DEVELOPMENTAL ENGLISH
FACULTY HANDBOOK
August 2015
TABLE OF CONTENTS
Mission Statement
3
Testing and Placement Procedures
3
Course Sequence
5
Description of Developmental English Courses
5
Developmental English Program (DEP) Goals
6
Academic Calendar
8
Theoretical Foundations
9
Challenges, Teaching Tools and Resources
13
Reading & Writing Strategies I Syllabus
17
Reading & Writing Strategies II Syllabus
25
English 101 with Review Syllabus
32
Sample Reading & Writing Rubric
38
Rubrics
Reading & Writing Strategies I Rubrics
39
Reading & Writing Strategies II Rubrics
51
English 101 with Review Rubrics
55
Annual DEP Reports (Fall 2011-Spring 2015)
63
Contact Information
74
References
75
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DEVELOPMENTAL ENGLISH FACULTY HANDBOOK
MISSION STATEMENT
The mission of Fort Scott Community College is the following: Fort Scott Community College is
an institution of higher learning with a long history of culture and diversity that provides affordable
academic, technical, and occupational programs to meet student needs while fostering a mutually
supportive relationship between the college and its communities.
The mission of the Student Success Center (SSC) is to provide a diverse population from all
academic levels educational services designed to help them achieve academic, professional, and
vocational success. The SSC offers students the educational opportunities to maximize their
potential by building strong foundational reading, writing, and math skills and learning strategies
that transfer to future coursework and that promote lifelong learning. The comprehensive program
begins with entry assessment, appropriate advising, effective instruction, and academic support
through tutoring and an early alert system.
The mission of the Developmental English Program (DEP) is to prepare students for future creditbearing courses and the workforce through using best practices in strengthening students’ reading
and writing skills. Coursework and teaching strategies are designed to meet diverse students’
affective learning needs and cognitive needs, fostering greater student self-efficacy, persistence,
achievement, growth, and lifelong learning. By engaging in a coordinated system of assessment,
student tracking, advising, program evaluation, and professional development, the developmental
education program attains student outcomes through a supportive environment that reflects its
vision.
DEVELOPMENTAL ENGLISH OVERVIEW
The FSCC Developmental English Program (DEP) was restructured and the new curriculum was
implemented during the fall of 2013. Instead of separate reading and writing courses, the program
now offers integrated reading and writing courses designed to maximize students’ learning
experiences and to increase student competency and retention as students transition from
developmental education to college-level reading and writing. Recent studies indicate that students
learn more effectively from integrated reading and writing courses versus the traditional reading
skills and writing skills courses taught independently.
FSCC student placement for courses is mandatory and is determined by students’ ACT or
COMPASS scores. According to the FSCC Catalog:
Placement Tests
FSCC is committed to providing a positive educational environment for all students. The
Compass placement test is a self-directed, computerized assessment developed by the
American College Testing (ACT) Program to measure students’ levels of basic skills in
reading, writing, and math.
All first-time, full-time students enrolling in 12 hours or more and all part-time students who
have completed six hours or more must take the Compass test. All students, unless they have a
score of 21 or better on the English and math portion of the ACT, must take the Compass test
prior to enrolling in English or math classes. To ensure that all students have the greatest
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possible chance of success in college, Fort Scott Community College requires that all students
whose Compass test scores indicate such a need first complete Developmental Education
courses before enrolling in regular college courses in English, math, and reading. Testing
services are available at the FSCC main campus in Fort Scott, KS, the PEC Center in Pittsburg,
KS, or the Miami County Campus in Paola, KS; nursing students may also take the Compass
exam at the Burke Street Campus. There is no appointment needed to take the Compass test.
Testing is available during regular business hours. For large groups wanting to test, please
contact the Student Success Center for scheduling. Students may take the Compass test twice
free. After the second time, students who wish to improve their scores by retaking all or a part
of the Compass test will be charged $5.00.The Compass test is not timed, but examinees
should allow approximately two hours for completing the test. Calculators are provided for the
mathematics portion of the test.
