House Bill 5 Provisions and Preparations Dr Brent

House Bill 5 Provisions and Preparations Dr. Brent Royster Developmental Studies

COLLEGE PREP – ENGLISH LANGUAGE ARTS College Preparatory – English Language Arts is mandated by the State of Texas in House Bill 5. This course is designed to help students that have yet to prove mastery in English Language Arts as outlined in House Bill 5.

Overview This course teaches topics covered in traditional Developmental Reading and Developmental Writing courses taught at Central Texas College, with attention to literal and analytical reading comprehension, essay writing and development with emphasis on structure, and rhetorical concepts such as style, usage, purpose and audience. The course will assist the student in acquiring the basic skills needed for college level reading and writing.

Goal Upon successful completion, as defined in the Memorandum of Understanding, of the College Prep – English Language Arts course, students will obtain the necessary prerequisites to enter English Composition (ENGL 1301) at Central Texas College.

LEARNING OUTCOMES: Upon successful completion of this College Prep – English Language Arts course, students will be able to: • Locate explicit textual information, draw complex inferences, and describe, analyze, and evaluate the information within and across multiple texts of varying length.

Outcomes (cont. ) • Comprehend and use vocabulary effectively in oral communication, reading, and writing. • Identify and analyze the audience, purpose, and message of a variety of texts. • Describe and apply insights gained from reading and writing a variety of texts.

Outcomes (cont. ) • Compose a variety of texts that demonstrate reading comprehension, clear focus, logical development of ideas, and use of appropriate language that advance the writer's purpose. • Determine and use effective approaches and rhetorical strategies for given reading and writing situations.

Outcomes (cont. ) • Generate ideas and gather information relevant to the topic and purpose, incorporating the ideas and words of other writers in student writing using established strategies. • Evaluate relevance and quality of ideas and information in recognizing, formulating, and developing a claim.

Outcomes (cont. ) • Develop and use effective reading and revision strategies to strengthen the writer's ability to compose college-level writing assignments. • Recognize and apply the conventions of Standard English in reading and writing.

INSTRUCTIONAL MATERIALS/RESOURCES To assist in this course, we have selected a text and course management system that would be beneficial for both the instructor and student. • My Skills Lab, Pearson • Effective Reader/Writer, Henry, D. J. , Pearson, 2015.

EXAMINATIONS AND ASSIGNMENTS: ESSAYS: Incorporate four composition genres: informative writing, evaluative writing, persuasive writing/argument, and personal experience/narrative writing.

Requirements (cont. ) ARTICLE ANALYSIS: Students will be required to find, read, summarize, and respond to current magazine and newspaper articles. This two-page analysis must include complete bibliographical information, a summary, interesting points and new vocabulary from the article, and a student response to the article.

Requirements (cont. ) FINAL: OBJECTIVE and ESSAY Students will be required to complete a two part examination. The first part is an objective final examination that is multiple choice. The second part is an essay. Essay prompts and examinations will be provide each term.

Possible Writing Prompts • Credit cards • Fast-food restaurants • Paying high school students money for perfect attendance • Paying college athletes

Possible Writing Prompts (cont. ) • Spanking as parental disciplinary action • Cell phones • Lowering the drinking age • Mandatory AIDS testing • Mandatory community service

Possible Writing Prompts (cont. ) • 9 -month vs. 12 -month school calendar • Smoking restrictions/bans • Begin college right after HS graduation vs. wait a few years • Dress codes/public school uniforms

Basic Prompt: Driving Age Statistics show that young, inexperienced drivers are more likely to be involved in automobile accidents and are more likely to die in automobile accidents than older, more mature drivers. Some states are considering or already have passed legislation that delays the age at which a young person may apply for a driver's license. In a five-paragraph essay, express your opinion about whether or not Texas lawmakers should increase the driving age from sixteen to eighteen.

Advanced Prompt: The Influence of Violent Media upon Adolescent Behavior Representations of graphic violence are everpresent in American culture. Consider top theatrical releases, “First-Person Shooter” games, and TV programs with graphic representations of murder and mayhem. Many parents complain that graphic representations of violence influence the way children behave. In a five-paragraph essay, convince an audience about your position concerning the impact of representations of graphic violence upon adolescent behavior.

Writing a prompt: As illustrated above, a successful writing prompt should give ample overview and background to an issue. Though a prompt should be commonplace, it should also provide context and an overview of possible positions/reasons concerning an issue. Once the issue has been presented, the prompt should offer a directive for the student’s writing assignment; if the assignment has specific time requirements and resources available (120 minutes; dictionary, scratch paper), these should be listed as well.

Final Exam Integrated Reading and Writing will include a Final Exam designed to assess the student’s understanding and application of reading and writing skills addressed in the course. Answers are recorded on a standard on a Scantron answer sheet.

Exam Overview Students will need to: • Recognize topics, main ideas and writing patterns; the author’s attitude, intent, and bias; and the credibility and validity of the author’s argumentation. • Edit for standard American English, mastery of word choice, verb tense, sentence structure, clarity, punctuation, modifiers, and parallel structure.

Thank You! It has been a pleasure to outline the provisions of House Bill 5 and preparations for the Integrated Reading and Writing College Preparatory Course Please direct questions to: Professor Daniels or Professor Royster Developmental Studies Department Central Texas College