the past several years, the reading ability of first-year General
Arts and Sciences students in the Liberal Arts and Sciences division has been found to correlate closely with their success. In the nursing program in the Health Sciences division, a reading test has been used as an important part of the screening process in student selection, since nurses must be proficient in reading while they are students, as well as later on in the workplace. Reading is important in society, especially in a technically advanced country. The drive towards higher standards of functional literacy throughout Canada underlines how important is it for all members of the population to be proficient readers. Finally, almost every occupation college students will enter demands fluency in reading and immediacy in comprehension of the large numbers of print and electronic messages which are received daily. It is noteworthy that 98% of the employers of Humber Colleges graduates rate comprehension as very important (Dietsche, 2001). Instructional Objectives The student will be able to 1.2.1 Distinguish between main and subordinate points 1.2.2 Analyze subtleties and nuances of written and graphic texts 1.2.3 Restate accurately what has been read, maintaining original meaning and emphasis 1.2.4 Carry out continuous learning and reeducation by employing his / her reading skills 1.2.5 Solve problems in the social and employment environments by using his / her reading skills. Specific Reading Skills Six specific skills are identified for achieving the Learning Outcome for reading; they are the following: vocabulary, comprehension, critical reading, summary writing, research ability, and reading rate. Vocabulary Students need an adequate general vocabulary to be able to read and derive meaning in different subject areas. They need to know the denotation (precise dictionary meaning) and the connotations (concepts / ideas associated with the word) the synonyms (words with similar meanings) and the antonyms (words opposite in meaning) so that they may restate accurately what has been read a specialized vocabulary which includes business, mathematical, technical or social science-related terms and concepts in their own area of specialization.
Comprehension Students need to be able to grasp the central or controlling idea (the thesis) in a paragraph, an article, or a chapter understand the structure of the material (i.e., the way the discussion is developed); this may be a comparison and / or contrast pattern a definition a discussion of the causes and effects of an action or occurrence a sequence of sub-stages in a process recognize the main ideas and the subordinate / supporting points understand the difference between important points and unimportant details make an outline, list, or diagram of the important points made in a written passage.
Critical Reading Students need to be able to read between the lines to grasp not only the superficial meaning but also the subtle implications of the text and nuances of meaning recognize the authors purpose in writing make inferences based on the statements, i.e., anticipate consequences or results recognize biased or false statements state the difference between an authors opinion and the facts interpret pictorial material, such as graphs, tables, and charts when these are included in scientific, mathematical, or technical books understand the content of a chapter or book by using headings and subheadings as guides obtain needed information by using reference lists, tables of contents, indexes, and glossaries.
Summarizing Students need to be able to restate the original meaning accurately, using their own words preserve both the authors tone or point of view and the authors emphasis use summaries as a study technique, by learning to distinguish and list the main ideas use summaries oral or written as proof that they completely understand the material use summaries for different purposes, e.g., writing minutes of meetings, class notes, progress reports, incident reports, lab reports, synopses, or reactions understand the importance of summaries both in college work and study and as a survival skill later on the job.
Research ability Students need to be able to apply researched material to help solve problems, both at work and in their personal lives reeducate themselves by using researched material learn new skills continuously by using researched material obtain the information they need by using print sources, e.g., encyclopedias, specialized dictionaries, business or technical periodicals, etc. locate and use electronic sources of information; specifically, they should know how to access web pages, using a given web address / URL carry out research on the Internet.
For a discussion of the separate computer skills needed to accomplish electronic research, please consult the manual Generic / Employability Skills: Computer Skills, Section 6.5: Information Literacy (Cunningham, 2003). For further discussion of research skills, see Communicating through Evolving Media, Section 1.5 of this manual, and the manual Generic / Employability Skills: Thinking Skills (Money, 2003). Appropriate reading rate Students need to be able to be flexible in selecting the rate which is appropriate for the difficulty of material and the purpose for which it is read: read quickly to get an overview of the material read quickly if the material is easy or familiar read slowly if the material is difficult, full of new concepts, and / or read slowly if studying for a quiz, test, or exam retain what they read by avoiding slow, repetitive, unfocussed reading and / or daydreaming. Unfocussed and unproductive reading can be avoided if students set a purpose for reading at the beginning of each session; the purpose may be, for example, finding supporting material for a new concept or body of material, or covering a specific section of a chapter or article ensure that the pages being studied are read in the most efficient way by using a study technique like SQ5R (see below under study techniques) organize each study session in one-hour blocks of time, varying the type of material read each hour, so that fatigue does not set in switch off, or ignore, the telephone so that concentration is not broken and daydreaming does not begin
learn and reinforce skimming and scanning techniques for covering certain types of material. These techniques will enable them to cover material at rates of up to 1000 words per minute while retaining at least 70 per cent of the content. Please note: These rapid reading techniques are NOT recommended as the way to read all types of material. Skimming is best used for previewing and reviewing study assignments, and / or for selecting articles or books from a library for later perusal. Scanning serves the useful purpose of enabling students to find details within the context of a longer passage: a statistic, quotation, supporting example, and so on. Instructions on how to skim and scan are included in Appendix B. learn, and use, an effective study technique, e.g., SQ5R, which combines skim / previewing and slow careful reading. SQ5R is also explained in Appendix B.
Sample Teaching Strategies for Reading Skills

Some strategies for teaching reading, which instructors have found useful, are listed below: 1. Vocabulary Skills Vocabulary skills are needed to achieve Instructional Objectives 1.2.2 and 1.2.3. Examples of teaching vocabulary skills: Provide lists of the following, and their meanings: Key words in the chapter or material being studied Course-related terms and concepts Word parts, that is, prefixes, roots, and suffixes which will provide students with the ability to understand many important terms they will meet. A knowledge of word parts is especially important in the fields of health sciences, business, technology, and mathematics. In the health sciences, for example, a few of the word parts which could help students to unlock the meanings of many technical words and phrases are the following: Word Part abantihypogyne-itis -osis derma osteo path Meaning away, from against under woman swelling / inflammation condition / state skin bone suffering Example abnormal antidote hypodermic gynecologist tonsilitis, appendicitis psychosis dermatology, hypodermic osteomyelitis pathogenic
Teach students how to use Context clues, that is, how to figure out the meanings of concepts by reading and understanding the environment (the sentences and / or paragraphs) in which these concepts occur.
2. Comprehension Skills Comprehension skills are needed to achieve Instructional Objective 1.2.1. Examples of teaching comprehension skills: Identify the main idea or thesis in a chapter or passage. Students may need help in finding the main point being developed in a passage, especially if it contains many new or unfamiliar ideas. (Many inefficient readers see everything in a chapter, or nothing in a chapter, as being really important!) Identify the major supporting points: identifying these supporting points enables the students to understand how the material is developed, or how the argument is built, by the author. When the main or central idea and its supporting points are identified, the students are able to carry out activities like the following: outline the material produce a chart or diagram, illustrating the main and supporting points and showing how these relate to each other. look carefully at a Table of Contents in a textbook and see how the central theme (the books title) is explained and developed by the supporting ideas (indicated by the titles of each of the chapters) look carefully at a chapter in a textbook and see how the chapters focus, as indicated by its title, is expanded by a discussion of related and component parts, as indicated by the headings and sub-headings of each section of the chapter.
Teach study techniques. One study technique which has been used for years, and which has been very helpful to students is SQ5R. The study formula teaches students to Survey the material, reading the first and final paragraphs, the headings, and the introductory paragraph below each heading; Question -- write down questions -- which will be answered by information obtained when it is studied; Read the whole chapter, or assignment, through attentively, making marginal notes; Record the main points in marginal notes; Reflect on the material covered; Recite prove to oneself that the material has been learned by stating the main ideas and important supporting details; Review the material, using the original questions written down, and the marginal notes as prompts.
This study technique is taught by Humber Colleges Counselling Department, and a more detailed description of how to study by applying SQ5R is found in the material included in Appendix B . Use memorizing techniques. There are three techniques which often help students with remembering important facts: highlighting important words, concepts, or main ideas making marginal notes as they read making up mnemonics, that is, rhymes or formulaic phrases to help them remember material which has to be committed to long term memory. A mnemonic may be an acronym ( a word made up of the initial letters of important words), e.g., using the word HOMES to remember the names of Ontarios Great Lakes, Huron, Ontario, Michigan, Erie, and Superior. The initial letters of material to be committed to memory may also be used as the starting letter in a silly, but easily remembered, sentence or saying: an example is My very educated mother just served us nine pickles as a way of learning the names of the planets in the solar system as well as their distance from the sun. The words stand for Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, and Pluto (Monahan, 2000, p.30). Other mnemonics may be rhymes which will help students memorize dates; e.g., to remember Christopher Columbuss first voyage to the New World, some students learn In Fourteen Hundred Ninety Two Columbus sailed the ocean blue. Some mnemonics help to teach spelling rules (e.g., when to double a final letter, as in forget-forgetting, and when to drop a final -e, as in makemaking). Others work well for memorizing mathematical formulas or the names of groups of vertebrae in the spinal column. Mnemonics can also be words which have a special meaning for the individual learner. Whatever form is used, they are memory aids that scores of students have found useful. 3. Summarizing Skills Summarizing skills help students to achieve Instructional Objective 1.2.3. Examples of teaching summarizing: Teach paraphrasing. Paraphrasing putting the authors words into ones own words is a good way to introduce summarizing, and at the same time to check on the students understanding of the material. Ask the students to restate, in their own words, a crucial passage or section of a chapter. Teach summary writing. Some summaries may be very brief, and may be 10
written to be used as study guides; others may be digests of a long article assigned for additional reading. How the article will be used will determine its length. However, for all summaries, students will usually need to do the following: Use their own words to restate the writers ideas Select the main points and the most important supporting ideas Include only a few examples, as necessary to make each point clear. 4. Critical Reading Skills Critical reading skills are needed for Instructional Objectives 1.2.4 and 1.2.5. To teach students to read critically, that is, to see more than the surface meaning of the text, some of the following ideas may be helpful: Identify the authors purpose. Students need to be helped to see whether the author is explaining facts or a process, for example, giving examples of phenomena, or providing an analogy (comparison), or drawing a contrast. Make inferences. Students can be helped to grasp the meaning which is implied but may not actually be stated. Some aspects of the material which may be difficult may include figurative language, e.g., metaphors, similes, etc., and the use of irony. Metaphoric expressions may include phrases like sky-blue or snowwhite or longer, more complex concepts like the iron fist in the velvet glove. Similes, or comparisons, are less concise than metaphors, and may be more readily understood; however, some similes may need explanation, especially when biblical phrases or outmoded concepts are involved: as good as gold no longer holds merit, perhaps; as wise as Solomon may need explanation for many current students unfamiliar with the Old Testament, and as rich as Croesus will be meaningless if Greek mythology is unknown. Sometimes, when phrases have an unusual order of words, as happens at times when authors invert the expected word order to emphasize a point, students may be puzzled or miss the implication. Drawing their attention to special ways in which language may be used will help them obtain more from the printed page. For more discussion of inferences, please see the Glossary, p.38. Recognize biases or slanted reporting. It is important that all students who are required to do independent research should realize that individual writers may show a biased point of view, and students should learn, as early as possible, the need to use more than one source of information when using research material in a report or major paper. Authors bias is further explained in the Glossary.
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Distinguish fact from opinion. Recognizing what the facts are, and realizing that some statements may merely be opinions, is important for all learners. A careful examination of the material and a comparison of research sources are needed to distinguish between fact and opinion. Recognize the structure and / or pattern of development in the material. Some fields have a special format that students have to become accustomed to. Being able to recognize the underlying structure makes it easier for the student to understand the relationships between different parts of the material; they will understand how the material is organized and what points are being made. For instance, in technical material, students need to be taught how material is formatted. A technical formal or expanded definition, or a set of technical instructions, has a particular structure. When their attention is drawn to this structure, students are able to appreciate how a specific format enables readers to gain more information, faster, as they become aware of where to find the facts they need.
Use guide questions. Guide questions should be provided before the students are assigned a chapter, or piece of material, to study. Guide questions help them recognize the important points they need to focus on while reading Provide them with an overview which establishes the memory traces into which, as learning theory teaches us, the new learning will fit and thus be more readily assimilated.
Interpret graphs, figures, tables and other visual material. Visual material is frequently used in mathematics and business and technical textbooks. When interpreting figures, the students need to focus on The caption or title The purpose which the figure serves, and the reason it is included The parts of the figure, especially the axes and the intervals Special symbols used, notations, abbreviations and / or icons. The Glossary includes definitions of the terms axes and intervals and briefly explains how intervals may distort meaning, if erroneously used.
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Sample Evaluative Tools for Reading Skills

