Guided Studies (GUST)
Course Title: Developmental Reading II
Course Number: GUST 0342 – Second Start
Class Section:
70298
Day and Time:
Tuesday/Thursday
2:00 PM - 4:45 PM
Semester: Spring 2011
Instructor: Ms. Melba Garrett
Phone Number: 713-718-6070
Email: mgarrett482@gmail.com (faster reply)
melba.garrett@hccs.edu
Day Time Breakdown:
Tuesday
2-4:30 pm
JDB 308
Thursday
2-3:30 pm
JDB 201
Thursday
3:30-4:45 pm JDB 308
Office Hours:
By appt before & after class
Total Contact Hours: 64 (3 credits)
Course Length: 12 weeks
Type of Instruction: In Person
Course Description:
GUST 0342 Developmental 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.
Due to the interactive nature of this course, a variety of instructional methodology will be used
including, but not limited to: lecture, group discussions, guest lecturers, group activities, web activities,
library assignments and exploration activities. (www.hccs.edu)
Prerequisite:
Must be placed into GUST 0342 in reading or completion of GUST 0341.
Course Goals:
In this course, there is a strong emphasis on reading and thinking skill. This course is designed to teach
students to analyze materials thoroughly, synthesize materials from various sources and apply this
information to their reading.
By the end of the semester, students will be able to:
1. Identify main ideas and supporting details in readings.
2. Organize information.
3. Define words in context.
4. Develop stronger oral communication skills.
5. Improve and develop stronger critical thinking skills.
6. Develop stronger problem solving skills.
7. Develop cooperative learning skills.
8. Gain technological proficiency.
9. Prepare for and take test successfully.
10. Read textbooks with improved retention.
11. Locate and utilize a variety of library services and resource materials.
Student Learning Outcomes:
1.
Acquire vocabulary.
Objectives for this SLO should include but not limited to:
1.a
1.b
Apply context clues to determine the meaning of words and phrases.
Delineate the meaning of figurative language.
2.
Identify main and supporting details.
Objectives for this SLO should include but not limited to:
2.a
2.b
2.c
Show stated and implied main ideas and supporting details in written material.
Show a writer’s purpose, intended audience, viewpoint, tone, and intended meaning.
Describe the relationship of ideas in written material.
3.
Identify relationships in a reading selection.
Objectives for this SLO should include but not limited to:
3.a
3.b
3.c
3.d
Show inferences.
Identify conclusions.
Describe various perspectives on an issue.
Acquire problem solving methods.
4.
Develop reading retention skills.
Objectives for this SLO should include but not limited to:
4.a
4.b
4.c
4.d
Determine assumptions underlying a writer’s argument.
Show the reasoning in a writer’s argument.
Calculate the overall logic and credibility of a writer’s argument.
Show fallacies.
5.
Acquire communication and learning skills.
Objectives for this SLO should include but not limited to:
5.a
5.b
5.c
5.d
5.e
Prepare outlines.
Acquire note taking skills.
Delineate visual aids.
Apply written directions.
Produce a summary of reading assignments.
6.
Exhibit use of the college library for academic research.
Objectives for this SLO should include but not limited to:
6.a
6.b
6.c
6.d
Acquire technical, organizational, and testing skills.
Develop technological proficiency.
Organize information.
Prepare for and exhibit test taking skills successfully.
7.
Develop critical thinking skills.
Objectives for this SLO should include but not limited to:
7.a
7.b
7.c
7.d
7.e
7.f
7.g
Draw an analysis of the relationship of ideas in a written material.
Make inferences and generate conclusions.
Illustrate various perspectives on an issue.
Employ problem solving methods.
Determine assumptions underlying a writer’s argument.
Determine the overall logic and credibility of a writer’s argument.
Determine fallacies.
Text: Mather, Peter and McCarthy, Rita. The Art of Critical Reading, Brushing Up On Your
Reading, Thinking, and Study Skills, 2nd ed., McGraw-Hill Publishing 2009
ISBN: 978-0-07-338569-3 or MHID 0-07-338569-7
Lab Software: To buy McGraw Hill Access Code online for “Connect Reading” Cost: $10
https://www.mhprofessional.com/mhhe_product.php?isbn=0077311388
OR Google MHHE Connect Reading Online Access
HCCS Bookstore
Cost: $14 (approximate)
LOGIN TO WEBSITE: WWW.MHCONNECTENGLISH.COM
Note: You should buy a new book to better improve your reading skills. If you purchase a used book,
check very carefully for missing pages, excessive highlighting, and pre-marked answers; such used
books are counterproductive. The instructor may check your textbook for approval.
Free books to read online: www.manybooks.net
Materials Scantron answer sheets (available in the bookstore), paper, pens, #2 pencils, dictionary,
thesaurus, and a notebook or folder for class notes, returned assignments and handouts.
Tutoring Help: www.hccs.askonline.net
Reading Tutoring-Central College
Monday and Wednesday 1:00-2:30p SJAC201 Professor Sharon Leifeste
Tuesday and Thursday 8:30-9:30a SJAC201 Professor Annie Tsui
Complete homework assignments before coming to class. In general, you should plan to spend 2 hours
studying outside of class for every hour spent in class. Late homework assignments are not accepted.
It will be the instructor's prerogative to make any changes deemed necessary in order to meet the
learning outcomes of the course. Students will be notified in writing of any change.
GUST 0342 Developmental Reading II Course Syllabus
WEEK ONE
Welcome, Introduction to GUST 0342
Introduction to “Connect Reading” (software used for the lab component of the course)
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 one hour and 15 minutes
per week)
Module 1:
Part: Vocabulary: Word Structure Clues
Chapter: Level 1, 2, 3
Part: Vocabulary: Context Clues
Chapter: Level 1, 2, 3
Homework Assignment

