Krieg INRW 0420 8-10A

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Integrated Reading and Writing

Central College

INRW 0420 – Integrated Reading & Writing II

CRN 54164 – Semester Spring 2018

3 hour lecture /2 hour lab course / 80 hours per semester/ 16 weeks Class Time: MON: 8am-10:20pm Location: Rm 223 Lab: WED: 8-9am Rm 418

WED: 9a-10:20am

Instructor: Professor, Elaine Krieg

Instructor Contact Information: Elaine.Krieg@hccs.edu

INRW Dept. (713) 718-5410 (To leave a message)

http://learning.hccs.edu/faculty/ElaineKrieg

Office location and hours: TBA: Call 713.291.9096 to make an appointment

Please feel free to contact me concerning any problems that you are experiencing in this course. You do

not need to wait until you have received a poor grade before asking for my assistance. Your performance

in my class is very important to me. I am available to hear your concerns and just to discuss course

topics. Feel free to come by my office anytime during these hours.

Course Description

This course is a combined 3 hour lecture/ 2 hour lab (1 hour technology lab & 1 hour writing lab),

performance-based course designed to develop students’ critical reading and academic writing skills. The

focus of the course will be 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. The course integrates complementary reading and writing assignments with special emphasis

given to reasoning and responding to issues arising from class readings. This course is designed to

prepare students for college level reading and writing intensive courses including ENGL 1301. Students

will learn to write effective, logical essays, utilizing textual support to develop reading comprehension

strategies, and to analyze, synthesize and make value judgments using critical thinking. Lab required. The

course fulfills TSI requirements for reading and writing. Students who successfully complete thus course

will qualify to take ENGL 1301.

Prerequisites

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Students may enter this course if they have placed or tested into the former GUST 0342 and/or ENGL

0310. Placement into INRW 0420 is a result of a TSI score based on the following:

Prerequisite for INRW 0420 - Placement based on scores from TSI Assessment

Placement Reading ABERD Writing ABEWD WS

INRW 0420 310-341 NA 340-390 NA 4

*INRW 0420 342-350 NA 340-390 NA 4

*INRW 0420 342-390 NA 363-390 NA 0-3

Course Goal

The goal of INRW 0420 is to prepare students for college-level courses such as Freshman Composition,

History, Government, Psychology, and other freshman college courses.

Student Learning Outcomes

Upon successful completion of this course, students will be able to:

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.

11.

12. Any student who faces challenges securing food or housing and believes this may affect his or

her performance in the course is urged to contact the Dean of Students for support.

Furthermore, please notify the professor if you are comfortable in doing so. This will enable us

to provide any resources that HCCS may possess.

13.

16 WEEK CALENDAR 8-10am (Assignments are subject to change)

DUE TOPICS Journal in-class HOMEWORK.

Day1

Mon

Jan

22

Overview- Diagnostic--Writing/Reading expectations-

HOW to improve Contract

Persuasive

Response

Text and CONNECT

Reading As assigned

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Day2

Jan

24

How to Improve -Context Clues 1-Part of speech 1 Tone

words and Expression of Tone

Overview-new students-everyone else can go home.

Complex sentence

Have Had an A

Sentence with all

parts of Speech

Chapter 2 pp.39-44

pp.120-121

Day3

Mon

Jan

29

Kim’s Lesson Review Plays 1-3 Summary.1 Simeon Rice

Target 3 editing and active reading and Review How to

Make Main Ideas + Thinking Patterns- Parts of speech mini

Quiz 1

Complex sentence

Have Had an A

Sentence with all

parts of Speech

https://www.youtub

e.com/watch?v=8m

XtcxZdPPE

Vocabulary Hide and

eek Kim’s Problem-

Tone handout 5

Day4

Jan

31

Complex Sentences Quiz individual then group

9 pargh review- Main Quiz 7 parph group and review

Compound

Sentences

Paragraph handout

Write main ideas

Day5

Mon

Feb

5

Biology annotation and quiz.2 Sentence Comb-Lab 2

Rhetorical Analysis Lecture Complex Sentences Quiz 3

RODEO Compound

Sentences

Chapter 3 pp.87-90

Chapter 3 pp.100-

105

Day6

Feb

7

Common Errors Quiz group and Review

Types of sentences 2

Chapter 5 pp.125—

127 p.134, and pp

139-140.

