Read Think Write: True Integration Through Academic Content

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Read Think Write: True Integration Through Academic Content
This book was born out of current research, which suggests that the old model of treating developmental reading and developmental writing as isolated skills is outdated. As Mary McGroarty, argues, “an integrated skills approach promotes effective language development”. Clearly, reading is the food for writing, and writing is enriched by exposure to vast amounts of reading. It is no surprise that most prolific writers also tend to be compulsive readers. For our purposes, the integrated approach ensures that students are given the opportunity to follow the organic path from reading, reflecting on what they have read, to exploring their thoughts in writing. This is the logic that dictates the title of our proposed text, Read, Think, Write.

The chapters in Read Think Write focus on ten specific content areas:  Philosophy, Psychology, Law, Literature, Biodiversity, Education, Public Health, Social media, Business, and Forensic Science. We believe that a focus on these disciplines provides students with ample opportunities for exploring issues that are both pertinent to their life experiences and serve as a springboard for the more intensive, in-depth study that await them in their 100-level mainstream content courses. Moreover, a focus on these disciplines follows from an integrated approach as students will read from across the disciplines and reflect on the thought-provoking content through a variety of writing assignments, including reading journals, reflection papers and short research papers which bring together multiple sources.

The Process Approach to teaching writing: It is our belief that students should be able to articulate their thoughts and ideas in writing without being obsessed with the mechanical aspects of their written expression. As noted by the renowned linguist, Barbara Kroll, in providing writing instruction to developmental writers, fluency is the primary goal, not accuracy. That being said, we are fully cognizant of the importance of integrating form and meaning, as one cannot exist independently without the other. Thus, while the text offers an abundance of writing opportunities for students, mostly in the form of responding to chapter readings, there is a strong focus on editing and the building of key writing skills as well. As suggested in the title of our proposed text, ‘Read, Think, Write’, academic writing is usually preceded by input processing and reflection, which enables students to more meaningfully explore their thoughts in writing. In this sense, students are truly engaged in cognitively processing the three skills (reading/thinking/writing).  For this reason, writing-focused activities are more heavily emphasized in the latter half of each chapter.

Integration of Text and My Skills Lab: As reading and writing skills are paired in chapters throughout the text (thesis and main idea/supporting details and developing paragraphs/author’s tone and word choice/patterns of organization and incorporating transition words), students have ample opportunities for skill reinforcement through My Skills Lab. These activities build directly on reading and writing skills introduced throughout the chapters. In other words, MSL will become yet another platform for students to solidify their newly acquired knowledge. Discipline-specific terminology is reinforced in MSL through a variety of collocation and word bank activities. To offer yet one more example of this symbiotic relationship between the text and MSL, My Skills Lab serves as a marketplace of ideas where students avail themselves of the opportunity to post their responses to chapter readings as “paragraph options” and provide constructive criticism to those of their peers.

Chapter 1: Psychology

1.     Chapter Overview: This section details what students will be doing and how it is all tied together. This will include both a chapter project (from a fieldwork survey to having one group offer a lesson on some aspect of the chapter, to another group giving a short presentation on a sub-topic of the unit. All students in the class will have done both the lesson and the presentation by the end of ten chapters). In addition to the chapter overview, this first chapter includes a Visual Road Map to RTW, which gives the students a layout of how reading and writing skills are integrated throughout the book.  

Chap 1 Essay Question: Can human behavior be changed? The Chapter Overview will also include the ‘Chapter Essay’ question, a prompt for a 2-3 page essay written in response to an exploratory question related to the chapter discipline. Students will be required to source two of the chapter readings in their essay. As Chapter 1 is a preliminary chapter, students will first summarize one of the reading selections. However, they will also have the option to write a full-length essay based on the summary.

2.     Preview Questions There will be about 5 questions about the discipline. Students are asked to write a brief response to 2 out of 5 questions in MSL paragraph options section.

