Date: June 28, 2010
Department: Basic Educational Skills
Course: BE112, Composition Workshop
Curriculum or Curricula: LA
PART I. STUDENT LEARNING OBJECTIVES
For Part I, attach the summary report (Tables 1-4) from the QCC Course Objectives Form.
TABLE 1. EDUCATIONAL CONTEXT
BE112 is the second in a 2-semester sequence for students requiring remediation in writing. It is designed to prepare
them for English 101 and credit-bearing coursework. This course provides intensive instruction in the fundamentals of
essay writing. Students must be able to write and organize a coherent essay of at least five paragraphs.
TABLE 2. CURRICULAR OBJECTIVES
Note: Include in this table curriculum-specific objectives that meet Educational Goals 1 and 2:
Curricular objectives addressed by this course:
1 Prewriting: Students will use a variety of techniques, including brainstorming, freewriting, outlining mapping and debating,as
preparation for writing on a variety of topics.
2.Rhetoric: Students will use a variety of rhetorical strategies to develop convincing essays of at least five paragraphs.
3.Style: Students will use a variety of sentence structures.
4.Grammar and mechanics: Students will edit their work for grammatical correctness.
TABLE 3. GENERAL EDUCATION OBJECTIVES, BASED ON DRAFT DISTRIBUTED AT THE
JANUARY 2010 PRAXIS WORKSHOPS
Gen Ed
objective’s ID
number from
list (1-10)
1
1
1
1
1
2
2
2
7
7
General educational objectives addressed by this course: Select from preceding list.
(1.)Students will write coherent and convincing essays of at least five paragraphs.
(2.) Students will use writing to create and clarify meaning.
(3.) Students will articulate and support their ideas in class discussion or debate.
(4.)Students will take effective notes on lectures and class discussions
(5) Students will write with appropriate control of grammar, diction, and punctuation, editing as necessary.
(6) Students will interpret texts critically.
(7)Students will differentiate between facts and opinions.
(8)Students will evaluate the quality of evidence in discussions, reading, and writing.
(9)Students will work in groups to accomplish learning tasks and reach common goals.
(10)Students will demonstrate interpersonal skills and accountability working in diverse groups.
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TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course Objectives and Desired Outcomes
1.Students will use prewriting techniques to generate ideas for essays.
2.Students will create thesis statements that express the central point of an essay.
3.Students will write introductory paragraphs that prepare readers for what is to come.
4.Students will write topic sentences that support the thesis of each essay.
5.Students will support topic sentences with unified, coherent, and well developed
body paragraphs.
6.Students will write concluding paragraphs that provide a sense of closure and remind
the reader of the intention of the essay.
7.Students will use a variety of simple, compound, and complex sentences.
8.Students will use consistent and appropriate diction.
9. Students will demonstrate an ability to use transitions effectively within and
between paragraphs.
10. Students will demonstrate a command of sentence boundary punctuation.
11. Students will write using a basic command of grammar.
12. Students will proofread effectively.
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PART II. ASSIGNMENT DESIGN: ALIGNING OUTCOMES, ACTIVITIES, AND
ASSESSMENT TOOLS
For the assessment project, you will be designing one course assignment, which will address at least one general
educational objective, one curricular objective (if applicable), and one or more of the course objectives. Please
identify these in the following table:
TABLE 5: OBJECTIVES ADDRESSED IN ASSESSMENT ASSIGNMENT
Course Objective(s) selected for assessment: (select from Table 4)
1. Students will write topic sentences that support the thesis of each essay.
2. Students will support topic sentences with unified, coherent, and well developed body paragraphs.
3. Students will use consistent and appropriate diction.
4. Students will demonstrate an ability to use transitions effectively within and between paragraphs.
5. Students will demonstrate a command of sentence boundary punctuation..
6. Students will write using a basic command of grammar.
7. Students will proofread effectively..
Curricular Objective(s) selected for assessment: (select from Table 2)
1.
2.
Rhetoric: Students will use a variety of rhetorical strategies to develop convincing essays of at least five paragraphs.
