English 1310indy-Reading Studies Pilot
TR 1:10-2:25 [tentative]
SITE: indy1310.blogspot.com
Bonnie Garcia, STUDIO Intern (COAS 246; bmgarciaz@broncs.utpa.edu)
Colin Charlton, Developmental Reading & Writing Coordinator (COAS 267; ccharlton@utpa.edu)
Erika Garcia, Instructor of Record (COAS 269; egarza4@utpa.edu)
At the end of this syllabus (Interralated Goals for English 1310), you’ll find a lot of information about what the class is and what different groups of people (at different levels of the university) want you to get out of it. You should read through that information, see what you think, and ask me any questions you have about it. My language and my approach to these goals starts immediately below with the section What I Want To Do in the English 1310indy Pilot.
UTPA 2007-09 Undergraduate Catalogue Description
This course offers students the opportunity to develop their ability to read college-level materials. Emphasis on vocabulary and word recognition skills, comprehension skills, study skills, and efficiency in content area reading. Required of students with reading skills below college level. Course does not satisfy University core curriculum requirements. English 1310 is a non-credit course, required for students who have not met the minimum standards for reading on any of several tests UTPA uses for admission and placement (for example, a THEA score of at least 230). The course grade is recorded as RP (Pass) or RNP (No Pass).
What I Want To Do in the English 1310indy Pilot
English 1310-Reading Strategies is designed to introduce you to the complex and challenging reading tasks you will encounter throughout your college career, and to help you develop the reading and study strategies necessary for a rewarding college experience. Because you will be reading in college for a variety of instructor and personal goals, this course will introduce you to multiple reading and study strategies informed by reading research in Rhetoric and Composition and our current understanding of how reading works and how students learn to do it well. You will actively participate in class discussions and smaller reading groups, develop reading and study strategies relevant to college assignments and exams, and practice writing purposefully about what you read.
You will be doing a lot of reading this semester, and you will also be spending a significant amount of time discussing and writing about what you’re reading. The work you do will be difficult at times, but this is a sign that you are really learning. This class may be quite different from any you've taken before, but I hope you come to see in it an opportunity to take some risks, to think of reading and writing in new ways, and to become very savvy in taking on the work your college teachers will initiate. I will ask a lot of questions–in class, on writing you turn in, during group work–and I want to foster that questioning in you. You have a lot of thinking to do as you try to figure out what you want to do with your lives, and asking good questions of yourselves and others, questions that often lead to more questions, will be an important part of what you'll be doing in that pursuit and in this class.
From this point forward, then, I'd like you to begin to think of yourselves as "intellectuals." Maybe that word doesn't work for you. Think of yourselves as thinkers, readers, and writers then—not because you're in college, but because you're a human being with cool ideas and unique perspectives worth articulating and sharing. Every one of us will have something important to contribute to our discussions, and I am looking forward to talking with you, helping you, and learning from you. It is important to us that you feel comfortable sharing your ideas, even when they're different from others in the class, even ours as instructors. I intend to treat you with respect, and I expect that you will do the same for everyone in the class.
I’ll begin the semester by getting to know you, your reading background, and the types of reading you will be doing in your other classes this semester. We’ll then move into our smaller groups so we can read and discuss several texts, all of which come from the field of Writing Studies and examine college students and reading. First, Deborah Brandt, in “Remembering Writing, Remembering Reading,” reports on her findings from several interviews in which she questioned folks about their memories of reading, writing, and how they developed different types of literacies. Next, we’ll look at a study of university student reading practices by David Jolliffe and Christine Harl. Then, in “Rhetorical Reading Strategies and Constructing Meaning,” we’ll look at what Christina Haas and Linda Flower learned by studying how college students read.
This course isn't designed to make you a perfect reader, writer, or college student by the end of the semester. It is designed to help you become more reflective and thoughtful about your reading and writing, about why you learn and how. What I hope to do in English 1310, which is part of the larger Writing Program at UTPA, is give you some strategies for dealing with variety of college assignments and to give you some opportunities to experiment with those strategies and to take some risks in an environment that is encouraging, constructively critical, and ultimately helpful. Hopefully, you'll end up finding that reading, writing, and peer networking help you understand yourself and others—help you communicate ideas in meaningful ways that have tangible effects on your life both as an individual and as a member of larger collectives that can be influenced by your presence and your voice.
