Module Learning Outcomes

Module Two-Week Schedule

Grammar Preview

Delivery Mode Note

This module is designed to work equally well in three delivery modes. In-person students will do vocabulary and grammar practice on paper or with the instructor's projected slides, evaluate real websites in pairs using classroom or library computers, and hold discussion board conversations as spoken pair/small-group activities with a report-back to the whole class. Zoom students will use breakout rooms for the same pair and small-group tasks, share their screens to show classmates the websites or apps they are evaluating, and can use the chat feature for quick vocabulary or grammar checks. Canvas LMS students will complete the same readings, vocabulary, and grammar activities asynchronously through posted materials, submit writing and discussion posts online (with options for typed text, a photo of handwritten work, or an audio recording), and reply to classmates' discussion board posts on their own schedule. All three modes cover the same content and meet the same learning outcomes.

Module Vocabulary: 10 Key Words

Original Reading: "Is It Reliable? Evaluating Digital Resources"

Why Evaluation Matters

Every day, people search the internet for answers. They look for health information, news, recipes, and help with homework. A student researching a school project might find hundreds of results in seconds. But not every website, video, or app is trustworthy. Some sources are written by experts and checked carefully. Others are written quickly, without facts, just to get clicks or sell a product. Because anyone can publish anything online, readers must learn to evaluate digital resources — that means judging whether a source is credible and useful before trusting or sharing it.

What Makes a Source Credible?

A credible source is written or produced by someone who understands the topic and presents accurate information. When people evaluate a website, they should ask several questions. Who wrote this, and what are the author's qualifications? Is the website connected to a well-known organization, such as a university, government agency, or respected news company? Is the information current, or was it last updated many years ago? Many reliable websites are updated regularly, and the date of the last update is often shown at the bottom of the page. In addition, a credible source is usually checked and edited by other professionals before it is published. This process, called verification, helps remove mistakes and false claims.

Web addresses can also give clues. Addresses that end in .gov belong to government agencies, and addresses that end in .edu belong to schools and universities. These sites are generally considered reliable because they are managed by institutions with professional standards. Addresses that end in .com or .org can also be trustworthy, but readers should look more closely, since anyone can create these kinds of websites.

Apps and Videos, Too

Evaluation is not only for written websites. Apps and videos are used by millions of people, and they also need to be judged carefully. A useful app is updated often, has clear instructions, and is created by a company or organization with a good reputation. Reviews and ratings from other users can help, but readers should be careful, because some reviews are fake. Educational videos should be produced by a channel or platform known for accuracy, such as a museum, university, or established news organization. A video that includes citations, sources, or links in the description is usually more trustworthy than one that does not.

Building Digital Literacy

Digital literacy is the ability to find, evaluate, and use digital information safely and effectively. This skill is taught in schools because it is used by students and workers every day. For example, employees are often asked to research information for their jobs, and students are expected to support their writing with credible sources rather than random search results. Multimedia — a combination of text, images, video, and audio — is now used by teachers, students, and businesses to communicate more clearly. A report with a chart, a short video clip, or a labeled diagram is often better understood by an audience than plain text alone. Learning to add multimedia to a presentation, while also checking that each source is credible, prepares students for both academic work and the modern workplace.

Protecting Your Digital Footprint

Finally, digital literacy includes understanding one's own digital footprint. Every search, post, comment, and download leaves a trace. Employers, schools, and even strangers can sometimes see this information. Responsible internet users think carefully before they upload personal photos or share private details, and they check their privacy settings on each platform they use. In today's connected world, evaluating outside sources and managing one's own digital footprint are both essential parts of being digitally literate.

(approx. 530 words)

Vocabulary Practice: Fill in the Blank

Word bank: credible, source, browser, download, upload, multimedia, verify, digital footprint, app, platform

1. Before you believe a news story, you should try to _______ the facts with another source.

2. My favorite English-learning _______ sends me a new lesson every morning on my phone.

3. She opened her _______ to search for information about local colleges.

4. YouTube is a _______ where anyone can post videos, so not every video is reliable.

5. A government website is usually a more _______ source than a random blog.

6. He needed to _______ the file before he could open it on his laptop.

7. Please _______ your homework to the class discussion board by Friday.

8. Everything you post online becomes part of your _______, so think before you share.

9. The teacher used _______ — pictures, a short video, and sound — to make the lesson more interesting.

10. A good research paper always names its _______, such as a book, article, or website.

Comprehension Check Questions

Part A: Main Idea and Details

1. What is the main idea of "Is It Reliable? Evaluating Digital Resources"?

2. According to the reading, what are two questions a person should ask when evaluating a website?

3. What do the web addresses ending in .gov and .edu usually mean?

4. Why should readers be careful with online reviews of apps, according to the passage?

5. What is a "digital footprint," and why does the reading say it is important to think about it?

Part B: Think and Connect

1. Think of a website, app, or video you use often. Using what you learned in the reading, is it credible? Why or why not?

