Arts and Sciences Division
Developmental Studies
RDG 100 Hybrid
Critical Reading
Syllabus ◊ Fall 2013
Course Description: This course covers the application of basic reading skills to improve
critical comprehension and higher order thinking skills.
Purpose and Prerequisites: The purpose of Critical Reading is to prepare students for the
reflective reading that will be expected in the variety of courses encountered in college studies. To be
accepted into RDG 100, students must have appropriate placement test scores (Asset/Compass) or have
successfully completed RDG 032 or ENG 032 with a grade of C or better. Students may also elect to take
RDG 100 as a refresher course. Students must make a C (70%) or better in RDG 100 in order to take ENG
101. RDG 100 credit does not transfer to other colleges and the course may not be counted as credit
toward any degree.
Semester Credit Hours: 3.0 (non-transferable credits)
Learning Outcomes: During the course, learners will:
1. Engage in active and independent reading;
2. Describe and effectively apply the reading process in approaching a variety of texts;
3. Employ critical thinking skills through dynamic participation in discussions, group activities, critical
thinking circles and written critique of readings;
4. Generate questions and/or notes that demonstrate engagement with readings and appreciation
for cultural diversity;
5. Connect library and internet research to readings in order to expand perspectives and
comprehension;
6. Produce self-reflective written and oral communication that demonstrates comprehension of text;
7. Model the strategies of an effective reader.
Learning Resources (Books/Materials/Online):
Required:
Text: Mather, Peter and Rita McCarthy. The Art of Critical Reading.2nd edition. New York, NY: McGrawHill, 2009.
Supplemental Reader: Students choose from the following options:




Albom, Mitch. Tuesdays with Morrie: An Old Man, a Young Man, and Life's Greatest Lesson. New
York: Doubleday,1997. Print.
Albom, Mitch. For One More Day. New York: Hyperion, 2006. Print.
Pausch, Randy, and Jeffrey Zaslow. The Last Lecture. New York: Hyperion, 2008. Print.
Albom, Mitch. The Time Keeper. New York: Hyperion, 2012. Print.
Software: My Reading Lab, Pearson, 2013
RDG 100 Critical Reading
Course Syllabus
page 2
Other: 3-ring binder (2”), 3-hole notebook (single subject), paper, pens, pencils, highlighters, white-out.
Recommended (or as required by instructor): Dictionary, USB Drive, headphones.
Blackboard & GTC Gmail: Blackboard (https://gvltec.blackboard.com) will be used to access online
documents (syllabus, course outline), resources and announce assignments and tests in
coordination with My Reading Lab. GTC Gmail will be used to communicate important course
information. Students should regularly access both Blackboard and GTC Gmail to keep up to
date with course announcements and assignments.
Methods: Students in RDG 100 will participate in a variety of activities that promote learning and go
beyond simple lecture and note taking. Instructional methods will actively involve students in group activities
(discussion, mapping and problem solving), discussion groups, question generation and other activities that
encourage active reading. Students will learn to frame useful questions to guide academic reading, use
computers for practice, research and assessment, and connect themes to self through written and oral
communications. Students will work towards incorporating learned reading skills/strategies to other subject
areas and courses. By experiencing diverse ways of learning the material, expanding learning styles and
joining in positive interactions within the class community students will improve their basic reading and
critical thinking skills.
Hybrid Structure: The hybrid class structure is based on a “Flipped Classroom” model in which students
are expected to complete Learning Modules through Blackboard in order to be introduced to concepts.
These concepts will be expounded on in the once a week classroom meeting where concepts are reinforced
through small group and individualized instruction. Small group and individual instruction will be provided by
the course instructor as well as an embedded tutor who will be in the classroom to provide supplemental
instruction.
Course Requirements and Evaluation
Course Outline/Schedule: A course outline/schedule will be provided that identifies specific
topics covered and assignments/assessments (test/quizzes) due dates across the semester.
Grading Scheme: This course will have the following types of assignment/assessments and
final grades will be weighted as listed.
Activities/Assignments
10 %
Activities/Assignments, Discussion Boards, Quizzes
My Reading Lab
Book Club Project and Related Assignments
Unit Tests (4)
Final Exam
Grades:
A: 90-100%
B: 80-89%
C: 70-79%
15 %
30 %
25 %
20 %
D: 60-69%
F: 0-59%
Activities / Assignments: Participation in class activities, discussion groups, group work, in-class
quizzes, online discussions (in Blackboard), and application experiences are a central part of your
learning experience. Many activities will conclude with a brief assignment. Activities and
assignments will contribute to your grade.
Book Club Activities and Project: Students read and discuss their book of choice (from the
designated possible selections) in small group formats and on online Discussion Boards through
Blackboard. Discussion prompts are given by the instructor and then the students are led into creating
their own discussion prompts. The culminating project will be an i-Movie created in assigned groups in
designated class sessions. This i-Movie project allows students to summarize the important elements
of their chosen supplemental text through iPad technology.
RDG 100 Critical Reading
Course Syllabus
page 3
Blackboard & My Reading Lab Online Learning: This course includes in-class and online
participation in a variety of locations. Blackboard (Bb) serves as your primary online portal (with
information on the course, announcements and quizzes/tests). Supplementary electronic reading options
are located in a Library Guide (LibGuide) specifically designed for RDG 100 that links directly out of
Blackboard. Also linked out of Blackboard is the My Reading Lab online learning software which
provides exercises to build vocabulary and reading comprehension and various pre/post test
opportunities to gauge your progress as a reader. Experience has shown that the more time you
spend reading and using these resources, the more successful you can be in this class.
 Blackboard
o Reading/Vocabulary Quizzes – Students complete quizzes in Blackboard for each of the 10
Chapters and topics covered. You have two opportunities to take each quiz and the highest
score will be recorded.
o LibGuide for RDG 100 - This specially designed guide provides link to e-readings that are
directly related to this course and may be assigned by the instructor or explored by you.
 My Reading Lab Exercises and Tests
o Diagnostic Pre-Test & Post-Test - The pre and post test on My Reading Lab assesses
comprehensive reading skills. Both tests must be completed online.
o My Reading Lab Exercises – All online exercises should be completed by the due dates
specified by the instructor.
o
Use all learning resources available – Every week, work to understand the topics and concepts in
depth. View the PowerPoint, study vocabulary words, listen to audio reading, watch video, take the
Blackboard quiz online and complete the My Reading Lab exercises. These items will be placed in
modules each week for preparation for the face-to-face meeting.
Unit Tests: The four unit tests will cover the major concepts, topics and skills covered in each
section of the course.
Final Exam: The final exam will be comprehensive and assess both skills and reading
comprehension.
Rubrics: Projects and journal responses will be graded according to the associated grading rubrics
(Available on Blackboard).
All course assignments (quizzes, tests, projects, etc.) must be completed by assigned due dates in order
to receive full credit. Under no circumstances may any assignments be submitted after the final exam
date.
RDG 100 Critical Reading
Course Syllabus
Course Content
Unit 1: Learning How to Be a Successful Student