Review the Table of Contents p. v-xiv The Art of Critical Reading

Review Preface for Students p. xxi-xxviii The Art of Critical Reading

Part 1 Learning How To Be A Successful Student
Introduction 2-30
»Reading Selection 1 Psychology 3-7
Comprehension Checkup
True/False, Vocabulary Practice, In Your Own Words 4
»Reading Selection 2 Commencement Address 19-26
Comprehension Checkup
Multiple Choice, True/False, Vocabulary Practice, In Your Own Words 1
Preview:

Vocabulary Introduction from Part 1 27-30

Chapter 1: Vocabulary: Words in Context 50-54

Chapter 4: Prefixes (Unit 3) 199-202

Study Vocabulary Word Parts Chart in Appendix A18-A20

Nelson Denny Reading Test-Form G or H (Comprehension-20 minutes & Vocabulary-15 minutes)
Required: 2 scantrons and #2 pencil(s)
Discuss
 Homework Assignment
 Study Technique 1: Underlining, Highlighting, Annotating 32 (reference Studying Textbook
Chapters 574)
 Locus of Control 39-41
 Study Technique 2: SQ3R Study Method 55 (reference Studying Textbook Chapters – Skimming
573)


Homework Assignment
Chapter 1 Life in College and Beyond 31-70
»Reading Selection 3 Stress: The Constant Challenge 32-39
Comprehension Checkup
Multiple Choice, True/False, Vocabulary Practice, In Your Own Words 1, 2, 3
»Reading Selection 4 You Can Make It Happen 57-63
Comprehension Checkup
Fill in the Blanks, Multiple Choice, True/False, Vocabulary Practice, Art of Writing
Chapter 2: Topics, Main Ideas, and Details 72-117

Read Topics and Main Ideas 73-75; Supporting Details 78-81; Paraphrasing 90-91

Vocabulary: Homonyms and Other Confusing Words (Unit 1) 112-115

WEEK 2
Part 2 Discovering Meaning Through Structure
Discuss
 Homework Assignment
 Study Technique 3: Summarizing Short Articles 110

Continue working on Connect Reading (computer lab program)
Module 2:
Part: Main Idea
Chapter: Level 1, 2, 3
Section: Do all links in each level.
Module 3:
Part: Supporting Detail
Chapter: Level 1, 2, 3
Section: Do all links in each level
Continuation of Chapter 2: Topics, Main Ideas, and Details 72-117
Homework Assignment
Chapter 3 The Author’s Purpose and the Rhetorical 119-157
Read
 Author’s Purpose 120-124
 Determining the Author’s Purpose Exercise 1 Answer #1, 2
 Identifying the Clues That Indicate the Author’s Purpose and Main Idea Exercise 2 Answer #1, 2
 Rhetorical Modes 124-125

