Guided Studies Department
GUST 0341 – Developmental Reading I
(3 semester hrs.: 3 hr lecture / 1 hr lab)
CRN 55226 – Fall 2010
M 12:00-2:00 BSCC 212
W 12:00-1:00 SJAC 116B
1:00-2:00 BSCC 212
16 week term / 64 contact hours
Instructor:
Gene Voss
gene.voss@hccs.edu
Office: SJAC 116C
713-718-6770
Office hours: M-Th 7:00-8:00 am
T&Th 12:00-1:00 pm
Course Description:
College Reading I is designed to address the developmental reader’s need for direct
instruction in basic reading behaviors that are essential to the acquisition of knowledge in
the content areas. Instruction is based on an interactive reading method with emphasis on
learning to learn. These key skills include previewing chapters, selecting and organizing
the information read, and reading critically while, making informed decisions about that
information.
This is a pre-collegiate course with a lab and lecture component designed to raise reading
and study strategies so to equip students for academic success in subsequent college-level
courses. Students will develop vocabulary enhancement techniques as well as ways to
improve reading comprehension through mastery of individual reading skills.
Course Prerequisites:
Must be placed into GUST 0341 or completion of GUST 0339 or 0340.
Course Goals:
The goal of this course is to teach students to analyze materials thoroughly, locate main
ideas, and critically read information in an effort to make wise decisions. Students who
successfully complete this course will take GUST 0342 the following semester.
Students who successfully satisfy THEA are exempted from GUST 0342.
Student Learning Outcomes:
Level One:
1. To describe the three phases of the Reading Process
2. To define the SQ3R System
3. To identify Main Ideas and Supporting Details
4. To define unfamiliar words as they are used in context
5. to recognize specific thought patterns in a reading selection
Level Two:
1. To explain and discuss the SQ3R System
2. Identify a stated Main Idea
3. Identify and distinguish between Major and Minor Details
Level Three:
1. Develop stronger oral communication skills
2. Practice identifying Stated and Unstated Main Ideas
Level Four:
1. To analyze a reading selection by identifying and locating the Main Idea, Major
Supporting Details, and Thought Patterns
2. To Identify an author’s Purpose and Tone in a reading selection
3. To Outline and/or map a reading selection or assignment showing how the ideas
relate to each other
4. To analyze a written argument
5. Identify Inferences in written material
Level Five:
1. To Summarize a reading passage
2. To detect Bias in written material
Level Six:
1. To draw accurate Conclusions from written material
2. To determine if statements are Fact or Opinion
3. To interpret a writer’s Tone in written information
Learning Objectives:
By the end of the semester, students will be able to:
1. Increased vocabulary and dictionary skills.
2. Identify main ideas and supporting details.
3. Define words in context.
4. Develop stronger oral communication skills.
5. Improve and develop stronger critical thinking skills.
6. Locate topic sentences
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.
12. Understand and apply basic patterns of organization
Course Calendar:
SESSIONS
ACTIVITIES
WEEK ONE
(Aug 30 – Sept 2)
Introduction to GUST 0341
(Be sure to review the “Important Notes” at the end of this Calendar)
Review the “Preface” p. xi-xii & “To the Student” p. xv-xvi in the
textbook
Nelson-Denny Reading Pre-Test
(Comprehension-20 minutes & Vocabulary-15 minutes—bring 2
Scantrons and pencils)
Introduction to PLATO
(software program used for the lab component of the course).
Note: Your lab grade for this part of the course may be based on either
or both of the following criteria:
•
•
Assignments:
ASSIGNMENTS ARE ALWAYS FOR THE FOLLOWING WEEK



WEEK TWO
(Sept. 6-9)
Grades which you earn on the Activities and/or PostActivities of this program
The amount of time you spend working on the program
(minimum of one hour per week)
Read the introduction to Unit 1:“Literal Comprehension,” pg.1-4
Read Chapter 1 “Developing Vocabulary Skills:” Parts A & B
(“Learning New Words” & “Learning Words In Context”) pg.523, and complete exercises as assigned.
Begin studying the Word Parts Handout supplied by your
instructor.
Introduction to Unit 1: “Literal Comprehension” pg. 1-4
Chapter 1 Parts A & B (“Learning New Words” & “Learning Words in
Context”) pg. 5-23
Word Parts Handout (supplied by your instructor)
Assignments:

Read Chapter 1 “Developing Vocabulary Skills” parts C, D & E
(“Learning Word Parts and Structure,” “Learning Dictionary
Skills” & “Putting it All Together”) pg. 23-47, and complete
exercises as assigned.

