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Cottege readiness is a mutti-faceted conceptcomprising numerousvariables that inctude factors both internal and extrnalto lhe school elvifonment. ln order to provide a functional representation the key facets of of coltege readiness,the model presented below organizes the key areas necessary for cottege readiness into four concentric levels.Thesefour areasof co[[egereadiness knowtedgeand skitlsemergefrom a reviewof the literature and are those that can be most directtyinfluencedby schoots. a In practice,these variousfacG6 are not mutuatty exclusive or perfectty nested as portrayed in the modet. They interact with one anotherextensively. exampte, lackof For a col[ege knowtedgeoften affectsthe decisions ., studentsmake regardingthe specificcontent, knowledgethey chooseto study and master. Or a lack of attentionto academic behaviors is one of the most frequent causes problems of for first-yearstudents,whether they possess the necessarycontent knowledge and key c6gnitivestrategies.

What the model argues for is a more comprehensive look at what it means to be college-ready, perspective a that emphasizes the ':irtterconnectedness' atl of the facets of containedin the model. This is the key point of this definifion, that att facets of cottege readinessmust be identified and eventuaily measuredif more students are to be made co[[ege-ready.
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The successof a well-preparedcotlege studentis built upon a foundationof key key cognitive strategiesthat enabte students to learn content from a range of disciptines. Unfortunatety, the devetopmentof key key cognitive strategiesin high school is often overshadowedby an instructionalfocus on de-contextuatized content and facts necessai-y to passexit examinations simply to keep or students busyand classrooms quiet. For the most part, state high-stakes standardized tests require students io recatlor recognize fragmentedand isolated bits of information. Those that do contain performance tasksare severety timitedin the time the taskscan take and their breadthor depth. The tests rarely require studentsto apptytheir learningand almostneverrequire students to exhibit proficiency in higher forms of cognition (Marzano,Pickering,& McTighe, 1993). Several studiesof cotlegefacuttymembers nationwide,regardtess the selectivity the of of university, expressed near-universaI agreement that most studentsarrive unpreparedfor the intellectuaI demands and expectations of postsecondary (Contey, 2oo3a).For example, one study found that facutty reported that the primary areasin which first-year students needed further development were criticaI thinkingand problemsolving(Lundet[, Higbee, Hipp,& Copetand, zoo4).

7
Fiqure t: Facets Caliege af Resdiness

12 Redefining Callege Readiness

that is reached, or is presented conclusion The term "key cognitive strategies" are why was selectedfor this model to describethe / (t;;\ ! butasks things so. necessaryfor cottegeI intetligent behaviors readiness and to emphasize that these Vnafusrs: The student identifies and evatuates for iata, materiat,and sources quatity of over a period need to be developed behaviors content, vatidity,credibitity,and retevance. waysof thinking, of time suchthat they become .* Thestude nt qomparesandrqnUasissoufEes activities pursued. are habitsin howintetlectuaI a!{tndingsand-scneratesiu"tttd*ilS .,i -t't' In other words, key cognitive strategiesare gxplanationspfssu+eernateria{s=---:**--:'\:,:,,' patternsof inteltectualbehaviorthat lead to ..)" i * and the devetopmentof cognitive strategies proof: The student . , t argumentation, asoning, work. capabitities necessaryfor co[tege-tevet iI arqument5^qnf constructswelt-reasoned --. The term key cognitive strategiesinvokes a phenomenffisLf6d$ ''-'' proofs to sfptai; more disciptinedapproachto thinking than forms of reCsoningto utilizesrecognized terms such as "dispositions" or "thinking an construct argumentand defenda point skil.ts."The term indicates intentionaI and of accepts critiques of view or conctusion; practicedbehaviorsthat become a habitual and to or cha[[enges assertions; addresses way of working toward more thoughtfut and critiques and chattengesby providing 2ooo). & intettigentaction (Costa Kattick, a logicaI explanation or refutation, or

