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Course Syllabus
Spring 2012
Course: Developmental Reading II GUST 0342-0034 (83977) Tue/Thur
Instruction: Tuesday/Thursday
9:00 am - 11:00 am
Developmental Reading II GUST 0342-0027 (78210) Tue/Thur
Instruction: Tuesday/Thursday
7:00 pm - 9:00 pm
Instructor: D. L. Billingsley-Hebert
E-mail: dauphine.billingsley@hccs.edu
Office: 713-635-0427
Contact Information:
Please feel free to contact me via e-mail or please leave a message by calling 713-635-0427 to discuss
class progress, your concerns with the class and/or any other related issues (You must leave a
message). Student advising may be arranged before/after class by appointment. Messages will be
returned, if at all possible, within two working days.
Campus: North Forest Vocational Technical Campus
Credit Hours:
3.00
Lecture Hours:
3.00
(SCH) (Lecture, lab): 1.00
Course Length: Traditional 16- Week Term
Type of Instruction: Lecture/Lab
Course Description:
College Reading II is a continuation of reading skills introduced in GUST 0341. Stronger emphasis is on
critical reading and critical 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. This
course is designed to prepare students for the demands of college-level reading. Emphasis is on reading
comprehension, critical reading, vocabulary, and content area reading. Classroom instruction is enhanced
by lab activities. Recommended on the basis of assessment test scores or completion of GUST 0341.
Prerequisites:
Enrollment Requirements: Must have completed GUST 0341 or placed into GUST 0342 or higher.
Disclaimer: This syllabus is tentative and changes may be necessary. A revised
syllabus may be issued at the discretion of the instructor.
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Students are placed in GUST 0342 following successful completion of GUST 0341 or
based on their performance on the Texas Higher Education Assessment (THEA) or
HCCS-administered alternative THEA test. GUST 0342 is the third and final course in a
required three-course remediation sequence for college reading.
Academic Discipline/CTE Program
Learning Outcomes
Course Student Learning Outcomes
(SLO): 4 to 7
1. Identify main and supporting details.
2. Identify relationships in a reading selection.
3. Acquire vocabulary.
4. Develop reading retention skills.
5. Acquire communication and learning skills.
6. Acquire technical, organizational and testing
skills.
7. Develop critical thinking skills.
Identify main and supporting details.
Learning Objectives (Numbering
system should be linked to SLO - e.g., Identify relationships in a reading selection.
Acquire vocabulary.
1.1, 1.2, 1.3, etc.)
Develop reading retention skills.
Acquire communication and learning skills.
Acquire technical, organizational and testing
skills.
Develop critical thinking skills.
SCANS and/or Core Curriculum
Competencies: If applicable
SCANS
Identify main and supporting details.
Identify relationships in a reading selection.
Acquire vocabulary.
Develop reading retention skills.
Acquire communication and learning skills.
Acquire technical, organizational and testing
skills.
Develop critical thinking skills.
Instructional Methods
Student Assignments
Identify main and supporting details.
No assignments selected for this outcome
Identify relationships in a reading selection.
No assignments selected for this outcome
Acquire vocabulary.
No assignments selected for this outcome
Develop reading retention skills.
No assignments selected for this outcome
Acquire communication and learning skills.
No assignments selected for this outcome
Acquire technical, organizational and testing
skills.
No assignments selected for this outcome
Develop critical thinking skills.
No assignments selected for this outcome
Disclaimer: This syllabus is tentative and changes may be necessary. A revised
syllabus may be issued at the discretion of the instructor.
3
Student Assessment(s)
Identify main and supporting details.
No assessments selected for this outcome
Identify relationships in a reading selection.
No assessments selected for this outcome
Acquire vocabulary.
No assessments selected for this outcome
Develop reading retention skills.
No assessments selected for this outcome
Acquire communication and learning skills.
No assessments selected for this outcome
Acquire technical, organizational and testing
skills.
No assessments selected for this outcome
Develop critical thinking skills.
No assessments selected for this outcome
Textbook:
Bridging the Gap, College Reading Tenth Edition – Brenda D. Smith and LeeAnn Morris
Materials:
Required textbook, notebook (order of notebook included), dictionary, and writing utensils.
Notebooks will be counted as part of your final grade. Students are expected to be prepared
every class period with completed assignment upon arrival. Assignments are due at the
beginning of the class period on the due date. Textbook/Myreadinglab.com account required
for this class.
