ENGL 0309- Integrated Reading and Writing
Instructor: Gus LaFosse
Office: Student Support 203 in Kilgore; Longview Hendrix 408
Office Phone: 903-984-3719
E-mail: [email protected]
Mailing Address: 1100 Broadway, Kilgore, TX 75662
Office Hours in Kilgore: MWF 9-9:50 a; MW 11-12:15 p
Office Hours in Longview: TR 8-9:20 a; T 1-6:30 p
COURSE THEME: Attitudes and Interactions: Making Positive Changes
COURSE DESCRIPTION:
A combined lecture/lab, performance-based course designed to develop students’ critical reading and
writing skills. Focuses on applying critical reading skills for organizing, analyzing, and retaining material
and developing written work appropriate to the audience, purpose, situation, and length of the assignment.
Integrates preparation in basic academic reading skills with basic skills in writing a variety of academic
essays. Has a required lab. Fulfills TSI requirements for highest level of developmental reading and
writing (READ 0308 and ENGL 0308). Prerequisite: successful completion of ENGL 0306 and READ
0306 with a C or better or appropriate placement score. F, Spr. (3201085912).
COURSE RATIONALE:
This course is non-transferable. Successful completion of it (C or better) satisfies TSI requirements for
both reading and writing.
EDUCATIONAL MATERIALS
Crossroads: Integrated Reading and Writing, 2nd edition , Dusenberry and Moore
How to Win Friends and Influence People, special anniversary edition, Carnegie
What Every Student Should Know About Citing Sources with MLA Documentation, Greer
OTHER MATERIALS
Pen, paper, highlighter
Composition Notebook for Journal
SPECIFIC COURSE EVALUATION
Daily work (in-class assignments, quizzes and homework)
Lab attendance and participation
Journal
Major Essay Writings & Oral Presentation
Final exam
25%
10%
5%
35%
25%
ATTENDANCE:
In compliance with the Kilgore College attendance policy, an instructor may drop a
student with a W after s/he misses six hours of lecture, six hours of lab, or seven hours of
class and lab combined. I will adhere strictly to this policy. A student, however, should
not assume at any time that the instructor has dropped him or her from the course.
Toward the end of the semester, if YOU decide to drop your English class, you need to
call me and contact the registrar’s office BEFORE the drop date so that you can get a W
instead of an F.
Tardiness is distracting and should be avoided altogether. Quizzes often will be given in
the first three minutes of class. Homework often will be taken up in the first three
minutes of class. The tardy student will not have an opportunity to make up these
valuable daily grades. A student who walks in after role has been called must inform the
instructor at the end of class. Any student who fails to do this will be marked absent. Any
student more than 15 minutes late will be marked absent.
CLASSROOM POLICIES
A. All students should behave in a manner conducive to a safe and productive learning
environment. Such behavior is common sense. Any student whom the instructor feels is
threatening to such an environment will be asked to leave the classroom. Any student
asked to leave will do so immediately and without further discussion. The instructor
reserves the right to remove such a disruptive student on a temporary or permanent basis.
Students have the right to appeal through the appropriate channels. [See “Civility
Statement” in the Student Handbook at www.Kilgore.edu. ]
B. No personal electronic devices will be necessary or useful during this course. Such
devices should be turned off and put away during class, except in the case of an
emergency that the instructor has approved.
C. Student accountability
Students will demonstrate an effort to learn the objectives of the course by
a. attending class regularly and on time
b. doing homework or in-class assignments on time (see instructor’s syllabus for
their policy regarding homework)
c. following the directions of the instructor, and
d. maintaining classroom behavior conducive to learning.
Failure to demonstrate an effort in the course may result in the student being
dismissed from the course with a grade of F.
Statement on Civility in the Classroom
Students are expected to assist in maintaining a classroom environment that is conducive to learning.
Inappropriate or distractive classroom behavior is prohibited in order to assure that everyone has
opportunity to gain from time spent in class. Should a disruptive classroom incident occur, the faculty
member in charge may remove the student on either a temporary or a permanent basis. Students have the
right to appeal through the appropriate channels (taken from the college website at www.kilgore.edu
under the heading of Student Handbook).