Grammar and mechanics: Students will edit their work for grammatical correctness.
General Education Objective(s) addressed in this assessment: (select from Table 3)
1.
2.
3.
4.
Students will use writing to create and clarify meaning.
Students will write with appropriate control of grammar, diction, and punctuation, editing as necessary.
Students will differentiate between facts and opinions.
Students will evaluate the quality of evidence in discussions, reading, and writing.
In the first row of Table 6 that follows, describe the assignment that has been selected/designed for this project.
In writing the description, keep in mind the course objective(s), curricular objective(s) and the general education
objective(s) identified above,
The assignment should be conceived as an instructional unit to be completed in one class session (such as a lab) or
over several class sessions. Since any one assignment is actually a complex activity, it is likely to require that
students demonstrate several types of knowledge and/or thinking processes.
Also in Table 6, please
a) identify the three to four most important student learning outcomes (1-4) you expect from this
assignment
b) describe the types of activities (a – d) students will be involved with for the assignment, and
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c)
list the type(s) of assessment tool(s) (A-D) you plan to use to evaluate each of the student outcomes.
(Classroom assessment tools may include paper and pencil tests, performance assessments, oral questions,
portfolios, and other options.)
Note: Copies of the actual assignments (written as they will be presented to the students) should be gathered
in an Assessment Portfolio for this course.
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TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment that will be assessed: Students will be taught to develop and write a oneparagraph counterargument, a skill useful in writing argument essays in a variety of contexts. This is a
sophisticated rhetorical strategy. The committee feels that because the assessment has been scheduled for
somewhat late in the semester that this would (a) be a skill not likely to have already been presented to the
students and (b) one that would have a practical benefit in helping to prepare students for the last
administration of the CUNY ACT Writing Examination.
Desired student learning outcomes
for the assignment
(Students will…)
List in parentheses the Curricular
Objective(s) and/or General
Education Objective(s) (1-10)
associated with these desired learning
outcomes for the assignment.
a. Students will use a variety of rhetorical
strategies to develop convincing essays of
at least five paragraphs. (This would be a
new strategy for one paragraph out of the
five in a full, basic essay.)
b. Students will use writing to create and
clarify meaning.
c. Students will articulate and support
their ideas in class discussion or debate.
d. Students will write with appropriate
control of grammar, diction, and
punctuation, editing as necessary.
e. Students will differentiate between facts
and opinions.
Briefly describe the range of
activities student will engage in
for this assignment.
What assessment tools will be
used to measure how well
students have met each learning
outcome? (Note: a single
assessment tool may be used to
measure multiple learning
outcomes; some learning
outcomes may be measured using
multiple assessment tools.)
Day One
1. Students will be given a handout
based on one already in use by several
faculty members as part of their usual
ACT preparation for their classes.
The final paragraphs will be scored by
faculty trained to apply a rubric
created for this assignment.
2. Faculty will go over two sample
counterargument paragraphs with their
classes to make students aware of the
use of contrast in the topic sentence
and the use of detailed support for the
alternative proposal.
3. Depending on time available,
students will practice writing one or
both of two practice counterarguments
presented in the same handout.
Faculty are to go over these
paragraphs in class in a way consistent
with their established practices for
reviewing new rhetorical strategies.
4. Faculty will distribute a second
handout with a counterargument
paragraph homework assignment
formatted like the samples examined
already.
Day Two
1. The faculty will review the
homework assignment, again using
practices consistent with their
established practices.
2. Using the last 30 minutes of class,
faculty will administer The
Assessment paragraph to be collected
and sent to the 112 Assessment
Committee. No names are to appear
on the test paragraphs.
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PART III. ASSESSMENT STANDARDS (RUBRICS)
Before the assignment is given, prepare a description of the standards by which students’ performance will be
measured. This could be a checklist, a descriptive holistic scale, or another form. The rubric (or a version of it)
may be given to the students with the assignment so they will know what the instructor’s expectations are for this
assignment.
Please note that while individual student performance is being measured, the assessment project is collecting
performance data ONLY for the student groups as a whole.
