INRW 0410 Syllabus
Integrated Reading and Writing
INRW 0410-Integrated Reading & Writing I
CRN 20722 –Fall 2016
Northeast Campus-Northline Campus/5:30-8pm/Tu, Th, Rm. 255 LH/Lab Rm. 303LH
3 hour lecture/2 hour lab/80 hours per semester/12 weeks
Class Time: 5:3-8:00 Tuesday & Thursday
Textbook: Fusion, Integrated Reading and Writing, Book 1, Kemper/Meyer/Van Rys/ Sebranek
My Skills Lab/Aplia: Registration Code will be provided during lab by the lab instructor (see Professor P. Heidbreder)
Instructor: Ursula Wanza Lewis, B.A. English, The University of Texas at Austin; M.A. Human Sciences, Our Lady of the Lake University
Email: [email protected] Phone: 713-718-8051
Office Hours: Immediately following class or by appointment
HCC-Course Description
This course is a combined 3 hour lecture/2 hour lab (1 hour technology lab & 1 hour writing lab), performance-based course designed to develop students’ critical reading and academic writing skills. The focus of the course will be on applying critical reading skills for organizing, analyzing, and retaining material and developing written work appropriate to the audience, purpose, situation, and length of the assignment. The course integrates complementary reading and writing assignments with special emphasis given to reasoning and responding to issues arising from class readings. This course is designed to prepare students for college level reading and writing intensive courses including ENGL 1301. Students will learn to write effective, logical paragraphs and essays, utilizing textual support to develop reading comprehension strategies, to analyze, synthesize, and make value judgments employing critical thinking. Lab required. Students who successfully complete this course will qualify to take INRW 0420.
Prerequisites
Students may enter this course who have received both of the following scores or have demonstrated remediation needs in only one area (reading or writing) on the TSIA: WRITE: 3 and/or READ: 342-346.
Course Goal
The goal of INRW 0410 is to prepare students to perform in INRW 0420 and/or to enter college-level courses such as Freshman Composition, History, Government, Psychology, and other freshman college courses.
Program Learning Outcomes
By the time students have completed INRW 0410, they will be able to:
- Use a variety of sentence patterns in writing.
- Comprehend and respond to assigned readings.
- Employ the writing process (planning, drafting, editing, revising, and thesis/topic sentence development) in assigned writings.
- Write a variety of essays using appropriate rhetorical modes.
Student Learning Outcomes
By the time students have completed English 0310, they will be able to:
- Use a variety of sentence patterns in writing.
- Comprehend and respond to assigned readings.
- Employ the writing process (planning drafting, editing, revising, and thesis/topic sentence development) in assigned writings.
- Write a variety of essays using appropriate rhetorical modes.
- Incorporate the ideas and words of other writers in their own essays using established strategies.
Learning Objectives
Students will :
- Identify and demonstrate use of varied sentence types in assigned readings.
- Demonstrate comprehension of assigned reading through discussion, quizzes, and/or journals.
- Respond to readings through journals and/or essays in similar rhetorical mode.
- Submit essay packets for grading employing all stages of the writing process.
- Demonstrate the steps of the writing process for class assignments and/or assigned work.
- Write in three to four rhetorical modes per semester.
- Write in one rhetorical mode or use a combination to demonstrate proficiency on final exam and in-class essay.
- Effectively use outside sources in collaborative writing project if applicable.
- Locate explicit textual information, draw complex inferences, and describe, analyze, and evaluate the information within and across multiple texts of varying lengths.
- Recognize and apply the conventions of Standard English in reading and writing.
TENTATIVE CLASS OUTLINE
This schedule is subject to changes throughout the semester. Please see Class calendar for lecture only. Note: Class calendar for Wednesday Lab will be provided by Professor Heidbreder.
Semester Holidays
Thanksgiving Break-Thursday, November 24 and Friday, November 25
Christmas Break-December 19, 2016
Instructional Methods
As an instructor, I use a variety of instructional approaches that are appropriate to the subject matter and the students, e.g. lecture, group learning, online lab work contingent upon availability, guided practice, assignments using technology, such as power point, oral presentations, library orientations/research, online assignments using discipline-related software contingent on availability, video/dvd, online tutoring services contingent upon availability, etc.
As a student wanting to improve your academic reading ability, it is your responsibility to do the assigned readings, submit assignments on time, participate in discussions and other activities, attend class (face-to-face and online portions), and enjoy this learning experience as you learn how to better your comprehension.
Student Assignments/Assessments
Assignments have been developed that will enhance your learning. You will be required to successfully complete the following assignments and actions. (Please see the attached assignment sheet).
Complete in-class reading and writing assignments and activities. Revise essays. Complete weekly MySkills Lab/Aplia Online Activities. Note: Students must purchase a textbook. Complete weekly reading assignments. Complete journal assignments.
