MACC (Spring 2006)
Paper #1—Article Review
2-3 pages, double-spaced, 12 pt font
1—1 ½ pages of summary and introduction of the article.
1-1 1/2 pages of analysis and conclusion
At least: 1/3 page intro., 2/3 page summary, 2/3 page analysis,
1/3 conclusion
Paper #2 – Long Article Review
Title of your Paper
Introduction: In “Article Title,” Author
Name explains why the film Blank is one of the most philosophically
rich movies in recent history. List main points .
Summary 1 ½ pages max:
1st main point: What is he saying? Why is he saying
it?
2nd main point: What is he saying? Why is he saying it?
-Sub-points? Audience?
Analysis: 1 ½ pages max: Not just “did
you like it” anymore
-Did he give support for each point?
-give examples
-Was the author clear? Organized? Biased?
Focus and Purpose—Essay has a clear purpose & explains
one main idea? Shows understanding of the topic?
Development- Support? Details? Elaboration? Explanation?
Organization: Arrangement of information, fitting structure? Easy
to follow?
Tone and Style: Appropriate to audience? Control, variety,
and complexity of prose?
Conclusion ½ page: Wrap up-- Bring it full circle. Bring
back his 2 main sections. Say why this article
is important, or not useful. Give the author his due. Restate
your thesis.
Introduction: Who wrote it? When was the
book written?
Summary 1 ½ pages max: What is the
story? What happens? Can the story be broken up into two or three
parts that hinge on one or two events in the book?
Analysis: 1 ½ pages max: What type of story is this?
What are the themes? Symbolism? See
link
Conclusion ½ page: Wrap up (not always in this order) Bring
it full circle. Bring author back for his due. Why
is this book important, or not? Did you like it? Restate the
conclusion of your thesis.
Introduction: Where did you find the picture? What is it selling?
Thesis: what are you going to focus on in the analysis?
Description/Summary: What does the ad look like? Use descriptive
language - metaphors, similes and so on. How does the ad use the
5 senses? What words are on the page, if any?
Analysis: What are the companies goals for this ad? What are they
selling? What are they REALLY selling (secondary selling points)?
Is the ad exaggerated beyond the call of the product? Is the ad
ethical? Does it succeed in in you case?
Conclusion: Restate focus of analysis. Restate the source of the
article. What did you learn? Wrap it up.
Syllabus:
Moberly Area Community College
DEV 031: Fundamentals of Critical Reading,
Spring 2006
Fundamentals of Critical Reading is designed to provide students with basic reading and study skills necessary for critical reading and comprehension. (FA, SP, SU), Prerequisite/Co-requisite: none.
Text(s): DiYanni, Robert. Putting It Together: Basic College Reading in Context. Bedford/St. Martins, 2002. 0-312-13689-7.
Other Required Materials: A college-level paperback dictionary; spiral notebook for journal.
Purpose of Course:
Fundamentals of Critical Reading is designed to help students become confident, competent readers through realistic application of fundamentals skills and integration of individual skills into the complex reading process required at the college level, improving vocabulary, comprehension, and ability to evaluate, analyze, and synthesize college materials.
Course Objectives (Upon successful completion of this course, students will be able to):
· Demonstrate reading comprehension;
· Demonstrate ability to analyze, synthesize, and evaluate written material;
· Demonstrate critical thinking skills;
· Demonstrate expanded, college-level vocabulary;
· Demonstrate familiarity with various literary genres;
· Demonstrate competence in reading, writing, and thinking at a college level.
Course Content:
Basic Reading Strategies
Learning Vocabulary from Context Clues
Learning Vocabulary by Analyzing Words
Recognizing Topics & Main Ideas
Major and Minor Supporting Details
Patterns of Organization
Inferences and Conclusions
Assessment of Student Learning
Student outcomes of the above objectives that will constitute 80% of the student’s final grade may be measured through, but not limited to, the following: writing assignments, objective and essay examinations, quizzes, oral presentations, class participation, small group work, journal writings, homework, in-class writings, and computerized grammar exercises.
