Course Title: Integrated Reading and Writing

INSTRUCTOR: / Ms. Hall / E-MAIL: /
OFFICE: / A213 / PHONE: / 281-756-3565
OFFICE HOURS:
WEBSITE: / www.alvincollege.edu

WELCOME TO:

Course Title: Integrated Reading and Writing

Course Number: INRW 0310.60

Credit Hours: 3

Lecture Hours: 6 per week

Lab Hours: 2 per week (independent)

Total Contact Hours: 8 per week

Term and Year: Spring 2017 - 16 week course

Class Days & Times: 6-7:20pm TT

Classroom Location: A236

A. COMMUNICATING WITH YOUR INSTRUCTOR

The preferred method of communicating with your professor is to talk with her or him either before or after class or to call the Academic Foundations Department at 281-756-3556. Individual professors may provide preferred alternate methods of communication. If you leave a message for your professor, please leave your professor’s name, your first and last name, your class number (0310), your class time, a phone number or an e-mail address where you can be contacted, and explain what you need to discuss with your professor. You will normally get a response within 24 hours Monday-Thursday and by the next business day on Friday-Sunday.

B. COURSE DESCRIPTION

INRW 0310 is the higher level Integrated Reading and Writing course. It combines the teaching of reading and writing skills that students need to perform effectively in college courses. The focus of the course is on the ability to read college-level material critically and to develop writing skills appropriate for written assignments in college classes. (3 lecture hours per week and 16 hours total- combination of lab and academic coaching during the course)

C. STUDENT LEARNING OUTCOMES

Upon successful completion of this course, students will:

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. Identify and analyze the audience, purpose, and message across a variety of texts.

4. Describe and apply insights gained from reading and writing a variety of texts.

5. Compose a variety of texts that demonstrate reading comprehension, clear focus, logical developments 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.

D. PRE-REQUISITE COURSES: None

E. LAB AND ACADEMIC COACHING

For INRW classes, 16 hours combination of lab and academic coaching over the length of the course is required. Lab is to be completed independently. Students will have to complete the weekly lab activities by the due dates indicated in the syllabus. Academic Coaching will take place weekly. A scheduled day and time will be set with each student. Labs and Academic Coaching are mandatory requirements that must be met in order to pass the course.

F. REQUIRED TEXTBOOK AND SUPPLEMENTAL READINGS

There are 2 purchasing options available at the campus bookstore.

The ISBNs for the bound version of the FOCUS textbook is: 978-1-319-09686-1

The ISBNs for a 3-hole punch, loose leaf version of the FOCUS textbook is: 978-1-319-09384-6

Supplemental Reading: Orphan Train, by Christina Baker Kline. HarperCollins Publishers: ISBN 978-0-06-195072-8. These books can be purchased at the ACC Bookstore. Bookstore hours can vary, so please call the bookstore at 281-756-3681 for hours. For more information about the textbooks, including details about how to order your books online and have them delivered to you, visit the ACC College Store at www.alvinccstore.com.