TABLE 7: ASSESSMENT STANDARDS (RUBRICS)
Describe the standards or rubrics for measuring student achievement of each outcome in the assignment: To
avoid redundancy, see the rubric.
BE112
Rubric for Evaluating Counterargument Paragraphs v.2, March 22, 2010
6 Superior
• Writes a unified body paragraph introduced by a strong topic sentence
• Consistently uses strong counterarguments to show the superiority of one position over the other
• Provides significant support: 100 words or more of vivid examples, reasons or details
• Consistently uses appropriate transitional words or phrases
• Exhibits strong control of grammar
• Uses appropriate and consistent diction
• Punctuates sentence boundaries accurately
5
Very Good
• Writes a unified body paragraph introduced by an appropriate topic sentence
• Consistently uses counterargument s to show the superiority of one position over the other
• Provides sufficient support: 100 words or more of relevant examples, reasons or details
• Often uses appropriate transition words or phrases
• Exhibits good control of grammar
• Usually uses appropriate and consist diction
• Punctuates sentence boundaries accurately with only one or two minor lapses
4
Good
•
•
•
•
•
•
3
•
Writes a mostly unified body paragraph introduced by an appropriate topic sentence
Uses counterarguments, with few lapses, to show the superiority of one position over the other
Provides support: 100 words of mostly relevant examples, reasons or details
Uses some appropriate transition words or phrases
Exhibits control of grammar, but may have a few lapses
Generally uses appropriate and consistent diction, but may be overly conversational in a few
places
Punctuates most sentence boundaries accurately, but has more than 1 or 2 minor lapses
•
•
•
•
•
•
•
Writes a less than unified body paragraph introduced by an appropriate topic sentence
Uses counterargument intermittently to show the superiority of one position over the other
Provides thin support: may be brief, repetitious or lack relevancy
Uses just a few appropriate transitions
Exhibits uneven control of grammar
Relies on conversational, slang filled language
Has frequent lapses in sentence boundary punctuation
Fair
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2
Poor
•
•
•
•
•
•
•
1
Writes a body paragraph largely lacking unity and/or lacking an appropriate topic sentence
Has few counterarguments or just lists ideas
Provides very thin support: may be very brief, may repeat the same idea or single piece of
support, or may not provide any relevant support
Uses almost no appropriate transitions
Has frequent grammatical errors that make the paragraph hard to understand in place
Relies almost entirely on inappropriate diction, such as slang or the conventions of email and
texting
Sentence boundary errors obscure meaning in many places
Unsuccessful
• Has no topic sentence and/or no unifying idea
• Has no counterarguments
• Is quite brief, providing little or no support
• Has no appropriate transitions
• Diction and grammar errors obscure meaning in much of the paragraph
• Shows no attention to sentence boundaries: punctuation is consistently missing or inappropriate
Using two readers (and a third for split scores) and a six point holistic scale resulted in scores ranged from 2 to
12. Since the level of preparedness of BE112 students has drifted downward since the last time the course was
assessed, the committee was hesitant to predict what percentage of students would score at each level. Interestingly,
results formed a rough bell curve with two modes, at total scores of 6 and 8. Also interestingly, 50% of scores
were 6s, 7s and 8s, bracketing the divide between passing and not passing results.
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PART IV. ASSESSMENT RESULTS
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Use the following table to report the student results on the assessment. If you prefer, you may report outcomes
using the rubric(s), or other graphical representation. Include a comparison of the outcomes you expected (from
Table 7, Column 3) with the actual results. NOTE: A number of the pilot assessments did not include expected
success rates so there is no comparison of expected and actual outcomes in some of the examples below. However,
projecting outcomes is an important part of the assessment process; comparison between expected and actual
outcomes helps set benchmarks for student performance.
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Student achievement: Describe the group achievement of each desired outcome and
the knowledge and cognitive processes demonstrated: Because holistic scoring
produced one score for the constellation of skills in each writing sample, the
committee is not able to report on individual cognitive processes.
