Integrated Reading and Writing
Central College
INRW 0420 – Integrated Reading & Writing II
CRN 59024– Semester Summer I 2015
3 hour lecture /2 hour lab course / 80 hours per semester/ 5 weeks
Class Time: Monday-Friday 8:00-11:15 a.m.
Location: Monday/Wednesday
8:00 – 11:15 SJAC 104
Tuesday/Thursday/Friday 8:00 – 9:05 SJAC 109 (lab)
9:05 – 11:15 SJAC 104
Instructor:
Professor Gene Voss, MA
Instructor Contact Information:
gene.voss@hccs.edu (contact via email is preferred)
(713) 718-6770
https://learning.hccs.edu/faculty/gene.voss
Office location and hours:
SJAC 119
Mon.-Fri.: 7:00-8:00 a.m.
(and by appointment)
Please feel free to contact me via email or in person before, after, or during class concerning any problems
that you are experiencing in this course. You do not need to wait until you have received a poor grade before
asking for my assistance. Your performance in my class is very important to me. I am available to hear your
concerns and just to discuss course topics. Feel free to come by my office anytime during these hours.
Course Description
This course is a combined 3 hour lecture/ 2 hour lab (1 hour technology lab & 1 hour writing lab),
performance-based course designed to develop students’ critical reading and academic writing skills. The
focus of the course will be on applying critical reading skills for organizing, analyzing, and retaining
material and developing written work appropriate to the audience, purpose, situation, and length of the
assignment. The course integrates complementary reading and writing assignments with special emphasis
given to reasoning and responding to issues arising from class readings. This course is designed to prepare
students for college level reading and writing intensive courses including ENGL 1301. Students will learn to
write effective, logical essays, utilizing textual support to develop reading comprehension strategies, and to
analyze, synthesize and make value judgments using critical thinking. Lab required. The course fulfills TSI
requirements for reading and writing. Students who successfully complete thus course will qualify to take
ENGL 1301.
Prerequisites
Students may enter this course if they have placed or tested into the former GUST 0342 and/or ENGL 0310.
Placement into INRW 0420 is a result of a TSI Reading score of 347-350 and a Writing score of 310-362
with a Writing Sample score of 4 or 5.
Course Goal
The goal of INRW 0420 is to prepare students for college-level courses such as Freshman Composition, History,
Government, Psychology, and other freshman college courses.
Student Learning Outcomes
Upon successful completion of this course, students will be able to:
1. Locate explicit textual information, draw complex inferences, and describe, analyze, and evaluate the
information within and across multiple texts of varying lengths.
2. Comprehend and use vocabulary effectively in oral communication, reading, and writing.
3. Identify and analyze the audience, purpose, and message across a variety of texts.
4. Describe and apply insights gained from reading and writing a variety of texts.
5. Compose a variety of texts that demonstrate reading comprehension, clear focus, logical development
of ideas, and use of appropriate language that advance the writer’s purpose.
6. Determine and use effective approaches and rhetorical strategies for given reading and writing
situations.
7. Generate ideas and gather information relevant to the topic and purpose, incorporating the ideas and
words of other writers in student writing using established strategies.
8. Evaluate relevance and quality of ideas and information in recognizing, formulating, and developing
a claim.
9. Develop and use effective reading and revision strategies to strengthen the writer’s ability to compose
college-level writing assignments.
10. Recognize and apply the conventions of Standard English in reading and writing.
5 WEEK CALENDAR
SESSIONS
ACTIVITIES
WEEK ONE
Monday (6-8):
Introduction to INRW 0420
(Please review the “Important Notes” at the end of this calendar)
Introduction to Turnitin.com and AskOnline.net
Introduction to Aplia (software used for the lab component of the course—make sure that you
have received/purchased the code to register for this online program)
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)
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)
Diagnostic Essay
Review (in your textbook) “Academic Reading and Writing” p. 3-7, 11-16, and 20-27
Tuesday (6-9):
Vocabulary Development (Word Parts and Context Clues) p. 33-38