Statement on Academic Honesty
Kilgore College expects students to do their own work. The department will not tolerate academic
dishonesty, including plagiarism (submitting someone else's work as your own). The following
information concerning academic dishonesty is taken from the Student Handbook section found under
"Categories of Misconduct" and reads as follows:
Misconduct for which students are subject to discipline falls into the following categories:
A. Acts of dishonesty, including but not limited to the following:
1.Academic dishonesty including but not limited to cheating and plagiarism.
a.The term "cheating" includes, but is not limited to (1) acquiring information for specifically assigned
projects, working with one or more persons on an exam that is to be taken as an individual, or observing
work from another individual's exam; (2) providing information on an exam that is to be done
individually or giving out the exam or content prior to the exam time.
b.The term "plagiarism" includes, but is not limited to (1) failing to credit sources used in a work product
in an attempt to pass off the work as one's own; (2) attempting to receive credit for work performed by
another, including papers obtained in whole or in part from individuals or from other sources, including
the internet.
c.Misconduct also includes conspiracy to commit an act of academic dishonesty.
Additional information is found under "Student Disciplinary Procedures."
B. Matters of Academic Dishonesty
Academic dishonesty matters may first be considered by the faculty member who may recommend
penalties such as withdrawal from the course, failing the course, reduction or changing of a grade in the
course, a test, assignment, or in other academic work; denial of a degree and/or performing additional
academic work not required by other students in the course. Acceptance of the faculty member's
recommended penalties by the student shall make the penalties final and constitutes a waiver of further
administrative procedures. If the student does not accept the decision of the faculty member, he/she may
have the case heard by the appropriate department chair, dean and Vice President of Instruction for
review. If the student is ultimately found not to have been involved in academic dishonesty, the instructor
shall not base his/her evaluation of the student on the alleged but unproven dishonesty.
If the student is ultimately found to have violated matters of academic dishonesty, the appropriate
disciplinary sanction shall be implemented. Any student who believes that a grade has been inequitably
awarded should refer to the academic grade change procedures.
Student accountability
Students will demonstrate an effort to learn the objectives of the course by
a.
b.
c.
d.
attending class regularly and on time
doing homework or in-class assignments on time (see instructor’s syllabus for his or her policy
regarding homework)
following the directions of the instructor, and
maintaining classroom behavior conducive to learning.
Failure to demonstrate an effort in the course may result in the student’s being dismissed from the course
with a grade of F.
III. Use of Turnitin.com plagiarism detection service
Students in all college-level English courses will be required to submit papers/major essays to this
plagiarism detection service. As requested by instructors, students in ENGL 0308 courses may also be
required to submit papers.
IV. Student Grievance
If a student wishes to pursue through the administrative structure some action that has been taken that
significantly impacts him or her in a negative way, he or she needs to complete a Student Grievance Form
available from the offices of department or division administrative assistants. This procedure applies to
both instructional and non-instructional issues.
DISCLAIMER
Your instructor reserves the right to make modification in content and schedule as necessary to promote
the best education possible within prevailing conditions affecting this course.
SCHEDULE OF CLASSES
The course covers these areas in the following approximate order: introduction to the course with
emphasis on the idea of integrating reading and writing as both a method of study and a way of
developing the student’s critical thinking skills; the writing process with grammar and an emphasis on
the use of standard written English mixed in throughout the course; techniques for developing the
student’s critical reading skills throughout the course; reading and analysis of college-level essays;
composition of at least four computer-generated essays chosen from a variety of rhetorical modes
(illustration, cause/effect, compare/contrast, classification, narrative, and an argumentation essay that
features research and documentation (MLA); final exam.
LEARNING OUTCOMES according to The Texas Higher Education Coordinating Board
(THECB):
Upon the successful completion of this course, students will:
1. Locate explicit textual information, draw complex inferences, and describe, analyze, and evaluate
the information within and across multiple texts of varying lengths.
2. Comprehend and use vocabulary effectively in oral communication, reading, and writing.
3. Identify and analyze the audience, purpose, and message across a variety of texts.
4. Describe and apply insights gained from reading and writing a variety of texts.
5. Compose a variety of texts that demonstrate reading comprehension, clear focus, logical
development of ideas, and use of appropriate language that advance the writer’s purpose.
