Fundamentals of Critical Reading

MACC (Fall 2005)

Paper #4 A Picture Ad (2-3 pages)

1. Introduction: Where did you find the picture? What is it selling? Thesis: what are you going to focus on in the analysis?
2. Description/Summary: What does the ad look like? Use descriptive language - metaphors, similies and so on. How does the ad use the 5 senses? What words are on the page, if any?
3. Analysis: What are the companies goals for this ad? What are they selling? What are they REALLY selling (secondary selling points)? Is the ad exaggerated beyond the call of the product? Is the ad ethical? Does it succeed in in you case?
4. Conclusion: Restate focus of analysis. Restate the source of the article. What did you learn? Wrap it up.

Paper #3 A Book

1. Introduction: Who wrote it? When was the book written?
2. Summary 1 ½ pages max: What is the story? What happens? Can the story be broken up into two or three parts that hinge on one or two events in the book?
3. Analysis: 1 ½ pages max: What type of story is this? What are the themes? Symbolism? See link
4. Conclusion ½ page: Wrap up (not always in this order)-- Bring it full circle. Bring author back for his due. Why is this book important, or not? Did you like it? Restate the conclusion of your thesis.

Paper #2 --Revised

Title of your Paper

1. Introduction: In “Saving A.I.: Artificial Intelligence,” Stephen Glaister explains why the film AI is one of the most philosophically rich movies in recent history.
   1. List his main points .
2. Summary: 1 ½ pages max:
   1. 1st main point: What is he saying? Why is he saying it?
   2. 2nd main point: What is he saying? Why is he saying it?
   3. -Sub-points? Audience?
3. Analysis: 1 ½ pages max: Not just “did you like it” anymore
   1. Did he give support for each point?
   2. give examples
   3. Was the author clear? Organized? Biased?
   4. Focus and Purpose—Essay has a clear purpose & explains one main idea? Shows understanding of the topic?
   5. Development- Support? Details? Elaboration? Explanation?
   6. Organization: Arrangement of information, fitting structure? Easy to follow?
   7. Tone and Style: Appropriate to audience? Control, variety, and complexity of prose?
4. Conclusion: ½ page: Wrap up - Bring it full circle. Bring back his 2 main sections. Say why this article is important, or not useful. Give the author his due. Restate your thesis.

First graded draft: Oct 13thth

Paper #1—Cosby Article Review

2-3 pages, double-spaced, 12 pt font

1. 1–1 ½ pages of summary and introduction of the article.
2. 1–1 1/2 pages of analysis and conclusion

At least:

1. 1/3 page intro.
2. 2/3 page summary
3. 2/3 page analysis
4. 1/3 conclusion

Sylabus:

Moberly Area Community College

DEV 031: Fundamentals of Critical Reading, Fall 2005

Class days and time: 9:00 – 10:25

Catalog Description:

DEV031: Fundamentals of Critical Reading (3-0-3)

Fundamentals of Critical Reading is designed to provide students with basic reading and study skills necessary for critical reading and comprehension. (FA, SP, SU), Prerequisite/Co-requisite: none.

Text(s): DiYanni, Robert. Putting It Together: Basic College Reading in Context. Bedford/St. Martins, 2002. 0-312-13689-7.

Other Required Materials: A college-level paperback dictionary; spiral notebook for journal.

Purpose of Course:

Fundamentals of Critical Reading is designed to help students become confident, competent readers through realistic application of fundamentals skills and integration of individual skills into the complex reading process required at the college level, improving vocabulary, comprehension, and ability to evaluate, analyze, and synthesize college materials.

Course Objectives (Upon successful completion of this course, students will be able to):

• · Demonstrate reading comprehension;

• · Demonstrate ability to analyze, synthesize, and evaluate written material;

• · Demonstrate critical thinking skills;

• · Demonstrate expanded, college-level vocabulary;

• · Demonstrate familiarity with various literary genres;

• · Demonstrate competence in reading, writing, and thinking at a college level.

Course Content:

Basic Reading Strategies

Learning Vocabulary from Context Clues

Learning Vocabulary by Analyzing Words

Recognizing Topics & Main Ideas

Major and Minor Supporting Details

Patterns of Organization

Inferences and Conclusions

Assessment of Student Learning

• Student outcomes of the above objectives that will constitute 80% of the student’s final grade may be measured through, but not limited to, the following: writing assignments, objective and essay examinations, quizzes, oral presentations, class participation, small group work, journal writings, homework, in-class writings, and computerized grammar exercises.

