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edrd_2010._2014-2015_syllabus_and_course_outline.docx24
Tennessee State University
Department of Teaching & Learning
3500 John Merritt Blvd.
Nashville, TN 37209
EDRD 2010: Reading in the Content Area
Syllabus & Course Guide
Syllabus
Instructor: Dr. John Nandzo
Phone: 963 - 5572
Email: [email protected]
Office #/Location: LRC 214
Office Hours: MWF 9:00 AM – 11:00AM
Course Days/Times :
Online Access: Mytsu Course Files
E-Mail Notification: via Mytsu and Banner Course Files Announcements
e-learn: http://elearn.tnstate.edu
Required Text(s)
Text: Reading in the Content Area
Author(s): Custom Publication
Publisher: Pearson Press
ISBN: 1256721786
Course Syllabus
To the Student
This Syllabus and Course Guide contains valuable information concerning rules, regulations, and policies which govern the operation Reading in the Content Area. As a student in this class, it is important that you know this information and that you use it as a guide to support your learning throughout the semester.
Professors will place the Syllabus and Course Guide in Banner Course Files and will upload it into the Desire2Learn (D2L) Online Learning Management Platform so that students can access this
Reading in the Content Area is a course that is designed to assist the enhancement of students’ competencies in reading and learning. Emphasis will be placed upon methods and procedures for use with interdisciplinary readings designed to provide a link across the disciplines for directive work in all fields of college study. The course will not only strengthen students’ literal comprehension but also the development of inferential comprehension in content area courses, the media, and socio-technical systems. Strong learning strategies will be formed by connecting new knowledge with prior knowledge, as well as connecting with social issues and events.
Rationale
Because many students have not read widely or deeply, they cannot be active independent learners. They have not learned and practiced the strategies that meaning is constructed by the reader as he/she engages with the various texts. College materials necessitate proficient reading skills; an effective college reading program, then, must help students to develop and master those essential tools so that they can achieve their higher education goals and lifelong learning.
General Course Goals
To assist students with the mastery of specific skills in reading comprehension and logical relationships that lead to the development of high order thinking ability. Particular emphasis is given to understanding main ideas, facts versus opinions, direct and indirect statements, inferences, categorizing ideas, and organizational principles to construct meaning from a variety of texts.
Course Competencies: Learning Goals and Objectives
A student who receives a grade of “C” or better should be able to:
1. Read and write within the disciplines.
2. Identify that the process and impact of reading shapes his/her intellectual growth enabling him/her to amass many terms, concepts and organizational skills, and sharpen his/her cognitive processes.
3. Realize his or her potential for personal fulfillment.
4. Construct meaning through the dynamic interaction among the reader’s existing knowledge, the information suggested by the written language and the context of the reading solution.
5. Analyze the importance of background knowledge which helps the student to go beyond print and make inferences or identify with people or events.
6. Analyze writing styles and its effect on readers’ processing.
7. a. Assimilate new information
b. Make inferences that elaborate
c. Summarize by separating important ideas from less important ones.
d. Enhance Cognitive Skills:
· Recognize logical structure inherent in a passage
· Understand how new information relates to what is already known
· Evaluate text for clarity, completeness and consistency
e. Assess how well material has been understood.
Course Requirements
Each student is expected to obtain a personal copy of the text (or means of accessing it on the web) and supplementary materials as required by the instructor. All assigned readings and assigned activities are to be completed before the meeting at which they are to be discussed. Students are expected to attend regularly and punctually, be prepared and attentive in class, and participate as the instructor warrants.
Course Evaluation
Particular modes of evaluation will vary with instructor, but Sociology courses are expected to contain at least one form of written evaluable material. If examinations are given, they will include material drawn from both texts and in-class activities. Evaluation is expected to be as objective and fair as possible, and no students will suffer on account of race, creed, color, sex, place of national origin, age, or handicapping condition.
Daily assignments, homework, class discussion, collaborative learning, tests and examinations will be used for grading purposes. No late work or missed tests will be accepted or made up without documentation provided by the student. You are responsible for make-up assignments or tests. This is not the responsibility of the instructor. You can come during office hours or make an appointment to make up a missed quiz or test.
