Guided Studies Department
GUST 0342 – Developmental Reading II
(3 semester hrs: 3 hr lecture / 1 hr lab)
CRN 79122 – Summer I 2011
MW 11:00-1:45 BSCC 212
TTh 11:00-12:30 JBW 201
12:30-1:45 BSCC 212
F 11:00-12:50 JBW 201
5 week term / 64 contact hours
Instructor: Gene Voss gene.voss@hccs.edu
Office: JBW 201-D
713-718-6770
Office hours: M-Th 7:00-8:00 am
(and by appointment)
Course Description:
GUST 0342 / Developmental Reading II is a continuation of reading skills introduced in
GUST 0341. Stronger emphasis is on critical reading and thinking skills. The goal of
GUST 0342 is to teach students to analyze materials thoughtfully, synthesize materials from various sources, and apply this information to their reading—all in preparation for the intensive reading that will be required in the transferable college courses which follow this one.
Course Prerequisites:
Must be placed into GUST 0342 or completion of GUST 0341.
Course Goals:
In this course, there is a strong emphasis on reading and thinking skill. This course is designed to teach students to analyze materials thoroughly, synthesize materials from various sources and apply this information to their reading. Upon completion of this course, students should be retaking the THEA. If students successfully satisfy THEA requirements, they are exempt from taking any additional developmental courses. If a student successfully passes this course but does not pass THEA, they are then enrolled in
GUST 0100.

Student Learning Outcomes:
1. Acquire vocabulary .
Objectives for this SLO should include but not limited to:
1.a Apply context clues to determine the meaning of words and phrases.
1.b Delineate the meaning of figurative language.
2. Identify main and supporting details .
Objectives for this SLO should include but not limited to:
2.a Show stated and implied main ideas and supporting details in written material.
2.b Show a writer’s purpose, intended audience, viewpoint, tone, and intended meaning.
2.c Describe the relationship of ideas in written material.
3. Identify relationships in a reading selection .
Objectives for this SLO should include but not limited to:
3.a Show inferences.
3.b Identify conclusions.
3.c Describe various perspectives on an issue.
3.d Acquire problem solving methods.
4. Develop reading retention skills .
Objectives for this SLO should include but not limited to:
4.a
Determine assumptions underlying a writer’s argument.
4.b Show the reasoning in a writer’s argument.
4.c Calculate the overall logic and credibility of a writer’s argument.
4.d Show fallacies.
5. Acquire communication and learning skills .
Objectives for this SLO should include but not limited to:
5.a Prepare outlines.
5.b Acquire note taking skills.
5.c Delineate visual aids.
5.d Apply written directions.
5.e Produce a summary of reading assignments.
6. Exhibit use of the college library for academic research
Objectives for this SLO should include but not limited to:
6.a Acquire technical, organizational, and testing skills.
.

6.b Develop technological proficiency.
6.c Organize information.
6.d Prepare for and exhibit test tasting skills successfully.
7. Develop critical thinking skills .
Objectives for this SLO should include but not limited to:
7.a Draw an analysis of the relationship of ideas in a written material.
7.b Make inferences and generate conclusions.
7.c Illustrate various perspectives on an issue.
7.d Employ problem solving methods.
7.e Determine assumptions underlying a writer’s argument.
7.f Determine the overall logic and credibility of a writer’s argument.
7.g Determine fallacies.
Learning Objectives:
By the end of the semester, students will be able to:
1. Identify main ideas and supporting details in readings.
2. Organize information.
3. Define words in context.
4. Develop stronger oral communication skills.
5. Improve and develop stronger critical thinking skills.
6. Develop stronger problem solving skills.
7. Develop cooperative learning skills.
8. Gain technological proficiency.
9. Prepare for and take test successfully.
10. Read textbooks with improved retention.
11. Locate and utilize a variety of library services and resource materials .
ACTIVITIES SESSIONS
WEEK ONE
Monday (6-6): Introduction to GUST 0342
(Please review the “Important Notes” at the end of this calendar)

