IRW 98 - Integrated Reading and Writing II

2.  Recognize the purpose of audience within texts.

3.  Demonstrate critical thinking skills.

4.  Classify and use rhetorical patterns.

5.  Formulate and exhibit consistent tone and style.

6.  Produce texts that exhibit sentence structure variety.

7.  Demonstrate conventions of Standard Edited American English (SEAE).

8.  Document sources and format writing using the appropriate style guideline.

9.  Analyze structures and interpret meanings of various texts.

10.  Infer and evaluate information within texts.

11.  Use schema to monitor comprehension.

12.  Develop writings in a variety of forms such as essays, summary/response writing, and reflections.

13.  Create and/or organize data and information into meaningful patterns in order to interpret and draw inferences from it. 

14.  Use well-designed search strategies to gather data and information.

Instructors will highlight and reinforce the connection between the reading/writing process.  Students will examine complex texts, recognize audience and determine the author’s point of view, purpose, tone, and style.  Students will then compose texts that demonstrate an understanding of audience, point of view, purpose, tone, and style.

II. Reading Strategies

Students are required to demonstrate and apply multiple reading and writing strategies.  These include, but are not limited to, the following:

A. Activating prior knowledge

B. Annotation of texts

C. Use of context clues to deepen understanding of unfamiliar concepts and vocabulary words

D. Identifying the stated and implied main idea

E. Use graphic organizers for note-taking and organizing thoughts and information

F. Recognition of organizational patterns (compare/contrast, classification, definition, exemplification, summary/response)            

III. The Writing Process

Instructors will model and present the following steps of the writing process:

A. Pre-writing

B. Drafting

C. Revising

D. Editing and Proofreading

E. Publishing

F. Reflection

Students will employ these steps of the writing process to focus, organize, and write coherent, unified, and well-developed expository texts.  Identifying and correcting grammatical and mechanical errors is essential during the revising, editing, and proofreading stages. Basic formatting and documentation of sources will be included in the drafting stage of the writing process.           

IV. Critical Thinking Skills

A. Analyze Information

B. Inference and Deduction

C. Logical Reasoning

D. Evaluation

V. Instructional Cycles

Because reading and writing are interconnected, instructors will intentionally integrate reading and writing skills in each unit.  Instructors will use the following template in each unit:

A. Pre-reading activities

B. Reading activities outside the classroom

C. Post-reading activities

D. Comprehension Assessment

E. Writing Workshops

F. Reflection Process

Annotation/Notetaking Rubric

• Development and practice of skills in integrating reading to: writing, listening, speaking, and critical thinking

• Analysis of assigned readings and demonstration thinking through writing, group discussion, and other means of formal/informal assessment

• Demonstration of reading comprehension and interpretation of various readings

Writing Connected to Reading: 20-30%

• Development and practice of skills in integrating writing to: reading, listening, speaking, and critical thinking

• Writing proficiency on a variety of topic and genres presented through Instructor Facilitation and course reading themes and genres

• Utilization of the writing process: prewriting, drafting, revising, editing, proofreading, publishing, and reflecting

Instructor Facilitation of the following: 5-20%

• writing process

• reading comprehension and interpretation strategies

• developing a unique voice in their writing

• group discussion and critical thinking collaborations

• gradual release of course material to assist students in their inquiry of reading comprehension and writing process pedagogy

• development of writing style and format:

  • Sentence combining

  • Modeling professional sentences

  • Appropriate use of formatting guidelines (MLA, APA, etc.)

Student Constructed Inquiry: 20-50%

• Development of personal meaning and viewpoint on various themes presented in the course readings

• Analysis of elements of engaging texts in various genres

• Sentence and essay-level style elements of model readings in his/her/their own writing

• Development of ideas and connections to various themes presented in the course through essay and other exploratory writing.

• Reflection as a meta-cognitive analysis of reading and writing process

• Participation in collaborative learning:

  • Peer Review/Editing

  • Discussion groups requiring critical thought

Completion of requirements in at least three instructional cycles with thematic focus. 

Summary/response assignment

Twenty-forty pages of informal writing

Compilation of a writing portfolio at instructor discretion

• IRW 97 or above (C or above) OR
• SAT Evidence-Based Reading and Writing of 380 to 420 OR
• ACT English and Reading Combined Score of 24-28 (valid February 2018 forward) OR
• Accuplacer Writing 4 and NextGen Reading of 248 and under (valid October 2018 forward)