Required Stuff
Work & Evaluation
English 1310 is a Pass/Fail class, so your grade will not be figured like a class with letter grades A through F. To pass the whole class, you’ll need to be doing passing work in four different areas by the end of the semester. I explain each different type of work below in detail.
1.) Vocabulary in Context Journal
In your Google Docs collection, you'll need to keep what we call a Vocabulary in Context Journal this semester. When you run across an unfamiliar word or phrase, you will write a dated entry in your journal about it. We expect you to have at least two entries each week from week two to week thirteen (24 total entries). For each entry, about half a page, you will need to (1) write down the word/idea, (2) discuss what you already think or know about the word/idea, (3) discuss what you find out about it through research, and (4) discuss how it relates to or makes sense in the reading where you found it. We’ll evaluate the journals and grade them as Pass or Fail every two weeks, so make sure you keep them up-to-date and online every class meeting. To pass English 1310, you will need to have a complete and passing journal the final time you turn it in.
2.) Class Blog
We will have a class blog that only we will be able to read and contribute to. If you are unfamiliar with blogs, short for web-logs, they are a simple way for us to have and save online discussions so we can get prepared for class, continue conversations from class, and further develop our reading and writing abilities. .
3.) Daily & Miscellaneous Work
We will also have a variety of activities throughout the week, including in-class writings, group work with brief reports, and reading questions I ask you to answer in and out of class.
For all blog work and all Daily and Miscellaneous Work, I will simply keep track of the assignments you do (1 point) and the ones you don’t (0 points). To pass English 1310, you’ll need to have received credit for at least 70% of this work
4.) In-Class Reading Responses & Reflective Essay
During our time together, you’ll do what we call a cold reading. You’ll read a text you haven’t seen before and then respond to a series of questions and writing prompts. I’ll evaluate your work each time, giving you feedback about how I think you can improve. At the end of the class, you will write a write a reflective essay in which you discuss how your reading strategies and performance have developed, specifically referring to the readings and your responses to them. To pass English 1310, you will have to complete all three cold readings and a reflective essay.
Attendance and Drop by Instructor Policy
“The student is expected to attend all classes and laboratory sessions. It is the responsibility of the student to inform each instructor of absences. When, however, in the judgment of the instructor, a student has been absent to such a degree as to impair his or her status relative to credit for the course, the instructor may drop the student from the class with a grade of ‘DP’ or ‘DF’" (HOP 5.2.4). Attendance in English 1310 is mandatory, and accumulating absences will affect your university eligibility. For more information on university policies that affect you in terms of drops and such, see the chart at the end of this syllabus.
Late Work
Late work makes life hard for all of us, so don’t count on turning any in. If you know of an upcoming absence, complete and turn in your work early. English 1310 is designed so that you can miss some work in an emergency without it destroying your standing in the class.
Materials in Class and Punctuality
Bring everything every day, and be on time. If we start an activity and you don’t have the necessary materials or walk in late, you won’t be able to constructively contribute to the work we do in class.
Accommodating Students with Disabilities
If you have a documented disability that will make it difficult for you to carry out the work as we have outlined and/or you need special accommodations/assistance because of the disability, please contact immediately the Disability Services Office (DSO), University Center Rm. 322. Appropriate arrangements and accommodations can be made. Verification of disability and processing for special services, such as note takers, extended time, separate accommodations for testing, is required and will be determined by DSO. Consult DSO Coordinator at (956) 316- 7005.
Plagiarism and Academic Integrity Statement (department approved)
Dishonest acts, such as plagiarism (using words or a specific author’s ideas from another source without acknowledging the source) or collusion (having other people write parts of your paper for you), may result in an “F” on the assignment and may lead to a disciplinary hearing conducted through the office of the Dean of Students, which could result in suspension or expulsion from UTPA (this policy is consistent with the Student Conduct Code printed in the UTPA Student Guide). If you have questions about whether your use of other sources (such as books, websites, friends, writing center tutors) is fair or not, please ask before turning in the work that you have a question about.
