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UPDATED TTH CLASS
SCHEDULE
(updated October 8th)

English 575:
Introduction to
College
Reading and Writing
Today's Class


Supplemental Learning: Syllabus Part Three


Day Two (8/20)
Taking Notes (Do List / Don't List)
Cornell Notes
Audience, Purpose, Genre, Tone, Role

Looking Ahead: Due Next Class
Dialectical Responses
two dialectical responses for each reading:
chapter one, two Hunger Games online articles of your choice

Day Three (8/22)
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 (8/27)
Student Success Strategies
Self-Efficacy Quotes
Student Goals
Other Resources: Student Handbook
Time Management Scenarios 1 - 7
(pgs. 88-90)
Student Challenges (Causes, Effects, Examples, Strategies)

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 (8/29)
Identifying and Addressing College/Career Challenges: Freewriting/Brainstorming Suggestions in Groups
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.
Your Choices and Reading as a Process: True or False


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 (9/3)
Warm Up: multiple options/choose one (self-efficacy slide, addressing challenge from
last class, I remember, free choice, thinking about transfer)
Campus Resources:
The Transfer Center (Practice: Taking Notes)
self-efficacy
Self-Efficacy Quotes
"Deaf Not Dumb" (Dialectical Responses/Causes, Effects, Examples, Strategies)
A Community of Scholars (ACOS): Self Efficacy
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
 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)

Annotations and margin comments may be substituted for two of the readings (with
the exception of The Hunger Games).  Please copy and submit the textbook pages,
including extensive annotations and margin comments.

Day Seven (9/5)
Magic Mountain or Disneyland? (freewriting/preparing to discuss essay structure)
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
Idea Generation: Project One
Getting to Know Your Textbook: Group Activity (if time allows)

Looking Ahead: Due Next Class
o Read: The Hunger Games (chapter six)
o Read: “Get the Big Picture: Identifying the Main Idea in College Reading” (216-
247/Custom)
o Complete: at least one of each dialectical response type for chapter six
o Complete: at least one of each dialectical response type for pages 216-247
oComplete: annotation of Project One assignment sheet

Day Eight: NO CLASS (9/10)

Day Nine (9/12)
Updated Schedule
Notebook Entry Guidelines
Review: Basic Academic Essay Structure
Focus on:The Thesis Statement   Focus on: Topic Sentences



Outlining Strategies (pages 390-395)
Idea Generation Strategies (pages 377-386)
Choosing Your Project One Topic

Looking Ahead/Due Next Class:
(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 (at least three strategies)

o Review: “How Do I Write a Thesis?” (387-389/Custom)
o Read: Outline Strategies (390-395/Custom)
o Complete: Outline, Project One

o 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 (9/17)
Major and Minor Supporting Details
A Palette of Rhetorical Strategies


Day Eleven (9/19)
Essay Draft Review
Description
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 (9/24)
Warm-Up: Narration Practice
Title Strategies
Reading Aloud: Using This Strategy for Editing Your Work
Dialectical Response Menu (at least one of each response type/at least fifteen to
sixteen total responses - depending on group size/an equal number of responses per
essay draft)
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 (Thursday 9/26):
o Major Project One (Final Version)

Day Thirteen (9/26)
you can't, you're
usually right."    
Henry Ford
(from ACOS)





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. (Available very soon!)
Reminder:
Catching Fire
November 22, 2013

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
DAY 10's Looking Ahead/Due Next Class
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
Your Essay
Photography Book
Looking Ahead/Due Next Class:
CHECKLIST: NOTEBOOK MATERIALS DUE
 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
Updated
Schedule:
To be posted

Context Clues
Improving Vocabulary
(pgs. 206-215)/Word
Parts: 196-205
Warm-Up
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 (Choose option a, b, or c)
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: (REMINDER: YOU MAY EARN A TOTAL OF UP TO TWENTY EXTRA CREDIT POINTS THIS
SEMESTER.)
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 resource(s) in to Ms. U