Word Choice and Diction p. 88-90, 120-121, 146-147, and 668-676
Lab: Begin working on Aplia. You must bring your access code (free with your textbook) to
lab today! We will begin in class and register together: do not try to use your code or register
at home!
Journal Entry #1
Wednesday (6-10):
Topics, Main Ideas and Supporting Details p. 47-68
Sentences, Sentence Combining, and Major Sentence Errors p. 148-149, 352-353, 498-499,
501-513, 515-526, 531-539, 574-575, 613-617, and 654
Thursday (6-11):
Continue with Topics, Main Ideas… and Sentences, Sentence Combining… (from
Wednesday)
Journal Entry #2
Lab: continue working on Aplia
Friday (6-12):
Journal Entry #3
Lab: continue working on Aplia
WEEK TWO
Monday (6-15):
Patterns of Organization p. 75, 162-164, 191-195, 219-223, 247-252, 277-281, 305-309, 333338, and 363-367
Narration and Description p. 163-177 and 191-215
The Writing Process and Basic Essay Structure p. 80, 106-111, 112-119, 131-143 and 664-665
Tuesday (6-16):
Continue with Patterns of Organization, Narration and Description, and the Writing Process
and Basic Essay Structure (from Monday)
Journal Entry #4
Lab: continue working on Aplia
Wednesday (6-17):
Major Essay #1: In-Class Narration/Description Essay
Thursday (6-18):
Fact and Opinion (lecture and handout)
Cause and Effect Writing p. 333-362
Sentence Basics (Subjects, Predicates, and Modifiers) p. 485-497 and Sentence Problems p.
540-549
Journal Entry #5
Lab: Continue working on Aplia
Friday (6-19):
Inference p. 30-32 (and lecture and handout)
Nouns, Pronouns, Verbs, Adjectives and Adverbs p. 526-530, 551-564, 565-578, 579-598 and
599-612
Rough draft of Cause and Effect Essay is due (completed/final draft is due next week)
Journal Entry #6
Begin studying for the Midterm Exam, which is on Monday of Week 3
Lab: Continue working on Aplia
WEEK THREE
Monday (6-22):
Midterm Exam (will cover all assignments from Weeks 1 and 2)
Major Essay #2: Cause and Effect Essay is due (completed and typed final draft)
Tuesday (6-23):
Library Orientation (research basics)
Lab: Continue working on Aplia
Wednesday (6-24):
Tone and Figurative Language p. 83-87 (and lecture and handout)
Capitalization p. 625-634
Argument p. 393-424 (begin Major Essay #3: Argument Essay)
Journal Entry #7
Thursday (6-25):
Research/Source-Based Writing p. 427-482
Punctuation p. 635-650
Propaganda (lecture and handout)
Lab: Continue working on Aplia
Friday (6-26):
Inductive and Deductive Reasoning p. 28-29
Author’s Purpose and Logical Fallacies (lecture and handout)
Lab: Continue working on Aplia
WEEK FOUR
Monday 6-29):
Major Essay #3: Argument Essay with Sources is due
In-Class Critical Response Essay / Journal #8
Tuesday (6-30):
Prepositions p. 618-623
Other Punctuation (Apostrophes, Semicolons, Colons, Hyphens and Dashes) p.651-661
Lab: Continue working on Aplia
Wednesday (7-1):
Reading and Writing about Literature / Short Story: Alice Walker’s “Everyday Use”
Thursday (7-2):
Journal Entry #9 (to be written in class)
Journal is due (all nine entries)
Lab: Last lab day / All Aplia assignments must be completed
Friday (7-3):
No Class: July 4 Holiday Observed
WEEK FIVE
Monday (7-6):
Final Exam: Essay Portion
Tuesday (7-7):
Final Exam: Highlighting, Annotating and Outlining an Essay
Wednesday (7-8):
Final Exam: Objective Portion
Instructional Methods
A variety of instructional methods are used throughout the semester. Examples may include class
discussions, lectures, readings, reflections, group projects, research, assessments, video/DVD, internet
searches, and presentations.
As a student wanting to improve your academic reading ability, it is your responsibility to do the assigned
readings, submit assignments on time, participate in discussions and other activities, attend class (face-toface and online portions), and enjoy this learning experience as you learn how to better your comprehension.
Student Assignments
Assignments have been developed that will enhance your learning. You will be required to successfully
complete the following assignments and acts:
All textbook assignments should be completed before the week in which they are listed
Complete in-class reading & writing assignments and activities
Complete weekly Aplia (software used in lab) online activities
Complete weekly in-class reading and writing assignments
Student Assessments
Assessments will occur in the format of quizzes, in-class exercises, online lab exercises, journal writing,
in-class and out of class essays, and major exams.