SCORE
RECEIVED
NUMBER OF
STUDENTS
PERCENTAGE THAT
RECEIVED THIS SCORE
2
23
5%
3
12
3%
4
74
17%
5
45
10%
6
85
20%
7
54
12%
8
81
19%
9
26
6%
10
26
6%
11
4
1%
12
4
1%
434
100%
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TABLE 9. EVALUATION AND RESULTING ACTION PLAN
In the table below, or in a separate attachment, interpret and evaluate the assessment results, and describe the
actions to be taken as a result of the assessment. In the evaluation of achievement, take into account student
success in demonstrating the types of knowledge and the cognitive processes identified in the Course
Objectives.
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
• Only 4 students or fractionally less than 1% of the tested BE112 population exhibited
Superior knowledge of how to write a counterargument body paragraph by receiving
perfect scores.
• Four students or fractionally less than 1% of the tested BE112 population exhibited near
Superior knowledge of how to write a counterargument body paragraph by receiving
scores of 11.
• Twenty-six students or just under 6% of the tested BE112 population exhibited Very
Good knowledge of how to write a counterargument body paragraph by receiving scores
of 10.
• Twenty-six students or just under 6% of the tested BE112 population exhibited near Very
Good knowledge of how to write a counterargument body paragraph by receiving scores
of 9.
• Eighty-one students or slightly less than 19% of the tested BE112 population exhibited
Good knowledge of how to write a counterargument body paragraph by receiving scores
of 8.
• One hundred and forty-one students or 32% wrote clearly passing counterargument
paragraphs.
• Fifty-four students or 12% of the tested BE112 population exhibited near Good
knowledge of how to write a counterargument body paragraph by receiving scores of 7.
Since this composite score is the result of one passing score and one failing score, these
students appear to be on the cusp of mastering the skills presented.
• Eighty-five students or 20% of the tested BE112 population exhibited Fair knowledge of
how to write a counterargument body paragraph by receiving scores of 6.
• Forty-five students or 10% of the tested BE112 population exhibited near Fair knowledge
of how to write a counterargument body paragraph by receiving scores of 5 .
• Seventy-four students or17% of the tested BE112 population exhibited Poor knowledge
of how to write a counterargument body paragraph by receiving scores of 4
• Twelve students or 3% of the tested BE112 population exhibited near Poor knowledge of
how to write a counterargument body paragraph by receiving scores of 3.
• Twenty-three students or 5% of the tested BE112 population were Unsuccessful in
exhibiting knowledge of how to write a counterargument body paragraph by receiving
scores of 2.
• Two hundred and thirty-nine students or 55% wrote less than successful counterargument
paragraphs.
B. Evaluation of the assessment process:
What do the results suggest about how well the assignment and the assessment process worked
both to help students learn and to show what they have learned?
The initial lesson was based on a counterargument unit developed by an experienced member
of the department and previously used (informally field tested) by several members of the
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committee. The homework assignment and the test prompt were designed for the assessment by
individual members of the committee and edited by the chair to conform to the format of the
sample paragraphs.
The assignment was designed to motivate the students by supplying them with a strategy to
help them pass the critical ACT Writing Examination. However, the announcement that their
paragraphs would be evaluated anonymously may have encouraged some to make a minimal
effort and likely contributed to the 55% failure rate. However, some students wrote a good
amount, usually an indication of serious intent, but just din not “get” the concept of arguing
against the other side.
The high failure rate may also be reflective of the greater unpreparedness of BE112 students
over the last few years. It is possible that the more difficult CAAWS exam may sort students
more appropriately than the ACT has, placing a greater number of better prepared students who
are more ready for challenging writing assignments in BE112.
. Results overall were skewed toward even numbers, suggesting second readers were peeking
at—and being swayed by--the initial scores.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
The ACT Writing Exam will be gone effective October 2010, and CAAWS will doubtless
drive the BE112 syllabus in some new directions. We will need to decide on another skill or skillcomplex to assess, one that will be a better fit for what will be going on in BE112 classrooms.