The following chart reflects placement cutoff scores:
As the chart indicates, within the FSCC English program, there are two non-credit Developmental
English courses (Reading & Writing Strategies I, a 5-hour non-credit course, and Reading & Writing
READING & WRITING COMPASS CUTOFF SCORES
COURSE
Reading & Writing Strategies I
Reading & Writing Strategies II
English 101 with Review
English 101
CUTOFF
SCORES
Reading
Reading 0-50
Reading 51-70
Reading 71-80
Reading 81!
(Fall 2013)
CLASS
LEVEL
Writing
AVERAGE
RANGE
Writing 0-37
Writing 38-60
Writing 61-69
Writing 70!
0-44
45-65
66-75
76!
ENG0115
ENG0133
ENG1015
ENG1013
1
2
3
4
*If a student tests into Reading & Writing Strategies I or II and Math Skills or Elementary Algebra, the student must
enroll in Study Skills.
**If a student has an ACT score of 21 or higher in English, no COMPASS testing is required, and the student may enroll
in English 101.
Strategies II, a 3-hour non-credit course). Both courses are designed to enable students, whose
placement test scores indicate a lack of readiness for college level work, to develop college-level
reading and writing competencies. Students with qualifying ACT or COMPASS scores may enroll in
English 101 with Review, a 5-hour credit college level course with review specific to students’
academic needs. Student Success Center professional staff administers the COMPASS test and
coordinate qualifying enrollment with FSCC advising staff. In the case of students who place into
two different levels in reading and writing, Student Success Center professional staff average the
two scores and place students according to the “Average Range” noted in the chart.
Once students have enrolled in their Developmental English courses, their DEP instructors will
administer a DEP Pretest, usually on the first week of classes. The DEP Pretest will consist of
reading and writing assessments: (1) a 50-question multiple-choice grammar and usage test; (2) a
typed or handwritten essay; (3) a Nelson-Denny Diagnostic Reading Diagnostic Test; and (4) a
Lexile assessment. If a student scores 80% or higher on the grammar and usage test, scores 11th
grade reading level or higher on the Nelson-Denny, scores an 1100 Lexile or higher, and writes an
essay approved by both a Developmental English instructor and a college-level English instructor,
then that student may test out of the DEP course and enroll in college-level English coursework.
Throughout the semester, students are reassessed through Lexile Diagnostics and writing
assessments. At the end of the semester, DEP students are again assessed with DEP Post Test: (1) a
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50-question multiple-choice grammar and usage test; (2) a typed or handwritten essay; (3) a NelsonDenny Reading Post Test; and (4) a final Lexile assessment. DEP instructors compile students’ Preand Post Test scores and email them to the Developmental English Education Specialist, who will
compile DEP Pre- and Post Test scores per semester. The compilation, evaluation, and reporting of
these assessments will be shared with all stakeholders in an annual report. In addition, DEP faculty
and administration will make data-driven decisions for improvement based upon these results.
DEVELOPMENTAL ENGLISH COURSE SEQUENCE
Reading &
Writing
Strategies I
Reading &
Writing
Strategies II
English 101
with Review
English 102
COURSE DESCRIPTIONS
Reading & Writing Strategies I (5 hours)
Reading and Writing Strategies I is designed to develop student proficiency in college reading and
writing. In this course students will apply analytical and critical reading skills to a variety of texts
and will develop skills in the writing process. In addition, students will develop skills in document
design, researching, and documentation. Upon completion, students should be able to recognize and
use various patterns of text organization and compose effective paragraphs and short essays.
* Note-To be eligible to enroll in Reading & Writing Strategies II, students must pass Reading
& Writing Strategies I with a grade of C or above.
Reading & Writing Strategies II (3 hours)
Reading and Writing Strategies II is designed to increase student proficiency in college reading and
writing. In this course students will develop and apply critical thinking skills, critical reading skills
and writing skills to narrative and expository texts. In addition, students will develop skills in
document design, researching, and documentation. Upon completion, students should be able to
demonstrate effective skills in reading comprehension, analysis, and evaluation of college texts, as
well as effective writing skills necessary to succeed in English 101, 102 and in the workforce.
* Note-To be eligible to enroll in English 101 or English 101 with Review, students must pass
Reading & Writing Strategies II with a grade of C or above.