Day7

Mon

Feb

12

Bullies Essay

“Outwitted” by Markham

Classification 1

Chapter 6 pp. 156-

157 “Outwitted” by

Markham

Day8

Feb

14

Emerging Adult Quiz X 5–and review Persuasive Essay

Template abortion and articles Common Errors Quiz 4

RODEO www.Procon.org

Find and cite quotes

to support abortion

point of view

Feb 19 President’s Day Holiday

Day 9

Feb

21

Review Abortion Essay

Target 6 Editing6

Abortion Essay

Day10

Mon

Feb

26

Target Worksheet 12 Paragraph Editing group and Review

Review Abortion Essay Citing-

MLA Citing MLA Citing pp.465-

471

Day11 Feb

28

Target Worksheet 11 Paragraph Editing Quiz 7

Review Unit 3

pp.542-550

Day 12

Mon

Mar

5

MIDTERM-Objective=50% Abortion Essay-25%

Editing -25%

Persuasive Essay

LAST DAY Abortion

ESSAY

Day13 Mar

7

IF Midterm Diagnostic= 80,-Abortion Essay=70, and editing

70, then you can be OFF Today. You must be personally

notified, or you will be absent.

SPRING BREAK HOLIDAY MARCH 12-18

Day 14

Mon

Mar

19

Critical Thinking Terms and Facts and Purpose

What Freedom means Picture Essay group

Classification 2

ERRORS Checklist

Individual

Picture of freedom

Chapter 6 pp.175-

180

Day 15 Mar

21

Purpose 9-Bias Abortion Activity-8 The Story of an Hour

Chapter 6 pp. 209-

218

Day 16

Mon

Mar

26

Inference Worksheet Lydia, Oh Lydia 4 summary Analysis Chapter 3 pp. 60-69

Day 17 Mar

28

Common Errors Quiz- (Grade replaces Lowest Quiz score)

Day 18

Mon

Apr

2

LAST DAY TO DROP- Cleaning Article Summary 5 and

Example Rhetorical Analysis

Cleaning: Article-

Summary

Day 19 Apr

4

Intro to Final Essay Brainstorming Chapter 12 pp. 402-

409

Day 20

Mon

Apr

9

Submit Final Argument Draft 1

Annette is in Love 6

Day 21 Apr

11

Review Draft

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Day 22

Mon

Apr

16

Argument Revision 1

Salvation Summary and Rhetorical Analysis 9

Read “Salvation”

Day 23 Apr

18

Review Revision for Argument Essay LAST DAY TO

SUBMIT JOURNAL

Day 24

Mon

Apr

23

Submit Final Argument Essay 1 Errors Checklist grade so far

Progress Report if essay if Essay is 70 or above

Final If Journal and

CONNECT complete

Day 25 Apr

25

Submit final Argument Essay 2 Errors Checklist grade so

far if Essay is 70 or above Progress

Final If Journal and

CONNECT complete

Day 26

Mon

Apr

30

Errors Checklist grade so far Progress Report Errors

Checklist grade so far if Essay is 70 or above.

6 modules at 70%=

+5 added to Final

grade--------

LAST DAY TO

COMPLETE CONNECT

Day 27 May

2

Report Review Final Exam Errors Checklist grade so far

Progress Report Errors Checklist grade so far

Final If Journal and

CONNECT complete

LAST DAY TO

SUBMIT Final Essay

Day 28

Mon

May

9

Final Objective

Instructional Methods

A variety of instructional methods are used throughout the semester. Examples may include class

discussions, lectures, readings, reflections, group projects, research, assessments, video/DVD, internet

searches, and presentations.

