Heartland Community College
Master Course Syllabus
Division of Academic Support
READ 101
College Reading in the Content Areas
DATE PREPARED: December 2006
DATE REVISED: March 2007, January 2009
PCS/CIP/ID NO: 11-230101
IAI NO. (if available): -EFFECTIVE DATE OF FIRST CLASS: August 2009
CREDIT HOURS: 1.0
CONTACT HOURS: 1.0
LECTURE HOURS: 1.0
LABORATORY HOURS: 0.0
CATALOG DESCRIPTION (Include specific prerequisites):
Prerequisite: Placement by assessment or completion of READ 091 with a grade of C or
better. READ 101 is a college-level course in reading and vocabulary development. Students are
provided with instruction and practice in efficient information processing strategies that will
prepare them to successfully meet the full range of reading demands typical of any
undergraduate course.
TEXTBOOKS:
READ 101 Course Packet, which includes one complete chapter from up to four disciplinary
textbooks, such as business, psychology, biology, and humanities.
RELATIONSHIP TO ACADEMIC DEVELOPMENT PROGRAMS AND
TRANSFERABILITY:
READ 101 fulfills 1 hour of elective credit for the A.A. and A.S. degrees. It should transfer to
most colleges and universities as an elective course. However, since READ 101 is not part of
either the General Education Core Curriculum or a baccalaureate major program described in the
Illinois Articulation Initiative, students should check with an academic advisor for information
about its transferability to other institutions.
COURSE OBJECTIVES (Learning Outcomes)
Students successfully completing READ 101 will be able to:
Gen Ed
Range of Assessment Methods
Outcomes
Use a strategic, flexible
PS2
In-class activities, journals and other written
approach to reading that that
responses, discussion, demonstrations and
supports the comprehension of
presentations, instructor conferences, checklists,
college-level expository
assignments and projects, quizzes and tests,
textbooks for academic reading
formal papers
tasks
Demonstrate the ability to
CT1
In-class activities, journals and other written
comprehend college-level texts
responses, discussion, demonstrations and
by Applying, Analyzing, and
presentations, instructor conferences, checklists,
Evaluating
assignments and projects, quizzes and tests, preand post-tests
Develop strategies for
PS2
Instructor conferences, checklists, assignments
determining meaning of
and projects, quizzes and tests, pre- and post-tests
discipline-specific vocabulary
Use self-assessment to develop CT4
In-class activities, journals and other written
knowledge of and confidence
responses, discussion, demonstrations and
in self as a reader and a learner
presentations, instructor conferences, assignments
and use that knowledge to read
and projects, formal papers, focus groups
and learn more effectively
Use various information and
PS3
In-class activities, journals and other written
technological resources (e.g.,
responses, discussion, demonstrations and
classmates, experts, reference
presentations, instructor conferences, checklists,
books, Internet) as an aid to
assignments and projects, formal papers, focus
understanding new vocabulary
groups
and concepts
Connect learning experiences
CT2
In-class activities, journals and other written
between and among individual
responses, discussion, demonstrations and
courses
presentations, instructor conferences, assignments
and projects, formal papers, focus groups
Outcome
COURSE/LAB OUTLINE:
I.
The Reader
1.
Behaviors, Skills, and Strategies
a.
Before reading
b.
During reading
c.
After reading
2.
Knowledge
3.
Characteristics
II.
Approaches to Reading
A.
Applying Helpful Structures
B.
Analyzing Significant Factors
1.
The event
a.
types of events
b.
other factors
2.
The text
a.
types of text
b.
other factors
III.
Comprehension
A.
Bloom’s Taxonomy
B.
Significant Impacts
1.
The reader
2.
Approaches to reading
C.
Demonstrating Comprehension
IV.
Vocabulary Development: Building Discipline-Specific Vocabularies
V.
Self-Assessment
VI.
Resources
METHOD OF EVALUATION (Tests/Exams, Grading System):
Student learning will be assessed through a variety of activities, each of which will count toward
one of five major course components. The weight of each component will be assigned as
follows:
Course Components
Comprehension
Vocabulary
Self-Assessment
Tests and Quizzes
Participation
Weight
20%
15%
20%
35%
10%
Letter grades will be assigned according to the following scale:
Percentage
90 – 100%
80 - 89%
70 - 79%
60 – 69%
Grade
A
B
C
D
0 – 59%
F
REQUIRED WRITING AND READING:
Readings and writings are the focus of instruction in READ 101. Out-of-class readings and
writings are to be completed before class begins on the due date, and in-class readings and
writings will also be completed regularly. Students should not attempt to complete unfinished
readings or writings during class time.
Readings. Shared out-of-class readings will be assigned throughout the semester and will
provide the basis for most class activities and discussion. In READ 101, students should expect
to read from 20-30 pages weekly for shared reading assignments.
Writings. Students will complete journals consisting of 2-4 pages per week to document their
home reading. They will write test questions, chapter outlines, and create graphic organizers for
each of the textbook chapters in the reading packet. In addition, short papers and self-assessment
activities will be required periodically throughout the semester during class time.
Evaluation of Writing Assignments. Different types of writing assignments will be evaluated in
different ways. For example, on-going or small assignments might contain minor errors not
resulting in a major point loss. On major assignments, those same errors may cause a major loss
of points. Students should consult their instructor for specific guidelines.