English 101 with Review (5 hours)
Current research indicates that writers must become well versed in a variety of approaches to
constructing the types of genres required in their college courses (now) and in the workplace (later).
English 101 serves as the introduction to academic writing, focusing on composing, revising, and
editing a variety of writings. It is designed to help students achieve language proficiency and write
documented (APA) essays, which demonstrate unity, coherence, and levels of usage appropriate to
the topic, purpose, and audience. It includes reading(s) and an introduction to basic research
methodologies (academic and field). This course is further enhanced through its connection to the
social and behavioral sciences, using a nonfiction book as an anchor for the required research paper.
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* Note-To be eligible to enroll in English 102, students must pass English 101 with Review with
a grade of C or above.
DEVELOPMENTAL ENGLISH PROGRAM (DEP) GOALS
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To assess students’ academic strengths and weaknesses.
To ensure proper placement through entry-level assessments, which will lead to academic
success.
To use current technology to enhance teaching and learning.
To provide student support network through cooperation of institutional departments: academics,
student support services, and administration.
To provide high-quality, appropriate developmental coursework aligned with competencies in
college-level courses and competences per seven college-wide student abilities identified by the
FSCC Academic Quality Improvement Program (AQIP) Assessment Team: Critical Thinking,
Analytical Thinking, Reading, Written Communication, Oral Communication, Technology
Skills, and Ethical Responsibility.
To enhance the retention of developmental students through monitoring student progress in
developmental courses.
To evaluate student outcomes, using evaluation data to continuously improve curriculum,
instruction, programs, and retention.
To promote professional development among faculty and staff.
DEP READING AND WRITING GOALS
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Become an active, engaged reader, demonstrating increased comprehension
Identify and state main ideas and significant details of written passages
Summarize written passages
State conclusions based on written passages
Interpret figurative language and graphics.
Apply word-study strategies and reading strategies
Develop an expanded vocabulary
Demonstrate an understanding of different content area college textbooks and assignments
Read, interpret and respond to periodical articles
Identify patterns of thought in reading selections and writing assignments
Write correct sentences.
Demonstrate knowledge of creating complex sentences through application of subordination and
coordination.
Develop skills in prewriting and planning.
Develop a clear, concise thesis statement.
Compose concise thesis statement and support the thesis statement with specific examples and
details.
Compose effective introductions and conclusions.
Understand and use effective transitions to achieve unity of thought.
Demonstrate knowledge of usage, mechanics, and grammar concepts as they apply to written and
spoken Standard English.
Choose a topic and write paragraphs and compositions for a specific purpose and audience.
Develop ideas for the purpose of writing and speaking.
Choose, organize, and develop ideas in a paragraph, short essay, or oral presentation, and
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evaluate a similar presentation by others.
Organize the ideas in a standard formal outline.
Compose Standard English sentences with correct sentence structure, verb forms, punctuation,
capitalization, possessives, plural forms, and other matters of mechanics and spelling.
Present ideas orally in Standard English.
Vary writing and speaking styles, including vocabulary and sentence structure, for different
audiences and purposes.
Improve writing by revising, correcting, and rewriting.
Research and gather information from primary and secondary sources, demonstrating the ability
to distinguish between fact and opinion.
Demonstrate understanding of MLA documentation.
Quote, paraphrase and summarize accurately and cite sources properly.
Participate in the exchange of ideas, particularly during class discussions and conferences with
the instructor.