1. For evaluating vocabulary, comprehension, and critical reading: These reading skills are evaluated by means of speaking and writing. Some methods of evaluation are the following: Ask questions in class to check on students understanding of both general and specific terms, concepts, and symbols. Check students understanding of longer passages, e.g., material assigned for research or home study, by oral reporting the Socratic method asking questions; questions include first inquiries about facts studied but also lead to probing into the deeper meanings and the implications of the passage. Divide the class into small groups. Have each group responsible for listing on the board or a flip chart page the important facts in a different part of the chapter under review. Have each group also include the inferences or assumptions they made from their reading of the facts given. This tactic will evaluate both the students ability to understand the material and their ability to analyze the facts, note the implications, and use the facts for making predictions. Check students understanding by having them write paraphrases and summaries of important material. In Appendix B is a sample handout for use in writing summaries. Have students write critical appraisals of their textbooks, an important chapter, or an article assigned for additional reading. Students may be asked to submit their critiques and be given marks for their written work. However, if each student has been assigned a different article to read, the summaries may be read aloud in class, the findings and comments discussed and compared, and a mark may be assigned by the professor. For a sample template for assessing summaries, please see Appendix B. 2. For teaching and evaluating reading rate Reading at the appropriate rate is a skill that applies to all the Instructional Objectives; obviously, if the level of difficulty and the purpose for which the material is being read permit rapid reading, the students will save time and study more efficiently. Examples of teaching and evaluating reading rate: Develop an appropriate rate of reading. The more students read, the faster, more focused, and more efficient usually their reading rate will become. Therefore, assign weekly reading assignments, and reinforce the habit of reading the assigned material by questioning students on the facts at the beginning of the class.
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Explain the need for different rates and approaches for different types of material. Some educators have compared reading to driving a car. In heavy, congested traffic, one slows down; similarly, when reading difficult, unfamiliar material, or when reading mathematical or technical material, one reads slowly. On a scenic drive one goes slowly to enjoy the view and so would one when reading poetry or other material that is pleasant and enjoyable. However, when one is on the highway, simply intent on getting from one place to another quickly, one goes quickly though carefully; a rapid rate is also appropriate when reading easy, familiar, or previously read material, when the purpose is to overview it or refresh ones memory of the salient facts. Use skimming and scanning techniques. Most students need to be taught how to skim and scan. These two methods of rapid reading enable students to cover material at rates of 1000 words per minute, or faster. Scanning is going rapidly through the material in search of a fact, quotation, statistic, or item of data. Scanning is useful in research, rapid overviews, editing and proofreading. To scan, the students focus on what they have to look up and then rapidly move through the material as they work on locating what is needed. Skimming is the process of reading only the essential parts of a paragraph or chapter where the main ideas are likely to be located. For instance, in a paragraph, the main idea is usually in a topic sentence at the beginning or the end. Students, whose normal rate of reading is 200 to 300 words per minute, welcome instruction in efficiently getting at the gist of a paragraph or longer piece of writing quickly. Practice is essential if students are to learn how to skim efficiently.
More discussion on skimming and scanning is located in Appendix B.
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1.3
LISTENING SKILLS
Learning Outcome Upon completion of this course, the student will be able to interpret and restate accurately or summarize spoken messages. Explanation Traditionally, all information including fables and legends, gender roles and generational roles was transmitted in society by word of mouth. Listening ability has always been important. Today, this is still true, especially in post-secondary institutions where the lecture is the preferred mode of instruction. Listening ability includes hearing, but goes far beyond that. Students must also be able to pay attention to and retain what has been said, understand and process the information, and, if necessary, act upon it. Instructional Objectives The student will be able to 1.3.1 Follow instructions 1.3.2 Ask appropriate questions to clarify meaning 1.3.3 Control internal and external elements that may cause interference 1.3.4 Recognize and respond to non-verbal cues Specific Listening Skills Four specific skills are identified for achieving the Learning Outcome for listening. They are the following: perception, interpretation, evaluation, and action. Perception The students need to be able to hear the words being spoken. This ability means that they must focus on the speakers message control the elements which may interfere with perceiving what is said. These elements may be Internal, e.g., hearing impairment inattentiveness day dreaming boredom negative attitude to the topic negative attitude to the speaker External, e.g., noise distractions in the room speaker-related factors, such as fidgeting, mannerisms, the speakers accent or inflection, and / or slow delivery.
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Interpretation The students need to be able to follow the points made write summary notes which capture the gist of what is said anticipate the consequences or results of the facts given by making inferences understand the central or main idea and the important subordinate points understand the structure of the lecture or presentation i.e., be able to note and follow the pattern of the argument, e.g., comparing or contrasting defining giving the causes and / or effects of an action or occurrence presenting a series of sub-steps or sub-stages in an event or a process distinguish between the main points and the details and / or examples included for illustration
See also the discussion under Comprehension in Section 1.2, Reading, of this manual. Evaluation The students need to be able to Action The students need to be able to ask questions as needed, to receive further information ask questions as needed, to receive further clarification of new material answer questions asked during the lecture / presentation identify the key words or phrases in the presentation carry out individual follow-up research to obtain supporting material write summaries of material covered in a lecture / presentation make use of lecture notes as guides in studying and preparing for examinations recognize familiar material distinguish unfamiliar material which requires more note-taking, and which will need further reading or research offer further examples or specific details obtained from other sources
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Sample Teaching Strategies for Listening Skills

Examples of ways to teach listening skills: Use oral instructions. Students may be inattentive while listening. They should be encouraged to pay attention to, and to retain, instructions given orally, for example, for classroom activities, homework assignments, and small group discussions. Request feedback. Students should be asked for feedback to lectures, and may give it as short summaries, reactions or critiques. They may also use their new learning by applying the information to new situations or using it to solve new problems. Assist students to be accurate in taking notes. Some students find it hard to decide what information should be included as they try to write notes during a lecture. Instructors can help these students by issuing a list of key words or phrases, main ideas, concepts, sequence of steps, or developmental stages. Outline lectures. Supplying a brief outline or skeleton of the very important points of a lecture will help students to recognize the underlying structure. The outline may be in the form of a handout, an overhead transparency, or a PowerPoint presentation. A sample outline is included among the documents in Appendix D. Use audio-and videotapes. When material is presented in more than one mode, many students may find it easier to retain the information. Using film, videos, and audiotapes may make the lesson come to life. Encourage participation. Instructors will encourage students to be active listeners if their contributions and questions are welcomed. Students need to know they may ask questions, especially when they need clarification on the issues being discussed. Maintain a positive listening environment. Instructors need to keep noise, distractions, and inappropriate interruptions at a minimum so that students can concentrate. As well as controlling the external distractions, instructors need to help students understand and control their own internal and psychological factors which may prevent them from paying full attention to an oral presentation. (These factors are discussed above). Recognize and respond to non-verbal cues. Students need to be aware of the body language of others in an oral presentation. These skills are closely related to those discussed in the manual Interpersonal Skills (Nostbakken, 2003).
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Sample Evaluative Tools for Listening Skills

Listening efficiency and comprehension are measured through speaking and / or writing assignments. Please refer to the suggestions in the Reading section for exercises to use in the classroom.
1.4
SPEAKING SKILLS
Learning Outcome Upon completion of this course, the student will be able to deliver clear, concise, and coherent spoken messages to suit both the audience and the purpose. Explanation Learning to speak is a developmental stage achieved by almost every human child. However, there are a number of reasons why an adult students spoken language may be lacking in a grammatical structure and fluency, and / or may be inappropriate in the classroom setting, in instructor-student interaction, and in the workplace. These reasons may include factors in the social or neighbourhood environment, peer pressure resulting in slang or dialect use, English as a Second Dialect (ESD) problems, or English as a Second Language (ESL) interference. Some ESL students whose written English is adequate for academic purposes still lack the ability to make themselves understood when they speak; instruction in writing has enabled them to write competently, whereas lack of instruction in speaking skills, and lack of opportunities to practice speaking English, hamper their development as speakers. Speakers of a restricted code of language, as Bernstein, an English social psychologist puts it, do not progress as well, academically, as do those whose language is closer to the standard grammatical forms. To communicate easily and well, especially in a multi-ethnic and multi-racial city like Toronto, students need to possess the ability to express themselves clearly, concisely, and coherently. They must be aware of the importance of the register, or form of expression, appropriate to different types of audiences and for different situations and purposes. Instructional Objectives The student will be able to 1.4.1 Speak clearly, concisely, and coherently by using appropriate vocabulary, style, and delivery strategies 1.4.2 Control the conventions of standard spoken English 1.4.3 Recognize appropriate prompts to determine how the message is being received. 18
Specific Speaking Skills Five specific skills are needed for classroom interaction and for success in the workplace after graduation. These are the following: the ability to join in a group discussion; the ability to ask and / or answer questions appropriately; the ability to interact one-on-one with an instructor, peer, or client; the ability to speak persuasively, and the ability to make a formal presentation. Join in a group discussion Students need to be able to speak clearly, using the appropriate vocabulary speak concisely, making the precise points they wish to contribute take turns in speaking, not hog the discussion consider the observations made by others before agreeing or rebutting, in their reply adopt a tone appropriate to the situation, speaking loudly enough to be heard without disturbing surrounding groups summarize the discussion, noting the points made and the decision(s) arrived at.
Ask and / or answer questions Students need to be able to ask questions at the appropriate point in a lecture and / or presentation avoid interrupting another speaker. They need to learn to keep their comments and questions to an appropriate point in the lecture or presentation phrase questions non-judgementally, that is, never suggest by word, tone of voice, or body language that a statement was erroneous or illogical answer questions concisely, clearly, and coherently give examples as needed, to clarify the points made.
Interact one-on-one with instructors, peers, clients, etc. Students need to be able to recognize what choice of language best suits each individual situation recognize when standard English is the only appropriate form of language to use recognize, as they speak, how their audience is receiving the message interpret the non-verbal responses of the other speaker, noting where explanation or clarification is needed.
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Speak persuasively Students need to be able to persuade others to consider, and perhaps agree with, their ideas use courteous language while putting forward a new point of view use suitable supporting arguments and examples, as needed refrain from belittling the ideas of others.
Make a presentation Students need to be able to choose the appropriate level of language: conversational, performance, or oratorical show they have analyzed the audience and purpose of the presentation by their choice of supporting material and the amount of detail included have a mastery of the material to be presented; be familiar with the subject and the relevant research be relaxed and natural while making a presentation project their voices in an appropriate manner make, and preserve, eye contact with their audience present a message geared towards the needs of their audience present organized, coherent material plan the visuals including: how many to use, which are appropriate, when to show each one ensure that their introductions and conclusions are especially clear and coherent use the available technology effectively to increase viewer interest and comprehension.
For more information on all these speaking and presentation skills, please see Generic / Employability Skills: Interpersonal Skills (Nostbakken, 2003), and also Communicating through Evolving Media, Section 1.5, in this manual.
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Sample Teaching Strategies for Speaking Skills

