EXAMPLE SYLLABUS 

Integrated College Reading and Writing Strategies

INRW 0340– (PAIRED W/ HUMA 1301 GREAT QUESTIONS)

*Liberal Arts Gateway Course*

Instructor: Elizabeth Frye, Ph.D. 

Section:  028         Synonym: 13956

Time: 10:30-11:50 Monday and Wednesday Room: N/A Distance Learning

How to Reach the Instructor:

Posted Office Hours:

12-1 Monday-Thursday

Appointments: Appointments may be scheduled to accommodate students who are unable to meet with the instructor during posted office hours.

Office Location and Number: N/A

Phone: N/A

Email: efrye@austincc.edu

Materials Needed

Texts:

College Anthology (eBook)

*Buy online through Pearson

The materials for this course are delivered online by Pearson.

Be sure you are using the Chrome Browser.

To purchase online with a major credit card or PayPal, go to:   https://console.pearsoned.com/enrollment/jw3baa.

Once there, sign in or create a new Pearson account. USE YOUR ACC email (not your personal e-mail).

Supplemental Materials:

3X5 index cards

3 ring binder; dividers

Highlighter pen

Dictionary

Course Description: INRW 0340 INTEGRATED COLLEGE READING AND WRITING STRATEGIES

The INRW 0340: Integrated College Reading and Writing Strategies course emphasizes increased proficiency of comprehension skills, vocabulary development, rate of reading and writing tasks embedded in the co-requisite class. A ninth grade reading level is required. INRW 0340 is repeatable up to six credit hours. A modified course is offered in a one hour (0120) and two hour (0220) format.

Prerequisites: Grade of C or better in INRW 0420 or TSI Reading score 345 or above, TSI Writing score 340 or above, TSI Essay score 4 or above. Students with TSI Reading scores between 344-345 must be holistically advised.

Course Rationale

Integrated Reading and Writing Strategies is designed to prepare students to deal successfully with college-level reading and writing tasks with an emphasis on the reading and writing required in the co-requisite course.  Students who scored below the cut-off on the reading assessment must enroll and participate in an integrated reading and writing course until they satisfy the TSI requirement. Students who do not comply with the TSI requirements may have a hold put on their transcripts and be required to see a counselor to register for classes. Students who do not

comply with the Texas developmental education requirements may be withdrawn from all college-level courses with a grade of “W.”

Integrated College Reading and Writing (INRW 0340) Objectives

STATEMENT OF ACADEMIC BELIEFS, ATTITUDES AND VALUES

After completing this course, students will:

Value reading and writing as a way to learn and study;

Respect independent thinking, diversity, and the individual’s right to hold differing opinions and values;

Appreciate critical reading as a means of maintaining a free society and will use reading and writing as tools for guarding their democratic rights;

Use their reading and writing skills to participate in academic debate on issues of importance to the society and the world at large;

Exercise their critical reading skills to enhance their quality of life and to support their life-long learning.

Integrated Reading and Writing Objectives

Student will:

Locate the main ideas and supporting details in written text including the student’s own work.

Through inferencing, and deductive/inductive reasoning:

Build vocabulary and determine the meanings of words and phrases,

Analyze the relationship among ideas in written material to draw conclusions, and

Use these critical thinking skills to evaluate written materials.

Identify and define a writer’s audience, purpose, point of view, tone, and intended meaning.

Annotating college-level texts and textbooks through the use of note-taking strategies and summarization.

Apply study skills to written assignments.

Demonstrate cohesive sentence structure void of fragments, run-ons, and comma splices.

Explore the validity of sources needed for documentation.

Integrated Reading and Writing Student Learning Outcomes

After completing this course, students will:

Analyze the impact of reading and writing independently and using critical thinking, problem-solving approaches in college-level materials to learn, study, and communicate with diverse opinions and values in a free society to support life-long learning.

Select and monitor the effectiveness of reading strategies, including vocabulary building techniques, appropriate to purpose and text.

Select and monitor the effectiveness of writing strategies including a recursive vs. linear writing process, editing skills, transitions, thesis development, and paragraph development/ cohesion. 

Select and demonstrate various study skills and methods to meet the reading and writing demands of college courses.

Demonstrate ability to use reading and writing skills to participate in academic debate on issues of importance to the society and the world at large.

Write a well organized, cohesive essay including a developed introduction paragraph, multiple body paragraphs beginning with topic sentences and support, and a conclusion.  

Demonstrate academic ability to respond to types of assessments including graded assignments, compiling a portfolio, composing a short answer response for an in-class assessment, crafting a book review, analyzing primary and secondary sources, test preparation, and formal exams.

Discipline Specific Outcomes:

After completing this course, students will:

Demonstrate ability to read a variety of texts from essays, articles, academic research papers, and college textbook chapters.

Perform a close reading of texts for annotative and interpretive purposes

Use inferencing skills to bring tacit ideas into explicit knowledge or ideas about textual meanings.

Close readings and annotations may include: major topics, important main ideas, supporting details that support the topic of the essay, strong lines and weak lines, and vocabulary building.

Compose a variety of texts that exhibit characteristics of various writing patterns and purposes

expressive, compare contrast, persuasive, argumentative, referential, literary, narration, evaluation, etc.  

Demonstrate the writing process as a tool to improve as a writer. 

Reflect on self performance through writing.

Condense results of annotation to a summary.

Compose a well organized essay including the following:

Introduction (hook, lead-in/ background information, thesis)

Body Paragraphs (topic sentence, support sentences, concluding sentence)

Conclusion (summary, call to action, lasting impression, tie up loose ends, etc.)

Apply study skills to simulate exams and assignments in introductory college courses to prepare for future course success:

Recognize appropriate study skills based on task objective(s).  

Identify the basic steps of the study skills needed for the task objective(s).     

Demonstrate time management for the study based skills prior to the task’s due date.        

Demonstrate decision-making ability under similar pressure to the experience during the task objective(s).   

Create moments of collaborative learning with classmates as a platform for a student-led opportunity.        

*Examples of Reading-Writing-Study Strategies that might be included in the above 

in -class “essay” prep

2 column notes

Annotations

Test Question Cards

Concept maps

Instructional Methodology and Grading System:

This course consists of didactic, small group and on-line learning experiences. Students will be required to access Blackboard to receive daily assignments sheet, supplemental course readings and materials, and announcements. The syllabus, course calendar, and other course information will be posted on Blackboard throughout the semester.