24Tennessee State UniversityDepartment of Teaching & Lea.docx

24
Tennessee State University
Department of Teaching & Learning
3500 John Merritt Blvd.
Nashville, TN 37209
EDRD 2010: Reading in the Content Area
Syllabus & Course Guide
Syllabus
Instructor: Dr. John Nandzo
Phone: 963 - 5572
Email: [email protected]
Office #/Location: LRC 214
Office Hours: MWF 9:00 AM – 11:00AM
TR: 10:00 AM – 12:00NOON
Course Days/Times:
Online Access: Mytsu Course Files
E-Mail Notification: via Mytsu and Banner Course Files
Announcements
e-learn: http://elearn.tnstate.edu
Required Text(s)
Text: Reading in the Content Area
Author(s): Custom Publication
Publisher: Pearson Press

ISBN: 1256721786
Course Syllabus
To the Student
This Syllabus and Course Guide contains valuable information
concerning rules, regulations, and policies which govern the
operation Reading in the Content Area. As a student in this
class, it is important that you know this information and that
you use it as a guide to support your learning throughout the
semester.
Professors will place the Syllabus and Course Guide in Banner
Course Files and will upload it into the Desire2Learn (D2L)
Online Learning Management Platform so that students can
access this
Reading in the Content Area is a course that is designed to
assist the enhancement of students’ competencies in reading and
learning. Emphasis will be placed upon methods and
procedures for use with interdisciplinary readings designed to
provide a link across the disciplines for directive work in all
fields of college study. The course will not only strengthen
students’ literal comprehension but also the development of
inferential comprehension in content area courses, the media,
and socio-technical systems. Strong learning strategies will be
formed by connecting new knowledge with prior knowledge, as
well as connecting with social issues and events.
Rationale
Because many students have not read widely or deeply, they
cannot be active independent learners. They have not learned

and practiced the strategies that meaning is constructed by the
reader as he/she engages with the various texts. College
materials necessitate proficient reading skills; an effective
college reading program, then, must help students to develop
and master those essential tools so that they can achieve their
higher education goals and lifelong learning.
General Course Goals
To assist students with the mastery of specific skills in reading
comprehension and logical relationships that lead to the
development of high order thinking ability. Particular emphasis
is given to understanding main ideas, facts versus opinions,
direct and indirect statements, inferences, categorizing ideas,
and organizational principles to construct meaning from a
variety of texts.
Course Competencies: Learning Goals and Objectives
A student who receives a grade of “C” or better should be able
to:
1. Read and write within the disciplines.
2. Identify that the process and impact of reading shapes
his/her intellectual growth enabling him/her to amass many
terms, concepts and organizational skills, and sharpen his/her
cognitive processes.
3. Realize his or her potential for personal fulfillment.
4. Construct meaning through the dynamic interaction among
the reader’s existing knowledge, the information suggested by
the written language and the context of the reading solution.
5. Analyze the importance of background knowledge which
helps the student to go beyond print and make inferences or
identify with people or events.

6. Analyze writing styles and its effect on readers’
processing.
7. a. Assimilate new information
b. Make inferences that elaborate
c. Summarize by separating important ideas from less
important ones.
d. Enhance Cognitive Skills:
· Recognize logical structure inherent in a passage
· Understand how new information relates to what is already
known
· Evaluate text for clarity, completeness and consistency
e. Assess how well material has been understood.
Course Requirements
Each student is expected to obtain a personal copy of the text
(or means of accessing it on the web) and supplementary
materials as required by the instructor. All assigned readings
and assigned activities are to be completed before the meeting
at which they are to be discussed. Students are expected to
attend regularly and punctually, be prepared and attentive in
class, and participate as the instructor warrants.
Course Evaluation
Particular modes of evaluation will vary with instructor, but
Sociology courses are expected to contain at least one form of
written evaluable material. If examinations are given, they will
include material drawn from both texts and in-class activities.
Evaluation is expected to be as objective and fair as possible,
and no students will suffer on account of race, creed, color, sex,
place of national origin, age, or handicapping condition.
Daily assignments, homework, class discussion, collaborative
learning, tests and examinations will be used for grading

purposes. No late work or missed tests will be accepted or made
up without documentation provided by the student.You are
responsible for make-up assignments or tests. This is not the
responsibility of the instructor. You can come during office
hours or make an appointment to make up a missed quiz or test.
Grading Criteria: Grades will be calculated and awarded based
on the following weighted percentage formula:
Weight of Assignments
Midterm 15%
Final 30%
Research Paper 25%
Quizzes/Assessments 20%
Discussions/Cooperative Learning 10%
100%
Letter Grades are calculated using the following numeric values
and are awarded within the range of:
100-90 A
89-80 B
79-70 C
69 – 60 F
The Grade of “Incomplete” (The I-Grade)
At the end of a semester only, a temporary grade of Incomplete
(I-Grade) is awarded to a student who has met the attendance
requirements, has completed all assigned work satisfactorily but
who has been unable to take the final examination and/or submit
a required research paper. Upon returning to the university in
the semester immediately following the awarding of the I-grade,
the student should contact the Instructor from whom the I-Grade
was received to arrange for the satisfactory completion of the
final exam and/or research paper (whichever is applicable).
Failure to satisfactorily complete outstanding work and have the
Instructor change the Incompletegrade before the end of the
semester will result in the I-Grade defaulting to a grade of F at
the end of the semester.
Instructional Methods and Classroom Expectations