key and "[J*derstanding rrlastering ccntentkn*wledge of thr*ugh the exereise br*adercognitive is achieved the skiltsembadiedwithis'r key ecgnitivestrategies."
the accuracy of the The specific key cognitive strategies ,,.F^ by acknowtedging or chattenge' in referenced this p"p", ar-etroi" trto*'i to i 4 , critique *interpr"totion: be ctosety related to cotlege tY:i::t_._IEY analyzes The student .' inctude the fol[owing as the most important competing and conflicting descriptions manifestationsofthiswayofthinking! of an event or issue to determine the

and flaws in each description :, '' strengths The Intellectuol i t ""-i"rilriti' openness: student possesses \*any commonalities uton?-,-:l and and a thirst for deeper i*il , betweenthem; synthesizes--rfll.' distinctions questionsthe views of understanding, of-ananatysir-qlj-o.iffi7; the-+esults j otherswhen thoseviewsare not togicatty ef-an-evenf: or: conflicting'3ssc-siptionscriticism, constructive supponed,accepts x\*i -oi isiue or phenomenonr-n10 arch^ef:: personal viewsif warranted and changes ,,,:lo e-{:P-Lanation;statestheinterpretatiofihat Suchopenmindedness by the evidence. *l$ ismostliketycorrectorismostreasolt?I"; i,* the understand waysin hetpsstudents ""t evidence;-ilj whichknowtedgeisconstructed,,broaden, based on the avaitabte presents oraltyor in writing an extend"^1q1.;t']l] personalpuiipuitlu"s and [q!p:-::gd.egts -t"\:,*i b-@ a' r u - e f f i f r t v . . 4 ; ' - d e scr ip tio n ,suvariedperspectivus[u a tio n o \;N ',1.\ m m a r y' a n d e va conflicting Roints\Ilf in encountered the studyof new subjects .il 'i "nd a n d n e wma te ri a [s.i u 'o fvi e wonatopicor issue. -"\ \*'' I The student knows and occuracy; Precision in The { 7 lnquisitiveness: studentengages active to is what type of precision appropriate \:/"'l;;;"v.lta diatogue.uouftJuj".tmiit"r .,,*nA subjectarea' is able to queitjs.nlasd-seeit*ia"L-"t1.,'*'t" l.!: li:l i:1S: and research through precision and accuracy increase of'( t""Oat*a'ffiffifi;;da*no*, successiveapproximations generated ,tri"nt doesnot m;A.*rs;;il-ili that is repeated, from a task or process that givenany asserfion as accept simpty
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RedefiningCollegeReadinessa3

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and usesprecision appropriatety reach to correctconctusions the contextof the in task or subjectareaat hand.

Problem solving: The student develops and apptiesmultiptestrategies solve,routine to problems, generate strategies solvenonto routine problems, and appties methods probtems of problem solving to comp.lex problemsolving. requiringmethod-based These key cognitive strategiesare broadty representativeofthefoundationaletements This overview begins with two academic skit[areasthat haverepeatedly that underlievarious"waysof knowing." beenidentified

A more completeexposition containedin is prociuced Understanding University Success, by Standards Success for through a three-year study in which more than 4oo facutty and stafl members from 20 research universities participated extensive in meetings and reviews to identifvwhat students must do to succeed in entry-tevel courses their institutions{contey, at zooja). Thesefindingshavebeen confiimedin subiequentstudies.

