COMM1000
INTRODUCTION TO COLLEGE COMMUNICATION
Course Outline
2025-2026
- Pre-requisite(s)
- N/A
- Co-requisite(s)
- N/A
- Prepared by
- Sarah Hayes
- Approved by
- Alexandra MacLennan, Associate Dean, Dept. of English & Communication
- Approval date
- Thursday, September 4, 2025
- Normative hours
- 42.00
| Applicable Program(s) | Level | Core/Elective |
|---|---|---|
| Multiple Programs | Multiple Levels | Multiple Core/Elective |
Course Description
In Introduction to College Communication, students develop the reading, writing and critical thinking skills necessary for success in college-level courses, in the workplace, and in civic engagement. Students improve reading comprehension by critically engaging with a variety of texts. Students also plan, draft, and revise a variety of concise, coherent, and well-organized writing assignments that demonstrate an understanding of audience and purpose. With an emphasis on revision, students practice the editing skills necessary to improve their compositions. They also learn how to identify and evaluate types of evidence, respond analytically to arguments by applying basic critical thinking strategies, and learn the fundamentals of a standard documentation style. Throughout the course, students engage in reading, writing, and critical thinking activities in a way that promotes academic integrity and reflects anti-racist and indigenous communication practices. This non-credit course is a pre-requisite for Communicating Across Contexts and for other advanced COMM courses
Essential Employability Skills
This course contributes to your program by helping you achieve the following Essential Employability Skills:
| EES 1 | COMMUNICATION: Communicate clearly, concisely and correctly in the written, spoken and visual form that fulfills the purpose and meets the needs of the audience. (T, P, E) |
|---|---|
| EES 2 | COMMUNICATION: Respond to written, spoken or visual messages in a manner that ensures effective communication. (T, P, E) |
| EES 4 | CRITICAL THINKING & PROBLEM SOLVING: Apply a systematic approach to solve problems. (T, P, E) |
| EES 5 | CRITICAL THINKING & PROBLEM SOLVING: Use a variety of thinking skills to anticipate and solve problems. (T, P, E) |
| EES 6 | INFORMATION MANAGEMENT: Analyze, evaluate and apply relevant information from a variety of sources. (T, P, E) |
| EES 7 | INFORMATION MANAGEMENT: Locate, select, organize and document information using appropriate technology and information systems. (T, P, E) |
| EES 8 | INTERPERSONAL: Show respect for diverse opinions, values, belief systems and contributions of others. (P) |
| EES 10 | PERSONAL: Manage the use of time and other resources to complete projects. (T, P) |
| EES 11 | PERSONAL: Take responsibility for one's own actions, decisions and consequences. (P) |
Course Learning Outcomes
When you have earned credit for this course, you will have demonstrated the ability to:
OBJECTIVES:
* Develop strategies to identify reader and purpose.
* Complete stages of the writing process (e.g., prewriting, drafting, revising, editing, publishing, and reflection).
* Create short pieces of well-organized, unified, and coherent communication that have a distinct introduction, body, and conclusion (e.g., topic and concluding
sentences, transition words and phrases).
* Develop a clear, logical thesis/main message with relevant supporting points and/ or evidence.
* Organize the main idea, supporting points, and/ or evidence of a short piece of communication (e.g., emails, paragraphs, letters).
* Apply correct grammar (e.g., use varied sentence types; create complete, grammatically correct sentences) and apply standard punctuation rules/conventions.
* Make appropriate and effective vocabulary choices.
OBJECTIVES:
* Determine the author’s implicit/ explicit main message.
* Describe an author’s audience.
* Identify supporting points in a text.
* Annotate texts to understand and engage with the text.
* Outline the structure, organization, and major parts of a text.
* Distinguish between facts and opinions in a text.
* Summarize and/ or paraphrase ideas.
* Apply strategies to interpret vocabulary in context.
OBJECTIVES:
* Identify basic components of an effective argument (e.g., bias, understanding different perspectives on a topic, types of evidence, use of language and tone, structure, and organization).
* Respond to a text with valid support by applying critical thinking strategies and reflective practices (e.g., make text-to self, text-to-text, and text-to-world connections; ask questions; interpret information; reach logical conclusions, etc.).