Pre-Test: Nelson-Denny Reading Test – Form G or H (Comprehension-
20 min. & Vocabulary – 15 min.: you will need to bring 2 Scantron answer sheets and pencils)
Introduction to Connect Reading (software used for the lab component of the course). Do not register with your code: bring it to lab.
Note: Your lab grade for this part of the course may be based on either or both of the following criteria:

Grades which you earn on the exercises or tests in this program

The amount of time you spend working on the program
(minimum of three hours per week)
Review the Table of Contents p. v-xii The Art of Critical Reading
Review Preface for Students p. xxi-xxvii The Art of Critical Reading
Tuesday (6-7): Lab: begin working on Connect Reading (computer lab program). Meet in JBW 201 for lab, and bring your unused code.
Complete “Vocabulary Introduction” from Part 1 p. 27-30
Complete “Vocabulary: Words in Context” from Chapter 1 p. 50-54
Study the Eight Word Parts Vocabulary Units: Unit 3 p. 199-202, Unit 4 p. 257-260, Unit 5 p. 297-300, Unit 6 p. 335-338, Unit 7 p. 428-432,
Unit 8 p. 524-527, Unit 9 p. 564-568 & Unit 10 p. 587-590.
( Note: SKIP the crossword puzzles which follow each unit; focus on learning the meanings of the word parts that precede each group of words)
Study “Vocabulary Word Parts” chart in the Appendix: p. A18-A20
(review of the word parts and meanings taught in the eight vocabulary units above)
Wednesday (6-8):
Thursday (6-9):
Friday (6-10):
Chapter 2: “Topics, Main Ideas and Details” p. 71-83 (stop at F on p.
83), p. 89-92, p. 96-103 & p. 110 (summarizing)
Lab: continue working on Connect Reading (computer lab program in
JBW 201)
Continue/Complete Chapter 2: bring your textbook to class!
Make-up for the Nelson Denny Reading Test – in lab!

WEEK TWO
Monday (6-13):
Chapter 3: “The Author’s Purpose and the Rhetorical Modes” p. 119-135
Tuesday (6-14: Lab: continue working on Connect Reading
Continue/Complete Chapter 3
Wednesday (6-15: Chapter 4: “Transitional Words and Patterns of Organization” p. 159-184
Thursday (6-16): Lab: continue working on
Continue/Complete Chapter 4
Review for Major Test #1
Connect Reading
Friday (6-17):
WEEK THREE
Major Test #1 (bring 1 Scantron and pencils with erasers, and STUDY!)
Monday (6-20):
Tuesday (6-21):
Chapter 5: Inference” p. 205-212 & p. 216-227
Lab: continue working on Connect Reading
Continue/Complete Chapter 5
Wednesday (6-22):
Chapter 6: “Figurative Language” p. 263-269, p. 275-280 & p. 291-295
AND
Chapter 7: “Tone” p. 303-318
Lab: continue working on Connect Reading Thursday (6-23):
Chapter 8: “Fact and Opinion” p. 342-362
Review for Major Test #2
Friday (5-24): Major Test #2 (bring 1 Scantron and pencils with erasers, and STUDY!)

WEEK FOUR
Monday (6-27):
Chapter 9: “Point of View” & “Propaganda” p. 385-393 & 423-427
AND
Chapter 10: “Bias” p. 435-444
(Note: Ch. 9-12 will be tested on the Final Exam: there will be no Major
Test #3)
Tuesday (6-28): Lab: continue working on Connect Reading
Continue/Complete Chapters 9 & 10
Wednesday (6-29): Chapter 10 p. 469-473 (Logical Fallacies)
Chapter 11: “Analyzing and Evaluating Arguments” p. 475-481, 490-
495 & p. 496-499 (deduction and induction)
Thursday (6-30):
Friday (7-1):
Lab: continue working on Connect Reading
Chapter 12: “Evaluating the Evidence” p. 531-539
Lab: continue working on Connect Reading
WEEK FIVE
Monday (7-4):
Tuesday (7-5):
July 4 Holiday: NO CLASS!
Post-Test: Nelson-Denny Reading Test (bring 2 Scantron answer sheets and pencils with erasers)
Review for Final Exam
Wednesday (7-6) or
Thursday (7-7) Final Exam ( Date: / /
(Time: : )
You will have two (2) hours to complete the Final Exam
)
Bring 1 Scantron and pencils with erasers and STUDY!

