COURSE SYLLABUS
ENGLISH
089Preparation for College Reading
English 106
Critical Reading in the Humanities
Winter
Quarter 2013
Monday-Friday
8:30-9:20
“The more that you read, the more
things you will know. The more that you learn, the more places you'll
go.”
― Dr. Seuss, I Can Read With My Eyes Shut!
Instructor:
Kathleen Hoover
Contact
Information
Email:
kathleen.hoover@bellevuecollege.edu
Email
etiquette: I respond
to student emails the same day I receive them, up to 5p.m. However, if you e-mail
me on a Saturday or Sunday I will respond first thing Monday.
Office
Hours
By appointment and by my request to
you
Office:
R230
Required Texts and
Materials
·
Developing Critical Reading Skills
Ninth Edition by Deanne
Spears
ISBN 978-0-07-340732-6
·
Life of Pi by Yann Martel
ISBN 0-15602732-1
Supplies needed for class:
Course Outcomes 089
After completing this class, English 089
students should be able to:
·
Understand and
use strategies for managing time effectively
·
Use appropriate
note-taking, study, and test-taking skills
·
Comprehend
college level vocabulary words
·
Comprehend
college level reading selections
·
Read
at a rate appropriate for the reading material
·
Locate
and distinguish between central theme (thesis), main ideas, details, and
inferences
·
Understand
inferences
·
Understand
characters, plot, setting, theme, and symbols in short fiction
·
Participate
in small and large group discussions effectively
·
Analyze
the main course text as well as other reading material, verbally and in writing
·
Evaluate
and express an opinion on the content of course texts as well as offer ample
support for that opinion, verbally and in writing
·
Summarize
written material
Course Outcomes 106
After completing this
class, students should be able to:
·
Identify patterns of
organization which provide order to written text.
·
Identify and explain
the rhetorical balance which must exist among the writer, the audience
[reader], and the writing [text] in an example of expository writing
·
List strategies for
distinguishing major ideas [thesis, theme, etc.] from the supporting details
·
Prepare an outline -
using traditional outline criteria, a mapping technique, or a visual diagram -
of a whole piece of text, so that the sequence of key ideas and their
relationship to one another is traced through the entire work.
·
Identify
characteristics of and strategies for reading text in a variety of subject
areas in the arts, the sciences, and the social sciences.
·
Identify ways to read
actively, rather than passively.
·
Identify literal
information in a given piece of text. Distinguish this information from
information which can be inferred from the same text.
·
Locate examples of
fact in a given piece of text. Distinguish this information from information
which can be classified as opinion.
·
Identify reading tasks
at a variety of cognitive levels and distinguish them from reading tasks at
other cognitive levels.
·
Identify reading tasks
associated with the learning paradigms of philosophers and/or learning
theorists such as Plato, Bloom, etc.
·
Identify criteria,
which characterize a critical reader.
·
Summarize a writer’s
underlying, but unstated, assumptions in a given selection of text.
·
Select a piece of
writing which contains symbolism and/or imagery, and explain how the writer’s
use of figurative language enhances MEANING
·
Identify ways to
evaluate the effectiveness of a selected piece of text based on the information
it contains and the writer’s strategies for communicating that information.
·
Show effective control of mechanics:
paragraphing, punctuation, spelling.
·
Differentiate between key ideas and
supporting details in reading
·
Locate the thesis statement in
reading assignments
·
Practice good group skills: how to
give useful feedback, and how to make use of
feedback you receive
·
Develop self-assessment skills
Course Requirements
Out-of-class essays, summaries,
responses and lab assignments must be word processed and double-spaced. Other assignments, such as reading and
textbook exercises, in-class group work, and quizzes, can be handwritten or
typed. Reference the document I’ve provided that outlines assignments and due
dates for the quarter.
Grading
I
want you to know what I hope you will achieve in your reading; therefore, I
provide grading rubrics for all essay and project assignments. These will be
posted on the Class Canvas page. Any questions you have about your grades or
how I have graded your work must be brought to me as soon as you have a
concern.
Your final grade in the class will be
calculated and recorded based on the following formula:
A 93-100% B+ 88-89.9 C+ 78-79.9 D+ 67-69.9
A-
90-92.9 B 83-87.9 C 73-77.9 D 63-66.9
B- 80-82.9 C- 70-72.9 D- 60-62.9
F below
59.9
Please note: First, this course is a college-level
course and you have the rights and responsibilities of a college student.
