Guided Studies & Developmental Reading
Central College
GUST 0341 – Developmental Reading I
CRN: 76376 – Semester: Spring 2012
3 hour lecture /1hour lab course / 64 hours per semester/ 16 weeks
Class Time: MW 12-2:00
Location M: 12-2:00 BSCC 212 / W: 10-11:00 JBW 201 & 11-12:00 BSCC 212
Instructor: Gene Voss
Instructor Contact Information: gene.voss@hccs.edu
Office location and hours: JBW 201-D M-Th 7:00-8:00am & T/Th 12:00-1:00 pm
Please feel free to contact me 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
Credit: 3 Credits (3 lecture & 1 lab)
Developmental Reading I is designed to address the developmental reader’s need for direct
instruction in 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
critical reading, making informed decisions about that information.
Prerequisites
You must be placed in GUST 0341 or have successfully completed GUST 0339 in order to take
or 0340.
Program Student Learning Outcomes:
Students will
1. Demonstrate mastery of vocabulary by:
1.1 using context clues to determine the meanings of unfamiliar words or phrases.
1.2 using word parts (prefixes, root/base words and suffixes) to determine the meanings
of unfamiliar words or phrases.
2. Improve literal comprehension by:
2.1 Identifying stated and implied main ideas
2.2 Identifying ideas that support or illustrate the main idea (major & minor details).
2.3 Evaluating the relationship among ideas in text material via patterns of organization.
2.4 Summarize in writing and orally a reading selection or Condensing information
through summary.
2.5 Understanding and interpreting data in graphs, diagrams, charts, and tables.
3. Demonstrate mastery of critical reading skills by:
3.1 Distinguishing between statements of fact and opinion.
3.2 Formulating valid inferences through stated or implied textual evidence.
3.3 Identifying an author’s purpose for writing a text.
3.4 Assessing textual evidence to determine the author’s tone.
3.5 Evaluating the logic of a writer’s argument.
4. Improve time management, study and test-taking skills by:
4.1 applying note taking, annotating & outlining strategies to a variety of texts.
4.2 Completing an individual study plan utilizing online components for learning
enhancement.
4.3 Integrating test question knowledge and comprehension strategies to interpret test
questions.
4.4 Organizing and summarizing information purposes.
4.5 Organizing and summarizing information for presentation.
Course Student Learning Outcomes:
Students will:
1.
Demonstrate mastery of vocabulary by:
Objectives for this SLO should include but are not limited to:
1.1
Applying context clues to determine the meaning of words and phrases.
1.2
Delineating the meaning of figurative language.
2.
Identify main and supporting details.
Objectives for this SLO should include but are not limited to:
2.1
Showing stated and implied main ideas and supporting details in written material.
2.2
Showing a writer’s purpose, intended audience, viewpoint, tone, and intended
meaning.
2.3
Describing the relationship of ideas in written material.
3.
Identify relationships in a reading selection.
Objectives for this SLO should include but are not limited to:
3.4
Showing inferences.
3.5
Identifying conclusions.
3.6
Describing various perspectives on an issue.
3.7
Acquiring problem solving methods.
4.
Develop reading retention skills.
Objectives for this SLO should include but are not limited to:
4.1
4.2
4.3
4.4
Determining assumptions underlying a writer’s argument.
Showing the reasoning in a writer’s argument.
Calculating the overall logic and credibility of a writer’s argument.
Showing fallacies.
5.
Acquire communication and learning skills.
Objectives for this SLO should include but are not limited to:
5.1
Preparing outlines.
5.2
Acquiring note-taking skills.
5.3
Delineating visual aids.
5.4
Applying written directions.
5.5
Producing a summary of reading assignments.
6.
Exhibit use of the college library for academic research.
Objectives for this SLO should include but are not limited to:
6.1
6.2
6.3
6.4
7.
Acquiring technical, organizational, and testing skills.
Developing technological proficiency.
Organizing information.
Preparing for and exhibit test tasting skills successfully.
Develop critical thinking skills.
Objectives for this SLO should include but are not limited to:
7.1
7.2
7.3
7.4
7.5
7.6
7.7
Drawing an analysis of the relationship of ideas in a written material.
Making inferences and generate conclusions.
Illustrating various perspectives on an issue.
Employing problem solving methods.
Determining assumptions underlying a writer’s argument.
Determining the overall logic and credibility of a writer’s argument.
Determining fallacies.
16 WEEK COURSE CALENDAR:
SESSIONS:
WEEK ONE
(Jan 17-19)
ACTIVITIES:
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 Connect Reading
(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:
Grades which you earn on the quizzes and tests of this program
The amount of time you spend working on the program (minimum
of one hour per week)
ASSIGNMENTS ARE ALWAYS FOR THE FOLLOWING 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.5-23, and
complete exercises as assigned.
Begin studying the Word Parts Handout supplied by your instructor.
