ENGL-0327-03 - Integrated Reading-Writing
Lamar State College - Port Arthur
House Bill 2504
Spring 2016 Course Syllabus
ENGL-0327-03 - Integrated Reading-Writing
|Instructor||Belyeu, Jeremy Chad|
|MyLamarPA||Be sure to check your campus E-mail and Course Homepage using MyLamarPA campus web portal (My.LamarPA.edu). When you’ve logged in, click the email icon in the upper right-hand corner to check email, or click on the “My Courses” tab to get to your Course Homepage. Click the link to your course and review the information presented. It is important that you check your email and Course Homepage regularly. You can also access your grades, transcripts, and determine who your academic advisor is by using MyLamarPA.|
|Course Description||Integration of critical reading and academic writing skills. Development of reading and higher order thinking skills necessary for college readiness. Development of college-level writing focusing on idea generation, drafting, organization, revision, and utilization of standard English. The intervention fulfills TSI requirements for reading and/or writing.|
|Course Prerequisites||Successful completion of ENGL 0301/ENGL 0310 and/or TSI placement testing|
|Required Textbooks||MyLabsPlus Access Code (available at www.lamarpa.mylabsplus.com); "Brave New World" by Aldous Huxley, available in the campus bookstore.|
|Attendance Policy||Attendance is mandatory. Students are allowed up to 300 minutes of absences (4 classes for TR; 6 classes for MWF); students who end the semester with 301-375 minutes of absences will be docked one letter grade from their final averages; 376-450 minutes will cost students two letter grades; 451 or more, three letter grades.|
|Course Grading Scale||
AD = 90-100
BD = 80-89
CD = 70-79
DD = 50-69
FD = 0-49
|Determination of Final Grade||
Unit Tests 1-6: 30%
Final Exam: 20%
Writing Assignments: 20%
Unit Assignments/Homework: 20%
Research Project: 10%
|Final Exam Date||May 5, 2016 - 8:00 AM Through May 5, 2016 - 8:00 PM|
UNIT 1: Intro to Active Reading, The Writing Process, Parts of Speech
1.3 Active Reading
1.7 Vocabulary Development
1.21 Summarize and Paraphrase
1.23 The Craft of Writing: Getting Started
1.24 Overview of the Writing Process
6.5 Regular and Irregular Verbs
6.9 Phrases and Clauses
6.10 Subjects and Verbs (Unit 1 Review and Test)
QEP: Finish first half of book. Discuss new vocabulary. Read for context clues, practice SQ3R and summarizing skills
-Students focus on applying lessons on grammar to activities emphasizing active reading. Students will actively read when picking out parts of speech within a text and will benefit from seeing examples in context that they can apply to their own writing. Preliminary writing activities will focus on journal writing tied to discussion of QEP reading.
UNIT 2: Effective Sentences and Paragraphs, Main Ideas and Details
2.1 Recognize the Structure of a Paragraph
2.4 Identify the Topic and Main Idea of a Paragraph
2.6 Write an Effective Topic Sentence
2.11 Develop and Organize Supporting Details
2.17 Write Descriptive Paragraphs (DRAFT PARAGRAPH)
6.11 Sentence Structure
6.12 Varying Sentence Structure
6.14 Run-ons (Unit 2 Review and Test)
QEP: Finish reading book.
-Students begin building effective paragraphs while developing sentence skills. Write descriptive paragraphs emulating descriptive passages in QEP reading.
UNIT 3: Narrative and Process Paragraphs, Patterns of Organization, Verb Tense and Pronoun Skills (Weeks 6-8)
2.18 Write Narrative Paragraphs (DRAFT PARAGRAPH)
2.24 Read Time Order Paragraphs
2.27 Read Process Paragraphs
2.29 Write Process Paragraphs (DRAFT PARAGRAPH)
6.16 Consistent Verb Tense and Active Voice
6.17 Subject/Verb Agreement
6.18 Pronoun / Antecedent Agreement
6.19 Pronoun Reference and Point of View
6.20 Pronoun Case (Unit 3 Review and Test)
QEP: Elements of personal narrative--find another example of an inspiring or harrowing autobiographical story, or share one from your own life.
-Continue developing paragraph skills while studying corresponding patterns of organization. Improve verb tense skills and review the role of pronouns in sentences.
