Guided Studies Department
GUST 0342 – Developmental Reading II
(3 semester hrs: 3 hr lecture / 1 hr lab)
CRN 61130 – Spring 2011
T 10:00-12:00 BSCC 212
Th 10:00-11:00 JBW 201
11:00-12:00 BSCC 212
16 week term / 64 contact hours
Instructor:
Gene Voss
gene.voss@hccs.edu
Office: JBW 201C
713-718-6770
Office hours: M-Th 7:00-8:00 am
T&Th 12:00-1:00 pm
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
1.b
Apply context clues to determine the meaning of words and phrases.
Delineate the meaning of figurative language.
2.
Identify main and supporting details.
Objectives for this SLO should include but not limited to:
2.a
2.b
Show stated and implied main ideas and supporting details in written material.
Show a writer’s purpose, intended audience, viewpoint, tone, and intended
meaning.
Describe the relationship of ideas in written material.
2.c
3.
Identify relationships in a reading selection.
Objectives for this SLO should include but not limited to:
3.a
3.b
3.c
3.d
Show inferences.
Identify conclusions.
Describe various perspectives on an issue.
Acquire problem solving methods.
4.
Develop reading retention skills.
Objectives for this SLO should include but not limited to:
4.a
4.b
4.c
4.d
Determine assumptions underlying a writer’s argument.
Show the reasoning in a writer’s argument.
Calculate the overall logic and credibility of a writer’s argument.
Show fallacies.
5.
Acquire communication and learning skills.
Objectives for this SLO should include but not limited to:
5.a
5.b
5.c
5.d
5.e
Prepare outlines.
Acquire note taking skills.
Delineate visual aids.
Apply written directions.
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
6.c
6.d
Develop technological proficiency.
Organize information.
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
7.b
7.c
7.d
7.e
7.f
7.g
Draw an analysis of the relationship of ideas in a written material.
Make inferences and generate conclusions.
Illustrate various perspectives on an issue.
Employ problem solving methods.
Determine assumptions underlying a writer’s argument.
Determine the overall logic and credibility of a writer’s argument.
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.
Course Calendar:
SESSIONS
ACTIVITIES
WEEK ONE
Introduction to GUST 0342
(Please review the “Important Notes” at the end of this calendar)
(Jan. 18-20)
Nelson-Denny Reading Test – Form G or H (Comprehension- 20 min. &
Vocabulary – 15 min.: you will need to bring 2 Scantrons and pencils)
Introduction to Connect Reading (software used for the lab component of
the course—make sure that you have obtained your access code)
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 one hour per week)
Review the Table of Contents p. vi-xii The Art of Reading
Review Preface to the Students & Walkthrough p. xxi-xxviii The Art of
Reading
Assignments:
NOTE: ASSIGNMENTS ARE ALWAYS FOR THE FOLLOWING
WEEK



WEEK TWO
Complete “Vocabulary Introduction” from Part 1 p. 27-30 &
“Vocabulary: Words in Context” from Chapter 1 p. 50-54
Study the 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. 587590.
Study “Vocabulary Word Parts Chart” in the Appendix p. A18A20
“Vocabulary Introduction” from Part 1 p. 27-30, “Vocabulary: Words in
Context” from Chapter 1 p. 50-54, 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
and “Vocabulary Word Parts Chart” in the Appendix p. A 18 – p. A 20.
(Jan. 24-27)
Continue working on Connect Reading (computer lab program)
Assignments:

WEEK THREE
Chapter 2 “Topics, Main Ideas and Details” p. 72-83, 89-92, 96-103
& 110
Complete Chapter 2 “Topics, Main Ideas and Details” p. 72-83,
89-92, 96-103 & 110 (Note: exclude “In Your Own Words &
“The Art of Writing” p.103)
(Jan. 31-Feb. 3)
Continue working on Connect Reading
Assignments:

WEEK FOUR
Chapter 3 “The Author’s Purpose and the Rhetorical
Modes” p. 119-136
Complete Chapter 3 “The Author’s Purpose and the Rhetorical
Modes” p. 119-136
(Feb. 7-10)
Continue working on Connect Reading
Assignments:

