Sierra Hall 342
3 Units, University Credit
PAS 097 Tutor: Mr. Lamont Nixon (email at email@example.com)
|Johnie H. Scott, Assistant Professor|
Faculty Office Building Rm. 210
818-677-2289; 677-3311 (Main Ofc.)
Office Hrs. : M-F, 3:00pm-4:00
or By Appointment Only
Pan African Studies 097 ("Developmental Reading") is a "CR/NC" three-unit University credit-bearing course within the California State University (CSU) system designed for students scoring within the 120-141 range on the English Placement Test (EPT) and for those students who have not taken the EPT. As offered within the Summer Bridge Program at CSU Northridge, it is an intensive five- week course that meets daily for 115 minutes and is fully integrated with the Pan African Studies 100 ("Introduction to African American Culture") course to provide incoming CSUN freshmen with the critical thinking, reading, writing and study skills necessary to persist towards successful matriculation within the CSU system to the undergraduate degree. Students receiving "CR" in this course are eligible to advance to the next step in the writing sequence of the CSU, that being 098 ("Basic Writing Skills") or, having met the proper requisites, then advancing to the 155 (i.e., "Effective Writing/Freshman Composition") course satisfying the University's Written Composition General Education Section "A" requirement. The emphasis in this course is upon developing and enhancing skills with regards to reading speed, reading comprehension, vocabulary, critical thinking, test-taking and study skills, gaining literacy with personal computers and computer-assisted research skills, and the basic writing skills necessary to fulfill those requirements in the 100-level lower division University courses such as PAS 100. Taking the Integrated Core Curriculum Model originally conceived for Summer Bridge at Northridge to a new level with this precedent-setting Netscape WebPage, this particular Pan African Studies 097 course is fully enmeshed with its PAS 100 ("Introduction to African American Culture") cohort with every assignment designed to embellish and enhance learning outcomes in the other course.
Given the fact that less than one-half of all students entering CSU Northridge persist to graduate, and that less than 20 percent of those African American and Chicano-Latino students admitted to CSUN as freshmen persist to graduate, it is a major concern of the Summer Bridge Program to develop in these students coming as they do from historically underrepresented, disadvantaged minorities the abilities needed to ultimately complete the undergraduate experience and earn the university degree. It is a very critical focus of this PAS 097 course, recognizing these facts, to develop in these students coming as they do from at-risk socioeconomic backgrounds, the research, literacy, cognitive thinking and critical study skills required not only to persist but also flourish in the University. Given these goals, there are certain basic objectives for this component of the student's learning experience in this PAS 097 component of the Summer Bridge Program.
To become adept at time and life management efficiency
To become proficient in critical listening skills
To become proficient with note-taking skills
To enhance the student's test-taking skills with respect to
oral examinations, essay examinations, objective tests and open
To enhance the student's critical reading skills with regards
to improving reading comprehension and reading speed
To increase the student's level of vocabulary, particulary
with regards to that expected of University students
To enable the student to grasp the inferential meanings of
sentences, paragraphs and longer compositions while also exposing
them to multiethnic, multicultural writing
To expand the oral communication skills and abilities of the
student through collaborative learning and rhetorical debates that
required field and library research along with critical study of
the argumentative mode of discourse
To develop and enhance research skills to include using the
Internet, library sciences and field investiagtive techniques
Very certainly, to improve and enhance the student's written
communication skills; and finally,
To empower the student with the consciousness necessary not
only to avoid becoming negative college statistics but, far more
importantly, to become one of those positive role models of the
Grading for this course will be done on a "CR/NC" basis with students expected to maintain a minimum gpa of 2.3 in the course based upon the following grade factors:
Students failing to meet or exceed the minimum grade point everage will be graded "No Credit" for the course."Bonus points" will be awarded at the course instructor's discretion to include memorization of the poems "Harlem" and "If We Must Die!" Every student enrolled shall have the opportunity to personally conference with the course instructor, with one mandatory conference within the first two weeks of the course and a second conference as necessary and deemed by the course instructor. It is expected that every student will maintain satisfactory attendance in the course with three or more absences cause for dismissal from the course and/or a grade of "No Credit." Any student guilty ofcheating or who knowingly plagiarizes the work of another will be dismissed from the course (which, in the case of Summer Bridge, also means summary dismissal from the Program itself!), given a grade of "No Credit," or similarly disciplined as per the provisions of the University Honor Code. All students are expected to observe and respect the rule of collegiality in relationships with peers, faculty and staff.