UNIT 4: Essay Structure and Organization, Compare and Contrast, Revision (Weeks 9-10)
2.32 Read Comparison and Contrast Paragraphs
3.1 Understand the Structure of an Essay
3.3 Organize an Essay
3.4 Write Introductions, Conclusions, and Titles
3.5 Revise an Essay
3.14 Write Comparison and Contrast Essays (DRAFT ESSAY)
6.21 Misplaced and Dangling Modifiers
6.24 Combining Sentences
6.25 Redundancy and Wordiness (Unit 4 Review and Test)
QEP: Assign Library Research Assignment
-Students study the elements of successful essays, and use the comparison and contrast pattern to draft ideas based on QEP selection. Also, students practice sentence skills involving well-chosen modifiers and parallel phrasing.
UNIT 5: Narrative and Classification Essays, More Patterns of Organization, Punctuation (Weeks 11-13)
2.36 Read Div. and Class. Paragraphs
3.8 Read Multi-Pattern Essays
3.11 Write Narrative Essays (DRAFT ESSAY)
3.15 Write Division and Classification Essays (DRAFT ESSAY)
4.3 Read and Interpret Graphics and Visuals
6.26 Final Punctuation
6.28 Other Punctuation
6.30 Quotation Marks (Unit 5 Review and Test)
QEP: Continue library research assignment
-Continue essay drafting, study remaining organizational patterns. Practice punctuation and avoiding common mistakes. Study the impact of graphics and visuals on comprehension. Expose students to research process with project designed to expand awareness of events in QEP selection.
UNIT 6: Argument, Cause and Effect, Critical Thinking, Exact Language (Weeks 14-15)
2.44 Read Cause and Effect Paragraphs
3.17 Write Cause and Effect Essays (DRAFT ESSAY)
4.6 Make Inferences
4.9 Assess Purpose, Tone and Bias
4.12 Read and Evaluate Arguments
4.15 Write Arguments Essays (DRAFT ESSAY)
6.34 Standard and Nonstandard English
6.35 Easily Confused Words
6.36 Using Exact Language (Unit 6 Review and Test, FINAL EXAM)
QEP: Students present library assignments. Semester ends with critical discussion of the selection and its importance in today's world.
Students wrap up the course focusing on writing to persuade using advanced elements of grammar style as well as writing within and reading to recognize cause and effect patterns. They learn what to look for in college textbooks and how to apply critical thinking skills to any subject.
|Calendar of Lecture Topics and Major Assignment Due Dates||
Week 1: Orientation, Syllabus Review, Diagnostics
Week 2/3: Unit 1
Week 4: Test 1
Week 5: Unit 2
Week 6: Test 2
Week 7: Unit 3
Week 8: Test 3
Week 9: Unit 4
Week 10: Test 4
Week 11: Unit 5
Week 12: Test 5
Week 13: Unit 6
Week 14: Test 6; Research Projects due
Week 15: Make-up Tests; Final Review
Week 16: Finals
|General Education/Core Curriculum Student Learning Outcomes||
|Program Student Learning Outcomes||
PSLO 1: Critical Thinking Skills- Uses Creative thinking, innovation, inquiry and analysis, evaluation and synthesis of information.
-Creatively identifies problem, argument or issue (to determine extent of information needed); differentiates the facts from opinions as relates to situation; constructs possible solutions or prediction of consequences; uses logical, sound reasoning to justify conclusion.
PSLO 2: Communication Skills- Demonstrates effective development, interpretation and expression of ideas through written, oral and/or visual communication.
-Expresses a strong thesis; organizes information with effective transitions & sequencing of ideas; uses substantial, logical & specific development of ideas; details are relevant, original, credible and correctly documented when appropriate to show an effective development and interpretation of ideas; and presents ideas in appropriate mode of expression for the task.
PSLO 5: Social Responsibility Skills- Expresses intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities.
-Identifies cultural characteristics (including beliefs, values, perspectives and/or practices); demonstrates knowledge of civic responsibility; provides evidence of experience in civic-engagement activities; and describes what he/she learned as it relates to a reinforced and clarified sense of civic identity in local, regional, national, or global communities; and shows awareness of one's own culture in relational to others.
PSLO 6: Personal Responsibility Skills- Integrates choices, actions and consequences in ethical decision-making.