Continue studying the Word Parts Handout.
WEEK THREE
(Sept. 13-16)
Chapter 1 Parts C, D & E (“Learning Word Parts and
Structure,” “Learning Dictionary Skills” & “Putting it all Together”)
pg. 23-47
Word Parts Handout
Assignments:


Read Chapter 2 “Developing Literal Recall:” Parts A & B
(“Finding the Topic, Main Idea, and Supporting Details” &
“Reading for Main Ideas: Paragraph Patterns”) pg. 58-93, and
complete exercises as assigned.
Continue studying the Word Parts Handout.
(Sept. 20-23)
Chapter 2 Parts A & B (“Finding the Topic, Main Idea, and Supporting
Details” & “Reading for Main Ideas: Paragraph Patterns”) pg. 58-93
Word Parts Handout
Assignments:

WEEK FOUR


WEEK FIVE
(Sept. 27-30)
Read Chapter 2 “Developing Literal Recall” Parts C, D, E & F
(“Finding an Author’s Thesis,” “Summarizing as a Way to Test
Your Understanding,” “Flexible Reading Rates” & “Putting It
All Together”) pg. 94-96 & 99-110 and complete exercises as
assigned.
Read Chapter 3 “Developing Study Reading Strategies” Part F
(Scanning Graphic Aids”) pg. 150-158
Complete studying the Word Parts Handou
Chapter 2 Parts C, D, E & F
(“Finding an Author’s Thesis,” “Summarizing as a Way to Test Your
Understanding,” “Flexible Reading Rates” & “Putting It All Together”)
pg. 94-96 & 99-110
Chapter 3 Part F (“Scanning Graphic Aids”) pg. 150-158
Assignments:

Study for Major Test #1 which will cover:
•Chapters 1 & 2, and Ch 3 Part F
•Word Parts Handout
•Vocabulary from the Vocabulary Checks in the “Putting It All
Together” sections at the ends of Chapters 1, 2 & 3
______________________________________________________________________________
WEEK SIX
(Oct. 4-6)
Major Test #1 (Bring a Scantron answer sheet and pencils : STUDY!!!)
Assignments:
 Read the introduction to Unit 2: “Critical Comprehension,” pg.163165
 Read Chapter 4 “Distinguishing Fact From Opinion” Parts A & B
(“Fact Finding” & “Reading Opinions of Others”) pg. 166-172 &
176-181, and complete exercises as assigned.
______
WEEK SEVEN
(Oct11-14)
Introduction to Unit 2: “Critical Comprehension,” pg. 163-165
Chapter 4 Parts A & B (“Fact Finding” & “Reading Opinions of
Others”) pg. 166-172 & 176-181
Assignments:

Read Chapter 4 Parts C & D (“Detecting Propaganda” &
“Putting It All Together”) pg. 187-205, and complete exercises as
assigned.
______
WEEK EIGHT
Chapter 4 Parts C & D (“Detecting Propaganda” & “Putting It All
Together”)
pg. 187-205
(Oct. 18-21)
NOTE: This week marks the middle of the semester: Midterm! (but
we will not have a midterm exam)
Assignments:

Read Chapter 5 “Recognizing Tone, Figurative Language, and P
Point of View”: Parts A & B (“Recognizing Intent, Attitude, and
Tone” & “Recognizing Figurative Language”) pg. 210-214 &
216-221 (stop at “e.” on p. 221), and complete exercises as
assigned.
_____
WEEK NINE
Chapter 5 Parts A & B (Recognizing Intent, Attitude, and Tone” &
“Recognizing Figurative Language”) pg. 210-214 & 216-221 (stop at
“e.” on p. 221)
(Oct. 25-28)
Assignments:

