Guided Studies
Northwest College
GUST 0342 – Developmental Reading II
CRN: 75546 / Semester: Spring, 2011
3 hours lecture / 1hour lab / 64 hours per semester / 16 weeks
Instructor: Dr. Michael King
Instructor Contact Information: michael.king@hccs.edu
Office location and hours: Spring Branch Campus, Room AD3; by appointment
Please, feel free to contact me concerning any problems that you are experiencing in this course.
You do not have 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
to discuss course topics with you. I want you to be successful in this course. I'm there to help!
Course Description
College Reading II is a continuation of reading skills introduced in GUST 0341. Stronger
emphasis is on critical reading and thinking skills. 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.
Prerequisites
Must be placed into GUST 0342 in reading or successful completion of GUST 0341.
Course Goal
Assist you in acquiring skills needed to have a successful college experience.
Student Learning Outcomes
Students will use reading materials at the pre-college level to:
Students will read college level materials to:
 use study aids available in college texts such as the preface, table of contents, objectives,
glossaries, appendices, and indices to preview and study texts
 determine the meaning of unfamiliar words and phrases by using vocabulary strategies
such as context clues and word parts
 use vocabulary strategies to understand the denotative and connotative language in
college reading materials
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demonstrate comprehension by connecting new information across texts with students’
prior knowledge
identify stated main ideas in texts from various academic disciplines
state implied main ideas in texts from various academic disciplines
identify major and minor details
identify patterns of organization to improve comprehension and retention
make inferences about author’s purpose, tone, bias, figurative language, and intended
meaning
apply critical reading skills to respond, to summarize, and to paraphrase reading material.
evaluate the credibility of the author and the information
use appropriate strategies such as outlining, annotating, note-taking and mapping to
organize and retain material
apply test-taking strategies
apply active reading, self-monitoring, and self-correcting strategies
SCANS or Core Curriculum Statement and Other Standards
Credit: 3 (3 lecture / 1 lab)
College Reading II is a continuation of reading skills introduced in GUST 0341. Stronger
emphasis is placed on critical reading skills and critical thinking skills. The goal of GUST 0342
is for the students to learn to analyze materials thoughtfully, synthesize materials from various
sources, and apply this information to their reading.
Course Calendar
Week #1:
Lecture/Lab: Introductions; Course Overview; Lab Orientation; Lab.
Homework: Smith,
Chapters:
1&2
Week #2:
Lecture/Lab: Smith, Chapters 1 & 2; Lab.
Homework: Smith,
Chapter:
3
Week #3:
Lecture/Lab: Smith, Chapter 3; Lab.
Homework: Study for Quiz #1 (Smith, Chapters 1-3)
Week #4:
Lecture/Lab: Quiz #1 (Smith, Chapters 1-3); Lab.
Homework: Smith,
Chapters:
4&5
Week #5:
Lecture/Lab: Chapters 4 & 5; Lab.
Homework: Smith,
Chapter:
6
Week #6:
Lecture/Lab: Smith, Chapter 6; Lab.
Homework: Study for Quiz #2 (Smith, Chapters 4-6)
Week #7:
Lecture/Lab: Quiz #2 (Smith, Chapters 4-6); Lab.
Homework: Study for Mid-term Exam (Smith, Chapters 1-6).
Week #8:
Lecture/Lab Mid-term Exam (Smith, Chapters 1-6); Lab.
Homework: Smith,
Chapters:
7&8
Week #9:
Lecture/Lab: Smith, Chapters 7 & 8; Lab.
Homework: Smith,
Chapter:
9
Week #10:
Lecture/Lab: Smith, Chapter 9; Lab.
Homework: Study for Quiz #3 (Smith, Chapters 7-9)
Week #11:
Lecture/Lab: Quiz #3 (Smith, Chapters 7-9); Lab.
Homework: Smith,
Chapter:
10
Week #12:
Lecture/Lab: Smith, Chapter 10; Lab.
Homework: Smith,
Chapter:
11
Lecture/Lab: Smith, Chapters 11 & 12; Lab.
Homework: Smith,
Chapter:
12
Week #13:
Week #14:
Lecture/Lab: Catch-up; Lab.
Homework: Study for Quiz #4 (Smith, Chapters 10-12)
Week #15:
Lecture/Lab: Quiz #4 (Smith, Chapters 10-12); Review for Final Exam
(Comprehensive); Lab.
Homework: Study for Final Exam (Comprehensive).