endeavorof the university. Theyare necessary narrati-vedescriptionsof contentfromanumber to discerntruth and meaning as wetl as to of coreacademic areas. pursue them. They are at the heart of how postsecondary facuttymembers think, and how Withoutthe 'p;,Overarching AeedemicSkiEts theythinkabouttheirsubjectareas. capabitity think in theseways,the entering\.Y)-,r\writing: to Writing is the means by which collegestudenteither strugglesmightity until students arJ evaluatedat teastio some thesehabitsbegin to developor misses on out degree in nearty every postsecondary the largestportion of what cottegehasto offer, course. Expository, descriptive, and which is how to think about the wortd. persuasive writing are particu[arty important types of writing in cottege. Studentsare expectedto write a lot in l-;= t,i .a: ii *: f r-r:: ri I-la:+i i.l=.:= :,."-: : : = :. li : . : -. t cotlege and to do so in relativetyshort periods of time. Studentsneed to know SuccessfuI academic preparation for how to pre-write,how to edit, and how cotte g e is grounded in two impo rt a n t to re-write a piece before it is submitted dimensions-key cognitive strategies and, often, after it has been submitted an d co n tent knowledge. Underst a n d in g once and feedback has been provided. and mastering key content knowledge is CoItege writing requires students to achievedthrough the exerciseof broader present arguments ctearly,substantiate cognitive skills embodied within the key each point, and utitize the basicsof a cognitivestrategies. With this retationship in a style manuaIwhen constructing paper. mind, it is entiretyproperand worthwhile to writing is largely free of Cottege-level generaIareasin wh ic h con sid e r meof the so grammaticat, spetling, and usageerrors. stu d e n tsn e ed strong groundingin c o n t e n t /7r. 1b 4 l th a t is fou ndationalto the unders t a n d in g j Cottege increasingty Research; courses require of academic disciptines.The case for the " to students be able to identify and utitize im p o r tan ce of chatlengingcontent a s t h e appropriate strategiesnd methodotogies a framework for devetoping thinking skilts to explore and answer problemsand to has and key cognitivestrateg'ies been made on conductresearch a rangeof questions. elsewhere and wil[ not be repeatedin depth To do so, students must be able to here (Bransford, 2000). Brown,& Cocking, the appropriateness a variety of evaluate of source material and then synthesize In order to itlustrate the academic and incorporate materialinto a paper the for coltege knowledge and skilts necessary or report. They must also be able to a of success, brief discussion the keystructures, accessa variety of types of information concepts,and knowtedge of core academic formats, and from a range of [ocations, subjectsis presentedbetow. This presentation sourceenvironments. is not a substitutefor a comprehensive listing of essentialacademicknowtedqe and ski[ts.

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I!

Redefining College Readiness

,.1*re Knowiedge*r:d Subjects &.e*demic Skfits

in additionto utitizingalt the.slaPs th.e lebrnwhat it method,students scientific

in skirrs knowtedse Ensrish:rhe and devetoped


enabtestudents courses English entry-level to engage texts criticallyand create wetl .. work written, organizer!, *andjypgo,rted productsin bott(qlal.n$9 formats., iittfide readinq Thefoundations Engtish of cgmprehensis+t and literattrre, writing, gatherinq and and. @g.jnformation connectic'nt Tg gnatysi! cdtiqge5-and ?u students in readyto succeed suchcourses, and,@l ^ #{td,.vocabutary
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lil:?:ffi|X*X5"":#1"*i'i;:[i"ffHffthe scientists, way that empiricatCfrdencl and how such is usedto draw conclusioni, conctusionsarethensubjecttochattengeand interpretation.Studenti.o*"toappr:eciate that scientificknowtedgeis both constant and changing at {iu"n moment, and "ny that the evotutionoi slientific knowiedge does not mean that previous knowtedle "wrong." Studentsgralp was necessarity think in termsof modetsand that scientists systemsas ways to comprehendcomplex

of btocks advanced ,, ;i;;;;"na. T'hishetpsihem makesense A_eTBtrGttle-b]mfding needto utitize students tite-i5-ry Similarly, they but of the flow of ideasand concepts
techniquessuch as strgleoicreadino that a witt hetpthem readand understand wide range of non-fiction and technicaltexts. Knowinghow to slow down to understand and a key points,whgn to re-read passage, how to undertinekey terms and concepts strategicattysothatonlythemostimporrenL