|"We burned logs and used the charred splinters as
pencils. For ink we mashed up elderberries. Strangers gave us a
broom, a lamp, some cretonne to drape around the ugly packing case
which served as my first desk. Day after day, I went to the city
dump and visited trash piles behind hotels, looking for discarded
linen and kitchenware, cracked dishes and shattered chairs. I
became adept at begging for bits of old lumber, bricks, and even
cement. Salvaging, reconstructing, and making bricks without
straw, were all part of our training.|
One day a potential benefactor entered my office, which was furnished with crates and broken down chairs and asked: 'Where is this school you want me to be a trustee of?''
'In my mind,' I answered, 'In my soul.'"
|-- Mary McLeod Bethune, recalling the early days at her Daytona Literary and Industrial School for Training Negro Girls, which later became Bethune-Cookman College.|
2.1 Lecture/Discussion: "Choices: From the Streets to the Halls of Academia"
2.2 Lecture/Discussion: "The 9-Step Life Management Plan"
2.3 Assignment: 9-Step Quality Circles
2.4 Assignment: Issues and Concepts Portfolio
Reading: "The Issues and Concepts Portfolio" by Johnie Scott
Homework #1: Due (Always at the start of class)
Homework #2: "Effective Listening and Note-Taking Skills" by Johnie Scott (Discussion Questions and Key Concepts)
Journal Entry #3: "My Pre-Bridge Testing Results: Reflections and Reactions"
Scheduling of Faculty/Student Clinical Conferences
SI 097: Topics and Main Ideas (L. Nixon- See RBW Chapter 1, 3-7)
3.1 Lecture/Discussion: "The Principle of Coherence"
3.2 Tutor Presentation: "25 Ways to Get the Most Out of Now"
3.3 Lecture/Discussion: "The SQ4R Technique"
3.4 Scheduling of Faculty/Student Clinical Conferences;
Reading: "The Film Evaluation" by Johnie Scott; Chapter 3, "Understanding Textbooks" from RBW, 95-105.
Homework #2: Due
Homework #3: "The Credit Card Trap" with (Discussion and Key Concepts)
Journal Entry #4: "The Last Book I Read Strictly for Pleasure"
APEX Unit#1: "Getting Your Act Together"
Note: Today, Wednesday, is the last day to Drop or Add a Class in Summer Bridge
4.1 Review Results of Pre-Bridge Essay Exam and Diagnostic Testing Results
4.1a Selected Pre-Bridge Essay Exam Critiques
4.2 Lecture/Discussion: "The Principles of Unity and Coherence in Writing"
Reading:"My First White Friend"by Patricia Raybon; Chapter 4, "Reading to Learn" from RBW, 162-178.