6. Determine and use effective approaches and rhetorical strategies for given reading and writing
situations.
7. 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.
8. Evaluate relevance and quality of ideas and information in recognizing, formulating, and
developing a claim.
9. Develop and use effective reading and revision strategies to strengthen the writer’s ability to
compose college-level writing assignments.
10. Recognize and apply the conventions of standard English in reading and writing.
V. ADA Statement
Kilgore College is committed to making reasonable accommodations to assist individuals with disabilities
in reaching their academic potential. If you choose to request accommodations for a documented
disability which may impact your performance, attendance, or grades in this course, you must first
register with the Office of Disability Services. Please note that classroom accommodations cannot be
provided prior to your instructor’s receipt of an accommodation letter from the Office of Disability
Services. For more information about accommodations, please contact the Disability Services office on
the second floor of the Devall Student Center: (903) 983-8206.
Tentative Schedule of Classes for ENGL 0309:
Week OneCLASS:
LAB:
Introductions, Administrations, and Diagnostics
Go over Syllabus
Discuss Introduction to integrated reading and writing,
Introduction to the nonfiction book How to Win Friends and Influence People
Overview of the textbook, Crossroads
**Tell the students not to lose the MySkillsLab Access Card; they should
wait to use it until we use them in lab for the first time during week 2. We will
go over the password and log in information together in class
Read “How this Book was Written – and Why” aloud in class from HTWF
Writing (Diagnostic Paragraph) Write a paragraph that tells their major, how
many hours of college credit they are taking, how many hours of work
they have each week, and their plan for overcoming any obstacles to
their attending class and doing college work
Student Email/Campus Connect
Teach Microsoft Word settings (margins, double-space, page numbers)
Make the students type their diagnostic paragraph from class They must
compose an email to the instructor and attach the paragraph as a
document file.
HOMEWORK: Make sure students have all materials for class.
Read “Nine Suggestions” from HTWF for class discussion next week
Week TwoCLASS
Read “Learning to Read and Write” by Frederick Douglass – pg. 73 Crossroads
(most of Chapter one exercises deal with this essay)
Active Reading Strategies and the Reading Process: Cover Crossroads Chapter
One (pgs. 3-18) – and work through practice exercises in class
Students will complete Reading Guide for Ch. 1 during
lecture/discussion/classtime
Discuss “Nine Suggestions” from HTWF aloud in class (instructor could group
the class and each group will spend a few minutes writing down their
suggestion and present to the class
Journal Writings:
LAB:
Write a summary of Frederick Douglass’s essay – use
the checklist in your textbook on page 13 to help
Douglass mentions a mentor (his mistress). Who has
been a mentor in your life? Describe this
person and his or her significance in your life
Log in to MySkillsLab together in class - Overview of MySkillsLab
Begin working on Reading and Writing Skills Path Builder
HOMEWORK: Complete MySkillsLab Ch. 1 Post Test
Read Part 1, Chapters 1 and 2 of HTWF and complete Reading Guide
Review the Reading Process Guide
Reread “Learning to Read and Write” by Frederick Douglass – reading quiz
first class, next week
Week Three
CLASS
Quiz over HTWF (Part 1, Chapters 1 and 2)
Reading quiz over “Learning to Read and Write” by Frederick Douglass
Getting to Know the Academic Writing Process – Ch. 2 Crossroads – discuss
and complete exercises in the book
Paragraph and Essay Organization & Development: Ch. 3 Crossroads - discuss
and complete exercises in the book
Students should complete Reading Guides over Ch. 2 & 3 during
lecture/discussion
Discuss Sentence Errors (Fragments, Run-ons, and Comma-splices – pgs 380384)
Journal Writing: Complete Practices 2.11 & 2.12 /complete revision step in
groups
LAB
Finish Path Builder for Reading and Writing Skills
HOMEWORK: Complete MySkillsLab Ch. 2 & 3 Post Tests
Read Part 1, Chapter 3 of the HTWF and complete Reading Guide
Review the Writing Process Guide
Work on MySkillsLab – Assign RW6.13 #97, 98, and 101
Week Four
CLASS
Quiz over HTWF (Part 1, Chapter 3)
Read “An Insider’s Perspective: The Donna Beegle Story” pg. 135 Crossroads
Continue discussing Ch. 3 - Thesis Statement Powerpoint and Group Activity
Discuss Ch. 4 Crossroads – only pgs. 61-62 and Ch. 5 Crossroads (also discuss
pages 78-80)
Discuss Coordination and Subordination (pgs. 384-387)
Journal Writings: Using what you have read so far in How to Win Friends and
Influence People and from your personal experience,
what is the most important characteristic for a friend to
have and why?
