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UPDATED MW CLASS SCHEDULE
(posted on October 7, 2013)
English 575:
Introduction to
College
Reading and Writing

Today's Class
Syllabus MW Class Part One, Part Two, and Part Four
Supplemental Learning: Syllabus Part Three

Day Two: 8/19
Taking Notes (Do List / Don't List)
Cornell Notes
Audience, Purpose, Genre, Tone, Role
Looking Ahead: Due Next Class
Dialectical Responses
(chapter one and two Hunger Games online articles of your choice)

Day Three: 8/21
Success Center Orientation
Audience, Purpose, Genre, Tone, Role (continued)
Syllabus Q & A
Layers of Reading
"How to Be Alone"
A Second Text for Analysis
Looking Ahead: Due Next Class
Read: Hunger Games (chapter two)
Complete Reading Response A:
complete at least three
dialectical responses for chapter two
Read: "Start Strong: Taking Charge of Your Success in College" (pgs. 78-107/Custom)
Complete Reading Response B:
at least one dialectical response for this chapter and the reading response activities on
pgs. 84, 85, 87, 91-92, 95, 96, 97, 98-99, 100, 101, 104, 105-106 (To avoid turning in
pages from the book, use your own paper for the activities.)
Bring: Chaffey College Student Handbook, syllabi for your classes, other scheduling
information

Day Four: 8/26
Student Success Strategies
Self-Efficacy Quotes
Student Goals
Campus Resources:
The Transfer Center (Take Notes)
Other Resources: Student Handbook
Time Management Scenarios 1 - 7 (pgs. 88-90)
Looking Ahead: Due Next Class
 Read: The Hunger Games (chapter three)
 Complete Reading Response A:
at least three
dialectical responses for chapter three
 Read: “Get Ready to Read: Active Strategies for Managing Texts”  (Part One: pages
108-121 and pages 144-171)
 Complete Reading Response B: the activities on pages 114-115, 117 (explain what
you did for the activity), 118-119, 120, 121  
 Bring: Texts from Other Courses

Day Five: 8/28
Warm Up: What do you remember from the Transfer Center presentation?
Strategy: Reviewing Your Notes Regularly
Getting to Know Your Textbook
Q & A Textbook Strategy/Turn headings (and words in bold print/italics) into
questions and actively read, focusing on answering (and updating) the questions
as needed.
Self-Efficacy Quotes, Freewriting, and Discussion
Looking Ahead: Due Next Class
 Read: The Hunger Games (chapter four)
 Read: “Get Ready to Read: Active Strategies for Managing Texts” (108-171,
Part Two, as explained in class/Custom)
 Complete: Reading Response Activities
1.  at least one of each dialectical response type for chapter four of The Hunger
Games
2. complete the remaining activities found on pages 122 through 144
3. Optional/Extra Credit Option (5 extra credit points): complete at least one of
each dialectical response type for pages 144-171

Day Six: 9/4
Idea Generation Strategies: Listing and Branching (Student Challenges)
Q & A Strategy Review
Your Choices and Reading as a Process: True or False
Identifying and Addressing College/Career Challenges
"Deaf Not Dumb" Analysis (sample academic essay draft)
Dialectical Responses
What is Self-Efficacy? (from ACOS)
Self-Efficacy in Action (a picture from ACOS)
Additional Self-Efficacy Quotes to Consider (from ACOS)
Looking Ahead: Due Next Class (Due 9/9)
 Read: The Hunger Games (chapter five)
(Complete at least four dialectical responses)  
 Read: “Essay Structure” (366-376/Custom)
(complete at least two Q & A responses or two dialectical responses)  
 “How Do I Write a Thesis?” (387-389/Custom)
(complete at least two Q & A responses or two dialectical responses)  
 “I Don’t Know What to Write”(377-386/Custom)
(complete at least two Q & A responses or two dialectical responses)  

Day Seven: 9/9
Magic Mountain or Disneyland?
Overview: Basic Academic Essay Structure
Practice with Essay Structure: Sample Outline
Focus On Annotation / Annotating an Essay Prompt
Focus on Annotation & Margin Comments 138-141
Guest Speaker: Lucy Serrano,
Counseling Department
Idea Generation: Project One (continued next class)
Looking Ahead: Due Next Class (Originally Due: 9/11/Updated Deadline: 9/16)
 Read: The Hunger Games (chapter six)
 Complete: at least one of each dialectical response type for chapter four of
The Hunger Games
 Read:“Get the Big Picture: Identifying the Main Idea in College Reading” (216-
247/Custom)  
 Complete: at least one of each type of dialectical response for these pages
 Annotate: Project One Assignment Sheet
(Review: Pages 139-141 in the textbook provide annotation guidance and
examples)

Day Eight: NO CLASS (9/11)

