Tap Credit

TAP CREDIT IN THE ARTS AND SCIENCES DIVISION

There is one course available for TAP credit in the Arts and Sciences Division at Tri-County Technical College: Communications I (ENG 155).

The following is a description of how this credit will apply to your major at Tri-County as well as the procedures you must follow in order to earn TAP credit.

ENGLISH

DESCRIPTION: All degree, diploma, and certificate programs at Tri-County Technical College include courses in communications, mathematics, and social sciences/humanities as part of the requirements for graduation. These courses provide students with skills and concepts necessary for effective performance in careers requiring a well-rounded educational experience.

IF YOU'VE COMPLETED OR ARE NOW TAKING THIS HIGH SCHOOL COURSE:

A senior-level English course with emphasis upon composition and oral communication in which you have a grade of "C" or higher.

YOU CAN EARN TAP CREDIT FOR THIS TCTC COURSE:

Communications I (ENG 155) and be exempt from the English section of TCTC's placement test for programs requiring ENG 155. (See listing of Degree/Major at the end of this section.)

WHEN YOU COMPLETE THESE PROCEDURES (You must have senior standing):

  1. Have your high school English teacher submit to the English Department Head at Tri-County Technical College a completed Competency Verification/Teacher Recommendation (CVTR) form verifying that you have the following skills: (CVTR's can be obtained from your high school/career center counselor or by calling Ms. Sandra Roddey, Secretary, Arts and Sciences Division at 646-1432.)

    a. ability to write a well-organized, well-developed, grammatically and mechanically acceptable essay
    b. ability to use standard American English (no dialect or colloquialisms such as "ain't," "busted," "drownded")
    c. ability to use appropriate word endings (especially -s, -d, and -ed)
    d. ability to write and speak appropriately for a specific audience and situation
    e. ability to use a collegiate dictionary
    f. ability to speak competently before an audience by
    (1) choosing and narrowing an appropriate topic
    (2) communicating an appropriate thesis/specific purpose
    (3) providing appropriate supporting material
    (4) using an appropriate organizational pattern
    (5) using appropriate language
    (6) using appropriate vocal variety
    (7) using appropriate pronunciation, grammar, and articulation
    (8) using appropriate physical behaviors
    (9) meeting time requirements
    g. ability to listen to and follow directions
    h. ability to meet deadlines
    i. ability to contribute positively in group activities
    j. ability to research a topic manually and electronically.


  2. Take and pass, with a grade of at least "C" on each of the sections, a TAP exam administered at Tri-County Technical College. The exam will consist of the following sections:

    a. grammar
    (1) fragments, comma splices, fused sentences
    (2) verbs
    (3) commas
    (4) pronoun usage
    b. essay
    (1) approximately 500 words
    (2) topic specified at the time of the exam
    (3) written in blue or black ink or typed on a word processor
    (4) double-spaced
    (5) titled
    (6) legible
    (7) neat
    (8) use of dictionary and thesaurus permitted
    (9) writing time of two (2) hours
    c. informative speech
    (1) prepared in advance
    (2) topic of student's choice
    (3) one (1) visual (minimum)
    (4) 10-15 minutes long
    (5) use of notes permitted (but no reading)
    d. information literacy skills
    (1) traditional and electronic research skills
    (2) knowledge of library resources
    (3) evaluation of resources
    (4) incorporation of secondary research material into a speech.

GRADING CRITERIA FOR ESSAY

The English Department requires a standard for grading papers in all English courses at Tri-County Technical College. The grading standard includes grammar/mechanics and content/style. The grammar/mechanics consists of two categories--major errors and minor errors. The major errors include the following:

  1. fragments
  2. comma splices
  3. fused sentences
  4. subject-verb agreement

The minor errors include errors in the following

  1. verbs
  2. pronoun reference
  3. apostrophe
  4. spelling
  5. expletives
  6. commas
  7. parallelism
  8. placement of modifiers
  9. diction
  10. structure/syntax
  11. number
  12. consistency

The following scale will be used to grade papers, with the grade being a reflection of the quality of the grammar/mechanics and content/style:

A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = 0-59

The grading standards are as follows:

90-100 = A: The A theme shows originality of thought in stating and adequately developing a thesis statement. Its ideas are clear, logical, and interesting; and it contains all the positive qualities of good writing listed below:

  1. unified and coherent paragraphs that adequately develop their topic sentences
  2. the effective use of conventional, appropriate methods of developing ideas
  3. good organization
  4. effective use of transitional devices to link the parts of the essay
  5. introductory paragraph that catches the reader's attention, gives background information, and states the thesis
  6. concluding paragraph that restates the thesis, summarizes the main points of the essay, and makes a final impression on the reader
  7. variety of sentence types and forms with excellent sentence structure
  8. a level of language appropriate to the purpose and occasion of the essay
  9. use of specific and, when possible, vivid words
  10. an acceptable level of grammatical/mechanical/stylistic correctness for an A; i.e., no major grammatical errors.