Students who do not complete homework outside of class and don’t turn it in on
time cannot pass the class. It is important to complete your assignments even
though you may feel you are too busy with other schoolwork, employment, family
obligations, health concerns, etc., to devote 1-3 hours per day to homework. We
all have busy lives, and we all have to learn how to manage our time and meet
goals we have for ourselves. Second,
this course is a “reading” course and, therefore, requires extensive reading
from students. Students who do not wish to practice extensive reading, should
not take this course.
Grading
* 4 Chapter Tests from DCRS
* 6 Vocabulary Quizzes
* 089
will have 5 Reading Annotations and Essays
*106 will have 8 Annotations and Reading Essays
*4 Life of Pi Annotation
Checks
* Life of Pi Final
Project
* Individual Project
* Final Essay
*Participation and Attendance
Total points earned will determine your grade.
In-class
and self-directed activities and participation: these activities include attending
class and participating in class discussions about our readings; informal
in-class writing; both peer editing sessions; assigned shorter writing
responses; reading questions; Reading and turning in your writing assignments
on the due dates.
Instructor’s
Expectation
PARTICIPATION
I want you to be here, I want you to
succeed, and I presume all students are adequately prepared for class
participation and ready to engage fully and enthusiastically – I grade
participation accordingly. Students are expected to contribute actively to a
positive classroom environment. Absences, late arrivals and early departures,
inappropriate use of cell phones or laptops, lack of preparation,
inattentiveness, or unwillingness to discuss readings will affect your ability
to contribute to a positive classroom environment. Additionally, class
discussion of readings is included in your participation grade. It is
imperative that you come to class with the assignments read and ready to
discuss.
Thus, it is impossible to “make up" a
missed class. Attendance and active participation contribute considerably to
the quality of this course and help us meet the course requirements and
learning outcomes. Class participation is central to our process of practicing
listening and communication skills, thinking critically and ethically about
ideas and opinions of divergent perspectives, and sharpening self-reflexive,
cooperative, and collaborative argumentation skills. Through this process we
can construct informed, critical, cross-cultural analyses of reading, writing,
and critical thinking. If you miss a class, it is your responsibility to
contact me (Kathleen.hoover@bellevuecollege.edu) or one of your peers for any
assignments you may have missed. Excessive tardiness or failure to participate
in the work of the class is considered equivalent to an absence.
All
out-of-class assignments should be:
·
Computer
generated and saved where accessible at a later date for further revisions, or
as a backup copy should you need one.
·
Please
double-space, use an easy to read 12 point font, and leave generous one inch
margins on either side of your paper.
·
All
papers must be appropriately titled (type of assignment, your name, my name,
course number, and date of submission at the top of the first page.
·
Your
out-of-class written work must be stapled. I
will not accept un-stapled papers, nor will I provide a stapler in the
classroom. It is your responsibility to prepare your assignments BEFORE
arriving to class. All papers must be turned in as a hard copy unless
otherwise noted.
·
I will not accept your assignment
without the inclusion of these elements, and your paper will automatically fall
into the “late” category.
Your in-class written work will be
achieved using paper and pen, so please bring both to each class.
Reading Lab (D202): The Reading Lab is a separate
course in which you need to spend several hours per week to help improve your
reading skills. You will need to complete 22 or 44 hours for the quarter, which
equals 1 or 2 credits of English 080. We
will have an orientation for new students the first week of class to explain
lab programs and procedures.
PLAGIARISM: Please don’t!
Plagiarism is the use of someone else’s words, ideas, or
information as your own or allowing someone else to use your words, ideas, or
information as their own. Please document your sources carefully. According to
Bellevue Community College policy, for plagiarism or cheating, you may be given
an “F” grade for an individual assignment or the entire course. In addition,
the incident will be reported to the Dean of Student Success. ***PLEASE NOTE: some of your essays will
be submitted by me to www.turnitin.com in
order to check for plagiarism errors.
ATTENDANCE
AND ABSENCES
I manage the classroom as a work
environment laboratory; that is, I strive to create a real-world environment,
mirroring an office setting where professionalism at every level is of the
utmost importance. Because showing up to work on time, daily, is important, for
our class I will promptly take roll at the beginning of each class period. If
you come to class after I have called roll and marked you absent, you are still
absent, which means you have missed a day of work.
Students are expected to attend every
class, complete the required assignments before every session, bring the
assigned texts and materials to class, and participate in class discussion.
The BC Arts & Humanities Division’s policy
regarding absence stipulates that any student missing more than twenty percent
of total class time for a course may receive an “F” grade for the course. This
class meets 5 days a week for a total of 55 meetings, so any student missing
10 or more class meetings will automatically receive a failing grade.