Homework #3: Due
Homework #4:"The Principle of Coherence" (Discussion Questions and Key Concepts)
Journal Entry #5: "The 3 Best Black Films Ever Made"
SI 097: "Surveying and Reading a Chapter" (L. Nixon - See RBW, 251-258)
7.1 Quality Circle Presentations (Circles 3-5, each group with 30 minutes)
7.1a Circle #4: "Denise"
7.1b Circle #5: "Dontae"
7.1c Circle #6: "Shemeika"
7.2 In-Class Application: Looping Technique on Assigned Topic
Reading:"The Personal Experience Essay" and "Harlem" by Langston Hughes; Chapter 6, "Purpose and Theme in Imaginative Writings" from RBW, 266-272
Writing Assignment #1: To do the Looping Technique + 750-word Personal Experience Essay on Assigned Topic
Homework #7:To do Cubing Technique on Assigned Topic
Journal Entry #9: "My First Group Presentation"
Library Science II: "Information Systems" (K. Duran - Oviatt Library, Rm. 120C)
8.1 Summer Bridge Ethnic Culture Field Trip (All Day)
Reading: "Standards vs. Graduation Rates: A Catch 22" by Adrienne Mack from Los Angeles Times , Sunday, June 9, 1966; "Harlem" by Langston Hughes and "If We Must Die" by Claude McKay
Homework #7: Due (via email)
Homework #8:To do a Double Creating Technique on Graduation Standards and Assigned Topic
Journal Entry #10: "How Was Black Culture Treated at My High School?"
SI 097: "The Cornell Note-Taking System"
9.1 Lecture/Discussion: "Developing Thesis Statements"
9.2 Lecture/Discussion: Transitional Words and Phrases in Reading and Writing"
Writing Assignment #1: Due (i.e., PAS 100 Critical Analysis of Sankofa - Always at start of class)
Reading:"The Topic Sentence Paragraph"
Homework #8: Due (via email)
Journal Entry #11: "What I Learned from My 1st Writing Quiz About Studying" (Special Entry)
SI 097: "Mnemonic Devices" (L. Nixon)
Library Science III: "Non-print sources and Methods" (K. Duran)
10.1 Objective Quiz #1 (45 minutes) 10.2 Lecture/Discussion: "More Creating Techniques: Track-Switching"
10.3 Tutor Presentation: "Using Context Clues in Reading"
Writing Assignment #1: Due (Personal Experience Essay)
Reading:"America Ignoring Youth's Plight" from Dialogue: Black Poverty by Sen. Bill Bradley and Chapter 8, "Thinking for Yourself" from RBW, 345-358.
Homework #6: Due (The Power Vocabulary)
Journal Entry #12: "My 1st Progress Report: Where Do I Go from Here?"
Journal Entry #13: "How Is this Course Affecting My Study Habits? and "How Would I Teach Study Habits to My Children?"
SI 097: "The Matador Bookstore and CSUN Financial Aid Office: Critical Stops" (L. Nixon)
Computer Session #3: "From Yahoo to Lycos: The Power of Search Engines" (Janet Heilke - EF 666A)
12.1 Midterm Group Presentations (30 minutes each)
12.1a Midterm Group #4: "Mnemonic Devices"
12.1b Midterm Group #5: "The Rules of Spelling"
12.1c Midterm Group #6: "The Rules of Capitalization"
Reading: "The Film Evaluation" by Johnie Scott WA#1a Rewrite Due (With original draft attached)
Homework #8: Track-Switching on Assigned Subject
Journal Entry #15: "A Letter to a High School Dropout: 'It's Never Too Late to Go Back!'"
Journal Entry #16: "My Midterm Group Presentation: Reflections and Reactions" (Special)
SI 097: "Coordination and Coordinating Conjunctions" (L. Nixon)
13.1 Progress Report #1 (WA#1 + Midterm Group Presentations + Quiz #1) and Midterm Essay Examination (45 minutes - Large Blue Book Required)
13.2 Lecture/Discussion: "The Principle of Subordination in Writing"
Writing Assignment #2:To do Cubing + 500-word Evaluative Essay on selected PAS 100 Film (Ida B. Wells)
Homework #9: Due (Via email)
Journal Entry #16:"My Plan for Finishing Among the Top Five Students of the Class" and "A Letter to My High School English Teacher: 'If You Could See Now!'"