Grading Criteria: Grades will be calculated and awarded based on the following weighted percentage formula:
Weight of Assignments
Midterm 15%
Final 30%
Research Paper 25%
Quizzes/Assessments 20%
Discussions/Cooperative Learning 10%
100%
Letter Grades are calculated using the following numeric values and are awarded within the range of:
100-90 A
89-80 B
79-70 C
69 – 60 F
The Grade of “Incomplete” (The I-Grade)
At the end of a semester only, a temporary grade of Incomplete (I-Grade) is awarded to a student who has met the attendance requirements, has completed all assigned work satisfactorily but who has been unable to take the final examination and/or submit a required research paper. Upon returning to the university in the semester immediately following the awarding of the I-grade, the student should contact the Instructor from whom the I-Grade was received to arrange for the satisfactory completion of the final exam and/or research paper (whichever is applicable). Failure to satisfactorily complete outstanding work and have the Instructor change the Incomplete grade before the end of the semester will result in the I-Grade defaulting to a grade of F at the end of the semester.
Instructional Methods and Classroom Expectations
The method of instruction will include lecture, discussion, collaborative activities, web-based activities and presentations.
A. Class Procedures
1. Instructional Methods
a. Attend class meetings regularly and on time; an excessive number of tardies and absences can weigh adversely on one’s final grade.
b. The instructor will present a lecture or guide the class in a discussion of the concepts being introduced to students that week.
c. The instructor may follow-up the weekly introduction of concepts with brief discussions during the week about related ideas or other class activities or assignments.
d. Purchase the required textbook(s) and materials; failure to purchase required textbook(s) and materials can weigh adversely on one’s grade.
e. Submit all class assignments and take all examinations on the announced dates.
f. Have a conference with his/her instructor at least once during the semester.
2. Attendance
Students are expected to:
Attend all classes on time. Admission to class after class has begun is at the instructor’s discretion. It is very important that you arrive in your classroom on time and in a consistent manner. This program requires “active class participation” therefore excessive absences and tardiness will affect a student’s final class grade. Students are expected to attend classes regularly and punctually. The instructor will keep an accurate record of class attendance. It is the responsibility of the student to inform the instructor of any anticipated absences and contact the instructor to find out what work was missed during a period of absence. There are also legal ramifications regarding attendance for students who are receiving financial aid.
It is the student’s responsibility to make-up work missed within two weeks of returning to class. Assignments will always be available in D2L to students who missed classes. Students should bring a genuine photocopy (or the original where possible) documentation of reason for absence for the Instructor’s record. Quiz times vary at the discretion of the Instructor therefore it is recommended that students make every effort to be in class on time.
3. Preparation of Assignments
Students are expected to:
Follow Instructors’ specifications for preparing and submitting all assignments according to the formatting style identified. This includes specific citation format, page layout, font-size, cover page or no cover page, etc. Unless otherwise indicated by the Instructor, all out-of-classroom papers, assignments, etc. are to be typed, double-spaced with one inch margins on all sides using Times Roman, Font Size 12 only. All work should be submitted through the e-learn drop box.
3. Make-up Tests : Makeup exams/tests will be given only if (a) the student is out of town on university sanctioned activities (e.g. in the case of student activities) or (b) the student provides a valid medical, legal or personal excuse (student should be prepared to show documentation). All makeup exams must take place within two weeks of the missed exam.
5. Late Assignments
Students are expected to:
Complete all in-class and out-of-class assignments on time and submit assignments according to their identified due dates. Late assignments will lose five (5) percentage points per day for each day that the assignment is late.
B. Academic Expectations and Classroom Conduct - (From the TSU Student Handbook)
6. Professionalism: The students and the instructor will treat all individuals with respect. Disruptive, rude, or hostile behavior undermines the class experience for everyone in the class and will be grounds for failure. Each student has expectations for his or her own learning and success in the course. No one should be confronted with unacceptable classroom demeanor. Please consult the RRCC Handbook and Calendar for FERPA, Student Code of Conduct, and Student Rights and Responsibilities.
7 . College Success – Be Prepared : In a college environment, students should expect to spend one to three hours out of class for every hour they are in class . Some students will need to spend many more hours than others searching, reading and evaluating books and other reading activities as well as all writing all the assignments. Reading and writing assignments and group interaction as well as individual contributions are required. If you are absent for a “group” project, you will negatively affect the learning process for the other students. Students should never submit copies of their work to the drop-box without saving/keeping copies. Students should save all graded/commented on work that is returned to them as they will not be able to access the drop-box once the semester ends.
8. Classroom Conduct : The Instructor has the primary responsibility for control over classroom behavior, and can order temporary removal or exclusion from the classroom of any student engaged in disruptive conduct or conduct in violation of the general rules and regulations of the institution. Such conduct will include prolonged talking to other students, verbal outbursts, use of profanity. The use of cellular phones and/or pagers is also included in this conduct unless such instruments are being specifically used as a part of the teaching and learning process.