Examples of ways to teach speaking skills are as follows: 1. For oral presentations by students Model the speech patterns. When the instructors deliver lectures clearly, concisely and coherently, students will follow their example when it comes time for them to present a paper in class. Model the process of good delivery. When instructors project their voices appropriately, and maintain eye contact with the members of the class, students will be encouraged to do the same. Model presentation techniques. When instructors use outlines on overheads, handouts, PowerPoint or other computer-based technology, students will be encouraged to incorporate these ideas when presenting. Provide guidelines. Giving explicit instructions about what is needed in the presentation helps students know how to organize their work. Some ideas may include - a handout or template with an outline and specific requirements before students begin their research - emphasis on the need for standard spoken English only, both for formal presentations and for all classroom interaction. Guide the research. Students may need to be cautioned about indiscriminate use of internet-derived material. They may also need help in obtaining on-line material, and in correctly documenting researched material to avoid the charge of plagiarism. Encourage students to use college-level dictionaries. May students believe dictionaries are useful only as spelling guides. Especially when about to make an oral presentation, students need to be reminded of the invaluable help a dictionary gives for pronunciation, accent, stressed syllables, elided vowels, etc. (Elided vowels and schwa sounds are defined in the Glossary which follows.)
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2. For other speaking activities: Examples of teaching strategies: Organize group discussions. Instructors should assign roles, for example, chairperson, recorder, and reporter. These roles may be switched so that all members of the group gain experience in a variety of roles. Encourage questions and answers in class. Some students are hesitant to speak in class, but all should be encouraged to develop the ability to synthesize the information and comment on it orally within a group setting. Encourage courteous participation in class discussions. Instructors should recognize all questions asked, and should try to relate the students question to the points being discussed rather than ignoring them. By doing so, instructors will encourage students to listen to and respond to their classmates inquiries during small group discussions.
Sample Evaluative Tools for Speaking Skills

Speaking is evaluated through class participation and oral presentations. The sections of this manual which discuss the evaluation of reading and listening skills contain ideas which are relevant for evaluating speaking skills.
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1.5
COMMUNICATING THROUGH EVOLVING MEDIA
Learning Outcome Upon completion of this course, the student will be able to research and / or communicate ideas by communicating through evolving media. Explanation Communicating through evolving media encompasses two basic processes: 1. using the computer effectively to obtain information, in both linear and non-linear format, from web sites and the Internet 2. expressing or presenting data through electronic means. In these operations, the traditional communication skills, especially reading and writing, are used. However, the newer forms of communicating go beyond the traditional scope of linear modes. Music, photographs and other pictorial images, clip art, motion, and the manipulation of text and voice messages in new and unfamiliar ways are also possible additions. Telephones now provide not only the means to record a message for someone who is away from the office, but also permit copying messages to others phones, teleconferencing, and linked to machines the sending of print facsimile communication to clients or colleagues. Many of the students entering college in the twenty-first century are already knowledgeable about new media. Other students learn these skills from their classmates as they participate in group projects. Usually, therefore, instructors will not need to teach, but rather, to reinforce the ability to use new media by providing the students with opportunities to use and develop these skills. It should be remembered, however, that using some of the newer media enable instructors to reach students who learn best through non-linear methods of presentation. These new media are therefore dually important: for students to be more effective in presenting, and for instructors to vary and hone their own educational practices. However, there are certain courtesies which have to be observed when using some of the evolving media, and cautions to be made about what is permitted in e-mail, for instance, but not in print memos and letters. These are discussed below, in the section Specific Skills. For further discussion of the separate Computer Applications, Electronic Communications, and Information Literacy skills students may need to acquire, as well as how to teach, reinforce, and evaluate these skills, please consult the manual Generic / Employability Skills: Computer Skills (Cunningham, 2003).
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Instructional Objectives The student will be able to 1.5.1 Select from available media the most suitable medium for the message, audience, and purpose 1.5.2 Manipulate non-linear (i.e., multilayered) aspects of the media to create messages. Specific skills Students need to be able to use the computer efficiently know where to find the different types of material they may need to use search the Internet efficiently for the research material they need for academic purposes understand what types of material linear or non-linear are best suited to a particular situation incorporate audio-visual material, electronically derived, into classroom presentations avoid the inclusion of excessive audiovisual material, which may conceal the message being delivered. Students will also profit from becoming acquainted with various instant messaging processes, such as ICQ and MSN. In the future employers may require instant computer-based reports and discussions when the worker is on a field trip or at a conference away from the office. Students need to know how to log on to instant messaging processes carry on individual conversations with an instructor or colleague log on to a group or conferencing session determine when such a communication process is superior to the use of print or aural (for example, telephone) communication. The computer skills required are discussed in the manual Generic / Employability Skills: Computer Skills (Cunningham, 2003). Presentation skills are discussed in this manual under Making a Presentation in the section on Speaking Skills. When using the telephone, and especially when recording messages on voice mail, students need to be able to speak clearly, coherently, and concisely on the telephone, when using voice mail or when involved in teleconferencing understand that names and numbers are best given slowly and clearly, and repeated distinctly, to allow the receiver of the message to get the necessary information remember that telephone messages go out without the speakers friendly face or gestures
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be aware of the importance of register, when speaking on the telephone: this includes - the importance of courteous phrases and words, to avoid the pitfall of seeming curt or abrupt - the need to be audible, but not too loud, - the need for a more formal choice of words than would be used in, for example, conversing with a friend.
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Sample Techniques for Teaching, Reinforcing, and Evaluating Communicating through Evolving Media
1. For Research Many students entering post-secondary institutions in the twenty-first century are already cognizant of the newer forms of communication and are used to logging on to the Internet when researching projects. Therefore, reinforcement, rather than instruction, is often needed. Provide opportunities for students to practice their research skills, and encourage them to explore electronic sources of information. Caveat: At the same time, it is very important to warn students of potential problems with downloading information from online sources: Material may not have been subjected to rigorous checks, as articles appearing in learned journals have been. Incorrect or biased data may be included. Careful cross-checking for verification is necessary to ensure the validity of the material. Copyright rules apply to material taken from electronic sources. All material must be fully documented to avoid plagiarism see note on plagiarism in the Glossary. Provide opportunities for students to select material from the most suitable medium when doing their research. Visuals (graphics), sound (including music), and motion are all available for inclusion, to expand, clarify, and add interest to the finished product. Caution students against overdoing the inclusion of innovative technology simply for the sake of novelty and effects. If a project or paper requires a formal presentation, perhaps the preferred mode of presentation may be linear, that is, word-based. Emphasize the difference between the more casual usages in a chat room and the more formal presentation expected in classroom work or on the job. For instance, capital letters are expected in traditional forms of correspondence; the symbols used on informal emails have no place on traditional documents. Underline, also, that e-mails and / or ICQs sent to an instructor, supervisor, or other authority figure should adhere rather to the usages typical of traditional correspondence than to the language forms and abbreviations used between friends. Help students develop appropriate telephone manners and style, by using simulated conversations, conferencing, encouraging them to record messages when needed, and other similar means. 26
2. For Presentations Many post-secondary students may already possess the ability to use modern media in making presentations. Young people have, in many situations, grown up familiar with the computer and its capabilities. They routinely send and receive email, set up chat rooms, own sophisticated electronic equipment, and use hi-tech devices for entertainment. Many have completed projects for high school courses in which they have incorporated audio-visual material and used PowerPoint when presenting. Reinforcement, therefore, rather than instruction, may be what is required at the post-secondary level. Presentation skills using evolving media may be reinforced in the following ways: Provide opportunities for the students to demonstrate their competency. Class assignments, especially small group work, may be required to include a brief presentation as part of the final product. Encourage students who have not yet tried new media to explore the possibility of including sound, colour, and motion in their presentations. Encourage students in the fields of business, science, and technology to incorporate visual material into their reports and projects; pictures, graphs, and tables can be immediately understood, provide clarity, and often present complex data in a more easily comprehended mode than words can do. Include a book on technical communication in the list of Required Reading distributed to students. From such a textbook, students may get information on, and learn to select, the most appropriate visuals to include when preparing a written paper. A sample list of user-friendly technical communication textbooks is included in the section Faculty Resources Books. Include recommendations or suggestions of appropriate multi-media material for students to select from when making a presentation.
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Sample Evaluative Tools for Communicating Through Evolving Media