Introduction to the Reading Process
Critical Thinking and Problem Solving
Study Strategies
Vocabulary Strategies
Word Parts
Unit 2: Discovering Meaning Through Structure



Identifying Topics, Main Ideas, and Supporting Details
The Author’s Purpose and Rhetorical Modes
Transition Words and Patterns of Organization
Unit 3: Interpreting What We Read



Inference
Figurative Language
Tone
Unit 4: Reading Critically





Fact and Opinion
Point of View
Bias
Analyzing and Evaluation Arguments
Evaluating the Evidence
Unit 5: Study Skills


Organizing Textbook Information
Visual Aids
page 4
RDG 100 Critical Reading
Course Syllabus
page 5
Guide to becoming an Effective Reader
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Engage in active and independent reading
Analyze a variety of genres for figurative language and literary devices.
Connect texts with similar themes through writing prompts and peer discussion.
Discover the Main Idea from text chosen from different genres.
Analyze unknown words through contextual study and word study analysis.
Develop strategies to determine differences between statements of fact and of opinion.
Draw inferences from a variety of sources.
Adapt reading speed and reading strategies according to purpose.
Determine whether the author’s purpose is to entertain, inform, or persuade.
Apply knowledge of propaganda techniques while reading.
Connect themes to self through writing and discussion.
RDG 100
Criteria
Focus /
Content
Organization,
Illustration &
Detail
Research,
Sources &
Creativity
Project Rubric
Beginning
Developing
Competent
Exemplary
(0-1)
(2)
(3)
(4)
No/limited purpose or
title given for the project.
Content is minimal and/or
contains several factual
errors.
Purpose and title are
provided but don’t fully
match each other or
project. Includes essential
information about the
topic but there are 1-2
factual errors.
Uses headings or bulleted
lists to organize, but the
overall organization of
topics is flawed. Points are
illustrated with examples
or graphics/diagrams that
are mismatched or
inaccurate.
Purpose and title are
articulated and match the
project focus. Includes
essential supporting details
about the project and
appear to be solid and
correct.
Content is logically
organized for the most
part. Points are illustrated
appropriately with
examples or
graphics/diagrams.
Source information
collected for some
graphics, facts and quotes,
but not documented in
acceptable format. Uses
other people’s ideas
(giving them credit), but
there is little evidence of
appreciation for diverse
perspectives,
interpretation or original
thinking.
Source information
gathered from several
sources supporting all
facts, graphics and quotes.
Most is relevant
documented in acceptable
format. Product includes
different perspectives and
shows some interpretation,
original thought, new ideas
and/or insights.
Purpose is well articulated and
clearly titles the project.
Includes clear information,
relevant examples and
supporting detail directly
related to the focus of the
project.
Content is well organized using
headings or bulleted lists to
group related material.
Information presented in a
clear and logical flow with
appropriate formatting and
structure.
Example/illustrations/graphics
accurately clarify specific
points directly related to the
project.
Source information gathered
from multiple and appropriate
sources and synthesized
supporting all facts, graphics
and quotes; all documented in
acceptable format. Product
includes multiple/diverse
perspectives, thoughtful
interpretation and original
thought including creative and
inventive Ideas.
No clear or logical
organizational structure
(just lots of facts) and
no/inappropriate details
or illustration
Very little or no source
information was gathered
and/or from
inappropriate sources.
Uses other people's ideas,
but does not give them
credit.
Shows little/no evidence
of different
ideas/perspectives or
original interpretation of
the project topic.
Score
RDG 100 Critical Reading
Criteria
Presentation
(Oral & Visual)
Project
AssignmentSpecific
Requirements
Scoring/
Grades:
Course Syllabus
page 6
Beginning
Developing
Competent
Exemplary
(0-1)
(2)
(3)
(4)
Delivery uneven and
audience attention often
lost. Some use of
graphics/images, font,
color, effects, etc. but
these often distract from
the presentation.
Delivery not smooth, but
able to maintain interest
of the audience most of
the time. Makes use of
graphics/ images, font,
color, effects, etc. but
these occasionally detract
from the presentation.
Rehearsed with fairly
smooth delivery that holds
audience attention most of
the time. Makes good use
of graphics/ images, font,
color, effects, etc. to
enhance to presentation.
Well-rehearsed with smooth
