Summer 2016
SYLLABUS for L. FOSTER-EASON’S
INRW 0405.3S2
Integrated Reading and Writing I 33508.201630
10:10 am - 12:10 pm MTWR SCC/BB122
Jun 06, 2015 - Aug 9, 2016
--Do not buy textbooks or other supplies until after the first class session has met.--
GENERIC SYLLABUS VERSUS THIS SYLLABUS
“Generic” syllabi for all courses are available through the college’s main web page. These generic syllabi offer brief descriptions
of a course, its basic requirements, and expected learning outcomes. This document does all these things, too, but it is more
specifically related to the class section in which you’re enrolled. In addition to providing a course overview and highlighting
pertinent college policies, it also attempts to familiarize you with your professor’s particular policies and the assignments you’ll be
asked to complete. Also included is a tentative course calendar and information on how grades will be determined. I suggest you
print it off and keep a copy for future reference. Students will be asked to sign a statement, acknowledging that they have been
told how to access the syllabus online and have been advised to read it.
The specific “details" for all assignments will be dealt with during class: this is an important point to note because, if you don't
come to class regularly, you're not likely to understand what's expected of you, and this document probably won't do much to
clarify things. Before any assignment is due, strategies and hints will be given, instructions will be reviewed, questions will be
answered, and examples will be discussed. You are strongly encouraged to visit me during my office hours and otherwise take
advantage of the opportunities that will be afforded you to "conference" about works in progress. You are further encouraged to
regularly visit my web site (http://iws.collin.edu/lfoster) for important course documents, reading assignments, assignment
instructions, and updates.
GETTING IN TOUCH WITH THE TEACHER
Your instructor is Laura Foster-Eason. (me!) I office at the Spring Creek Campus in J104. My phone number is 972.377.1036.
My e-mail address is lfoster@collin.edu. Office hours and web page information are noted below.
OFFICE HOURS
1:30 pm – 3:00 pm MTWR through June 6 - July 8
8:30 am – 10:00 am MTWR through July 11 – August 11
WEB PAGE http://iws.collin.edu/lfoster
Check this site regularly for important course documents, reading assignments, instructions, extra examples, practice
activities, and updates! (Please note: I do not maintain a Blackboard page, so students should understand that
assignments and grades will not be posted there.)
I also maintain a Facebook page to leave messages in the event of unexpected class cancellations or campus
closings caused by inclement weather or other reasons. The address is https://www.facebook.com/CollinINRW.
E-MAIL ADDRESS lfoster@collin.edu
Send e-mails from your “CougarMail” account, listing your course and section number in the message’s subject line.
Mail from other sources may not be opened or even survive the college’s spam filtering system! A link on my web
page explains how the CougarMail system is accessed as gives instructions about forwarding those messages to a
personal e-mail account.
Students may from time to time want to submit assignments via e-mail. When doing so, please submit them as
attachments (Microsoft Word or pdf documents); do not put the work in the body of the e-mail.
Although I generally respond to e-mailed questions (with a 2-business-day turnaround), I do not address grade
questions via e-mail. Similarly, a student should not send e-mails following absences, inquiring after what was
missed in class. A more appropriate tact in these cases is to (respectively) ask me before or after class, schedule an
appointment, and/or check the web page for updates.
Final Note: Among other official communiques, students are sent notices and warnings related to the administrative
withdrawal policy to your Cougar Mail address. Be sure to check it.
LEARNING OUTCOMES AND DESCRIPTION OF THE COURSE
Course Number: INRW 0405
Course Title: Integrated Reading/Writing I
Course Description: Integration of critical reading and academic writing skills. The course fulfills TSI
requirements for reading and/or writing. Additionally, seeks to improve students’ academic reading and writing
skills through extensive integrated instruction emphasizing skills and techniques related to vocabulary,
grammar, comprehension, paragraph elements, essay structure, and critical analysis that apply to both reading
and writing. Students will demonstrate comprehension of varied texts through written responses, progressing
from advanced paragraphs to short essays. The required lab component will target students’ individual skills.
Note: May not be used to satisfy the requirements of an associate degree. Developmental courses may be
taken for a combined total of no more than 27 credit hours. In addition, you may repeat this course only once
after receiving a grade, including "W". If you drop this course before census day, it will not count against you.