Including a mark for the inclusion of multi-media derived material as a percentage of students grades for an oral presentation or a written reports is one sure method of encouraging this form of communication. Among the documents in Appendix F, there is a marking template which suggests how marks may be allocated for format, or appropriate organization content delivery (if oral) or writing skills (if written), and pictorial, audio or visual effects, or other types of media-derived material.
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Faculty Resources
Faculty members may wish to have additional sources of information on how to teach, reinforce, and / or evaluate communication skills. Humber College has many areas from which support may be readily obtained. Some easily accessible resources are listed below:
The English Department The English Department, Liberal Arts and Sciences Division, is an excellent source of assistance. Faculty members there will be able to discuss the inclusion of reading, listening, and speaking into a program course. Contact the English instructor assigned to the relevant program course. English faculty working in the area of technical communications will have expertise and helpful hints about incorporating non-linear and graphic material into projects, reports, and presentations or will be able to provide available sources of information. Note, also, that joint assignments with the English instructors may be arranged. These assignments may be marked by the program instructor for (program-related) content, and by the English instructor for a variety of English grammar, structure, and usage points. Please consult the manual Writing Across the Curriculum: Incorporating Writing Assignments into Program Courses (Golets Pancer, 2003) for more suggestions. The English Department office is located in the Liberal Arts and Sciences Division, in K201 at North Campus and in A114 at Lakeshore Campus.
The Counselling and Student Services Department Humber Colleges Counselling and Student Services Department is another source of assistance. Counsellors offer workshops to help students with reading and study skills, listening to classroom lectures, and note-taking. Counselling Departments excellent booklet Welcome to Skills for College Success Workshop is used in conjunction with their student group sessions. The booklet outlines how to develop and / or improve abilities in Managing time effectively Improving concentration Reading textbooks efficiently Taking useful in-class notes Developing successful test-taking strategies Enhancing independent learning. 29
Encourage students to attend a workshop and to apply the ideas and principles to enhance the quality of their reading, listening, and speaking skills. Another problem which may be encountered is that of the student whose preferred style of learning is different from that of the majority of students in the class. Research has determined that students learn in different ways: some by visualizing the information picturing it in the minds eye; others by manipulating the data, that is, by creating charts, graphs, etc., from it; yet others by listening as material is read aloud to them; by speaking or saying the salient ideas over aloud; by reading data over silently, or writing the main points down. Counsellors are able to help the students who have trouble studying and memorizing material to ascertain the mode or style of learning which they are likely to derive most benefit from. Knowledge of the existence of these varied modes of learning is helpful to the professor who can capture the learning styles of a majority of the students being taught by varying the ways in which lessons are delivered. The Counselling Department is located in the Student Services Division in D128 at the North Campus and in A120 at the Lakeshore Campus.
Services for Students with Disabilities (SSD) Students with persistent problems in the communication skills, such as severe spelling problems, may have unsuspected or previously undiagnosed learning disabilities, for example, dyslexia. Students who seem inappropriately restless, or who seem to have persistent problems with paying attention during a lecture, or processing and remembering instructions, may have some form of Attention Deficit Disorder (ADD). (See the Glossary for definitions of dyslexia and ADD.) Refer the student who appears to have communication problems to the colleges SSD Department for testing. If testing results in a positive identification of a learning disability or ADD, the SSD Department will arrange for the specific help needed, which may include tutoring and / or provision of a note-taker. Special accommodations to help solve the classroom problems will also be put in place, for example, the use of a computer for test-taking, additional time on tests and assignments. Accommodations for extended test time are available in the Test Centres, located in D242 at the North Campus and Cottage E at the Lakeshore Campus. A reduction of the number of courses taken at a time may be recommended for some learning-disabled students. The SSD Department is part of the Student Services Division, D128, at the North Campus and is located in room A121 at the Lakeshore Campus.
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A services for Students with Disabilities Policies and Procedures Manual has recently been created, and even more recently approved, by the Academic Operations Committee (AOC). This manual explains the nature of learning disabilities, the assessment and provision of academic accommodations, as well as the responsibilities of the students concerned, all college faculty, administrators and staff. Copies of the book are available on line at the following address: http://www.humberc.on.ca/~stuserv/ssd/pnp/index.htm Questions or comments about the Manual may be directed to Student Services. Kelly and Ramundos book, listed in References below, also provides information about the nature of learning disabilities, the way they are manifested in the adult student, and the types of accommodations that make all the difference.
Instructional Support Studio, The Studio The Studio is part of the Professional Development services available to Humber Colleges faculty and staff. It provides support to faculty who wish to improve their own computer literacy as well as help their students to acquire more proficient skills. Staff members offer workshops in a wide range of practical uses and applications of computer-based technology from simple word-processing to managing complex operations. Help is available in their scheduled workshops, which are advertised at intervals throughout the academic year, as well as during the May-June session. In addition, however, individual training sessions and consultations may be arranged upon request. Also provided are printed documents which demonstrate and reinforce a knowledge of a vast array of computer functions. Visit The Studio for suggestions for ways to include Communicating through Evolving Media (discussed above, 1.5 in this manual) in the program courses. The Studio is located in EX201 at the North Campus.
The Library Humber Colleges library contains a good selection of books on communication skills. As well, the library staff will help instructors link with internet sites which will provide additional materials. Humbers main library is the five-storied building in NX block, North Campus. There is also a library collection at Lakeshore Campus, in B107.
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Corporate Training, Humber College The College provides on-going Corporate Training for all staff, members of the faculty as well as members of the support staff. Especially relevant to the main topic of this manual is the series of workshops and computer-based sessions related to the development of communication skills. Staff may work towards the acquisition of a Professional Communications Certificate. A basic Introduction to Communications course is a prerequisite for other courses offered. After completing the introductory course, staff may proceed to take at least 12 of the 16 courses offered under the separate sections Reading Skills (two courses), Writing Skills (three courses), Speaking Skills ((six courses), and Listening Skills (five courses). The sessions are offered online and / or at intervals throughout the year, for the convenience of those who wish to enrol.
Other Faculty Resources Following are lists of the books, films, audio- and videotapes which may be sources of help in teaching, reinforcing, and evaluating some of the skills discussed above. Then follow the appendices, which provide material that may provide help in specific situations. The appendices are thus arranged: Appendix A contains the outline, provided by the Humber College Generic Skills team, from which this manual takes its shape Appendix B contains a number of documents, each of which serves a particular purpose in explaining how to teach, reinforce, or evaluate particular communication skills or processes. Appendices C, D, E, F and G contain samples of assignments which faculty in various departments and programs have found useful in working to improve communication skills while teaching course content in their program area.
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Books, Films, Videos, and Tapes

