ENGL 037 - Preparatory Integrated Reading and Writing

4 Credits: (4 lecture)

Course Description
This course is designed for students requiring reading and writing skill development and review in preparation for College Writing. Reading skills will be strengthened, and new comprehension and retention strategies will be taught. The student will review vocabulary, study strategies, and summation techniques; additionally, the writing process will be reviewed along with grammar, sentence construction, spelling, punctuation, and vocabulary within the context of individual writing. 

Prerequisite A grade of C or better of all students enrolled is a prerequisite for ENGL 101.

A dictionary acceptable to the instructor.

Maimon, E. P., Peritz, J. H., & Yancy K. B. (2023). A writer’s resource: A handbook for writing and research with Connect Software. (7th ed.). New York, NY: McGraw- Hill Education.

Smith, B. D., & Morris, L. (2020). Bridging the gap: college reading (13th ed.). Columbus, OH: Pearson.

Optional:

A novel or memoir selected by the instructor.

Objectives
The student will be able to:

A. Apply pre, during, and post reading comprehension strategies.

B. Respond to readings in verbal and written form.

C. Analyze text using critical reading, writing, and reasoning skills.

D. Practice context clue and word segmenting skills for new vocabulary.

E. Practice reading rate and pace to suit both need and material.

F. Execute the steps of the writing process.

G. Apply summation techniques with beginning documentation to non-fiction and fiction readings.

H. Write a paragraph of summation with a clear topic sentence and supporting details.

I. Write a third-person essay with an introduction, a clear thesis statement, supporting details, and a conclusion using beginning documentation

J. Choose the vocabulary and syntax of standard American English for writing.

K. Use the conventions of standard American English as presented in the current handbook to eliminate errors in spelling, grammar, and punctuation.

L. Practice peer-editing skills for assigned writings.

Content
A. Reading comprehension and retention strategies.

B. Group and individual analysis of expository and fiction readings

C. Vocabulary building strategies.

D. Text study strategies

E. Summation techniques with documentation.

F. Fluency rate adjustments

G. The writing process

H. The academic paragraph

I. The academic essay

J. Standard American English vocabulary and syntax

K. Standard American English conventions of spelling, grammar, and punctuation

L. Editing techniques

Student Evaluation
A. Chapter exams, reading passage and vocabulary quizzes.

B. Reading passage quizzes, journals, group projects, homework, and class participation.

C. Reading passage quizzes, journals, group projects, homework, and class participation.

D. Vocabulary quizzes.

E. Summaries with documentation.

F. Peer editing, group projects, and writing rubrics.

G. Chapter exams, reading passage and vocabulary quizzes

H. A minimum of two academic paragraphs

I. A minimum of three academic essays of different rhetorical modes

J. Grammar quizzes

K. Reading activities as determined by the instructor

L. Departmental final exam, comprising 25% of the course gradeBibliography
Adams, Peter. (2020) The hub: A place for reading and writing. Boston, MA: Bedford.

Buckelew, M., & Ewing, J. (2019) Action research for English language arts teachers: Invitation to inquiry. Philadelphia, PA: Routledge. 

Caverly D. C., Taylor, J. S., Dimino, R. K., & Lampri, J. P. (2016). Connecting practice and research: Integrated reading and writing instruction assessment. Journal of Developmental Education, 39 (3). 30-31.

Saxon, D. P., Martirosyan, N. M., & Vick, N. T. (2016). NADE members respond: Best practices and challenges in integrated reading and writing, part 1. Journal of Developmental Education, 39 (2). 32-34.

Saxon, D. P., Martirosyan, N. M., & Vick, N. T. (2016). NADE members respond: Best practices and challenges in integrated reading and writing, part 2. Journal of Developmental Education, 39 (3). 34-35.

Styslinger, M. E. (2017). Workshopping the canon. Urbana, IL: National Council of  Teachers of English.