Catawba Valley
Community College
School of Academics, Education
& Fine Arts
Elizabeth Braun
DRE 098: Integrated
Reading and Writing III
ebraun@cvcc.edu
828.327.7000 x 4007
WW 114 B, Office Hours: MWF, 9:30-11
828.327.7000 x 4007
WW 114 B, Office Hours: MWF, 9:30-11
REQUIRED MATERIALS:
Hoeffner, Lisa, and Kent Hoeffner. Common Places. New York: McGraw-Hill Education, 2015.
Hoeffner, Lisa, and Kent Hoeffner. Common Places. New York: McGraw-Hill Education, 2015.
- Notebook or folder for class work and handouts
- Computer and Word Processing Program
- Reliable internet connection
COURSE DESCRIPTION:
DRE 098 Integrated Reading and Writing III
This course is designed to develop proficiency in integrated and contextualized reading and writing skills and strategies. Topics include reading and writing processes, critical thinking strategies, and recognition and composition of well-developed, coherent, and unified texts; these topics are taught using texts primarily in the Lexile® range of 1185 to 1385. Upon completion, students should be able to apply those skills toward understanding a variety of texts at the career- and college-ready level and toward composing a documented essay. Prerequisite(s): DRE 097 or placement by examination. Meets daily, Monday through Friday, for five (5) hours and online for two (2) hours.
This course is designed to develop proficiency in integrated and contextualized reading and writing skills and strategies. Topics include reading and writing processes, critical thinking strategies, and recognition and composition of well-developed, coherent, and unified texts; these topics are taught using texts primarily in the Lexile® range of 1185 to 1385. Upon completion, students should be able to apply those skills toward understanding a variety of texts at the career- and college-ready level and toward composing a documented essay. Prerequisite(s): DRE 097 or placement by examination. Meets daily, Monday through Friday, for five (5) hours and online for two (2) hours.
COURSE GOALS:
- Understand and use the basic components of the writing process.
- Demonstrate and use a variety of reading strategies.
- Apply critical thinking strategies to analyze texts and strengthen writing.
- Recognize and compose well-developed, multi-paragraph essays.
- Research and write about a variety of topics using a variety of methods, avoiding plagiarism and employing correct MLA in-text citations and works cited pages.
- Use the written word to express opinions, persuade, and reflect.
- Apply the conventions of Standard Written English.
COURSE POLICIES:
ATTENDANCE/PARTICIPATION:
Daily attendance and participation are required. Student may miss six (6)
classes without penalty. Upon the seventh (7th) absence, the student
will be dropped from the course. Three (3) tardy arrivals or early departures
will count as one absence. Arrival after fifteen (15) minutes will constitute
an absence. Participation means that students are physically and intellectually
present. Participation in discussions reflects thoughtful and careful reading
related to topic. Students initiate discussion as much as instructor. Students
express themselves clearly and are well understood.
ACADEMIC HONESTY:
Students at CVCC are expected to be honest in all academic
pursuits, whether class, lab, shop, or clinical. Acts of academic dishonesty
are considered unethical and subject to behavior sanctions. Examples of
academic dishonesty include, but are not limited to the following:
1. Sharing
information about the content of quizzes, exams, classroom/lab/shop/clinical
assignments (scheduled or make-up) without approval of the instructor including
but not limited to unauthorized copying, collaboration, or use of notes, books,
or other materials when preparing for or completing examinations or other
academic assignments (scheduled or make-up).
2. Buying,
selling, or otherwise obtaining a copy of a quiz, exam, project, term paper, or
like document, without approval of the instructor.
3.
Plagiarism, which is defined as the intentional representation of another
person's work, words, thoughts, or ideas (from any source) as one's own.
4. Failing to
follow approved test taking procedures by performing such acts as:
Looking on another student's test
Use of unauthorized notes; written,
electronic, or otherwise
Changing answers after exam is scored
Verbal, non-verbal, or electronic
communication with another student during an exam
Instructors have the authority to impose either a warning,
probation, or dismissal from the class for acts of academic dishonesty relative
to classes under their supervision.
Students have an obligation to report any acts of academic
dishonesty to the instructor or appropriate campus authority when reasonable
grounds exist for such a report. Students also have a responsibility to
cooperate in the investigation of any alleged acts of academic dishonesty.