As an instructor, I want my students to be successful. I feel that it is my responsibility to provide you with

knowledge and opportunities for critical thinking and applications as appropriate.

As a student wanting to improve your academic reading and writing ability, it is your responsibility to do

the assigned readings and writings, submit assignments on time, participate in discussions and other

activities, attend class (face-to-face and online portions), and enjoy this learning experience as you learn

how to better your comprehension and writing skills.

Student Assignments Assignments have been developed that will enhance your learning. You will be required to successfully

---Complete reading and writing assignments/activities

---Compose and revise paragraphs or essays

---Complete weekly CONNECT online activities

Student Assessments

Knowledge checks in the format of quizzes, essays, projects, online lab exercises, flipped lessons, and

exams. Three-four essays and selected revisions and Final Exam

EGLS3 -- Evaluation for Greater Learning Student Survey System (Fall and Spring only) At Houston Community College, professors believe that thoughtful student feedback is necessary to

improve teaching and learning. During a designated time, you will be asked to answer a short online

survey of research-based questions related to instruction. The anonymous results of the survey will be

made available to your professors and division chairs for continual improvement of instruction. Look for

the survey as part of the Houston Community College Student System online near the end of the term.

Instructor Requirements As your Instructor, it is my responsibility to:

Provide grading scale and formula explaining how student grades are to be derived

Facilitate learning environment through class activities, discussions, and lectures

Description of any special projects or assignments

Inform students of policies such as attendance, withdrawal and tardiness

Provide course outline, calendar, and description of any special projects or assignments

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Arrange to meet with individual students before and after class as required

To be successful in this class, it is the student’s responsibility to:

Attend class and participate in class discussions and activities

Read and comprehend the textbook

Complete the required assignments and exams:

Ask for help when there is a question or problem

Keep copies of all paperwork, including this syllabus, handouts and all assignments

Program/ Discipline Requirements

In this class you will be required to take a pretest and posttest as well as complete any supplemental lab

materials.

HCC Grading Scale

A = 100 – 90:……………………………………4 points per semester hour

B = 89 – 80: …………………………………….3 points per semester hour

C = 79 – 70: …………………………………….2 points per semester hour

69 and below = F or IP………………………….0 points per semester hour

IP (In Progress) …………………………………0 points per semester hour

W(Withdrawn)…………………………………..0 points per semester hour

IP (In Progress) is given only in certain developmental courses. The student must re-enroll to receive

credit. COM (Completed) is given in non-credit and continuing education courses. To compute grade

point average (GPA), divide the total grade points by the total number of semester hours attempted. The

grades “IP,” “COM” and “I” do not affect GPA.

Grading Criteria Your instructor will conduct quizzes, exams, and assessments that you can use to determine how

successful you are at achieving the course learning outcomes (mastery of course content and skills)

outlined in the syllabus. If you find you are not mastering the material and skills, you are encouraged to

reflect on how you study and prepare for each class. Your instructor welcomes a dialogue on what you

discover and may be able to assist you in finding resources on campus that will improve your

performance. The ERRORS Checklist will be used to Grade all written work.

Grading Percentages

Instructor’s Choice-Weekly Points (attendance/listening habits)

(10pts) Improvement reading + written at midterm (+ or -) 10% of your final grade

Paragraphs and Summaries (in-class 10pts)

Quizzes (10pts) and Textbook/YOUTUBE/Article Assignment

Notes in JOURNAL 12 dated with topic ENTRIES 10pts)

250 word minimum 30% of your final grade

ONLINE CONNECT (6 reading modules)

70% each module only +5 pts added to final grade

Major Works-(4) Narrative, Persuasive, Argument

and Classification Essays 25% of your final grade

Midterm (objective and written improvement) 10% of your final grade

Final Exam Objective (10pts) and

Argument Essay (15pts) 25% of your final grade

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Total =100%

IN-CLASS LAB AND JOURNAL IMPROVEMENT MONITORING Students will demonstrate listening and comprehension skills through LAB worksheets distributed during class. Mastery Quizzes will be given to measure learning objectives. Journal entries should include notes taken from textbook/youtube/and articles designed for the study of concepts that will appear on the Midterm and Final Exam. JOURNAL entries MUST have a topic and date. ZERO grade if Journal is lost.