3.     Discipline Specific Vocabulary This section contains an ‘Introduction to the discipline’ passage highlighting about 10-12 words culled from the reading selections (4 in each chapter). 

4.     Vocabulary in context: Students are asked to determine meaning of these highlighted words in context without using a dictionary. This is not a multiple-choice exercise. Instead, students guess meaning from context and write down the definitions.

5.     Writing without Boundaries: There Are No Check Points!
Students are asked to respond to a famous person’s quote related to the chapter’s discipline. They write for ten minutes without paying attention to the mechanical aspects of writing. In other words, this is an exercise in focusing on ideas and not getting hung up on word choice and form.

6.     Reading 1 Students will be asked to predict the main idea of the reading based on the title.
*The reading will be preceded by about 3 preview questions.
*The reading will be followed by 5 open-ended questions.
* These critical thinking questions will be followed by a set of 5 multiple-choice questions. An additional set of 5 MC questions will be housed in the IM.
* There will be an additional exercise on vocabulary - these words will not be the same as those in the discipline-specific vocabulary. Students will be asked to define at least 5 words.

7.     Reading 2 and Making Predictions The same features as Reading 1. In addition, students do a predictive activity whereby the reading is divided into Part 1 and Part 2, and students stop reading after the first part to reflect on what they have read and to predict the contents of the second part of the reading.

8.     Reading Skill Focus: Vocabulary in Context is introduced briefly with a few exercises. Students have an opportunity to build vocabulary in context skills with supplementary activities in MSL. Each unit focuses on a critical reading skill and build on the reading skills focused on in previous units.

9.     Reading 3 This reading is followed by ten multiple-choice questions.

10.  Thinking - Students are asked to write a response to two of the three readings
 in a response journal. They are given observation, analysis, and critical
 response questions to assist them in writing the journal. They are required to
 include at least 6 discipline-specific words in the journal. Students are also
 asked to post one journal entry for each chapter on a My Skills Lab Blog. They
 are asked to respond to at least two of their classmates’ postings.

11.  Video Break Students are asked to find a video link that ties into one of the
chapter readings (maximum length = 10 minutes), and to write a half-page summary of the video’s key points. Students also have the opportunity to post their personal reaction (between 150 and 400 words) on the blog.

12.  Writing This section introduces two elements of writing. The first chapter focuses on paraphrasing and summarization. There is a strong focus on the writing process. Opportunity is given for students to peer-edit and revise their preliminary drafts. In addition, students are encouraged to provide constructive criticism on improving purpose and clarity.

13.  Trouble Spot: Working with Reporting Verbs – Each unit offers a focus on a writing/grammar trouble spot.  In this first unit, students gain experience working with a variety of reporting verbs, which enhances their ability to write effective summaries.   

14.  Then and Now: Students do Internet research to gather information about two experts in the chapter’s discipline: one from the past and another contemporary. For example, as this chapter’s focus is psychology, students can learn about a prominent psychologist from the past such as Sigmond Freud and a contemporary psychologist Steven Pinker. They compare and contrast the two psychologists’ theories and write a comparison contrast essay.

15. Virtual Scavengers: To guide students toward a deeper understanding of the
chapter essay question, they are asked to do Internet research on a milestone document in the discipline and answer 2-3 questions about the content.

16.  Chapter Essay Assignment Each chapter concludes with the ‘Chapter Essay’ assignment being drafted and handed in.  Peer Review of Essay assignments is essential to the chapter. For this preliminary chapter, the writing assignment is limited to summarization. However, students have the option of writing a full essay expounded from the summary.

Notes

a.     Debate Project: Five of the ten units include a class debate on a controversial issue within the given discipline. Students have the opportunity to do additional reading on the subject matter and writing is integrated as well through a clear connection between the debate topic and the Chapter Essay. 

b.    Panel Discussions: Five of the ten units include a panel discussion where students have the opportunity to role play and think critically about a given issue.