Instructional Methods:
This course meets three hours per week in a traditional classroom setting. The above assignments are due at the beginning of each week, and students are expected to demonstrate their knowledge of this textbook material in the form of quizzes, exercises and class discussions. Comprehension of the homework assignments and class discussions will also be demonstrated by the students in the form of two major exams and a departmental final exam.
There is an additional one hour per week of lab in which students will work on software in the computer lab which corresponds to the skills taught in the textbook.
Student Assessment:
80% of students will score 70% or better on a district-wide test assessing students’ ability to demonstrate mastery of the course objectives for the Student Learning Outcomes.
Competence in the course objectives and the student’s course grade/overall average will be determined by grades on quizzes, graded homework assignments, in-class exercises, two major exams, and a comprehensive final exam.
Instructional Materials:
Textbook: Mather, Peter and Rita McCarthy. The Art of Critical Reading.
Second Ed.
McGraw-Hill Co. Inc. 2009.
Note: You should buy a new book to better improve your reading skills.
Also, with a new textbook you will receive a code for Connect Reading, which is the online lab program we will use. If you purchase a used book, you will need to buy this code separately for $10.00 at https://www.mhprofessional.com/mhhe_product.php?isbn=0077311388
Also, if you purchase a used textbook, check very carefully for missing pages, excessive highlighting, and pre-marked answers; such used books are counterproductive and may actually prevent you from improving your reading skills.
Materials: At least seven Scantron answer sheets (available in the bookstore), paper, pens, dictionary, notebook and/or folder (for class notes, assignments, and handouts).
Disability Support Services:
Any student with a documented disability (e.g., physical, learning, psychiatric, visual,

hearing, etc.) who needs to arrange reasonable accommodations must contact the
Disability Support Office in LHSB Rm. 106 or call 713-718-6164 at the beginning of each semester. Faculty members are only authorized to provide accommodations requested by the Disability Support Office .
Academic Dishonesty:
Academic/scholastic dishonesty (cheating of any kind) is a serious offence and will be dealt with accordingly. In this class, you must do your own work, and you must do it honestly to ensure learning and academic success. If you are not doing your own work, you are not learning: it’s as simple as that. For a detailed discussion of academic dishonesty and its repercussions, see the official HCCS Student Handbook, which is available online via the college’s main web site: hccs.edu
Attendance:
According to the official HCCS Student Handbook (available online at hccs.edu), a student can be administratively withdrawn for missing 12.5% of the total hours of a course. In this class, that amounts to 8 hours or 3 class meetings . I have extended this policy by one class. In other words, you are allowed 4 absences, but you must realize that being late (arriving after roll has been taken) is tantamount to being absent and that you will be withdrawn upon your 5th absence. Also, be aware that leaving class early (before it has been dismissed) is just as problematic as arriving late: either or both will result in an absence for that day. And finally, there are no “excused absences”—there is only absence and presence: either you were in class or you were not.
The roll is taken no later than ten minutes after class officially begins. If you arrive after that time, I cannot disrupt class to note that you are late or exactly how late you are. To do this for every student who walks in late would be extremely disruptive and time consuming, and it would be a disservice to the majority of students who arrive on time and who would be inconvenienced by such interruptions.
Attendance in this course is extremely important because so much work is done in class.
Also, research indicates that students who are frequently absent simply don’t perform as well—in any class—as students who attend regularly. As a result, you should use your allowed absences wisely, and when you return from an absence, be prepared to make up the work that you missed. You are responsible for turning in homework and completing missed in-class work at the beginning of class on the day that you return. Be sure to notify me at the beginning of class that you were absent and need to make up work. Your course calendar indicates what assignments are covered each week, and information about any additional work or assignments can be obtained from one of your classmates
(be sure to exchange names and numbers with at least one or two of the other students in the class). Finally, since attendance will count as 10% of your course average (your overall grade for the class), it is especially importance that you keep absences to a minimum.