Interrelated Goals for English 1310
Student Learning Outcomes for English Majors (Department of English)
Student Learning Outcomes for the Writing Program
The following statements describe what we want our students to know, think/value, and do when they finish the First-Year Writing Program and successfully complete 1302 with a "C" or better.
Instructional Objectives for English 1310
TR 1:10-2:25 [tentative]
SITE: indy1310.blogspot.com
Bonnie Garcia, STUDIO Intern (COAS 246; bmgarciaz@broncs.utpa.edu)
Colin Charlton, Developmental Reading & Writing Coordinator (COAS 267; ccharlton@utpa.edu)
Erika Garcia, Instructor of Record (COAS 269; egarza4@utpa.edu)
At the end of this syllabus (Interralated Goals for English 1310), you’ll find a lot of information about what the class is and what different groups of people (at different levels of the university) want you to get out of it. You should read through that information, see what you think, and ask me any questions you have about it. My language and my approach to these goals starts immediately below with the section What I Want To Do in the English 1310indy Pilot.
UTPA 2007-09 Undergraduate Catalogue Description
This course offers students the opportunity to develop their ability to read college-level materials. Emphasis on vocabulary and word recognition skills, comprehension skills, study skills, and efficiency in content area reading. Required of students with reading skills below college level. Course does not satisfy University core curriculum requirements. English 1310 is a non-credit course, required for students who have not met the minimum standards for reading on any of several tests UTPA uses for admission and placement (for example, a THEA score of at least 230). The course grade is recorded as RP (Pass) or RNP (No Pass).
What I Want To Do in the English 1310indy Pilot
English 1310-Reading Strategies is designed to introduce you to the complex and challenging reading tasks you will encounter throughout your college career, and to help you develop the reading and study strategies necessary for a rewarding college experience. Because you will be reading in college for a variety of instructor and personal goals, this course will introduce you to multiple reading and study strategies informed by reading research in Rhetoric and Composition and our current understanding of how reading works and how students learn to do it well. You will actively participate in class discussions and smaller reading groups, develop reading and study strategies relevant to college assignments and exams, and practice writing purposefully about what you read.
You will be doing a lot of reading this semester, and you will also be spending a significant amount of time discussing and writing about what you’re reading. The work you do will be difficult at times, but this is a sign that you are really learning. This class may be quite different from any you've taken before, but I hope you come to see in it an opportunity to take some risks, to think of reading and writing in new ways, and to become very savvy in taking on the work your college teachers will initiate. I will ask a lot of questions–in class, on writing you turn in, during group work–and I want to foster that questioning in you. You have a lot of thinking to do as you try to figure out what you want to do with your lives, and asking good questions of yourselves and others, questions that often lead to more questions, will be an important part of what you'll be doing in that pursuit and in this class.
From this point forward, then, I'd like you to begin to think of yourselves as "intellectuals." Maybe that word doesn't work for you. Think of yourselves as thinkers, readers, and writers then—not because you're in college, but because you're a human being with cool ideas and unique perspectives worth articulating and sharing. Every one of us will have something important to contribute to our discussions, and I am looking forward to talking with you, helping you, and learning from you. It is important to us that you feel comfortable sharing your ideas, even when they're different from others in the class, even ours as instructors. I intend to treat you with respect, and I expect that you will do the same for everyone in the class.
I’ll begin the semester by getting to know you, your reading background, and the types of reading you will be doing in your other classes this semester. We’ll then move into our smaller groups so we can read and discuss several texts, all of which come from the field of Writing Studies and examine college students and reading. First, Deborah Brandt, in “Remembering Writing, Remembering Reading,” reports on her findings from several interviews in which she questioned folks about their memories of reading, writing, and how they developed different types of literacies. Next, we’ll look at a study of university student reading practices by David Jolliffe and Christine Harl. Then, in “Rhetorical Reading Strategies and Constructing Meaning,” we’ll look at what Christina Haas and Linda Flower learned by studying how college students read.
