EDPSY 013a (3 credits)

Text Structure Strategies (TSS)

Chambers Room 109
August 16 – October 18, 2010
Mondays 6:00pm – 9:00pm

Instructor: A. Lee Baule

Office: Cedar 225
Office Phone: 814 – 555 – 1234
Email: alb476@psu.edu
Office hours: Mon & Tues 4:00pm – 5:30pm or by appointment.

Course Description:

Welcome to the Text Structure Strategy (TSS) course. In this course, you will learn how to
strategically read five types of expository text in order to retain more information for a longer
period of time than you currently do. You will also learn how to read embedded expository text
within another. This course will benefit you in future courses you will take as a college student
by having you become an active reader.

Learning Outcomes:

 Be able to explain how TSS works and have an appreciation for TSS.
 Locate and identify signal words that give you a hint of what kind of expository text you
are reading.
 Classify what kind of expository text you are reading.
 Use the expository text format as a template in order to reorganize, recall, comprehend,
and write down everything you read.
 Breakdown text that has multiple expository formats and reorganize the information to
increase recall and comprehension of information.
 Evaluate your reading skills by using a systematic TSS self grading rubric
 Effectively teach the TSS to others.

Required Text:

Meyer, B. J. F., Young, C. J., & Bartlett, B. J. (1989). Memory improved: Reading and memory
enhancement across the life span through strategic text structures. Hillsdale, NJ:
Lawrence Erlbaum Associates, Inc.

Attendance and Missing Assignments:

Your attendance is vital for you to succeed in this course. The majority of work is done in class.
You will be unable to make this work up especially since it requires immediate feedback and
cooperation with others. Late homework assignments will not be accepted unless you contact me
24 hours before the due date with an explanation.
You are allowed only 1 unexcused. If you cannot make it to class for a good reason, contact me
ASAP so we can arrange a one on one session with me or another classmate. You will be
dropped from this course if you have 2 or more unexcused absences. Being late by 30 minutes
or more will be considered an absence unless you have contacted me in advance. You will be
dropped from this course if you are 4 or more times so please plan ahead to arrive to class on
time.

If you foresee any schedule conflict, please do not hesitate to contact me so we can discuss
solutions.

Participation:
In this course, small group discussion, working with partners and collaboration will lead to your
success in this course. Lack of participation will affect your grade and it is not fair with who you
work with in class.

Assignments and grading:

In class assignments will be turned in the very same day unless otherwise noted. Homework is to
be turned in at the beginning of class on the due date. You are responsible for completing the
readings before class begins.

Total amount of points: 100

In-class assignments: each 10 points (total 60) 90 to 100 = A

Participation: 15 points 85 to 89 = B+
Homework 1: 15 points 80 to 84 = B
Homework 2: 10 points 75 to 79 = B –
70 to 74 = C
65 to 69 = D
64 & below = F

Academic Dishonesty:

Dishonesty of any kind will not be tolerated in this course. The penalty for any form of
academic dishonesty will minimally result in a failing grade for the course. Additional action
might be taken in accordance with College of Education and University Policies.

Special Needs:

The instructor will make accommodations for students with disabilities in accord with University
Policy. It is necessary for those students to inform the instructor by the end of the second week
of classes.

Principles for “Promoting a Vibrant Learning Culture”

http://www.psu.edu/oue/vibrant.html.
***Syllabus is tentative***

Our schedule is subject to change depending on how well we accomplish our objectives and
goals as well as situations that are beyond our control.

Schedule:

Date Topic Readings

8/16  Pre-Test: In class you will be assigned 2 expository text to Chapter 1
read and then be ask to write down everything you can Pp 1 – 12.
remember.
 Lecture: Past studies and research that lead to the
development of TSS.
8/23  Methodology: How was the TSS tested? Chapter 3
 Discussion: Ask yourself what can be the next step in Pp 43 – 52.
research? How would it be different from the study at hand?
8/30  Evaluation: How did the authors quantitatively measure Chapter 3
reading ability? Pp 44 – 55.
 In-class assignment 1: You will pair up with a classmate
and “grade” how well “student A” recalled a text Turn in your in-
individually. Compare grades with your partner. class
assignment 1.
9/6  Does age matter? Chapter 2
 Discussion: On age and reading comprehension and recall. Pp 13 – 32.
 Homework 1: Find a new TSS article. Further instructions
will be given in class.
9/13  Findings: The results of the TSS experiment. Chapter 4
 Discussion: What did they find? Was there anything that Pp 57 – 79.
surprised you? Do you believe there may be an extraneous
variable? Homework 1
due.
9/20  Rationale for strategy and definitions Chapter 6
 Discussion: Pp 158 – 173.
o We will discuss the 5 basic structures typically
found. Worksheet due
o We will look at magazine ads and categorize which at end of class.
of the structures they fall under.
 In-Class Assignment 2: work sheet.
 Homework 2: bring in your own ad, further instructions
will be given in class.
9/27  Discussion: The different types of signaling words for the Chapter 6
five text structures. Pp 173 – 178.
 In-class assignment 3: You will be given expository text
 and will identify signaling words and then conclude which Homework 2:
of the 5 structures the text belongs to. Bring in your
own ad due

Turn in your in-

class
assignment 3.
10/4  “If you choose it, use it, you won’t lose it” Chapter 6
 Using 6 steps in order to have best recall of text. Pp 178 – 187.
 In-class assignment 4: You will read expository text and
then, without referring to the text again, use the 6 step Homework 2
approach to recall what your read. due

Turn in your in-

class
assignment 4.
10/11  Long and confusing text: How to approach it. Chapter 6
 Text will become longer and more difficult to categorize, Pp 187 – 204.
however the 6 step approach will still be useful.
 In-class assignment 5: Turn in your in-
o Focus more on main ideas and concepts. class
o Write down anything else down that you can recall assignment 5.
after writing down the main ideas.
10/18  Remediation Chapter 6
 Discussion: We will discuss about self-monitoring your Pp 204 – 216.
progress and discuss any difficulties we have yet to resolve.
 In-class assignment 6: Turn in your in-
o Continue practicing recalling information. class
o You will then have your partner grade your work and assignment 6.
your recall paper pre-test from the first day of class.
How much did you improve?

I look forward to working with you all and if you have any questions or concerns please
contact me. If I do not answer my phone, leave a detailed message, your name, and contact
number. I check my e-mail at least twice a day so a response will be made within 24 hours.