Students may not make up in-class work. Thus, attendance is mandatory. I want you to succeed as a college student and as an employee. It is VERY difficult to maintain good standing in a college course or on the job unless you attend regularly and are dependable. ON-LINE CONNECT 1. Use CONNECT software to improve your understanding of reading and writing skills. If you

complete 6 reading modules and earn 70% on each one you will earn +5pts to your total grade at the end of the semester.

2. User Name: Your Email Address Password: Write it down and do not show it to anyone. THE COMMON ERRORS CHECKLIST HOW YOU ARE GRADED ON WRITTEN WORK THE ERRORS CHECKLIST is a rubric used for grading your written assignments in this class. Each error is

worth 10 points. After you have completed the diagnostic essay, you will receive an ERRORS CHECKLIST with

check marks next to the errors that you demonstrated in your writing.

Get rid of or fix your personal errors by using the Textbook and HELPFUL RESOURCES in this syllabus. I will

keep original in-class samples of your work to see if you have fixed these errors in your writing.

I will evaluate your improvement by the number of errors eliminated on your individual Common Errors Checklist. MIDTERM EXAM The Midterm is a comprehensive exam of skills and concepts that were discussed in-class and in assigned textbook/youtube/or other reading assignments. It contains multiple-choice questions, fill-in-the blank questions, and short written responses to reading selections. Finally, a paragraph will be written from details in an outline. You will earn points on Instructor’s Choice Grade by demonstrating improvement (reducing your favorite errors). INSTRUCTOR’S CHOICE I want my students to understand the importance of having respect for others who come from different backgrounds, religions, cultures, and beliefs in preparation for college and the workplace. You will lose 20 points each day for tardiness, texting, and talking during lectures because they are distracting to your classmates. Plus, these habits cause you to miss information you will need in order to pass your college courses. Most absences are avoidable. Learn to prepare in advance to prevent absences: schedule appointments around class hours and arrange alternate childcare or transportation. College courses do not review what you missed and you will be left behind. THEREFORE, you must be withdrawn 10 minutes into your 4

th absence. If you have to be absent, make sure that it is an emergency because. all

absences are unexcused (see Title IX under HCCS policies) Also, if you are more than 45 minutes late, you will be counted absent. After the last day to drop, however, you may take the TSI to see if you can test out of INRW 0420. Since each test is $10 each, it is up to you if you want to retest. But, if you place into ENGL 1301, you will earn a C. If you do not test higher than INRW 0420 and you are repeating INRW 0420, you will earn an F. If you are taking INRW 0420 for the first time, then you will earn an IP. An IP grade will not affect your financial aid. . Points earned for Instructor’s Choice Grade: 100 points per week. Tardiness, Texting, and Talking during lecture = minus 20 points per day. Absence = minus 50 points per day.

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Improvement (number of errors eliminated at Midterm compared to Diagnostic = number (x.05) added to Instructor’s Choice grade.. Final Exam Part 1: The exam will measure your ability to: use context clues, read actively, apply proper punctuation, apply proper grammar, and to edit, evaluate, and summarize a variety of texts. Part 2: You will be given a choice of topics for writing a 5-paragraph argument essay. This essay must be typed. (12pt font). Use factual sources to support your claim and include a work cited page. Major Works Essays Students are required to complete a series of persuasive essays. I want my students to write in the manner that is expected in college and in the workplace. I want my student to have a power tool for protection, promotion, and protest. Those who cannot express themselves to the general public in the language of the general public are not heard by the general public.

