Jackson Community CollegeCourse: College Reading: ENG 085Day/Time: T/R 5:00PM - 6:56PM Section: 07Location: WA 217-1Fall 2008Instructor: Amy LeightonOffice: Center for Student SuccessOffice Phone: 517.796.8445 Email: [email protected] and Supplies:1. Introduction to Critical Reading, sixth edition, by Leah McCraney.2. The Last Lecture, by Randy Pausch and Jeffrey Zaslow3. Spiral notebook4. Folder5. Highlighter6. Sticky notes7. Thesaurus 8. Dictionary Course Objectives:1. Improve reading comprehension2. Improve vocabulary3. Write summaries demonstrating understanding of reading selections4. Create connection between texts and personal experiences5. Combine information from several sources6. Read for enjoyment and information 7. Develop a range of study skills and strategiesThese course components address and/or measure achievement of the aboveobjectives.1. Nelson-Denny Reading Pre & Post Tests2. Reading response journals: writing summaries and making connectionsbetween texts and your life3. Vocabulary development assignments and tests4. Researching and synthesizing information project5. Personal reading and discussionResponses to Introduction to Critical Reading and the Last Lecture:1You are expected to read the assigned works and respond to them in your reading journal (spiral notebook). Unless it is otherwise specified you should write about the works, concentrating on 1) identifying and describing your thoughts and questions as you read, 2) determining the author’s purpose and/or key points in the texts, 3) telling your related stories. Your handwriting must be legible. Otherwise, your papers should be typed andattached in your notebook. Journals count as 40% of your grade.1) Metacognition:Being aware of your own thinking. Record your thoughts, questions or difficulties (and what you did to resolve them) that occur as you’re reading. Holding your thoughts on sticky notes or writing in the margins of your text will help you put your thoughts together when you write about the assigned reading in your notebook. You may use one of the following prompts to start your writing:In my mind I can picture/visualize…I think this means…I wonder…I infer…I’m confused by…The confusing part was…This term/vocabulary word caused me to be confused…I didn’t understand this sentence…I will help myself by…2) Focus & Author’s Intent:Using your own words present the author’s intent for writing the work. What does the author want you to know? What seems to be the main idea, focus, or purpose of the work? Give evidence from the text to defend your thinking. Also, include how the work is organized. Does the work begin in the middle of the action, at the end? In what sequence does the work describe /discuss the setting, characters and events. Who is the speaker of the work? What is the tone of the work? Happy, energetic, sad, confused, frustrated, optimistic, ashamed, guilty, weak, proud, hopeful, satisfied, content, annoyed, bitter, hostile, jealous, critical, worried, unsure, hurt, etc.What words (evidence in the text) make you believe your conclusion?You may use the following prompts to start your writing:This is important because …The author wants me to know…The author’s message is …I believe the purpose of this work is…2The focus of this work is… 3) Application:What stories from your own or another person’s experiences come to mind asyou read?Write about how some part of the text relates to you, another text or the world.You may use the following prompts to start your writing:This reminds me of…I once saw a movie similar to …This character reminds me of…In another class we discussed…I saw an article in a newspaper/magazine that discussed this same issue…This reminds me of the lyrics from the song…The Reading Response Journal will be graded by the following measures:The sections are clearly labeled 1, 2 and 3 and the areas of focus are addressed and highlighted.The journal response thoroughly and clearly discusses each point.The writing is legible. The response is no more than one page in length.Vocabulary:You will have three lists containing up to twenty-five vocabulary words on each list.The words are necessary for clear understanding and comprehension of the work in addition to building personal vocabulary. A vocabulary test will be administered for each of the three lists. Prefix, suffix and root word study will also be a component of vocabulary development.Vocabulary, prefix, suffix and root word assignments and tests will count as 30% of your grade.In-Class Participation & Projects:Projects and in class participation will be discussed and explained throughout the term and will count as 30% of your grade. Failure to attend class will 3result in zero participation and in class activity points. No make up assignments will be available for day of absence. Grades:100-93=4.092-88= 3.587-83=3.082-78=2.577-71=2.070-64=1.563-56=1.055-48=0.5Attendance:Attendance is mandatory. 8 absences: no credit6 absences: highest possible grade 2.004 absences: highest possible grade 3.003 absences: highest possible grade 3.5Withdrawal:If you stop attending this course, it is your responsibility to complete the paper work for a “Withdrawal.” Please don’t assume if you quit attending class it, will be understood you have withdrawn or quit. Without a formal withdrawal, a grade will be given at the conclusion of the course, with or without your attendance.Should you need to request and “Incomplete,” the request must be written. Keep in mind that “Incompletes” are reserved for work that is “sufficient in quality but not sufficient in quantity.”Academic Honesty Policy:The JCC catalog states, “Academic honesty expected of all students. It is the ethical behavior that includes producing their own work and not representing others’ work as their own, either by plagiarism, or by cheating, or by helping others do so… Faculty members who suspect a student of academic dishonesty may penalize the student by taking appropriate action to and including assigning a failing grade for the paper, project, report, exam or the course itself. Instructors should document instances of academic dishonesty in writing to the Academic Dean.”Assessing Your Reading Skill Progress:At the beginning and end of the semester, you will take the Nelson-Denny Reading Test. This is one way to determine whether you have achieved the level of