2. The reading says that digital literacy is important for both school and work. Describe a time when you (or someone you know) had to check whether online information was trustworthy. What did you do?

Reading Strategy: Context Clues and Word Structure (Affixes and Roots)

When students meet an unfamiliar technology word, they do not always need a dictionary. They can often figure out the meaning by looking at context clues (the words and sentences around the unknown word) and word structure (prefixes, suffixes, and roots inside the word itself).

Practice: Find the word reliable in the reading. The root rely means "to depend on or trust." Using the root and the suffix -able (meaning "able to be"), what do you think reliable means? (Answer: able to be trusted or depended on.)

Grammar Overview

Understanding Active Voice in the Simple Present

In active voice, the subject of the sentence performs the action. This is the most common sentence pattern in English and is used for everyday facts, habits, and general truths.

Form: Subject + verb (add -s/-es if the subject is he/she/it or a singular noun) + object

Examples:

• "The app updates the vocabulary list every week." (subject = the app; it performs the action)

• "Teachers use multimedia to make lessons more engaging." (subject = teachers)

• "My browser saves my passwords automatically." (subject = my browser)

Notice that the subject of an active sentence is always the one doing the action.

Understanding Passive Voice in the Simple Present

In passive voice, the subject of the sentence receives the action, rather than performing it. Passive voice is common in technology, science, and news writing because the writer often wants to focus on the process or result, not on who is doing it.

Form: Subject (receiver) + am/is/are + past participle (+ by + agent, if needed)

Examples:

• "The website is updated daily." (the focus is on the website, not on who updates it)

• "New videos are uploaded every Monday." (the focus is on the videos)

• "This app is developed by a team of teachers." (the doer, a team of teachers, is added with "by" because it is useful information)

Choosing between "is" and "are": Use is with singular subjects (the app, the website, the video) and are with plural subjects (the apps, the websites, the videos).

Forming the past participle: Most verbs add -ed (update → updated, verify → verified, download → downloaded). Some verbs are irregular (write → written, make → made). If the base verb ends in a consonant + -e, just add -d (verify → verified is actually -y to -ied; update → updated keeps the -e + -d).

Common Errors to Avoid

• Missing "be" verb: Incorrect: "The app updated every week." Correct (passive): "The app is updated every week."

• Wrong participle form: Incorrect: "The file is download." Correct: "The file is downloaded."

• Subject-verb agreement in passive: Incorrect: "The videos is uploaded weekly." Correct: "The videos are uploaded weekly."

• Overusing passive voice: Passive voice is useful, but active voice is often clearer and more direct. Use passive voice purposefully — when the action or the receiver matters more than who performs it — not in every sentence.

Grammar Practice Activities

Activity 1: Identify Active or Passive Label each sentence Active (A) or Passive (P).

1. This browser blocks pop-up ads automatically. _____

2. New lessons are uploaded to Canvas every Monday. _____

3. Millions of students use this learning app. _____

4. The website is managed by a university. _____

5. Teachers verify the sources before sharing an article. _____

6. This platform is trusted by many businesses. _____

7. The app collects very little personal data. _____

8. Old files are deleted automatically after 30 days. _____

Activity 2: Fill in the Blank — Active or Passive Complete each sentence with the correct form of the verb in parentheses. Decide if the sentence should be active or passive based on the meaning.

1. This app _______ (update) new content every week. (active)

2. The website _______ (design) by a team of engineers. (passive)

3. Many students _______ (use) this platform for homework help. (active)

4. Personal information _______ (protect) by strong passwords. (passive)

5. The teacher _______ (verify) every source before class. (active)

6. New videos _______ (post) on this channel every Friday. (passive)

7. This browser _______ (block) unsafe websites automatically. (active)

8. The app's reviews _______ (write) by real users. (passive)

Activity 3: Sentence Writing Write your own sentences using the word or topic given. Use active voice for items 1–3 and passive voice for items 4–6.