Course Credit Hours: 4 (Lecture Hours: 3, Lab Hours: 3)
Placement Assessment(s): TSI placement in INRW 0405. Consult the Testing Center Director if you have
questions about an assessment level.
Student Learning Outcomes:
State-mandated Outcomes:
1.
Locate explicit textual information, draw complex inferences, and describe, analyze, and
evaluate the information within and across multiple texts of varying lengths.
2.
Comprehend and use vocabulary effectively in oral communication, reading, and writing.
3.
4.
5.
Identify and analyze the audience, purpose, and message across a variety of texts.
Describe and apply insights gained from reading and writing a variety of texts.
Compose a variety of texts that demonstrate reading comprehension, clear focus, logical
development of ideas, and use of appropriate language that advance the writer’s purpose.
6.
Determine and use effective approaches and rhetorical strategies for given reading and
writing situations.
7.
Generate ideas and gather information relevant to the topic and purpose, incorporating the
ideas and words of other writers in student writing using established strategies.
8.
Evaluate relevance and quality of ideas and information in recognizing, formulating, and
developing a claim.
9.
Develop and use effective reading and revision strategies to strengthen the writer’s ability to
compose college-level writing assignments.
10.
Recognize and apply the conventions of standard English in reading and writing.
While this “official” description (drawn from the course catalog) is accurate, I will add that my overriding purpose is to help you
improve your writing and strengthen your reading comprehension—as well as your enjoyment of and confidence in both these
skills. And while the focus is on paragraph development (through discussions and summaries) and active reading strategies,
better sentences and vocabulary building are also emphasized. Grammar and punctuation are presented on a “review” basis.
INITIAL ASSESSMENT (HOW DID I END UP IN A DEVELOPMENTAL CLASS?)
Developmental Education classes are closely connected to the Texas Success Initiative (TSI), a state law that impacts nearly all
college students in the state. The 78th Texas Legislature mandated the TSI as a means to measure the competency of incoming
students in the areas of reading, writing, and mathematics and to provide developmental courses to address areas identified as
deficiencies.
Collin’s developmental courses are designed to promote college readiness and to ensure student success, especially when
students complete the required developmental course(s) early in their college careers. In accordance with state policy, then,
individuals who have failed the writing or reading sections of the state test are, depending on their scores, placed in the
appropriate-level Integrated Reading and Writing class and advanced on the basis of their performance in subsequent TSI retesting and/or a passing grade earned in the highest-level course.
Please note: The Texas Higher Coordinating Board has made significant changes to the TSI Assessment, including the format of
the test, scoring guidelines, and exemptions. Many of these changes were made effective fairly recently (August 2013). Because
of the scope and breadth of these changes, I recommend you confirm your understanding of the requirements as you register for
classes or move forward with your degree plans or certificate programs. This advice is particularly poignant for students receiving
financial aid.
HOW THE CLASS IS STRUCTURED
Per departmental policy, Integrated Reading and Writing classes are designed to rely on a combination of lecture, class
discussions, group activities, lab work, and individual conferences. Furthermore, the faculty has established the following basic
requirements for this course:
1. satisfactory completion of the instructor-specified course work (assignments differ per professor)
(Some assignments and tests may be administered at the college’s Testing Center and/or other campus facilities.)
2. satisfactory completion of a required lab component (activities differ per professor)
(Please note that the lab work requires out-of-class expenditures of time--sometimes online or sometimes at various
campus facilities.)
3. successful completion of the departmental final
4. satisfactory attendance (in accordance with the professor’s policies)
Needless to say, my classes adhere to these guidelines. Other parts of this syllabus explain the grading system, provide you with
a tentative course calendar, and give general descriptions of the various assignments I’ll be making, and, of course, throughout
the semester, you’ll also get more detailed instructions on them (most often via class-time explanations, handouts, online links, or
your textbook). Information about the departmental final will be disseminated at a later, more appropriate point in the semester.