Day Nine: (9/16)
Updated Schedule
Review: Basic Academic Essay Structure
“Get the Big Picture: Identifying the Main Idea in College Reading” (216-
247/Custom)  
Idea Generation: Project #1: listing, branching, prioritizing, checking for suitability
LOOKING AHEAD / DUE NEXT CLASS (Wednesday 9/18)
Notebook Entry Guidelines
(worth up to seven notebook points)  
o Read: The Hunger Games (chapters seven and eight)
o Complete: at least one of each dialectical response type as you read these
two chapters  
o Review:  Idea Generation Strategies (pgs 377-386/Custom)
o  Complete: Idea Generation, Project One  
o Review: “How Do I Write a Thesis?” (387-389/Custom)
o Read: Outline Strategies (390-395/Custom)
o Complete: Outline, Project One  
o Optional/Extra Credit: Read “Lend Some Support: Locating and Using
Important Details” (248-273/Custom)/Extra Credit (up to five points): Complete
at least one of each dialectical response type for pages 248-273


Day Ten (9/18)
Paragraph Structure and Supporting Details /  
A Palette of Rhetorical Strategies
"Whether you
think that you can
or you can't,
you're usually
right."    
Henry Ford
(from ACOS)





"If I have the belief
that I can do it,
I shall surely
acquire the
capacity to do it
even if I may not
have it at the
beginning."

Mahatma Gandhi
(from ACOS)
Counter
Check Out Catching Fire (book 2) and
Mockingjay (book 3) at the Chino campus
library.
Reminder:
Catching Fire
November 22, 2013
(Extra Credit Option)
Extra Credit Option
(up to five extra credit points)

In addition to using pages 108-121 in the
Custom textbook, please use one or both of the
following handouts to write an analysis of one
textbook from another course.

Handout One
Handout Two

Custom Textbook
"Feeding Time" (pages 432-433) sample exemplification paragraph
"Youth Isn't Everything" (pages 434-435) sample narration paragraph
"A Lab Right Out of a Horror Movie" (pages 426-428) sample description paragraph
Looking Ahead/Due Next Class (9/23)
o  Read & Respond (worth up to seven notebook points):
o The Hunger Games (chapter nine)
o  Complete: (worth up to eight essay draft points) Project One, Essay Draft with copies
Make four additional copies and distribute these copies to test readers  in class today
Introductions (pgs. 372-373) and Conclusions (pgs. 373-374)
Sharing and Responding Menu

Looking Ahead/Due Next Class (worth seven points):
o  Updated Version of Project One (Revised Version)

Day Twelve (Wednesday 9/25)
Title Strategies
Reading Aloud: Using This Strategy for Editing Your Work
Dialectical Response Menu
MLA format (pages 414-415)
(Postponed until Next Class: Vocabulary Development/Reading as a Process (continued from previous
class sessions))




Looking Ahead/Due Next Class:
o Major Project One (Final Version)

Day Thirteen (9/30)
Reading as a Process: Student Essays
Choosing a Book Through Surveying/Reading As a Process: Photography Book
Reading as a Process: Practice with THIEVES (THE HUNGER GAMES)
Reading as a Process: Get Ready to Read
Summary Practice

Looking Ahead/Due Next Class
 Read: The Hunger Games  (chapters nine and ten)
 Complete at least five dialectical responses total for these two chapters
 Read: “Chart the Course: Identifying and
Integrating Writing Patterns” (274 - 303/Custom)
 Complete Written Reading Response Activity  using  reading as a process for pages
274 - 303

Day Fourteen (10/2)
Warm Up: Reading History
The Hunger Games: Journal Questions (distributed in class)
Reading Between the Lives

CHECKLIST: WORK DUE NEXT CLASS
(worth up to seven notebook points)
 Read: The Hunger Games (chapters 11, 12, 13, 14, & 15)
 Complete: One of the response options discussed in class

Day Fifteen (10/7)
Guest Speaker, Carol Hutte (Chaffey College Librarian)
Introduction to the Collage Genre
The Hunger Games: Countdown to the Debate (And the Catching Fire Premiere) Begins /
Hunger Games Collage

CHECKLIST: WORK DUE NEXT CLASS worth up to seven notebook points
o Read: The Hunger Games (chapter 16)
o Bring: at least one library database source about The Hunger Games or at
least one career source (based on suggestions from Chaffey College
librarian, Carol Hutte)
o Complete: Reading Response Activities

Response Activity Menu
a.) dialectical responses (at least four for the chapter and at least four for the
library database source)
b.) margin comments and annotation symbols (at least three margin
comments and three annotation symbols for the chapter and at least three
margin comments and three annotation symbols for the library database
source)
c.) other (provide proposal in writing and receive approval in writing first)

EXTRA CREDIT OPTIONS:
a.) (up to five extra credit points-awarded to the student individually) Bring two
library database resources instead of one resource and complete reading
responses for the second source as well.
b.) (up to five extra credit points - awarded to each person in the entire group)
Bring materials to use and create a visually stunning collage during our next
class session  
c.) (up to two extra credit points - awarded to the student individually)
What is collage?  Find a resource or resources which inform the class about
collage.  Share your information with the class, and turn your resources in to
Ms. U
Custom Textbook
"Feeding Time" (pages 432-433)
sample exemplification paragraph
"Youth Isn't Everything" (pages
434-435) sample narration paragraph
"A Lab Right Out of a Horror Movie"
(pages 426-428) sample description
paragraph
PAGE TWO
(DAY 16/ADDITIONAL DAYS)