Meeting Date:
READ 184
Launched
EFFECTIVE: Summer 2011
Modesto Junior College
Course Outline of Record
READ 184
I.
OVERVIEW
The following information will appear in the 2011 - 2012 catalog
READ 184 Critical Reading
3 Units
Reading for inferred ideas, evaluation of ideas, tone, mood, and style. Discussion of
application of reader's knowledge to reading material.
Field trips are not required. (A-F Only) Lecture
Transfer: (CSU)
II.
LEARNING CONTEXT
Given the following learning context, the student who satisfactorily completes this course should be able to achieve the
goals specified in Section III, Desired Learning:
A.
COURSE CONTENT
1.
Required Content:
A. Modes of discourse Narration, Description, Exposition, Persuasion
B. Methods of paragraph development
1. Example/illustration
2. Process
3. Compare/contrast
4. Definition
5. Analysis/classification
6. Cause and effect
7. Analogy
C. Patterns of organization
1. Chronological order
2. Spatial order
3. Deductive order
4. Inductive order
5. Emphatic order
D. Language
1. Denotation/Connotation
2. Slanted language
3. Metaphor
4. Simile
5. Personification
6. Misused/abused language
a. Doublespeak
b. Euphemisms
c. Politically correct language
d. Sneer words
E. Tone
F. Critical Evaluations of persuasive writing
1. Uncovering arguments and unstated assumptions
2. Determining evidence and reasoning
a. Deductive argument
b. Inductive argument
3. Appeals in argument
4. Logical fa llacies
G. Short story analysis
1. Plot
2. Character development
Division: Literature & Language Arts
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Meeting Date:
READ 184
Launched
EFFECTIVE: Summer 2011
3. Theme
H. Apply world-view concept to multi-cultural readings*
B.
ENROLLMENT RESTRICTIONS
1.
Requisite Skills
Before entering the course, the student will be able to:
a.
C.
Read high school-level materials with literal understanding.
HOURS AND UNITS
3 Units
INST METHOD
D.
E.
TERM HOURS
UNITS
Lect
54
3.00
Lab
0
0
Disc
0
0
METHODS OF INSTRUCTION (TYPICAL)
Instructors of the course might conduct the course using the following method:
1.
Lecture
2.
Assign readings to reinforce the lecture
3.
Question students orally and lead student discussions
4.
Structure activities for cooperative learning groups
5.
Prepare assignments emphasizing critical and evaluative analyses of assigned readings
6.
Structure assignments that require students to identify the author's thesis and major points of support
ASSIGNMENTS (TYPICAL)
1.
2.
EVIDENCE OF APPROPRIATE WORKLOAD FOR COURSE UNITS
Time spent on coursework in addition to hours of instruction (lecture hours)
a.
Two hours of homework are assigned per hour of class
b.
Readings from the text for each class meeting
c.
Readings from non-text materials for each class meeting
d.
Written assignments based on readings due each class meeting
e.
Daily independent practice and memorization of vocabulary words and their Latin and Greek
roots
EVIDENCE OF CRITICAL THINKING
Assignments require the appropriate level of critical thinking
a.
Analyze reading passage to determine tone. Give specific examples of word usage that develop
author's tone.
b.
Analyze a persuasive essay and identify those arguments that involve faulty logic. Explain why
the support is faulty.
Division: Literature & Language Arts
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Meeting Date:
READ 184
Launched
EFFECTIVE: Summer 2011
c.
F.
III.
Analyze a reading passage for connotative and slanted language. Explain how this affects the
thesis.
TEXTS AND OTHER READINGS (TYPICAL)
1.
Book: Nist, S., & Simpson, M. (2001). Developing vocabulary for college thinking Boston Allyn and
Bacon.
2.
Book: Johnson, B., & Gamer, S. (1999). Advanced word power New Jersey Townsend Press.
3.
Book: Deanne Spears (2008). Developing Critical Reading Skills (9/e). McGraw-Hill.
4.
Book: Teresa Ferster Glazier (2007). The Least You Should Know About Vocabulary Building (6/e).
Wadsworth.
DESIRED LEARNING
A.
COURSE GOAL
As a result of satisfactory completion of this course, the student should be prepared to:
read and understand sophisticated, college-level narrative, descriptive, expositive, and persuasive writing.
B.
STUDENT LEARNING GOALS
Mastery of the following learning goals will enable the student to achieve the overall course goal.
1.
Required Learning Goals
Upon satisfactory completion of this course, the student will be able to:
a.
Identify the mode of discourse and approach the reading in a manner appropriate for the
particular mode,
b.
Identify author's purpose as determined by mode and context,
c.
Identify method of development and use this information to express thesis with greater accuracy,
d.
Appraise the author’s word choice and explain the denotative and connotative meanings of
words as used in assigned readings and express the effect of these word choices on the
reader's reaction to the piece,
e.
Identify an author's use of slanted language and express the effect on the meaning,
f.
Identify the use of figurative language (personification, similes, metaphors) in assigned readings
and explain the quality or trait being exposed or emphasized by the author,
g.
Identify and evaluate the author's tone (including irony) and point of view,
h.
Distinguish among the various ironic stances (wit, satire, cynicism, sarcasm),
i.
Identify special effects used by authors, specifically: understatement, hyperbole, alliteration,
repetition, and unusual sentence structure,
j.
Analyze an author's argument and the unstated assumptions on which the argument rests,
k.
Interpret the author's bias and authority,
l.
Analyze the appeals an author makes in presenting his argument,
m.
Appraise logical fallacies present in arguments,
n.
Identify and describe key aspects of the plot: 1.setup 2. suspense 3. climax
4. denouement 5. resolution
Division: Literature & Language Arts
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Meeting Date:
READ 184
Launched
EFFECTIVE: Summer 2011
IV.
o.
Trace the development of characters through their actions and motivations,
p.
Explain any character or action which is meant to be symbolic,
q.
Identify and express the story's theme,
METHODS OF ASSESSMENT (TYPICAL)
A.
B.
FORMATIVE ASSESSMENT
1.
Pre-test
2.
Book evaluations
3.
Essay tests
4.
Critical essays analyzing assigned readings
5.
Vocabulary exams
6.
Exams to evaluate student understanding of rhetorical devices
SUMMATIVE ASSESSMENT
1.
Cumulative final exam
2.
Post-test
Division: Literature & Language Arts
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