GRADES IN DEVELOPMENTAL CLASSES
It should be noted, first of all, that Integrated Reading and Writing courses may not be used to satisfy the requirements of an
Associate's degree and do not qualify for academic credit. And there are other ways in which grades in developmental classes
are different from those in credit courses, but one aspect is quite normal: one cannot pass if the basic criteria are not met. Here
are some additional points about grades in developmental courses:
1. Grades in developmental courses are designated with a “D” to distinguish them from grades earned in credit-bearing
courses. Therefore, an “A” in a developmental course would appear as "AD" on a student’s transcript, a “B” as “BD,”
and so forth.
2. If a student is unable to earn a passing grade (“AD,” "BD," or "CD"), then he or she will receive an "FD" in the course. In
other words, it is not possible to receive a "DD" in a developmental course. “W” is for students who voluntarily withdraw
from a course before the drop deadline, and “WZ” is assigned to students who have been administratively withdrawn for
excessive absences or non-participation.
3. While grades in developmental courses are excluded from grade point calculations, they do appear on student
transcripts. Moreover, they typically "count" for purposes of financial aid as well as scholarship and tuition
reimbursement programs.
GRADES IN THIS CLASS
Your course grade will derive from a series of practice tests, a reading/writing journal, the departmental final, and a lab project that
involves vocabulary. The math is outlined below:




Practice Tests 25% (see Note #1)
Reading/Writing Notebook 25% (see Note #2)
Vocabulary Lab Project 25% (see Note #3)
Departmental Final 25% (see Note #4)
Note #1 about the Practice Tests (25%):
I will assign three to four practice tests in a long semester (typically fewer in a summer term or express class). Some of these
will be conducted in class while others will be done out of class. The practice tests are obviously designed to help you prepare
for the Departmental Final, but they may differ slightly in form and vary in terms of specific instructions and time limits. (One or
more may be issued as take-home tests, for example.) Generally speaking, you will be asked to annotate and summarize an
essay or short news article, answer a number of reading comprehension questions over it, and respond to one or more
discussion questions that will require paragraph-length answers.
Note #2 about the Reading/Writing Notebook (25%):
I will assign a variety of exercises and practice activities in conjunction with the Reading/Writing Notebook. The basic idea is
to give you assignments that allow you to practice the skills covered in this course. The assignments will vary but will often
involve you writing paragraphs in response to writing prompts I’ll assign and doing a special, book-report-like analysis of some
outside reading. (I will be providing specific instructions for this project.) Some additional Reading/Writing Notebook
assignments will derive from exercises from the textbook or will be follow-ups to activities we begin (but may not finish) during
a class session.
It might be mentioned here that some of the Reading/Writing Notebook assignments we will do in class will actually begin
outside of class, and you will have to have read something or prepared something ahead of a class session. Other times, an
assignment may arise out of a class discussion or lecture and require you to do some follow-up work outside of class to
continue the concept. Sometimes that follow-through will be at the center of a class activity that takes place during a
subsequent class period. (Obviously, I will give you advance notification of these instances by way of class announcements
and online directives, so even students who have been absent can keep up.) However, if you come unprepared for one of
these special class sessions, you will be dismissed early and will need to put a page in your Reading/Writing Notebook that
says, “I was not prepared for Assignment X.” (This is less a punishment as it is the reality that an unprepared student would
have no way to participate in the activity in a meaningful way.
You will generally not be submitting your Reading/Writing Notebook assignments in class as you have in the past with
traditional “homework” assignments. Instead, you will work on the assignments for the Reading/Writing Notebook all
throughout the semester, keeping track of them yourself in a 1-inch, 3-ring binder and then submit them all at once toward the
end of the semester. The due date is noted on the calendar. These assignments within the Reading/Writing Notebook will not
be graded individually, but will receive one overall grade at the end of the semester. However, feedback along the way will be
offered via individual conferences and you will probably want to re-do (or at least “tweak”) some of the assignments, especially,
I would think, rough drafts of the paragraph assignments. We will have some conferencing opportunities during class
periodically (both for the Reading/Writing Notebook assignments and the Vocabulary Lab project), but all students are
encouraged to arrange at least one separate, individual conference, either in my office during office hours or during special
days I will designate as “Conference Days”. (Expect it to last about twenty minutes.) Students may also seek out additional
conferences during office hour visits or arrange for Writing Center consultations if they wish.