Books A limited list of the books available is given below. Consult the books listed for additional help in teaching, reinforcing, and evaluating communication skills: On Reading: Aitken, J. (1989). Teaching communication: ideas for teachers and directors of the basic interpersonal or public speaking college course. Available on microfiche only through Clearinghouse: Reading and Communication Skills (CS506932). The tape discusses public speaking and interpersonal communication; it delivers speech instruction, gives teaching models and suggests class activities. Fleet, J., Goodchild, F., & Zajchowski R. (1990). Learning for success: skills and strategies for Canadian students. Toronto: Harcourt, Brace, Jovanovich. This is an excellent book its Canadian content adds even more interest to its content. Johnson, B. (1994). Second Edition. The reading edge: thirteen ways to build reading comprehension. Lexington, MA: D.C. Heath & Company. This book does exactly what its title suggests: gives succinct suggestions for improving different subskills of reading comprehension to give the student an edge in reading for study purposes. McWhorter, K. (1998). Third Edition. Academic Reading . New York: Longman. McWhorter is rapidly gaining a reputation as a major resource for college reading and study texts. This book addresses the reading skills needed for greater facility and comprehension in material studied for academic purposes. Skidell, M. and Becker, S. (1999). Second Edition. The main idea: reading to learn. Boston: Allyn & Bacon. A simply written little book with good points on vocabulary development, setting a purpose for each reading session, and summary writing. Skills for College Success Workshop. (2003) Developed and presented by Counselling and Student Development Services, Humber College. A handbook made available to students at the college, containing advice on learning, time management, reading, listening / note taking, test taking, and independent learning. In addition, the Appendix gives practical hints on Coping with Stress and Relaxation.
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On listening Lebauer, R. S. (1988). Learn to listen; Listen to learn. An advanced ESL / EFL lecture comprehension and note-taking textbook. Englewood Cliffs: Prentice Hall Regents. This book is intended to help advanced ESL / EFL students prepare themselves for the demands of academic lecture comprehension and note-taking(Preface, p.v). Nevertheless, the book can be a valuable resource for any instructor and any group of students in learning from the lecture. It includes instruction and sample exercises in listening to and anticipating information, understanding vocabulary, note-taking basics, compiling statistics, improving listening comprehension, and much more. The book is used in conjunction with a set of tapes which deliver the (practice) lectures for the students to work with. On technical communication: Blicq, R and Moretto, L. (1998) Canadian Fifth Edition. Technically Write! Scarborough, ON: Prentice-Hall Canada Inc. A Division of Simon & Schuster / A Viacom Company. A user-friendly book which employs the case study method to instruct students in technical writing. It covers writing letters and reports, focussing on technical formats. And drawing up various technical documents. An important chapter takes the student through making technical presentations. The attached computer disc provides more practice of specific projects. Lannon, J. and Klepp, D. (2003) Technical Communication. Toronto, ON: Pearson Education Canada Ltd. This text contains almost 700 pages of clearly written, easily understood explanations of how to organize and create technical documents. Some useful features are its short discussion of important grammar principles, its chapter on making oral presentations, and its instructions on documenting researched material, including that derived from internet sources. Lordeon, S., Miles, C. and Keane, M. (1997) Some Assembly Required: A complete guide to technical communications. Toronto ON: McGraw-Hill Ryerson Ltd. A 600+ page text, containing many useful diagrams and documents illustrating aspects of technical communication. There are many activities and exercises included to give practice and instruction in designing technical forms, documents, and reports. This book also contains a disc with further practice assignments.
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Tapes Following are a few of the many tapes both audio and video available as help in getting students to learn good listening techniques. On listening: Anderson, S., Braun, K., Bruzek, R., and Thalkin, M. (1993). The art of listening. Lake Zurich, IL: Learning Seed Stage Fright Productions. Meg Thalkin, writer. This videotape deals with both interpersonal communication and listening. In 28 minutes, it teaches good listening techniques by emphasizing the value of silence, the need to find something of interest in the person speaking ... the role of body language in listening, and the need to listen between the words for feelings (notes on descriptive material). Lebauer, R. S. (1988). Learn to listen; Listen to learn. Englewood Cliffs: Prentice Hall Regents. Tapes to accompany the workbook described above. Please see note above, under Books. Schrank, Jeffrey, (writer). (c1998). Reading people: the unwritten language of the body. Lake Zurich, Ill: Learning Seed. This tape focusses on body language, which is vital for all listeners and speakers to become aware of. See also below, under Speaking. On speaking: Aitken, J. (1989). Teaching communication: ideas for teachers and directors of the basic interpersonal or public speaking college course. Available on microfiche only through Clearinghouse: Reading and Communication Skills (CS506932). The tape discusses public speaking and interpersonal communication; it delivers speech instruction, gives teaching models and suggests class activities. Be prepared to speak: the step-by-step video guide to public speaking. (C1985). San Francisco, CA: Kantola-Skeie Productions and Toastmasters International. This is an excellent 27 minute tape, part of the well-known Toastmasters series, on public speaking. It demonstrates techniques for preparing and practicing speeches [and] follows one speakers progress through the process of speech writing, speech presentation and control of stage fright (notes). Body language, non-verbal communication. (c1994). Lake Zurich, Ill: Learning Seed. The 25 minute tape emphasizes the importance of learning to read body language. Both interpersonal communication and body language are subjects covered by the material contained.
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Decker, B. (1987). How to speak with confidence. Chicago, Ill: Nightingale-Conant Corp. Subjects covered in this 46 minute video include both public speaking and oral communication. The notes describe it as a ten step program that will greatly enhance your ability to communicate and get what you want. Schrank, Jeffrey, (writer). (c1998). Reading people: the unwritten language of the body. Lake Zurich, Ill: Learning Seed. This videotape, which discusses the importance of understanding body language, is described as exploring how we communicate through body movements, gestures and through our use of personal space (Notes). All speakers will improve their effectiveness as they learn to respond to non-verbal clues from their audience. The floor is yours now. (1990) Chatsworth, CA: AIMS Media. Produced for Guild Sound and Vision Ltd. by Watershed Television Ltd. The notes read, A young manager, nervous about making his first group presentation, is coached on public speaking by his invisible double. This lively and interesting video deals with both business presentations and public speaking and lasts 23 minutes.
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Glossary
acronym: An acronym is a word formed by using the first letter (or first few letters) of a series of words, so as to call the whole group of words to mind quickly. Acronyms are often used as mnemonics (see definition below). authors bias: Authors bias refers to an opinion expressed by an author, or a presentation of facts, in which some circumstances have been omitted; the statements made are thus unbalanced and unreliable. axis: An axis is a line used in mathematics when information is presented in the form of a graph. Two axes, x the horizontal line and y the vertical line are needed when a graph is to be compiled. bias: see authors bias, above. communication: Communication is the transmitting of information. In the current manual, the word communication is usually used in reference to verbal communication, i.e., the transmission and reception of information in the form of words. comprehension: Comprehension means understanding, or gaining knowledge of, a fact or a body of facts. connotation: The connotation of a word is its meaning, together with the emotions, ideas, or concepts which are associated with that word and called to mind when the word is read or heard. consonant: A consonant is any letter of the alphabet with the exception of the vowels a, e, i, o, and u. The letter y may be a consonant or a vowel, depending on the context of the word. critical reading: Critical reading is reading in depth, in contrast to surface reading. Critical reading involves not only gaining an overall idea of what the written material is about, but also being able to look beneath the surface to note and appreciate subtle elements. These elements may include, among many others, diction the way in which words are used to achieve a particular effect; tone humour, wit, irony, satire, etc.; bias (see above); and any literary, scientific, mathematical, or technical communication devices used by the author. denotation: The denotation of a word is its exact, direct, or explicit meaning, in the most literal or specific sense. Denotations are usually the meanings listed in a dictionary, thesaurus, or other lexicographic book. The difference between the denotation and the connotation (see above) of the same word may be immense.
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dyslexia: Dyslexia, literally translated, means bad or impaired reading. This reading impairment is thought to be the result of minimal brain damage intrauterine or neonatal, a genetic factor, an injury, a childhood disease, or, occasionally, lack of or faulty reading instruction. elided vowel: See elision below. eliding: See elision below. elision: Elision is the act of omitting, or only barely pronouncing, a vowel, syllable, or word part. Elision occurs especially when one word ends with a (short) vowel, and the next word begins with a (short) vowel. e-mail: E-mail is an abbreviation of electronic mail. E-mail is comprised of messages sent over communications networks. The computer is used to write or receive the messages. ESD: ESD stands for English as a Second Dialect; the term refers to the fact that some speakers of English communicate in a form of English which is considered non-standard, and which lacks the verb inflections, plural forms, etc., required in standard English usage. ESL: ESL, or English as a Second Language, is the English language acquired by native speakers of some other language. Especially when English is learned in adulthood, there are often difficulties that impede its acquisition and limitations in understanding subtle aspects and nuances of the language. evolving media: Evolving media are new, or recently developed, means of communicating with others or in a fashion that reaches the general public. Most such means of communications are computer-based and / or electronically produced. E-mail, the internet, voice mail, and facsimile machines are examples of evolving media. See media below. fixation: In reading, a fixation is the length of the pause made by the eyes on each part of a line they are perusing. It is during these fixations that the image(s) are sent to the brain through the optic nerve, and reading occurs. inference: An inference is a conclusion arrived at, either by induction or deduction, after reading or listening to verbal material. intervals: Intervals are spaces left between words, numerical data, etc.. The intervals appearing on the y -- vertical -- axis of any type of graph may be lead to distortion of the data if not carefully considered.
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Lag time: Psychologists, philologists, and physiologists all indicate that listening proceeds faster than speech because the brain works more rapidly in processing and interpreting spoken words than humans are capable of speaking these words. Lag time refers to the period of time a listener has to wait for the speaker to catch up with uttering the next point. listening: Listening is the act of hearing, interpreting, evaluating, and acting upon auditory stimuli, especially spoken words and statements. media, medium of communication: A medium of communication is any means or method of sending or receiving messages. [The original plural form, media, is frequently used as a singular form in this sense, requiring medias as the plural when referring to methods of communication (Websters New World Dictionary, p. 882, under medium)]. metaphor: A metaphor is a form of expression, usually referred to as a figure of speech in which an implied comparison is made: e.g., snow white for as white as snow. A metaphor may be contained in a longer, more elaborate expression, such as the iron fist in the velvet glove, which would require more detailed explanation for one to understand the reference being made. mnemonic: A mnemonic is an aid to memory, a device to assist the reader or student in remembering what has been read, studied, or heard. The text of this manual includes a number of examples of mnemonics. (See Sample teaching Strategies for reading Skills.) non-judgemental comment: Non-judgemental comment is making comments or responses during a discussion, while refraining from adverse or disparaging statements about the individuals with whom one disagrees. non-verbal response: Non-verbal means without words, and a non-verbal response or other communications is nodding, shaking ones head, smiling, gesturing, shrugging, frowning that is, showing ones feeling without uttering any words. plagiarism: Plagiarism is using someone elses words, in part or in whole, without permission or documentation, as ones own. Plagiarism is severely punished in academic circles. reading: Reading is a complex process which includes perusing written material, deciphering it, grasping its meaning, evaluating its significance, and responding in an appropriate way. register: Register refers to the tone of voice or selection of words used by a speaker. Some speakers especially ESD or ESL (see above) speakers need to be trained to be aware of the register needed for conversing in various situations. regression: A regression, in reading, is an involuntary backward glance or motion of the eyes over a line of print that has already been perused.
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schwa: A schwa syllable is an elided or barely pronounced syllable, usually the unstressed or one of the unstressed syllables in a word. The first syllable of the word abut, or the middle syllable of tangible, are examples of schwa syllables. Schwa is represented in pronunciation charts or tables with an upside down (lowercase) letter e. scanning: Scanning is a rapid reading process used principally for researching material or locating details in a list or a body of material. Over-viewing a book or article in a library before deciding to check it out or download it, looking up a telephone number, or rapidly reviewing a story or poem to verify the exact words of a passage one wishes to quote, are familiar activities in which scanning would prove useful. See below: Appendix B: How to scan. simile: A simile is a figure of speech in which a comparison or analogy is made between two items. A simile makes an explicit comparison, unlike the metaphor (see above) in which the comparison is condensed or implied. skimming: Skimming is a rapid reading process. In skimming, by reading only specially selected parts of the material, the individual is able to understand the gist of the chapter or article. Skimming is also useful as a review of material already studied. See below, Appendix B: How to Skim. slanted reporting: See bias, above. speaking: Speaking, as discussed in the present manual, includes all types of oral communication: conversations with peers and /or supervisors or instructors, answering questions in a class or work setting, using a telephone for conversing, messaging, or conferencing, and making an oral presentation. SQ5R: SQ5R is a study process or formula which generations of students have found useful. The formula uses the initial letters of the following words, which also indicate the sequence of actions to be followed by the student: Survey Question Read Record Reflect Recite Review SQ5R is explained in detail in Appendix B. template: Originally the word template was used of a pattern cut from metal, wood, or paper, and used for the production of accurate copies. The word template is now also used for a spoken sequence or a written document, which guides the learner in the construction and use of certain forms of writing or speech.
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tone: Tone in speech refers to the intonation, pitch, [or] modulation of the voice that expresses a particular meaning or feeling on the part of the speaker ... [or] a manner of speaking or writing that shows a certain attitude on the part of the speaker or writer, consisting in choice of words, phrasing, etc. (Websters New World Dictionary). verbal: Verbal means of or concerning words or spoken or written material. The four verbal means of communication are therefore writing, reading, listening and speaking. For non-verbal (communication), see non-verbal above. vowel: The vowels are the letters of the alphabet which allow words to be pronounced. They are a, e, i, o, and u. The letter y is a vowel in some words, though it functions as a consonant in other words.
The above definitions are taken from a variety of reading anthologies, manuals, and instruction booklets; from the Oxford Shorter Dictionary; from Websters New World Dictionary, and from the Canadian edition of handbooks put out by publishing houses. In cases where a direct quotation appears, the source is documented.
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References
Canadian Language Benchmarks 2000. (2000) Edited by Pawlikowska-Smith, G. English as a second language for adults. Ontario: Centre for Canadian Language Benchmarks. Chaplik-Aleskow, E. Assistant Professor, Speech. (October 2002). Speech 101: Life survival skills. NISOD Innovation Abstracts, College of Education, The University of Texas at Austin, XXIV, 24. Cunningham, Shelly. (2003) Generic / employability skills: computer skills. Toronto: Humber College. Dietsche, P (2003) Job-Entry skills of college graduates: perceptions of graduates and employers. Institutional Research, Humber College, Toronto. Ford, Barbara. (1972) The reading skills of students in an Ontario college of applied arts and technology. Unpublished doctoral dissertation, Toronto: University of Toronto. Golets Pancer, Karen. (2003) Generic / employability skills: writing across the curriculum: incorporating writing assignments into program courses. Toronto: Humber College. Harnadek, S. (2000, November). Chat rooms have their own vocabulary where less is more. Humber et cetera, Humber College, Toronto, 31 (11), p.5. Hedley, Dr. Patricia. (2003) Generic / employability skills: personal skills. Toronto: Humber College. Humber College Task Force Report (1998). Generic / employability skills. Toronto: Humber College. Johnson, B. (1992) Doing it right: improving college learning skills. Lexington: D.C. Heath. Lannon, J. and Klepp, D. (2003) Second Canadian Edition. Technical communication. Toronto: Longmans. Kelly, K. and Ramundo, P. (1994) You Mean Im Not Lazy, Stupid or Crazy? A self-help book for adults with Attention Deficit Disorder. Cincinnati, OH: Tyrell & Jerem Press. Monahan, J. (2000) Reading with confidence. Toronto: Allyn and Bacon. Money, S. (2003) Generic / employability skills: thinking skills. Toronto: Humber College.
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Nostbakken, Grace. (2003) Generic / employability skills: interpersonal skills. Toronto: Humber College. Skills for College Success Workshop.(2003) Humber College Counselling and Student Development Services. Websters New World Dictionary of the American Language. (1986) Second College Edition. New York: Prentice Hall.
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Appendix A A Summary of Humber Colleges Generic / Employability Skills: Communication Skills