Withdrawals/W’s:
The state of Texas has determined that students are allowed to drop only nine semester hours of classes in their entire college careers. That basically means that you can have only three withdrawals/W’s in your four years of college. Before you withdraw from this or any other class, be sure to speak with your instructor AND a counselor to make sure that there are no unforeseen repercussions. W’s can adversely affect students with F1 visas and students receiving financial aid, but all students should avoid receiving a W!
Also, a developmental reading student must maintain at least a 70% average to pass the course. Students in the state of Texas are allowed to take only 27 hours of developmental classes (most classes being 3 semester hours each) or approximately nine classes. Every time you must repeat a developmental class because of withdrawing or failing to earn an average of 70% (C) or above, those 27 hours become dangerously fewer. Keep this limit in mind as you take this and all other developmental classes.
Early Alert Program:
If it appears that you need additional assistance in this class, your instructor will recommend that you talk to the academic advisors (located on the second floor of LHSB) via the Recommendation for Assistance Form. If an advisor contacts you, please be aware that he or she is doing so only to help, by offering more options that will enable you to succeed academically. We want to afford you every opportunity to successfully complete this and all other classes at the college.
Grades:

These guidelines will be followed for determining your final grade:

Attendance
0 absences = 100%, 1 absence = 90%, 2 absences = 85%
3 absences = 75%, 4 absences = 70%, 5 absences = 60%

Average of Chapter Tests
 Departmental Final Exam

Instructor’s Choice
From two or more of the following areas:
1.
Graded homework assignments
2.
THEA preparation exercises
3.
Vocabulary lists/ exercises
4.
Short story project
10%
30%
20%
40%
5. In class exercises
6. Reading journal
7. Novel project
8. Quizzes

Grading Scale:

The grading system for HCCS developmental courses is as follows:
90 – 100 = A
80 – 89 = B
70 – 79 = C
0 – 69 = IP*
*Note: If you receive an IP, you must repeat GUST 0342. You can receive an IP only once in each developmental class! The second time you take this or any other developmental course, a grade of D or F will be assigned for averages below 70%.
Additional Notes:

Bring a dictionary to each class/ lab session.

Complete homework assignments before coming to class; in other words, come to each class prepared. In general, you should plan to spend 1-2 hours studying outside of class for every hour spent in class. Your course calendar indicates the pages in your textbook that should be completed for each day of class, and any additional work (or changes to those pages) will be indicated by your instructor. Your success in this class is based almost exclusively on your completion of the homework assignments in your textbook. If you don’t do them, you won’t pass.

HCCS policy does not allow students to bring their children to class under any circumstance. If you find that you need care for your child, you will have to use one of your allotted absences.

Cellular phones create annoying and unnecessary interruptions during class. Please turn them off, switch them to vibrate, or leave the at home. Talking on the phone and text messaging in class are strictly forbidden. Do not use your cell phone in the classroom or in lab: don’t even let them appear on your desk.

Above all, throughout this semester you should keep in mind that the primary objective of this class is to improve your reading comprehension skills in an effort to help you better understand, remember, evaluate and analyze the information that you will be reading in the college-level courses which follow. Reading is the one activity that will predominate most of your college work, and the more you improve your reading skills, the faster, easier, and more successful your college studies will be.