WEEK FIVE
(Feb. 14-17)
Chapter 4 “Transitional Words and Patterns of Organization” p. 159-184
Complete Chapter 4 “Transitional Words and Patterns of
Organization” p. 159-184
Continue working on Connect Reading
Assignments:

WEEK SIX
(Oct. Fwb. 21-24)
Major Test #1 (Date: _____ / _____ / _____)
Study for Major Test #1 which will cover parts of Part 1,
Chapter 1 & the Appendix (vocabulary), the Word Parts
Vocabulary Units (3-10), AND all of Chapters 2, 3 & 4
Continue working on Connect Reading
Assignments:

WEEK SEVEN
(Feb. 28-March 3)
Chapter 5 “Inference” p. 206-227
Complete Chapter 5 “Inference” p. 206-227
Continue working on Connect Reading
Assignments:


WEEK EIGHT
(March 7-10)
Complete Chapter 6 “Figurative Language” p. 263-269, 275-280,
& 291-295
Complete Chapter 7 “Tone” p. 303-318
Chapter 6 “Figurative Language” p. 263-269, 275-280 & 291-295
Chapter 7 “Tone” p. 303-318
Continue working on Connect Reading
(NOTE: This is Midterm—the middle of the semester, but we will not
have a midterm exam—the next major exam will be during Week 10)
Assignments:

Complete Chapter 8 “Fact and Opinion” p. 342-362
WEEK NINE
(March 21-24)
Chapter 8 “Fact and Opinion” p. 342-362
Continue working of Connect Reading
Assignments:

WEEK TEN
(March 28-31)
Major Test #2 (Date: _____ / _____ /_____ )
Study for Major Test #2 which will cover Chapters 5, 6, 7 & 8
Continue working on Connect Reading
Assignments:


WEEK ELEVEN
(April 4-7)
Complete Chapter 9 “Point of View” & “Propaganda” p. 385392 & 423-427
Complete Chapter 10 “Bias” p. 435-444
Chapter 9 “Point of View” & “Propaganda” p. 385-392 & 423-427
Chapter 10 “Bias” p. 435-444
Continue working on Connect Reading
Assignments:
WEEK TWELVE
(April 11-14)

Complete Chapter 10 p. 469-473 (Logical Fallacies)

Complete Chapter 11 “Analyzing and Evaluating Arguments” p.
475-482, 490-495 & 496-499 (induction and deduction)
Chapter 10 p. 469-473 (Logical Fallacies)
Chapter 11 “Analyzing and Evaluating Arguments” p. 475-482, 490-495
& 496-499 (induction and deduction)
Continue working on Connect Reading
Assignments:

WEEK THIRTEEN
(April 18-21)
Chapter 12 “Evaluating the Evidence” p. 531-550
Complete Chapter 12 “Evaluating the Evidence” p. 531-550
Continue working on Connect Reading
Assignments:

WEEK FOURTEEN
Major Test #3 (Date: _____ / _____ / _____ )
Continue working on Connect Reading
Study for Major Test #3 which will cover Chapters 9, 10,
11, and 12
______________________________________________________________________________
(April 25-28)
Assignments:

Continue with activities assigned by your instructor


WEEK FIFTEEN
(May 2-5)
Assignments:
WEEK SIXTEEN
(May 9 & 10)
Bring 2 Scantrons and pencils for the Nelson-Denny Test
Begin reviewing for the Final Exam
(Comprehensive: Ch. 2 – Ch. 12 and Vocabulary from Week 2)
Nelson- Denny Reading Test ( Date:
Complete working on Connect Reading

/
/
)
STUDY FOR THE FINAL EXAM!
Final Exam ( Date:
/
/
(Time:
:
)
)
You will have two (2) hours to complete the Final Exam
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 4 class meetings. I have extended this
policy by one class. In other words, you are allowed five 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 sixth 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.
2.
3.
4.
Graded homework assignments
THEA preparation exercises
Vocabulary lists/ exercises
Short story project
5.
6.
7.
8.
10%
30%
20%
40%
In class exercises
Reading journal
Novel project
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.