The Notebook will also be the place for you to house your completed (i.e., returned) Practice Tests.
Note #3 about the Vocabulary Lab Project (25%):
The INRW 0405 lab requirement is handled differently by different professors. In this class, you will complete a two-pronged
vocabulary project wherein I will teach you some new words and you will learn others from the reading you do for the class.
You will learn approximately four dozen words in total. I will discuss the project early in the term and provide you with
thorough, written instructions that include examples, but you should view this as a semester-long project to which you should
devote a few minutes of each day. Although you will submit your completed Vocabulary Lab Project toward the end of the
semester (due date noted on the calendar), you are encouraged to have a conference about a third of the way through to get
some feedback on the quality of your work. There will also be numerous opportunities to get some feedback and assistance
with the project during class sessions. I advise you to take advantage of these chances and to avoid procrastinating on this
big (and extremely helpful) project.
Note #4 about the Departmental Final (25%):
As do all the practice tests, the Departmental Final will focus on a news article or essay. You will be asked to annotate and
summarize it, answer a number of reading comprehension questions over it, and respond to a discussion question that will
require a paragraph-length answer. Obviously, this exam gives you an opportunity to display the skills you improved upon
throughout the semester. And it impacts your course grade significantly (see the above 25% contribution), but, unlike in past
semesters, it does not determine whether you will continue in a higher-level developmental course next semester or whether
you can advance to the credit-level ENGL 1301. For further information about course advancement, see the section of the
syllabus labelled “Advancing to Higher-Level Class” (below).
Before leaving the subject of grades behind, let me remind you that official progress reports are not distributed in college (except
for dual credit student and students on academic probation), and I do not address grade questions via e-mail or during class time.
However, I urge any student wishing to discuss his or her progress with me to set up a conference. Also note that if you are a
student on academic probation or one who otherwise requires my signature on a progress report, you are responsible for handling
that matter in an appropriate and respectful manner, which means presenting the form (your portion filled out) in a timely and nondisruptive way. The best strategy is to come by during my office hours or to present it during a conference.
WARNING!!! Excessive absences (defined as more than four) have severe negative consequences, including the possibility that
an individual could fail the course in spite of receiving passing grades on assignments and tests.
ADVANCING TO A HIGHER-LEVEL CLASS
With a passing grade in the class (“AB,” BD,” or “CD’”), you will advance to INRW 0315 Integrated Reading and Writing II. If you
are interested in advancing further (i.e., to the credit-level ENGL 1301 Composition/Rhetoric I), you have the option to re-take the
TSI assessment. Should you earn high enough scores in both the reading and writing areas to meet the prerequisites, you will be
eligible for ENGL 1301. If you your score lower than the credit cut scores in either area, you will be asked to take INRW 0315.
Note: if you do not pass INRW 0405 (either because you perform poorly or because you stop attending), you still have the option
to re-test via the TSI assessment. In fact, you may re-test as often as you like. I might mention, though, that there is a cost
involved in re-taking the TSI (currently a $29 fee). Should you re-test and pass the TSI during the course of the semester, please
notify me.
DROPPING THE CLASS
Provided he or she does so before the deadline, a student may voluntarily withdraw from any class he or she is unable/unwilling
to complete. Withdrawal deadlines for most classes come at a mid-point in the term and are published on various Collin web
pages and academic calendars. (Students in “express” sections are advised to consult the Registrar’s Office to ascertain the
relevant date for their sections is generally adjusted to fit the compact calendar for those courses.) It might also be noted that
there are certain costs associated with dropping classes (possible fees, prorated refunds, et cetera).
Common courtesy dictates that students notify instructors before "dropping," but, in any case, students should be understand that
to withdraw is to do something more than to no longer attend class; one must initiate a formal procedure through the Admissions
Office to change his or her enrollment status. (Copies of the withdrawal form are available through one’s advisor.) Now, as has
been mentioned, there may be financial implications involved in withdrawing from a class, but there are also academic
considerations as well, including the effect that it can have on one’s grades and/or one’s eligibility for future enrollment into
specific courses. (These implications are discussed both below and also in the section of this syllabus discussing enrollment
policies.)