This course isn't designed to make you a perfect reader, writer, or college student by the end of the semester. It is designed to help you become more reflective and thoughtful about your reading and writing, about why you learn and how. What I hope to do in English 1310, which is part of the larger Writing Program at UTPA, is give you some strategies for dealing with variety of college assignments and to give you some opportunities to experiment with those strategies and to take some risks in an environment that is encouraging, constructively critical, and ultimately helpful. Hopefully, you'll end up finding that reading, writing, and peer networking help you understand yourself and others—help you communicate ideas in meaningful ways that have tangible effects on your life both as an individual and as a member of larger collectives that can be influenced by your presence and your voice.
Required Stuff
- A Google account and a Google Docs collection shared with Bonnie and myself.
Work & Evaluation
English 1310 is a Pass/Fail class, so your grade will not be figured like a class with letter grades A through F. To pass the whole class, you’ll need to be doing passing work in four different areas by the end of the semester. I explain each different type of work below in detail.
1.) Vocabulary in Context Journal
In your Google Docs collection, you'll need to keep what we call a Vocabulary in Context Journal this semester. When you run across an unfamiliar word or phrase, you will write a dated entry in your journal about it. We expect you to have at least two entries each week from week two to week thirteen (24 total entries). For each entry, about half a page, you will need to (1) write down the word/idea, (2) discuss what you already think or know about the word/idea, (3) discuss what you find out about it through research, and (4) discuss how it relates to or makes sense in the reading where you found it. We’ll evaluate the journals and grade them as Pass or Fail every two weeks, so make sure you keep them up-to-date and online every class meeting. To pass English 1310, you will need to have a complete and passing journal the final time you turn it in.
2.) Class Blog
We will have a class blog that only we will be able to read and contribute to. If you are unfamiliar with blogs, short for web-logs, they are a simple way for us to have and save online discussions so we can get prepared for class, continue conversations from class, and further develop our reading and writing abilities. .
3.) Daily & Miscellaneous Work
We will also have a variety of activities throughout the week, including in-class writings, group work with brief reports, and reading questions I ask you to answer in and out of class.
For all blog work and all Daily and Miscellaneous Work, I will simply keep track of the assignments you do (1 point) and the ones you don’t (0 points). To pass English 1310, you’ll need to have received credit for at least 70% of this work
4.) In-Class Reading Responses & Reflective Essay
During our time together, you’ll do what we call a cold reading. You’ll read a text you haven’t seen before and then respond to a series of questions and writing prompts. I’ll evaluate your work each time, giving you feedback about how I think you can improve. At the end of the class, you will write a write a reflective essay in which you discuss how your reading strategies and performance have developed, specifically referring to the readings and your responses to them. To pass English 1310, you will have to complete all three cold readings and a reflective essay.
Attendance and Drop by Instructor Policy
“The student is expected to attend all classes and laboratory sessions. It is the responsibility of the student to inform each instructor of absences. When, however, in the judgment of the instructor, a student has been absent to such a degree as to impair his or her status relative to credit for the course, the instructor may drop the student from the class with a grade of ‘DP’ or ‘DF’" (HOP 5.2.4). Attendance in English 1310 is mandatory, and accumulating absences will affect your university eligibility. For more information on university policies that affect you in terms of drops and such, see the chart at the end of this syllabus.
Late Work
Late work makes life hard for all of us, so don’t count on turning any in. If you know of an upcoming absence, complete and turn in your work early. English 1310 is designed so that you can miss some work in an emergency without it destroying your standing in the class.
Materials in Class and Punctuality
Bring everything every day, and be on time. If we start an activity and you don’t have the necessary materials or walk in late, you won’t be able to constructively contribute to the work we do in class.
Accommodating Students with Disabilities
If you have a documented disability that will make it difficult for you to carry out the work as we have outlined and/or you need special accommodations/assistance because of the disability, please contact immediately the Disability Services Office (DSO), University Center Rm. 322. Appropriate arrangements and accommodations can be made. Verification of disability and processing for special services, such as note takers, extended time, separate accommodations for testing, is required and will be determined by DSO. Consult DSO Coordinator at (956) 316- 7005.