Read Chapter 5 “Recognizing Tone, Figurative Language, and
Point of View:” Parts C & D (“Comparing Biased Points of View &
Putting It All Together”) Pg. 227-237, and complete exercises as
assigned.
______
WEEK TEN
Chapter 5 Parts C & D (“Comparing Biased Points of View” & “Putting
It All Together”) pg. 227-237
(Nov. 1-4)
Assignments:

WEEK ELEVEN
Chapter 6 Parts A & B (“Recognizing Inferences” & “Recognizing
Inferences and Facts”) pg. 259-269
Read Chapter 6 “Recognizing Inferences, Drawing Conclusions,
and Evaluating Arguments:” Parts A & B (“Recognizing
Inferences “Recognizing Inferences and Facts”) pg. 259-269
and complete exercises as assigned.
(Nov. 8-11)
Assignments:

WEEK TWELVE
Chapter 6 Parts C & D (“Drawing Conclusions Using Induction &
Deduction” & “Putting It All Together”) pg. 274-283 & 296-299
Read Chapter 6 “Recognizing Inferences, Drawing Conclusions, and
Evaluating Arguments”: Parts C & D (“Drawing Conclusions Using
Induction & Deduction” & “Putting It All Together”) pg. 274-283 &
296-299, and complete exercises as assigned.
(Nov. 15-19)
Assignments:

Study for Major Test #2 which will cover
Chapters 4, 5, & 6
Vocabulary from the Vocabulary Checks in the “Putting It All
Together” sections at the end of Chapters 4, 5, & 6 (bring a
Scantron and pencils).
______________________________________________________________________________
WEEK THIRTEEN
Major Test #2
STUDY!!!!)
(bring a Scantron answer sheet and pencils and
(Nov. 22-25)
Assignments:

Go to lab first next week to get your permission slip for the
COMPASS Test (re-test). Arrive five or ten minutes before class begins
so that you can be at the Testing Dept. at the beginning of class.
WEEK FOURTEEN
COMPASS Re-test (in the Testing Dept.: 2nd floor of LHSB). Come by
the lab BEFORE class begins to pick up your permission slip.
(Nov. 20 – Dec. 2)
Assignments:
 Bring two Scantron answer sheets and pencils for the Nelson-Denny
Posttest and begin studying for the Final Exam.
WEEK FIFTEEN
Nelson-Denny Reading Posttest (bring two Scantrons and pencils and
arrive on time)
(Dec. 6-9)
Review for the Final Exam & Last lab day
Assignments:
 Study for the Departmental Final Exam which will cover:
• Chapters 1 – 6
• Word Parts Handout (note: NO vocabulary lists!)
WEEK SIXTEEN
FINAL EXAM (Date:
Time: ____:____
/_______ /______
(Dec. 13-16)
(Note: your class will meet only one time on one day during this week.
Check with your instructor for the exact day and time of your class’s
final exam. You will have two (2) hours to complete this 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:
Materials:
Adams, W. Royce and Becky Patterson. Developing Reading Versatility.
Eleventh Edition. Boston: Thomson Wadsworth, 2011.
Note: You should purchase a new textbook: used textbooks are highly
discouraged. A used textbooks is permissible IF it does not have
answers to the exercises; books with answered exercises are
counterproductive to improving your reading skills.
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.
Withdrawls/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
10%
30%
20%
40%
5.
6.
7.
8.
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 0341. 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.

As part of the state of Texas’ THEA requirements, you will be re-taking/taking the
COMPASS test at the end of the semester. If you receive a scaled (not percentage)
score of 81 or above, you will not have to enroll in GUST 0342 and you will have
satisfied the state’s reading requirements. If you receive a scaled score of 79 or
below, you must enroll in GUST 0342 next semester.

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.