The method of instruction will include lecture, discussion,
collaborative activities, web-based activities and presentations.
A. Class Procedures
1. Instructional Methods
a. Attend class meetings regularly and on time; an excessive
number of tardies and absences can weigh adversely on one’s
final grade.
b. The instructor will present a lecture or guide the class in a
discussion of the concepts being introduced to students that
week.
c. The instructor may follow-up the weekly introduction of
concepts with brief discussions during the week about related
ideas or other class activities or assignments.
d. Purchase the required textbook(s) and materials; failure to
purchase required textbook(s) and materials can weigh
adversely on one’s grade.
e. Submit all class assignments and take all examinations on the
announced dates.
f. Have a conference with his/her instructor at least once during
the semester.
2. Attendance
Students are expected to:
Attend all classes on time. Admission to class after class has
begun is at the instructor’s discretion. It is very important that
you arrive in your classroom on time and in a consistent
manner. This program requires “active class participation”

therefore excessive absences and tardiness will affect a
student’s final class grade. Students are expected to attend
classes regularly and punctually. The instructor will keep an
accurate record of class attendance. It is the responsibility of
the student to inform the instructor of any anticipated absences
and contact the instructor to find out what work was missed
during a period of absence. There are also legal ramifications
regarding attendance for students who are receiving financial
aid.
It is the student’s responsibility to make-up work missed within
two weeks of returning to class. Assignments will always be
available in D2L to students who missed classes. Students
should bring a genuine photocopy (or the original where
possible) documentation of reason for absence for the
Instructor’s record. Quiz times vary at the discretion of the
Instructor therefore it is recommended that students make every
effort to be in class on time.
3. Preparation of Assignments
Follow Instructors’ specifications for preparing and submitting
all assignments according to the formatting style identified.
This includes specific citation format, page layout, font-size,
cover page or no cover page, etc. Unlessotherwise indicatedby
the Instructor, all out-of-classroom papers, assignments, etc. are
to betyped, double-spaced with one inch margins on all sides
using Times Roman, Font Size 12 only. All work should be
submitted through the e-learn drop box.
3. Make-up Tests: Makeup exams/tests will be given only if (a)
the student is out of town on university sanctioned activities
(e.g. in the case of student activities) or (b) the student provides
a valid medical, legal or personal excuse (student should be
prepared to show documentation). All makeup exams must take

place within two weeks of the missed exam.
5.Late Assignments
Complete all in-class and out-of-class assignments on time and
submit assignments according to their identified due dates.
Late assignments will lose five (5) percentage points per day for
each day that the assignment is late.
B. Academic Expectations and Classroom Conduct - (From the
TSU Student Handbook)
6. Professionalism: The students and the instructor will treat all
individuals with respect. Disruptive, rude, or hostile behavior
undermines the class experience for everyone in the class and
will be grounds for failure. Each student has expectations for
his or her own learning and success in the course. No one
should be confronted with unacceptable classroom demeanor.
Please consult the RRCC Handbook and Calendar for FERPA,
Student Code of Conduct, and Student Rights and
Responsibilities.
7. College Success – Be Prepared: In a college environment,
students should expect to spend one to three hours out of class
forevery hour they are in class. Some students will need to
spend many more hours than others searching, reading and
evaluating books and other reading activities as well as all
writing all the assignments. Reading and writing assignments
and group interaction as well as individual contributions are
required. If you are absent for a “group” project, you will
negatively affect the learning process for the other students.
Students should neversubmit copies of their work to the drop-
box without saving/keeping copies. Students should save all
graded/commented on work that is returned to them as they will
not be able to access the drop-box once the semester ends.
8. Classroom Conduct: The Instructor has the primary
responsibility for control over classroom behavior, and can
order temporary removal or exclusion from the classroom of any