delivery that holds audience
attention.
Makes excellent use of
graphics/images, font, color,
effects, etc. to enhance the
presentation.
Minimal/no attention to
project assignment
guidelines regarding
format, structure/
organization, content or
submission requirements.
Addresses some/most
project assignment
guidelines regarding
format, structure/
organization, content or
submission requirements.
Appropriately and
completely addresses all
project assignment
guidelines regarding
format, structure/
organization, content or
submission requirements.
Addresses or exceeds all
project assignment guidelines
regarding format, structure/
organization, content or
submission requirements.
below 3 F
(50-59%)
3-7 D
(60-69%)
8-12 C
(70-79%)
13-17 B
(80-89%)
18-20 A
(90-100%)
Score
RDG 100 Critical Reading
Course Syllabus
page 7
How to Succeed in this Class: A Checklist
 Read your emails and check in on Blackboard regularly.
o
o
Your instructor will send out communications to the class via your GTC gmail account.
Announcements, assignments and grades will be posted to Blackboard periodically.
 Attend every class.
o
o
If you miss a class, YOU are responsible for learning the material you missed. Read the
textbook, work the homework and learn the material before coming back for the next class.
Note: If you miss more than 10% of class sessions AND have less than a 70 average, you
may be administratively withdrawn from the class.
 Be on time and don’t leave early.
o
o
If you must leave early, inform your instructor before class.
You must be in class for at least half the class to be counted present for the day.
 Bring your book and materials to class (pens, calculator, etc.).
 Participate in class activities, problem-solving and discussions.
 Stay focused on the class from beginning to end
o
o
Do not pack up early.
Turn off your cell phone and iPod and put any other distractions away. It is important for you
to be focused on class activities (and nothing else) – It will help you learn.
 Read your textbook and study the problems and examples it provides.
 Do your homework/assignments.
o
o
o
As with all college classes, plan on doing at least 2 hours of study outside class for every hour
spent in class.
Use online Learning Software and Help features and practice opportunities to master each topic.
Homework is a required part of your learning and you need your homework scores to pass this
class – so make this a regular part of your study plan.
 Ask for help.
o As soon as you have problems - Don’t wait until it is too late to recover from these problems
as you might miss your chance for doing well in (or passing) the course.
o See your instructor before/after class or come by his/her office.
o Use a tutor
o Free On-campus Tutoring services are available at GTC, both through the ALZ on the
Barton campus and Tutoring Central at all campuses (Barton, Brashier, Greer, and
Northwest - http://gvltec.edu/tutoring-central/).
o Free Online Tutoring services are available through Brainfuse (found in Blackboard under
Tools on My GTC page).
o Contact an Academic Coach – An Academic Coach is available to assist students with
learning success strategies such as: study skills, time management, and accessing campus
resources. Students may connect with an Academic Coach by visiting the Academic
Coaching office at their campus or by emailing: GTCStarfish@my.gvltec.edu.
o Check your Starfish alerts on Blackboard and follow-up.
o Check out the Writing Center (see locations at each campus and schedules at:
http://gvltec.edu/learning_center/).
o Visit the Student Disability Services if you were in Resources or a Special Education program
(IEP/504 Plan) in
high school or have a disability, to see if you are eligible for their services Location:
SC 105-115 Contacts: phone: 250-8202; email at: sharon.bellwood@gvltec.edu.
RDG 100 Critical Reading
Course Syllabus
page 8
Additional information on these and other support programs can be found by visiting the
Success Network information area located within Starfish.
Greenville Tech Policies and Learning Resources
Greenville Tech has policies and learning resources that have been developed and designed to
help learners succeed. The following documents include information and guidelines for how to
access resources and complete information on time. It is important that you read through them,
understand your opportunities and your responsibilities and make the most of the supportive
learning environment that has been designed with your success in mind.
Developmental Studies Department Policies
(linked through Blackboard Course Content)
Arts & Sciences Division Policies
(linked through Blackboard Course Content)
Important Dates:
Link to Complete List of Important Dates for the Academic Year.