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ACADEMIC CALENDAR (2015-2016)
FORT SCOTT COMMUNITY COLLEGE 2015-2016 ACADEMIC CALENDAR
No Class - Students
NC
Teacher In-Service/Duty Day
Holiday / No School / Campus Closed
*
Classes in Session
Special Date
FALL 2015
JULY
S
5
M
6
T
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AUGUST
W
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F
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1
2
3
4
8*
9 10 11
S
3rd
Independence Day Campus
Closed
Campus Closed
Independence Day
4th
12 13 14 15* 16 17 18
8th*
19 20 21 22 23 24 25
15th*
M
F
S
1
2
3
8
9 10
15th *
11 12 13 14 15* 16 17
15th
5
6
W
7
SEPTEMBER
F
S
S
M
18 19 20* 21 22 23 24
25 26 27 28 29 30 31
16th
F
S
4
5
8
7th
13 14* 15 16 17 18 19
17th*
First Day of Fall Class
20 21 22 23 24 25 26
23 24* 25 26 27 28* 29
24th*
Instructor signature required
to add
30 31
28th *
Last day to add w/ signature
5
6
7
8
9 10 11* 12 13 14 15
11 mo. Faculty Report
16 17* 18 19 20 21 22
11th *
9 mo. Faculty Report
11th -14th
6
7
27 28 29 30
Labor Day
Campus Closed
Last day to drop w/ refund
14th * 20th Day Cert.Roster Due. W/D
begin, no refund, "W" on transcript.
DECEMBER
T
W
T
F
S
* Gordon Parks Celebration
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2
3
4
5
6
7
CAAP Test for December
Grads.
No Class -Students / Faculty
Duty Day
Fall BreakCampus
Closed
8
9 10 11 12 13 14
Fall Registration Begins
T
3
11th*
4
M
20th *
W
2
9 10 11* 12
3
S
1st -3rd
T
1
Faculty In Service
2
NOVEMBER
T
4
T
T
1
OCTOBER
M
W
Cosmetology Enrollment
26 27 28 29 30 31
S
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S
6
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30*
25-29th
26th
Thanksgiving Break
Campus Closed
Thanksgiving Day
M
T
W
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F
S
1
2
3
4*
5
7* 8* 9* 10* 11 12
4th*
7-10th*
13 14 15 16 17 18 19
11th
20 21 22 23 24 25 26
14th *
27 28 29 30 31
14th
30th * W/D requires instructor
signature
23-31st
Last Day for W/D
Final Exams
Faculty Duty Day
Not Faculty Duty Day/
Grades Due at Noon
Intersession Classes Begin
Winter Break
Closed
Campus
SPRING 2016
JANUARY
S
M
T
3 4* 5*
W
6
T
7
FEBRUARY
F
S
1
2
8
9
S
1st
Winter Break
Campus Closed
7
MARCH
M
T
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F
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1
2
3
4
5*
6
8*
9 10 11 12 13
4th
*Campus Re-opens
5th*
Cosmo Enrolment
14 15 16 17 18 19 20
17 18* 19 20 21 22 23
6-8th
Faculty In Service
24 25 26 27 28 29 30
11th *
10 11* 12 13 14 15 16
31
First Day of Spring
Classes
18th*
MLK Day, No Class Students
and Faculty / Campus Is Open
3
M
4
T
5
W
6
5th*
M
Last day to drop and receive
refund
8th*
20th Day Cert. Roster Due
Withdrawls begin, no refund, "W" on
transcript
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7
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13 14 15 16 17 18 19
14-20th
21 22 23 24 25 26 27
20 21 22 23 24 25 26
25th
28 29
27 28 29 30 31
APRIL
S
S
MAY
T
7
F
S
1
2
8
9
1st
Aggie Day, No AM Classes
Spring Break / Campus
Closed
Good Friday / No Classes
JUNE
S
M
T
W
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F
S
1
2*
3
4
5
6*
7
8
9* 10* 11* 12* 13* 14
2nd *
6th*
W/D requires Instructor
Signature
CAAP TEST 1-6PM
Last day to W/D
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5
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6*
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9 10 11
9-12th*
Final Exams
10 11 12 13 14 15 16
15 16* 17 18 19 20 21
13th*
Graduation
12 13 14 15 16 17 18
17 18 19 20 21 22 23
22 23 24 25 26 27 28
16th *
19 20 21 22 23 24 25
24 25 26 27 28 29 30
29 30 31
30th
Not Faculty Duty Day
Grades due by noon
Memorial Day/ Campus
Closed
26 27 28 29 30
6/6-8/5
6/6-7/1*
Full Summer Session
Summer Session I
1
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THEORETICAL FOUNDATIONS
The college incorporates instructional practices from theoretical frameworks centering on student
integration, student-centered learning and cognitive, as well as affective, development. FSCC draws
its theories for student integration from both Tinto (1975), who proposes that student retention and
persistence occur as a student integrates academically and socially into the institution, and from
Rendon, Jalomo and Nora’s (2004) updated model of Tinto’s theory, which suggests that integration
is the dual responsibility of the student and the institution, providing opportunities for integration
and effective instruction. We believe that students’ goal attainment and level of motivation are
measures of students’ successful integration. In fact, we believe student persistence is directly
impacted through student motivation. Students’ self-efficacy, as Bandura (2006) proposes,
