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Reading 097W Academic Reading 3 Credits

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Reading 097W

Academic Reading

3 Credits

Instructor: Staci McNier

Term: Fall 2015

Section Location & Time: Section 227 MW 5:00pm-6:25pm Room S036

Office Location: S-044

Office Hours: M 8:00am-9:00am (Ricker)/4:00pm-5:00pm (Delta Main Campus S044) TR 1:00pm-2:00pm (Delta Main Campus S044)

Email: stacimcnier@delta.edu (preferred contact) Phone: (989) 686-9152

Mailbox Drop-off: in S46

Required texts: What the Best College Students Do The Pearson Textbook Reader

A dictionary Other required materials:

 Writing utensils

 A notebook or binder with paper for in-class writings and notes

 2 folders with pockets (one for additional handouts and to keep track of graded work; the other for the final project)

 Highlighters

 Access to the Internet, word processing, and the library  A package of index cards

 A posterboard (not needed until toward the end, see calendar for specifics)  Poster materials, i.e. glue, tape, scissors, markers, etc. (also not needed until the

end; feel free to share or borrow)  Required computer skills:

o Can access MyDelta email

o Can use Microsoft Word to word process 2-page paper o Can send an email with an attachment

o Can access Desire to Learn to access course content, check announcements and grades

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About the class:

Academic Reading prepares you to become a competent reader of college-level texts by addressing four components of reading: reading strategies, vocabulary, study skills, and content analysis. This course has the big, important job of getting you ready to read in all of your other classes. Expect and prepare to read regularly and thoroughly. This often entails reading texts more than once, and/or completing additional tasks to help with reading comprehension.

Along with regularly assigned readings, expect to complete homework tasks that illustrate reading comprehension, engage in feisty discussions about texts, write

analytically about texts, actively work on developing an improved vocabulary, and seek texts for specific academic purposes. Most importantly, get into the mindset of

Academic Reading--begin to think about your own reading in a way that allows you to customize what’s learned in this class to your own strengths and needs as a reader. Application is key. As you learn and work, think about how you might utilize the material for school and life outside of class.

ASSIGNMENTS AND GRADING:

Assignment Percentage

Participation 10%

Reading and Vocabulary Work 40%

Reflective Papers 10%

Pre- and Post-Tests* 10%

Content quizzes 20%

Final Project* 10%

TOTAL PERCENTAGE 100%

*All indicated assignments must be turned in or student will receive a failing grade, regardless of grade prior to these assignments.

Format:

Homework must be typed. Homework that is not typed will not be accepted. Work done in class can be handwritten, but must be legible or it will not receive a grade.

Late work:

Late work is not accepted, with the exception of major assignments, indicated above by an asterisk. In-class assignments, including quizzes, cannot be made up. Students who

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miss a class are responsible for getting the work they missed by consulting the course schedule, or by contacting a classmate before the next class so as to arrive as “caught up” as possible. Missed in-class assignments, including quizzes, cannot be made up.

Therefore, if you must miss a class and want to receive the credit for homework done, email the work to the instructor or drop it off before the start of class.

Major assignments must be turned in in order to pass the course. These, therefore, are accepted late, but at a penalty of 10%. Late major assignments must be turned in within one week of the due date. Beyond that, they are not accepted.

Documents submitted via email must be in doc or docx format. If an assignment is sent in another format, it will not be accepted.

Participation grade:

The educational theory of proximal development (Vygotsky, 1978) tells us that learning is social. A student can learn what is slightly beyond his/her current knowledge by social interaction centered around learning. Although homework, major assignments, quizzes and tests are all individually completed tasks, a large portion of class time is spent interacting with and learning from each other. This social aspect of class allows learning to reflect the diversity of experience we all bring to class and to the task of reading. Because so much of the richness of our class comes from this social interaction, students are given a grade for participation in quiz discussions. Participation in quiz discussion is worth ten points each time, for a total of 10% of your total grade.

Expectations for these ten participation points include:

 Assembling, sitting in, and disassembling discussion circle  Participating substantively in the discussion at least 2x  Listening to others

Quizzes:

Each time there is reading homework, expect a quiz. Typically, these will be given at the start of class. Students who are not in the room at the start of a quiz forfeit the right to take that quiz, therefore forfeiting all points possible on the quiz. This is an incentive to be in class on time. If there are times when the quiz is not administered promptly at the start of class, those in attendance when the quiz is posted are able to take the quiz. Civility:

Ours will be a classroom of respect, acceptance, and kindness. It’s important that all students feel safe and respected, and this is brought about first and foremost by being civil. Do your part to contribute to an environment of civility, and be courteous to each other. As we’ll discuss in our content analysis and vocabulary lessons, words and language make a great impact. Do not use “gay,” “retarded,” or other words meant to demean or single out in a derogatory context. If there are any students who contribute to incivility, they will be subject to Delta’s disruptive student policy. (See below.)

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Attendance:

Instructor Initiated Drop for Lack of Attendance:

Instructor Initiated Drop for Lack of Attendance
 
Within the guidelines of federal and/or state law provisions, your English instructor may drop you from a course if you miss the first class session and/or more than 2/15 (two fifteenths) of the class sessions for this course. *Dropping or being dropped from this course may have an impact on your current or future financial aid award; see financial advisor.

