Reading Professor: Sylvia Thompson Writing Professor: Ruth Benander

Office: Muntz 112 Office: SAHB 140

Phone: 745-5730 Phone: 745-5778

Office Hours: by appointment Office Hours: MWF 8:00-8:50

and by appointment

Email: semthom@webtv.net Email: ruth.benander@uc.edu

Preparatory Reading and Writing I is the first course in a three-quarter sequence designed to prepare students for success in English Composition and other college courses. This course will cover reading and vocabulary skills in reading passages as well as essay writing skills and grammar. The student is expected to complete assigned readings and essays.

Upon completion of this course you will be able to demonstrate the following writing skills:

1. Be able to generate content appropriate to the assignment.
2. Be able to develop ideas using some detailed examples and logical explanations.
3. Be able to sue what you read to inform what you write.
4. Be able to write a multi-paragraph essay with an introduction, a body and a conclusion.
5. Be able to apply some revision strategies to improve from one draft to the next.
6. Be able to proofread and edit your writing for sentence boundaries, subject-verb agreement, spelling and punctuation.

Upon completion of this course you will be able to demonstrate the following reading skills:

1. Be able to express stated or implied main ideas in reading.
2. Understand transitions and ensuing patters of organization in readings.
3. Be able to distinguish levels of generality in supporting ideas.
4. Show a beginning ability to make critical inferences.
5. Demonstrate an ability to comprehend what you read and articulate a coherent response.

Upon Completion of this course you will be able to demonstrate the following process and reflection skills:

1. Have a beginning understanding of your own reading and writing processes.
2. Have a better understanding of your strengths and target areas.
3. Begin to understand yourself as a writer and reader and to see yourself as a writer and reader.

The Critical Bridge Between Reading and Writing, Pearson Publishing, 2001.

A college Dictionary (American Heritage recommended)

A computer disk, double sided/double density, 3.5"

A three-ring binder with dividers

A highlighter in the color of your choice

Portfolio Writing Assignments 60

Paper #1 Mixing Cultures

Paper #2 Responsibility and Will

Paper #3 Fathers: Hand-written

midterm in-class and typed

revision

Paper #4 Defying Opinions

Portfolio Cover Letter

Portfolio organization

Portfolio presentation

Grammar Exam 15

Free Writing 25

Vocabulary Tests 20

Glossaries 15

Reading Skills Tests 20

Reading Midterm and Final 20

Reading Homework 15

Reading Lab Attendance 10

_____________________________________________________

TOTAL 200 points

The portfolio is a collection of your writing in a folder, which you will prepare for final evaluation at the end of the quarter. The portfolio system we use in this class allows you to work on a piece of writing over time. On the schedule are due dates for writing assignments. These are dates for the writing to be submitted to me for my comments and to give you an indication of the grade you would receive were the paper to be graded at that point. You will do at least three drafts of each paper. I read the first draft for content development, the second draft for organization, and the third draft for grammar. After these revisions, I will put on the paper the letter grade of A,B,C or D as its final grade. You may continue to revise the paper if you consult with me about further revisions. The last letter grade that the paper receives is the letter grade that will go into the portfolio with it.

 

When you put your papers into the portfolio, you must include all previous drafts of each paper. You will also include a cover letter that has three paragraphs; the first paragraph explains the challenges you experienced in your reading and writing progressed with relation to the course goals listed at the beginning of this syllabus. The second paragraph explains how you have progressed with relation to the course goals listed at the beginning of this syllabus, and the third paragraph explains what you plan to do in the English class you think you should attend the next quarter. This letter should be written in standard business letter format.

 

Every paper must be revised until it has a letter grade. If you do not revise every essay until it receives a letter grade, your portfolio will receive an F.

 

If you are taking the course for the second time, having already received a grade of NP once for this class, then you will receive an F on your permanent record if you do not pass the class a second time.

On the last day of class, you will submit your final portfolio of your work. Please use a binder or folder to hold your work. Please be certain it can keep your papers organized and that it can hold your work securely. Do not use a manila folder for your portfolio as it will not keep your papers organized or secure.

Contents of the final portfolio:

Four (4) papers will be completed this quarter. One of these essays will be an in-class essay that will be the mid-term exam for this class.

All papers, except for the mid-term and final exam, must by typed on a computer. If you need to learn how to use a computer, the Writing Lab gives workshops on how to use Microsoft Word. The RWC computer labs are open for your use.

All papers are expected to go through several revisions. Every paper will be revised at least once.

 

Format: The final draft of the papers 1, 2, and 4 must be typed. The mid-term and final written exams will be handwritten since they will be written in class. The mid-term essay will be revised: that revision must be typed.

 

Typed papers must be in the following format which is considered standard for all typed pieces of writing:

 

1" margins top, bottom and sides

12 point font (generally Times Roman, Palatino, or Geneva). Fancy fonts such as Zapf Chancery are usually used only for title pages or decorative script. Please do not use decorative fonts for your text.