9. Academic Integrity : You are responsible for what you achieve in this class . Therefore, neither cheating nor plagiarism will be tolerated. Any material taken from other sources must be documented. In no case should one represent another’s work as one’s own. This includes information received from others during examinations or submitting another’s assignments, papers, etc. as one’s own. To avoid questions of plagiarism, students involved in collaborative research should exercise extreme caution. If in doubt, students should check with their major professor. In addition to the other possible disciplinary sanctions which may be imposed through the regular institutional procedures as a result of academic misconduct, the instructor has the authority to assign an “F” or a zero for the exercise or examination, or to assign an “F” in the course.
10. Official Course Enrollment : Students who are not on the official class roll may not remain in class. These students must leave class and may not return to class until they have enrolled in the course and their names show up on the official class roster. Please make sure that you are in the correct section.
11. Changes to Course Syllabus: The instructor reserves the right to make modifications to this syllabus. Any modifications to the syllabus must be clearly communicated to students.
General University Policies and Procedures
1. Excused Absence for Students Involved in Official University Travel
It is the university’s policy that students who are members of, and are official participants in a university activity requiring travel, are to receive excused absences for classes missed during official university travel. These activities include band, athletics, choir, drama, forensics groups, and other registered student organizations whose travel have been approved by the appropriate vice president of the sponsoring organization. Students should receive excused absences from classes on the dates indicated in the itinerary and be allowed to make up any missed examinations and assignment. Excused absences for official university travel do not count toward the university’s policy on excessive absences. Students are responsible for informing the Instructor of their participation in university activities, getting assignments prior to travel or making up assignments immediately upon returning to class.
2. Excused Absences Due to Illness, Accident or Other Verifiable Emergencies
It is the university’s policy that students who are absent from a class due to illness, accident, or other emergency must submit verifiable documentation of the illness, accident, or emergency to the Instructor immediately upon return to campus and classes. When returning to class, students should bring with them either an original document or a genuine photocopy of an excuse document.
Absences due to religious observances and practices may also be considered “excused.” A student so excused will be allowed to make up any missed examinations or assignments at the earliest possible time convenient to the student and the faculty member (within the two-week allotted make-up timeframe). It is the student’s responsibility to make arrangements for such make-up work. Excused absences due to illness, accidents, or other verifiable emergencies do not count toward the university’s policy on excessive absences. Assignments that were due and assigned before the missed class(es), are to be completed immediately upon return to class.
3. Policy on Excessive Un-excused Absences
Students are expected to attend classes regularly and on time. Instructors will keep an accurate record of class attendance. Students are allowed to miss one class in excess of the number of credit hours assigned to the class they are taking (for example, EDRD 2010 is a 3 credit-hour class; you are allowed a maximum of 4 unexcused absences for the semester.)
4. Withdrawal from a Course
Withdrawal from a course is official only after a Course Withdrawal form has been completed and submitted to the Office of Admissions and Records. Students should consult their Academic Calendar for the deadline date for withdrawing from a class.
5. Instructions for withdrawal from the University
To accomplish proper withdrawal from the university it is necessary that a student clear his/her status with all the offices on the withdrawal request form by obtaining signatures for clearance verification from each office. Personal problems or other circumstances beyond the student’s control may serve as reasons for granting official withdrawal from the university. Withdrawal from the university must be approved by the University Health Center and the withdrawal form should be filed with the Office of Admissions and Records.
6. Students with Disabilities
If you have a disability that may require assistance or special accommodations or if you have questions related to assistance for testing, note taking, assistance with readers, etc., please contact the Office of Disabled Student Services located in Room 117, Floyd Payne Student Center, (615-963-7400) with questions about such services. If you have been provided with a “disability accommodation” form by the Office of Disability Services, please present a genuine photocopy of that form to your Instructor by the end of the second week of classes. Failure to do so will result in the instructor making no special accommodations of any kind.
Campus Mailbox and E-Mail
At the time of enrollment, all students are provided a campus mailbox and access to a computer account. Students are required to check their e-mail messages which will be sent through Mytsu (personal announcement or private mail) or e-learn at least twice per day and the Campus Mailbox at least twice per week, as these will be important means for Instructors to communicate about class matters.
Instructors will also use the Desire2Learn Online Learning Management Platform to upload course materials including the Syllabus and Course Guide (and any subsequent changes made to the Syllabus and Course Guide during the semester), class notes, assignments, instructions for assignments, information about the class, etc., to students through at http://elearn.tnstate.edu . Instructors recommend that students check their file at least once in the morning and once in the evening every day.