* Demonstrate basic research skills.
* Locate and assess information using appropriate technology (e.g., search engines, library databases, and other platforms).
* Demonstrate principles/ understanding of academic integrity (e.g., practice attribution, APA or other standard documentation style).
* Exercise critical thinking through a lens of anti-racism and indigenous practices which include lived experiences.
Learning Activities
This course will have 42 or 56 scheduled contact hours depending on the program area.
Learning Resources
Required:
Various - Please see your course section supplement
Recommended / Optional:
College-level dictionary, Spellcheck and grammar checking app or software, as found in MSWord and similar programs
Course Related Information
Pre-Requisites: Admissions or Placement Test.
Co-Requisites: None.
Generative AI Use
The Use of Generative AI is NOT allowed except in specific components of this course. Generative AI will only be allowed in a very limited way in this course. It is NOT to be used to generate answers or produce assignments.
Review the course outline/assignment specifications closely to determine where you are permitted to use Generative AI. It is your responsibility, as the learner, to be clear on when, where, and how the use of Generative AI is permitted. Generative AI sources are unreliable and have been known to produce inaccurate, biased, unethical, and offensive information. In all submissions in which you use Generative AI, you must reference its usage.
Failing to disclose the use of Generative AI is a breach of academic integrity. Use of Gen AI when NOT allowed is also considered a breach of academic integrity and George Brown College’s Academic Integrity Policy will be applied. If you are uncertain if you have used Gen AI and/or referenced it appropriately, please speak with your professor.
Course Specific Assignment Policy:
1. Assignments must be prepared in the format specified in the assignment instructions (e.g., MS Word document) and submitted on D2L Brightspace.
2. Assignments will be due at least 2 days after the scheduled class in which the assignment topic is covered. For example, if class is on Tuesday, assignments will be due on Thursday (or later.)
3. Students are advised to contact the professor as soon as possible and request an extension if they anticipate that they may miss a deadline due to unforeseen circumstances.
4. Unless an extension is granted, late assignments will be penalized 10% per day to a maximum of five (5) days, after which they may not be accepted and a zero (0) grade will be assigned.
5. All assignments are to be completed in compliance with the Academic Integrity Policy. If a faculty member finds that a student has acted in a manner or produced an assignment that breaches the standards of academic integrity established by George Brown College, the faculty will pursue either an informal or formal resolution, which will be entered into the Academic Integrity Breach Reporting portal and may be subject to grade penalties.
6. Students are advised to keep all marked assignments, feedback on workshops, and the course outline. In cases of disagreement over marks or work completion, assignments must be produced by the student.
A full list of the college's academic policies can be accessed at https://www.georgebrown.ca/about/policies
College Related Information
ACKNOWLEDGEMENT OF THE TRADITIONAL LAND
George Brown College is located on Treaty 13, the traditional territory of the Mississaugas of the Credit First Nation and neighbouring Indigenous Peoples who continue to live in the area. Today, this meeting place is still home to many distinct Indigenous peoples from across Turtle Island. We are grateful to share this land as treaty people who learn, work, and live in the community with each other.
PROGRAM LEARNING OUTCOMES
College programs are designed to deliver program learning outcomes that relate to the unique content of a particular area of study. To review the specific program learning outcomes for your program, please go to your program page on the George Brown College website at https://www.georgebrown.ca/
IMPORTANT PROGRAM INFORMATION
Students are advised to consult program coordinators regarding specific requirements for successfully completing their program, including adding/dropping courses and other issues that might disrupt their course of study.
RETENTION OF COURSE OUTLINES
Students are expected to retain their course outlines to support learning in the course and for future use in applications for transfer of credit to other educational institutions.
COLLEGE POLICIES
It is essential that students review all college policies, including Academic Policies available at https://www.georgebrown.ca/policies.