student engaged in disruptive conduct or conduct in violation of
the general rules and regulations of the institution. Such
conduct will include prolonged talking to other students, verbal
outbursts, use of profanity. The use of cellular phones and/or
pagers is also included in this conduct unless such instruments
are being specifically used as a part of the teaching and learning
process.
9. Academic Integrity:You are responsible for what you achieve
in this class. Therefore, neither cheating nor plagiarism will be
tolerated. Any material taken from other sources must be
documented. In no case should one represent another’s work as
one’s own. This includes information received from others
during examinations or submitting another’s assignments,
papers, etc. as one’s own. To avoid questions of plagiarism,
students involved in collaborative research should exercise
extreme caution. If in doubt, students should check with their
major professor. In addition to the other possible disciplinary
sanctions which may be imposed through the regular
institutional procedures as a result of academic misconduct, the
instructor has the authority to assign an “F” or a zero for the
exercise or examination, or to assign an “F” in the course.
10. Official Course Enrollment: Students who are not on the
official class roll may not remain in class. These students must
leave class and may not return to class until they have enrolled
in the course and their names show up on the official class
roster. Please make sure that you are in the correctsection.
11. Changes to Course Syllabus: The instructor reserves the
right to make modifications to this syllabus. Any
modifications to the syllabus must be clearly communicated to
students.
General University Policies and Procedures

1. Excused Absence for Students Involved in Official University
Travel
It is the university’s policy that students who are members of,
and are official participants in a university activity requiring
travel, are to receive excused absences for classes missed
during official university travel. These activities include band,
athletics, choir, drama, forensics groups, and other registered
student organizations whose travel have been approved by the
appropriate vice president of the sponsoring organization.
Students should receive excused absences from classes on the
dates indicated in the itinerary and be allowed to make up any
missed examinations and assignment. Excused absences for
official university travel do not count toward the university’s
policy on excessive absences. Students are responsible for
informing the Instructor of their participation in university
activities, getting assignments prior to travel or making up
assignments immediately upon returning to class.
2. Excused Absences Due to Illness, Accident or Other
Verifiable Emergencies
It is the university’s policy that students who are absent from a
class due to illness, accident, or other emergency must submit
verifiable documentation of the illness, accident, or emergency
to the Instructor immediately upon return to campus and
classes. When returning to class, students should bring with
them either an original document or a genuine photocopy of an
excuse document.
Absences due to religious observances and practices may also
be considered “excused.” A student so excused will be allowed
to make up any missed examinations or assignments at the
earliest possible time convenient to the student and the faculty
member (within the two-week allotted make-up timeframe). It is
the student’s responsibility to make arrangements for such
make-up work. Excused absences due to illness, accidents, or
other verifiable emergencies do not count toward the

university’s policy on excessive absences. Assignments that
were due and assigned before the missed class(es), are to be
completed immediately upon return to class.
3. Policy on Excessive Un-excused Absences
Students are expected to attend classes regularly and on time.
Instructors will keep an accurate record of class attendance.
Students are allowed to miss one class in excess of the number
of credit hours assigned to the class they are taking (for
example, EDRD 2010 is a 3 credit-hour class; you are allowed a
maximum of 4 unexcused absences for the semester.)
4. Withdrawal from a Course
Withdrawal from a course is official only after a Course
Withdrawal form has been completed and submitted to the
Office of Admissions and Records. Students should consult
their Academic Calendar for the deadline date for withdrawing
from a class.
5. Instructions for withdrawal from the University
To accomplish proper withdrawal from the university it is
necessary that a student clear his/her status with all the offices
on the withdrawal request form by obtaining signatures for
clearance verification from each office. Personal problems or
other circumstances beyond the student’s control may serve as
reasons for granting official withdrawal from the university.
Withdrawal from the university must be approved by the
University Health Center and the withdrawal form should be
filed with the Office of Admissions and Records.
6. Students with Disabilities
If you have a disability that may require assistance or special
accommodations or if you have questions related to assistance
for testing, note taking, assistance with readers, etc., please
contact the Office of Disabled Student Services located in Room
117, Floyd Payne Student Center, (615-963-7400) with

questions about such services. If you have been provided with a
“disability accommodation” form by the Office of Disability
Services, please present a genuine photocopy of that form to
your Instructor by the end of the second weekof classes.
Failure to do so will result in the instructor making no special
accommodations of any kind.
Campus Mailbox and E-Mail
At the time of enrollment, all students are provided a campus
mailbox and access to a computer account. Students are required
to check their e-mail messages which will be sent through
Mytsu (personal announcement or private mail) or e-learnat
least twice per day and the Campus Mailboxat least twice per
week, as these will be important means for Instructors to
communicate about class matters.
Instructors will also use the Desire2Learn Online Learning
Management Platform to upload course materials including the
Syllabus and Course Guide (and any subsequent changes made
to the Syllabus and Course Guide during the semester), class
notes, assignments, instructions for assignments, information
about the class, etc., to students through
athttp://elearn.tnstate.edu. Instructors recommend that students
check their file at least once in the morning and once in the
evening every day.
Brief Summary of Requirements
EDRD 2010 – FALL 2014
PART I – READING MATTERS
UNITSACTIVITIES/READINGS
UNIT I Reading Matters p. 2