A summary of the generic / employability skills: communication skills is given below, in order to assist faculty in easily identifying the skills included for discussion in this manual. 1.1 WRITING
Learning Outcome Upon completion of this course, the student will be able to produce clear, concise, correct, and coherent written texts to suit the intended audience and purpose. Instructional Objectives The student will be able to 1.1.1 1.1.2 1.1.3 Organize the message according to purpose Select only that content necessary to convey the message Employ style, tone, and vocabulary appropriate to the message, situation. And intended audience 1.1.4 Control the conventions of grammar, spelling, and punctuation. 1.2 READING
Learning Outcome Upon completion of this course, the student will be able to read, comprehend, and summarize a variety of texts. Instructional Objectives The student will be able to 1.2.1 1.2.2 1.2.3 Distinguish between main and subordinate points Analyze subtleties and nuances of written and graphic texts Restate accurately what has been read, maintaining original meaning and emphasis
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1.2.4 1.2.5
Carry out continuous learning and reeducation by employing his / her reading skills Solve problems in the social and employment environments by using his / her reading skills.
1.3
LISTENING
Learning Outcome Upon completion of this course, the student will be able to interpret and restate accurately or summarize spoken messages. Instructional Objectives The student will be able to 1.3.1 1.3.2 1.3.3 1.3.4 1.4 Follow directions Ask appropriate questions to clarify meaning Control internal and external elements that may cause interference Recognize and respond to non-verbal cues. SPEAKING
Learning Outcome Upon completion of this course, the student will be able to deliver clear, concise, and coherent spoken messages to suit audience and purpose. Instructional Objectives The student will be able to 1.4.1 1.4.2 1.4.3 Speak clearly, concisely, and coherently by selecting appropriate vocabulary, style, and delivery strategies Control the conventions of standard spoken English Recognize appropriate prompts, including non-verbal cues, to determine how the message is being received.
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1.5
COMMUNICATING THROUGH EVOLVING MEDIA
Learning Outcome Upon completion of this course, the student will be able to research and / or communicate ideas by using evolving media. Instructional Objectives The student will be able to 1.5.1 1.5.2 Select from available media the most suitable medium for the message, audience, and purpose Manipulate non-linear (i.e., multilayered) aspects of the media to create messages.
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Appendix B This section contains suggestions for teaching or reinforcing communication skills.
B1 B2 B3 B4 Skimming and Scanning Writing a Summary Evaluating a summary SQ5R - A Study Technique
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B1: Skimming and Scanning

Skimming and Scanning are rapid reading techniques which enable the reader to cover material at very high rates, as much as 1000 words per minute or even more. Efficiency in both these techniques can be extremely useful, both to the student and to the graduate in the workplace. The late President Kennedy, for example, was enabled to cope with the rigorous demands of his position as Chief Executive in part because of his expertise in skimming and scanning. It has been suggested that students should remember the words of Francis Bacon: Some books are to be tasted, others to be swallowed and some few to be chewed and digested. The point is that flexibility in reading styles and practices is important for students to learn as soon as possible. Skimming and scanning involve structured ways of tasting books to get the gist of the contents. While useful if applied to certain types of assignments, however, skimming and scanning are not appropriate in some contexts. Studying, preparing for tests and examinations, reading a book which must be critically reviewed, or reading poetry or material rich in symbolism and figurative language, are not tasks for which these methods of perusing material should be employed. How to skim To skim a chapter, follow these steps: Go rapidly through the chapter, paying special attention to the following: The title The introduction The headings and subheadings The first sentence of each paragraph Words in boldface or italics Statistics, figures, charts, lists, quotations The last sentence of each paragraph If the chapter has a summary or lead-in, this must be read in full. The result of this rapid, but organized, perusal of a chapter is with practice the ability to retain at least 70% of the facts contained. How to scan Scanning is reading to find the answer to specific questions. These answers may include a quotation from a book to use in an essay or report, a statistic to substantiate what is being said, the correct spelling of a word, a television program at a particular time of the day,a telephone number, a postal code, or something similar.
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To scan efficiently, it is first necessary to understand how the material is organized: this may be, for example, chronologically, alphabetically, or numerically. Steps include the following: Fix in mind what is being looked for Visualize how the fact or figure(s) will appear Decide where to find the fact or figure(s) Peruse the relevant material as efficiently as possible; when the answer being sought has been found, the task is complete.
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B2: Writing a summary

Summarizing is a skill that every student needs to possess, and one which, in fact, almost every employee in the workplace will need at some point. Here are some points to bear in mind when writing a summary: Read the material to be summarized actively; as you read underline the thesis and main points look up any words which are unfamiliar, or which are used in a new or unusual way. Read the article a second time; as you do so, make brief notes in point form on the gist of each paragraph. Include at least one important detail or example which makes clear the point being made. N.B.: These notes must be in your own words. Now write out the first draft of the summary. Double-space to allow room for alterations and editing. Start the summary with a sentence which includes the authors full name the title of the article or essay the name of the book or periodical in which it appeared the thesis rewritten in your own words. Here is a sample first sentence: In her article Torontos Population, which appeared in X Magazine in December, 2004, Amanda Doe states that Toronto has achieved greater cultural diversity than any other city in the world. Use the present tense of verbs in your summary, unless the meaning demands the use of either the past or future tense. Maintain the same sequence of points, and the same tone (for example, serious, humorous, or didactic) as the original. Continue your summary of the material to the end. Be sure that the summary is written entirely in your own words so that you are not guilty of plagiarism.
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If you want to use the words of the author, you must both use quotation marks to show that these words are not your own and include parenthetical documentation. Parenthetical documenting is indicating, in parentheses (curved brackets) the last name of the author and the page on which the quotation is found in the original material. Here is an example: (Doe, p.207). Edit to ensure the summary is complete, correct, and coherent. Proofread to eradicate any errors in spelling, word choice, sentence structure, and grammar.
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B3: Evaluating a Summary

The evaluation template which follows may be used for assessing a summary. ____________________________________________________________________________ FORMAT & CONTENT (70%) ____________________________________________________________________________ Are ideas organized clearly into an effective opening, body paragraph(s) and closing? Is the same approach used as in the original text? Is the length appropriate? Are the main ideas discussed? Is it complete? Are the authors words avoided? Is irrelevant material added? Is the authors sequence of points followed? ____________________________________________________________________________ STYLE / TONE (10%) ____________________________________________________________________________ Is there a clear sentence structure? Is the language used simple and easily understood? Is the final version of the summary coherent, i.e., are logical transitions used? Is wordiness avoided? Is the vocabulary carefully chosen to convey the specific meaning of the article? _____________________________________________________________________________ GRAMMAR CHECKLIST (20%) ___________________________________________________________________________ MAJOR ERRORS -3 each; check each error made Sentence format errors fragment run-on subject / verb agreement Spelling errors Verb form / verb tense errors Shifts in point of view (shifting from you to he / she or we) MINOR ERRORS - 2 each; check each error made Omitted words Missing punctuation Misused or missing articles (the or a) ______________________________________________________________________________ COMMENTS: TOTAL MARK: 52
Thank you to the Counselling Department, Student Services Division, for this material.
B4: SQ5R - A Study Technique

SQ5R is a study technique which has proved invaluable for students. Follow the steps below when studying: Survey (10 - 15 minutes) Read the INTRODUCTION and CHAPTER OBJECTIVES carefully - do not skip these sections - the author is giving you an outline for what is to come. Review the chapter headings and subheadings - consider writing these on a sheet of paper. Where is the chapter leading? What do you already know about each of these sections? Look at the pictures, figures and exhibits. How do they relate to this topic? Read the summary carefully and scan the summary questions. Question Before you read a section, turn each heading or subheading into a question - what, why, when, how, or who. You are now actively reading to answer your own questions. Read Look for the key point in each paragraph. Search actively for answer to the questions you have set. Is this information of primary or secondary importance? Record Use your own system to note the primary points - highlight, underline, write in the margins, or make summary notes. If taking notes, DO NOT copy directly from the text - put them in your own words. Adjust your recording system to the kind of tests you will be having for the course. Reflect What does this section mean to you - does it relate to anything you have seen or experienced? Do you agree or disagree with the authors point of view? Try to make associations and connections to what you already know - can you think of your own examples?
(Continued)
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Recite Without looking at the book, recite the key points for this section. Self-testing after each small section will greatly improve your retention. If you cant recite the key points, review the section and try again. Review On a weekly basis review the key points that you have recorded. NOTHING CAN REPLACE THIS IMPORTANCE OF THIS STEP!! Each time you review, test yourself by trying to recite the key points.
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Appendix C Sample Assignments for Reading
C1: Suggestions for learning the vocabulary of the course material C2: Marking sheet for assessing an annotated bibliography
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C1: Learning the vocabulary of the course material

One of the best ways of achieving a complete mastery of the vocabulary of a course is by creating a course-specific vocabulary list or mini-dictionary. Students should be required to list all concepts and words which are crucially important in the course. For each course, the student should use a separate note book. Pages should be divided into three sections with the headings TERM MEANING USAGE for each column. Pages in the notebook should be labelled so that two or three are allocated for each letter of the alphabet. (What the students will do is create their own minidictionary of course-related terms). Terms, concepts, and words with course-specific meanings should be listed in alphabetical order. For each item, a definition should be given, followed by a sentence or sample phrase to indicate its usage. N.B.: Typing these on a computer or word processor will make the mini-dictionary more legible and user-friendly, ensure correct spelling, and help many students memorize these terms more easily.
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Thank you to Audrey Taves, Professor: School of Health Sciences, for this material.
C2: Marking sheet for assessing an annotated bibliography
Annotated Bibliography - Marking Sheet Marks: /2 Are both articles from professional sources? -current? -copy of each article submitted? Are the summaries concise and complete? Are there thoughtful comments about each article? Are quotations used correctly? Are materials used in the summaries correctly cited? Are the grammar and spelling correct? Is APA format used correctly? -title page
/2 /2 /1 /1 /1 /1 ______
/10 marks = / 5 %
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Appendix D Sample Assignment for Listening

D1: Example of a guided outline for lectures to enable students to take class notes.
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Thank you to a professor in the Psychology Department of Liberal Arts and Sciences Division.
D1: Example of a guided outline for lectures to enable students to take class notes
Lesson #7 - CONSCIOUSNESS & SLEEP & DREAMS
I. CONSCIOUSNESS (a) definition includes five concepts (5) II. SLEEP AND DREAMS A. Daydreams - functions B. Sleep 1. (a) how much sleep we need (b) circadian rhythms 2. Purposes/functions of sleep (4) 3. Stages of sleep (sleep cycles) (a) stage 0 - twilight (drowsy) state (b) stages 1, 2 & 3, and 4 (c) REM sleep (d) length of a cycle 4. Dreams - Purpose of dreams (a) extension of the days activities (b) Freudian view (unconscious wishes) - dream symbols - manifest and latent content (c) activation synthesis model (d) to consolidate learning (e) a human need 5. Sleep disorders (a) insomnia - 3 types - causes (4) & treatments (6) (b) apnea - what it is - effects & treatments (c) narcolepsy - what it is & effects - treatment (d) deep sleep disorders (i) night terrors (ii) sleepwalking
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Appendix E Sample Assignments for Speaking

E1: Template for Assessing Oral Presentations E2: Presentation Assessment Grid E3: Family Intervention Step Presentations E4: Family Intervention Assignment
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Thank you to Audrey Taves, Professor: School of Health Sciences, for the assignment on oral presentations and the marking template which follow.
E1: Template for Assessing Oral Presentations

UNB - Humber College Bachelor of Nursing Program Nursing and Wellness Course NRS. 125 Student Seminars 1. 2. Students will work in groups of 4-5. Each group will sign up for 1 of the seminar topics, to be presented on the designated date. This list will be available in the first class and should be finalized in the second class. Each group will meet outside class time to develop their presentation. Each group should distribute seminar objectives and any related readings to the class at least one week in advance of the scheduled seminar. Each presentation should be no longer than one hour in length. Components of the seminar include: a) preparation b) content development c) presentation/delivery d) evaluation (group and peer feedback) be creative ensure class participation incorporate principles of teaching and learning HAVE FUN!!
3. 4. 5. 6.
Remember: 1. 2. 3. 4.
For the evaluation criteria for this assignment, see the next page.
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Evaluation Criteria for Student Seminars