80-89 = B: The B theme has a clearly stated thesis and is logically and adequately developed. It contains at least the following qualities of good writing:

  1. unified and coherent paragraphs that adequately develop their topic sentences
  2. good organization
  3. effective use of transitional devices to link the parts of the essay
  4. introductory paragraph that catches the reader's attention, gives background information, and states the thesis
  5. concluding paragraph that restates the thesis, summarizes the main points of the essay, and makes a final impression on the reader
  6. a level of language appropriate to the purpose and occasion of the essay
  7. effective sentence structure
  8. an acceptable level of grammatical/mechanical/stylistic correctness for a B; i.e., no more than one major grammatical error.

70-79 = C: The average theme will receive the average grade of C. It has a reasonably clear thesis which receives adequate organization and development. It contains at least the following qualities of good writing:

  1. unified and coherent paragraphs that adequately develop their topic sentences
  2. good organization
  3. a level of language appropriate to the purpose and occasion of the essay
  4. sentence structure which is generally good
  5. an acceptable level of grammatical/mechanical/stylistic correctness for a C; i.e., no more than two major grammatical errors.

60-69 = D: The grade of D indicates below-average achievement in expressing a central idea correctly, clearly and completely. The D paper does not meet the minimum objectives for the course. The sentence structure shows a poor understanding of simple or complex construction, but it does meet the minimum level of grammatical/mechanical/stylistic correctness for a D; i.e., no more than three major grammatical errors. A grade of D is usually given only to recognize some improvements over previous work.

0-59 = F: A grade of F usually indicates failure to state and develop a main idea, to demonstrate a clear organization, to construct clear sentences, to choose correct words, and to meet minimum standards of grammatical/mechanical correctness.

GRADING CRITERIA FOR SPEECH

The English Department requires a standard for grading speeches in all English courses at Tri-County Technical College. The following competencies and criteria will be used to evaluate your oral presentations:

Competency One CHOOSES AND NARROWS A TOPIC APPROPRIATE TO THE AUDIENCE AND OCCASION

EXCELLENT - The speaker presents a topic and a focus that are exceptionally appropriate for the purpose, time constraints, and audience. (That is, the speaker's choice of topic is clearly consistent with the purpose, totally amenable to the time limitations of the speech, and reflects unusually insightful audience analysis.)

SATISFACTORY - The speaker presents a topic and a focus that are appropriate for the purpose, time constraints, and audience. (That is, the speaker's choice of topic is generally consistent with the purpose, is a reasonable choice for the time limitations of the speech, and reflects appropriate analysis of a majority of the audience.)

UNSATISFACTORY - The speaker presents a topic and a focus that are not appropriate for either the purpose, time constraints, or audience. (That is, the speaker's choice of topic is inconsistent with the purpose, the topic cannot be adequately treated in the time limitations of the speech, and there is little or no evidence of successful audience analysis.)

Competency Two COMMUNICATES THE THESIS/SPECIFIC PURPOSE IN A MANNER APPROPRIATE FOR THE AUDIENCE AND OCCASION

EXCELLENT - The speaker communicates a thesis/specific purpose that is exceptionally clear and identifiable. (That is, there is no question that all of the audience members should understand clearly, within the opening few sentences of the speech, precisely what is the specific purpose/thesis of the speech.)

SATISFACTORY - The speaker communicates a thesis/specific purpose that is adequately clear and identifiable. (That is, at least a majority of the audience should understand clearly, within the opening few sentences of the speech, precisely what is the specific purpose/thesis of the speech.)

UNSATISFACTORY - The speaker does not communicate a clear and identifiable thesis/specific purpose. (That is, a majority of the audience may have difficulty understanding, within the opening few sentences of the speech, precisely what is the specific purpose/thesis.)

Competency Three PROVIDES SUPPORTING MATERIAL APPROPRIATE TO THE AUDIENCE AND OCCASION

EXCELLENT - The speaker uses supporting material that is exceptional in quality andvariety. (That is, supporting material is logically linked to the thesis of the speech and further is of such quality that it decidedly enhances the credibility of the speaker and the clarity of the topic.)

SATISFACTORY - The speaker uses supporting material that is appropriate in quality and variety. (That is, supporting material is logically linked to the thesis of the speech and is of such quality that it adds a measurable level of interest to the speech.)

UNSATISFACTORY - The speaker uses supporting material that is inappropriate in quality and variety. (That is, supporting material is only vaguely related to the thesis of the speech and variety is either too great or too little to do anything but detract from the effectiveness of the speech.)

Competency Four USES AN ORGANIZATIONAL PATTERN APPROPRIATE TO THE TOPIC, AUDIENCE, OCCASION, AND PURPOSE

EXCELLENT - The speaker uses an exceptional introduction and conclusion and provides an exceptionally clear and logical progression within and between ideas. (That is, the introduction clearly engages the audience in an appropriate and creative manner; the body of the speech reflects superior clarity in organization; and the conclusion clearly reflects the content of the speech and leaves the audience with an undeniable message or call to action.)

SATISFACTORY - The speaker uses an appropriate introduction and conclusion and provides a reasonably clear and logical progression within and between ideas. (That is, the introduction clearly engages a majority of the audience in an appropriate manner; the body of the speech reflects adequately in organization; and the conclusion adequately reflects the content of the speech and leaves a majority of the audience with a clear message or call to action.)