Student Assessments
*If lab is inaccessible, the final exam will be worth 20% instead of 10%.
Instructor’s Requirements
Extra credit work: As the course assignments are given for the summer sessions and fall/spring semesters and there are no unreasonable demands requested of students beyond minimum course requirements, no extra credit work will be given.
Dictionary Policy: Use of a dictionary for translation, spell check, definition, etc. is encouraged for out of class assignments; however, no dictionaries are allowed for in-class writings.
Punctuality Policy: Punctuality is expected of all students. Three tardies of 15+ minutes will be recorded as one absence. If you are more than half an hour late, you will be marked absent. If you leave early without a reasonable excuse, you will be marked either absent or tardy, depending on when you leave.
Late Paper Policy: 1-2 days= -105-6days= -30
3-4 days= -207+days= not accepted
If you email your essay and I do not receive the email, the late paper policy will apply based on the day that I receive the essay.
Format of compositions: Typed (12pt. font), double-spaced, front side only
Classroom conduct:
“According to its policy on student conduct, [the] Houston Community College views college-level students as adults who subscribe to a basic standard of conduct…No student may disrupt or otherwise interfere with any educational activity being performed by a member of the College System. In addition, no student may interfere with his/her fellow students’ right to pursue their academic goals to the fullest in an atmosphere appropriate to a community of scholars” (HCC Handbook, p.34). http://www.hccs.edu/hccs/current-students/student-handbook
- This is an adult learning environment and you are expected to be able to conduct yourself in an adult manner. If you are unable to monitor your actions and you are repeatedly (more than three instances) disruptive to class instruction (talking to classmates during lectures, shouting out to others during lectures, repeatedly walking in an out of class, interrupting the instructor to ask questions, etc.), you will be withdrawn from the class.
- If you arrive to class late without a legitimate excuse and a scheduled assignment is being or has been graded in class, your work will not be accepted for a grade.
- Do not work on materials for other classes during this class.
- Get handouts and returned work before class begins or after class ends. DO NOT walk up to the instructor’s desk during class.
- Turn off IPODs and cell phones prior to entering class. No calls, text messages, photographs, or any other electronic communication should be sent or received during class. On the first occurrence of said offense you will receive a verbal warning. If it happens again, you will be dismissed from the class for the rest of the day. If it happens a third time, you will be dropped from the class.
- If you sleep in class, on the first occurrence you will receive a verbal warning. If it happens again, you will be dismissed from the class for the rest of the day. If it happens a third time, you will be dropped from the class.
Program/Discipline Requirements:
Completion of course: Students must write a minimum of three essay for the summer session and five essays for the fall/springs semesters and must earn a minimum of 70 on: 1)the final in-class essay and 2) an overall course average of 70 to successfully complete this course.
HCC Grading Scale/Criteria
A=100-90…………………………………………………………………………………….4 points per semester hour
B=89-80………………………………………………………………………………………3 points per semester hour
C=79-70………………………………………………………………………………………2 points per semester hour
IP/F=0-69…………………………………………………………………………………….0 points per semester hour
IP (In Progress), W (Withdrawn) receive 0 or no grade points
In Progress Grade-IP: Students taking developmental courses may only receive an In Progress or IP grade one time for each course. The student must receive a letter grade in the second attempt (A, B, C, or F).
NOTE: A “D” is not a passing grade in a developmental course.
GPA: To compute grade point average (GPA), divide the total grade points by the total number of semester hours attempted. The grades “IP,” “COM” and “I” do not affect GPA.
HCC Policy Statement-ADA
Services to Students with Disabilities
Students who require reasonable accommodations for disabilities are encouraged to report to Dr. Becky Hauri at 713-718-7910 to make necessary arrangements. Faculty is only authorized to provide accommodations by the Disability Support Service Office.
HCC Policy Statement: Academic Honesty
A student who is academically dishonest is, by definition, not showing that the coursework has been learned, and that student is claiming an advantage not available to other students. The instructor is responsible for measuring each student’s individual achievements and also for ensuring that all students compete on a level playing field. Thus, in our system, the instructor has teaching, grading, and enforcement roles. You are expected to be familiar with the University’s Policy on Academic Honesty, found in the catalog. What that means is: If you are charged with an offense, pleading ignorance of the rules will not help you. Students are responsible for conducting themselves with honor and integrity in fulfilling course requirements. Penalties and/or disciplinary proceedings may be initiated by College System officials against a student accused of scholastic dishonesty. “Scholastic dishonesty” includes, but is not limited to, cheating on a test, plagiarism, and collusion.
Cheating on a test includes:
- Copying from another student’s test paper;
- Using materials not authorized by the person giving the test;
- Collaborating with another student during a test without authorization;
- Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the contents of a test that has not been administered;
- Bribing another person to obtain a test that is to be administered.