Brief Summary of Requirements
EDRD 2010 – FALL 2014
PART I – READING MATTERS
UNITS ACTIVITIES/READINGS
UNIT I Reading Matters p. 2
Levels of Comprehension p. 8 -10
Active Reading p. 12 – 18
Warm up Reading Strategies p. 13
Text Annotation p. 17 – 30
The Writing Process p. 34 – 59
UNIT II Cognitive Development p. 63 – 72
Learning from Graphs, Tables, And Diagrams p. 63
Reading Visual Aids p. 70
Visual/Graphic Aid Questions p. 73
Selected Exercises: Set 1, 2, 3, 4,5, 6, 7,8, 9, and 10
UNIT III Literary Comprehension p. 109
Readings: Pounded by Gravity p. 109
Potential Fallacies p. 113
Opinions and Reasons p. 117
Pattern Elements of Opinion and Reason, p. 118
Reading Between the lines p. 119
Zipped Lips p. 123
Popular Culture p. 136
Family Life p 137
INDEPENDENT REVIEW
MID-TERM WEEK - OCTOBER
PART II – READING ACROSS THE DISCIPLINES
UNIT IV ACTIVITIES/READINGS
Social Sciences Introduction, p. 146-148
Surveillance Society p. 150
The New Flirting Game p. 159-166
Behavioral Sciences Sociology: Culture p. 276 – 311
Psychology: Sources of Stress – p. 312; pp. 314-328; 344-345
RESEARCH PAPER DUE DATE: NOVEMBER
History, Language Arts & Humanities Settlement of New France p. 169-183
Life Sciences Volunteer Army p. 187-190
Species Extinction; One Found, Many Lost pp. 200-203
Physical Sciences The Cultural Ecology of the City, pp. 228-239
Allied Health Sleep pp. 254 – 273
THANKS GIVING
Unit V
Business Communicating in the world of Diversity
pp. 349-359; pp. 385-387
FINAL EXAM REVIEW
NELSON DENNY POST-TEST
FINAL EXAM EDRD 2010 – DECEMBER
DETAILED COURSE WORK
The Course Guide is a flexible listing of daily/weekly assignments aimed at helping students to stay on task with the course material. Students are encouraged to follow the Course Guide to aid in preparation of materials for upcoming classes.
EXPECTED LEARNING OUTCOMES:
When students complete EDRD 2010 they should be:
1. Motivated to read and write within the disciplines.
2. Able to identify that the process and impact of reading shapes their intellectual growth enabling them to amass many terms, concepts and organizational skills, and sharpen their cognitive processes.
3. Able to realize their potential for personal fulfillment.
4. Able to realize that reading is the process of constructing meaning through the dynamic interaction among the reader’s existing knowledge, the information suggested by the written language and the context of the reading solution.
5. Exposed to the importance of background knowledge that helps them to go beyond print and make inferences or identify with people or events.
6. Aware that knowledge of writing styles and its effect on readers’ processing influence their attempt to comprehend.
7. Able to:
a. Assimilate new information
b. See what is important
c. Make inferences that elaborate
d. Summarize by aiding in the separation of important ideas from less important ones.
e. Enhance Cognitive Skills:
● Recognize logical structure inherent in a passage
● Understand how new information relates to what is already known
● Evaluate text for clarity, completeness and consistency.
f. Decide how well material has been understood.
8. Use and differentiate between the skills needed to read in the various Content Area Courses.
9. Understand terminology and concepts and relationship among discipline to enhance adequate reading skills for effective and efficient transfer to the place of work and to life.
Students are expected to read textbook assignments BEFORE coming to class. As part of preparation for class, students will also access the listed resources (hyperlinks) listed in the course guide BEFORE every class, print them and read over for class discussion.
RESEARCH PAPER INSTRUCTIONS
Each student is required to produce a research paper on any one of the suggested research topics listed on page.
The paper should follow generally accepted research guidelines. For example, students should not engage in plagiarism or cutting and pasting of information from the Internet, etc. Both on-ground and on-line students should feel free to ask Instructors’ questions either face-to-face or on-line if they are not clear about any term paper issues. It is highly recommended that students get writing assistance from the University Writing Center (4th Floor, Student Success Center).
When preparing your paper use double-space Times New Roman, Font Size 12 only, with 1-inch margins on all sides. Select one typing style and stick to it, do not mix both styles. For example: Either type in BLOCK style – each paragraph begins on the left margin or type in INDENTED style – the first line of each paragraph is indented 5 spaces.