»Reading Selection 5 Life on the Edge 136-143
Comprehension Checkup
True/False, Multiple Choice, Vocabulary in Context, Missing Letters, Art of Writing
WEEK 3
Chapter 3: The Author’s Purpose and the Rhetorical 119-157
Discuss
 Homework Assignment

Homework Assignment

Vocabulary: Homonyms and Other Confusing Words (Unit 2) 153-156

Study Technique 4: Outlining 128 (reference Studying Textbook Chapters 574)
Answer True/False, Primary or Secondary Need, Vocabulary Practice (129-130)

Continue working on Connect Reading (computer lab program)
Module 4:
Part: Author’s Purpose and Intended Audience
Chapter: Level 1, 2, 3
Section: Do all links in each level
Continuation of Chapter 3: The Author’s Purpose and the Rhetorical 119-157
Homework Assignment
Chapter 4: Transitional Words and Patterns of Organization 159-203
Read Common Patterns of Organization 162-183
 Classification and Division Exercise 2 (164)
 Cause and Effect Exercise 3 (165)
 Example Exercise 4 (167)
 Comparison-Contrast Exercise 5 and 6 (168)
Read Prefixes (Unit 3) 199-202
NOTE: Major Test 1 on Thursday, March 10, 2011
WEEK 4
Chapter 4: Transitional Words and Patterns of Organization 159-203
Discuss
 Homework Assignment
 Study Technique 5: Creating a Comparison-Contrast Chart 170 (reference Studying Textbook
Chapters 576-577)
 Study Technique 6: Mapping 177 (reference Studying Textbook Chapters 575-576)
 Study Technique 7: Time Lines 179
 Study Technique 8: Summarizing Longer Articles 192
 Prefixes (Unit 3) 199-202

Homework Assignment
Chapter 4: Transitional Words and Patterns of Organization 159-203
Read Common Patterns of Organization 162-183
 Listing 172
 Steps in a Process Exercise 7 (175)
 Definition Exercise 8 (176)
 Chronological Order Exercise 9 (179)
 Additional Transition Words (183)
Continue working on Connect Reading (computer lab program)
Module 5:
Part: Patterns of Organization
Chapter: Level 1, 2, 3
Section: Do all links in each level
Homework Assignment Study for MAJOR TEST #1 which will cover parts of Part 1, the
Appendix, and Chapter 1 (Vocabulary pgs. 27-30) AND all of Chapters 2, 3, 4.
WEEK 5
MAJOR TEST #1
Continue working on Connect Reading (computer lab program)
Homework Assignment
Part 3 Interpreting What We Read
Chapter 5 Inference 206-260
»Reading Selection 6 Barney 208-212
Comprehension Checkup
Answers questions throughout the selection, Vocabulary in Context
»Reading Selection 7 A Remote-Controlled Rat: using Robotics, Researchers Give Upgrade to
Lowly Rats; Study Sees Job for Rodents at Disaster Sites 213-215
Comprehension Checkup
True/False, Completion, Vocabulary Practice, In Your Own Words 3

Vocabulary Unit 4 257-260

Continue working on Connect Reading (computer lab program)
Module 6:
Part: Inferences and Conclusions
Chapter: Level 1, 2, 3
Section: Do all links in each level
Discuss
 Homework Assignment
 Continuation of Chapter 5 Inference 216-221

Homework Assignment
»Reading Selection 8 Seabiscuit 241-251
Comprehension Checkup
Multiple Choice, True/False, Sequence, Matching, Vocabulary in Context, In
Your Own Words 2
Chapter 6: Figurative Language pgs. 263-300
Read Types of Figurative Language 264-269
 Identifying Similes, Metaphors, and Personification Exercise 1 (265)
 Interpreting Figurative Language Exercise 2 (266)
 Identifying and Interpreting Figurative Comparisons Exercise 3 (266)
 Analyzing Figurative Language in Poetry (268)
 Vocabulary Unit 5 297-300

WEEK 6
Chapter 6: Figurative Language pgs. 263-300
Discuss
 Homework Assignment
 The Use of Symbols 281-284
 Imagery 284-296