The committee may want to discuss how frank faculty should be with our classes about the
anonymity of individual test takers. Students may try harder if they believe the assessment
“counts” in some familiar way.
Reading of future assessment paragraphs (or essays) using holistic scoring needs to be
tweaked to prevent second readers from peeking at initial scores. Perhaps we can use band aids
similar to those formerly used on the WAT, a secure method of hiding scores. Directions to
faculty readers not to discuss scores need to be enforced more rigorously.
More efficient assessment protocols might be worth investigating for our lower level courses
to reduce the time taken from individual instructors’ syllabi and to speed up the evaluation of the
students’ work for us.
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Addendum: Documents Used in the Spring 2010 Assessment of BE112
I. The Lesson
Building a Counterargument
Using a counterargument gives you a chance to explain why the other option in an argument
essay isn’t necessary or isn’t as useful as its supporters might say.
Example 1: Topic: Undeveloped plot of land in neighborhood.
There are two options:
a. Build a new shopping center
b. Build a new park
Imagine you prefer building a new shopping center. After (or before) presenting multiple
arguments for why you prefer the shopping center idea, explain why a park isn’t a good option.
At present, the last thing we need in our neighborhood is another park. We already have two
of them, both equipped with athletic fields, picnic grounds and playgrounds. One problem with
these parks is that they are under-utilized. People don’t flock to the park, even on weekends,
when you might think that they would. In addition, keeping the parks in good condition costs the
city a tremendous amount of money. The city can barely keep up with budget for the already
existing parks. Why bother with another one?
Example 2: Options:
a. Build new schools in the neighborhood
b. Hire more teachers
You choose to build some new schools. Your counterargument attacks the other option.
Although hiring more teachers might sound like a good idea, it is not. Where are we going
to put these new teachers if we don’t have the new schools in place? Already our neighborhood
school is over-crowded and there are not enough classrooms for the teachers we have. These
new teachers will not be happy to learn that they will be teaching in the cafeteria. Moreover, in
the current economic crisis hiring new teachers will be too expensive. You have to pay these
teachers and give the benefits year after year. It is very difficult to fire a teacher once hired.
What would happen if we realize that we cannot accommodate these new teachers after they
have already signed their contracts? Choosing this option would not make sense.
Practice 1: Example prompt: Your college has received a donation from a former student
whose stated goal is to improve campus life for students. Two proposals are being considered.
One is to use the donation to buy a local building to be used as a subsidized dormitory for some
new students. The other option is to convert that same building into a modern, high-tech student
union for all students to enjoy. Write a letter to the college president explaining which option
you think is better.
Circle the option you prefer:
a. Build a subsidized dormitory space for some new students
b. Build a modern, high-tech student union
Imagine you have written a lovely introduction and two well-detailed body paragraphs
explaining the benefits of your chosen option. Now try to write a rich paragraph, focusing on
why the other option is less important/less useful (a counterargument).
Practice 2: Your college would like to help students connect more with their future professions.
One proposal is to send students out two weeks a semester to observe an institution/company
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where their major field is being practiced. The other option is to bring professionals who work
in the most popular occupations to campus to give weekly seminars. Write a letter to your
college dean in which you argue for one of these two proposals.
Write a strong counterargument for the option you are not choosing.
II. Directions to BE112 Faculty
Script for BE112 Assessment
Day 1
A. Explain to students that you and they are participating in an assessment of BE112 and
that all sections of this course will be studying the same thing for the next two meetings.
If you have already taught counterargument, present the assessment as a chance for
review; if not, present this as an important skill used in writing argument essays, such as
(but not exclusively) the ACT. Discuss other writing situations for which this skill might
be useful.
B. Let them know that everyone will take the same test at the next meeting, but that the
paragraphs will be scored anonymously to get a picture of how the 112 classes are doing
as a whole. You might draw a comparison to the field test of the new placement test
before break. If you like, set up some “carrot” for participation, so that students take this
seriously. You might promise extra credit for good paragraphs based on your skimming
them or you might make copies of the paragraphs to grade before you submit them. (The
assessment paragraphs will not be returned to you.) Tell them they will have 30 minutes
and may not leave early.