Chapter 2: Criminal Justice
1. Chapter Overview with Chapter Essay question:  The NYPD motto is ‘to
    protect and serve’. Do you believe that the police live up to this promise?
2. Preview Questions
3. Discipline Specific Vocabulary
4. Vocabulary in context:
5. Writing without Boundaries: There Are No Check Points!
6. Reading 1 + Questions and Vocab Check
7. Reading 2 and Making Predictions
8. Skill Focus: Identifying the Main Idea
9. Reading 3: + Questions and Vocab Check
10. Thinking: Students will be asked to write a response to two of the three readings in a response journal.
11. Video Break
12. Writing: Writing a circumscribed thesis statement
13. Trouble Spot: Subject Verb Agreement
14. Then and Now: Internet research on two prominent individuals in the field of criminal justice.
15. Virtual Scavengers
16. Chapter Essay assignment and Peer Review

Chapter 3: Environmental Science
1. Chapter Overview with Chapter Essay Question: How can we best preserve
       all forms of life on earth?
2.  Preview Questions
3.   Discipline Specific Vocabulary 
4.   Vocabulary in context:
5.   Writing without Boundaries: There Are No Check Points!
6.   Reading 1 + Questions and Vocab Check
7.   Reading 2 and Making Predictions
8.  Skill Focus – Supporting Details
9.   Reading 3: + Questions and Vocab Check
10. Thinking - Students will be asked to write a response to two of the three
       readings in a response journal.
11.  Video Break:
12.  Writing: Developing a paragraph with major and minor details
13.  Then and Now: Internet research on two prominent individuals in the field of environmental science
14. Trouble Spot: Rushing through writing without editing
15. Virtual Scavengers
16. Chapter Essay assignment and Peer Review

Chapter 4: Literature
1. Chapter Overview with Chapter Essay question: How does writing fiction
      empower us to better appreciate the world around us?
2. Preview Questions
3. Discipline Specific Vocabulary –
4. Vocabulary in context:
5. Writing without Boundaries: There Are No Check Points!
6. Reading 1 + Questions and Vocab Check
7. Reading 2 and Making Predictions –
8. Skill Focus: Making Inferences – Drawing a logical conclusion  
9. Reading 3: Questions and Vocab Check
10. Thinking: Students will be asked to write a response to two of the three readings in a response journal.
11. Video Break:
12.  Writing: Writing a concluding paragraph + Summary writing and response: Separating the reportorial from the reflection
13. Trouble Spot: Controlling verb tense
14. Then and Now: Internet research on two prominent individuals in the field of Literature
15. Virtual Scavengers
16. Chapter Essay assignment: Write a 2 – 3 page short story.

Chapter 5: Education
1.   Chapter Overview with Chapter Essay Question: Is a college education
       worth it?
2.   Preview Questions
3.   Discipline Specific Vocabulary
4.   Vocabulary in context:
5.   Writing without Boundaries: There Are No Check Points!
6.   Reading 1 + Questions and Vocab Check
7.     Reading 2 and Making Predictions
8.     Skill Focus – Author’s Purpose and Tone
9.     Reading 3: + Questions and Vocab Check
10.  Thinking - Students will be asked to write a response to two of the three readings in a response journal.
11.  Video Break:
12.   Writing: Awareness of audience and self-critiquing your word choice
13.  Then and Now: Internet research on two prominent individuals in the field of education
14.   Trouble Spot: A Bumpy Road – writing without transition words
15.   Virtual Scavengers
16.  Chapter Essay assignment and Peer Review

Chapter 6: Health and Nutrition
            1.   Chapter Overview with Chapter Essay Question: How can government
                   policies promote wellness?
            2.   Preview Questions
            3.   Discipline Specific Vocabulary
            4.   Vocabulary in context
            5.   Writing without Boundaries: There Are No Check Points!
            6.   Reading 1 + Questions and Vocab Check
            7.   Reading 2 and Making Predictions
            8.   Reading 3: + Questions and Vocab Check
            9.   Skill Focus: Recognizing Argument and author’s perspective
            10.  Thinking: Students will be asked to write a response to two of the three
                   readings in a response journal.
11. Video Break:
12. Writing: The Art of Argumentation
13. Then and Now: Internet research on two prominent individuals in the field
                   of health and nutrition
14.  Trouble Spot: Arguing without substantial evidence
15.  Virtual Scavengers
16.  Chapter Essay assignment and Peer Review