Week #16:
Lecture/Lab: Final Exam (Comprehensive); Thurs., May 12th, 8-10a.
[ This is a TENTATIVE SCHEDULE. It is subject to (major) alterations. ]
Instructional Materials
Bridging the Gap: College Reading, Tenth Edition, by Brenda Smith
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 are authorized
to provide only the accommodations requested by the Disability Support
Services Office.
For questions, please contact Donna Price at 713-718-5165 or the Disability
Counselor at your college: Mahnaz Kolaini at 713-718-5422. To visit the ADA website, please
visit: www.hccs.edu then click Future Students; scroll down the page and click Disability
Information.
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 student's 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 means 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 hours of instruction. The six hours of class time would
include: missed classes, late arrivals, and early departures.
You may decide to not attend class for whatever reason. As an adult making the decision not to
attend, you do not have to notify the instructor prior to missing a class. However, if this happens
too many times, you may suddenly find that you have 'lost' the class.
Poor attendance tends to have a positive correlation with poor grades. If you miss any class,
including the first week, you are responsible for all material missed. It is a good idea to find a
friend or a classroom 'buddy' who is willing to: share class notes, lecture/discussion information,
or hand in paperwork for you when you are not present.
Class attendance equals class success.
HCC Course Withdrawal Policy
If you feel that you cannot complete this course, you 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 suggestions that will enable you to complete the course. Your success is very
important. Beginning in Fall, 2007; the Texas Legislature passed a law limiting entering
freshmen to no more than six total course withdrawals throughout the student's 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 the interventions available to assist you:
online tutoring, child care, financial aid, job placement, etc.; in order to stay in class and improve
your academic performance.
If you plan on withdrawing from your class, you must contact an 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 depending on class length Please, visit: the
online registration calendars, HCC schedule of classes, HCC 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.
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 for 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 to assist your instructor in achieving this critical goal.
Using Electronic 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.
Using Recording Devices
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 ADA Office for information regarding reasonable
accommodations.
Instructor Requirements
As your instructor, it is my responsibility to:
 provide the grading scale and detailed grading formula explaining how students' grades
are determined
 facilitate an effective learning environment through class activities, discussions, and
lectures
 describe any special projects or assignments
 inform students of policies such as attendance, withdrawal, tardiness, and makeup work
 provide the course outline and class calendar which include a description of any special
projects or assignments
 arrange to meet with individual students before and/or after class, as required/requested
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.
Evaluation:
Grading Scale:
90 - 100
80 - 89
70 - 79
Below 70
=
=
=
=
A
B
C
IP*
* Note: If you have previously received an IP in this course, I must assign you a letter grade.
College policy does not allow you to receive a second IP for this course. Therefore, the
following Grading Scale will apply:
90 - 100
80 - 89
70 - 79
Below 70
=
=
=
=
A
B
C
F
Grading Policy:
The basic course requirements necessary in order for a student to receive a grade are as follows:
15%
15%
20%
15%
15%
20%
Academic Orientation:
[ All students begin with 100% here. This grade is mainly
determined by your attendance record. It is impossible for me
to assist you in achieving your academic and career goals if you
are not in class! Additional behaviors/attitudes that will impact
your grade are: not focusing on the assignment/discussion,
sleeping in class, arriving late, leaving early, not disabling your
beeper or cell phone, talking that is distracting to the instructor
and/or your fellow students, and any additional attitude or
behavior that disrupts the learning process. ]
Journals
4 Exams (Smith Text)
Computer Lab:
[ Your grade is determined by the same criteria as for Academic
Orientation. ]
Mid-term Exam
Final Exam
From the preceding grading policy, you can clearly see that ATTENDANCE is CRITICALLY
IMPORTANT TO YOUR FINAL COURSE GRADE! Almost one third (15% for
Academic Orientation and 15% for Computer Lab) of your final course grade has much to do
with attending class, arriving to class on time, and staying until the end of class.
Mission Statement
The Houston Community College System is an open-admission, public
institution of higher education offering associate degrees, certificates,
academic preparation, workforce training, and life-long learning
opportunities that prepare individuals in our diverse communities for life
and work in an increasingly international and technological society.
HOUSTON COMMUNITY COLLEGE SYSTEM
NORTHWEST COLLEGE
GUST 0342 Course Syllabus and Course Calendar
Spring, 2011
GUST 0342
Reading II
CRN: 75546
16 - Week Course
Credit: 3 (3 lecture, 1 lab)
Prerequisite: A qualifying score on a placement test or successful completion of GUST 0341.