in entry-tevetcot[ege courses "n.ounter and the overatlstiucture of ifri scientific Jisciptine they are studying. ln their science .ourses, students master core principles, [aws,and vocabutary concepts, of the siientific disciptinebeing studied. Laboratorysettingsaie the environments @ar e .eX amp[esofwherecohtent k ' n o wt e d g e a n d s c ie n t if ic 'strategiE-ThEt aid*r@plghensjgn and V strategiE-ThEtaid*r@plghensjgn and V hetp kev roonitive strateoi", fonuergeto hetp ionueroe key cognitivestrategies

keycontent. retentionof

learnedcontentknowledge in iloth: Most important for success cottege /a of math is a thorough understanding the The social sciencesentail R*,of Studies: principtes, and techniques basicconcepts, of subjectareas,each with its own s|range of algebra. This is different than tiTpiy and I >R conlent base and anatytictechniques ' havingbeenexposed theseideas.Mu!l)^ to 3.S..onu"n6ons. The courses an entry-tevet * / they,witt!p,pcottege mathematics of the st*bsequent studentmost typicaltytakesare in 'v encounter draw upon or utitize theser+geogiaphy, potiticat i.i"n.u, economics,.rprinciptes. ln addition, having [e.arned prv.i,oiodv, sociotogy, history, and the ?E: thinking. F-.; these elementsof mathematical humanities.The scientific methods th.t at a deep levet, they understand wh?f 5 E- are common across the social studies 'it means to understand mathematicat sources, of the emphasize skitts interpreting fq['! deeplyand are more likely t9.Ooj$Aevaiuating concepts and competiig ctaims, evidence :r;1 so in subsequentareas of mathematical tfre themesui..,a overatl 2 and undeistanding study. College-ready students or of eventswithin largerframeworks . -possess 5:now more than a formulgic-trn"drstanding > Hllping studentsto -org.nizing structures. They have the abitity to of mathematics. of bJaware that the socialt.i"nies consist in apptyconceptualunderstandings order certain"big ideas"(theoriesand concepts) to extract a problem from a context, use that are usedto order and structurea[t of mathematicsto solve the problem, and the detait that often overwhetmsthem then interpret the solution back into the that tead can hetp buitd mental scaffolds context. They know when and how to i toward if,inking like a socialscientist. \ * i estimateto determinethe reasonableness and can use a calcutator The goal of secondlanguage , , of answers vlo\a Longuages: ' as study is to communicateeffectivelywith appropriatety a too[, not a crutch. '. from speakers communication and receive . Cottege science courses emphasize Strence: oi another languagein authenticcultural scientificthinking in at[ their faqts. In
Readiness College OedeJining L5 ; X^
IE

and think scieritifical.ty integrate" studenls

contexts through the skitts of listening, speaking,reading, and writing. Learning rnuchmorethan involves another[anguage rutes. of memorizinga system grammaticaI It requiresthe learnerto understandthe cutturesfrom which the [anguagearises use the language and in which it resides, and use the to communicateaccurately, learner'sfirst languageand culture as a model for comparisonwith the language [anguage Second andculturebeinglearned. proficiency can improve learningin other historyand art, suchas Engtish, disciplines, and expand professional,personal, and sociaI opportunities. Language learners need to understand the structure and but of conventions a [anguage, not through word-for-wordtranslationor memorization grammaticaI rutes. of de-contextuatized lnstead,students of a language need to mastermeaningin more holisticwaysand in context. The Arts: The arts refer to coltege subject areasinctuding art history,dance, music, readyfor theatet and visualarts.Students an work in the arts possess cottege-tevel for of understanding and appreciation the madeby the mostinnovative contributions creators in the field. Studentscome to understand themsetves as instruments of communication and expressionwho demonstrate mastery of basic ora[ and physical expression through sound, movement, and visuaI representations. They understand the role of the arts as an instrument of social and potitical expression.They formulate and present difficutt questionsthrough their personal artistic visions. They are abte to justify when creatingor their aestheticdecisions performinga pieceof work and know how to make decisionsregardingthe proper venue for performing or exhibiting any creativeproduct. i" F:{ * ij +iI E'::'':* * i: =vi ci; = encompasses readiness Thisfacetof cotlege a range of behaviors that reflect greater student self-awareness, self-monitoring, and and self-contro[of a series of processes successbehaviors necessaryfor academic