WEEK TWO
(Jan 23-26)
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
(Jan 30-Feb 2)
Assignments:
WEEK FOUR
(Feb 6-9)
Assignments:
Chapter 1 Parts C, D & E (“Learning Word Parts and
Structure,” “Learning Dictionary Skills” & “Putting it all Together”)
pg. 23-47
Word Parts Handout
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.
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
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 Handout
WEEK FIVE
(Feb 13-16)
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
(Feb 20-23)
Assignments:
Major Test #1 (Bring a Scantron answer sheet and pencils : STUDY!!!)
WEEK SEVEN
(Feb 27-March 1)
Introduction to Unit 2: “Critical Comprehension,” pg. 163-165
Read the introduction to Unit 2: “Critical Comprehension,” pg.163-165
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.
Chapter 4 Parts A & B (“Fact Finding” & “Reading Opinions of Others”) pg.
166-172 & 176-181
Assignments:
WEEK EIGHT
Read Chapter 4 Parts C & D (“Detecting Propaganda” & “Putting It All
Together”) pg. 187-205, and complete exercises as assigned.
Chapter 4 Parts C & D (“Detecting Propaganda” & “Putting It All Together”)
pg. 187-205
(March 5-8)
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.
NOTE: Spring Break comes between Week 8 and Week 9. It is not one of the
16 weeks of the course.
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)
(March 19-22)
Assignments:
WEEK TEN
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.
Chapter 5 Parts C & D (“Comparing Biased Points of View” & “Putting It All
Together”) pg. 227-237
(March 26-29)
Assignments:
WEEK ELEVEN
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.
Chapter 6 Parts A & B (“Recognizing Inferences” & “Recognizing Inferences
and Facts”) pg. 259-269
(April 2-5)
Assignments:
WEEK TWELVE
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.
Chapter 6 Parts C & D (“Drawing Conclusions Using Induction & Deduction” &
“Putting It All Together”) pg. 274-283 & 296-299
(April 9-12)
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
(April 16-19)
Assignments:
Major Test #2 (bring a Scantron answer sheet and pencils and STUDY!!!!)
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.
(April 23-26)
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)
(April 30-May 3)
Review for the Final Exam & Last lab day
Assignments:
WEEK SIXTEEN
Study for the Departmental Final Exam which will cover:
•Chapters 1 – 6
•Word Parts Handout (note: NO vocabulary lists!)
FINAL EXAM (Date: ________
Time: ____:____
/_______ /______
(May 7-10)
(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 Materials:
Textbook: Developing Reading Versatility. Adams, W. Royce and Becky Patterson. 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.
Connect Reading access code: this is the software that will be used in lab. The access code can
be purchased in the bookstore for $20.00, or you can purchase it online for $14.99 at
https://www.mhprofessional.com/mhhe_product.php?isbn=0077311388
Additional Materials: At least seven Scantron answer sheets (available in the bookstore), paper,
pens, dictionary, notebook and/or folder (for class notes, assignments, and handouts).
HCC Policy Statement - ADA
Any student with a documented disability (e.g. physical, learning, psychiatric, vision, hearing,
etc.) who needs to arrange reasonable accommodations must contact the Disability Services
Office at the respective college at the beginning of each semester. Faculty is authorized
to provide only the accommodations requested by the Disability Support Services Office.
For questions, please contact the Disability Counselor at your college. To visit the ADA Web
site, please visit www.hccs.edu then click Future students, scroll down the page and click on
the words Disability Information.
District ADA Coordinator –713.718.5165
Central ADA Counselors – 713.718.6164
HCC Policy Statement: Academic Honesty
A student who is academically dishonest is, by definition, not showing that the coursework has
been learned, and that student is claiming an advantage not available to other students. The
instructor is responsible for measuring each student's individual achievements and also for
ensuring that all students compete on a level playing field. Thus, in our system, the instructor has
teaching, grading, and enforcement roles. You are expected to be familiar with the University's
Policy on Academic Honesty, found in the catalog. What that means is: If you are charged with
an offense, pleading ignorance of the rules will not help you. Students are responsible for
conducting themselves with honor and integrity in fulfilling course requirements. Penalties
and/or disciplinary proceedings may be initiated by College System officials against a student
accused of scholastic dishonesty. “Scholastic dishonesty”: includes, but is not limited to,
cheating on a test, plagiarism, and collusion.
Cheating on a test includes:
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Copying from another students’ test paper;
Using materials not authorized by the person giving the test;
Collaborating with another student during a test without authorization;
Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the
contents of a test that has not been administered;
Bribing another person to obtain a test that is to be administered.
Plagiarism means the appropriation of another’s work and the unacknowledged incorporation of
that work in one’s own written work offered for credit.