It might also be noted that if a person ignores college procedures and simply stops coming to class without withdrawing, the
instructor may have the student involuntarily dropped and/or assign the individual a failing grade. (This “Administrative
Withdrawal Policy” is discussed in more detail in a separate part of this syllabus.)
I have placed several links on my web page to direct students to the wide range of support services available to them to assist
with academic difficulties. I encourage you to avail yourself of these before problems become insurmountable. However, as an
educator, I will encourage students who have extensive or repeated bouts of sickness to drop since it is frequently very difficult for
such students to "catch up." This has less to do with my make-up policies as it has to do with the realities of missing instruction.
Not having the opportunity to ask questions in class (or hear the questions of classmates) and not being able to participate
represent real obstacles because these missed opportunities cannot truly be made up. Combine missed opportunities with the
continuing nature of the semester and the problems of catching up really begin to multiply. It is frankly hard to keep up with
current assignments while making up old ones. Often a student won't fully understand the already-covered concepts. This is
critical because these concepts are usually the building blocks for the new ones. Then, too, dwindling time and countless other
unstoppable factors may make dropping the wisest move. A fresh start during another semester may be "better" than struggling
by with less-than-quality work that recuperating-but-often-still-feeling-poorly people sometime turn in.
students undergoing a personal or family crisis or those whose job is interfering with schoolwork.
The same is true of
As a final word on “dropping,” I caution students to be aware of and heed the college’s enrollment policies, which, by their very
nature, discourage frivolous decisions regarding course enrollment and course completion. (The three most significant of these
are described in the next section of this syllabus and are also outlined fully in the Collin Student Handbook.)
OTHER HIGHLIGHTED COLLEGE POLICIES
All students should be familiar with the Collin Student Handbook. Still, I’ve highlighted a few important policies for you to keep in
mind.
STUDENT CONDUCT: Any student who disrupts class with unruly behavior will be asked to leave the room immediately and,
perhaps, to withdraw from the course. Rudeness, sullenness, and other forms of passive-aggressive behavior are also
perceived as discipline problems. Severe or repeated disciplinary lapses will be reported to the Dean of Students. Also note
that sleeping in class is not allowed, and, if it proves to be an ongoing issue, will be treated as a disciplinary problem. This is
also true of repeated tardiness.
Smoking is disallowed on campus, and this prohibition now includes e-cigarettes (or “vapes”).
Cell phones and other devices should not be used in class for non-classed purposes as they can distract other students and/or
the instructor and must be completely turned off prior to any tests, especially those administered in the Testing Center. If you
are expecting an emergency phone call, please notify the professor beforehand, put the phone on vibrate, and leave class
quietly to take the call. Also note that the use of personal laptop computers must be approved ahead of time, but their use
should be strictly connected to class activities and will be disallowed (even if ACCESS approved) if a student abuses that
requirement. Finally, misuse of the college’s computers and printers also represents a violation of the student code of conduct,
and like other inappropriate behavior, may subject a student to disciplinary actions ranging from grade penalties to expulsion.
As a last reminder on this subject, you are receiving a participation grade, so your best bet is to be proactive when it comes to
student conduct. In other words, aim to behave well, not to avoid punishments.
ACADEMIC ETHICS: Every member of the Collin community is expected to maintain the highest standards of academic
integrity. Therefore, Collin College may initiate disciplinary proceedings against a student accused of scholastic dishonesty.
Scholastic dishonesty includes, but is not limited to, statements, acts, or omissions related to applications for enrollment or the
award of a degree, and/or the submission of one’s own work material that is not one’s own. Scholastic dishonesty may also
involve one or more of the following acts: cheating, plagiarism, collusion, use of annotated texts or teacher’s editions, use of
information about exams posted on the Internet or electronic medium, and/or falsifying academic records. While specific
examples are listed below, this is not an exhaustive list and scholastic dishonesty may encompass other conduct, including any
conduct through electronic or computerized means:
Plagiarism is the use of an author’s words or ideas as if they were one’s own without giving credit to the source, including,
but not limited to, failure to acknowledge a direct quotation.