1. Select a topic from one of the many topics provided on the following pages.
2. Research the topic thoroughly using a combination of books, journals, newspaper articles, recorded interviews with established experts on the subject and internet resources, etc. Your research materials must be scholarly and reputable, for example information from the Washington Post, New York Times, Chicago Tribune, etc., television news programs such as Public T.V. and the other major news programs such as CBS 60 minutes, ABC 20/20, CNN with Anderson Cooper, etc., and academic journals and resource textbooks, etc. Your primary resource will be your textbook and you should cite a minimum of five (5) sources. NB : You may use Wikipedia to introduce yourself to the topic however it is not a reliable resource for citation purposes.
Prepare a Formal Outline of your Topic: Formatting your Outline/Topic Page
Your Outline should be done using formal Roman Numeral letters – I, II, III, IV, V, etc.
Head your paper with:
Name: Type in your name
Course EDRD plus your Section number
Instructor’s name Type in the Instructor’s name
Date This is the date that the Outline is due
State your topic centered on the page
Do not paraphrase, etc. Do not use terms such as “My topic is” or “I will be writing about…”
Just state the topic. For example – look at the sample topic below:
(Sample Topic): America Needs a Contemporary Civil Rights Movement
Leave 2-4 lines of space after the topic and begin your outline
3. At the bottom of your page add the following:
Topic Approved_____________________________ Date Approved___________________________________
Topic Denied_______________________________ Reason for Denial _________________________________
Instructor’s Suggestions________________________________________________________Initials__________
Formatting of the Final Research Paper
Please follow the instructions provided here for formatting your paper:
The final paper will be submitted in the following way. It should have:
1. A Cover Page: On the Cover Page will be the following information:
a. Your Name
b. Title of the Research Paper
c. Course Name and Section Number
d. Due Date of Paper (November 19, 2014)
e. Instructor’s Name
The Paper will consist of:
2. Five (5) full pages of text (8.5" x 11" – paper only) – maximum number of written text allowed six (6).
For those students whose instructors have instructed them to use the MLA Citation Guidelines, this paper does NOT require an ABSTRACT.
3. Works Cited or Reference Page using MLA citation or APA format (Maximum number of pages to be submitted: 8 pages .)
a. When using MLA style, follow the format carefully (consult with the University Writing Center.) Be sure to Center the following words at the top of your page:
In-text citing
Particularly in this day of Internet access, it is quite easy to unknowingly plagiarize someone’s work without meaning to. Therefore we must be vigilant. Follow MLA guidelines for doing in-text citation as you have learned then in your English 1010 class, at the University Writing Center which you are required to consult with for this research paper and at The Purdue online writing lab – https://owl.english.purdue.edu/owl/resources/560/01.
You will have a minimum of five (5) points deducted for incorrect citation.
In-text citing: Either, state the name of the writer in your sentence and then put the page number in bracket: e.g. Smith said that it was fine to steal from Michael (78) OR say, according to others, it was fine for one person to steal from the other (Smith 78).
The Works Cited/Reference page comes at the end of your paper and is a listing in precise alphabetical order, of all the sources that appear in your paper.
Works Cited
Do not underline, do not bold or italicize the words
Note: Students are required to utilize the services available in the University Writing Center for all extensive writing assignment. Documented usage of the Center will become a part of your work profile.
General APA Guidelines
Follow APA 6th edition guidelines for this paper including title page, running head, headings, page numbers, and reference page. An abstract is not required. The Purdue online writing lab https://owl.english.purdue.edu/owl/resource/560/01/, the TSU Writing Center and the APA style manual (6th edition) should be referred to in formatting this paper. Up to 5 points may be deducted from the total grade for incorrect formatting.
Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11") with 1" margins on all sides. You should use a clear font that is highly readable. APA recommends using 12 pt. Times New Roman font.
Include a page header (also known as the "running head") at the top of every page. To create a page header/running head, insert page numbers flush right. Then type "TITLE OF YOUR PAPER" in the header flush left using all capital letters. The running head is a shortened version of your paper's title and cannot exceed 50 characters including spacing and punctuation.
Major Paper Sections
Your essay should include four major sections: the Title Page, Abstract, Main Body, and References.