I understand that students frequently
have good personal and professional reasons for missing class. However, from
the perspective of our English 089 learning community, the English Department,
Bellevue College, the Northwest Commission on Colleges and Universities, the
Council for Higher Education Accreditation and the U.S. Department of
Education, your absence means you have not participated in the required
Keep
in mind that with planned Bellevue College campus holidays, and my absence for
a conference in February, you will have ample outside of class time to take a
deep breath. Use your time well – come to class!
LATE
WORK
Deadlines are essential to any
workplace and this course integrates the standards of professional writing practices. Late, incomplete, or missing assignments
(i.e. essays, shorter written assignments, presentations, etc.) will not be
given credit. It is the responsibility of the student to keep track of their
assignments, including the submission time and date. It is your responsibility
to ensure that I receive your assignment on time. “My computer is broken” or “I
don’t have the Internet at home” and similar phrases are NOT valid reasons for
failure to complete any work. If you’re having technology problems, plan ahead:
Internet access is available on campus and at public libraries. If you are
having trouble completing an assignment, make an appointment to talk with me. Think
of me as a boss, of sorts. If your boss gives you an assignment to complete, and
you’re not sure you can do it on time, wouldn’t you let your boss know?
With
the exception of in-class work, which you cannot make up, I give you ONE ‘pass’
on my ‘no-exceptions to late written work’ policy, with the grade lowered by one grade,
with a one-day window. For instance, if you have an essay due on February 25
you may turn your essay in to me on February 26, but you also agree that your final
grade for that essay will be lowered one letter grade. For example, let’s say
you turned in an essay that I believe has earned an A grade. Because it is late
you will receive no higher than a B. You will have also used your one free pass
for late written work.
PERSONAL
TECHNOLOGY
Using
your laptops to take notes is fine, so long as you are taking notes or actively
at work on class material. There will be class discussions during which I ask
you to go ‘tops down’ and my expectation is that you’ll kindly stay off your
laptops. My pet peeve is cell phone use
in class. It’s never fine to have
a cell phone ring during class time; never fine to be on the phone during class
time, texting, surfing the net, or otherwise, unless you have my consent first.
Turn off all cell phones and iPods, etc.
IMPORTANT:
if you are using your cell phone during class without my permission, I will not
ask you to put it way; instead, I will mark you absent for the day and place CP next to your name to indicate ‘cell
phone’.
Affirmation of
Inclusion
Bellevue College is committed to
maintaining an environment in which every member of the campus community feels
welcome to participate in the life of the college, free from harassment and
discrimination. We value our different backgrounds at Bellevue College, and
students, faculty, staff members, and administrators are to treat one another
with dignity and respect. http://bellevuecollege.edu/about/goals/inclusion.asp
Division Statements
·
Arts & Humanities Division Policy Regarding
Values Conflicts Essential to a liberal arts
education is an open-minded tolerance for ideas and modes of expression that
might conflict with one’s personal values. By being exposed to such ideas or
expressions, students are not expected to endorse or adopt them but rather to
understand that they are part of the free flow of information upon which higher
education depends. To this end, you may find that class requirements may
include engaging certain materials, such as books, films, and art work, which
may, in whole or in part, offend you. These materials are equivalent to
required texts and are essential to the course content. If you decline to
engage the required material by not reading, viewing, or performing material
you consider offensive, you will still be required to meet class requirements
in order to earn credit. This may require responding to the content of the
material, and you may not be able to fully participate in required class
discussions, exams, or assignments.
·
Information
about Bellevue College's copyright guidelines can be found at: http://bellevuecollege.edu/lmc/links/copyright.html
·
Want
to avoid plagiarism> A good resource is the Writing Lab: http://bellevuecollege.edu/writinglab/Plagiarism.html
·
Need
help with writing or other tutoring? Visit the Academic Success Center.
http://bellevuecollege.edu/asc/
Student Code
“Cheating, stealing and plagiarizing
(using the ideas or words of another as one’s own without crediting the source)
and inappropriate/disruptive classroom behavior are violations of the Student
Code of Conduct at Bellevue College.