OFFICIAL GRADE RECORD NOTICE
While grades may be posted in various platforms (e.g., the course Learning Managment System, course outline), the official and final grade for this course is always the one recorded in DegreeWorks. In the event of any discrepancy between posted grades and DegreeWorks, the grade in DegreeWorks will be considered the accurate and authoritative record. Students are encouraged to verify their final grades in DegreeWorks and report any concerns to the professor promptly. Please refer to your DegreeWorks Academic Progress Report in STU-VIEW (stuview.georgebrown.ca).
ACADEMIC INTEGRITY
Academic Integrity is a commitment, even in the face of adversity, to honesty, trust, fairness, respect, responsibility, and courage. Academic integrity ensures the credibility of our education system, promotes fair assessment, and prepares students for ethical professional practices. Use of unauthorized assistance in any form of academic work (e.g., assignments, written tests or assessments, portfolios, or any other assessment) is prohibited and constitutes academic misconduct.
Academic misconduct occurs when a student engages in a breach (such as cheating, plagiarism, or failing to disclose the use of Generative AI) to try to gain an unfair advantage. Students are required to read and understand the College’s Academic Integrity Policy. If you are uncertain about academic integrity expectations, including whether the use of generative AI is permitted, please speak to your professor. To support these principles, professors may request the use of various tools, including text matching software, to detect and prevent academic integrity violations.
LEARNING RESOURCE COSTS
The learning resource costs webpage provides students with information on the estimated mandatory and optional learning resources for their program, and their associated costs. Please review the information relevant to this course at the following link: https://www.georgebrown.ca/learning-costs. Please note that the College is not responsible for any discrepancy between any costs stated on this course outline and those listed on the learning costs webpage. Students are encouraged to refer to the learning costs resources webpage via the link above.
Program learning resources, materials and associated costs are subject to change without notice. Students should not purchase any course materials until directed to do so by program staff or course professors at the outset of their semester and/or course.
Given the dynamic nature of retail pricing, the college does not guarantee the accuracy or completeness of the information provided on the learning costs’ webpage. Note, also, that these documents do not constitute a representation, offer or warranty.
DIGITAL LEARNING REQUIREMENTS
Students are required to have access to a computer and to the internet. There may also be additional technology-related requirements to participate in a course, such as headphones, webcams, specialized software, etc. Details on these requirements can be found in the course outline for each course.
The Library Learning Commons (LLC) has a limited number of devices including laptops and portable WIFI devices to support students; however, the LLC cannot guarantee access to a device for all students.
ACCESSIBLE LEARNING SERVICES FOR STUDENTS
Accessible Learning Services facilitates academic support and services for George Brown College students with physical, sensory, learning, medical or mental health disabilities. Delivered in collaboration with academic departments and other service areas, these services are available to students in all programs at all campuses.
George Brown College is committed to upholding a student’s right to individualized and timely accommodation that promotes dignity, independence, autonomy, equity, and inclusion for the student. In addition to our current supports, we are working to eliminate barriers by increasing access to alternate formats, planning accessible buildings and classrooms, enhancing employee training, and adopting inclusive practices in placement and on campus.
Only those involved in a student’s accommodation plan shall be alerted to their registration with Accessible Learning Services, and a student’s registration with Accessible Learning Services will not be identified on the student’s official college transcript and/or graduation documentation. For more information, please visit the Accessible Learning Services website at http://www.georgebrown.ca/accessible-learning-services/ or call 416-415-5000 ext. 2622 or email letstalk@georgebrown.ca
EQUITY STATEMENT
George Brown College values the diversity of our students, employees, and community partners, and is committed to providing a learning environment where all people are safe and respected. Comments, behaviours, or interactions that are inconsistent with our values may be a violation of the following college policies: Sexual Assault and Sexual Violence, Human Rights Discrimination and Harassment, and the Prevention of Workplace Violence and Harassment. These types of actions or comments are not acceptable and will not be tolerated. The commitment and cooperation of all students and employees is required to maintain a welcoming environment in which to learn and work.
Support and information are available through a Human Rights Advisor at diversity@georgebrown.ca or the Sexual Violence Response Advisor at svra@georgebrown.ca
For information on the relevant policies visit https://www.georgebrown.ca/diversity/
Pre-defined Evaluation / Earning Credit
The following list provides evidence of this course's learning achievements and the outcomes they validate:
Activity / Activities (10%)
ENGAGEMENT ACTIVITIES:
Students practice and authentically demonstrate transferable reading, writing and thinking skills through a variety of short engagement opportunities.