Failure to report acts of academic dishonesty could result in a behavior
sanction as outlined in the Student Conduct Policy, Policy 3.18.
ELECTRONIC DEVICE USE
STATEMENT:
1.
All cell phones and other electronic devices must be
turned off and stored with other personal property in book bags while class is
in session.
2.
Ear buds must be removed.
If a student uses these devices during class, the instructor
will require the student to leave because text messaging and other activities
disturb the class and prevent others from concentrating on class work.
If a student uses electronic devices during a test or quiz,
a zero will be recorded for that assignment, and the instructor may withdraw
the student from the course. The use of a phone in any way during a test or the
discussion of a graded test is strictly prohibited and considered cheating.
LATE WORK: Late
work will not be accepted.
EXTRA HELP: Please
see me during my office hours. I will be providing additional tutoring/help in
WW126 from 12:00 – 12:50 and 2:00 – 2:30 on Mondays and Wednesdays.
Utilize the writing center in CAD 234 (behind the
circulation desk of the library/Learning Resource Center). The hours are: Monday
through Thursday 8:00 a.m. – 5:00 p.m. and Friday from 8:00 a.m. to 3:00 p.m.
COURSE ASSIGNMENTS
& DUE DATES:
Assignment
|
Due Date
|
Details
|
Essay # 1
|
2-3 pages, 1 citation, 1 source
|
|
Blog Check # 1
|
4 entries | |
Essay # 2
|
3-5 pages, 3 citations, 3 sources
|
|
Blog Check # 2
|
4 entries & annotated articles
|
|
Connect
|
Complete all assignments with an 80% average
|
|
Essay # 3/Final Exam
|
2-3 pages, 2 citations, 2 sources
|
|
All assignments, due dates, and details are subject to
change or modification per instructor.
|
||
GRADING CRITERIA AND
SCALE:
All assignments will be graded holistically using a letter
and numerical grade on a 10-point scale.
Criteria for evaluating essays:
The A paper demonstrates
a clear main idea that can be followed throughout the development of the paper.
It has defined connections between the paragraphs and sentences that
consistently give the entire essay a definite sense of purpose and indicates an
understanding of audience. It reflects the writer’s control of language, which
is vivid, precise, and interesting. Its ideas are clear, logical, and thought-provoking;
it contains all the positive qualities of good writing listed below:
Originality
Organization
Development
Concise focus
Controlled voice and tone
Integration of references following correct MLA style
Careful choice of effective words and phrases- no clichés
Freedom from flagrant errors in spelling,
punctuation, and grammar (see list below)
Appropriate and dynamic word use
Controlled and varied sentence patterns
The B paper
reflects superior writing. It clearly, logically, and adequately states its
central purpose. Its ideas are clear because it contains most of the positive
qualities in writing. It is comparatively free of usage, mechanical and
spelling errors. Although this paper indicates competence, it lacks the
originality of thought and style that characterize the A paper.
The C paper
reflects average skills in writing. It fulfills the basic requirements of the
assignment. The paper offers sufficient support for the thesis, which is
concrete, but some of the details may be vague or inadequately explained. The
paper has an organizational pattern, but it may be incompletely carried through
in some respects. The language generally communicates with the reader, but
there may be times when sentence structure or wording is awkward. It lacks the
vigor of thought and expression that would entitle it to a higher grade.
A D indicates
below average achievement in expressing ideas correctly and effectively. Most papers present a central idea but fail
to develop it adequately. The paragraphs within the paper may deviate from the
thesis or may fail to help the paper move forward with a clear sense of
progression. The paper may contain language that repeatedly becomes hard to
follow or grammatical errors that seriously interfere with its meaning.
An F paper
seriously falls short of appropriate college level writing. Such papers have
major flaws in structure, organization, focus and development. Moreover, such
papers usually indicate failure to avoid grave errors in grammar, spelling,
punctuation, sentence structure, and word usage.
Students should take extreme caution to avoid committing any
of these serious errors (listed in no particular order):
Sentence fragment
Comma splice or run-on
Misspelling
Comma errors (lack of or overuse)
Subject-Verb Agreement
Faulty use of tense or needless shifts
Inadequate or illogical paragraphs
All assignments must receive an 80% or better in order to
pass this course.
10-Point Scale
A
|
90-100
|
B
|
80-89
|
C
|
70-79
|
D
|
60-69
|
F
|
< 59
|
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