Examples of unacceptable behavior include, but are not limited to:
talking out of turn, arriving late or leaving early without a valid reason,
allowing cell phones/pagers to ring, and inappropriate behavior toward the
instructor or classmates. The instructor
can refer any violation of the Student Code of Conduct to the Vice President of
Student Services for possible probation or suspension from Bellevue
College. Specific student rights,
responsibilities and appeal procedures are listed in the Student Code of Conduct,
available in the office of the Vice President of Student Services.” The Student Code, Policy 2050, in its
entirety is located at: http://bellevuecollege.edu/policies/2/2050_Student_Code.asp
Bellevue College
E-mail and access to MyBC
All students registered for classes at
Bellevue College are entitled to a network and e-mail account. Your student
network account can be used to access your student e-mail, log in to computers
in labs and classrooms, connect to the BC wireless network and log in to MyBC. To create your account, go to: https://bellevuecollege.edu/sam . BC offers a wide variety of computer and learning labs
to enhance learning and student success. Find current campus locations for all
student labs by visiting the Computing Services
website.
Disability Resource
Center (DRC)
The Disability Resource
Center serves students with a wide array of learning challenges and
disabilities. If you are a student who has a disability or learning challenge
for which you have documentation or have seen someone for treatment and if you
feel you may need accommodations in order to be successful in college, please
contact us as soon as possible. If you are a student with a documented
autism spectrum disorder, there is a program of support available to
you. If you are a person who requires assistance in case of an emergency
situation, such as a fire, earthquake, etc, please
meet with your individual instructors to develop a safety plan within the first
week of the quarter.
The DRC office is located
in B 132 or you can call our reception desk at 425.564.2498. Deaf students can
reach us by video phone at 425-440-2025 or by TTY at 425-564-4110. Please visit
our website for application information into our program and other helpful
links at www.bellevuecollege.edu/drc
Public Safety
The Bellevue College (BC) Public
Safety Department’s well trained and courteous non-commissioned staff provides
personal safety, security, crime prevention, preliminary investigations, and
other services to the campus community, 24 hours per day, 7 days per
week. Their phone number is 425.564.2400.
The Public Safety website is your one-stop resource for campus emergency
preparedness information, campus closure announcements and critical information
in the event of an emergency. Public Safety is located in K100 and on the web
at: http://bellevuecollege.edu/publicsafety/
Final Exam Schedule
Monday-Wednesday class final: March 18-20, 2013, from 8:30-9:20.
Academic Calendar
The Bellevue College Academic Calendar
is separated into two calendars. They provide information about holidays,
closures and important enrollment dates such as the finals schedule.
INSTRUCTOR
NOTE: The public nature of class writing and discussions
Please consider every piece of
writing you do for this class to be “public property.” Part of becoming a good writer is learning to
appreciate the ideas and criticisms of others, and in this course our purpose
is to come together as a writing community. Remember that you will be expected
to share your writing with others, so avoid writing about things that you may
not be prepared to open to public scrutiny, or things you feel so strongly
about that you are unwilling to listen to perspectives other than your own. This does not mean that you are not entitled
to an opinion but that you adopt positions responsibly, contemplating the
possible effect on others. Please be aware that some course content may be
considered sensitive; please be prepared to discuss all topics that arise with
open-minded maturity.
COURSE WEEKLY SCHEDULE
NOTE:
I reserve the right to change (and will alert you to any changes) to this
course schedule.
Reading 089/106 Syllabus Instructor:
Kathleen Hoover
|
DATES |
TOPICS |
TEXT REFERENCE |
TEST/QUIZ/PROJECT |
|
Jan. 2- 4 |
Introductions Course
Information Course
Overview |
Course
Information Syllabus |
|
|
Jan. 7-11 |
Textbook Preview Introduction Reading
a text SQ3R Memory Reading
Essays “Uno: They”(458) Vocabulary
Word Roots: Lessons 1-6 Life
of Pi: Chapters 1-5, pages 3-24 |
DCRS,
pp. 1 – 8 DCRS,
pp. 444-458 |
Chapter Preview w/SQ3R |
|
Jan. 14-18 |
Vocabulary Annotating Annotating
Practice Paraphrasing Paraphrasing
Practice Context