.

Major Essays-Are completed in class. Picture your best hand-written work and submit the original. Then, revise your copy.

Instructional Materials Hoeffner, Lisa and Kenneth Hoeffner. Common Places. McGraw-Hill Education, 2015. ISBN: 978-1-260-19544-6

Flash Drive (8GB), College Level Dictionary and Thesaurus, Binder/Folder, Notebook/Notebook Paper,

Pens/Pencils, Highlighter, Scantrons (Form 882-E)

HCC Policy Statements

DISTANCE EDUCATION POLICIES:

All students are responsible for reading and understanding the HCC Online Student Handbook, which

contains policies, information about conduct, and other important information. For the HCC Online

Student Handbook click on the link below or go to the HCC Online page on the HCC website.

The HCC Online Student Handbook contains policies and procedures unique to the online student.

Students should have reviewed the handbook as part of the mandatory orientation. It is the student's

responsibility to be familiar with the handbook's contents. The handbook contains valuable information,

answers, and resources, such as HCC Online contacts, policies and procedures (how to drop, attendance

requirements, etc.), student services (ADA, financial aid, degree planning, etc.), course information,

testing procedures, technical support, and academic calendars. Refer to the HCC Online Student

Handbook by visiting this link:

http://www.hccs.edu/media/houston-community-college/distance-education/student-services/HCC-

Online-Student-Handbook.pdf

Access Continuing Education Policies on their website: http://www.hccs.edu/continuing-education/

Access Students Rights, Policies, and Procedures on their website: http://www.hccs.edu/district/students/student-handbook/

Disability Support Services

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HCC strives to make all learning experiences as accessible as possible. If you anticipate or experience

academic barriers based on your disability (including mental health, chronic or temporary medical

conditions), please meet with a campus Abilities Counselor as soon as possible in order to establish

reasonable accommodations. Reasonable accommodations are established through an interactive process

between you, your instructor(s) and Ability Services. It is the policy and practice of HCC to create

inclusive and accessible learning environments consistent with federal and state law. For more

information, please go to http://www.hccs.edu/district/students/disability-services/

Discrimination Houston Community College is committed to cultivating an environment free from inappropriate conduct

of a sexual or gender-based nature including sex discrimination, sexual assault, sexual harassment, and

sexual violence. Sex discrimination includes all forms of sexual and gender-based misconduct and

violates an individual’s fundamental rights and personal dignity. Title IX prohibits discrimination on the

basis of sex-including pregnancy and parental status-in educational programs and activities. If you

require an accommodation due to pregnancy please contact an Abilities Services Counselor. The

Director of EEO/Compliance is designated as the Title IX Coordinator and Section 504 Coordinator. All

inquiries concerning HCC policies, compliance with applicable laws, statutes, and regulations (such as

Title VI, Title IX, and Section 504), and complaints may be directed to:

David Cross, Director EEO/Compliance, Office of Institutional Equity & Diversity

3100 Main, Houston, TX 77266-7517 or Houston, TX 77266-7517 or Institutional.Equity@hccs.edu

(713) 718-8271

Campus Carry Law At HCC the safety of our students, staff, and faculty is our first priority. As of August 1, 2017, Houston Community

College is subject to the Campus Carry Law (SB11 2015). For more information, visit the HCC Campus Carry web

page at http://www.hccs.edu/district/departments/police/campus-carry/.

The Integrated Reading and Writing Program Statement The Integrated Reading and Writing Program at Houston Community College provide opportunities for students

to refresh and advance their reading and writing skills in order to maximize their ability to perform in college-

level courses. The program offers courses for both native and non-native students who demonstrate a need to

develop the critical reading and writing skills that will be required throughout their college careers and beyond

by the TSI assessment. These courses focus on key reading and writing skills with an emphasis on reading

comprehension, composition, and critical reading and analysis of a variety of texts.