These are distinguishedfrom key cognitive by strategies the factthat they tend to be more content independent a particu[ar of comptetely are whereasthe key cognitivestrategies area, within the ways of knowing alwaysdeveloped a particutarcontent area. The key academic behaviors consist largety of setf-monitoring skitlsand studyski[[s. is Self-monitoring a form of metacognition, the abitityto think about how one is thinking. Exarnptes of metacognitive skitts inctude: of awareness one's current [eve[ of mastery of and understanding a subject,inctudingkey and misunderstandings blind spots;the abitity to reflect on what worked and what needed task; improvementin any particularacademic with a when presented the tendencyto persist task;the tendency or nove[, difficutt, ambiguous setect arnongand to identifyand systematically and emptoya rangeof learningstrategies; the capabilityto transfer learning and strateEies from famitiar settingsand situationsto new on et ones (Bransford al., zooo).Research the effective[earnershas shown that thinking of these individuats tend to monitor activety, regutate, evaluate, and direct their own 2oo2). thinking (Ritchhart,

Keyaeadernie behaviors [argelyaf cCInsist and seLf-rncnitaring studyski[1s.

e Anotherimportantareaof cotleg readiness of the studyskitlsnecessary is studentmastery The for cottegesuccess. undertyingpremiseis requires the mastery success simpte:academic material to of key skiltsnecessary comprehend and taskssuccessfu[[y, and completeacademic the nature of coltege learning in particular requiresthat significantamounts of time be for devotedto learningoutsideof ctass success

tG Redefining College Readiness

encompass Studyskills in to be achieved ctass. that go a range of activelearninqstrategies the text and answering far beyond reading the homework questions. Typicat studyskitt behaviorsinclude time management, preparing for and taking examinations, using information resources, taking ctass and with teachers notes,and communicating advisors(Robbins,LauveqLe, Davis,Langtey, & Carlstrom, zoo+). An additionaI criticaI set of study skittsis the abitity to participate the in successfu[[y a studygroup and recognize of study groupsto success criticatimportance time of Examptes specific in specificsubjects. and habitsinctude: techniques management estimatinghow much time it takes accurately to completea[[ outstandingand anticipated time to comptete sufficient tasksand attocating the tasks; using calendarsand creating "to do" [iststo organizestudyinginto productive chunksof time; locatingand utitizingsettings conduciveto proper study; and prioritizing study time in relationto competingdeman{s

and goss:sctionof academicians peers.These skittsi nctude t he-, ability-toco[abo ratea nd wo rk i n the a teim; understand normsof the "academic" cutture and how one interactswith professors and others in that environment;interact with and peoptefrom differentbackgrounds cuttures; informatty; and demonstrate communicate skitls a varietyof settings. in leadership of Another important- -area-- --eonlextual ge."]hfs knowG!"coltege knowted awarenessis is information, formaI aiid tnforrrrat-statfdand for necessary both gainingadmission unstated, to and navigatingwithin the postsecondary

f{il,, * /"'*it {t?

