ARW 100 - Academic Reading and Writing

1. Identify academic terms for modes of academic writing (e.g., compare, evaluate, analyze, summarize, develop, integrate, support).
2. Apply a variety of reading strategies for comprehending texts, including strategies for pre-reading, during-reading, and post-reading (e.g., identify intro/body/conclusion, identify main idea/supporting ideas, summarize, analyze, respond). 
3. Create writing that is organized around a coherent and consistent thesis.
4. Evaluate an author’s text, both in whole and in part, and construct coherent responses which demonstrate literal or critical interpretation.
5. Utilize various study skills appropriate to content and /or personal learning style such as visualization, Cornell Note-taking, questioning, outlines and concept maps, evidence and interpretation charts, text mapping.

1. Reading Comprehension Strategies: using complex paragraphs and texts, instructors will introduce and model pre-reading, during-reading and post-reading strategies, including but not limited to, the following:

1. Activating prior knowledge.
2. Use of context clues to deepen understanding of unfamiliar concepts and vocabulary words.
3. Teach students to recognize purpose, tone, style, and point of view in both reading and writing.
4. Teach students to recognize and identify text-to-self, text-to-text, and text-to-world connections.   
5. Annotation of texts.
6. Identifying the stated and implied main idea.
7. Use graphic organizers for note-taking and organizing thoughts and information.

2. Document Format and Technology
   1. How to use the learning management software.
   2. How to use a word processor.
   3. Formatting writing using basic elements of MLA document design: identifying information, title, and page format.

2. Reading/Writing Integration: since reading and writing are such interdependent processes, instruction in writing will often require instruction in reading, and vice versa, such as with the following:
   1. Recognizing and composing organizational patterns of information (compare/contrast, classification, definition, exemplification, summary/response).
   2. Recognizing and composing topic sentences.
   3. Critically responding to an author’s text using summary, paraphrase, quotation, and response.
   4. Students will use the reading, writing, and thinking processes to create their own college-level academic texts.
3. Information Literacy and Organization
   1. Recognize when ideas need to be attributed to others and what is “common knowledge.”
   2. Introduce signal phrases, citation elements, and accurate source documentation. 
   3. Introduce college policies on academic integrity.
4. Writing Process: instructors will present the following steps of the writing process:
   1. Pre-writing, brainstorming.
   2. Drafting, especially when it comes to generating longer text.
   3. Revising.
   4. Editing and Proofreading, including consistently writing syntactically sound sentences in a variety of texts.

Facilitated In-Class Discussion: 20-30%

Small Group Work: 20-30%

One on One Student Conferences: 0-10%

1. Annotation of various academic texts
2. Pre-reading and post-reading in-class discussion to facilitate understanding of academic texts
3. Formal and informal summary and critical evaluation writing assignments based on academic texts

 
English Prerequisite(s): None
Math Prerequisite(s): None
Course Corerequisite(s): EN 101 

 
Course-Specific Placement Test: None
Course Aligned with IRW: NA
Consent to Enroll in Course: No Department Consent Required