Suggested Materials:
Textbook
Myreadinglab account (fee required)
Three-ring binder
Divider tabs or folders,
Pens/pencils
Optional: Highlighters
Personal e-mail account
Course Policies:
Absences:
State policy is that “a student should be dropped from a course for excessive
absences after the student has accumulated absences in excess of 12/5% of the
hours of instruction.” If a student misses five or more classes he or she may be
dropped by the instructor. Absences are counted beginning the first day of class.
If you must be absent please call North Forest and leave a message for this
instructor @ 713-635-0427 (Your campus main number) or in emergency
situations the HCC Faculty e-mail dauphine.billingsley@hccs.edu.
Tardies:
Three tardies (later than 20 minutes) will equal one absence. Roll may be called
at the beginning and/or end of class.
Make-ups:
LATE ASSIGNMENTS ARE ACCEPTED UP TO ONE DAY AFTER ORIGINAL
ASSIGNMENT IS DUE. There will be a 20 POINT PENALTY DEDUCTED AND
ONLY IF ARRANGEMENTS ARE MADE IN ADVANCE.
Dishonesty:
Scholastic dishonesty includes, but is not limited to, cheating on a test,
plagiarism, and collusion.
Grading
Disclaimer: This syllabus is tentative and changes may be necessary. A revised
syllabus may be issued at the discretion of the instructor.
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Policy:
Grading Scale: 100-90= A - 4 points; 89-80= B - 3 points; 79-70= C - 2 points;
69-60= D 1 points; 59 below = F, W (Withdrawn) I (Incomplete) FX (Failure due
to non-attendance) AUD (Audit)
IP (In Progress) is given only in certain developmental courses. The student must
re-enroll to receive credit. COM (Completed) is given in non-credit and continuing
education courses. To compute grade point average (GPA), divide the total
grade points by the total number of semester hours attempted. The grades”IP”,
“COM”and “I” don not affect GPA.
Class participation
Quizzes
Written assignments
Reading Lab, Midterm and Final Exam
10%
10%
20%
60%
Midterm and Final:
The mid-term and final exams are mandatory. It is your responsibility to be
present and on time for mid-term and final exams. If you do not attend to
complete these examinations and do not have an approved absence, you will
receive an F for the course.
Debate Project:
The semester will end with all students participating in an oral debate. In groups
students will choose and research a topic. To demonstrate oral proficiency,
groups will debate topics in front of the class. An individual paper will be
prepared (typed) and turned in. Times Roman or Arial, font size 12, 2-3 pages,
along with your reference page.
American Disability Act and ADA Compliance
HCCS does not discriminate on the basis of disability in the recruitment and admission
of students or the operation of any of its programs and activities. HCCS is compliant
with the ADA and Sec. 504 of the Rehabilitation ACT of 1973 “any student with a
documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc.) who
needs to arrange reasonable accommodations must contact the Disability Service
Office at the respective college at the beginning of each semester. Faculties are
authorized to provide only the accommodations requested by the Disability Support
Services Office. Information may be accessed on the web at www.hccs.edu.
Sexual Harassment
It is a violation of HCCS policy for any employee, agent or student of the college to
engage in sexual harassment or defined in the EEOC guidelines (EEO/AA
Compliance Handbook, 47). Consult the Student Handbook for exact pages and
information.
HCC Policy Statement:
Access Student Services Policies on their Web site:
http://hccs.edu/student-rights
Disclaimer: This syllabus is tentative and changes may be necessary. A revised
syllabus may be issued at the discretion of the instructor.
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Distance Education and/or Continuing Education Policies
Access DE Policies on their Web site:
http://de.hccs.edu/Distance_Ed/DE_Home/faculty_resources/PDFs/DE_Syllabus.pdf
Access CE Policies on their Web site:
http://hccs.edu/CE-student-guidelines
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 near the end of the term, 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 department
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.
Disclaimer: This syllabus is tentative and changes may be necessary. A revised
syllabus may be issued at the discretion of the instructor.
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BE HERE!
Last Word
What Works And
What Doesn't
What will work for you 1. BE ATTENTIVE and feel free to ask questions!
2. GET ASSIGNMENTS DONE on time and completely!
3. KEEP UP WITH THE READING tests will cover material in book (even if
I don’t!)