and the chattengetevel of cotlege courses, inctuding increasing expectationsof higher such workandto.ltliring.an{ i^Nnall as et \ education(Lundett a[.,2oo4). ?ho^l--' -.-Aamissions requiremehts,and timetines I' : ; { <-:: :-+ :-: : . .=i = ii i ! i -. ;: :=i : i::'.--+=i=.: * : :; and particulaI are extremetycomplicated, in do not know or understand students often The importanceof this broad categoryhas the importance of either until it is too [ate. been hightightedas an ever-wider onty recentty Specificinst'itutionshave additionaI special nlnge of studentsapply to cottege.Contextual requirements and gfrcBtions that are not factors encompass primarity the priviteged o i mmediate[y evid er(.- [! nanciaI qr4-oPti ns are information necessanl-ls--undefSlend-hqlv targe[y un know n o r subffiffaTlVfris und erstood mostinneedof suchsupport. by manystudents The economicattywett-off are more tikety to have this knowtedge than working-ctass or famities famitieswhosechildrenare the first generation to attend cottege (Contey,2oo5; of keycontextskillsand placeforthem. Examples of Robbinset a[., 2oo4;Veneziaet at., 2004). understanding inctudea systemic awareness combined system educationa[ the postsecondary The next section providesan operational and values, of knowtedge the norms, with specific t[al the ? definition of col[ege readiness-. context, in of conventions interactions the cottege conceptual model helps to d6[inealeyTtre" to skiltsnecessary cope and the human retations section seeks to inctude specifit-StEttiments evenif it is verydifferentfrom within this system across atl of the dimensions of coltege the communitythe studenthasjust left. are presentedin Thesestatements readiness. that students -j a form that attows them to be measuredor mean Thisdoesnot necessarity The net result woutd be a profile of need to disown their cuttura[ backgrounds, 6&. need readinessthat woutd hetp students lolGge heritage, and traditions, onty that they know the degreeto which they were co[[egeto understandthe retationshipbetween their hetp high schools ready,and coutd eventuatly cutturat assumptionsand those operating in wetltheir programs in particularto know how in cotlege.Success co[tege to of studyare preparingstudents be readyfor success. cottege skiltrthat .
CollegeReadiness17 Redefining

It is possibleto compilevery lengthy and students detaited listsof the contentknowledge must know and the key cognitive strategies In they must possessto be college-ready. fact, a variety of such compitationshave been produced lately (Achieve, Trust, The Education & Thomas B. Fordham Foundation, 2oo4; 2oo3,2oo3a,2oo4).In addition,others Conley, have identified the academicbehaviorsand need. contextknowtedgestudents Ratherthan repeat each of these previous listsin detait,it may be more usefulto consider list a highty representative of knowledge,skitls, to and attributes a student should possess be in ready to succeed entry{evel coltegecourses Such and disciptines. acrossa range of subjects a list attempts to capture "keystone" skilts, if ones that can onty be demonstrated a set of knowtedgeand subordinateand prerequisite The skitts in ptace. listis not intendedto beattare to inctusive, to suggest the informed reader but the typesof indicatorsthat woutd be necessary notion of to gauge the more comprehensive presented this paper. in collegereadiness
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of understanding lrow expeftsin the subject area think. with a rangeof key inteltectual and 4. Facitity skilts and capabilities cognitive that can be generalized the abitityto think. as broadty and writing skitlsand strategies S. Reading to the sufficient process futt rangeof textual com in materials monlyencountered entry-tevet and successfu[[y to coltege courses, to respond commonlyrequired the written assignments in suchcourses. 6. Masteryof key conceptsand ways of t h in k in g f o u n d in o n e o r mo re s c i e n t i f i c in sufficientto succeed at [east disciptines college coursethat one introductory-[evel lead toward a major that coutdconceivabty requires additionaI scientific knowtedge a n d e x p e rt is e . 7. Comfortwith a rangeof numericconcepts and principtessufficientto take at least one introductory[eve[ cotlegecoursethat coutd lead conceivabty toward a majorthat requires profi in ciency mathematics. additionaI including critical feedback 8. Abitityto accept of written work submitted or an critiques presented ctass. in argument g. Abitity to assess objectively one's [evetof to deviseplans in competence a subjectand in courserequirements a timely to comptete of with a high degree quatity. fashion and and ro. Abitity to study independentty with a requiring assignment studygroupon a complex preparation that extends out-of-class extensive long overa reasonabty periodof time. with r. Abitity to interactsuccessfutty a wide including rangeof facutty,staff,and students, amongthem many who comefrom different and backgrounds hotd pointsof view different from the student's. of 12. Understanding the valuesand norms and within them, disciptinary of cotteges, subjectsas the organizingstructuresfor intettectuaI communities that pursue and fundamental common understandings