Plagiarism and Academic Integrity Statement (department approved)
Dishonest acts, such as plagiarism (using words or a specific author’s ideas from another source without acknowledging the source) or collusion (having other people write parts of your paper for you), may result in an “F” on the assignment and may lead to a disciplinary hearing conducted through the office of the Dean of Students, which could result in suspension or expulsion from UTPA (this policy is consistent with the Student Conduct Code printed in the UTPA Student Guide). If you have questions about whether your use of other sources (such as books, websites, friends, writing center tutors) is fair or not, please ask before turning in the work that you have a question about.
Interrelated Goals for English 1310
THECB Exemplary Objectives for Communication
- To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.
- To understand the importance of specifying audience and purpose and to select appropriate communication choices.
- To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive in written, visual, and oral communication.
- To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
- To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument.
- To develop the ability to research and write a documented paper and/or to give an oral presentation.
Student Learning Outcomes for English Majors (Department of English)
- Students will be able to interpret and analyze a text using different approaches from literary, rhetorical and/or linguistic theories.
- Students in certification tracks will demonstrate knowledge and skills in the areas of writing, literature, reading, oral communication, media literacy, and English language arts pedagogy.
- Recent graduates who majored in English will demonstrate satisfaction with the programs in the English Department.
- Students will be able to use discipline-appropriate technology applications (such as library databases, computer applications, Internet research, non-print media, multi-media applications, desktop publishing, etc.) in preparation and presentation of course projects.
Student Learning Outcomes for the Writing Program
The following statements describe what we want our students to know, think/value, and do when they finish the First-Year Writing Program and successfully complete 1302 with a "C" or better.
1. The student improves his/her writing by engaging in processes of inventing, drafting, organizing, revising, editing, and presentation (corresponds with THECB Communication Objective #1).
2. The student writes with a purpose and composes texts in genres appropriate to his/her purpose and audience (corresponds with THECB Communication Objectives #2 & 3).
3. The student productively interacts with his/her peers, engaging in small group activities regularly and in which students give one another feedback on their writing (corresponds with THECB Communication Objective #4).
4. The student thinks critically about his/her position in the context of a larger ongoing conversation about the issue he/she is investigating (corresponds with THECB Communication Objective #5).
5. The student is aware of the choices that writers have to make and feels confident in his/her ability to use that awareness to engage in a variety of future writing tasks (corresponds with THECB Communication Objective #5).
6. The student finds, evaluates, and uses appropriate sources for research (corresponds with THECB Communication Objective #6).
7. The student meaningfully integrates and correctly documents information from sources (corresponds with THECB Communication Objective #6).
8. The student is aware of the ways technology affects writing (corresponds with THECB Communication Objectives #1, 3, 5, & 6).
Instructional Objectives for English 1310
- To help students develop the reading and study skills necessary for a rewarding college experience. (WPSLO 3, 4, 8; English SLO 1, 3)
- To introduce students to a variety of texts of the sort they will encounter in college courses in various disciplines. (WPSLO 3, 6, 8; English SLO 1,3)
- To develop students’ reading comprehension skills through intensive practice. (WPSLO 3, 4; English SLO 1, 3)
- To provide opportunities for students to write effectively and knowledgably about texts they have read and discussed. (WPSLO 1, 2, 3, 4, 5; English SLO 1, 3)
- To develop oral communication skills by actively participating in class discussions. (WPSLO 3, 4; English SLO 1, 2 ,3)
- To master the reading and study skills necessary to take objective reading exams. (WPSLO 3, 8; English SLO 1, 3)
- To prepare students for success on the THEA. (WPSLO 3, 4; English SLO 3)
UTPA Academic Policies for Faculty and Advisors-Fall 2008
- Three-peat Rule (Subchapter F 13.105-13.107; Effective Fall 2005): (1) Classes before Fall 2002 (UTPA term 031) do not count in three-peat calculation; (2) Classes taken during or later than Fall 2002 (UTPA term 031) can be taken twice within the same institution at the state resident tuition; (3) The third enrollment to a class taken at the same institution will be charged a “repeat class fee” in addition to the state tuition. UTPA repeat class fee: $100 per credit hour.