influences student motivation to attain learning goals, resulting in greater persistence and
achievement. We seek to align our instructional practices with Casazza and Silverman’s (2000) six
learning and development principles (self and identity, motivation, interaction with the environment,
self-regulation and goal setting, ways of knowing, learning styles and preferences) and with seven
college-wide student abilities identified by the FSCC Academic Quality Improvement Program
(AQIP) Assessment Team: Critical Thinking, Analytical Thinking, Reading, Written
Communication, Oral Communication, Technology Skills, and Ethical Responsibility
(http://www.fortscott.edu/academics/assessment/index.aspx). FSCC intends that its graduates will
demonstrate these abilities as well as lifelong learning and opportunities for growth to fulfill cultural
and educational desires. In addition, we incorporate the theories of Chickering, LaFromboise,
Fritson, McClusky, Pintrich, Garner, Vygotsky, Bruffee, Wlodowski and Ginsberg’s, Rosenblatt,
and Bartholomae & Petrosky, and Bloom’s Taxonomy into our teaching strategies.
Self and Identity (FSCC Characteristics: Growth, Oral and Written Communication Skills,
Critical Thinking Skills, Analytical Skills, Reading, Ethical Responsibility and Technology
Skills)
According to Chickering’s (1969) theory of identity development, seven vectors describe the
psychosocial development during students’ college years, which we enhance through our
instructional practices to promote student growth, oral and written communication skills, reading,
critical thinking skills, analytical skills, and technology skills:
Developing intellectual, physical and interpersonal competence: Students’ intellectual development
is fostered through the acquisition of knowledge and skills in reading, writing, speaking, critical
thinking, and analysis. Through the course Intro to Physical Education, students’ physical
development is enhanced. In addition, students’ interpersonal skills develop through interaction with
classmates during collaborative assignments and through interaction with the instructor. For
example, students in DEP courses complete a collaborative Wiki page assignment in groups of 3-4.
Managing emotions or having the ability to recognize and accept feelings and appropriately control
and express them: Through peer editing, students develop greater abilities not only in oral and
written communication, but also in the ability to both give and accept written and verbal constructive
criticism, recognizing the emotions that accompany that experience, which contributes to the
emotional maturity of students. Through interactions with the instructor who models appropriate
expression of emotions, students learn appropriate expression of emotions in the classroom.
Moving toward autonomy: As students gain in emotional and physical maturity through steps
described previously, they develop trust and confidence in themselves, which enables them to
develop autonomy from family, yet still be able to maintain familial relationships.
Developing mature interpersonal relationships: As students study and respond in written and oral
communication to a variety of literature that promotes diverse populations, those students develop
recognition of and respect for differences among groups of people. For example, literary works, such
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as A Raisin in the Sun, So Far from the Bamboo Grove, and Booker T. Washington, are taught,
which promotes students’ abilities to develop mature interpersonal relationships among diverse
populations.
Establishing Identity: Through active learning strategies, such as reflective journaling, which require
students to give support and rationale for opinions and viewpoints, students develop acceptance of
and comfort with themselves. In addition, journaling fosters development of their written
communication skills.
Developing purpose concerning future directions: By completing an assignment known as
“Believing and Doubting” as proposed by Peter Elbow, students learn to first “believe” an assertion
by writing a rationale for that stance, and second to “doubt” that assertion by questioning and
challenging the assertion. This exercise helps the student develop the ability to make decisions in the
midst of opposition and propose actions in the future that are consistent with their personal
motivations.
Developing integrity: By engaging in collaborative assignments, student develop a value system that
considers needs of classmates as well as the student’s own interests. In addition, students also
complete research projects that promote development of integrity through ethical use of sources.