1. (active) a search engine

2. (active) a social media app

3. (active) students / technology

4. (passive) a website

5. (passive) an app

6. (passive) online videos

Informational Paragraph: Evaluating a Digital Resource

For this module's writing assignment, students will write a short informational paragraph evaluating a digital resource — a website, app, or video — for credibility and usefulness. This paragraph type follows the COR-aligned structure used across ESL 304: a clear topic sentence, supporting facts and details, and a conclusion. Students will explain what the resource is, evaluate whether it is credible, and give a final opinion about whether it is useful.

Parts of an Informational Paragraph

Topic Choices

Assignment Requirements

• Length: one well-developed paragraph, approximately 8–12 sentences

• Format: one clear topic sentence, at least three supporting facts/details, and one concluding sentence

• Grammar focus: use at least three examples of active voice and two examples of passive voice (simple present) correctly

• Vocabulary: use at least four of the module's vocabulary words (credible, source, browser, download, upload, multimedia, verify, digital footprint, app, platform)

• Use at least two transition words/phrases to connect ideas

• Include one visual or multimedia reference (e.g., describe a screenshot, chart, or short video clip you would attach to support your evaluation) — this may be an actual attached image/screenshot or a written description, depending on submission option

Transition Words for Informational Writing

Model Text

Evaluating a Website: MedlinePlus

MedlinePlus is a credible and useful website for anyone who wants reliable health information. First, the site is managed by the U.S. National Library of Medicine, a trusted government source, so the web address ends in .gov. In addition, the information is verified by medical professionals and is updated regularly, which means readers can trust that the facts are current. The website also includes multimedia, such as short videos and clear diagrams, that are used to explain medical topics in simple language. For example, a search about diabetes returns an article, a video, and a list of related credible sources, all in one place. However, the website is written mostly in formal English, so some new learners may need extra time to understand certain words. Overall, MedlinePlus is a strong example of a credible digital resource because it is produced by experts, updated often, and supported by multimedia.

The Writing Process

Students will move through five steps to complete this assignment: Prewrite → Draft → Revise → Edit → Publish.

Prewriting Graphic Organizer

Revision Checklist

Grading Rubric (20 points)

Multimodal Submission Options

• Option 1 (Typed): Type the paragraph in Canvas (text entry or Word/Google Doc upload) or submit a typed page in class. Best for students comfortable with typing and digital tools.

• Option 2 (Handwritten + Photo): Write the paragraph by hand and take a clear photo to upload to Canvas or hand in printed in person. Best for students who are still building digital/typing skills.

• Option 3 (Audio Recording): Record yourself reading your paragraph aloud and submit the audio file (Canvas audio upload) or play it for the instructor in person/on Zoom. Supports students focusing on oral fluency and pronunciation alongside writing.

Discussion Prompt

Topic: A Useful App or Website for Learning English

Part 1: Choose one app or website that you personally use (or have used) to help you learn English. Describe what it is and how you use it.

Part 2: Explain why this app or website is credible and helpful. Use at least one reason connected to what you learned in this module (who created it, how often it is updated, whether it includes multimedia, etc.).

Part 3: Compare your app or website to one that a classmate shared. Which one seems more useful for a beginner, and why?

Discussion Requirements

Sentence Frames

Functional/Persuasive Language Phrases

Delivery Mode Adaptation

In-person students will discuss the prompt orally in pairs or small groups, taking turns describing their chosen app or website and comparing it with a partner's choice, then briefly reporting one comparison back to the whole class. Zoom students will be placed in breakout rooms to have the same spoken conversation, and may use a shared Google Doc or the Zoom chat to jot down the name of their app/website and one reason it is credible before reporting back in the main session. Canvas LMS students will complete this as a traditional asynchronous discussion board: posting their original response, then replying to at least two classmates' posts within the module deadline, using the sentence frames and functional language above to structure their comparisons.

Discussion Grading Rubric (20 points total, converted to 4-level scale)

Section 1: Vocabulary Matching

Match each word (1–10) with its definition (a–j).