Validates Outcomes: CLO 1, CLO 2, CLO 3, EES 1, EES 2, EES 5
Quiz (10%)
ACADEMIC INTEGRITY QUIZ: Students demonstrate an understanding of academic integrity and reflect on their prior experience with this topic
Validates Outcomes: CLO 1, CLO 2, CLO 3, EES 1, EES 2, EES 4, EES 6, EES 7
Communication Skills (15%)
INTRODUCTORY COMMUNICATION ASSIGNMENT:
Students compose two effective professional communications (e.g., email messages) that demonstrate an appropriate understanding of audience, purpose, and tone.
Validates Outcomes: CLO 1, EES 1, EES 2
Reading Assignments (15%)
CRITICAL READING ASSIGNMENT: Students demonstrate their accurate understanding of a text and develop a critical response to a text.
Validates Outcomes: CLO 2, EES 1, EES 2, EES 4, EES 7
Written Assignment(s) (5%)
WRITING PROCESS ASSIGNMENT: Students engage in an activity to help develop their planning and writing practice.
Validates Outcomes: CLO 1, CLO 2, CLO 3, EES 1, EES 2
Critical Thinking Assignment (25%)
CRITICAL THINKING ASSIGNMENT (3 PARTS): This is a three-part assignment in which students engage in a topic to develop digital literacy, practice the writing process, and practice critical thinking skills.
Validates Outcomes: CLO 1, CLO 2, CLO 3, EES 1, EES 2, EES 4, EES 5, EES 6, EES 7
Final Assessment (20%)
Students produce a writing-focused piece of communication that culminates their progressive development of the 3 foundation-level communication skills and concepts.
Validates Outcomes: CLO 1, CLO 2, CLO 3, EES 1, EES 2, EES 4, EES 5, EES 6
Prior Learning Assessment and Recognition
Students who wish to apply for Prior Learning Assessment and Recognition (PLAR) need to demonstrate competency at a post-secondary level in all outlined course learning outcomes. Evidence of learning achievement for PLAR candidates includes:
- This course is not PLAR eligible : For more information about PLAR, please refer to the George Brown College website at the link above.
Grade Scheme
This is a Pass/Not Pass course, which means a final grade of either “P” Passed or “NP” Not Passed will be assigned.
George Brown College Grading System:
Letter Grades
| Percent | Letter Grade | Grade Point Value | Comments |
| 90-100 | A+ | 4.0 | Consistently exceeds course requirements and has a superior grasp of course outcomes. |
| 86-89.9 | A | 4.0 | |
| 80-85.9 | A- | 3.7 | |
| 77-79.9 | B+ | 3.3 | Consistent performance of course requirements and has a strong grasp of course outcomes |
| 73-76.9 | B | 3.0 | |
| 70-72.9 | B- | 2.7 | |
| 67-69.9 | C+ | 2.3 | Satisfactory performance of course requirements and grasp of course outcomes. |
| 63-66.9 | C | 2.0 | |
| 60-62.9 | C- | 1.7 | |
| 57-59.9 | D+ | 1.3 | Inconsistent performance of course requirements and has a weak grasp of course outcomes |
| 50-56.9 | D | 1.0 | |
| 0-49.9 | F | 0.0 | Failure to meet course minimal requirements. |
Special Grading Symbols (with no GPA value)
| Symbol | Description | Comments |
| ATT | Attended-non-granted | Used to denote attendance in a semester where the course is taken over multiple terms. |
| CM | Complete | Used for courses or workshops that do not lend themselves to evaluation. |
| NP | Not Passed | Used to indicate that course outcomes have not been achieved for courses that do not lend themselves to evaluation by the letter grades of “A” to “F”. |
| P | Passed | Used to indicate that course outcomes have been achieved for courses that do not lend themselves to evaluation by the letter grades of “A” to “F”. |
For additional information on the college’s Grading System, including the complete list of special grading symbols, please see the Office of the Registrar Policies at georgebrown.ca/about/policies