Spring Branch Campus
Room(s): 309
Day(s) of the Week: T / R
Meeting Time(s): 8 - 10a.
Dr. Michael King
e-mail: michael.king@hccs.edu
Office Hours: By Appointment
Required textbook: Bridging the Gap: College Reading, Tenth Edition, by Brenda Smith
Note:
You MUST purchase a new textbook! If your textbook is not new, you may not have all the
materials required for this course.
You are also required to purchase Scantron sheets for the semester.
If you have a disability, see your college/ADA counselor so we can work with you.
If you are making partial financial payments to the college, it is your responsibility to fulfill that
commitment.
You are required to obtain and read the current student handbook.
You are required to bring to each class all text materials.
You are required to meet the high standards of academic honesty as detailed in the student
handbook.
Disable any electronic device that goes buzz, beep, ring, etc.
No eating in class.
If you chew gum, make certain I don't hear it or see it.
Attendance:
I will enforce the HCCS attendance policy that is published in the HCCS Student Handbook.
Instructors may drop a student from a course after the student accumulates absences in excess
12.5% of the total hours of instruction (including lecture and lab). Therefore, you will be
dropped from this course if you miss more than 12 1/2% (1/8th) of the total contact hours. Since
this course consists of 64 contact hours, you will be dropped from the class if you miss in excess
of 8 hours. Late arrivals and early departures are counted as part of the 12 1/2% limit. If you are
a developmental student, there may be additional consequences to your being dropped from this
course! Do not force me to drop you from this class!
IP, W, F Grades:
An 'IP' (In Progress) grade can be given only once. It is given to students who do not meet the
minimum grading standards but who are otherwise in good standing (complete all assignments
on a timely basis, attend class, participate, etc.) An 'IP' does not affect a student’s GPA, but it
does require the student to re-take the course. A 'W' (Withdrawn) is given to a student who
exceeds the 12.5% maximum absence or to a student who withdraws from the course before the
last drop date. An 'F' may be given in cases of scholastic dishonesty or other severe academic
violation(s).
Scholastic Dishonesty:
The HCCS Student Handbook defines the following criteria: “Scholastic dishonesty includes,
but is not limited to, cheating on a test, plagiarism, and collusion.” Please refer to the Handbook
for the specifics of cheating on a test. “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 means the unauthorized collaboration with another person in preparing written work
offered for credit. Possible punishments for academic dishonesty may include a grade of zero to
F for the particular assignment, failure in the course, and/or recommendation for probation or
dismissal from the College System.”
Student Conduct:
The guidelines for student conduct are specifically defined in The HCCS Student Handbook
[As] “mature, responsible adults … they will voluntarily observe these rules as a matter of
training and habit. Students [will] not interfere with or disrupt the orderly educational processes
of the College System.” It is expected that they will demonstrate both courtesy and cooperation
in the classroom. A student who either cannot or will not extend both courtesy and cooperation
may not continue the course.
Sexual Harassment:
It is a violation of HCCS policy for an employee, agent, or student of the college to engage in
sexual harassment as defined in the EEOC guidelines (EEO/AA Compliance Handbook). Please
consult the HCCS Student Handbook for specific details.
HCCS Policy:
Ringing cellular phones or sounding beepers constitute an interruption of instruction. Students
must remember to turn off phones and beepers while they are in class.
Course Objectives:
The objectives of this course are to prepare students to successfully manage their reading
requirements in:
- college coursework
- career assignments and responsibilities
- personal/family endeavors
- pleasure reading
HCCS Make-up Policy:
"This is given entirely at the discretion of the instructor. If your instructor has asked you to take
a make-up test in the testing center, you will have one week by the calendar to complete your
make-up assignment. Upon the eighth day, your make-up assignment will be discarded by the
testing center, and you will receive a grade of zero. It is critical that you do not forget to make
up any work you are given. This is a major cause of failing a course. Do not disrupt the class to
ask about make-up work. Any discussion of these matters is at the instructor’s convenience and
will not take away from valuable classroom time."
This course contains instructional components that address each of the following learning areas:
- computer technology instruction/application (e.g., NWC Learning Web:
http://learning.nwc.hccs.edu)
- career exploration discussions/activities
- computer web-based research
- CAI (Computer Assisted Instruction) supplemental instruction
- multi-cultural/multi-discipline readings, assignments, and discussions
Please Note:
Food is not allowed in the classrooms.
You must work out any job conflicts and transportation problems.