APEX Unit #3: "Reading, Note- and Test Taking Skills"
14.1 Lecture/Discussion: "The Principle of Coordination in Writing"
14.2 Peer Critiques: Selected Personal Experience Essays
14.3 Student Debate Assignments: "The Olympics of the Mind"
14.3a The California Civil Rights Initiative
14.3b Censorship, Violence and Gangsta Rap: A Freedom of Speech Issue?
14.3c In the Bombing of Black Churches: Is the Civil Rights Movement Over? and Should College Athletes Be Subsidized?
14.3d Should PAS 100 or Its Equivalent Be Mandatory for All Incoming Freshmen and Transfer Students?
14.3e Should Intercollegiate Athletes Be Subsidized?
14.3f Do We Need Another Million Man March?
14.3g Is the War on Illegal Immigrants a Cover for Racism?
Homework #10:"The Function Paragraph"
SI 097: Objective Examination Review
15.1 Midterm Objective Examination (90 minutes)
Homework #9: Due (Via email)
Reading:"Message to the Grassroots" by Malcolm X and Chapter 5, "Distinguishing Fact from Opinion and Bias" from RBW, 211-227.
Journal Entry #17: "What Would I Do Without a College Education?" and "If Given the Chance, Here's How I Would Teach Time Management at My Old High School!"
Submission of Journals for Midterm Grade Check
SI 097: "Identifying Major Ideas and Details" and "Biased and Emotional Language" (L. Nixon - See RBW, 225-228)
Computer Session #4: "Building Your Own WebPage" (Janet Heilke - EF 666A)
"For I am my mother's daughter, and the drums of Africa still beat in my heart. They will not let me rest while there is a single Negro boy or girl without a chance to prove his worth." -- Mary McLeod Bethune
17.1 Lecture/Discussion: "Of Malcolm X's 'Message to the Grassroots': A Discussion of Tone and Its Effect In Establishing a Message"
17.2 Tutor Presentation: "Citing Electronic Sources in Academic Papers" (30 minutes)
Reading: "The Function Paragraph" by Johnie Scott.
Return of WA#2 for Revisions with Rewrite Due to PAS 100
Homework #11: "The Function Paragraph" (Discussion Questions and Concepts, Netscape )
Journal Entry #21: "From Martin to Malcolm: What Is the Message for Black People?" (In-Class)
Journal Entry #22: "What I Learned Listening to the Midterm Essays of My Classmates?"
SI 097: Library Science V- "Introduction to the Internet and WorldWideWeb" (K. Duran)
18.1 Lecture/Discussion: "The Function Paragraph"
18.2 Tutor Presentation: "The Use and Importance of Word nd Sentence Variety When Introducing Citations When Writing" (30 minutes)
18.3 Screening: I Can Dream Again
Homework #10/11: Due (Via email with Note that HW#10 is graded and credited jointly for PAS 097/100)
Homework #12: "The Principles of Argumentation" (Discussion Questions and Key Concepts)
Return of WA#2 for Revision with Rewrite for PAS 100
Journal Entry #23: "From Jesse Jackson to Louis Farrakhan: Who Speaks for Black America?" (In-Class)
Journal Entry #24: "Reflections on the Million Woman March: 'How Important Was This to the Black Community?"
APEX #3: "Reading, Taking Notes & Prepapring for Tests" (C.Holmes & S.Harris)
19.1 Lecture/Discussion: "Fallacious Reasoning in Critical Thinking and Writing"
19.2 Lecture/Discussion: "Writing the Personal Perspective Essay"
Final Homework #12: Due (Via email)
Reading: "The Critical Analysis Essay" by Johnie Scott
Journal Entry #25: "Would I Recommend Summer Bridge to Next Year's Graduating Seniors?"