 

a header which includes your name and the name of the class. Sometimes people include the page number in the header.

 

a cover page which includes your name, the name of the class, and the date. In the center of the cover page you put the title of the paper.

 

When you hand in a new revision, you must also hand in all drafts that have my comments. In the portfolio, you will include the clean final copy along with all drafts with comments.

Attendance Policy: If you are not in class, you are absent. If you miss more than three classes of either section, you may be withdrawn from the class. If you miss class, you need to call another student and find out what you need to hand in when you come back to class. Following the syllabus is also a good idea. Work not handed in on the due date is late.

Keeping a journal is a technique that many writers and readers use in order to enhance their thinking. Unlike a diary, a journal is not simply a list of how you spend your day, but it is a written conversation on paper or a dialogue with yourself. Journal entries serve as a record of your thoughts and freewriting for ideas that you can use in the papers you are assigned.

In a journal you might make observations, explore a problem, discover connections, reveal frustrations, recall past memories that relate to the topic, react to a writer's opinions, and organize your thoughts. Journals are considered an informal kind of writing written at one sitting. No recopying or editing is expected of the writer.

The Free Writing Journal Entry: This journal entry is written on a topic that has been assigned in class and that relates to the topic of the writing assignment for that section of readings. This journal entry is free writing for the writing assignment. This journal entry is a way for you to brainstorm about the topic and explore how the readings relate to the writing assignment. When you write this entry, keep the topic or question in mind, and explore your ideas as you write. Discover what you think as you write.

 

The Free writing journal entries should cover at least one side of one page, handwritten. Journal entries do not need to be typed. If your journal entry is only half a page, then it is too short. Your journal should be one full page.

 

No late Free Writings will be accepted. If you are not in class to hand it in, you should email it to Professor Benander.

 

The Reader Response Journal Entry: This journal entry is written on one of the stories of each unit. You may choose any story that you like from that unit to write a Reader Response. In the Reader Response, you must first give a short, one-paragraph summary of the main ideas of the reading. Then you must write another paragraph in which you write your personal response to the ideas presented in the reading. Each paragraph must be at least 3 sentences long.

 

No late Reader Responses will be accepted. If you are not in class to hand it in, you should email it to Professor Thompson.

 

 

 

 

 

All entries are graded on a check plus, check, check minus basis.

ü + = 3 points: the entry is detailed and shows thoughtful reflection.

ü = 2 points: the entry addresses the questions adequately.

ü - = 1 point: the entry is brief and superficial, but it exists and was handed in on time.

You are not formally required to go to the Writing Lab, but you are strongly encouraged to go there. Having one of the tutors help you with your paper will really help you progress since talking to someone about your writing is always helpful. These tutors are already paid for through your tuition in this class, so I urge to take advantage of something you have already bought. Tutoring sessions in the Writing Lab will help you in that you will make more efficient revisions, and learn more about your writing. The Writing Lab is open until 8:00 p.m. most evenings. For evening visits, it is best to call ahead to make an appointment at 745-5733.

You are required to attend tutoring sessions in the Reading Lab. You will determine your tutoring and materials needs during your first session. The class will go as a group to schedule tutoring times early in the quarter. Tutors are only available from 9:00 am - 3:00 p.m.

Nikki-Rosa is a poem that celebrates the difficulties and joys of African-American culture. My Husband’s Nine Wives extols the virtues of Mormon plural. Foul Shots tells the story of the hurts of cultural prejudice from a Latino point of view. Don’t Let Stereotypes Warp Your Judgments discusses the formation and irrationality of stereotypes. For My Indian Daughter discusses how the stereotype of the Native American hurt the author’s life and how he had to overcome that stereotype to find the reality of his heritage. Fifth Chinese Daughter deals with a Chinese American woman negotiating her role as an American person and a Chinese person.

In your essay, explore the situations where people from different cultures come into contact with each other, or when one person needs to deal with two cultures at the same time. When does culture contact cause problems? When does culture contact create opportunities? How does culture contact enrich our lives? How does culture contact make our lives more complicated? Compare and contrast two different cultures and discuss the effect of their contact on the individuals involved. Address your paper to a person who has not much experience with people from other cultures. This person is someone from your background, and he or she will soon be coming to Raymond Walters College. Your paper needs to explain to this person what is involved in being exposed to people from cultures different from their own.

You must use at least one of your new vocabulary words from your glossary. Make this word bold in your essay so I can find it easily.

It’s Not My Fault catalogs the excuses for self-destructive behavior and deems the excuses inadequate. Open Admissions and the Inward I discusses how a man overcame huge obstacles to succeed in college. The Milgram Experiment details the research on blind obedience. Responsibility deals with the excuses people come up with to rationalize not taking control of their own lives. Learning to Give Up deals with how people can come to believe they have choices and will not take responsibility for their own lives.

In your essay, you must discuss a situation in which a person refuses to take responsibility for a situation they are uncomfortable with. You need to discuss the person’s reasons for not taking action, and explain how each one can be addressed. You must persuade the person to take responsibility for the difficult situation and come up with a solution for the difficulty. Address your paper specifically to this person.