Homework Assignment
»Reading Selection 9 Caramelo 274-276 Answer questions at end of passage.
»Reading Selection 10 Why Leaves Turn Color in the Fall 277-281
Comprehension Checkup
Figurative Language, Vocabulary Practice
Chapter 7: Tone 303-338
Read Tone 304-313
 Identifying Tone Exercise 1 (305)
 Identifying Tone in Textbook Material Exercise 2 Answer Passages 1, 5, 6, 10 (308)
 Determining Tone in Literature Exercise 3 Answer Passages 1, 3 (311)
 Vocabulary Unit 6 335-338

Continue working on Connect Reading (computer lab program)
Module 7:
Part: Author’s Tone and Figurative Language
Chapter: Level 1, 2, 3
Section: Do all links in each level
Discuss
 Homework Assignment
 Irony and Satire 318
 Reading Selection 11 Waiting in Life’s Long Lines 319-322
Comprehension Checkup - Multiple Choice

Homework Assignment
»Reading Selection 12 Frida 291-296
Comprehension Checkup
Multiple Choice, True/False, Sequence, Vocabulary in Context, In Your Own Words 2
Part 4 Reading Critically
Chapter 8: Fact and Opinion 342-362
Read Introduction to Fact and Opinion 342-343
 Identifying Facts and Opinions Exercise 1, 2 (344)
»Reading Selection 13 Introduction to Psychology 351-356
Comprehension Checkup
True/False, Multiple Choice, Fact or Opinion, Vocabulary
»
Note: Major Test 2 on Thursday, April 14, 2011
WEEK 7
Chapter 8: Fact and Opinion 342-362
Discuss
 Homework Assignment

Homework Assignment
»Reading Selection 14 Bug Heads, Rat Hairs—Bon App*tit! 362-369
Comprehension Checkup
Fact or Opinion, Multiple Choice, True/False, Vocabulary Practice, Vocabulary in
Context, Art of Writing 2
»Reading Selection 15 Fast Food Nation 369-377
Comprehension Checkup
Multiple Choice, Fact or Opinion, Vocabulary in Context, In Your Own Words 1
»
Continue working on Connect Reading (computer lab program)
Module 8:
Part: Author’s Tone and Figurative Language
Chapter: Level 1, 2, 3
Section: Do all links in each level
Module 9:
Part: Fact and Opinion
Chapter: Level 1, 2, 3
Section: Do all links in each level
Continue Chapter 8 Fact and Opinion 362-383
Homework Assignment
Study for MAJOR TEST #2 which will cover Chapters 5, 6, 7, 8
WEEK 8
MAJOR TEST #2
Continue working on Connect Reading (computer lab program)
Homework Assignment
Chapter 9: Point of View 385-432
Read Introduction to Point of View 386-390
 Identifying an Author’s Point of View in Textbook Material Exercises 1, 3, 5 (388)
»Reading Selection 16 Popular Mechanics 390-393
Comprehension Checkup
Fact Check, Vocabulary Practice, In Your Own Words 1-7 (discuss in class)
 Vocabulary Unit 7 428-432

Continue working on Connect Reading (computer lab program)
Module 9:
Part: Author’s Point of View
Chapter: Level 1, 2, 3
Section: Do all links in each level
Continuation of Chapter 9: Point of View 385-432
Homework Assignment
»Reading Selection 17 America Past and Present 403-408
Comprehension Checkup
True or False, Multiple Choice, Vocabulary Practice, In Your Own Words 3
»Reading Selection 18 Mass Media Culture 422-427
 Identifying Propaganda Devices Exercise 3 (426)

Chapter 10: Bias pgs. 435-474
Read Introduction to Bias 436-440
 Recognizing Connotative Meaning Exercise 1 (437)
 Recognizing Connotative Language Exercise 2 (438)
 Using Connotative Language Exercise 3 (438)

WEEK 9
Continuation of Chapter 9 Point of View
Chapter 10: Bias pgs. 435-474
Discuss
 Homework Assignment
 Euphemism 439