Tests - 30%

Class Participation - 10%

Journal - 10%

In-class assignments/Group Work - 10%

Reports - 40%

1. Consists of 4 papers, 2-4 pages typed, double spaced, Times New Roman, 12 pt font
2. Pre-writing must be evident before a paper will be accepted.

Grading Scale:

100%-90% = A

89%-80% = B

79%-70% = C

69%-60% = D

59% or below = F

Grades will be calculated on total points and 70% mastery will be necessary for satisfactory completion of the course. A grade less than 70% will result in the student being required to repeat the course.

Description of Major Assignments:

· Journal: A journal of responses, thoughts, reactions, and opinions is an excellent way to improve your writing, thinking, and communicative skills. You may be asked to read journal entries to the class.

· In-class Writing: In-class writing will prepare you for future courses containing essay exams & for spontaneous writing.

· Quizzes: Quizzes will relate to the assignments, class discussions, & exercises & readings in the textbook.

· Oral/Written Report: Read assigned novel or non-fiction book, research author, and evaluate setting, characterization, plot, and historical context.

Statement to Connect Course with General Education Outcomes or Technical Program Outcome Statement:

In compliance with MACC’s General Education outcomes, the student who successfully completes this course will be able to:

I. Demonstrate effective written and oral communication skills

II. Demonstrate an understanding of scientific principles and computational skills and how to use them to solve problems and make informed decisions.

III. Develop a continuing appreciation for artifacts in language, art, music or philosophy and be able to evaluate those artifacts as representations of form, cultural context, and individual expression; and

IV. Demonstrate knowledge of how history has shaped society and culture, understand how the individual relates to society and culture, appreciate cultural diversity, understand human behavior and mental processes, and understand human development.

Instructor Policies:

Attendance: Any student who misses two consecutive weeks of class during a regular sixteen (16)-week semester or the equivalent proportion of the class time during a shorter session will be dropped from the class unless acceptable justification is supplied to the instructor and the Dean of Student Services. The student will be notified in writing of the action through the Office of Student Services. Additionally, any student who misses more than one-fourth of the class meetings during any scheduled session may be dropped from that class by that instructor if, in the opinion of the instructor, the student does not have reasonable opportunity to succeed in the class. (Policy Handbook, M.095)

Tardiness: Take a seat and see me after class. More than 20 mins. tardy will be considered an absence.

Make-up and late work: One grade will be docked for every class period, accepted up to one full week late.

Extra-credit work: If you feel the need for extra credit, see me

Schedule of Student Assignments/Activities (subject to change):

August

Thursday 25 –Pretest I, Introduction

Tuesday 30 –Pretest II, Intro. Continued

September

Thursday 1 – Chap 1

Tuesday 6 – Chap 1

Thursday 8 – Chap 2

Tuesday 13 – Chap 2

Thursday 15 – Chap 3

Tuesday 20 – Book Report 1 Due –Article Summary (concentration and vocab.)

Thursday 22 – Exam (1-3)

Tuesday 27 – Chap 4

Thursday 29 – Chap 5

October

Tuesday 4 – Chap 6

Thursday 6 – Draft of Report 2 Due

Tuesday 11 – Practice Test

Thursday 13 – Exam (4-6)

Tuesday 18 – Chap 7, Book Report 2 Due –Scholarly Article Analysis (main ideas and organization)

Thursday 20 – Chap 8

Tuesday 25 – Chap 9

Thursday 27 – Exam (7-9)

November

Tuesday 1 – Chap 10

Thursday 3 – Chap 10

Tuesday 8 – Chap 11

Thursday 10 – Chap 11

Tuesday 15 – Chap 12

Thursday 17 – Chap 12

Tuesday 22 – Exam (10-13)

Thursday 24 – THANKSGIVING, no class

Tuesday 29 – Book Report 3 Due –Book from List (see course content)

December

Thursday 1 – Catch-up day

Tuesday 6 – Post-Test I

Thursday 8 – Post-Test II

Tuesday 13 – Finals, Book Report 4 Due during scheduled test time – Photo/Picture (visual literacy)

Americans with Disabilities Act Statement:

Students with documentable disabilities as addressed by the Americans with Disabilities Act may register proper documentation with the Office of Student Services. The Student Services Office will then notify appropriate instructors of suggested official accommodations. Students may also wish to personally inform their instructors of their particular disabilies.