1. Preparation: 2. use of resources self-direction development of objectives (15 marks) (5 marks)
Content:
demonstrates depth and breadth of reading information is recent and appropriate integration of theory, practice and research provides new insights into topic (15 marks)
3.
Presentation:
facilitates learning in a creative manner creates a positive learning environment promotes class participation incorporates group process principles presents material in a logical/organized manner maintains the focus of the presentation uses appropriate instructional strategies
4.
Evaluation: (5 marks) develops and distributes evaluation form to peers completes a group evaluation using the above headings submits a 1 page summary (typed) to the professor incorporating the peer feedback and the group evaluation, within 1 week of the seminar
Total marks Value of course grade
/ 40 / 20
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Thank you to Mike Planche, Professor: The Business School for the oral presentation evaluation grid which follows.
E2: Presentation Assessment Grid

Relationship Banking II Group Names: ________________________ Category
Introduction and Greeting The Start
Excellent (4)
An enthusiastic, clear introduction including where you are from, who you are and why you are here. An excellent visual agenda/outline including topics and speakers, and followed throughout the presentation. Shows a full understanding of the topic. Stays on topic all (100%) of the time. Demonstrates excellent use of key point structure. There is a strong conclusion including a recap, why deal with us, and a Q&A period. Group is completely prepared and has obviously rehearsed.
Good (3)
A good, clear introduction including where you are from, who you are and why you are here. A good visual agenda/outline including topics and/or speakers, and followed well throughout the presentation. Shows a good understanding of the topic. Stays on topic most (9990%) of the time. Demonstrates good use of key point structure. There is a good conclusion including a recap, why deal with us, and a Q&A period. Group seems fairly prepared but might have needed a couple more rehearsals.
Satisfactory (2)
A good, clear introduction missing either where you are from, who you are or why you are here. A basic visual agenda/outline missing topics and/or speakers, and followed well throughout the presentation. Shows a good understanding of parts of the topic. Stays on topic some (89-75%) of the time. Demonstrates some use of key point structure. There is a weak conclusion missing either a recap, why deal with us and/or a Q&A period. The group is somewhat prepared, but it is clear that rehearsal was lacking.
Needs Improvement (1)

An unclear, uninterested introduction missing either where you are from, who you are and/or why you are here. A poor/no visual agenda/outline missing topics and/or speakers, and/or not followed well throughout the presentation.
Mark
Agenda/Outline
Content & Structure
Does not seem to understand the topic very well. It is hard to tell what the topic was. Demonstrates little or no use of key point structure. There was no conclusion dealing with either a recap, why deal with us, and/or a Q&A period. Group does not seem at all prepared to present.
Conclusion
Preparedness
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Presentation Skills
Speed, Pitch, Volume Strong, consistent volume, strong use of pitch for emphasis and appropriately paced throughout. Establishes excellent eye contact with everyone in the room during the presentation. Professional dress Consistently stands up straight, looks relaxed and confident. Gestures and movement follow thoughts. Groups display no distracting behaviours that hampered the presentation. Good volume, use of pitch for emphasis and appropriately paced throughout. Establishes good eye contact with everyone in the room during the presentation. Appropriate dress. Generally stands up straight, looks relaxed and confident. Gestures and movement follow thoughts. Minimal distracting behaviours are observed. Inconsistent volume or use of pitch for emphasis and reasonably well paced. Establishes some eye contact with many in the room during the presentation. Appropriate dress. Sometimes stands up straight, looks relaxed and confident. Some evidence of tension in gestures and movement but they follow thoughts. Distracting behaviours are occasionally observed. Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. Group uses one main visual tool demonstrating some format techniques, with graphics and somewhat captures the interest of the audience. Very inconsistent volume and/or use of pitch for emphasis. Not well paced throughout. Establishes little or no eye contact with people in the room during the presentation. Inappropriate dress. Often does not stand up straight, looks overly nervous and uncomfortable. Gestures and movements do not match thoughts. Distracting behaviours were observed often, and hampered the presentation.
Eye Contact & Dress
Gesturing & Movement
Vocabulary & Phrases
Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. Groups uses several visual tools demonstrating excellent format techniques, interesting graphics and captures the interest of the audience.
Uses vocabulary appropriate for the audience. Includes some words that might be new to most of the audience, but does not define them. Group uses one main visual tool demonstrating good format techniques, interesting graphics and captures the interest of the audience.
Uses several (5 or more) words or phrases that are not understood by the audience.
Props/Visuals
Groups uses little or no visual tools or demonstrates poor format techniques, graphics and fails to capture the interest of the audience.
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PRESENTATION SKILLS MARK:
CATEGORY
SPECIFIC CONTENT AREA
Excellent (4)
Covered well and concisely showing good understanding of what is important to customer.
Good (3)
Covered fairly well showing fair understanding of what is important to customer. Too long or detailed.
Satisfactory (2)
Some detail covered showing fair understanding of what is important to customer. Too long or detailed.
Needs Improvement (1)

Little or no detail covered showing poor understanding of what is important to customer. Too long or detailed or nonexistent.
Mark
Pricing Delivery Support Culture Competition Features Benefits
SPECIFIC CONTENT MARK: TOTAL PRESENTATION MARK:
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Thanks to Grace Nostbakken, Professor: School of Social and Community Services, for this assignments on presentations.
E3: Family Intervention Step Presentations

Family Intervention Step (Systematic Training for Effective Parenting) Presentations Each student will be expected to participate in a group presentation on an assigned topic from The Parents Handbook. Date of presentations: Procedures and expectations: 1. 2. 3. 4. 5. 6. Groups will be assigned in class on (add date). There will be 6 groups with 4 to 6 people in each group. Each group will be assigned one topic from the book. Presentations will begin on April 9th and will be made in the sequence which appears on the topic sheet. Each group will have 15 minutes to present the relevant material from the topic to the class who will be representing parents. Each group will choose from their topic the important points to teach the parent participants using what you know about running successful parenting groups and how adults learn best. You have creative freedom to teach in any way you wish. You are to monitor your own time. If you are not winding up, I will give you a twominute warning, at the end of which I will cut you off. It is the groups responsibility to ensure that EVERYONE in the group has an equal share of the presentation. Each student will have an opportunity to ask one question (from a parents perspective) directed to one student presenting. Therefore, each presenter will have one question from a Parent Participant to respond to during their presentation. The purpose of this is for you to practice your skills in dealing with parents and their struggles. Each group is to submit a multiple choice test question based on the material they will cover in their presentation to me just prior to presenting. I will use these on the final test! 66
7.
8.
9.
Evaluation: Your presentation is worth 10% of your final grade. You will be evaluated on the following: Your involvement in the class time devoted to planning Your understanding of the material Your organization and time management during your presentation Your individual delivery of the material and response to questions posed to you You creativity in presenting (VERY IMPORTANT) Your participation and question as a parent participant The submission of a fair, thoughtful test question
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Thanks again to Grace Nostbakken, Professor: School of Social and Community Services, for the assignment which follows.
E4: Family Intervention Assignment