Motivation (FSCC Characteristics: Growth, Lifelong Learning, Technology Skills)
To promote strong motivation leading to personal growth, lifelong learning, persistence, and goal
attainment, we implement Bandura’s (2006) theory of self-efficacy in our instructional practices. To
put into practice Bandura’s concept of self-efficacy, which is one’s belief about the ability to be
successful in a given situation, we reinforce four sources of efficacy beliefs in our instructional
practice:
Mastery Experiences: As suggested by Fritson’s (2007) study, reflective journaling may play a
significant role in increasing student self-efficacy, as well as promote mastery learning of course
content, foster active learning and enhance critical thinking skills. Using Blackboard technology,
students engage in reflective journaling by reflecting on the growth of their reading and writing
skills during the semester. In addition, students are often asked to identify and journal on an
experience that typifies a concept presented in class or through a reading assignment.
Vicarious Experiences: Students strengthen their self-efficacy by observing others, who have similar
skills sets, performing well. For example, through peer editing exercises, students observe
classmates achieving course competencies, which enhances their own self-efficacy.
Social Persuasion: Collaborative learning provides students with an opportunity to accomplish group
goals and to meet expectations of others within the group to perform or belong. We include group
oral presentations and collaborative assignments, such as to foster social persuasion as a mode of
strengthening self-efficacy.
Physiological & Emotional States: We implement an instructional practice of teaching writing as a
process, which reduces student stress and negative emotions and combats negative self-efficacy. For
example, students generate initial ideas about a writing assignment through focused freewriting;
next, students select viable ideas to develop into a rough draft; students then engage in a peer editing
session, receiving peer feedback, as well as instructor feedback; finally, students revise their rough
drafts per feedback and submit the final copy of the writing assignment for grading. As a result of
this step-by-step process, students develop a higher self-efficacy belief, which enables them to
handle more difficult academic situations and requirements. Students also experience a reduction in
stress and negative emotions, which influences students’ self-efficacy by providing learners with a
supportive, collaborative learning environment.
Interaction with Environment (FSCC Characteristic: Growth)
McClusky’s (1970) Theory of Margin that balance must exist between load, all that
dissipates/creates stress in student, and power, all that strengthens students to deal with load. If an
imbalance develops and load outweighs power, then the student’s achievement may be impacted
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negatively. Our instructors work to minimize the load for students by helping the adult learner
identify possible contributions to load, such as responsibilities at home, at a job, and/or conflicts
with athletic commitments. Instructors and student advisers then help the student identify possible
options to decrease load.
Self-Regulation and Goal Setting (FSCC Characteristics: Critical Thinking and Ethical
Responsibility)
We incorporate both Pintrich’s (2000) theory of self-regulated learning and goal setting and Garner’s
theory of metacognition to promote critical thinking and ethical responsibility.
Pintrich’s (2000) Theory of self-regulated learning and goal setting indicated that self-regulated
learning is “an active, constructive process whereby learners set goals for their learning and then
attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and
constrained by their goals and the contextual features in the environment” (Pintrich, 2000, p. 453). In
order for students to regulate learning and goal setting, they must develop the skill of managing their
own schedules, locating appropriate study environments, and using appropriate support services. Our
students are engaged in activities that promote these skills; for example, students placing into two or
more developmental courses enroll in Study Skills class, where students use a “Time Monitor” from
the text Becoming a Master Student to record their activities for two weeks; this exercise helps
students evaluate how they spend their time and regulate their time management and goal
attainment. In addition, in DEP coursework students learn to set short-term and long-term goals for
researching, reading, compiling information about their topic, and writing about that topic. For
instance, DEP students write an MLA Summary-Response Essay. Students learn to set daily goals
for locating credible sources through Kansas Library Card mega databases, for identifying three
main points the author/article makes, for summarizing those points, and for analyzing those points in
a response by evaluating the author’s rationale and overall effectiveness. This exercise also supports
our critical thinking ability since the student must identify the issue, identify supporting evidence,
develop a conclusion, and identify implications from the source. The exercise also fosters students’
ethical responsibilities since the students must identify the issues proposed in the article, outline
main ideas, construct ethical arguments for or against ideas the author promotes, evaluate their own
arguments, and come to an overall decision on the article’s/author’s effectiveness. Furthermore,
students learn to use support services, such as library services and tutoring services to accomplish
their goals and complete the task.
