Guided Studies & Developmental Reading Central College GUST 0341 – Developmental Reading I CRN: 81053 – Semester: Summer I 2012 3 hour lecture /1hour lab course / 64 hours per semester/ 5 weeks Class Time: Mon.-Thurs. 8:00-10:45 & Fri. 9:00-10:50 Location: MW 8-10:45 BSCC 212 / TTH 8:00-9:30 JBW 201 & 9:30-10:45/ Fri 9:00-10:50 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 & Fri 7:00-9:00am 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 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 Determining assumptions underlying a writer’s argument. 4.2 Showing the reasoning in a writer’s argument. 4.3 Calculating the overall logic and credibility of a writer’s argument. 4.4 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. 5 WEEK COURSE CALENDAR: SESSIONS: ACTIVITIES: WEEK ONE Monday: 6-4 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: Lab: Introduction to Connect Reading (the software program used for the lab 6-5 component of the course). Make sure you have purchased your code from the bookstore! Chapter 1 Part B (“Learning Words in Context”) p. 14-23 Wednesday: 6-6 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: 6-7 Lab: Continue working on Connect Reading In-class exercise during lecture: bring your textbook to class! Word Parts Handout: study/learn the Suffixes Friday: 6-8 Lab: Continue working on Connect Reading Makeup for Nelson-Denny Reading Test (if you were absent on Monday) WEEK TWO Monday: 6-11 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: 6-12 Lab: Continue working on Connect Reading In-class exercise during lecture: bring your textbook to class! Wednesday: 6-13 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, 99-100 & 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: 6-14 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: 6-15 Lab: Continue working on Connect Reading (go to lab first today) Review of Major Exam #1 _____________________________________________________________________________________ WEEK THREE Monday: 6-18 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: 6-19 Lab: Continue working on Connect Reading 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: 6-20 Chapter 4 Parts C & D (“Detecting Propaganda” & “Putting it All Together”) p. 187-205 Thursday: 6-21 Lab: Continue working on Connect Reading In-class exercise during lecture: bring your textbook to class! Friday: Lab: Continue working on Connect Reading 6-22 _____________________________________________________________________________________ WEEK FOUR Monday: 6-25 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 p. total) Tuesday: 6-26 Lab: Continue working on Connect Reading In-class exercise during lecture: bring your textbook to class! Wednesday: 6-27 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 p. tot.) Thursday: 6-28 Lab: Continue working on Connect Reading (note: last lab day) In-class exercise during lecture and review for Major Exam #2: bring your textbook to class! Friday: 6-29 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: 7-2 (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. Tuesday: 7-3 Make-up Day /Review for Final Exam Wednesday: 7-4 July 4 Holiday Thursday: 7-5 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 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: 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 3 class meetings. I have extended this policy by 1 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 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 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.