FAMILY INTERVENTION
FAMILY INTERVENTION ASSIGNMENT

PURPOSE To begin to develop the necessary skills to interview and counsel a family. To practice non-pathologizing assessment, and skills such as joining and questioning that help facilitate a collaborative partnership with families. To evaluate your own performance, identifying skills and goals. OVERVIEW You will be divided into teams of 3 or 4 people. As a team, you will meet with me in the screening room (room #B202) during your 50 minute scheduled time. You will act as the treatment team and will interview another group of 3 or 4 students role-playing a family. Two students at a time will be sitting with the family, asking questions and responding to their story. This process will be similar to having a co-therapist. I will act as the director and will be changing the counselors during the interview so that each student has sufficient time on the camera. The family will continue their roles throughout the interview. Once the session is completed, the student is to prepare a paper to be handed in to me within two weeks. Follow the guidelines below. PREPARATION All of the course work and in-class discussions prior to the interviews will be preparing you for understanding the needs of families and will assist you in developing a framework for your work with families. Your attendance and participation in these classes is essential for this assignment. You will also be expected to prepare independently for the interview by reading, studying, and practicing the skills and ideas in the following articles: 1. Joining (hand out) 2. Clinical Skills (Article # 7 pg 62) 3. Solution Focused Therapy (Article #5 pg 46), Narrative Therapy (class notes) 4. Executive skills (Article #6 pg 54) 5. Reframing (handout) Use of Questions (handout; also in class notes)
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SCHEDULING During class on February 5th (or before if time permits) we will establish the groups. Once your time and date have been made they cannot be changed and any absences will mean a loss of the marks allotted for that part of the assignment. Each group is also responsible to role play a family for another group to counsel. The following schedule indicates where you should be and when. ***FULL SCHEDULE*** TIME DATE Feb. 26 Mar. 5 12:40 P.M. COUNSEL 1-A 2-A FAMILY 2-A 3-A 13:35 P.M. COUNSEL 1-B 2-B FAMILY 2-B 3-B 14:30 P.M. COUNSEL 1-C 2-C FAMILY 2-C 3-C
3-A 1-A 3-B 1-B 3-C 1-C Mar. 19 ***As you will notice, each group gets one full day of when they do not have to be in class. Also, you have extra time each week (two periods) when you can work on your paper, plan your family role play, debrief as a group, and consult with one another. ROLE PLAYING Everyone is expected to role play a family member. It is part of this assignment. Please be supportive to your classmates needs as their assignments depend on your cooperation and punctuality. Remember, there are only 50 minutes allotted for each interview; therefore, you need to be ready outside the screening room for the treatment team to welcome you into the session when they are ready to begin. Once the session has begun, you will not be allowed to interrupt and therefore will forfeit your marks for this part of the project if you are late. To make it more realistic for your classmates, it is very important that you stay in your roles throughout the interview. You will be evaluated on your ability to role play, as well as on your age-appropriate portrayal of your character. The role play is part of your attendance and participation mark. If you miss your scheduled role play, you will lose 5 marks of the allotted 10.
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Each group is to come up with a family structure and problem that brought the family into counseling. You will be given time in class on October 4th to meet with your group to do this. Your group will be given a referral form to complete and hand in to me by the end of the class. I will approve your role play and make a copy for the team who will be interviewing you. You have the freedom to create your own role play; however, take note of the following: 1. 2. It is to be a child-centred problem that brought the family into counseling. Do not make this a multi-problem family, i.e., NO affairs, alcoholism, drug abuse, incest. (Remember this is the first time the majority of your classmates will be doing this. Assess your plan based on whether you would want to interview them for this project.) Do not overact. Remember that the purpose of this assignment is for your classmates to practice their skills so do not dominate the conversation. Leave room for the therapists to talk and ask questions. Make up a last name but KEEP YOUR OWN FIRST NAMES and adapt them accordingly if playing the opposite gender. Do not take on the role or the birth order that you play in your own family. Experience something different.
3.
4. 5.
**IMPORTANT** Immediately after each role play, the family is to MEET TO DEBRIEF. The purpose of this is to take some time to process the experience and to ensure that everyone is feeling okay. Role playing can be a very powerful experience, and it is important to take some time to ensure that there are no hard feelings.
PAPER PRESENTATION
Your paper must have a cover page clearly stating the following: your name group designation (i.e. 2-B) date paper is due names of other team members name of family interviewed
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Your paper needs to include the following: 1. A transcript of all the statements that you made throughout the interview. A. Pick 5 different types of family counseling statements and label them. (.5) B. Pick 5 statements you are pleased with and describe why. (.5) C. Pick 5 statements you are unhappy with; describe why and then rewrite the statement using the exact words you would use in the session. (1) D. Pick 3 places where you would like to have said something totally different. What Exactly would you say, and why?
INSTRUCTIONS: Keep your transcript in the order in which the statements were made for answering all the questions. You can use different colours or fonts to signify which of the above areas you are addressing. This means you will not have all the statements that you are pleased with, for example, all together on one page. Use a word processor to include your written work directly under your transcript statement. Include a legend so that the transcript statements you are addressing can be easily identified. If it is unclear, be sure to indicate to whom the questions or statement is being addressed.
EXAMPLE OF A TRANSCRIPT: (addressed to Dad) What hopes do you have for your son? (B) I like this statement because Dad then stopped talking in a negative way about his son and highlighted the positives. Suddenly, Brad became much more interested in the conversation, and I began to get information that helped me to assist the family in envisioning a brighter future. And then what? (D) This is a place where I would have said something totally different, because they had already given me lots of positives to go on. I would have liked to highlight those, instead of asking for more information. I would have said a summary statement instead, and asked a more future oriented question. So it sounds as if you want your son to have an easier life than you did. Its important that he be
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able to balance responsibility and have fun. What will you see from him when he achieves this balance? Can we get back to how you know? (A: Tracking) What about you, Connie? Please note: Remember that the focus of this assignment is Family Counseling, so pick the statements that reflect this. You may also pick statements you would like to re-do with a family focus. Your paper needs to be double-spaced and free of spelling and grammatical errors. Answer each question in order. Make sure you number the question you are answering. Be sure to use examples when you are writing your paper.
QUESTIONS TO BE ANSWERED: 1. 2. /12 What were your strengths as a counselor? Support with examples (focus on counseling families) (2) After looking at your skills in this session, list three specific goals you have for yourself in terms of counseling families. Why are these your goals? Outline methods you will use to help you achieve your goals. (What skills will you practice to help you achieve your goals?) (4) Critique the overall session. (4) A. What do you feel was missing in this session in terms of the counseling process and skills? B. What were the strengths? What are the strengths of this family? Do not evaluate the acting ability of your colleagues, but do evaluate the strengths of the family represented. (2) Evaluate yourself using the attached form. Include a grade out of 10 that you feel your interview (not this paper) deserves.
3.
4. 5.
PAPER DUE DATES Group 1 A B C Group 2 A B C Group 3 A B C March 19 March 26 April 2
**Group 1 will need to hand their papers to me in the screening room when they come to role play a family.
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TAPES I will be supplying the video tapes for this project. The tape MUST be returned to me the day your paper is due. Failing to do so will result in a penalty for your group. EVALUATION Family Interview -10 marks Based on professional behaviour (including punctuality and participation) demonstration of skills and effort at attempting new skills. Based on ability to answer questions posed, critique your own performance and make positive changes. Marks are indicated in brackets at the end of each question. Based on punctuality, participation, staying in role and age appropriateness. (See discussion under role playing)
Interview Paper - 25 marks
Family Role Play -
TROUBLE SHOOTING One of the main troubles that students encounter with this kind of project is sharing the tape to review and write out individual transcripts. I suggest you use the time that you do not have to be in class wisely. Be aware that ALL members of your team need to have sufficient time with the tape. REMEMBER...the most important skill you have is your humanness!
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Appendix F Sample assignments for Communicating through Evolving Media
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Thank you to Jennifer Leonard, Professor: School of Media Studies, for this assignment. .
F1: PRC 123 Event Management - Winter Group Assignment - Positive Perception
Students will work in groups of three to four, as determined by the instructor. Each group will be assigned chapters from the course text, Event Planning. The instructor and class will develop a schedule. Group members will present key concepts from their assigned chapter to the class. Each presentation should be approximately 20 - 25 minutes. Audio visuals must be used (overheads, flip charts, PowerPoint). At the end of each presentation, the group presenting may call on any member of the class to ask questions to determine understanding. Tasks should be divided evenly among all team members. All team members should play a role in the presentation. Following the presentation, one set of audiovisual materials should be handed in to the instructor. No other report is necessary.
The instructor will provide more details in class. Weighting of assignment: 10% 123- EVENT MANAGEMENT - Grading Sheet Group Assignment Chapter Presentation Part A - Quality of verbal presentation Key concepts covered Professional approach Part B - Quality of visuals provided ______ Errors (spelling, punctuation, etc.) (Marks deducted) FINAL GRADE FOR THIS ASSIGNMENT ______ ______75%
______25%
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Thanks again to Jennifer Leonard, Professor: School of Media Studies, for this assignment.
F2: PRD 304 Writing Lab 3 Audio-Visual Writing Assignment

Date Assigned: Date Due: You are required to produce a three-minute overhead presentation on the same subject as your promotional assignment. The overhead presentations consists of ten overheads and a three-minute script. As each written page consists of approximately 45 seconds of text in the given format, your script will be approximately four pages in length. Each overhead will be presented on a single page. The finished assignment will be about 14 pages in total. The overheads will be prepared in the following shown in class. The script will be in the following format: You will use the Times font, 14 point size. Each page will be triple spaced. You will use normal upper and lower case. A page number will appear at the top of each page of text except for the first page. Any parts of the script you want emphasized will be put in bold text. Each overhead will be discretely numbered in sequence. You will note in your speech text exactly when the appropriate overhead is to be used. These instructions will be place in the text in bold caps, centred, with three blank lines before and after the instructions.
If you wish to change the topic from the one you chose for the promotional brochure, you must put the request in writing and get the approval of the instructor in advance. See the next page for the Mark Sheet for this assignment.
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PRD 304 Writing Lab Audio Visual Writing Assignment Mark Sheet Overhead format Overhead content Overhead visual presentation (appealing to the eye, etc.) Script format Script creativity Script writing (appropriateness, clarity, positive, flow, active, etc.) /5 /10 /10 /5 /10 /60
TOTAL Spelling & Grammar (marks deducted) TOTAL
/100
/100
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Appendix G Assignment involving diverse communication skills
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Thank you to Mike Planche, Business School, for the following assignment that involves the use of diverse media.
Putting it all Together

Up to now, you have learned various techniques for dealing with customers, identifying their needs, categorizing them under specific financial management concepts and closing the sale. The final portion of your mark will be based on three client scenarios and a class presentation. In each of these scenarios, you will be interviewing a client to determine their needs and providing a financial recommendation to your client. At the end of scenario three, your group will present the case and solutions to the class. The scenarios will proceed as follows; Scenario 1 (Feb 25th) - Each team will select an initial interviewer. That interviewer will have 20 minutes to perform the initial interview based on a process and questions we have studied in class. The goal of the interview is to focus on getting the information relevant to the client s main reason for coming into your bank. Each group will then prepare a written proposal recommending the appropriate product to the client (teacher) at the beginning of class on March 11th. The interview in Scenario 1 will be done in front of the whole class to facilitate learning. Scenario 2 (Mar 11th) - Each team will select a different interviewer from scenario 1. That interviewer will have 20 minutes to perform the interview based on the refined process from scenario 1. The goal of the interview is to focus on getting the information relevant to the client s main reason for coming into your bank, and to start gathering additional information about other possible needs. Each group will then prepare a written proposal recommending the appropriate product to the client at the beginning of class on March 18th. (Mar 18th) - The third team member will have 20 minutes to meet with the client, review the recommended proposal and close the sale.
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Scenario 3 (Apr 08th) - Each team will select a new team member to conduct a different client interview. This person will have up to 25 minutes to perform the interview based on the refined process from scenario 2. The goal of the interview is to obtain a complete client profile and fully apply the Financial Concept Management model. Each group will then prepare a 15-minute case analysis of the client with a recommended solution set for presentation and review by the class on April 15th. (Apr 15th) - Each team will select a different team member who will have 15 minutes to present an analysis of your case and the recommended solution set to the class, and be prepared to answer questions. The information gained in this presentation may or may not be used during your client presentation the following week. (Apr 22nd) - The final member of each group will meet with the client to review their written client proposal and close the sale.
Marking:
Marks will be accorded for all aspects of the process and will be generically based on the following; Creating the climate for the interaction Professionalism Questioning, Listening and Communication skills Financial Concept Management Ability to Close the sale Referral Generation
Every group will have the option to videotape for the group to review. Each group must arrange for their own equipment to be present in class.
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Appendix H Table showing Graduate and Employer skill importance and satisfaction
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Thanks to Peter Dietsche, Director: Institutional Research, Humber College, for the following grid which indicates the high regard in which prospective and current employers hold the communication skills of Humber College graduates.
Graduate and Employer Skills - Importance and Satisfaction

GRADUATES Importance* Satisfaction+ Importance* EMPLOYERS Satisfaction+
SKILL
Oral Communication Written Communication Comprehension Computer Skills 96% 82% 95% 72% 89% 86% 91% 79% 96% 85% 98% 71% 91% 87% 93% 83%
Note
Based on Summer 2000, Fall 2000 and Winter 2001 provincial results from Employer and Graduate Surveys. * Total of very important and important responses. + Total of very satisfied and satisfied responses.
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Communication Skills

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HUMBER COLLEGE OF APPLIED ARTS AND TECHNOLOGY GENERIC / EMPLOYABILITY SKILLS COMMUNICATION SKILLS

Compiled by Barbara Ford

copyright 2003 by Humber College of Applied Arts and Technology

HUMBER COLLEGE THE GENERIC/EMPLOYABILITY SKILLS INITIATIVE

Humber College Generic Skills

Humber Colleges Generic / Employability Communication Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Sample Teaching Strategies for Reading Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Sample Evaluative Tools for Reading Skills

More discussion on skimming and scanning is located in Appendix B.

Humber College Generic Skills

Humber College Generic Skills

Sample Teaching Strategies for Listening Skills

Humber College Generic Skills

Sample Evaluative Tools for Listening Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Sample Teaching Strategies for Speaking Skills

Humber College Generic Skills

Sample Evaluative Tools for Speaking Skills

Humber College Generic Skills

COMMUNICATING THROUGH EVOLVING MEDIA

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Sample Evaluative Tools for Communicating Through Evolving Media

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Books, Films, Videos, and Tapes

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Humber College Generic Skills

Appendix A A Summary of Humber Colleges Generic / Employability Skills: Communication Skills

Humber College Generic Skills

Humber College Generic Skills

COMMUNICATING THROUGH EVOLVING MEDIA

Humber College Generic Skills

Humber College Generic Skills

B1: Skimming and Scanning

Humber College Generic Skills

Humber College Generic Skills

B2: Writing a summary