Please note: 2/15 of the class sessions = two weeks of a full semester course Notes regarding attendance:

Attendance is the number one indicator of student success in this course. If there are circumstances in your home or work life that are likely to prevent you from attending class regularly, you should drop the class and arrange to take it at a time that will work better for you. We utilize almost every minute of class time reaching for our outcomes and objectives, and to achieve these, you have to be here for the instruction and practice. Your instructor will not reteach a class you’ve missed. Therefore, it’s a good idea to trade contact information with two classmates so you can get any notes you might miss in the event of illness/emergency. You should also use your course schedule to stay on top of what is done in class and assigned for homework. Also, it’s possible to nickel-and-dime minutes accumulated through tardiness, early exits, extended breaks, etc. Contacting the instructor regarding an absence is a courtesy, but understand that the instructor does not differentiate between excused/unexcused absences.

Class contacts:

Name: Name:

Cell phone/Text #: Cell phone/Text #:

Delta email address: Delta email address:

Unnecessary interruptions/disruptions:

At the college level, it is expected that you will be respectful, interested, and actively involved in class. Your phone, and any other electronic devices, should be off during class. If there is a need for you to have your phone on, please clear this with the

instructor before class, and arrangements will be made. Per Delta’s policies, you may not bring your children/other guests with you to class for any reason. Any violation of interruption/disruption policy may lead to enactment of the disruptive student policy. Disruptive students (From the Delta College Catalog)

“Disruptive conduct taints the educational atmosphere and may endanger the safety of students and staff. Accordingly, when student conduct on campus creates a serious

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enough disruption such that the only reasonable solution is removal of the student, a faculty/staff member may temporarily suspend or expel that student from class/campus.” See www.delta.edu/catalog/StudentsRights.asp for the complete Delta policy.

Plagiarism:

All papers must be original work by the individual student produced during this course. Depending on the severity of it, plagiarism may result in actions ranging from redoing an assignment for a reduced grade up to an expulsion hearing. Any plagiarism at any degree of severity will be documented and go into your file. See

www.delta.edu/english/plagiarism.html for the complete Delta policy. Resources:

There are many resources available at Delta to assist you in any area of struggle. Specific resources you may use to help you to be successful in this class include:

Your instructor:

I am here during office hours to hold conferences, answer questions, clarify, and provide feedback. I can also be available at limited other times via appointment.

The best way to contact me outside of office hours is to send me an email. Please begin your email with “Dear Staci” and end with an appropriate closing, such as “Sincerely,” or “Thanks,” and type your name. Expect a response within 2 business days. Documents sent via email must be in doc or docx format. Assignments sent in another format will not be accepted. If you have trouble meeting any of the computer skills requirements, you may use office hours to address some of these concerns, but should do so early in the semester.

Disability services:

If you have a documented disability that affects your academic performance, and you need an accommodation, please contact the Office of Disability Services in D102. The telephone number is 686-9330. The director is TBA, D-wing, D102. His/her number is 686-9322. He/she can assist you in getting the services you need to be successful in this course.

The WRIT Center:

Delta College’s Writing, Reading, and Information Technology Center is located in the back of the library (LLIC.) There, you can receive help with any stage of the writing or reading process, as well as assistance in composing using digital media. You may also seek assistance with word processing skills at the WRIT Center, and if so, should do so early on in the semester. Consultations are given on a walk-in basis, are one-on-one, and are catered to your needs and goals.

Desire to Learn:

Some elements of this course, including class announcements, some supplemental materials, and your grades, are managed using Delta’s Desire to Learn learning

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then “elearning,” then selecting your class. Grades are inputted as they are updated. If ever you have questions about your grade, please let your instructor know.

Class cancellations:

Delta uses local TV and radio stations to announce closures, as well as posting the

information on its website. If the college is officially closed, we do not have class. If the college is delayed for a number of hours, any classes that begin before the cancellation window are cancelled. (So, if class is at 9:00 and classes are delayed until 10:00, the whole 9:00 class is cancelled.)

If the instructor needs to cancel class, an email will be sent to students and a note posted on the door.

In the event of any type of cancellation, check your email for assignments and homework. The missed class will go online; it is not simply skipped.

Grading scale: 94-100% = A 74- 76% = C 90-93% = A- 70-73% = C- 87-89% = B+ 67-69% = D+ 84-86% = B 64-68% = D 80-83% = B- 60-63% = D- 77-79% = C+ Below 60% = F

Summary of Course Outcomes/Objectives: (From Delta College Catalog) Apply active reading strategies to a variety of academic texts by:

Objectives:

A. Previewing and predicting B. Accessing prior knowledge C. Questioning

D. Annotating

E. Mapping and creating graphic organizers F. Summarizing and reviewing

Demonstrate the ability to make meaning from a variety of academic texts by: Objectives:

A. Recognizing main ideas, key supporting points, and organizational patterns B. Exploring applications and purposes

Apply various techniques for learning and using both self-selected academic vocabulary and teacher-assigned academic vocabulary through:

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A. Pronunciation and read-aloud fluency B. Context clues

C. Word parts

D. Paper and electronic references

Access, analyze, and use information appropriate for a specific purpose, including an introduction to documentation.

Demonstrate an awareness of how reading can be relevant, important, and enjoyable.

Writing to learn through activities such as: Objectives:

A. Freewriting

B. Writing reader responses

C. Informally summarizing and synthesizing

NOTE: This syllabus is not a contract. It may be modified as the instructor sees fit, so long as students are notified in a timely fashion.

References

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