Cheating is the willful giving or receiving of information in an unauthorized manner during an examination; collaborating
with another student during an examination without authority; using, buying, selling, soliciting, stealing, or otherwise
obtaining course assignments and/or examination questions in advance, copying computer or Internet files, using someone
else’s work for assignments as if it were one’s own; or any other dishonest means of attempting to fulfill the requirements of
a course.
Collusion is intentionally or unintentionally aiding or attempting to aid another in an act of scholastic dishonesty, including
but not limited to, failing to secure academic work; providing a paper or project to another student; providing an
inappropriate level of assistance; communicating answers to a classmate about an examination or any other course
assignment; removing tests or answer sheets from a test site, and allowing a classmate to copy answers.
See the current Collin Student Handbook for additional information.
ADA STATEMENT: It is the policy of Collin College to provide for qualified individuals with documented disabilities. The college
adheres to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable
accommodations as required to afford equal educational opportunity. It is the student's responsibility to contact the ACCESS
Office in a timely manner to arrange for appropriate accommodations. This office is housed in D140 at the Spring Creek
Campus (972.881.5898), F118 at the Preston Ridge Campus (972.377.1785), and D118i at the Central Park Campus
(972.54.6816). The V/TTD phone number is 972.881.5950.
RELIGIOUS HOLY DAYS: In accordance with Section 51.911 of the Texas Education Code, Collin will allow a student who is
absent from class for the observance of a religious holy day to take an examination or complete an assignment scheduled for
that day within a reasonable amount of time. A copy of the state rules and procedures regarding this provision as well as the
form for notification of absence are available from the Admissions and Records Office (972.881.5710).
IMPORTANT ENROLLMENT POLICIES:
“REPEAT POLICY:” In accordance with policies put forth by the Texas Higher Education Coordinating Board, the catalog
states, “a course in which a grade (including W) has been received can be repeated only one time to replace the grade.”
Although developmental courses were previously exempt from it, effective as of Fall 2012, the repeat policy now applies to
any such courses. Such courses taken before Fall 2012 will not count against students.
“27-HOUR RULE:” This policy, sometimes referred to as the “Rule of 27,” restricts students to an aggregate total of 27
hours of developmental education courses. This rule, which is also based on legislative directives, has the practical effect
of limiting a student to nine 3-hour courses (which number is to include all the remedial English, math, and reading classes
a student may take in an effort to qualify for college-level courses).
NEW  “ADMINISTRATIVE WITHDRAWAL:” The Collin College philosophy is that participation in class is an essential
requirement of any course. Therefore, if you miss more than 20% of the meetings (calculated as a running tally) of a
developmental class, your professor is encouraged to administratively withdraw you from the course. Administrative
withdrawal may have academic, financial, financial aid, and visa implications. Administrative withdrawal takes place after
the tuition refund period, counts toward Collin’s Repeat Policy and the 27-hour limitation on Developmental Education
courses, and appears on transcript records. Students are sent notices and warnings related to the administrative
withdrawal policy via Cougar Mail.
TEXAS H.B. 1231: Recently passed laws now require all state colleges and universities to monitor and limit the number of
course withdrawals (i.e., Ws) a student may make during his or her college tenure. While there are some exceptions
outlined in the law, the number in question is six.
For specific questions related to these state guidelines, you are referred to Academic Advising (972.881.5782) and/or
Student Development Office (972.881.5770). Let me stress, however, that both earned Fs—and Ws—count when it comes
to enrollment policies. On the other hand, if you drop a class before census day, it will not count against you. Hence, I
encourage students to pay special attention to the add-drop period. It behooves every student to review each syllabus and
see whether he or she will be able to comply with the attendance policy and/or meet the expected time and work
commitments. If not, he or she should withdraw before the “census date,” the date by which class rolls are deemed final.
(The census date for every semester is published in online academic calendar/registration guide. I have also recorded it for
you on the tentative course calendar.)
BOOKS AND SUPPLIES
I will begin with some pretty standard college-going advice: do not buy textbooks or other supplies until after the first class
session has met. And I will quickly note that while the college bookstore is a good source for buying your books and supplies, you
are certainly free to purchase your books from non-affiliated, off-campus bookstores and/or commercial websites if you wish.
