Academic Advancement & Support Division
Transitional Studies
RDG 100
This course covers the application of basic reading skills to improve critical comprehension and higher order thinking skills.
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.
3.0 (non-transferable credits)
During the course, learners will:
1.
Demonstrate comprehension of a variety of texts.
2.
Increase reading level by a minimum of 100 points as measured by Lexile score.
3.
Apply various vocabulary building strategies to improve ability to analyze college level texts.
4.
Apply critical thinking strategies through various methods of text analysis including written reflections and discussion.
(Books/Materials/Online) :
Required:
Text: Rothman, David and Jilani Warsi. Read to Succeed: A Thematic Approach to Academic
Reading . 2nd ed. Boston: Pearson, 2013.
Supplemental Reader: Students choose from one of 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).
Other: 3-ring binder (2”) , 3-hole notebook
(single subject)
, paper, pens, pencils, highlighters, white-out.

RDG 100 Critical Reading Course Syllabus page 2
Recommended: Dictionary, 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.
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), critical thinking circles, 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.
Communication
 Students will demonstrate the ability to use active reading and listening skills and to produce effective written and oral communication for varying audiences.
Information Technology and Technological Literacy
 Students will demonstrate competency in using computer technology within a field of study.
Critical Thinking/Reasoning
 Students will demonstrate the ability to apply the scientific method, mathematical processes, and research skills to analyze and solve problems/issues by using reflection and reasoning to justify conclusions.
Professionalism and Personal Responsibility
 Students will demonstrate the ability to exhibit conduct, attitudes, and etiquette appropriate to the student’s community and chosen career.
 Students will demonstrate the ability to manage time, to use effective interpersonal skills, and to display responsible behavior.
Diversity
 Students will demonstrate the ability to recognize diversity and to demonstrate respectful
 conduct and attitudes toward all.
Students will demonstrate the ability to explain how global issues impact life, work, and opportunities.
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.
Reading Reflections
Activities/Assignments
15 %
10 %
My Reading Lab Learning Software
Quizzes (Post Tests)
Midterm
15 %
10 %
15 %

RDG 100 Critical Reading Course Syllabus page 3
Book Project
Final Exam
15 %
20 %
Grades: A: 90-100% B: 80-89% C: 70-79% D: 60-69% F: 0-59%
Activities /Assignments: Participation in class activities, critical thinking circles, group work, inclass 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 and include (among others) :

Reflection Journals
(RJ)
& Discussions – Students complete at least 4 reflective responses to selected readings from assigned readings (as assigned by the instructor) .

Pre-Study Activities – Students study the chapter before class and complete pre-reading surveys or outlines of chapters (as assigned by the instructor) and make them available for instructors to check periodically.

Topical Activities & Assignments – Students will work in groups and independently to gather, analyze, and present information on various academic topics (as assigned by the instructor) .
Examples: o Ancestry Activity – Use mapping as a tool to present information regarding their own families, o a famous individual and/or an individual they have created; alternately students may choose to map a culture.
Health Survey – Survey classmates about eating habits
(fast food, attitudes, impressions, challenges) or gather information on nutrition and/or common diseases; collecting data and analyzing trends. o Community Environmental Survey – Survey classmates
(and/or community members) about the environment (air quality, recycling practices, etc.) . Compile and analyze data and trends.
Assignment : Create and submit a summary of the data in a variety of graphical forms, include written analysis of graphs. o Song Lyrics Activity - Students work in a group to identify a song and research, analyze and present information on the figurative language
(metaphor, simile, personification)
and tone in the lyrics and present findings to the class with a PowerPoint. Art Interpretation Project:
Students will locate a piece of artwork - a painting or sculpture - containing symbolism which makes a political, cultural or social statement and prepare a mini presentation. o Career Project: Careful reading is important when preparing for a job interview, and the purpose of this assignment is to give students the opportunity to practice.
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) . 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.
Book Project: All students will choose one of four books chosen by the instructor to complete the
Book Project requirements. The project will be broken into five parts with five separate discussions.
The discussions will either occur on the Discussion Board in Blackboard or in class per instructor guidelines.
Midterm Exam: The midterm exam will cover the major concepts, topics and skills covered in the first half 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
(to be distributed with assignments and posted to Blackboard) .

RDG 100 Critical Reading Course Syllabus page 4
Guide to becoming an Effective Reader
1. Engage in active and independent reading
2. Analyze a variety of genres for figurative language and literary devices.
3. Connect texts with similar themes through writing prompts and peer discussion.
4. Discover the Main Idea from text chosen from different genres.
5. Analyze unknown words through contextual study and word study analysis.
6. Develop strategies to determine differences between statements of fact and of opinion.
7. Draw inferences from a variety of sources.
8. Adapt reading speed and reading strategies according to purpose.
9. Determine whether the author’s purpose is to entertain, inform, or persuade.
10. Apply knowledge of propaganda techniques while reading.
11. Connect themes to self through writing and discussion.
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.
(linked through Blackboard Course Content)
Link to Complete List of Important Dates for the 2014-2015 Academic Year

RDG 100 Critical Reading Course Syllabus page 5
 Read your emails and check in on Blackboard regularly. o Your instructor will send out communications to the class via your GTC Gmail account. o Announcements, assignments and grades will be posted to Blackboard periodically.
 Attend every class. o If you miss a class, YOU are responsible for learning the material you missed. Read the book, complete the assignments and learn the material before coming back for the next class.
o Note: If you miss more than 3 classes AND have less than a 70 average , you may be administratively withdrawn from the class .
 Be on time and don’t leave early. o If you must leave early, inform your instructor before class. o You must be in class for at least half the class to be counted present for the day.
 Bring your books, materials, and assignments to class.
 Participate in class activities, problem-solving, and discussions.
 Stay focused on the class from beginning to end o Do not pack up early. o Turn off your cell phone and iPod and put any other distractions away. It is important for you to be focused on Reading (and nothing else) while in the classroom – It will help you learn.
 Read your textbook and study the information and examples it provides.
 Do your assignments regularly and as due. o As with all college classes, plan on doing at least 2 hours of study outside class for every hour spent in class. o Use My Reading Lab software Help features and practice opportunities to master each topic. o Out-of-class assignments are a required part of your learning, and you need these scores to pass this class; make assignments 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 If you have qualified in the past for special needs accommodations
(IEP), or have a disability, please visit the Student Disability Services Office (SC 105-115) and arrange for similar accommodations for your GTC courses asap.
Contact them by phone: 250-8202 or by email at: sharon.bellwood@gvltec.edu
. o See your instructor before/after class or come by his/her office. o Go to the ASPIRE Learning Zone (ALZ, 104-357, Barton Campus) . o Go to a Writing Center (see locations at each campus and schedules at: http://gvltec.edu/instructional_support/ ) .
o Use a tutor - Free tutoring services are available at GTC, both through the ALZ on the Barton campus and Instructional Support Program (ISP) at all campuses. o Contact Your Academic Coach
–
An Academic Coach will be associated with this course. The
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 their Academic Coach through the ASPIRE Learning Zone (104-357) . The ALZ serves as the learning and support center for all Developmental Studies Students.
Additional information on these programs with schedules and locations can be found at the GTC website ( www.gvltec.edu
) under Academic and Instructional Support/Tutoring Programs at: http://gvltec.edu/tutoring/ .