Levels of Comprehension p. 8 -10
Active Reading p. 12 – 18
Warm up Reading Strategies p. 13
Text Annotation p. 17 – 30
The Writing Process p. 34 – 59
UNIT II Cognitive Development p. 63 – 72
Learning from Graphs, Tables, And Diagrams p. 63
Reading Visual Aids p. 70
Visual/Graphic Aid Questions p. 73
Selected Exercises: Set 1, 2, 3, 4,5, 6, 7,8, 9, and 10
UNIT III Literary Comprehension p. 109
Readings: Pounded by Gravity p. 109
Potential Fallacies p. 113
Opinions and Reasons p. 117
Pattern Elements of Opinion and Reason, p. 118
Reading Between the lines p. 119
Zipped Lips p. 123
Popular Culture p. 136
Family Life p 137
INDEPENDENT REVIEW
MID-TERM WEEK - OCTOBER
PART II – READING ACROSS THE DISCIPLINES
UNIT IV ACTIVITIES/READINGS
Social Sciences Introduction, p. 146-148
Surveillance Society p. 150
The New Flirting Game p. 159-166
Behavioral Sciences Sociology: Culture p. 276 –
311
Psychology: Sources of Stress –
p. 312; pp. 314-328; 344-345

RESEARCH PAPER DUE DATE: NOVEMBER
History, Language Arts & Humanities Settlement of New
France p. 169-183
Life Sciences Volunteer Army p. 187-190
Species Extinction; One Found, Many Lost pp. 200-203
Physical Sciences The Cultural Ecology of the
City, pp. 228-239
Allied Health Sleep pp. 254 – 273
THANKS GIVING
Unit V
Business Communicating in the world of
Diversity
pp. 349-359; pp. 385-387
FINAL EXAM REVIEW
NELSON DENNY POST-TEST
FINAL EXAM EDRD 2010 – DECEMBER
DETAILED COURSE WORK
The Course Guide is a flexible listing of daily/weekly

assignments aimed at helping students to stay on task with the
course material. Students are encouraged to follow the Course
Guide to aid in preparation of materials for upcoming classes.
EXPECTED LEARNING OUTCOMES:
When students complete EDRD 2010 they should be:
1. Motivated to read and write within the disciplines.
2. Able to identify that the process and impact of reading shapes
their intellectual growth enabling them to amass many terms,
concepts and organizational skills, and sharpen their cognitive
processes.
3. Able to realize their potential for personal fulfillment.
4. Able to realize that reading is the process of constructing
meaning through the dynamic interaction among the reader’s
existing knowledge, the information suggested by the written
language and the context of the reading solution.
5. Exposed to the importance of background knowledge that
helps them to go beyond print and make inferences or identify
with people or events.
6. Aware that knowledge of writing styles and its effect on
readers’ processing influence their attempt to comprehend.
7. Able to:
a. Assimilate new information
b. See what is important
c. Make inferences that elaborate
d. Summarize by aiding in the separation of important ideas
from less important ones.
e. Enhance Cognitive Skills:
● Recognize logical structure inherent in a passage

● Understand how new information relates to what is already
known
● Evaluate text for clarity, completeness and consistency.
f. Decide how well material has been understood.
8. Use and differentiate between the skills needed to read in the
various Content Area Courses.
9. Understand terminology and concepts and relationship among
discipline to enhance adequate reading skills for effective and
efficient transfer to the place of work and to life.
Students are expected to read textbook assignments BEFORE
coming to class. As part of preparation for class, students will
also access the listed resources (hyperlinks) listed in the course
guide BEFORE every class, print them and read over for class
discussion.
RESEARCH PAPER INSTRUCTIONS
Each student is required to produce a research paper on any one
of the suggested research topics listed on page.
The paper should follow generally accepted research guidelines.
For example, students should not engage in plagiarism or
cutting and pasting of information from the Internet, etc. Both
on-ground and on-line students should feel free to ask
Instructors’ questions either face-to-face or on-line if they are
not clear about any term paper issues. It is highly
recommended that students get writing assistance from the
University Writing Center (4th Floor, Student Success Center).
When preparing your paper use double-space Times New
Roman, Font Size 12 only, with 1-inch margins on all sides.
Select one typing style and stick to it, do not mix both styles.