4. ACKNOWLEDGE OTHERS' VIEWPOINTS since we all have them!
5. KEEP YOUR NOTEBOOK ORGANIZED -- never throw anything away!
What will not work for you 1. PRESUMING you have learned it all.
2. ASSUMING you can "coast" through to an "A."
3. BELIEVING I am kidding on deadlines, mandatory assignments or
plagiarism.
4. FIGURING you can beat the odds and fake the work.
5. NOT CARING enough about your education.
Students who can not follow classroom instruction and are repetitively
disruptive will be warned and/or removed from the class.
Disclaimer: This syllabus is tentative and changes may be necessary. A revised
syllabus may be issued at the discretion of the instructor.
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Spring 2012
Traditional 16-Week Term
COURSE CALENDAR
WEEK ONE:
1/17 - 1/19
INTRODUCTION:
Introduction to the course. Overview of class guidelines
Assignments: Read introductory pages, Preface/Chapters 1
Complete end of Chapter Exercises
Instructor’s
Assignment
______________________________________ Date:__________
______________________________________ Date: __________
Assignments
Read Chapters 1& 2
Lab – Plagiarism Review
What do you plan to get out of this course?
Due: (_____________) / one page doubled space
(12 inch Font- Times Roman)
Complete Exercise: 1.4 and 1.5
Assignment/Graded: Selection Comprehension/Vocabulary pg. 34-36
Special note:
WEEK TWO:
1/24 - 1/26
January 18 Registration Ends
January 18 Last Day to Drop/Add/Swap Classes
Discuss Chapter 1 Active Learning
Define: Active Learning
The Brain
Styles of Learning
Rank yourself pg.10
Chapter Terms
Multiple Intelligence
Reading Selections
All assignments are due at the beginning of class period
Instructor’s
Assignment
___________________________________Date:_________
___________________________________Date:_________
WEEK THREE:
1/31 - 2/2
Chapter TWO: Discuss Vocabulary
Plagiarism Thinking Activity
Disclaimer: This syllabus is tentative and changes may be necessary. A revised
syllabus may be issued at the discretion of the instructor.
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New Words
Dictionary
Myreadinglab.com
Vocabulary Activity
Context clues
Chapter terms
Lab
Assignment
Read Chapter 9
Paper - Can You Stand The Pressure?
Due :(
____) two typed pages doubled spaced (12 inch Font- Times Roman)
Myreadinglab password needed (online e-reader and password can be
purchased for $25.00 please check pricing before purchase-pricing may vary)
Assignments: Read and complete Chapter 2, 2.13 Analogies, 2.14
Confusing Words, 2.15 Acronyms, 2.16 Anticipating Transitions and Vocabulary/
Part II Questions
WEEK FOUR:
2/7 - 2/9
Chapter NINE: Critical Thinking - Lab
What is thinking?
What is Critical Thinking?
Habits of a Critical Thinker
Analyzing Arguments
Inductive and Deductive Reasoning
Class Assignment: 9.6
All assignments are due at the beginning of class period
Instructor’s
Assignment
___________________________________Date: __________
___________________________________Date: __________
Assignment
Read Chapter 12
Special attention to Preparing for a Test Tips
Exercise 12.1
Vocabulary – Each Chapter has end of the chapter quizzes
Myreadinglab.com
WEEK FIVE:
2/14 - 2/16
Instructor’s
Chapter TWELVE: Test Taking
Being Testwise
How should you prepare for a test?
What are the major question types?
How do you answer essay questions?
What are the major question types?
Preparing for a Test
______________________________________Date: __________
Disclaimer: This syllabus is tentative and changes may be necessary. A revised
syllabus may be issued at the discretion of the instructor.
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Assignment
______________________________________ Date: __________
Assignment
Complete Exercise 12.1
Read Chapter 3
Vocabulary – Each chapter has voc. that should be noted
Myreadinglab.com
WEEK SIX:
2/21 – 2/23
Chapter THREE: Discuss Strategic Reading and Study
Exercise 3.1
Reading
Three Stages of Reading
Metacognition
Types of Readers
Strategies
Recalling
Skill Development: Madame C. J. Walker – Write about the Selection
One page double-spaced, font 12 due_
(Complete Comprehension, T/F & Voc.)