EGLS3 -- Evaluation for Greater Learning Student Survey System
At Houston Community College, professors believe that thoughtful student feedback is necessary to improve
teaching and learning. During a designated time, you will be asked to answer a short online survey of
research-based questions related to instruction. The anonymous results of the survey will be made available
to your professors and division chairs for continual improvement of instruction. Look for the survey as part
of the Houston Community College Student System online near the end of the term.
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
ten hours or three class meetings. I have extended this policy by one class. In other words, you are allowed
four 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 fifth 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. Traffic and parking are
always going to be problems, so prepare for them by leaving early and getting to class early. Also, the only
missed work that can be made up are major exams: there is no make-up for in-class work that you miss when
you are late or absent, and that work will receive a grade of 0%. Major essays will receive a ten point
deduction for every day that they are late. Finally, attendance will count as 10% of your course average, and
every time you miss class, that grade gets lower.
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 return from absences
prepared. 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). Again, since attendance will directly
affect your grade in several ways, it is especially important that you keep absences to a minimum.
Program/ Discipline Requirements
In this class you will be required to take a pretest and posttest as well as complete any supplemental lab
materials.
HCC Grading Scale
A = 100 – 90:………………………………….
B = 89 – 80: …………………………………..
C = 79 – 70: …………………………………..
69 and below = IP (In Progress)……………….
W (Withdrawn) ……………………………….
FX (Withdrawn after last day to drop)………..
4 points per semester hour
3 points per semester hour
2 points per semester hour
0 points per semester hour
0 points per semester hour
0 points per semester hour
IP (In Progress) is given only in certain developmental courses. The student must re-enroll in a following
semester to receive credit. To compute grade point average (GPA), divide the total grade points by the total
number of semester hours attempted. The grades “IP,” “COM” and “I” do not affect GPA.
Grading Criteria
Your instructor will conduct quizzes, exams, and assessments that you can use to determine how successful
you are at achieving the course learning outcomes (mastery of course content and skills) outlined in the
syllabus. If you find you are not mastering the material and skills, you are encouraged to reflect on how you
study and prepare for each class. Your instructor welcomes a dialogue on what you discover and may be able
to assist you in finding resources on campus that will improve your performance.
Grading Percentages
Major Essays (x3)
Daily Grades (quizzes, exercises
In-class writing)
Aplia (lab software)*
Journal
Attendance
Midterm Exam
Final Exam
(Objective and Essay)
Total
30%
20%
10%
10%
10%
10%
10%
100%
*Aplia Online Lab Program
You must complete all of the assigned sections in Aplia.
Textbook: Kemper, Dave, et al. Fusion: Integrated Reading and Writing, Book 2. Stamford: Cengage
Learning, 2014. Print.
Note: You should buy a new book to better improve your reading and writing skills. This is a
workbook and thus you should write in the book; the bookstore will not buy the book back at
the end of the semester. Also, with a new textbook you will receive a free code for Aplia, which
is the online lab program we use. If you purchase or obtain a used book, you will need to buy
this code separately (which is expensive and can only be done online with a credit card). With
used textbooks, 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 and writing skills.
Materials: At least three Scantron answer sheets (available in the bookstore), earphones/ear buds (for lab),
paper, pens, #2 pencils, a dictionary, a notebook or folder for class notes, returned assignments
and handouts, and a separate paper folder with brads and lined notebook paper for a journal.
Important Notes:
 If it appears that you need additional assistance in this class, your instructor will recommend that you talk
to the Academic Advisors of the Counseling Dept. (located on the second floor of LHSB) via the Early
Alert Program. 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.