Please, record the names and telephone numbers of three students you may contact.
Please, read the HCCS Catalog, the HCCS Semester Schedule, and the HCCS Student Handbook
to verify the guidelines that pertain to each student of this college.
Tutoring (both reading and writing) is available for students in Room 703.
Houston Community College enforces developmental prerequisites and co-requisites of collegelevel courses. When a student enrolls in a college-level course that has developmental course corequisites, he/she must also co-enroll in the developmental co-requisite course. If the student
withdraws or is withdrawn for non-attendance from the co-requisite developmental course(s), the
student must also be withdrawn from the college-level course. Override capability of this policy
is reserved for developmental department chairs and deans only.
If you are considering dropping (withdrawing from) this course; please, come visit with me and
an advisor. We will try to help you remain in this course and graduate from HCCS. I want you
to complete my course.
Bottom line:
- Do not miss class.
- Do not arrive to class late.
- Do not leave class before it is completed.
- Do your assignments.
- Study like crazy for your exams.
- Achieve your goals!
Your Instructor's Teaching Philosophy
Developmental Reading Learning Strategies
Student reading strength is best attained from studying and learning discrete reading skills via an
interactive instructor-led classroom setting using a quality level-appropriate developmental
reading textbook and a variety of supplemental resources. Student engagement and success in
the learning process are best achieved when assignments, class session activities, and classroom
discussions have a direct connection with each student’s future achievement in: higher education,
chosen career(s), and personal life.
Addressing the issue of career exploration with its accompanying employer requirements
emphasizes the relevance of strong reading skills. Without those reading skills, high-level
employment is difficult to attain. Knowledge of this important matter motivates the
developmental reading student to study and learn.
Connecting the student’s personal background with the classroom reading material and practice
exercises helps to place new reading skills and expanded knowledge base into long-term
memory. Use of the Socratic Method develops critical reasoning skills and brings greater
comfort to public self-expression.
Computer-based technology greatly enhances student learning. CAI (Computer-Assisted
Instruction) software programs are integral components in helping the developmental reading
student master the specific reading skills necessary to be a success in: college, chosen career(s),
and personal life.
A classroom lecture is best structured as a classroom lecture-discussion. Student involvement
and student learning are greatly enhanced when the ‘avenue of ideas’ is a ‘two-way street’.
Interaction in the classroom, i.e. student input, is a powerful learning tool; it should be
harnessed!
A Typical Class Session
A typical (i.e., non-exam) developmental reading class session begins with 15-40 minutes of
computer lab, with the remaining time devoted to lecture/discussion.
The computer lab portion of the session includes one or more of the following educational
activities:
- MyReadingLab website:
- pre-test
- Lexile diagnostic test
- post-test
- Reading Road Trip (CAI textbook-aligned reading skills instruction, practice, and
mastery testing)
- Vocabulary exercises and testing
- Study skills development
- Focus On Grammar (emphasis placed on reading comprehension activities)
- Student paperwork evaluations (one-on-one review of a student’s journals, persuasive essay, or
book report)
- Formatting word-processed documents
- Career exploration websites:
- OOH (Occupational Outlook Handbook)
- AciNet (American Career Information Network)
- O-Net (Occupational Network)
- TypeFocus
- Bridges
- Web search engines (Google, Yahoo!, etc.)
- WebCT/Blackboard
- Instructor-created activities (publisher/individual websites, word-parts exercises, selftesting activities, etc.)
- Learning Web (instructor’s website):
- HCCS graduation photos
- left-brain/right-brain dominance website
- THEA website
- student advising
- teaching philosophy
- Education/employment background
- Course descriptions
The lecture/discussion part of the session includes several of the following educational activities:
- Chapter ‘Walk-Through’ For Each Reading Skill:
- Topic/Subject
- Main idea
- Major supporting idea
- Minor supporting idea
- Words-in-context
- Word families (Greek and Latin word parts)
- Figurative language
- simile
- metaphor
- personification
- sarcasm
- irony
- hyperbole
- English idioms
- Mood/Tone
- Reading strategies
- Study strategies
- Reading rate/Comprehension
- Test-taking strategies
- Critical thinking
- Creative thinking
- Organizing textbook information
- Patterns of organization
- Point of view
- Inference
- Conclusion
- Interpretation of graphics
- Coverage of chapter exercises (as many as time allows)
- Instructor think-alouds
- Instructor/Student read-alouds
- Discussion of hot topics/current events
- Incorporating cartoons/jokes for understanding inference and conclusion