Homework Assignment
»Reading Selection 19 Chevrolet Summers, Dairy Queen Nights 440-445
Comprehension Checkup
Multiple Choice, Vocabulary in Context, In Your Own Words 2
 An Introduction to Logical Fallacies 469-473
 Identifying Logical Fallacies Exercise 7 (471)
Chapter 11 Analyzing and Evaluating Arguments pgs. 475-523
 Read 476-479 Identifying Arguments Exercise 1 Passage A, B (477)
»Reading Selection 20 John Adams 488-495
Comprehension Checkup
Multiple Choice, True or False, Vocabulary in Context, In Your Own Words 1
Read Introduction to Deductive and Inductive Reasoning 496-499
 Identifying Inductive and Deductive Arguments Exercise 2 (499)
»Reading Selection 21 The Majesty of the Law 507-513
Comprehension Checkup
Multiple Choice, Art of Writing
»Reading Selection 22 The Bill of Rights 513-516
Comprehension Checkup
Fill in the Blank, Vocabulary in Context
 Vocabulary Unit 8 524-527

LAST DAY FOR ADMINISTRATIVE OR STUDENT WITHDRAWAL WITHOUT
RECEIVING A GRADE IS Monday, April 28, BY 4:30PM
“W” Notation on Transcript
Continue working on Connect Reading (computer lab program)
Module 10:
Part: Evaluating an Author’s Argument
Chapter: Level 1, 2, 3
Section: Do all links in each level
WEEK 10
Chapter 11: Analyzing and Evaluating Arguments pgs. 475-523
Discuss
 Homework Assignment
 Study Technique 9: Venn Diagrams 496 (reference Studying Textbook Chapters 577)

Homework Assignment
Chapter 12 Evaluating the Evidence 531-568
Read Evaluating Persuasive Writing 532-539
 Outlining Exercise 1 (538)
 Vocabulary Unit 9 564-568

Continue working on Connect Reading (computer lab program)
Discuss
 Continuation of Chapter 11 Analyzing and Evaluating Arguments
 Chapter 12 Evaluating the Evidence 531-568

Homework Assignment
»Reading Selection 23 El Dia de los Muertos: The Day of the Dead 551-556
Comprehension Checkup
Multiple Choice, Topics and Supporting Details, Synonyms, In Your Own Words 1
WEEK 11
 Continuation of Chapter 12 Evaluating the Evidence 531-568
 Vocabulary Unit 9 564-568
 Final Exam Review