You must use at least two of your new vocabulary words from your glossary. Make these words bold in your essay so I can find them easily.

Batter Up deals with how a father deals with disciplining his son. Dear Dad’s: Save Your Sons encourages fathers to take more initiative in their children’s lives. The Monsters in My Head describes how a father and son support each other through fearful times. Dad describes a son’s relationship with his father and how they support each other. Friend On the Line describes how a young man found a father and how he benefited from knowing this man.

There is much debate these days about the role of men in families. Traditionally, fathers were not as involved in the lives of their children as the mothers. How have family roles changed in the 90’s with respect to the expectations of fathers? What should the role of the father in the family be? Are there special obstacles in the way of fathers that prevent them from being involved in their families? In your essay, define the role of the modern father and give examples of the difficulties modern fathers face in trying to fulfill those roles. Or, define the role of the father and explain the effects the lack of a father can have on a family. Address this paper to a young man who will soon become a father or address this paper to your own father.

How Good Are Your Opinions discusses how people form and express opinions. It categorizes different ways that people create opinions. It’s Okay to Be Different describes what it is like to try to succeed despite people’s negative opinions about cerebral palsy. Old Before Her Time describes how a woman suffers from people’s bad opinions of the elderly. The Beetle’s Hairpiece is a fable about how detrimental it is to let people’s opinions rule an individual’s choices. Candle in the Wind is about how Ryan White worked hard against misinformed opinions to try to be accepted by others.

In your essay, describe a situation where public opinion is misinformed. Explain what the misinformed opinion is, and then explain how it is wrong. Present the other side of the situation. Compare and contrast reality with opinion, and then persuade your reader to consider this new perspective. Address this paper to a person who is not from this group.

You must use at least three of your new vocabulary words from your glossary. Make these words bold in your essay so I can find them easily.

Class Schedule

Assignments listed for each day are the assignments due on that day. This schedule is tentative and subject to change. Additions and corrections, as well as tests and quizzes, will be announced in class.

Reading and Writing

Monday: Jan 5 Introduction Grammar Pre-testReading and Writing Process

Wednesday: Jan 7 "Why Reading Counts" "Introduction to the Reading and Writing Process" p. i-iv  p. 1-4 Reader Responses Journals, Building Vocabulary

Friday: Jan 9 "My Husband's Nine Wives" Paper format andOrganization

Personal Introduction

Due

Monday: Jan 12 Handouts On Polygamy from Friday Brainstorming

Wednesday: Jan 14 Main Ideas, "Foul Shots" Free Writing

Friday: Jan 16 "Fifth Chinese Daughter" OrganizingI n-class reflective writing For reading skills

Reader Response #1 Due Free Writing #1 Due

Monday: Jan 19 "It's Not My Fault" Proofreading: Commas

Essay #1 Due

Wednesday: Jan 21 Supporting Details Brainstorming

Friday: Jan 23 "Open Admissions and the Inward I"  Free Writing

Reading Quiz #1

Monday: Jan 26 " Learning to Give Up" Organizing Free Writing #2 Due

Wednesday: Jan 28 " The Milgram Experiment" Giving Examples as Supporting details

Vocabulary Quiz #1

Friday: Jan 30 "The Milgram Experiment" Introductory Paragraphs. In-class reflective Writing for reading skills

Reader Response #2 Due

Monday: Feb 2 "Batter Up" Proofreading: Sentences

Essay #2 Due

Wednesday: Feb 4 Transitions Brainstorm

Friday: Feb 6 "Dear Dads: Save Your Sons" Organizing

Reader Response #3 Free Writing #3 Due

Monday: Feb 9 "Monsters in My Head" Transitions

Wednesday: Feb 11 Review for Midterm Outlines

Friday: Feb 13 Midterm Write Essay #3

Monday: Feb 16 "It's Okay to Be Different" Revise Essay #3

Wednesday: Feb 18 Making Inferences Proofreading

Subject Verb agreement

Friday: Feb 20 "Old Before Her Time" Brainstorming

Monday: Feb 23 "The Beetles Hairpiece" Argument Organization

Reader Response #4 Due Free Writing #4 Due

Wednesday: Feb 25 "Candle in the Wind" Argument Organization

Friday: Feb 27 "Candle in the Wind" Conclusion Paragraphs In-class reflective Writing for reading skills  Reading and Vocabulary Quiz #2

Monday: Mar 1 "How Good are Your Opinions" Proofreading Complex and Compound Sentences

Essay #4 Due

Wednesday: Mar 3 "Dad" Radical Revision

Friday: Mar 5 Reading Presentations Outlining as Revision

Monday: Mar 8 Review for Final Exam Portfolio construction

Write cover letter

Revised Essay #3 Due

Wednesday: Mar 10 Final Exam Revise Cover Letter

Friday: Mar 12 NO CLASS Grammar Exam

Portfolio Due