Having said that, the book/supply list for this class is fairly typical for an English class.
TEXTS:
REQUIRED:
Alexander, Roberta and Jan Jarrell.
A Community of Readers: A Thematic Approach to Reading.
6th Ed.
Wadsworth. 2013. ISBN # 978-1-111-83457-9.
RECOMMENDED:
1. Writing to the Prompt. ISBN#s 9780615600550 (0-615-60055-7)
2. instructional study aides (e.g., English Simplified and/or Writing Simplified)
3. a collegiate dictionary (Please note: electronic dictionaries and translators are fine for in-class use but are
disallowed in the Testing Center and are disallowed on the departmental final and practice tests.)
SUPPLIES:
o pen and paper (for note-taking purposes)
o folders w/ pockets (for web print-outs, handouts, returned assignments, and works in progress)
o a flash drive (or any other dependable means for backing up work)
o the ability to access videos and images on a computer or smart phone (All the computers at the college have this
capability, and lab staff –or I—can assist you in learning how to access the appropriate material.)
o copies (that is, the ability to make them)
o calendar (or some other reliable system to keep up with due dates)
HOW THE DEPARTMENTAL FINAL WORKS
The departmental final was described relatively fully in the “Grades in This Class” section of the syllabus, but it is worth reiterating
here that it is a big requirement of the course and counts 20% toward your final grade. And while you complete the test at the end
of the semester, you’ll get lots more specific information on it and the “when”s and “where”s of the test’s administration at a later
juncture in the semester.
WHERE TO GO FOR THE LAB
Don’t get confused about this. The lab isn’t a place. It’s just a series of computer exercises or other activities an instructor
assigns to complement the concepts being taught in the course. In this class, the lab work involves a vocabulary project that you’ll
complete out of class. It is a graded component of the class, though, and, as was discussed earlier in the syllabus (see “Grades
in This Class”) counts 20% toward your final course grade.
ATTENDANCE POLICY
Regular, prompt attendance is both required and appreciated. (Research also suggests that it’s practically a necessity for
academic success.) In any case, attendance will be recorded, and students should understand that excessive absences have
severe negative consequences and may cause an individual to fail the course. (See “Administrative Withdrawal” and “Grades in
This Class” earlier in this document.)
It might be noted that, unlike public high schools, colleges generally do not “excuse” absences, and students should realize that
"explanations"--even those from doctors, employers, or coaches--will not alter these policies. Only absences for jury duty and
those for religious reasons are exempt from these requirements, and these are permitted only when students follow college rules
regarding such absences. See the Collin's handbook for specifics.
Obviously, this policy implies that a student make the effort to come to class regularly. If, however, a student finds he or she has
missed--or must miss--a class, he or she remains responsible for the material covered/assignments made during the missed
session(s). As the best means for keeping up, I advise students to visit my web site for missed handouts/instructions and check in
with me about retrieving returned work. I stress this because, as it is impossible to do so anyway, I will not attempt to repeat a
previous period in a few minutes before or after class. And also because I go to the trouble to maintain the aforementioned web
site, I generally do not respond to e-mails requesting information about “what I missed." Of course, having said that, absent
students are encouraged to schedule an appointment or come by during office hours to discuss what material they might have
missed. Absent students are also reminded of the tried-and-true wisdom of "getting notes” from classmates.
Whenever possible, make arrangements before absences to ensure that you understand what principles are being covered in
class. Doing so also helps ensure that you have every opportunity to complete all course requirements. If an instructor is
informed of absences ahead of time, it may be possible to forestall the problem of falling behind. For example, a test could
possibly be rescheduled, or a paper could be turned in early or be submitted by a friend or family member. Be aware that doing
these things is the responsibility of the student, not the instructor!!
Please note that I have a system for keeping attendance that involves students signing in. I will explain the procedure to follow
early in the semester, but know that if you do not sign in, you will be counted as absent.
TARDINESS
Promptness is also expected. Students should arrive when class begins and remain until it is over. (For sections that have threehour long class periods, I will generally try to reserve time for a short break midway through.)