For example: Either type in BLOCK style – each paragraph
begins on the left margin or type in INDENTED style – the first
line of each paragraph is indented 5 spaces.
1. Select a topic from one of the many topics provided on the
following pages.
2. Research the topic thoroughly using a combination of books,
journals, newspaper articles, recorded interviews with
established experts on the subject and internet resources, etc.
Your research materials must be scholarly and reputable, for
example information from the Washington Post, New York
Times, Chicago Tribune, etc., television news programs such as
Public T.V. and the other major news programs such as CBS 60
minutes, ABC 20/20, CNN with Anderson Cooper, etc., and
academic journals and resource textbooks, etc. Your primary
resource will be your textbook and you should cite a minimum
of five (5) sources. NB: You may use Wikipedia to introduce
yourself to the topic however it is not a reliable resource for
citation purposes.
Prepare a Formal Outline of your Topic: Formatting your
Outline/Topic Page
Your Outline should be done using formal Roman Numeral
letters – I, II, III, IV, V, etc.
Head your paper with:
Name: Type in your name
Course EDRD plus your Section number
Instructor’s name Type in the Instructor’s name
Date This is the date that the Outline is due
State your topic centered on the page
Do not paraphrase, etc. Do not use terms such as “My topic is”
or “I will be writing about…”
Just state the topic. For example – look at the sample topic

below:
(Sample Topic): America Needs a Contemporary Civil Rights
Movement
Leave 2-4 lines of space after the topic and begin your
outline
3. At the bottom of your page add the following:
Topic Approved_____________________________ Date
Approved___________________________________
Topic Denied_______________________________ Reason for
Denial _________________________________
Instructor’s
Suggestions___________________________________________
_____________Initials__________
Formatting of the Final Research Paper
Please follow the instructions provided here for formatting your
paper:
The final paper will be submitted in the following way. It
should have:
1. A Cover Page: On the Cover Page will be the following
information:
a. Your Name
b. Title of the Research Paper
c. Course Name and Section Number
d. Due Date of Paper (November 19, 2014)
e. Instructor’s Name
The Paper will consist of:

2. Five (5) full pages of text (8.5" x 11" – paper only) –
maximum number of written text allowed six (6).
For those students whose instructors have instructed them to use
the MLA Citation Guidelines, this paper does NOT require an
ABSTRACT.
3. Works Cited or Reference Page using MLA citation or APA
format (Maximum number of pages to be submitted: 8 pages.)
a. When using MLA style, follow the format carefully (consult
with the University Writing Center.) Be sure to Center the
following words at the top of your page:
In-text citing
Particularly in this day of Internet access, it is quite easy to
unknowingly plagiarize someone’s work without meaning to.
Therefore we must be vigilant. Follow MLA guidelines for
doing in-text citation as you have learned then in your English
1010 class, at the University Writing Center which you are
required to consult with for this research paper and at The
Purdue online writing lab –
https://owl.english.purdue.edu/owl/resources/560/01.
You will have a minimum of five (5) points deducted for
incorrect citation.
In-text citing: Either, state the name of the writer in your
sentence and then put the page number in bracket: e.g. Smith
said that it was fine to steal from Michael (78) OR say,
according to others, it was fine for one person to steal from the
other (Smith 78).
The Works Cited/Reference page comes at the end of your paper
and is a listing in precise alphabetical order, of all the sources
that appear in your paper.
Works Cited
Do not underline, do not bold or italicize the words

Note: Students are required to utilize the services available in
the University Writing Center for all extensive writing
assignment. Documented usage of the Center will become a
part of your work profile.
General APA Guidelines
Follow APA 6th edition guidelines for this paper including title
page, running head, headings, page numbers, and reference
page. An abstract is not required. The Purdue online writing
lab https://owl.english.purdue.edu/owl/resource/560/01/, the
TSU Writing Center and the APA style manual (6th edition)
should be referred to in formatting this paper. Up to 5 points
may be deducted from the total grade for incorrect formatting.
Your essay should be typed, double-spaced on standard-sized
paper (8.5" x 11") with 1" margins on all sides. You should use
a clear font that is highly readable. APA recommends using 12
pt. Times New Roman font.
Include a page header (also known as the "running head") at the
top of every page. To create a page header/running head, insert
page numbers flush right. Then type "TITLE OF YOUR
PAPER" in the header flush left using all capital letters. The
running head is a shortened version of your paper's title and
cannot exceed 50 characters including spacing and punctuation.
Major Paper Sections
Your essay should include four major sections: the Title Page,
Abstract, Main Body, and References.
Title Page
The title page should contain the title of the paper, the author's
name, and the institutional affiliation. Include the page header
(described above) flush left with the page number flush right at
the top of the page. Please note that on the title page, your page
header/running head should look like this:
Running head: TITLE OF YOUR PAPER
Pages after the title page should have a running head that looks
like this:
TITLE OF YOUR PAPER