SI 097: "Recognizing Fact, Opinion and Author's Bias" (L.Nixon, RBW 212-228)
(Please note that on this date and tomorrow, the full complement of PAS 097 and PAS 100 sections are combined along with the Multicultural Section of the Summer Bridge Program so as to allow for the full course of the Student Debates to take place. The "Olympics of the Mind" will take place in the Engineering Auditorium and students are expected to have arrived on each date by no later than 8:15am. Lunch will be provided for the participating clusters. Each debate will be allowed 50 minutes for argumentation and evaluation, with each student debate team expected to have materials to include handouts, charts, et al ready on this date for submission.)
22.1 Summer Bridge Student Debates: "The Olympics of
the Mind: Round I" (50 minutes per debate)
22.1a Resolved: "That The California Civil Rights Initiative Represents An Attack Upon the Civil Rights of Minorities and Should Be Defeated"
22.1b Resolved: "That to Censor Gangsta Rap and Related Forms of Rap Music As a Means of Curtailing Violence Violates Freedom of Speech"
22.1c Resolved: "That the Prosecution and Persecution of Illegal Immigrants Is Overt and Covert Racism"
22.1d Resolved: "That There Should Be Another Million Man March"
Writing Assignment #3: Due (Give this to 097 Tutor in SI 097 Section)
Summer Bridge Reader's Journal Due (As of 4:30pm in PAS 221, Main Office)
Prepare Cover Page, Table of Contents and Preface for Issues and Concepts Portfolio
SI 097: "Using MLA Guidelines to Prepare 'Works Cited' and 'Works Consulted' in Papers" (L. Nixon - from MLA Handbook, 104-181)
(Please note that on this date, the "Olympics of the Mind" continues with the second round, also meeting in the Engineering Audtorium on the CSUN campus. Each debate will be allowed 50 minutes for argumentation and evaluation, with each student debate team expected to have materials to include handouts, charts, et al ready on this date for submission.)
23.1 Summer Bridge Student Debates: "The Olympics of
the Mind: Round II" (50 minutes per debate)
23.1a Resolved: "That Full-time Intercollegiate Athletes Should Be Subsidized"
23.1b Resolved: "That There Should Be Another Million Man March"
23.1c Resolved: "That PAS 100 or Its Equivalent Should Be Mandatory for All Incoming Freshmen and Transfer Students?"
23.1d Resolved: "That the Bombing of Black Churches Does Not Warrant Reviving the Civil Rights Movement But Instead Calls for Clear and Effective LegalProsecution of Hate Groups"
Writing Assignment #4: Due (As of 4:00pm in PAS Main Office, Faculty Office Bldg. Rm. 221)
APEX #4: "Going the Distance"
24.1 Peer Critiques: Selected Personal Perspective Essays
24.2 Review Results: Post-Semester Diagnostic Tests Return of WA#4 for Final Revision and Submission to PAS 100 as that course's WA#3
Summer Bridge Issues and Concepts Portfolio Due (As of 4:30pm in PAS 221, Main Office)
SI 097: Post-Semester Diagnostic Testing: Reading Comprehension and Vocabulary (Scan-Tron 882 Required)
25.1 Final Course Examination(Large Blue Book Required)
25.2 Return of Summer Bridge Reader's Portfolio (Essays, Essay and Objective Exams, Diagnostic Tests, Summer Bridge Reader's Journal and Summer Bridge Issues Portfolio)
I.Group Presentation Assignments
1. Quality Circle Character:_________________________________II. Progress Reports
Date of Presentation:_____________________________________
Circle Group Members:_____________________________________
2.Midterm Group Presentation Assignment:_________________
Date of Presentation:_____________________________________
3. Summer Bridge Debate Topic:____________________
Pro____ Con____ Date of Debate:_________________________
Date of Presentation:_____________________________________
1. First Grade Progress Report:
2. Midterm Grade Progress Report:
3. Third Grade Progress Report:
4. Diagnostic Testing Results
Reading Comprehension - Natl. Avg.= 36th Percentile
Vocabulary - Natl. Avg. = 45th Percentile
5. Conference Dates:________________________________