Collusion mean the unauthorized collaboration with another person in preparing written work
offered for credit. Possible punishments for academic dishonesty may include a grade of 0 or F
in the particular assignment, failure in the course, and/or recommendation for probation or
dismissal from the College System. (See the Student Handbook)
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. The only assignments which can be made up are major exams. Instructor’s Choice grades
(for collected homework or daily assignments completed in class) cannot be made up and will
receive a grade of 0%. 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.
HCC Course Withdrawal Policy
If you feel that you cannot complete this course, you will need to withdraw from the course prior
to the final date of withdrawal. Before, you withdraw from your course; please take the time to
meet with the instructor to discuss why you feel it is necessary to do so. The instructor may be
able to provide you with suggestions that would enable you to complete the course. Your
success is very important. Beginning in fall 2007, the Texas Legislature passed a law limiting
first time entering freshmen to no more than SIX total course withdrawals throughout their
educational career in obtaining a certificate and/or degree.
To help students avoid having to drop/withdraw from any class, HCC has instituted an Early
Alert process by which your professor may “alert” you and HCC counselors that you might fail a
class because of excessive absences and/or poor academic performance. It is your responsibility
to visit with your professor or a counselor to learn about what, if any, HCC interventions might
be available to assist you – online tutoring, child care, financial aid, job placement, etc. – to stay
in class and improve your academic performance.
If you plan on withdrawing from your class, you MUST contact a HCC counselor or your
professor prior to withdrawing (dropping) the class for approval and this must be done PRIOR
to the withdrawal deadline to receive a “W” on your transcript. **Final withdrawal deadlines
vary each semester and/or depending on class length, please visit the online registration
calendars, HCC schedule of classes and catalog, any HCC Registration Office, or any HCC
counselor to determine class withdrawal deadlines. Remember to allow a 24-hour response
time when communicating via email and/or telephone with a professor and/or counselor. Do
not submit a request to discuss withdrawal options less than a day before the deadline. If you
do not withdraw before the deadline, you will receive the grade that you are making in the class
as your final grade.
Repeat Course Fee
The State of Texas encourages students to complete college without having to repeat failed
classes. To increase student success, students who repeat the same course more than twice, are
required to pay extra tuition. The purpose of this extra tuition fee is to encourage students to
pass their courses and to graduate. Effective fall 2006, HCC will charge a higher tuition rate to
students registering the third or subsequent time for a course. If you are considering course
withdrawal because you are not earning passing grades, confer with your instructor/counselor as
early as possible about your study habits, reading and writing homework, test taking skills,
attendance, course participation, and opportunities for tutoring or other assistance that might be
available.
Classroom Behavior
As your instructor and as a student in this class, it is our shared responsibility to develop and
maintain a positive learning environment for everyone. Your instructor takes this responsibility
very seriously and will inform members of the class if their behavior makes it difficult for
him/her to carry out this task. As a fellow learner, you are asked to respect the learning needs of
your classmates and assist your instructor achieve this critical goal.
Use of Camera and/or Recording Devices
As a student active in the learning community of this course, it is your responsibility to be
respectful of the learning atmosphere in your classroom. To show respect of your fellow
students and instructor, you will turn off your phone and other electronic devices, and will not
use these devices in the classroom unless you receive permission from the instructor.
Use of recording devices, including camera phones and tape recorders, is prohibited in
classrooms, laboratories, faculty offices, and other locations where instruction, tutoring, or
testing occurs. Students with disabilities who need to use a recording device as a reasonable
accommodation should contact the Office for Students with Disabilities for information
regarding reasonable accommodations
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.
Instructor Requirements
As your Instructor, it is my responsibility to:
 Provide the grading scale and detailed grading formula explaining how student grades are
to be derived
 Facilitate an effective learning environment through class activities, discussions, and
lectures
 Description of any special projects or assignments
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Inform students of policies such as attendance, withdrawal, tardiness and make up
Provide the course outline and class calendar which will include a description of any
special projects or assignments
Arrange to meet with individual students before and after class as required
To be successful in this class, it is the student’s responsibility to:
 Attend class and participate in class discussions and activities
 Read and comprehend the textbook
 Complete the required assignments and exams:
 Ask for help when there is a question or problem
 Keep copies of all paperwork, including this syllabus, handouts and all assignments
Grading
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.
Final grades are determined by averaging the total of each area listed below.
40% Instructor’s Choice (Quizzes, Exercises, Homework)
10% Lab Work (Average of Quizzes in Lab)
20% Major Exams (Cover Textbook Assignments & Class
Discussion)
10% Attendance (0 absences=100%, 1=95%, 2=85%, 3=75%, 4=70%,
5=60%)
20% Final Exam (Comprehensive—covers the entire course)
Grading Scale:
90-100
80-89
70-79
69 and Below
A
B
C
F, FX or IP
Useful Web Resources:
 Information: www.hccs.edu ; http://learning.hccs.edu
 Tutoring & Support: www.hccs.askonline.net
The Guided Studies & Developmental Reading Mission Statement
The Guided Studies and Developmental Reading 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.