Outline Beegle’s process of transformation through her
education, identifying motivations, attitudes, actions,
and consequences at each stage.
LAB
Type paragraphs that you wrote for your journal from exercise 2.11 & 2.12 using
correct MLA format – due by end of class for daily grade
HOMEWORK: Work on MySkills Lab, Assign RW6.24 #163 (Overview), 165
Read Part 2, Chapters 1-3 in HTWF and complete Reading Guide
Week 5
CLASS
Quiz over HTWF (Part 2, Chapters 1-3)
Quiz over “An Insider’s Perspective: The Donna Beegle Story”
Discuss Illustration – handout and Powerpoint
Writing Process for Paragraphs/Essays Using Narrative Evidence Chs. 6-7
Crossroads - discuss and complete Reading Guides
Assign Informative/Narrative Essay (handout)
Students will work on their outline in class for Essay #1
Journal Writings:
LAB
Complete the Prewriting for Essay – using one of the
Pre-writing techniques
Work on Rough Draft of Essay
Start typing Rough Draft of Essay
HOMEWORK: Read Part 2, Chapters 4-6 in HTWF and complete Reading Guide
Work on MySkillsLab & Complete Chs. 6 & 7 Post Test
Finish Rough Draft of Informative/Narrative Essay
Week 6
CLASS
Quiz over HTWF (Part 2, Chapters 4-6)
Peer Edit/Revise Informative/Narrative Essay
Read “C.P. Ellis” by Studs Terkel – pgs. 223-230
A Reading Process for Texts Using Informational Evidence as Support: Ch. 8
Crossroads – discuss and Complete Reading Guide
Subject/Verb Agreement Rules (pgs. 390-392)
Journal Writings:
Answer the questions on page 187 over “C.P. Ellis”
Find one quote from Terkel’s essay “C.P. Ellis” and
write it down – then comment or synthesize ideas from
it (use page. 179 as an example)
LAB
Go over turnitin.com
Type Final Draft of Informative/Narrative Essay
HOMEWORK: Read Part 3, Chapters 1-3 in HTWF and complete Reading Guide
Work on MySkillsLab, Complete Ch. 8 Post Test, Assign RW6.17 #116, 118,
120, 122
Finish Final Draft of Informative/Narrative Essay
Week 7
CLASS
Informative/Narrative Essay Due (BEGINNING of class)
Quiz over HTWF (Part 3, Chapters 1-3)
Read “The Naked Culture” by Vincent Barnes (next class take a quiz – this
week)
Quiz over “The Naked Culture”
A Writing Process for Essays Using Informational Evidence as Support Ch. 10
Crossroads – discuss and complete Reading Guide and Ch. 4 (pages 6265) Description, Compare/Contrast, and Process
Powerpoints and handouts with this Choice Essay
Assign Choice Essay #1
Begin writing essay – prewriting and outline during class
Journal Writings: Write about a time you went to a desired location but it was
either different from what you expected or you learned
something there
Describe one of the patterns of development that we
discussed this week and elaborate on it. Put it in your
own words and list a few possible writing topics on that
pattern
LAB:
Work on MySkillsLab, Complete Ch. 10 Post Test
Finish Outline for Choice Essay #1
HOMEWORK: Read Part 3, Chapters 4-7 in HTWF and complete Reading Guide
Week 8
CLASS
Get Outline Checked for a daily grade while you take the quiz
Quiz over HTWF (Part 3, Chapters 4-7)
Read From “The School Days of an Indian Girl” by Zitkala-Sa (pgs. 371-373)
Discuss Compare/Contrast elements – group work/discussion
Begin writing rough draft of Choice Essay #1
Peer Edit Rough Draft last class of this week
Journal Writings:
How are people
who
are
different
often
shamed? Use
the
experiences
in Zitkala-Sa’s essay
along
with those in
Beegle’s that we read earlier this
semester.