Plagiarism means the appropriation of another’s work and the unacknowledged incorporation of that work in one’s own written work offered for credit.
Collusion means the unauthorized collaboration with another person in preparing written work offered for credit.
Possible punishments for academic dishonesty may include a grade of 0 or F on the particular assignment, failure in the course, and/or recommendation for probation or dismissal from the College System. (See the Student Handbook)
HCC Policy Statements
Class Attendance-It is important that you come to class!!! Attending class regularly is the best way to succeed in this class. Research has shown that the single most important factor in student success is attendance. Simply put, going to class greatly increases your ability to succeed. You are expected to attend all lectures and labs regularly. You are responsible for materials covered during your absences. Class attendance is checked daily. Although it is your responsibility to drop a course for nonattendance, the instructor has the authority to drop you for excessive absences.
If you are not attending class, you are not learning the information. Because the information that is discussed in class is important for your career, students may be dropped from a course after accumulating absences in excess of 12.5% hours of instruction. The eight hours of class time would include any total classes missed or for excessive tardiness or leaving class early.
You may decide NOT to come to class for whatever reason. As an adult making the decision not to attend, you do not have to notify the instructor prior to missing class. However, if you exceed five absences you will be dropped from the class.
Poor attendance records tend to correlate with poor grades. If you miss any class, including the first week, you are responsible for material missed. It is a good idea to find a friend or a buddy in class who would be willing to share class notes or discussion or be able to hand in a paper if you unavoidably miss a class. Class attendance equals class success.
HCC Course Withdrawal Policy
If you feel that you cannot complete this course, you will need to withdraw from the course prior to the final date of withdrawal. Before you withdraw from your course, please take the time to meet with the instructor to discuss why you feel it is necessary to do so. The instructor may be able to provide you with suggestions that would enable you to complete the course. Your success is very important. Beginning in fall 2007, the Texas Legislature passes a law limiting first time entering freshmen to no more than SIX total course withdrawals throughout their educational career in obtaining a certificate and/or degree.
To help students avoid having to drop/withdraw from any class, HCC has instituted an Early Alert process by which your professor may “alert” you and HCC counselors that you might fail a class because of excessive absences and/or poor academic performance. It is your responsibility to visit with your professor or a counselor to learn about what, if any, HCC interventions might be available to assist you-online tutoring, child care, financial aid, job placement, etc.- to stay in class and improve your academic performance.
If you plan on withdrawing from your class, you MUST contact an HCC counselor or your professor prior to withdrawing (dropping) the class for approval and this must be done PRIOR to the withdrawal deadline to receive a “W” on your transcript. **Final withdrawal deadlines vary each semester and /or depending on class length, please visit the online registration calendars, HCC schedule of classes and catalog, any HCC Registration Office, or any HCC counselor to determine class withdrawal deadlines. Remember to allow a 24-hour response time when communicating via email and/or telephone with a professor and/or counselor. Do not submit a request to discuss withdrawal options less than a day before the deadline. If you do not withdraw before the deadline, you will receive the grade that you are making in the class as your final grade.
EGLS3—Evaluation for Greater Learning Student Survey System
At Houston Community College, professors believe that thoughtful student feedback is necessary to improve teaching and learning. During a designated time, you will be asked to answer a short online survey of research-based questions related to instruction. The anonymous results of the survey will be made available to your professors and division chairs for continual improvement of instruction. Look for the surveys a part of the Houston Community College Student System online near the end of the term.
Repeat Course Fee
The State of Texas encourages students to complete college without having to repeat failed classes. To increase student success, students who repeat the same course more than twice are required to pay extra tuition. The purpose of this extra tuition fee is to encourage students to pass their courses and to graduate. Effective fall 2006, HCC will charge a higher tuition rate to students registering the third or subsequent time for a course. If you are considering course withdrawal because you are not earning passing grades, confer with your instructor/counselor as early as possible about your study habits, reading and writing homework, test taking skills, attendance, course participation, and opportunities for tutoring or other assistance that might be available.
Twelve Week Calendar
COURSE CONTENT: The instructor will make specific page assignments and dates for assignments. The instructor may make additional assignments and/or changes in assignments during the semester.