Title Page
The title page should contain the title of the paper, the author's name, and the institutional affiliation. Include the page header (described above) flush left with the page number flush right at the top of the page. Please note that on the title page, your page header/running head should look like this:
Running head: TITLE OF YOUR PAPER
Pages after the title page should have a running head that looks like this:
TITLE OF YOUR PAPER
SAMPLE APA FORMAT
Running head: Violent Youth (FEWER THAN 50 CHARACTERS)
Violent Youth offenders should be tried as Adults
Brandon Quincy
Tennessee State University
Abstract
Use as many key words as possible in your abstract. Limit its length to 960 characters. For an empirical study, use 100 to 120 words to describe the problem, participants, method, findings, and conclusions. For a theoretical or review article, use 75 to 100 words to state the article's topic, thesis, scope, sources, and conclusions. Define all abbreviations and unique terms. Spell out names of tests and drugs; use generic drug names. Use paraphrases, not quotations. Conserve space by using abbreviations; express numbers as digits.
Title of Paper
Begin your paper with the introduction. The active voice, rather than passive voice, should be used in your writing.
References
Doe, J. Q. (1999, 12 August). Title of an article. Title of a Magazine, 212, 23.
Doe, J. R. (1987). Title of an article. Title of a Scholarly Journal, 35, 112-128.
Last name, F. (1998). Title of a sample book. City: Publisher.
Maner, M. (1999, 14 April). Women and eighteenth-century literature. Retrieved August 9, 1999 from the World Wide Web: http://www.wright.edu/~martin.maner/18cwom99.html
Grading Rubric for Written Work
Rubric is applied primarily to Essays and other forms of Developed Writing
Outstanding Strong Good Average Weak Needs Does not Improvement Meet Standards
Content
Includes a strong introduction 10 9 8 7 6 5
Includes a strong thesis statement 10 9 8 7 6 5
Uses specific facts & evidence to
support thesis 10 9 8 7 6 5
0-4 points
Uses an effective organizational for Content
structure (transitions & topic sentences) 10 9 8 7 6 5
Includes memorable examples
(thinking outside the box) 10 9 8 7 6 5
Total Score: ___________/50
Guidelines
Followed assignment guidelines 10 9 8 7 6 5
Used appropriate in-text and biblio-
graphical citations. Included
appropriate title and length 10 9 8 7 6 5
0-4 points
for Guidelines
Follows MLA format accurately 10 9 8 7 6 5
Uses the “hamburger” writing
method effectively 10 9 8 7 6 5
Total Score: ___________/40
Mechanics, Grammar & Punctuation
Appropriate use of punctuation including 0-2 points
commas, semicolons, quotation marks, for Mechanics
apostrophes. Correct grammar forms
including paraphrasing . 10 9 8 7 6 5
Total score: __________/10
Final Score: _________/100
SUGGESTED RESEARCH TOPICS
Choose ANY ONE Topic from the following list: (A, B, C, D, E, F, & G)
A. Family, Sex, and Gender
1. Acquaintance rape is a major problem in America?
2. Should gay couples be allowed to marry?
3. Prostitution should be legalized. Discuss
4. Marriage is a doomed institution. Discuss
5. Traditional families are better than contemporary families. Discuss
B. Education and Youth
1. Schools should teach about contraception in sex education classes.
2. Are standardized tests good measures of academic ability or progress?
3. Spending more money on schools will improve educational achievement in minority communities. Discuss
4. Schools should focus on core academic subjects like reading, writing, math and science and exclude less fundamental subjects like art, music, and sports. Discuss
C. Crime and Deviance
1. Violent youth offenders should be tried as adults. Discuss
2. Should incarceration be the only answer to the crime problem?
D. Drugs, Tobacco, and Alcohol
1. Individuals with multiple DUIs should have their licenses suspended.
2. Prescription drug abuse is a major problem in America.
E. Work and the Economy
1. Sexual harassment should be a concerned for American workers in the workplace.
2. The government should closely regulate and control the stock market and financial institutions.
3. Increasing government spending will help the economy. Discuss
4. The budget deficit is a threat to America’s future.
F. Stratification and Inequality
1. Racism is a problem in contemporary America.
2. Gender differences in pay should be outlawed.
3. American needs tougher immigration laws.
G. Health and Medicine
1. Will health care reform be good for America?
2. America needs a national health care system or insurance program.
READING IN THE CONTENT AREA – UNITS I - V
UNIT 1: Introduction to the Reading Process
Week 1 :
· Introduction and Orientation to the Course
· Reading Matters!
