IRW 97 - Integrated Reading and Writing I

• SAT evidence based reading and writing of 370 and under OR
• ACT English and Reading Combined Score of 23 and under (valid February 2018 forward) OR
• Accuplacer Writing of 1 to 3 (valid October 2018 forward)

2.  Identify an author’s purpose.

3.  Develop a personal point of view.

4.  Analyze text connections and ideas.

5.  Identify and use rhetorical patterns.

6.  Show control of tone and style.

7.  Develop writing using a variety of forms.

8.  Format documents using appropriate style guidelines.

9.  Recognize and intentionally use a variety of sentence structures.

10.  Recognize and apply conventions of Standard Edited American English (SEAE).

11. Create a written summary of the main ideas extracted from information gathered. 

12. Use creativity and alternative thinking to brainstorm new ideas and possible solutions to problems or issues.
Course Outline:
I. The Reading/Writing Processes and Strategies

A. 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. Address patterns of organization with texts.

2. Teach students to recognize purpose, tone, style, and point of view in both reading and writing.

3. Teach students to recognize and identify text-to-self, text-to-text, and text-to-world connections.     

II. The Writing Process

A. Instructors will present the following steps of the writing process

1. Pre-writing

2. Drafting

3. Revising

4. Editing and Proofreading

5. Publishing

6. Reflection

B. Instructors will teach students to summarize key points and formulate a response.  The written summary & response must be unified, coherent, and well-developed.  Basic MLA and APA formatting will be introduced.

III. Critical Thinking Strategies in Reading and Writing

A. Instructors will present multiple strategies that will encourage and teach students to infer, distinguish between fact and opinion, and re-evaluate one’s opinion and point of view.

B. Instructors will introduce and demonstrate Cornell note-taking, annotation and analysis of texts, and self-reflection.

IV. Instructional Cycles:  Because reading and writing are interconnected, instructors intentionally integrate reading and writing skills in each unit. 

A. Instructors use the following template in each unit:

1. Pre-reading activities

2. Reading activities outside the classroom

3. Post-reading activities

4. Comprehension Assessment

5. Writing Workshops

6. Reflection Process

• Student will develop and practice skills in integrating reading to: writing, listening, speaking, and critical thinking.
• Student will analyze assigned readings and demonstrate thinking through writing, group discussion, and other means of formal/informal assessment.
• Student will demonstrate reading comprehension and interpretation of various readings.

Writing Connected to Reading: 20-30%

• Student will develop and practice skills in integrating writing to: reading, listening, speaking, and critical thinking.
• Student will write on a variety of topics.
• Student will respond to course readings and content. through a variety of written responses, including but not limited to formal academic essays.
• Student will develop written representations of his/her/their thinking.

Instructor Facilitation: 5-20%

• Instructor will facilitate the learning of the writing process.
• Instructor will facilitate various reading comprehension and interpretation strategies.
• Instructor will coach students on developing a unique voice in their writing.
• Instructor will moderate group discussion and critical thinking collaborations.
• Instructor will lecture or otherwise share a gradual release of course material to assist students in their inquiry of reading comprehension and writing process pedagogy.
• Instructor will guide students as they take their writing through the writing process: prewriting, drafting,
• revising, editing, proofreading, publishing, and reflecting
• Instructor will assist students in the development of writing style and format:
  • Sentence combining
  • Modeling professional sentences
  • Appropriate use of formatting guidelines for pagination, font selection, and titles (MLA, APA, etc.)

Student Constructed Inquiry: 20-50%

• Students will develop personal meaning and viewpoint on various themes presented in the course readings.
• Student will analyze elements of engaging texts.
• Student will experiment with both sentence- and essay-level style elements of model readings in his/her/their own writing.
• Student will develop ideas and connections to various themes presented in the course through essay and other exploratory writing.
• Student will use reflection as a meta-cognitive analysis of reading and writing praxis.
• Student will participate in collaborative learning:
  • Peer Review/Editing
  • Discussion groups requiring critical thought

Summary/response assignment

Twenty-forty pages of informal writing

Compilation of a writing portfolio at instructor discretion

 
Equivalent Courses:
None

Annotation/Notetaking Rubric