Promptness is also expected. Students should arrive when class begins, remain until it is over, and return from any breaks in a
timely way. Repeated instances of tardiness, early departures, or untimeliness related to breaks will be treated as signs of poor
participation. Latecomers are expected to demonstrate common courtesy by entering the room and settling into a nearby seat
quickly and quietly. Also, a late-arriving student should not interrupt me or disturb classmates with whispered questions. Neither,
however, should a tardy student just sit there doing nothing. Instead, he or she should look for an appropriate moment to "get up
to speed." Similarly, early exiting students should be polite about the manner in which they leave the room.
WHEN AND WHERE TO TURN IN WORK
I will make class announcements or online announcements if a practice activity should be prepared ahead of time for a class
session; otherwise, students are responsible for keeping track of their Reading/Writing Journal assignments before bringing them
to a conference or submitting them at the end of the semester. (Note: There will sometimes be class time set aside for this
purpose, too). As a reminder of information appearing earlier in this document, if you come to class unprepared for a class
session designed to follow through on one of the practice activities, you will be dismissed early. (This is less a punishment as it is
the reality that an unprepared student would have no way to participate in the activity in a meaningful way.)
Practice tests will be announced ahead of time. (Any make-ups will suffer a ten-point grade penalty).
The Vocabulary Lab Project will be due the last week of classes.
OVERALL EXPECTATIONS (STUDENTS’ AND TEACHER’S)
I’ll begin by saying that I expect all the work you do for me to meet standards of quality. After all, as an English professor of many
years, I have to insist that you make the effort to make your writing consistent in person, tense, and tone and also to conform to
standard conventions regarding proper usage, punctuation, and spelling. Similarly, I also expect your work to adhere to the
formatting requirements laid out for you. (The hardest rule I have in this respect, incidentally, is that the vast majority of
assignments must be typed and bear the student’s name, the date, and accurate course information.) Mostly, however, I just want
to see evidence that you’re trying to improve and that you’re paying attention.
In the same vein, let me also say that while this is certainly a serious class with important goals (and its fair share of rules), it can
be fun. Hence, as long as learning is being accomplished and student writing skills are improving, the class atmosphere can be
kept good humored and casual. In this spirit, I invite you to buy into the hands'-on, active learning of which I’m speaking, for,
hokey as it sounds, students who immerse themselves in the process of learning almost always find the experience successful.
As a closing word or two on this subject, if the thought of participation troubles any shy ones among you, let me lessen your
concerns by saying that I don’t believe that participation means you always have to be talking out loud in class. I want you to do
that, as much as you can stand, but I’ve built in other ways for you to show you are interested and attentive. It’s also pretty
common for students to be a bit nervous at the start of the semester, especially if they are weak in a subject matter or if the
assignments sound hard. But don’t panic! I’ll get a lot more specific about all the various assignments long before you are
required to complete any. And we’ll review examples and easy-to-follow strategies.
My hope is that you’ll like the course, but, even if you’re never particularly “into” reading or writing, you’ll learn to be much better at
it by the end by the end of the semester—and that’ll feel good! The day is yours! Make the most of it! Good luck!
FOR QUESTIONS NOT ANSWERED BY THIS HANDOUT
Glance over the handout again. (It really does answer most questions.) If any confusion remains, I am always available to
students to discuss any concern.
Tentative SUMMER 2016 INRW 0405 Course Calendar
Check “Announcements” on Web Page for Changes/Updates
I will make periodic reading assignments from the textbook in class.
Week
Emphasis
WEEK 1
6/6
Syllabus/Portfolio Overview/Vocabulary
WEEK 2
6/13
Vocabulary/Active Reading
WEEK 3
6/20
Annotation
Grammar
WEEK 4
6/27
Summaries
Grammar
Practice Exam 1
WEEK 5
7/4
Paragraph Structure/Development
WEEK 6
7/11
WEEK 7
7/18
WEEK 8
7/25
Vocabulary Lab Project Due
WEEK 9
8/1
Reading/Writing Notebook Due
WEEK 10
8/8
Final Exam (Aug 8)/Grade Conference If requested (Aug 9)
Practice Exam 2
Conferences (sign-ups will be available)
Conferences (sign-ups will be available)
Practice Exam 3
Notes
Census date, June 14
No class, July 4
Withdrawal deadline July 7