1. credible

2. source

3. browser

4. download

5. upload

6. multimedia

7. verify

8. digital footprint

9. app

10. platform

a. to check that something is true or correct b. a program used to look at websites c. believable and trustworthy d. a combination of text, images, video, and audio e. a program designed for a phone or computer for a specific task f. to copy a file from the internet onto a device g. a person, book, or website that gives information h. a website or system where content or services are provided i. to send a file from your device to the internet j. the trail of information a person leaves online

Section 2: Vocabulary in Context

Choose the correct word to complete each sentence.

1. Before sharing an article, I always try to (verify / download) the information.

2. This news (platform / browser) publishes stories from reporters all over the world.

3. My phone has very little storage, so I can't (upload / download) any more apps.

4. A (credible / digital) source usually names its author and is updated often.

5. The teacher used (multimedia / source) — video, images, and sound — during the lesson.

6. Everything you post online becomes part of your (browser / digital footprint).

7. I opened my (app / browser) to search for a recipe.

8. She used a language-learning (source / app) to study new vocabulary every day.

Section 3: Grammar Identification/Application

Label each sentence Active (A) or Passive (P), then for items 7–12, fill in the blank with the correct active or passive form.

1. Students download the app for free. _____

2. The video is produced by a science museum. _____

3. This website updates its articles daily. _____

4. New features are added every month. _____

5. Teachers recommend this platform for beginners. _____

6. The reviews are written by real customers. _____

7. This app _______ (translate) ten languages. (active)

8. The website _______ (manage) by a university. (passive)

9. Millions of people _______ (use) this search engine. (active)

10. New lessons _______ (post) every Monday. (passive)

11. This browser _______ (block) unsafe pop-ups. (active)

12. The app's data _______ (protect) with encryption. (passive)

Section 4: Error Correction

Find and correct the error in each sentence.

1. The website is update every day.

2. This app develop by a team of teachers.

3. New videos is uploaded every week.

4. Millions of people uses this platform.

5. The file is downloaded, but it not verified yet.

6. This browser block unsafe websites.

7. The reviews is written by real users.

8. Students download the app it is free.

Section 5: Short Writing Check

Prompt: In 3–4 sentences, describe one app or website you trust. Use at least one active voice sentence and one passive voice sentence (simple present), and include at least two vocabulary words from this module.

Self-Evaluation Checklist

AI Tutor Practice Prompts

Extra Grammar Practice

Activity 1: Sentence Combining Combine each pair of sentences into one sentence using active or passive voice as indicated.

1. (active) Students use this app. / The app teaches vocabulary. → Combine into one active sentence.

2. (passive) A team creates this website. / The website is for teachers. → Combine into one passive sentence.

3. (active) People trust this source. / The source checks its facts. → Combine into one active sentence.

Activity 2: Word Forms (Vocabulary + Grammar Connection) Complete the chart with the correct word form.

Activity 3: Active/Passive Transformation Rewrite each active sentence in passive voice (simple present).

1. Many people use this platform.

2. Teachers recommend this app.

3. Experts verify the information.

4. The company updates the software.

Campus Support Resources

• Tutoring Center: Free drop-in and appointment-based tutoring is available for ESL students needing extra help with reading, writing, grammar, or vocabulary. Tutors can help review technology vocabulary and give feedback on writing drafts.

• Writing Center: Offers one-on-one support for planning, drafting, and revising written assignments, including help with organizing an informational paragraph and using active/passive voice correctly.

• Library: Provides access to computers, research databases, and librarian assistance for evaluating credible sources — directly useful for this module's focus on digital literacy.

• DSPS (Disability Support Programs and Services): Provides accommodations and support services for students with documented disabilities, including alternative formats, extended time, and assistive technology for coursework.

Summary: Reading and Vocabulary

Summary: Grammar

Summary: Writing and Communication

Extra Resources

Looking Ahead

Reflection Questions

1. What is one strategy you learned in this module for deciding if a website, app, or video is credible?

2. Which was more challenging for you: using active voice or passive voice in the simple present? Why?

3. How did using context clues and word structure help you understand new technology vocabulary?

4. What is one thing you learned about your own digital footprint from this module?

5. How might you use the skill of evaluating digital resources outside of this class — for example, at work, at home, or in future studies?

ESL 304 Intermediate High | Module 7: Technology and Digital Literacy | Santa Ana College School of Continuing Education