All assignments are due at the beginning of class period
Instructor’s
Assignment
______________________________________ Date: __________
______________________________________ Date: __________
Test Preparation
Review for Chapter Test (Proposed Chapters- To be announced) Date: _______
Chapter Reading – Chapter 5 Pattern of Organization
Lab
WEEK SEVEN:
2/28 – 3/1
Test
Myreadinglab.com
Instructor’s
Assignment
______________________________________Date: __________
______________________________________Date: __________
Assignment
Read Chapter 4
(Complete Comprehension, T/F & Voc.)
Vocabulary – Each chapter has voc. that should be noted
Myreadinglab.com
WEEK EIGHT:
3/6 – 3/8
Chapter FOUR: Main Idea
What is the practice that most experts believe to be the most
Disclaimer: This syllabus is tentative and changes may be necessary. A revised
syllabus may be issued at the discretion of the instructor.
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important key to comprehension?
Topic/Main Idea
Major/Minor supporting details
What is a summary?
Instructor’s
Assignment
______________________________________Date: __________
______________________________________Date: __________
WEEK NINE:
3/13 -3/15
March 12-18 Spring Break
WEEK TEN:
3/20 – 3/22
Chapter FIVE: Discuss Patterns of Organization
Transitional Words
Pattern of Organization
How many examples are discussed in this chapter?
Assignments: Complete Exercise 5.5 in class
(Complete: Comprehension, T/F & Voc.)
WEEK ELEVEN:
3/27 – 3/29
Chapter SIX: Discuss Organizing Textbook Information
Cornell Method
Outlining
Study Reading
Mapping
What is annotating?
Complete exercise 6.1 in class
Instructor’s
Assignment
______________________________________Date: __________
______________________________________Date: __________
WEEK TWELEVE:
4/3 – 4/5
Chapter SEVEN: Inference
What does this term mean?
Reasonable Inference
Connotation
Figurative Language
Prior knowledge
Class Exercises 7.4 -7.7
Instructor’s
Assignment
______________________________________Date: __________
______________________________________Date: __________
Disclaimer: This syllabus is tentative and changes may be necessary. A revised
syllabus may be issued at the discretion of the instructor.
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WEEK THIRTEEN:
4/10 – 4/12
*Chapter EIGHT: Point of View*
What is bias?
Fact and Opinion
Comparing Points of View
All assignments are due at the beginning of class period
Instructor’s
Assignment
___________________________________Date: __________
___________________________________Date: __________
Assignments: Begin Debate Topic Search
TBA Library Tour: ______________
WEEK FOURTEEN:
4/17 – 4/19
Instructor’s
Assignment
DEBATE TOPIC/RESEARCH
Library Tour _______
Myreadinglab.com
______________________________________Date: __________
______________________________________Date: __________
Practice Debate presentations begin
WEEK FIFTHTEEN:
4/24 - 4/26
Instructor’s
Assignment
Debate Practice
Debate paper due Date: ____________, 2012
______________________________________Date: __________
______________________________________Date: __________
WEEK SIXTEEN:
5/1 – 5/3
DEBATE Preparation and Practice
Debate date:_________________
Instructor’s
Assignment
______________________________________Date: __________
______________________________________Date: __________
Class Instruction Ends May 6, 2012
FINALS EXAMINATIONS – May 7-13
Special note:
Grades due by 12 Noon – May 14, 2012
Grades Available to Students – May 18, 2012
Disclaimer: This syllabus is tentative and changes may be necessary. A revised
syllabus may be issued at the discretion of the instructor.
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YOUR CLASS DATE AND TIME: _____/_____/_____
Disclaimer: This syllabus is tentative and changes may be necessary. A revised
syllabus may be issued at the discretion of the instructor.
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Place All Handouts in Notebook/ Complete All End of the Chapter Quizzes
NOTEBOOK TOPICS MUST INCLUDE
I.
COPY OF THE SYLLABUS
II.
Chapter Notes (Each Chapter)
III.
End of the Chapter Quizzes Review Questions (Will discuss)
IV.
Handouts
GRADING WILL BE BASED ON
Neatness
Organization
Information provided in each area (Content)
Submitted on Time
Disclaimer: This syllabus is tentative and changes may be necessary. A revised
syllabus may be issued at the discretion of the instructor.
14
Disclaimer: This syllabus is tentative and changes may be necessary. A revised
syllabus may be issued at the discretion of the instructor.
15
Disclaimer: This syllabus is tentative and changes may be necessary. A revised
syllabus may be issued at the discretion of the instructor.