G. COURSE OUTLINE

Classes start Jan. 17
Coaching begins: Week 2
Week / Assignments / Due Date
Week 1
Lab 1: Topics and Main Ideas / Week of Jan. 17-20
1/17
*Review Syllabus and Grade Sheet
*Sign up for Coaching days/times
*Introduce Frank Chapa to students
*Divide into groups for supplemental reading –Orphan
Train
*Blackboard Journal discussion on Getting to Know You
1/19
*Take Nelson-Denny pretest
*Begin review of Ch. 1 – Concentrate on Active
Reading Strategies – pgs. 12 – 32 and TESTing (p. 2) for
thesis/topic sentence, evidence, summary statement, and
transitions.
*Group work, pgs. 32-33 / Blackboard Journal Discussion due Jan. 17
Pg. 33 due Jan. 19
(Classwork)
Week 2
Lab 2: Vocabulary / Week of Jan. 23-27
1/24
*Reader Response #1-p. 29 (Time Management Strategies)
1/26
*Review Ch. 2 – Building Vocabulary for Reading and Writing, pgs. 36-59. Practices 2-4, 2-5; review checklist box at top of pg. 59.
*Blackboard discussion Orphan Train question #1 / Lab 1 due Jan. 22
Reader Response #1 due Jan. 26
BB #1 due Jan. 27
Week 3
Lab 3: Fragments / Week of Jan. 30-Feb. 3
1/31
*Review Ch. 3: Read pgs. 63 – 64; Do Practice 3-1, pgs. 64-66 and answer questions that follow.
*Review of essay structure, transitional words, body paragraphs and conclusion.
2/2
*Read pgs. 136-139, Fact/Opinion and do Practices 3-6 & 3-7 on pgs. 76-77
*Read 12c, pgs. 303 – 315; in class – read essay on pgs. 309-310, “Selling a Dream” and do questions 1-5 at end of essay. Do Writing Check #1: “Selling a Dream,” Practice 12-6, p. 310 / Lab 2 due Sun, Jan. 29
Practice 3-6, 3-7 due Feb. 2 (Classwork)
(Writing Check #1, due Feb. 7)
Week 4
Academic Coaching 2 this week
Lab 4: Run-Ons / Week of Feb. 6-10
2/7
Ch. 18 – Writing Varied Sentences.
*Read pgs. 436 – 438; Do Practices 18-2, 18-3, 18-4, 18-5,
18-6, 18-7, & 18-8 (Classwork)
2/9
Ch. 12 – Classification Essays, pg. 303. Discuss connecting to prior knowledge.
*Read “The Men We Carry in Our Minds” on pgs. 311
314 and answer questions 1 & 2 in Focus on Reading;
answer questions 1 & 2 in Focus on Language & Style.
*Under Focus on Critical Thinking, respond to the
question: “Who do you believe has an easier life – men or
women? Why? Write a 2-paragraph response. Reader
Response #2: Who Has It Easier?
Blackboard discussion question #2, Orphan Train / Lab 3 due Feb. 5
Writing Check #1, “Selling a Dream,” due Feb. 7
(First Draft of Classification
Essay due Feb. 23)
(Reader Response #2 due Feb. 14)
Blackboard #2 due Feb. 10
Week 5
Lab 5: Critical Reading
Week 6
Academic Coaching 3 this week
Lab 6: Coordination and Subordination / Week of Feb. 13-17
2/14
#1 Essay– Classification Essay – Read 12c, pg. 303 – 307 and do Practice 12-5, pg. 307-308.
*On pg. 315 under Focus on Reading & Writing and Additional Topics, choose a topic from these 5 choices to write a Classification essay.
An assignment sheet is available in Blackboard.
2/16
*Use info at top of pg. 269 – grammar in context as guidelines for writing compound/complex sentences. Read and discuss “Men are From Mars, Women are From Venus,” p. 601
Week of Feb. 20-24
2/21
*Ch. 5: Identifying Audience, Purpose, & Tone; Identifying Connotations & Figurative Language; Identifying the Main Idea and Supporting Details; and Distinguishing between Fact & Opinion – pg. 139; Inferences – pgs. 139-140.
2/23
*First draft of the Classification essay due. It is to be reviewed by the instructor. If there is a second draft of the essay, students will need to work with a Learning Lab tutor by scheduling a time outside of class.
Blackboard discussion question #3 – Orphan Train / Lab 4 due Feb. 12
Reader Response #2, Who Has It Easier, due Feb. 14
Practice 12-5 due Feb. 14 (Classwork)
Essay due Feb. 23
Lab 5 due Feb. 19
First Draft of Classification due Feb. 23
BB #3 due Feb. 24
Week 7
Lab 7: Patterns of Organization / Week of Feb. 27-Mar. 3
2/28
*The following will be completed as one assignment: The entire short story is on pg. 601.
Read pgs. 144-154; Do 5-11, p. 146 and Focus on Reading/Writing just below 5-11. Analyzing: Do the assignment in the Focus on Reading/Writing box on p. 148.
Synthesizing: Do assignment in Focus on Reading/Writing box on p. 149.
Evaluating: Read pgs. 149-152. Do the Focus on Reading/Writing on p. 152.
[After reviewing the above, follow the directions in all of the remaining Focus on Reading and Writing boxes throughout Ch. 5. All of these deal with “Men Are from Mars, Women Are from Venus” by John Gray (p. 601).]
3/2
Continue work on Ch. 5 assignment (see above). / Lab 6 due Feb. 26
Week 8
Academic Coaching 4 this week