UNSATISFACTORY - The speaker fails to use an introduction or conclusion and fails to provide a reasonably clear and logical progression within and between ideas. (That is, the introduction fails to engage even a majority of the audience in an appropriate manner; the body of the speech reflects lack of clarity in organization; and the conclusion fails to reflect adequately the content of the speech and fails to leave even a majority of the audience with a clear message or call to action.)

Competency Five USES LANGUAGE APPROPRIATE TO THE AUDIENCE AND OCCASION

EXCELLENT - The speaker uses language that is exceptionally clear, vivid, and appropriate. (That is, the speaker chooses language that enhances the audience's comprehension and enthusiasm for the speech, while adding a measure of creativity that displays exceptional sensitivity by the speaker for the nuances and poetry of meaning.)

SATISFACTORY - The speaker uses language that is reasonably clear, vivid, and appropriate. (That is, the speaker chooses language that is free of inappropriate jargon, is nonsexist, is non-racist, etc.)

UNSATISFACTORY - The speaker uses unclear or inappropriate language. (That is, the speaker chooses inappropriate jargon or language which is sexist, racist, etc.)

Competency Six USES VOCAL VARIETY IN RATE, PITCH, AND INTENSITY (VOLUME) TO HEIGHTEN AND MAINTAIN INTEREST APPROPRIATE TO THE AUDIENCE AND OCCASION

EXCELLENT - The speaker makes exceptional use of vocal variety in a conversational mode. (That is, vocalics are exceptionally and appropriately well-paced, easily heard by all audience members, and varied in pitch to enhance the message.)

SATISFACTORY - The speaker makes acceptable use of vocal variety in a conversational mode. (That is, the speaker shows only occasional weakness in pace, volume, pitch, etc., thereby not detracting significantly from the overall quality or impact of the speech.)

UNSATISFACTORY - The speaker fails to use vocal variety and fails to speak in a conversational mode. (That is, the speaker shows frequent weakness in controlling and adapting pace, volume, pitch, etc., resulting in an overall detraction from the quality or impact of the speech.)

Competency Seven USES PRONUNCIATION, GRAMMAR, AND ARTICULATION APPROPRIATE TO THE AUDIENCE AND OCCASION

EXCELLENT - The speaker has exceptional articulation, pronunciation, and grammar. (That is, the speaker exhibits exceptional fluency; properly formed sounds which enhance the message; and no pronunciation or grammatical errors.)

SATISFACTORY - The speaker has acceptable articulation, with few pronunciation or grammatical errors. (That is, most sounds are properly formed; there are only minor vocalized disfluencies; and few [1-2] minor errors in pronunciation and grammar.)

UNSATISFACTORY - The speaker fails to use acceptable articulation, pronunciation, and grammar. (That is, non-fluencies and disfluencies interfere with the message; and frequent errors in pronunciation and grammar make it difficult for the audience to understand the message.)

Competency Eight USES PHYSICAL BEHAVIORS THAT SUPPORT THE VERBAL MESSAGE

EXCELLENT - The speaker demonstrates exceptional posture, gestures, bodily movement, facial expressions, eye contact, and use of dress. (That is, kinesic [posture, gesture, facial expressions, eye contact] and proxemic [interpersonal distance and spatial arrangement] behaviors and dress constantly support the verbal message and thereby enhance the speaker's credibility throughout the audience.)

SATISFACTORY - The speaker demonstrates acceptable posture, gestures, facial expressions, eye contact, and use of dress. (That is, kinesic, [posture, gesture, facial expressions, eye contact] and proxemic [interpersonal distance and spatial arrangement] behaviors and dress generally support the message, with minor inconsistencies that neither significantly distract from the speaker's credibility with the audience nor interfere with the message.)

UNSATISFACTORY - The speaker fails to use acceptable posture, gestures, facial expressions, eye contact and dress. (That is, kinesic [posture, gesture, facial expressions, eye contact] and proxemic [interpersonal distance and spatial arrangement] behaviors and dress are incongruent with the verbal intent and detract from the speaker's credibility with the audience as well as distracting the audience from the speaker's message.)

DEGREE/MAJOR: Communications I (ENG 155) is required in the following majors:

ACC, BT, CPT, CRJ, OST, RTV, DAT, ECD, MED, PN, SUR, GT, HVAC, IET, MTT, TMT. (See Appendix A: Program Abbreviations for the names of the majors listed. NOTE: ENG 155 is not designed to transfer to senior institutions).

FOR MORE INFORMATION OR TO ARRANGE AN APPOINTMENT FOR TESTING: Contact Ms. Robin McFall, English Department Head, at 646-1360, or toll-free within the 864 area code: 1-866-269-5677, ext. 1360. To obtain Competency Verification Teacher Recommendation forms, contact your high school/career center guidance counselor or Ms. Sandra Roddey, Secretary, Arts and Sciences Division, ext. 1432. Or go to www.tctc.edu/TAP/cvtrforms.html.

 

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