Guided Studies Department
GUST 0341 – Developmental Reading I
(3 semester hrs.: 3 hr lecture / 1 hr lab)
CRN 77368 – Summer 2011
MW 8:00-10:45
TTh 8:00-9:30
9:30-10:45
F
9:00-10:50
BSCC 212
JBW 201
BSCC 212
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-F 7:00-8:00 am
(and by appointment)
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
Monday (6-6):
Introduction to GUST 0341(Be sure to review the “Important
Notes” at the end of this Calendar
Nelson-Denny Reading Pe-Test (Comprehension & Vocabulary)—
you will need two Scantron answer sheets and pencils
Introduction to Unit 1 (“Literal Comprehension”) p. 1-4
Chapter 1 (“Introduction to Vocabulary Development”) Part A
(“Learning Words: Three Methods”) p. 5-13
Word Parts Handout: study/learn the Prefixes
Tuesday (6-7):
Lab: Introduction to Plato (the software program used for the lab
component of the course)
Chapter 1 Part B (“Learning Words in Context”) p. 13-22
Wednesday (6-8):
Chapter 1 Parts C & D (“Learning Word Parts and Structure” &
“Learning Dictionary Skills”) p. 23-40 & 41-47
Word Parts Handout: study/learn the Roots
Thursday (6-9):
Lab: Continue working on Plato
In-class exercise during lecture: bring your textbook to class!
Word Parts Handout: study/learn the Suffixes
Friday (6-10):
Lab: Continue working on Plato
Makeup for Nelson-Denny Reading Test
______________________________________________________________________________
WEEK TWO
Monday (6-13):
Chapter 2 (“Developing Literal Recall”) Parts A & B-1 (“Finding
the Topic Main Idea, and Supporting Details” & “Reading for
Main Ideas: Paragraph Patterns”) p. 58-79 & 80-92
Tuesday (6-14):
Lab: Continue working on Plato
In-class exercise during lecture: bring your textbook to class!
Wednesday (6-15):
Chapter 2 Parts B-2, C, D & E (“Main Ideas In Longer Passages,”
“Finding an Author’s Thesis,” “Summarizing as a Way to Test
Your Understanding” & “Flexible Reading Rates”) p. 94-96, 99100 & 103-110
Chapter 3 Part F (“Scanning Graphic Aids”) p. 150-158
In-class exercise: bring your textbook to class!
Review for Major Exam #1
Thursday (6-16):
Major Exam #1 which will cover:
 Chapters 1, 2, 3-F
 Word Parts Handout & Word Parts from Ch. 1
 Vocabulary Lists from the “Vocabulary Checks” in Chapter
1-3
Note: The exam will be taken at the beginning of class in the
lecture classroom
Friday (6-17):
Lab: Continue working on Plato (go to lab first today)
Review of Major Exam #1
______________________________________________________________________________
WEEK THREE
Monday (6-20):
Introduction to Unit 2 (“Critical Comprehension”) p. 163-165
Chapter 4 (“Distinguishing Fact from Opinion”) Parts A & B
(“Fact Finding”& “Reading Opinions of Others”) p.166-172 &
176-181
Tuesday (6-21):
Lab: Continue working on Plato
Chapter 4: Read the two essays (“Do We Need God in the
Pledge?” & “Government Shouldn’t Impose Religion on Citizens”)
on p. 173-175
Wednesday (6-22):
Chapter 4 Parts C & D (“Detecting Propaganda” & “Putting it All
Together”) p. 187-205
Thursday (6-23):
Lab: Continue working on Plato
In-class exercise during lecture: bring your textbook to class!
Friday (6-24):
Lab: Continue working on Plato
______________________________________________________________________________
WEEK FOUR
Monday (6-27):
Chapter 5 (“Recognizing Tone, Figurative Language & Point of
View”) Parts A, B & C (“Recognizing Intent, Attitude & Tone,”
“Recognizing Figurative Language,” & “Comparing Biased Points
of View”) p. 210-214, 216-221 (stop at “e.” on top of p. 221) &
227-237 (=21 pages total)
Tuesday (6-28):
Lab: Continue working on Plato
In-class exercise during lecture: bring your textbook to class!
Wednesday (6-29):
Chapter 6 (“Recognizing Inferences, Drawing Conclusions, and
Evaluating Arguments”) Parts A-D (“Recognizing Inferences,”
“Recognizing Inferences and Facts,” “Drawing Conclusions Using
Induction and Deduction,” & Putting It All Together”) p. 259-269,
274-278, 281-283 & 296-299 (= 23 pages total)
Thursday (6-30):
Lab: Continue working on Plato
In-class exercise during lecture: bring your textbook to class!
Friday (7-1):
Major Exam #2 which will cover
 Chapters 4, 5 & 6
 Vocabulary Lists from the “Vocabulary Checks” in
Chapters 4-6
(Note: The exam will be taken in the lecture room)
________________________________________________________________________
WEEK FIVE
Monday (7-4):
July 4 Holiday: NO CLASS!
Tuesday (7-5):
(8:00) Nelson-Denny Reading Post-Test (Comprehension &
Vocabulary)— you will need two Scantron answer sheets and
pencils? You must arrive on time today since this is a timed test and
also because the COMPASS Test will take place immediately
afterward.
(9:00) COMPASS Re-Test. This will be taken in the Testing Dept.
(LHSB 201) after the Nelson-Denny Test. You will need to have a
permission form from you instructor.
Wednesday (7-6)
or Thursday (7-7):
Final Exam: The final exam will be comprehensive, covering
Chapters 1-6 and the Word Parts Handout. It will not include the
Vocabulary Lists. The Final Exam will count 20% of your overall
course average.
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:
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.
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.
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.
Grading Scale:
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

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.