SAMPLE APA FORMAT
Running head: Violent Youth (FEWER THAN 50
CHARACTERS)
Violent Youth offenders should be tried as Adults
Brandon Quincy
Tennessee State University
Abstract
Use as many key words as possible in your abstract. Limit its
length to 960 characters. For an empirical study, use 100 to 120
words to describe the problem, participants, method, findings,
and conclusions. For a theoretical or review article, use 75 to
100 words to state the article's topic, thesis, scope, sources, and
conclusions. Define all abbreviations and unique terms. Spell
out names of tests and drugs; use generic drug names. Use
paraphrases, not quotations. Conserve space by using
abbreviations; express numbers as digits.
Title of Paper
Begin your paper with the introduction. The active voice, rather
than passive voice, should be used in your writing.
References
Doe, J. Q. (1999, 12 August). Title of an article. Title of a
Magazine, 212, 23.
Doe, J. R. (1987). Title of an article. Title of a Scholarly
Journal, 35, 112-128.
Last name, F. (1998). Title of a sample book. City: Publisher.

Maner, M. (1999, 14 April). Women and eighteenth-century
literature. Retrieved August 9, 1999 from the World Wide Web:
http://www.wright.edu/~martin.maner/18cwom99.html
Grading Rubric for Written Work
Rubric is applied primarily to Essays and other forms of
Developed Writing
Outstanding Strong Good
Average Weak Needs Does not
Improvement Meet Standards
Content
Includes a strong introduction 10 9
8 7 6 5
Includes a strong thesis statement 10 9
8 7 6 5
Uses specific facts & evidence to
support thesis 10 9 8
7 6 5
0-4 points
Uses an effective organizational
for Content
structure (transitions & topic sentences) 10 9
8 7 6 5
Includes memorable examples
(thinking outside the box) 10 9
8 7 6 5
Total Score: ___________/50
Guidelines

Followed assignment guidelines 10 9
8 7 6 5
Used appropriate in-text and biblio-
graphical citations. Included
appropriate title and length 10 9 8
7 6 5
0-4 points
for Guidelines
Follows MLA format accurately 10 9
8 7 6 5
Uses the “hamburger” writing
method effectively 10 9 8
7 6 5
Total Score: ___________/40
Mechanics, Grammar & Punctuation
Appropriate use of punctuation including
0-2 points
commas, semicolons, quotation marks,
for Mechanics
apostrophes. Correct grammar forms
including paraphrasing . 10 9 8
7 6 5
Total score: __________/10
Final Score: _________/100

SUGGESTED RESEARCH TOPICS
Choose ANY ONE Topic from the following list: (A, B, C, D,
E, F, & G)
A. Family, Sex, and Gender
1. Acquaintance rape is a major problem in America?
2. Should gay couples be allowed to marry?
3. Prostitution should be legalized. Discuss
4. Marriage is a doomed institution. Discuss
5. Traditional families are better than contemporary families.
Discuss
B. Education and Youth
1. Schools should teach about contraception in sex education
classes.
2. Are standardized tests good measures of academic ability or
progress?
3. Spending more money on schools will improve educational
achievement in minority communities. Discuss
4. Schools should focus on core academic subjects like reading,
writing, math and science and exclude less fundamental subjects
like art, music, and sports. Discuss
C. Crime and Deviance
1. Violent youth offenders should be tried as adults. Discuss
2. Should incarceration be the only answer to the crime
problem?
D. Drugs, Tobacco, and Alcohol
1. Individuals with multiple DUIs should have their licenses
suspended.
2. Prescription drug abuse is a major problem in America.
E. Work and the Economy
1. Sexual harassment should be a concerned for American
workers in the workplace.
2. The government should closely regulate and control the stock

market and financial institutions.
3. Increasing government spending will help the economy.
Discuss
4. The budget deficit is a threat to America’s future.
F. Stratification and Inequality
1. Racism is a problem in contemporary America.
2. Gender differences in pay should be outlawed.
3. American needs tougher immigration laws.
G. Health and Medicine
1. Will health care reform be good for America?
2. America needs a national health care system or insurance
program.
READING IN THE CONTENT AREA – UNITS I - V
UNIT 1: Introduction to the Reading Process
Week 1:
· Introduction and Orientation to the Course
· Reading Matters!
· Understanding and applying Schemata
· Reading like a Writer: Similarities between Reading and
Writing
Discussion Points: Class Discussions, Assignments, Reflective
Papers, Case Studies, Collaborative Work
· Organizing Principles in Reading and Writing
· Content Knowledge
· Content Literacy and Learning
· Text Comprehension in Content Areas
Textbook Reading/Assignment: Read Chapter 1: Pay careful
attention to key concepts:
· Schemata: pp. 2-3, 7-8
· Reader Response pp. 8-10