Tests - 30%
Class Participation - 10%
Journal - 10%
In-class assignments/Group Work - 10%
Reports - 40%
-Consists of 4 papers, 2-4 pages typed, double spaced, Times New Roman, 12 pt font
-Pre-writing must be evident before a paper will be accepted.
Grading Scale:
100%-90% = A
89%-80% = B
79%-70% = C
69%-60% = D
59% or below = F
Grades will be calculated on total points and 70% mastery will be necessary for satisfactory completion of the course. A grade less than 70% will result in the student being required to repeat the course.
Description of Major Assignments:
· Journal:
A journal of responses, thoughts, reactions, and opinions is
an excellent way to improve your writing, thinking, and communicative
skills. You may be asked to read journal entries to the class.
· In-class
Writing: In-class writing will prepare you for future courses
containing essay exams & for spontaneous writing.
· Quizzes:
Quizzes will relate to the assignments, class discussions, & exercises & readings
in the textbook.
· Oral/Written
Report: Read assigned novel or non-fiction book, research author,
and evaluate setting, characterization, plot, and historical
context.
In compliance with MACC’s General Education outcomes,
the student who successfully completes this course will be able
to:
I. Demonstrate
effective written and oral communication skills
II. Demonstrate
an understanding of scientific principles and computational skills
and how to use them to solve problems and make informed decisions.
III. Develop
a continuing appreciation for artifacts in language, art, music
or philosophy and be able to evaluate those artifacts as representations
of form, cultural context, and individual expression; and
IV. Demonstrate
knowledge of how history has shaped society and culture, understand
how the individual relates to society and culture, appreciate
cultural diversity, understand human behavior and mental processes,
and understand human development.
Instructor Policies:
Attendance: Any student
who misses six (6) classes during a regular sixteen (16)-week
semester or the equivalent proportion of the class time during
a shorter session will be dropped from the class unless acceptable
justification is supplied to the instructor and the Dean of Student
Services. The student will be notified in writing of the
action through the Office of Student Services. Additionally,
any student who misses more than one-fourth of the class meetings
during any scheduled session may be dropped from that class by
that instructor if, in the opinion of the instructor, the student
does not have reasonable opportunity to succeed in the class.
(Policy Handbook, M.095)
Tardiness: Take a seat
and see me after class. More than 10 mins. tardy will be
considered an absence.
Make-up and late work: One
grade will be docked for every class period, accepted up to one
full week late.
Extra-credit work: There
will be three reviews near the end of the course
Schedule of Student Assignments/Activities (subject
to change):
Class 1 – Pretest I, Introduction
Class 2 – Pretest II, Intro. Continued
Class 3 – Chap
1
Class 4 – Chap 1
Class 5 – Chap 2
Class 6 – Chap 2
Class 7 – Chap 3
Class 8 – Chap 3
Class 9 – Book Report 1 Due –Article Summary
(concentration and vocab.)
Class 10 – Exam 1
Class 11 – Chap 4
Class 12 – Chap 5
Class 13 – Chap 6, Draft of Report 2 Due
Class 14 – Practice Test
Class 15 – Book Report 2 Due –Scholarly Article
Analysis (main ideas and organization)
Class 16 – Exam 2
Class 17 – Chap 7
Class 18 – Chap 8
Class 19 – Chap 9
Class 20 – Exam 3
Class 21 – Chap 10
Class 22 – Chap 10
Class 23 – Chap 11
Class 24 – Chap 11
Class 25 – Chap 12
Class 26 – Chap 12
Class 27 – Book Report 3 Due –Book from List
(see course content)
Class 28 – Exam 4
Class 29 – Catch-up day
Class 30 – Post-Test I
Class 31 – Post-Test II
Class 32 – Finals, Book Report 4 Due during scheduled
test time – Photo/Picture (visual literacy)
Americans with Disabilities Act Statement
Students with documentable disabilities as addressed by the Americans with Disabilities Act may register proper documentation with the Office of Student Services. The Student Services Office will then notify appropriate instructors of suggested official accommodations. Students may also wish to personally inform their instructors of their particular disabilies.