Chapter 7: Nursing
1.   Chapter Overview with Chapter Essay Question: Of the many characteristics that define a highly professional registered nurse, which is the most important quality of an excellent nurse? 
2.   Preview Questions  
3.   Discipline Specific Vocabulary
4.   Vocabulary in context:
5.   Writing without Boundaries: There Are No Check Points!
6.   Reading 1 + Questions and Vocab Check
7.     Reading 2 and Making Predictions
8.     Skill Focus: Patterns of Organization
9.     Reading 3: + Questions and Vocab Check
10.  Thinking: Students will be asked to write a response to two of the three readings in a response journal.
11.  Video Break:
12.  Writing: Incorporating appropriate patterns of organization to match your writing assignment
13.  Then and Now: Internet research on two prominent individuals in the  field of Nursing
14.  Trouble Spot: Formal vs. informal writing
15.  Virtual Scavengers
16.   Chapter Essay assignment and Peer Review

Chapter 8: Business
1.   Chapter Overview wit Chapter Question: Can business and ethics coexist?
2.   Preview Questions
3.   Discipline Specific Vocabulary
4.   Vocabulary in context:
5.   Writing without Boundaries: There Are No Check Points!
6.   Reading 1 + Questions and Vocab Check
7.   Reading 2 and Making Predictions
8.   Skill Focus – Facts vs. Opinion
9.   Reading 3: + Questions and Vocab Check
10. Thinking: Students will be asked to write a response to two of the three
      readings in a response journal.
11. Video Break:
12. Writing: Substantiating your claims with evidence
13. Then and Now: Internet research on two prominent individuals in the field
      of business
14.  Trouble Spot: Punctuation issues
15.  Virtual Scavengers
16.  Chapter Essay assignment and Peer Review

Chapter 9 Sociology
1.   Chapter Overview with Chapter Essay Question: Keeping aside physiological and anatomical differences between males and females, are men and women truly different in any significant way?
2.   Preview Questions
3.   Discipline Specific Vocabulary
4.   Vocabulary in context:
4.     Writing without Boundaries: There Are No Check Points!
5.     Reading 1 + Questions and Vocab Check
6.     Reading 2 and Making Predictions
7.     Skill Focus – Identifying reading genres
8.     Reading 3: + Questions and Vocab Check
9.     Thinking - Students will be asked to write a response to two of the three readings in a response journal.
10.  Video Break:
11.   Writing: Coherence and cohesion in developmental paragraphs
12.  Then and Now: Internet research on two prominent individuals in the field of sociology
13.  Virtual Scavengers
14.   Trouble Spot: Running out of steam: refueling your essay
15.   Chapter Essay assignment and Peer Review

Chapter 10  Philosophy
1.   Chapter Overview with Chapter Essay Question: What truly makes us happy?
2.   Preview Questions
3.   Discipline Specific Vocabulary
4.     Vocabulary in context:
5.     Writing without Boundaries: There Are No Check Points!
6.     Reading 1 + Questions and Vocab Check
7.     Reading 2 and Making Predictions
8.     Skill Focus – Author’s Bias
9.     Reading 3: + Questions and Vocab Check
10.  Thinking - Students will be asked to write a response to two of the three readings in a response journal.
11.  Video Break:
12.   Writing: Revisiting the essay: seeking balance
13.  Then and Now: Internet research on two prominent individuals in the field of Forensic Science
14.  Virtual Scavengers
15.   Trouble Spot: Running out of steam: refueling your essay
16.   Chapter Essay assignment and Peer Review




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