Clues Summary
practice Vocabulary
Word Roots: Lessons 7-12, Test#1 *Life
of Pi :Chapters 6-31 pages 25-84 |
DCRS,
pp. 9 – 44 |
Summary Annotation Check |
|
Jan. 22-25 |
Main
Idea Supporting
Details Practice
Main Idea Practice
Supp Details |
DCRS,
Ch. 2 |
|
|
|
Practice
Main Idea Practice
Supp Details Vocabulary
Word Roots: Lessons 13-18, Test#2 Life
of Pi: Chapters 32-46, pages 85--128 |
|
|
|
Jan.28-Feb. 1 |
Author’s
Purpose Purpose
(exercise) Modes
of Discourse w/ Practice “Among
the Thugs” (71) Vocabulary
Word Roots: Lessons
19-24, Test#3 *Life
of Pi: Chapters 47-58, pages 129-169 |
DCRS,
Chapter 2 |
Annotation
Check |
|
Feb. 4-8 |
Inferences Inference
Practice |
DCRS,
Chapter 3 DCRS,
p. 113 |
DCRS Test (Ch.1 & 2) |
|
|
“The Standing Babas,”
(113) Paragraph
Development Paragraph Develop Practice “The
Pen & the Scalpel”(154) Vocabulary
Word Roots: Lessons 25-30, Test$4 Life
of Pi: Chapters 59-78, pages 169-217 |
DCRS,
Chapter 4 |
|
|
Feb. 11-15 |
Patterns
of Organization Patterns
of Org Practice Vocabulary
Word Roots: Lessons 31-36, Test#5 *Life
of Pi: Chapters 79-91, pages 218-256 |
DCRS,
Chapter 5 |
Annotation
Check |
|
Feb.19-Feb.22 |
Paragraph Organization Patterns DCRS , Chapters 1 – 5 Practice “Design
Rising” (184) Vocabulary
Word Roots: Lessons Test#6 *Life
of Pi:, Chapters 92-100, pages 257-319 |
DCRS,
Chapter 5 DCRS,
Chapter 1 - 5 |
Annotation
Check Life
of Pi Project Due |
|
Feb.25-March 1 |
Intro
to Critical Reading Authority
in Writing Claim Argument
Analysis Practice |
DCRS,
Chapter 8 |
DCRS Test (Ch. 1 – 5) |
|
|
Problems in Argumentation Evaluating Arguments Argumentation Practice |
DCRS,
Chapter 9 |
|
|
March 4-8 |
Argumentation Practice |
DCRS,
Chapter 9 |
DCRS Test (Ch. 8 & 9) |
|
March 11-15 |
Practical Application in
Evaluating Arguments |
DCRS,
Chapter 9 DCRS,
Chapter 10 |
Final Essay Due |
|
March 18, 19, 20 |
Project presentations, Final Test |
|
Individual
Projects, DCRS
Final Test |
|
The following assignments are for
the students that are enrolled in 106. You can
choose to do the chapters anytime during the quarter, but the meeting and work must be turned in by
March 11 to receive credit for the chapters. You are to hand in your responses
to the 3 bolded essays and show me
proof or doing the chapters by arranging a time to meet with me one on one.
It is your responsibility to approach me and make the appointment for our
meeting. Your final will include these
chapters. |
|||
|
|
Tone Point
of View “Making the Grade” (291) |
DCRS,
Chapter 7 |
|
|
|
Satire, Irony, Sarcasm Allusions “Joyas Voladoras” (237) Denotation & Connotation Figurative Language Politically Correct Language Euphemisms Practice “The
Story of an Hour”(242) |
DCRS, Chapter 6 |
|
|
Any of the above is subject to
change as we progress through the quarter Dates
marked with an asterisk*indicate an annotation check. |
|||
GRADING CRITERIA (%)
|
Exemplary (90 –100) |
Proficient (80-89) |
Satisfactory (70-79) |
Unsatisfactory (under 69) |
|
Readings
and assignments demonstrate insightfulness and are turned in timely |
Readings
and assignments are completed and turned in a timely fashion |
Readings
and assignments are often turned in late (5 times or more). |
Readings
and assignments are never or almost
never completed and turned in (0 to 5 times). |
|
Demonstrates
strong mastery of course objectives –applies correct structural analysis of
words to new structures; correctly analyzes texts |
Has
a fair grasp of course objectives –can analyze words structurally and
analyzes texts with accuracy and ease |
Most
course objectives are understood to some extent, but mastery has not been
achieved yet |
None
or very few of the course objectives are mastered/understood |
|
Collaborates
with fellow learners respectfully and in a relevant manner, with
insightfulness that helps extend the dialogue |
Collaborates
with fellow learners respectfully addressing relevant topics in the course |
Collaborates
with fellow learners superficially, without addressing relevant topics in the
course |
Does
not collaborate or refuses to collaborate with fellow learners |
|
Consistently
asks for clarification and challenges what is read and discussed for better
understanding |
Asks
for clarification often in an attempt to better understand course material |
Occasionally
asks for clarification but does not necessarily apply answers to self for
better understanding |
Never
asks for clarification; is not interested in self-improvement |
|
Exhibits
strong communication skills (write, speak, listen) |
Demonstrates
fair communication skills (write, speak, listen |
Communication
(write, speak, listen) is present but it has flaws |
Does
not participate in any areas of communication |