· Understanding and applying Schemata
· Reading like a Writer: Similarities between Reading and Writing
Discussion Points : Class Discussions, Assignments, Reflective Papers, Case Studies, Collaborative Work
· Organizing Principles in Reading and Writing
· Content Knowledge
· Content Literacy and Learning
· Text Comprehension in Content Areas
Textbook Reading/Assignment : Read Chapter 1: Pay careful attention to key concepts:
· Schemata: pp. 2-3, 7-8
· Reader Response pp. 8-10
· Levels of Comprehension pp. 10-11
· Active Reading pp. 12-18
· Annotation pp. 17-30
· The Writing Process pp. 35-38
e-Resources: - Unit I
1. http://people.ucalgary.ca/~mpeglar/models.html
2. http://www.criticalreading.com/principles.htm
3. http://grammar.about.com/od/yourwriting/a/writingprocess.htm
4. http://www.bear-write.com/GeneralPrinciples.html
5. http://www.jstor.org/stable/40014518
6. http://wps.ablongman.com/ab_alvermann_content_5/55/14315/3664859.cw/index.html
7. http://www.pkwy.k12.mo.us/intra/professional/midsd/One/Literacy.htm
8. http://www.pkwy.k12.mo.us/intra/professional/midsd/One/Readpro.htm
9. http://www.litandlearn.lpb.org/strategies.html
10. http://cfbstaff.cfbisd.edu/cfbcurriculum/Content%20Literacy%20OL/index.htm
12. ccc.commnet.edu/sensen/part3/sixteen/index.html
13. www.literacy.uconn.edu/compre.htm
Unit I Assignments
Assignment 1: Annotate Chapter 1
Reflective Paper 1: Discuss the process that led to your selection of Tennessee State University as your university of choice. What are some of the experiences that helped you make the decision to attend TSU? Develop a 10-year action plan for your life (where do you see yourself in 10 years). You should discuss your goals, and how you plan to accomplish these goals. You should also discuss some of the experiences that have helped you in your decision-making process.
Chapter 1 Annotation: Due__________________
Reflective Paper 1: Due:_________________
Assignment – Instructor’s Selection Due:_________________
UNIT II: Cognitive Development
Weeks 2-3 :
Discussion Points :
· Expanding Content Area Vocabulary and Concepts
· Using Graphic Organizers, Maps, Charts, Cartoons, Diagrams, and similar visuals to make connections among Key Concept words in text.
Textbook Reading/Assignments :
Read Chapter 2, pp. 63-72.
e-Resources: Unit II
1. http://wps.prenhall.com/chet_brozo_literacy_5/53/13812/3536050.cw/index.html
2. http://mset.rst2.edu/portfolios/s/stringham_l/thesis/20stage4.htm
3. http://aim.cast.org/learn/historyarchive/backgroundpapers/graphic_organizers
4. http://www.eduplace.com/graphicorganizer/
5. http://www.writedesignonline.com/organizers/
6. http://departments.weber.edu/teachall/reading/prereading.html
7. http://www.landmark.edu/institute/assistive_technology/reading_overview.html
8. http://www.gamequarium.org/dir/Readquarium/Vocabulary/Analogies/
9. http://www.quia.com/cb/7146.html
10. http://www.clearpointenglish.co.uk/describing%20graphs.htm
11. http://wps.prenhall.com/bp_groebner_busstats_7/64/16434/4207230.cw/index.html
12. http://www.slideshare.net/wanbk/tid-chapter-5-introduction-to-charts-and-graph
Unit II Assignments
Complete Exercise Sets: 10, 13, 19, 20, & 23 Due: In Class Assignment
Create a Computerized Graphic Organizer: Due: __________________
Reflective Paper 2 - p. 71: Louis Pasteur Due:___________________
Assignment – Instructor’s Selection Due:___________________
UNIT III: Literary Comprehension
Weeks 4-5:
Discussion Points :
· Understanding Exposition and Narrative Writing Styles
· Understanding and Appreciating Rhetoric
· Rules for Reading Imaginative Literature:
The Novel: Definition; Difference; Story Schemas and Story Grammars; Setting; Initiating Event; Internal Response; Attempt; Consequence; Reaction
· Literary Comprehension: Purposes, Rhetorical Devices for Identifying Authors, Poetry Interpretation
· Figurative Language - Analogies; Metaphors; Similes
Textbook Reading/Assignments :
Read Chapter 3. Pay special attention to the following:
Pounded by Gravity: p. 109
Zipped Lips: p. 123
Family Life: p. 137
e-Resources: UNIT III
1. http://www.icsd.k12.ny.us/legacy/acs/library/facing_history/Other/Lit.Elements.pdf
2. http://faculty.weber.edu/vramirez/hnscompoflit.htm
3. http://www.roanestate.edu/owl/ElementsLit.html
4. http://www.stemstar.com/lctarget.htm
5. http://www.englishbiz.co.uk/extras/rhetoricalexamples.htm
6. http://www.poetry-online.org/poetry-terms.htm
7. http://www.ccel.org/h/herbert/temple/poetry2.html
8. http://www.associatedcontent.com/article/1568246/poetry_interpretation_in_eight_simple.html?cat=4
9. http://wik.ed.uiuc.edu/index.php/Story_grammar
10. http://www.acsu.buffalo.edu/~duchan/history_subpages/storygrammar.html
11. http://www.abcteach.com/Reading/storygrammar.htm
12. http://languagearts.mrdonn.org/figurative.html
13. http://www.sturgeon.k12.mo.us/elementary/numphrey/subjectpages/languagearts/figuresofspeech.html
14. www.literacy.uconn.edu/compre.htm
UNIT III Assignments
Assignment 3 - p. 144: Answer the Comprehension Questions and Questions on Writing Techniques ONLY Due____________________
Reflective Paper 2 – Read Barbara Ehrenreich’s essay Zipped Lips on page 123 of your text. Turn to page 130, Question 1 in Questions for Writing/Small-Group Discussion. Using this question for guidance, write a brief
(2 pages maximum) reflective paper sharing your thoughts on the subject of academic freedom.
