Guided Studies & Developmental Reading
Central College
GUST 0342 – Developmental Reading II
CRN: 44155 – Semester: Summer I 2013
3 hour lecture /1hour lab course / 64 hours per semester/ 5 weeks
Class Time: M-F 10:30-1:00
Location: MWF 10:30-1:00 BSCC 212 / TTh 10:30-12:00 JBW 201 & 12:00-1:00 BSCC 212
Instructor: Gene Voss
Instructor Contact Information: send email to gene.voss@hccs.edu
Office location and hours: JBW 201-D M-F 7:00-8:00am
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, or you
can speak to me immediately before or after class.
Course Description
Credit: 3 Credits (3 lecture & 1 lab)
Developmental Reading II 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. Developmental Reading II is
a continuation of reading skills introduced in GUST 0341. Stronger emphasis is placed on
critical reading and thinking skills.
Prerequisites
You must be placed in GUST 0342 or have successfully completed GUST 0341 in order to take
this course.
Course Goal
The goal of GUST 0342 is to teach students to analyze materials thoughtfully, synthesize
materials from various sources and apply this information to their reading.
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
3.7
Describing various perspectives on an issue.
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 CALENDAR
SESSIONS
ACTIVITIES
WEEK ONE
Monday:
Introduction to GUST 0342
(Please review the “Important Notes” at the end of this calendar)
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)
Introduction to Connect Reading 2.0 (software 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:


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)
Review the Table of Contents p. xi-xvii The Art of Critical Reading
Review Preface for Students & Hallmarks of The Art of Critical Reading p. xviiixxvi
Tuesday:
Lab: begin working on Connect Reading (computer lab
program in JBW 201). Complete: “Vocabulary: Context Clues” AND
Townsend Pre-test
Complete “Vocabulary Introduction” from Part 1 p. 26-29
Complete “Vocabulary: Words in Context” from Chapter 1 p. 39-44
Study the Eight Word Parts Vocabulary Units: Unit 3 p. 184-186, Unit 4
p. 226-228, Unit 5 p. 255-258, Unit 6 p. 294-296, Unit 7 p. 372-375,
Unit 8 p. 468-470, Unit 9 p. 500-502 & Unit 10 p. 520-523.
(Note: SKIP the crossword puzzles which follow each unit; focus on
learning the meanings of the word parts that precede each group of words)
Study “Vocabulary Word Parts” chart in the Appendix: p. A19-A21 (review of
the word parts and their meanings taught in the eight vocabulary units above)
Wednesday:
Chapter 2: “Topics, Main Ideas and Details” p. 67-78, 86-93 & 96-102
(summarizing: p.101-102)
Thursday:
Lab (JBW 201): continue working on Connect Reading (computer lab program in
JBW 201). Complete “Main Idea.”
Complete Chapter 2
Friday:
Lab: continue working on Connect Reading
WEEK TWO
Monday:
Chapter 3: “The Author’s Purpose and the Rhetorical Modes” p. 109-132
Tuesday:
Lab (JBW 201): continue working on Connect Reading. Complete “Author’s
Purpose and Intended Audience”
Complete Chapter 3
Wednesday:
Chapter 4: “Transitional Words and Patterns of Organization” p. 149-172
Thursday:
Lab (JBW 201): continue working on Connect Reading. Complete “Patterns of
Organization”
Complete Chapter 4
Review for Major Test #1 (Vocabulary skills from Part 1 & Ch. 1, the 8 word
parts Vocabulary Units, and ALL of Ch. 2, 3 & 4).
Friday:
Major Test #1 (bring 1 Scantron and pencils with erasers, and STUDY!)
WEEK THREE
Monday:
Chapter 5: Inference” p. 190-211
Tuesday:
Lab (JBW 201): continue working on Connect Reading. Complete “Inferences &
Conclusions”
Complete Chapter 5
Wednesday:
Chapter 6: “Figurative Language” p. 231-237 & 242-244
AND
Chapter 7: “Tone” p. 261-270 & 277-278 (irony and satire)
Thursday:
Lab (JBW 201): continue working on Connect Reading. Complete “Author’s
Tone & Figurative Language” AND “Fact & Opinion”
Chapter 8: “Fact and Opinion” p. 300-324
Review for Major Test #2 (Ch. 5, 6, 7 & 8)
Friday:
Major Test #2 (bring 1 Scantron and pencils with erasers, and STUDY!)