Homework Assignment
Study for Final Exam - Chapters 9, 10, 11, and 12
Nelson Denny Reading Test-Form G or H (Comprehension-20 minutes & Vocabulary-15 minutes)
Required: 2 scantrons and #2 pencil(s)
Completion of Connect Reading (computer lab program)
Homework Assignment
STUDY FOR FINAL EXAM
WEEK 12
FINAL EXAM, Thursday, May 12, at 2:00 pm in JDB 308
Grades available to student online May 20
* * PRESIDENT’S DAY * *
FEBRUARY 21, 2011
NO CLASS
* * SPRING BREAK * *
MARCH 14 – 20, 2011
NO CLASS
* * EASTER HOLIDAY * *
APRIL 22 – 24, 2011
NO CLASS
* * INSTRUCTION ENDS * *
SUNDAY, MAY 8, 2011
●American Disabilities Act Policy
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. Students who require
reasonable accommodations for disabilities are encouraged to report to Room 106, Learning
Hub/Science Building (LHSB) or call (713) 718-6164 to make necessary arrangements.
www.hccs.edu/hccs/current-students From the Student Support column, select the Disability Services
link for further information.
●Academic Honesty Policy
Academic dishonesty (cheating of any kind) is a serious offense and will be dealt with accordingly. If a
student copies sentences from another person's work without giving credit to the writer by naming the
writer as the source of the ideas and words, it is called "plagiarism." This is a serious offense in
American colleges, and it is unacceptable. Academic honesty is expected of all college students. Any
homework, journal entry or composition that is not a student's own work will be given a grade of 0. The
student may receive an F for the course when plagiarism occurs repeatedly.
http://www.hccs.edu/hccs/current-students From the Student Support column, select the Student
Handbook link for further information (reference pgs. 34 - 36.)
●Attendance Policy
Attendance and punctuality are mandatory. Parking is a continuous problem, so leave early for class and
avoid excessive absences. H.C.C.S. policy states that you can be withdrawn by your instructor after
missing 12.5% of the course; in this course that is equal to 8 hours (3 classes) of absence for the
semester. A student who is withdrawn from a class for excessive absences will receive a grade of “W”
by the student/administrative withdrawal date. This is not negotiable and cannot be changed for a letter
grade. A student who is withdrawn from a required developmental course will also be withdrawn from
all other courses during that semester. Students on Financial Aid could forfeit their Financial Aid and F1
students (international) be out of compliance and have their F1 status revoked. These are serious
consequences, and it is the student’s responsibility to maintain required attendance. Check with your
instructor about specific attendance policies.
●Six Drop Rule http://imc02.hccs.edu/gcac/drop.htm
Important information you need to know about dropping courses. Effective 2007, section 51.907 of the
Texas Education Code applies to first-time in college freshman students who enroll in a Texas public
institution of higher education in the fall semester of 2007 or thereafter. High school students currently
enrolled in HCC Dual Credit and Early College are waived from this requirement until they graduate
from high school. Based on this law, HCC or any other Texas Public institution of higher
education may not permit students to drop after the official day of record more than six college
level credit courses for unacceptable reasons during their entire undergraduate career.
●Third Attempt Enrollment Information
Houston Community College charges a higher tuition to students who are registering for a class for the
third or subsequent time. www.hccs.edu/hccs/current-students From the Student Support column, select
Admissions & Records link, then Third Attempt Enrollment for further information.
●Withdrawal Deadline
LAST DAY FOR STUDENT OR ADMINISTRATIVE WITHDRAWAL
TUESDAY, NOVEMBER 23, BY 4:30PM
After the official date of record and prior to the last day for student or administrative* withdrawal, a
final grade of “W” will be recorded on your transcript. YOU must take the responsibility to withdraw
from the class. Do NOT depend upon your professor to do it for you. If you do not officially withdraw
from this course, you will earn an “F” for the course.
(*At the instructor’s discretion, he/she have the option to withdraw students for excessive absences
before the official withdrawal date.)
●Other Important Notes
Cellular phones and pagers create annoying and unnecessary interruptions during class. Please switch
them to vibrate. No laptops will be used during class sessions unless agreed upon by the instructor.
Also, no text messaging or listening to mp3 players will be allowed.
According to the Texas Education Code 37.123:
“No person or groups of persons acting in concert may willfully engage in disruptive activities or disrupt
a lawful assembly on the campus or property of any private or public school or institution of higher
education or public vocational and technical school or institute.” Hindering other students' learning or
deterring an instructor from effective teaching will not be tolerated. The student who is unprepared,
sleeps in class, or is disruptive will be asked to leave the class and be counted absent.
http://www.hccs.edu/hccs/current-students From the Student Support column, select Student Handbook
for further information (reference Disruptive Behavior pgs. 35-37).
It will be the instructor's prerogative to make any changes deemed necessary in order to meet the
learning outcomes of the course. Students will be notified in writing of any change.
Grading Score
These guidelines will be followed to determine your final grade:
Connect Reading -Lab (10 Modules x10 pts.)
100 possible points
Chapter Tests (2 x 100 pts.)
200 possible points
Instructor’s Choice
Vocabulary lists/exercises (5 x 20 pts.)
100 possible points
Reading Journal (17 x 5 pts.)
105 possible points
Quizzes (5 x 100 pts.)
500 possible points
Final Exam 1 x 100 pts.)
100 possible points
Total Points
1105 possible points
Connect Reading (Lab)
25%
Average of Chapter Tests
25%
Final Exam
20%
Instructor’s Choice
30%
From 2 or more of the following areas:
1. Graded homework assignments
2. Vocabulary lists/exercises*(10%)
3. Short story project
4. In-class exercises
5. Reading journal* (10%)
In Your Own Words (13) and Art of Writing (4)
6. Novel project
7. Quizzes* (10%)
8. Preparation exercises
HCCS Grading Scale for Developmental Courses
A
90-100
B
80-89
C
70-79
F or IP*
69 and below
IP (In Progress) is given only in certain developmental courses. The student must re-enroll to receive
credit. To compute grade point average (GPA), divide the total grade points by the total number of
semester hours attempted. The grades "IP" and "I" (Incomplete) do not affect GPA.
*A grade of “D” is not a passing grade in developmental courses. (www.hccs.edu)