-Recognizes ethical issues when presented in a complex, multilayered (gray)context; recognizes cross-relationships among the issues; discusses in detail/analyzes core beliefs; the decision has greater depth and clarity showing the independent application of ethical perspectives/concepts to an ethical question accurately; and is able to consider full implications of the application.
|Course Student Learning Outcomes||
-Locate explicit textual information, draw complex inferences, and describe, analyze, and evaluate the information within and across multiple texts of varying lengths. (PSLO 1)
-Comprehend and use vocabulary effectively in oral communication, reading, and writing. (PSLO 2)
-Describe, analyze, and evaluate information within and across a range of texts. (PSLO 1)
-Identify and analyze the audience, purpose, and message across a variety of texts (PSLO 1)
-Describe and apply insights gained from reading a variety of texts. (PSLO 2)
-Compose a variety of texts that demonstrate clear focus, the logical development of ideas, and the use of appropriate language that advocates the writer’s purpose. (PSLO 5)
-Determine and use effective approaches to rhetorical strategies for given writing situations. (PSLO 6)
-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. (PSLO 5)
-Evaluate relevance and quality of ideas and information to formulate and develop a claim. (PSLO 6)
-Develop and use effective revision strategies to strengthen the writer’s ability to compose college-level writing assignments. (PSLO 5)
-Edit writing to conform to the conventions of standard English. (PSLO 6)
|Academic Honesty||Academic honesty is expected from all students, and dishonesty in any form will not be tolerated. Please consult the LSC-PA policies (Section IX, subsection A, in the Faculty Handbook) for consequences of academic dishonesty.|
|ADA Considerations||The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Special Populations Coordinator, Room 231, in the Madison Monroe Building. The phone number is (409) 984-6241.|
Some material in this course may be copyrighted. They may be used only for instructional purposes this semester,
by students enrolled in this course. These materials are being used fairly and legally.
No one may distribute or share these copyrighted materials in any medium or format with anyone outside this class,
including publishing essays with copyrighted material, uploading copyrighted material to Facebook or YouTube, or
painting or performing copyrighted material for public display.
Copyright violation is not the same thing as plagiarism. Plagiarism is intellectual dishonesty. Offenses of plagiarism result in lower grades or failing scores, and professors and the college strictly enforce plagiarism rules. There is never any acceptable use of plagiarism. Copyright violation is a legal offense, punishable by large fines and penalties.
Copyrighted material can be used if permission from the material’s creator is obtained, or if its use meets the standards of fair use in an educational setting. For example, a student can quote a line from Shakespeare’s Hamlet in a report without violating copyright but still be guilty of plagiarism if the quotation is not properly documented.
If you are in doubt about what material can be freely used, ask your professor or contact the Dean of Library Services, at (409) 984-6216.
Assessment is a process by which LSCPA can help you learn better and gauge the level of progress you have made to
attain knowledge, skills, beliefs, and values. It also helps your professors understand how to improve teaching
and testing methods in your classes, and it helps each department understand and improve degree and certificate
Periodically LSC-PA will collect assessment data for research and reporting purposes, including statistical data and sometimes copies of your work. Be assured that all material the college uses for assessment purposes will be kept confidential. To ensure anonymity, your name will be removed from any material we use for assessment purposes, including video-recorded performances, speeches, and projects.
If you object to allowing LSC-PA to use your material for assessment purposes, submit a letter stating so to your professor by the 12th class day. You will still be required to participate in whatever assessments are being done; we just won’t use your data.
What’s the difference between assessment and grades? The grades you get on papers, projects, speeches, and assignments are specific types of focused assessment. LSC-PA’s assessment efforts include class grades, surveys, standardized tests, and other tools.
Federal privacy laws apply to college students. This means that college employees, including instructors, cannot
divulge information to third parties, including parents and legal guardians of students. Even if the students are
minors, information about their college work cannot be shared with anyone except in very limited circumstances.
Anyone requesting information about a student should be referred to the Registrar. Instructors will be notified in writing by that Office about what information may be released and to whom.
Please remember that releasing private information about a student, however innocuous it may seem, can be a violation of federal law, with very serious consequences.
Circumstances under which information may be released:
An adult student may submit, to the Registrar, a handwritten, signed note granting permission for release of
information. The note must specify what information may be divulged, and it must specify the name of the person
to whom the information may be given.
The Registrar’s office is located in the Student Center room 303B, and can be reached at (409) 984-6165.
This course helps add to the students’ overall collegiate experience in the following ways:
|Degree Plan Evaluation||
A Degree Plan Evaluation will help you determine which classes you need to complete your program.
All of the classes that you have taken that apply to your declared major will be listed on the right. If you have a class that still needs to be completed, a “NO” will be listed on the right next to the required class.
|HB 2504||This syllabus is part of LSC-PA’s efforts to comply with Texas House Bill 2504.|