Bring your textbook, a pen, lined loose-leaf paper, and 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) will be indicated in class. Your success in this class is based almost
exclusively on your completion of the homework assignments in your textbook: most grades are directly
related to them. If you don’t do the homework, you won’t pass.

Attendance and punctuality are mandatory. In fact, attendance will count as 10% of your course average.
Parking is a continuous problem, so leave early for class and avoid excessive absences. H.C.C.S. policy
states that you can be withdrawn by your instructor after missing 12.5% of the course (See the
Student Handbook online at hccs.edu); in this course that is equal to 8 total hours. Be aware that
leaving early creates the same problem as arriving to class late: either or both will result in an absence for
that day. Review the Attendance Policy requirements (handout) for this class.

Academic dishonesty (cheating of any kind) is a serious offence and will be dealt with accordingly. (See
the Student Handbook for the specific policy on cheating)

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.

Cell phones create annoying and unnecessary interruptions during class. Please turn yours off or leave it
at home. Speaking on the phone and text messaging are strictly forbidden during class time. Do not use
your cell phone in the lab or the classroom; do not even let it appear on your desk.

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 3-5
semester hours each). 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.

The state of Texas has determined that students are allowed to drop only six classes in their entire college
careers. That basically means that you can have only six 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 in any class!

EGLS3 –Evaluation of Greater Learning Student Survey System:
At HCCS, professors believe that student feedback is necessary to improve teaching and learning. During
a designated time, you will be asked to answer a short online survey of research-based questions related
to instruction. The anonymous results of the survey will be made available to your professors and
division chairs for continual improvement of instruction. Look for the survey as part of HCC Student
System online near the end of the term.

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.
DISABILITY SUPPORT SERVICES
Any student with a documented disability (physical, learning, psychiatric, visual, hearing etc.) who needs to
arrange reasonable accommodations must contact the Disability Services Office at the beginning of each
semester, which at Central is found in the Learning Hub (LHSB) in Room 106 (713-718-6164). Faculty are only
authorized to provide accommodations requested by the Disability Support Office.
HCC Policy Statements
Access Student Services Policies on their website:
http://hccs.edu/student-rights
Access Distance Education Policies on their website:
http://de.hccs.edu/de/de-student-handbook
Access Continuing Education Policies on their Website:
http://www.hccs.edu/CE-student-guidelines
Access Students Rights, Policies, and Procedures
http://www.hccs.edu/hccs/current-students/student-rights-policies-procedures
Useful Web Resources:
 Information: www.hccs.edu ; http://learning.hccs.edu ;
http://learning.hccs.edu/faculty/annie.tsui
 Tutoring & Support: www.hccs.askonline.net
 PurdueOWL:http://owl.english.purdue.edu/owl/resource/747/01/
 Grammar PP: http://grammar.ccc.commnet.edu/grammar/powerpoint.htm
 HCCS Prep Online: http://tlr.hccs.edu/gcpass/prep_home.htm
 Turnitin: http://www.turnitin.com/en_us/training/student-training/student-quickstart-guide
The Integrated Reading and Writing Mission Statement
The Integrated Reading and Writing Program provides quality instruction through research-based
pedagogically and andragogically designed approaches in order to prepare our diverse community of
students to become life-long learners achieving academic and workforce goals.