C. Using the handout Building a Counterargument, have the students read example 1.
Discuss the “best” location for a counterargument paragraph (1st or last body paragraph).
After students have reread the sample paragraph, ask a few questions to get at its
strategies. Suggestions: How does the topic sentence prepare readers for what’s coming?
How many negative ideas does the paragraph raise about the unwanted option? What
kinds of support are given? What other negatives might they add? How do transitions
keep the ideas flowing? Point out that there are at least two possible plans: a number of
complaints discussed with just a bit of detail for each or a few (say 2 or 3) complaints
discussed in greater detail.
D. Repeat, using example 2. Ask similar questions.
E. Move to practice 1. After a brief discussion of the merits of the two choices, pair
students who are on the same side. Give them some time to co-write a counterargument
paragraph about their less desired option. Remind the pairs of the lessons learned in
discussing parts C-D by posting these terms on the board: topic sentences, negative
statements, support, transitions.
F. Read some paragraphs aloud for class discussion or put the pairs into quartets or
something similar. Use their listening skills to critique the paragraphs on the above listed
qualities. You might write the list in E on the board to give them a guide as they write.
G. If time allows, do the same or similar with practice 2. At the very least, point out the use
of although in the topic sentence. Discuss other words of contrast that can signal a
counterargument. Perhaps create alternate topic sentences for example 1 using
contrastive transitions.
H. Assign the Counterargument Practice Assignment for the next meeting.
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Day 2
A. Go over the homework in a way consistent with your usual class routine.
Some suggestions:
1. If the class has set peer groups, have each student bring in multiple copies of the
homework (one for you and one for each member of the group). Again post the
guidelines from day 1. Have each group pick their “best” paragraph to be read to
the class. One person reads; another explains why the group has chosen this
paragraph.
2. If you use changing peer groups, have trios read one another’s paragraphs in a
round robin, sharing feedback. Again, have them choose one to share and discuss
with the class.
3. If you use board work as quizzes, have 3 or 4 students put their paragraphs on
the board. Go over for each of the guideline items.
4. Have students read aloud portions of their at-home paragraphs (first topic
sentences, then one negative about the unwanted option) and collectively blend
together pieces to make one “super” (or Frankenstein) counterargument at the
board. Be sure to add appropriate transitions. Do again for the other side.
B. Distribute the Counterargument Assessment Assignment
Save 30 minutes for students to write the paragraph described in the prompt. Make sure there
are no identifying marks on their papers. Make copies for yourself if you like; students can use
post-its to identify themselves for you. Clip or rubber band each class set, put on a post-it with
your name and the class section, and leave it in my mailbox by the end of the day on Tuesday,
April 13, 2010.
III. Homework
The Counterargument Practice Assignment
Using the counterargument paragraphs you worked on in class at your last meeting as models,
write one counterargument paragraph in response to the following prompt:
New York City’s Board of Education is reviewing proposals on how to improve academic
excellence in the city’s high schools. Two proposals have been made. One is to reward students
for performance with cash rewards and gifts. The other is to create classes with fewer students.
Write a letter to the Board of Education explaining how your choice will improve academic
excellence the most.
Now imagine you have written a lovely introduction and two well-detailed body paragraphs
explaining the benefits of your chosen option. Write a rich paragraph, focusing on why the other
option is less important/less useful (a counterargument).
IV.The Counterargument Assessment Assignment
You will have 30 minutes to write a counterargument paragraph in response to the prompt
below. Do not try to write an entire essay; it is only necessary to produce a single, carefully written
and edited paragraph.
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The Obama administration is committed to improving the health of American children. Health
officials are considering two options. The first option is to ban all sugary drinks and candy from
school cafeterias and vending machines. The second option would require schools to include a small
green salad and at least one piece of fruit with each lunch.
Imagine you have written a lovely introduction and two well-detailed body paragraphs explaining
the benefits of your preferred option. Now write a rich third body paragraph using counterargument
strategy to point out the flaws in the option that you are not supporting.
QCC 12/3/04
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