sufficient mastery Studentswho possess of key cognitive strategies, key content knowledge, academic behaviors, and contextual knowledge would be defined as to being co[[ege-ready the degree to which the they could demonstrate foltowing: 7. Consistent intettectuat growth and over four yearsof high school development resutting from the study of increasingly chaltenging,engaging, lglereg academic content. apptying of understanding andfacility 2. Deep from the ideasand concepts key foundational subjects. coreacademic base 3. A stronggroundingin the knowledge that underliesthe key conceptsof the core by as disciplines evidenced the abitity academic to to usethe knowtedge solvenovel problems an within a subjectarea,and to demonstrate
1g RedefiningCollegeReadiness

explanations naturaIphenomena of and key aspects the humancondition. of

Ex.= p i* Fe#glr rEia m *{+s


The generalcharacteristics listedaboveare suggestive descriptive tasksthat students or of wit[ have to be abte to comptetein cottege courses.The fotlowing examptes,white far from al[-inclusive, i[tustrate what a studentwho hassufficientcompetence the generalareas in listed abovewould be able to do in a college course. Any studentwho can do the fottowing with proficiencywi[[ liketybe readyfor a range of postsecondary learningexperiences. . Write a 3- to 5-page paperthat is research structured around a cogent,coherentline of reasoning, incorporate references from severaI credibteand appropriate citations; retativety is free from spetting,grammatical, and usage errors;and is clearand easilyunderstood by the reader. . Read with understanding range of a non-fiction pubtications and technical materiats, utilizing appropriate decoding and comprehension strategies identify key to points; note areas of question or confusion, rememberkey terminology, and understand the basicconclusions reached and points of view expressed. . Employfundamentats atgebra sotve of to mutti-step problems, including probtems without one obvioussotutionand problems requiringadditional math beyondatgebra; do so with a high degreeof accuracy, precision and attention detait, to and be ableto explain the rationale the strategies pursued the for and methods utilized. . Conduct basic scientific experiments or anatyses that requirethe fotlowing: use of the scientificmethod; an inquisitiveperspective on the process; interpretation dataor observations of possibteor in relation to an initial hypothesis; plausibleexptanationof unanticipatedresutts; and presentation findings a critica[ of to audience usingthe language science, of inctudingmodels, systems, theories. and . Conduct research a topic and be able on to identify successfutly series of source a materials that are important and appropriate to exptain the question being researched;

organizeand summarize the resuttsfrom the search,and synthesize findings in the a coherentfashion relevantto the larger question beinginvestigated. o Interpret two conflicting exptanations of the same event or phenomenon, taking into accounteach author'sperspective, the cutturaI contextof eachsource, quatityof the the argument, undertying its vatuepositions, and any potential conflict of interest an authormight havein presenting particular a point of view. e Communicate a second in language, using the [anguage a cutturatty in appropriate fashion for common daity tasks and interactions, without resortingto [iteral translationexept for certainspecific words. o Punctua[ty attenda studygroupoutsideof class with students who represent continuum a of academic abitities culturaI and backgrounds, incorporating strengths groupmembers the of to complete the assignment project at or hand or preparesuccessfu[ty the exam or for presentation question. in o Complete successfuttya problem or assignment that requires about two weeksof independentwork and extensiveresearch, utitizingperiodicfeedback from teachers and other pertinent resources along the way to revise andimprove finalproduct. the . Createand maintaina personal schedule that includesa to-do tist with prioritizedtasks andappointments. . Utilize key technotogical toots inctuding appropriatecomputersoftwareto complete academic taskssuch as conducting research, anatyzing data sets,writing papers, preparing presentations, recording and data. . Locate websites contain that informationon process, financial colleges, admissions the and aid, and navigatesuch websitessuccessfutly, comparingthe programsand requirements of severa[ cotteges assessing financiat and the requirements feasibitity attendingeach. and of o Present an accurate setf-assessment of readiness cotlegeby analyzing for and citing evidence ctassroom andassignments, from work grades, courses taken, nationaI state and exams taken,and a personat assessment maturity of and setf-disciptine.
RedeJining CollegeReadiness19

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