Garner’s theory of metacognition indicates that students develop an understanding of how to
evaluate and regulate their own learning. As DEP students learn methods to actively read text by
activating prior knowledge and applying the SQ3R method, they reflect on how they acquire
knowledge in a reflective journal, discussing how the SQ3R method increases comprehension and
retention of information; in addition students also discuss how constructing vocabulary practice
quizzes increases vocabulary development; these exercises help students apply Garner’s three
interactive components of metacognition: knowing about oneself (how students effectively acquire
and retain knowledge), knowing about the task (applying active learning strategies to acquire and
retain information), and using a repertoire of learning strategies to regulate learning and achieve
goals.
Ways of Knowing (FSCC Characteristics: Critical Thinking, Analytical Thinking, Reading,
Written Communication and Technology Skills)
Our instructional practices incorporate the following three theories, which promote critical and
analytical thinking skills as well as written communication: (1) Vygotsky’s theory of zone of
proximal development, the area between a student’s “latent ability” and his or her realized potential.
Through guided instruction, an instructor leads students across that zone necessary for learning; in
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addition, the instructor gradually releases responsibility to the student through scaffolding, a
temporary support that is gradually withdrawn as the student’s abilities increase until the student
realizes his or her potential and completes tasks, becoming an “independent and self-regulating
learner” (Van Der Stuyf, 2002). Vygotsky’s theory relates to Bruffee’s concepts of collaboration and
constructivism; (2) Bruffee’s (1993) theory of constructivism through collaborative learning occurs
as peers discuss and work toward a consensus concerning the knowledge needed to complete a task
that results in an expanded zone of proximal development because of varied experiences in groups;
this activity increases the potential learning power of each learner; and (3) Rosenblatt’s ReaderResponse Theory, as Church (1997) has pointed out, proposes that an individual’s understanding of a
specific text is shaped by that individual’s schema, a dynamic set of experiences and personal
characteristics that influences perception of and response to the text. According to Church (1997),
the reader actively constructs meaning as a transactional process: the meaning from a text is derived
from a transaction between the text, the author, and the reader within a certain context. A derivation
of Roseblatt’s reader-response theory is Schraw and Bruning’s (1996) transactional model of
reading, which indicated “that individuals high on the transactional dimension reported more critical
evaluations of the text, were more likely to relate text information to prior knowledge, and reported
more affective responses such as anger and empathy” (291).
Zone of proximal development and scaffolding: Students realize their potential through active
learning strategies and scaffolding. For example, after DEP students have completed their SummaryResponse Essays with scaffolding support from the instructor, students then research, identify,
summarize and respond to a second source, which they synthesize, along with the initial SummaryResponse Essay, into a Synthesis-Analysis Essay with tapering scaffolding to prepare students for
research writing in English 101 and English 102.
Constructivism and collaborative learning: Through active learning and inquiry-based learning,
students research topics and construct meaning collaboratively when completing presentation.
Reader-response & transactional reading: This transactional process, where reading is an event
between the reader and text, increases comprehension, retention, and critical thinking skills. DEP
instructors use the following strategies to engage students in the reader-response and transactional
reading modes, all of which ask students to activate their prior knowledge, record their feelings,
reactions, and responses to the texts:
• Reading Response Logs
• Listing of observations and meaningful connections during reading
• Personal electronic Journals per journal tool on Blackboard
• K-W-L method, where students identify what they already know about a topic (activating
prior knowledge), then list what they want to learn about a topic, and finally reflect on what
they have learned through the assignment.
Learning Styles and Preferences (FSCC Characteristics: All)
Since our student population is ethnically and culturally diverse, we employ Wlodowski and
Ginsberg’s (1995) theory of culturally responsive teaching, as well as LaFromboise’s (1993) theory
of bicultural competence and “groundedness” into our instructional practices. Both theories indicate
that teaching must be sensitive to diverse student populations so that students are able to maintain
their integrity and link to their native cultural (“groundedness”), which increases student motivation
and achievement.