Important Dates:
Week One: 09/18-09/22
Diagnostic Essays, Introduction to course
Fusion: Chapters 1 and 2
Week Two: 09/25-09/29
Writing Process; reading and writing strategies and key terms; Purpose and audience; Methods of content development
Fusion: Chapters 6 and 8; Narrative/descriptive essays-Chapter 10
Terms to know: Purpose, audience, the writing process, pre-writing, thesis, topic sentence, paragraph, essay, pattern of development (rhetorical mode), transitions, introduction, conclusion, narration, and description
Aplia: Diagnostic Pre-Tests (Sentence Grammar, Punctuation and Mechanics, Usage and Style and Basic Grammar); The Writing Process; The Essay (Writing the Essay, Essay Patterns (The Narrative, Descriptive, Comparison and Contrast, Definition and Argument Essay) and Paragraph Patterns (Narration, Description, Comparison and Contrast, Definition and Argument)
Week Three: 10/02-10/06
Discuss Narrative/descriptive essays; Reading Quiz (Chapters 1, 2, 6 and 8)
Reading journal (Narrative/descriptive) in class, p. 37 (SPR)
Begin Essay One with essay assignment, topic (Chapters 10,14, or 15); Fusion: Parts of Speech-pages 381-429
Terms to know: Parts of speech
Aplia: The Editing Handbook-Section 5: More Parts of Speech; The Editing Handbook-Section 6: Modifiers
Week Four: 10/09-10/13
Discuss Parts of Speech; Parts of Speech Practice Exercises
Reading Journal (Narrative/descriptive)-Fusion
Rough Draft Essay One Due
Fusion: Comparison/Contrast essays-Chapter 11 (244)
Week Five: 10/16-10/20
Discuss comparison/contrast essays; Reading Quiz #2; Reading journal (Comparison/contrast)
Parts of Speech Graded Exercises: Sentence types (declarative, interrogative, imperative, exclamatory)
Fusion: Pages 242, 250-264
Terms to know: The four grammatical sentence types, phrase and clause
Aplia: The Editing Handbook-Section 1: Effective Sentences; Section 7 Word Use and Spelling
Essay One Due
Week Six: 10/23-10/27
Discuss Sentence Types; Reading Journal (Comparison/Contrast)
Sentence Types Practice Exercises-12.8, 12.10, 12.15
Begin Essay Two with essay assignment, topic (Chapter 11 or topic approved by instructor and inventions)
Week Seven: 10/30-11/03
Sentence Types Graded Exercises: Grammar Quiz-Parts of Speech and Sentence Types
Rough Draft Essay Two Due
Final Draft Essay Two In Class Due
Fusion: Definition essays-Chapter 11(243)
Terms to know: The three major sentence errors
Fusion: Major Sentence Errors; pages 255, 256
Aplia: The Editing Handbook-Section 2: Common Sentence Errors; Section 8 Punctuation and Mechanics
Week Eight: 11/06-11/10
Discuss definition essays; Reading journal ( “What Is Poverty?”; write journal entry after each article you research online)
Discuss Major Sentence Errors: Major Sentence Errors Practice Exercises
Major Sentence Errors Graded Exercises: Grammar Quiz-Major Sentence Errors
Fusion: Subject Verb Agreement; pages 301-309
Terms to know: Subject/verb agreement, third person, and subject verb agreement rules
MWL: The Editing Handbook-Section 4: Verb Agreement and Consistency
Week Nine: 11/13-11/17
Discuss Subject/Verb Agreement-Chapter 16 (343)
Subject/Verb Agreement Practice Exercises (344-358)
Begin Essay Three (Definition Essay) with assignment, topic ; Fusion: Verb Tense; Chapter 20
Terms to know: Irregular verb and participle verb form, irregular verbs in past tense, present participle and past participle form.
Aplia: The Editing Handbook-Section 3: Problems with Verbs
Week Ten: 11/21-11/25
November 24-Thanksgiving Holiday Break
Subject Verb Agreement Graded Exercises
Rough Draft for Essay Three Due; Discuss Verb Tense; Verb Tense Practice Exercises
Fusion: Pronoun Case, Antecedent Agreement, and Reference; Chapter 19
Terms to know: Pronoun Case (subjective, objective, and possessive), pronoun agreement and pronoun reference, and the rule for the use of who and whom
Aplia: The Editing Handbook-Section 5: More Parts of Speech (Pronouns, Pronoun-Antecedent Agreement, Pronouns-Vague Pronouns)
Fusion: Chapter 12-Argument and Persuasion (266)
Week Eleven: 11/28-12/02
Verb Tense Graded Exercises
Grammar Quiz-Subject/Verb Agreement and Verb Tense
Discuss Pronoun Case, Antecedent Agreement, and Reference; Pronoun Practice Exercises
Discuss CWP (Collaborative Writing Project): Select topics and groups
Topic and pre-writing due for CWP
Essay Three Due
Pronoun Graded Exercises
Grammar Quiz-Pronoun Case, Agreement and Reference
Rough Draft for CWP Due; Prepare for CWP Presentations-Collaborative Learning Exercise-create a story, p. 271, Fusion)
Aplia: Post Diagnostic Post Tests
Aplia Lab Due
Week Twelve: 12/05-12/09
CWP Due/CWP Presentations
Final Exam Study Guide/Lecture
Discuss Final In-Class Essay
Final In-Class Essay
Review for Final Objective Exam
Notebooks/Journals/Practices Due
Final Exam Objective-Day: TBA Date: TBA Time: TBA