Lamar State College - Port Arthur

House Bill 2504

Summer I 2015 Course Syllabus

ENGL-0327-01 - Integrated Reading-Writing

Faculty Information
SemesterSummer I 2015
InstructorBrooks, Chandra G.
Phone(409) 984-6434
Developmental Education
Hours:Mon-Thu (By Appointment Only)
Building:Student Success Center (SSC)
MyLamarPA Be sure to check your campus E-mail and Course Homepage using MyLamarPA campus web portal ( 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 Information
Course Number60435
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

MyFoundationsLab: Integrated Reading/Writing + Math (and Study Skills)

***Excludes Level 1 MFLP Access and Workbook***

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 Homework (Essays and Paragraphs)=20%

Quizzes (Assignments, Test Reviews, Final Review)=30%

Tests and Final Exam=50%

Final Exam Date July 9, 2015 - 8:00 AM
Major Assignments 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

6.1 Nouns

6.4 Verbs

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

1.25 Prewriting

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

6.13 Fragments

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

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)

6.15 Tense

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

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

6.22 Parallelism

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

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

6.27 Commas

6.28 Other Punctuation

6.29 Apostrophes

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

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)

6.33 Spelling

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, Unit 1 Test 1

Week 2: Unit 2, Test 2, Unit 3, Test 3

Week 3: Unit 4, Test 4, Unit 5, Test 5

Week 4: Unit 6, Test 6; Research Projects due

Week 5: Make-up Tests; Final Review

Week 6: Finals
General Education/Core Curriculum Student Learning Outcomes
Communication skills:Students will demonstrate effective written, oral and visual communication.

Critical Thinking Skills:Students will engage in creative and/or innovative thinking, and/or inquiry, analysis, evaluation, synthesis of information, organizing concepts and constructing solutions.

Empirical and Quantitative Skills:Students will demonstrate applications of scientific and mathematical concepts.

Teamwork:Students will demonstrate the ability to work effectively with others to support a shared purpose or goal and consider different points of view.

Social Responsibility:Students will demonstrate intercultural competency and civic knowledge by engaging effectively in local, regional, national and/or global communities.

Personal Responsibility:Students will demonstrate the ability to connect choices, actions and consequences to ethical decision-making.

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 the 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.
Facility Policies
  • No food or tobacco products are allowed in the classroom.

  • Only students enrolled in the course are allowed in the classroom, except by special instructor permission.

  • Electronic devices (including but not restricted to cell phones, MP3 players, and laptop computers) shall not be used during examinations unless specifically allowed by the instructor.

  • Use of electronic devices during normal class hours distracts other students, disrupts the class, and wastes valuable time. Instructors have an obligation to reduce such disruptions.

  • Turn your cellphones to vibrate when you enter the classroom.
Additional Information
Important Information
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.
Copyright Violations 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 Statement 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 programs.

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.
Privacy Notice 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.

A parent or guardian may be given access to information about a student by providing a copy of a filed tax return that shows that the student was listed as a dependent of that parent or guardian. The tax return must be for last complete tax year. Again, this documentation must be submitted to the Registrar’s Office.

A parent or guardian may be given access to information about a student if the student logs on to and sends an email to the Registrar granting permission. The email must specify what information may be given and the name of the person to whom it may be given.

Co-enrollment students are protected by the same privacy laws as adult students.

The Registrar’s office is located in the Student Center room 303B, and can be reached at (409) 984-6165.

College-Level Perspectives This course helps add to the students’ overall collegiate experience in the following ways:

  • Establishing broad and multiple perspectives on the individual in relationship to the larger society and world in which s/he lives, and to understand the responsibilities of living in a culturally and ethnically diversified world.

  • Stimulating a capacity to discuss and reflect upon individual, political, economic, and social aspects of life in order to understand ways in which to be a responsible member of society.

  • Developing a capacity to use knowledge of how technology and science affect their lives.

  • Developing personal values for ethical behavior.

  • Developing the ability to make aesthetic judgments.

  • Using logical reasoning in problem solving.

  • Integrating knowledge and understand the interrelationships of the scholarly disciplines.

Degree Plan Evaluation A Degree Plan Evaluation will help you determine which classes you need to complete your program.

  1. Sign in to your account.

  2. Click on the “My Services” tab.

  3. Click on the “Student” tab.

  4. Click on Student Records.

  5. Click on Degree Evaluation.

  6. Select the term you are planning on registering for (i.e. Summer I, Summer II, Fall, or Spring)

  7. Verify that the Curriculum Information (your MAJOR) is correct

  8. Click on “Generate New Evaluation” at the bottom of the screen.

  9. Click the radio button next to Program

  10. Click on the Generate Request button.

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.

Lamar State College - Port Arthur


Lamar State College - Port Arthur, a member of The Texas State University System, is an open-access, comprehensive public two-year college offering quality and affordable instruction leading to associate degrees and a variety of certificates. The College embraces the premise that education is an ongoing process that enhances career potential, broadens intellectual horizons, and enriches life.

Core Values

  • Shared commitment by faculty, staff and administration to a mission characterized by student learning, diversity, and community involvement

  • General education/core curriculum that develops the values and concepts that allow the student to make a meaningful contribution in the workplace or community

  • Academic and technical programs designed to fulfill our commitment to accommodate students with diverse goals and backgrounds, using a variety of delivery methods, on and off campus

  • Technical education programs that provide for the acquisition of the knowledge, skills and behavior necessary for initial and continued employment

  • Student achievement characterized by attainment of individual goals and measured by successful accomplishments and completion of curriculum

  • Co-curricular opportunities that develop social, financial and civic acuity


Lamar State College - Port Arthur operates in the belief that all individuals should be:

  • treated with dignity and respect;

  • afforded equal opportunity to acquire a complete educational experience;

  • given an opportunity to discover and develop their special aptitudes and insights; and,

  • provided an opportunity to equip themselves for a fulfilling life and responsible citizenship in a world characterized by change.

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