Lab 8: Working with Sources
March 13-16: Spring Break / Week of Mar. 6-10
3/7
*Read Identifying Bias and do the Focus on Reading & Writing in the box at the bottom of p. 143; See Writing Check #2 –“Identifying Bias” Assignment.
3/9
*Read “The Guns of Academe” on pgs. 619 - 621; Do the two questions in Focus on Reading, p. 621; In Focus on Meaning, p. 621, do Question #1, #2, #3. Under Focus on Critical Thinking, p. 622, do questions #1, #2, #3 (Classwork). / Lab 7 due Mar. 5
Writing Check #2, Identifying Bias, Due Feb. 13
(Reader Response #3 due Mar. 23)
Week 9
Lab 9: Argument / Week of Mar. 20-24
3/21
*Final version of Classification essay due. Essay must be turned into Blackboard.
*Reader Response #3: “The Guns of Academe.” Read the passage at bottom of pg. 141-142, Practice 5-10. Answer the questions.
3/23
*Ch. 13, pg. 331 – Working with Sources – Read pgs. 331 – 338.
*Tour library; Learn how to research using library databases; Presentation to students by Library staff. See Evaluating Library & Internet Sources, pgs. 332 – 334.
*Reader Response #4 (Working with Sources) In-class
response where students recall the tour and presentation
by writing, then open textbook and list what they missed, pg.
332.
*Documenting Sources; MLA Documentation Style; Read
Works Cited, pgs. 342 – 351.
Blackboard discussion question #5 - Orphan Train / Lab 8 due Mar. 19
Final version of Classification Essay due Mar. 21
Reader Response #3, “The Guns of Academe” due Mar. 23
(Reader Response #4, due Mar. 28)
BB #5 due Mar. 24
Week 10
Academic Coaching 5 this week
Lab 10: Parallelism / Week of Mar. 27-31
3/28
*Argument genre Ch. 11, pgs. 257-275 (Class discussion).
Examples of argument essays (in text, popular sources, videos, academic, etc.)
*Read pgs. 257-275; Read essay on pgs. 261-263 and do
Practices 11-1, 11-2; Do 11-C, pgs. 269-272;
Answer questions #1, #2, & #3 in Focus on Meaning, pg.
272; Answer questions in Focus on Critical Thinking, pg.
272.
*Select an argument topic from the three listed at top
of pg. 273. Write a 5-paragraph essay on the topic you
select. Be sure to follow guidelines in Ch. 11. Essay #2 is a major assignment. An assignment sheet is provided for your use. First draft turned in to instructor.
3/30
Schedule time for revisions of Argument essay and if necessary provide sample Argument essays for those who need further help.
Allow time to consult with tutors. / Lab 9 due Mar. 26
Reader Response #4, Working with Sources, due Mar. 28
Week 11
Lab 11: Commas / Week of Apr. 3-7
4/4
First draft of Argument Essay due
*Schedule a second draft if necessary with a Learning Lab
tutor outside of class for Argument essay.
4/6
Edit Argument Essay. Have students see tutors.
Blackboard Discussion questions 6 & 7 – Orphan Train / Lab 10 due Apr. 2
Blackboard #6 & #7 due Apr. 7
Week 12
Academic Coaching 6 this week
Lab 12: Apostrophes / Week of Apr. 10-14
4/11
Edit Argument Essay
4/13
Groups prep for Orphan Train Presentations / Lab 11 due Apr. 9
Final draft of Essay #2, Argument Essay, due Apr. 13
Week 13
Lab 13: Capitalization / Week of Apr. 17-21
4/18
Presentation Day: Orphan Train
4/20
Discuss presentations: connect to final essay / Lab 12 due Apr. 16
Group Presentations Apr. 18
Week 14 / Week of Apr. 24-28
4/25
Final Version of Argument Essay due. Essay must be uploaded in Blackboard.
4/27
*Post-test: Nelson Denny Form E / Lab 13 due Apr. 23
Final draft of Essay #2, Argument Essay, due Apr. 25
Week 15 / Week of May 1-4
5/2
Prep for final. (There is no multiple choice final, only an essay final based on Orphan Train.)
5/4
Last Class Day
Student Conferences
Final Exam Essay / Final Exam Essay TBD

MAJOR ASSIGNMENTS:

III. Essays:

A. Classification

B. Argument

C. Final Essay

H. POLICIES ABOUT COURSEWORK AND DEADLINES

CLASS ATTENDANCE POLICY

Regular attendance in classes is expected. Failure to attend class sections for which the student is officially registered will result in a failing (F) grade. If an absence is unavoidable, the student is responsible for completing all work missed during the absence. Any work missed and not subsequently completed may affect the grade of the student regardless of the reason for the absence. Students who are enrolled in developmental courses because of TSI requirements must attend every class, lab, coach meetings, and participate in instructional activities. Failure to attend a required TSI course and participate can result in being dropped from all classes. Students unable to attend should contact their instructors as soon as possible concerning the absence.