- Six Course Drop Rule (Subchapter A 4.10; Effective Fall 200): (1) Applies to students who first enrolled in Texas public university or college credit courses during Fall 2007 (UTPA term 081); (2) An institution of higher education may not permit an undergraduate student to drop a total of more than six courses. Includes any course a transfer student has dropped at another institution of higher education; (3)Concurrent enrollment courses and developmental courses do not count towards the six course drop limit; (4) After the student has reached the six course drop limit, he/she will not be allowed to drop the course and receive a grade for the course; (5) Exceptions to the six course drop rule exist. The Office of the Registrar (William Morris, Joni Thomas, or Cindy Blanco) can be contacted to answer questions concerning policy exceptions and procedures 381-2201.
- Seven Year Catalog Limit (UTPA 2007-2009 Catalog p. 73): (1) The degree requirements that must be completed for graduation are those in effect at the time of the student’s entrance or those provided in a subsequent catalog. In any case, the catalog used to determine the degree requirements must not be more than seven years old; (2) The College Catalog for 1998-2000 expired for students who did not graduate by August 7, 2007. Therefore, students who were under the 1998-2000 Catalog have been automatically moved to the 2000-2002 catalog and must obtain 51 advanced hours for graduation.
- Enrollment Cap-Excess Hour (Includes drops, repeats and withdrawals; Subchapter F 13.102-13.104; Effective Fall 1999–Summer 2006): (1) Students first enrolled in Texas public university or college credit courses will have calculated enrollment caps based on the following criteria: before Fall of 1999 (UTPA term 001): NO enrollment cap; Fall 1999 through Summer 2006: Degree Plan + 45 hours; During or later than Fall of 2006: Degree Plan + 30 hours; (2) The student will be charged additional fees for those accumulated attempted college credit hours above the enrollment cap (= required degree plan credits + either 30 or 45 credit hours); (3) The additional UTPA “Excess Hour fee” for each credit hour starting Fall 2008 is $125 per credit hour. (NOTE: No student will be charged for both “Repeat Class Fee” and Excess Hour fee for the same course.)
- Transfer of Credit-Limit (Chapter 4, Subchapter B 4.25 (f); Effective 2005): No institution of higher education shall be required to accept in transfer, or apply toward a degree program, more than sixty-six (66) semester credit hours of lower-division academic credit. Institutions of higher education, however, may choose to accept additional credit hours.
- Transfer of Credit-Core Completed (Chapter 4, Subchapter B 4.28 (c)): Transfer of Credit-Completed Core Curriculum. If a student successfully completes the 42 semester credit hour core curriculum at a Texas public institution of higher education, that block of courses may be transferred to any other Texas public institution of higher education and must be substituted for the receiving institution's core curriculum. A student shall receive academic credit for each of the courses transferred and may not be required to take additional core curriculum courses at the receiving institution unless the Board has approved a larger core curriculum at that institution.
- Drop/ Withdrawal Deadline (Approved by Provost Leadership Team on February 26, 2008 Fall 2008): That a drop and withdrawal date deadline at the completion of 75% of the semester be set. After that drop withdrawal deadline, students will not be allowed to drop or withdraw from classes and will receive one of the following grades: A, B, C, D, F, I, P, S, or U for a class. The drop dates will be published in the UTPA Catalog and Calendar. The drop/withdrawal date for Fall 2008 is November 12, 2008.
- Grading Policy Changes (Approved by Provost Leadership Team on February 26, 2008 Fall 2008): (1) Grading policy (codes) for Developmental Educational courses (ENG 1310, ENG 1320, MATH 1300, MATH 1334) be changed from grades of A, B, C, etc. to grades of RA, RB, RC, etc. to indicate these courses are “Remedial”; (2) Grading policy for drops: DP and DF will no longer be given, only a single, non-punitive drop symbol, DR will be used.