Helpful Resources: Syllabus: http://learning.hccs.edu/faculty/elainekrieg

Literary Devices used in ENGL 1301: https://literarydevices.net/parallelism/

Procon.org: www.procon.org

Online Tutoring & Support: https://hccs.upswing.io

Purdue OWL: http://owl.english.purdue.edu/owl/resource/747/01/

Grammar PP: http://grammar.ccc.commnet.edu/grammar/powerpoint.htm

HCCS Prep Online: http://tlr.hccs.edu/gcpass/prep_home.htm

Tutoring & Support: https://hccs.upswing.io/ Find a Tutor: http://ctle3.hccs.edu/alltutoring/ Men of Honor: http://www.hccs.edu/district/about-us/minoritymale/men-of-honor-sign-up-form/

ERRORS CHECKLIST Example or explanation of Error=10 points each on all written work Fixed

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Unable to write 5 complete sentences

in one paragraph

College students must be able to think of at least 5 sentences that they can write about a topic.

A main idea sentence that is not

clearly stated.

Incorrect: There are three types of bullies. Joe was threatened at school. (Your readers are lost because your main idea has nothing to do with the next sentence. Who is Joe?). Correct: There are three types of bullies. Physical bullies use against their victims. For example, they may ….

A major detail sentence that does not

logically support the main idea.

Incorrect: There are three ways to cook potatoes. Potatoes are delicious. (Your readers are lost because they expect you talk about a way to cook potatoes, not how delicious they are.) Correct: There are three ways to cook potatoes. Potatoes can be baked. Place the raw potato…

A fragment

An incomplete sentence (a complete sentence has a Subject, a verb, and an image

Incorrect: Having been to college. Correct: He knew a lot because he had graduated from college Incorrect: Which he did after the fight. Correct: He left town after the fight.

A run-on Periods are not added after each complete sentence.

Incorrect: Before I went to college, I was working in a job, and I tried to get a promotion but didn’t have the required education, so I decided to take classes. Correct: I couldn’t get a promotion because I didn’t have the required education. Consequently, I made the decision to take college courses.

A subject-verb agreement error. I You They =Have She He It =Has Did it happen in the past? Add ed to the verb.

Incorrect: They has been at the park all day. Correct: They have been at the park all day. Incorrect: You has a lot of friends. Correct: You have a lot of friends. Incorrect: She have a lot of friends. Correct: She has a lot of friends. Incorrect: He want to go home. Correct: He wants or he wanted to go home. Incorrect: I seen him at her house that day. Correct: I saw him at her house that day.

A pronoun-agreement error

Pronoun-Antecedent error One person=he or she

Incorrect: A student was hurt because they fell down. Correct: A student was hurt because she fell down.

A first (I, We) or second person

(You) reference in a factual,

academic writing assignment.

Incorrect: After the lung is removed, you should look for infection in the cavity. (factual information does not contain opinion.) Correct: After the lung is removed, look for infection in the cavity.

2 incorrect uses of commas, or an omission of commas in one written assignment. Put a comma BEFORE a FANBOYS that connects two complete sentences. ,for he and she ,nor would he ,but he ,or she ,yet it

Incorrect: Although he was tired he stayed up all night Correct: Although he was tired, he stayed up all night Incorrect: He was tired but he stayed up all night. Correct: He was tired, but he stayed awake all night Correct: He was tired but stayed awake all night. (no he=no comma) Correct: He was tired although he stayed up all night. (no FANBOYS=no comma

An incorrect use of their, there, or

they’re.

Their=Belongs to someone

Incorrect: Sue finally gets their. However, she soon finds out that there unfit parents who didn’t feed they’re kids. Correct: Sue finally gets there. However, she soon finds out that they’re unfit parents who didn’t feed their kids.

2 apostrophe errors Incorrect: His mom car was totaled. Correct: His mom’s car was totaled.

2 too or to errors

Incorrect: I went too the store. Correct: I went to the store.

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