WEEK FOUR
Monday:
Chapter 9: “Point of View” & “Propaganda” p. 335-342 & 367-371
AND
Chapter 10: “Bias” p. 379-386 & 390-391
(Note: Ch. 9-12 will be tested on the Final Exam: there will be no Major
Test #3)
Lab (JBW 201): continue working on Connect Reading. Complete “Author’s
Point of View”
Tuesday:
Complete Chapters 9 & 10
Wednesday:
Chapter 10 p. 410-416 (Logical Fallacies)
Chapter 11: “Analyzing and Evaluating Arguments” p. 417-422, 424-431 & 446447 (deduction and induction)
Thursday:
Lab (JBW 201): continue working on Connect Reading. Complete
“Evaluating an Author’s Argument”
Chapter 12: “Evaluating the Evidence” p. 473-488
Friday:
Lab: continue working on Connect Reading
WEEK FIVE
Monday:
Post-test: Nelson-Denny Reading Test (bring 2 Scantron answer sheets and
pencils with erasers)
Review for Final Exam
Tuesday:
Lab: complete Connect Reading & Townsend Post-test
Wednesday or
Thursday
Final Exam ( Date:
/
/
(Time:
:
)
)
You will have two (2) hours to complete the Final Exam
Bring 1 Scantron and pencils with erasers and STUDY!
Instructional Materials:
Textbook: Mather, Peter and Rita McCarthy. The Art of Critical Reading. HCC Custom Ed.
3e. New York: McGraw-Hill Co. Inc. 2012.
Note: You should buy a new book to better improve your reading skills. This is a
workbook and thus you should write in the book; the bookstore will not buy your
book back at the end of the semester. Also, with a new textbook you will receive a
free code for Connect Reading 2.0, which is the online lab program we use. If you
purchase a used book, you will need to buy this code separately. With used
textbooks, check very carefully for missing pages, excessive highlighting, and premarked answers; such used books are counterproductive and may actually prevent
you from improving your reading skills.
Additional Materials:
At least seven Scantron answer sheets (available in the bookstore), earphones/ear buds (for lab),
paper, pens, #2 pencils, dictionary, and a notebook or folder for class notes, returned 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)
HCC Policy Statements
Class Attendance - It is important that you come to class! Attending class regularly is the best
way to succeed in this class. Research has shown that the single most important factor in student
success is attendance. Simply put, going to class greatly increases your ability to succeed. You
are expected to attend all lecture and labs regularly. You are responsible for materials covered
during your absences. Class attendance is checked daily. Although it is your responsibility to
drop a course for nonattendance, the instructor has the authority to drop you for excessive
absences.
If you are not attending class, you are not learning the information. As the information that is
discussed in class is important for your career, students may be dropped from a course after
accumulating absences in excess of six (6) hours of instruction. The six hours of class time
would include any total classes missed or for excessive tardiness or leaving class early.
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 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 these frequent interruptions. 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%.
Attendance in this course is extremely important because so much work is done in class and
because essential instruction not found in the textbook takes place during 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. You are
responsible for turning in homework at the beginning of class on the day that you return. 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 important that you keep absences to a minimum: every time you are absent, your
attendance grade becomes lower.
Class attendance equals class success.
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 (daily in-class grades: quizzes, exercises,
homework assignments)
10% Lab Work (average of tests taken while completing the online
lab assignments)
20% Major Tests (covering the chapters from the textbook)
10% Attendance (0 absences=100%, 1=95%, 2=85%, 3=75%,
4=70%, 5=60%
20% Final Exam (comprehensive: covers all the homework
assignments for the entire semester)
Grading Scale:
90-100
80-89
70-79
69 and Below
A
B
C
D, 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.