Skip To Main Content

Reading Standards

Event, Hospitality and Tourism Management logo

Reading Standards for Business English

Students use the following industry related media for reading purposes. These texts were selected to support learning industry related administration and coordination, customer service, critical thinking, problem solving, marketing and leadership as they relate to the craft of planning and conducting business and event experiences in a global society.


Allen, Judy, Event Planning. New York: John Wiley and Sons, Inc., 2000.Goldblatt, Dr. Joseph, Special Events. New York: John Wiley and Sons, Inc., 2002.

O'Toole, William, and Phyllis Mikolaitis. Corporate Event Management. New York:John Wiley and Sons, Inc., 2002.

Solomon, Michael, Greg W. Marshall, and Elnora Stuart. Marketing: Real People, Real Choices. Upper Saddle River, New Jersey: Pearson-Prentice Hall, 2006.

Magazines (Various Issues due to current subscriptions):

Bride and Bloom, Seattle Business, The Special Event, Illinois Meeting and Events, Inside Weddings, Meeting West Events, California Meetings and Events, Event Sensations, Colorado Meeting and Events, Florist Review, Northwest Meetings and Events, Michigan Meetings and Events, Texas Meetings and Events.

Washington State Office of the Superintendent of Instruction (OSPI) Grade Level Equivalent Standards used for Event English Reading.


Component 1.3 Build vocabulary through wide reading

1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.

  • Integrate new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities (e.g., salon as a historical reference to political gatherings as opposed to a beauty salon), into written and oral communication.
  • Explain the meaning of content-specific vocabulary words (e.g., regeneration,isolationism, emancipation, polarized).
  • Select, from multiple choices, the meaning of a word identified in the text.
  • Transfer knowledge of vocabulary learned in content areas to comprehend other grade-level informational/expository text and literary/narrative text (e.g., the concept of parallel in mathematics to understand parallelism).
    Component 2.1 Demonstrate evidence of reading comprehension
    2.1.5 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: synthesize ideas from selections to make predictions and inferences.
  • Make inferences based on implicit and explicit information drawn from prior
    knowledge and text; provide justification for inferences.
  • Make predictions and inferences about an author’s beliefs and cite text-based
    evidence to support prediction/inference (e.g., find text passages that support an
    inference that the author advocates economic change).
  • Read several accounts of the same event and make inferences about the impact each
    would have on the reader (e.g., discuss the emotional impact of a journal entry by a soldier’s parent, a letter from a Union or Confederate soldier, and a newspaper article describing a Civil War battle).
  • Select, from multiple choices, a prediction, inference, or assumption that could be made from the text.
  • Organize information to support a prediction or inference in a self-created graphic organizer