Due:___________________________
MID-TERM
UNIT IV: Reading for the Global Community – Part I
Reading for the Global Community – Part I
Reading Across the Disciplines
· Introduction pp. 146-148
Reading in Social Sciences
· Social Sciences: p. 149
A Surveillance Society pp. 150-153
The Flirting Game pp. 159-166
Reading in Behavioral Sciences
Sociology: Culture pp. 276-311
Psychology: Sources of Stress pp. 312; 314-328; 344-345
Reading in
History, Language & Humanities
Settlement of New France pp. 169-183
Reading in the Life Sciences
Volunteer Army pp. 187 -199
Species Extinction; One Found,
Many Lost pp. 200-203
Reading in the Physical Sciences
The Cultural Ecology of the City pp. 228-239
Reading in Allied Health
Sleep pp. 254-273
e-Resources Unit IV – Part I
1. http://www.justreadnow.com/strategies/analogy.htm
2. http://gsi.berkeley.edu/teachingguide/reading/natural-sciences.html
3. http://gsi.berkeley.edu/teachingguide/reading/social-sciences.html
4. www.press.umich.edu/esl/compsite/srb/
5. www.qcc.cuny.edu/...Nursing.../Readings_Code-ethics-student-nurs
6. http://www.thenationalcampaign.org/sextech/pdf/sextech_summary.pdf
7. http://www.pewinternet.org/Reports/2007/Teens-and-Social-Media.aspx
8. www.nursingcenter.com/library/RecReading.asp
9. www.nhti.edu/learningcenter/lcnursingstudyskills.pdf
10. http://www.naturalnews.com/031649_dietary_guidelines_USDA.html
11. http://www.naturalnews.com/031663_breast_milk_nutrition.html
UNIT IV – Part I Assignments
Assignment 4 #F (Exploring Ideas Through…., p. 166) Due:____________________
Assignment – Instructor’s Selection Due:____________________
NOVEMBER 2014
RESEARCH PAPER DUE
UNIT V: Reading for the Global Community – Part II
Reading in :
Business and the Public Service Sector
Technology and Reading
Reading for the Linguistically and
Culturally Different Student
Textbook Readings
Communicating in the world of diversity - pp. 349-359
Communicating Effectively in the Workforce - pp. 359 -380
e-Resources : UNIT V
1. www.theatlantic.com/business/archive/2011/05/...readings/239031
3. www.literacy.uconn.edu/compre.htm
4. www.investorwords.com/2182/globalization.html
5. http://dx.doi.org/DOI:10.1108/02651339710184280
6. www.sedl.org/change/leadership/history.html
Unit V Assignments
1. Classroom Discussion: Is Reading Important for Technological Development?
2. The era of new, electronic technology has opened up new and exciting ways for people to flirt.
Provide a detailed discussion how people use today’s technology to flirt. Identify at least three positive and three potentially dangerous outcomes associated with this new type of flirting.
Due____________________________
4. Answer Question 1 on Page 310: Thinking Critically About Chapter 7A Due_____________________
5. Discussion and Critical Thinking Questions: pp. 388-389: Answer Questions 1 – 3 Due_____________________
6. Discussion and Critical Thinking Questions: pp. 390; Answer Questions 1-3 Due_____________________
DECEMBER FINAL REVIEW
NELSON-DENNY POST-TEST
FINAL EXAM DATE - TBA
Disclaimer: This Course Guide is intended to aid students in adequately preparing for classes. Instructors reserve the right to modify the Course Guide as may be necessary during the semester.