· Levels of Comprehension pp. 10-11
· Active Reading pp. 12-18
· Annotation pp. 17-30
· The Writing Process pp. 35-38
e-Resources: - Unit I
1. http://people.ucalgary.ca/~mpeglar/models.html
2. http://www.criticalreading.com/principles.htm
3.
http://grammar.about.com/od/yourwriting/a/writingprocess.htm
4. http://www.bear-write.com/GeneralPrinciples.html
5. http://www.jstor.org/stable/40014518
6.
http://wps.ablongman.com/ab_alvermann_content_5/55/14315/3
664859.cw/index.html
7.
http://www.pkwy.k12.mo.us/intra/professional/midsd/One/Liter
acy.htm
8.
http://www.pkwy.k12.mo.us/intra/professional/midsd/One/Read
pro.htm
9. http://www.litandlearn.lpb.org/strategies.html
10.
http://cfbstaff.cfbisd.edu/cfbcurriculum/Content%20Literacy%2
0OL/index.htm
11. Owl.english.purdue.edu
12. ccc.commnet.edu/sensen/part3/sixteen/index.html
13. www.literacy.uconn.edu/compre.htm
Unit I Assignments
Assignment 1: Annotate Chapter 1
Reflective Paper 1: Discuss the process that led to your
selection of Tennessee State University as your university of
choice. What are some of the experiences that helped you make

the decision to attend TSU? Develop a 10-year action plan for
your life (where do you see yourself in 10 years). You should
discuss your goals, and how you plan to accomplish these goals.
You should also discuss some of the experiences that have
helped you in your decision-making process.
Chapter 1 Annotation:
Due__________________
Reflective Paper 1:
Due:_________________
Assignment – Instructor’s Selection
Due:_________________
UNIT II:Cognitive Development
Weeks 2-3:
Discussion Points:
· Expanding Content Area Vocabulary and Concepts
· Using Graphic Organizers, Maps, Charts, Cartoons, Diagrams,
and similar visuals to make connections among Key Concept
words in text.
Textbook Reading/Assignments:
Read Chapter 2, pp. 63-72.
e-Resources: Unit II
1.
http://wps.prenhall.com/chet_brozo_literacy_5/53/13812/35360
50.cw/index.html
2.
http://mset.rst2.edu/portfolios/s/stringham_l/thesis/20stage4.ht
m
3.
http://aim.cast.org/learn/historyarchive/backgroundpapers/graph
ic_organizers
4. http://www.eduplace.com/graphicorganizer/
5. http://www.writedesignonline.com/organizers/

6.
http://departments.weber.edu/teachall/reading/prereading.html
7.
http://www.landmark.edu/institute/assistive_technology/reading
_overview.html
8.
http://www.gamequarium.org/dir/Readquarium/Vocabulary/Anal
ogies/
9. http://www.quia.com/cb/7146.html
10.
http://www.clearpointenglish.co.uk/describing%20graphs.htm
11.
http://wps.prenhall.com/bp_groebner_busstats_7/64/16434/4207
230.cw/index.html
12. http://www.slideshare.net/wanbk/tid-chapter-5-
introduction-to-charts-and-graph
Unit II Assignments
Complete Exercise Sets: 10, 13, 19, 20, & 23 Due: In Class
Assignment
Create a Computerized Graphic Organizer: Due:
__________________
Reflective Paper 2 - p. 71: Louis Pasteur
Due:___________________
Due:___________________
UNIT III: Literary Comprehension
Weeks 4-5:
Discussion Points:
· Understanding Exposition and Narrative Writing Styles
· Understanding and Appreciating Rhetoric
· Rules for Reading Imaginative Literature:
The Novel: Definition; Difference; Story Schemas and Story
Grammars; Setting; Initiating Event; Internal Response;
Attempt; Consequence; Reaction

· Literary Comprehension: Purposes, Rhetorical Devices for
Identifying Authors, Poetry Interpretation
· Figurative Language - Analogies; Metaphors; Similes
Textbook Reading/Assignments:
Read Chapter 3. Pay special attention to the following:
Pounded by Gravity: p. 109
Zipped Lips: p. 123
Family Life: p. 137
e-Resources: UNIT III
1.
http://www.icsd.k12.ny.us/legacy/acs/library/facing_history/Oth
er/Lit.Elements.pdf
2. http://faculty.weber.edu/vramirez/hnscompoflit.htm
3. http://www.roanestate.edu/owl/ElementsLit.html
4. http://www.stemstar.com/lctarget.htm
5. http://www.englishbiz.co.uk/extras/rhetoricalexamples.htm
6. http://www.poetry-online.org/poetry-terms.htm
7. http://www.ccel.org/h/herbert/temple/poetry2.html
8.
http://www.associatedcontent.com/article/1568246/poetry_inter
pretation_in_eight_simple.html?cat=4
9. http://wik.ed.uiuc.edu/index.php/Story_grammar
10.
http://www.acsu.buffalo.edu/~duchan/history_subpages/storygra
mmar.html
11. http://www.abcteach.com/Reading/storygrammar.htm
12. http://languagearts.mrdonn.org/figurative.html
13.
http://www.sturgeon.k12.mo.us/elementary/numphrey/subjectpa
ges/languagearts/figuresofspeech.html
UNIT III Assignments
Assignment 3 - p. 144: Answer the Comprehension Questions
and Questions on Writing Techniques ONLY