How does your school experience differ from ZitkalaSa’s?
LAB
Type Final Draft of Choice Essay #1
HOMEWORK: Read Part 3, Chapters 8-9 in HTWF and complete Reading Guide
Finish Choice Essay #1
Work on MySkills Lab
Week 9
CLASS
Choice Essay #1 Due
Quiz over HTWF (Part 3, Chapters 8-9)
Notes over Cause/Effect, Division/Classification, and Definition (Powerpoint)
Read “Mute in an English-Only World” by Chang-rae Lee (pgs. 321-323)
Quiz over “Must in an English-Only World”
Assign Choice Essay #2 (due Week #11. You must show proof of a rough
draft and peer editing – but we will not peer edit in class)
A Reading Process for Argumentative Texts Ch. 11 Crossroads – discuss and
complete Reading Guide
Journal Writing: Describe one of the patterns of development that we
discussed this week and elaborate on it. Put it in your
own words and list a few possible writing topics on that
pattern
LAB
Work on MySkills Lab
HOMEWORK: Read Part 3, Chapters 10-12 in HTWF and complete Reading Guide
Complete MySkills Ch. 11& 13 Warm-up and assigned lesssons
Week 10
CLASS
LAB
Quiz over HTWF (Part 3, Chapters 10-12)
Read “Aria: A Memoir of a Bilingual Childhood” by Richard Rodriguez (pgs.
307-310)
Writing Argumentative Texts Ch. 13 Crossroads – discuss and complete
Reading Guide
Assign Argumentative Research Paper (handout)
Begin discussing Citing Sources with MLA Documentation – have students start
Reading Guide
Journal Writings: Assign this quote and have students practice paraphrasing –
put it in your own words: “It isn't what you have or
who you are or where you are or what you are doing that
makes you happy or unhappy. It is what you think about
it.” ― Dale Carnegie, How to Win Friends and
Influence People
Looking at the list of argumentative topics, which ones look
interesting to you? Why? Choose two to prewrite on –
what would be your claim for each of these?
Work on Choice Essay #2
HOMEWORK: Read Part 4, Chapters 1-2 in HTWF and complete Reading Guide
Complete Choice Essay #2
Work on MySkillsLab, Complete Ch. 11 & 13 Post Tests
Weeks 11
CLASS
Choice Essay #2 due (beginning of class)
Quiz over HTWF (Part 4, Chapters 1-2)
Quiz over “Aria: A Memoir of a Bilingual Childhood”
Research Techniques- Citing Sources with MLA Documentation
Introduce Databases from KC library
Journal Writings: Practice doing a Works Cited entry for a book (use How to
Win Friends and Influence People)
Using pages 34-35 in MLA Guidelines, briefly list the
characteristics of a Works Cited page
LAB
Research Time (Databases) and Research Paper Writing Time
HOMEWORK: Read Part 4, Chapters 3-5 in HTWF and complete Reading Guide
Find and print two sources for your Research Paper
Work on MySkills Lab
Week 12
CLASS
LAB
Quiz over HTWF (Part 4, Chapters 3-5)
Working with sources – paraphrasing, summarizing, quoting and using correct
parenthetical documentation
Hand in topic, claim, thesis, and rough outline
Research Time (Databases) and Research Paper Writing Time
HOMEWORK: Read Part 4, Chapters 6-7 in HTWF and complete Reading Guide
Work on Research Paper – Rough draft due last class of next week
Weeks 13
CLASS
LAB
Journal Due
Quiz over HTWF (Part 4, Chapters 6-7)
Work on Research Paper
Peer Edit Rough Draft
Work on MySkillsLab, Powerpoint for Oral Presentation, or Research Paper
HOMEWORK: Read Part 4, Chapters 8-9 in HTWF
Finish Research Paper
Work on MySkillsLab
Week 14
CLASS
LAB
Argumentative Research Paper Due
Begin Oral Presenations
Finish Work on MySkillsLab
Weeks 15
Finish Oral Presentations
Review for the Final Exam
Week 16
FINAL EXAMS