Due____________________
Reflective Paper 2 – Read Barbara Ehrenreich’s essay Zipped
Lips on page 123 of your text. Turn to page 130, Question 1 in
Questions for Writing/Small-Group Discussion. Using this
question for guidance, write a brief
(2 pages maximum) reflective paper sharing your thoughts on
the subject of academic freedom.
Due:___________________________
MID-TERM
UNIT IV: Reading for the Global Community – Part I
Reading for the Global Community – Part I
Reading Across the Disciplines
· Introduction pp.
146-148
Reading in Social Sciences
· Social Sciences: p. 149
A Surveillance Society pp. 150-153
The Flirting Game pp. 159-166
Reading inBehavioral Sciences
Sociology: Culture pp. 276-311
Psychology: Sources of Stress pp. 312; 314-328;
344-345
Reading in
History, Language & Humanities
Settlement of New France pp. 169-183
Reading in the Life Sciences
Volunteer Army pp. 187 -199
Species Extinction; One Found,
Many Lost pp. 200-203

Reading in the Physical Sciences
The Cultural Ecology of the City pp. 228-239
Reading in Allied Health
Sleep pp. 254-273
e-Resources Unit IV – Part I
1. http://www.justreadnow.com/strategies/analogy.htm
2. http://gsi.berkeley.edu/teachingguide/reading/natural-
sciences.html
3. http://gsi.berkeley.edu/teachingguide/reading/social-
sciences.html
4. www.press.umich.edu/esl/compsite/srb/
5. www.qcc.cuny.edu/...Nursing.../Readings_Code-ethics-
student-nurs
6.
http://www.thenationalcampaign.org/sextech/pdf/sextech_summ
ary.pdf
7. http://www.pewinternet.org/Reports/2007/Teens-and-Social-
Media.aspx
8. www.nursingcenter.com/library/RecReading.asp
9. www.nhti.edu/learningcenter/lcnursingstudyskills.pdf
10.
http://www.naturalnews.com/031649_dietary_guidelines_USDA
.html
11.
http://www.naturalnews.com/031663_breast_milk_nutrition.htm
l
UNIT IV – Part I Assignments
Assignment 4 #F (Exploring Ideas Through…., p. 166)
Due:____________________
Due:____________________

NOVEMBER 2014
RESEARCH PAPER DUE
UNIT V: Reading for the Global Community – Part II
Reading in:
Business and the Public Service Sector
Technology and Reading
Reading for the Linguistically and
Culturally Different Student
Textbook Readings
Communicating in the world of diversity - pp. 349-359
Communicating Effectively in the Workforce - pp. 359 -380
e-Resources: UNIT V
1.
www.theatlantic.com/business/archive/2011/05/...readings/2390
31
2. www.globalization101.org
4. www.investorwords.com/2182/globalization.html
5. http://dx.doi.org/DOI:10.1108/02651339710184280
6. www.sedl.org/change/leadership/history.html
Unit V Assignments
1. Classroom Discussion: Is Reading Important for
Technological Development?
2. The era of new, electronic technology has opened up new and
exciting ways for people to flirt.
Provide a detailed discussion how people use today’s
technology to flirt. Identify at least three positive and three
potentially dangerous outcomes associated with this new type of
flirting.

Due____________________________
4. Answer Question 1 on Page 310: Thinking Critically About
Chapter 7A Due_____________________
5. Discussion and Critical Thinking Questions: pp. 388-389:
Answer Questions 1 – 3 Due_____________________
6. Discussion and Critical Thinking Questions: pp. 390;
Answer Questions 1-3 Due_____________________
DECEMBER FINAL REVIEW
NELSON-DENNY POST-TEST
FINAL EXAM DATE - TBA
Disclaimer: This Course Guide is intended to aid students in
adequately preparing for classes. Instructors reserve the right to
modify the Course Guide as may be necessary during the
semester.

24Tennessee State UniversityDepartment of Teaching & Lea.docx

More Related Content

Similar to 24Tennessee State UniversityDepartment of Teaching & Lea.docx (20)

More from eugeniadean34240 (20)

Recently uploaded (20)

24Tennessee State UniversityDepartment of Teaching & Lea.docx