Culturally responsive teaching is embedded in DEP curriculum and teaching practices; for example,
DEP instructors include works of literature that affirm characters’ links to their native cultural and
reflect those characters’ integrity, which remains intact through periods of cultural confusion
12
imposed by external circumstances. For instance, DEP instructors teach the following works of
literature reflecting culturally responsive teaching: A Raisin in the Sun, by Lorraine Hansberry; So
Far from the Bamboo Grove, by Yoko Kawashima Watkins; and Booker T. Washington: An
Autobiography. Through examples of characters, such as Joseph Asagi and Beneatha Younger from
A Raisin in the Sun, students vicariously experience these characters’ affirmation of their own native
cultural within the framework of a dominant culture. In addition, the autobiographical book So Far
from the Bamboo Grove illustrates the concept of bicultural competence, in that Yoko, ethnically
Japanese, experiences the cultural confusion of fleeing vindictive Communist North Koreans at the
close of World War II while respecting the culture of the North Koreans and of reentering a wartorn, nuclear-bomb ravaged Japan, where she is rejected by her peers because of her poverty, refugee
status, and shorn head. Through these extremely difficult times, Yoko maintains the integrity of her
culture, even though some members of that culture reject her. All of these literary works enable
students to develop an appreciation for multiple cultures, perhaps because the themes are universal.
As a result, cultural lines are blurred, enabling students to focus on problems of humanity, an
inclusive approach to understanding the world around us. In addition, DEP instructors enhance
culturally responsive teaching and bicultural competence through involving students in multicultural programs on campus, including the Gordon Parks Contest and Celebration of Cultural and
Diversity, as well as the Martin Luther King, Jr., Celebration. Students are encouraged to take part in
these programs through direct participation in competitions and through review of multi-cultural
works of art, photography, and literature.
CHALLENGES, TOOLS, RESOURCES, & SAMPLE SYLLABI
Developmental Education Challenges
Since the developmental classroom and students present multiple challenges, careful, yet
flexible, planning is a necessary component for student success. Developmental students’
cognitive and affective needs present an array of challenges, including one or more of the
following: (1) lack of effective high school preparation, (2) lack of family support, (3) firstgeneration college students, (4) work/family/athletic schedule demands, and (5) finance
problems.
Learning disabilities present yet another challenge for some developmental education
students, who must self-identify if they do have learning difficulties. Instructors are not
permitted to ask students if students have learning disabilities. Students who have selfidentified learning difficulties may present instructors with an accommodations document,
such as an IEP, which notes specific accommodations for students: extended test-taking time,
extended time for assignments, a reader, etc.
Inconsistent attendance can be an issue with developmental education students. To counter
this problem consider the following strategies to facilitate regular attendance:
• Emphasize the strong correlation between attendance and pass rate.
• Make in-class work, writing assignments, quizzes, and discussion/discussion boards a
key part of students’ grades.
• Develop engaging collaborative activities (using technology when possible) to
encourage regular attendance.
13
•
•
•
Inform students of number of absences.
Report absentee and grade problems to advising/coaches using the Early Alert
system.
Consider recording students grades in Blackboard and encourage students to
frequently check their assignments and grades.
Teaching Tools & Resources
To promote student achievement, consider using active learning strategies to engage students
in the learning process. Active learning strategies promote students’ critical thinking skills,
enhance the learning process, and promote a deeper and broader perspective of issues.
Active Learning Strategies:
• Collaborative Small Group Assignments
o Assign roles (or have students self-assign), such as researcher, writer,
organizer, proofreader.
o Students present project using medium of a Wiki page (tool within
Blackboard), a PowerPoint presentation, or a poster.
• Role-Playing
• Small-Group Discussion
• Debates
• Technology-Supported Learning
o Provide a prompt on a Discussion Board (Blackboard tool), and ask students
to respond to the prompt and then respond to at least one classmate’s initial
response.
o Provide a prompt or reading assignment to spark students’ ideas and ask them
to respond in an Electronic Journal in Blackboard.
• Read-O-Rama- (Kinetic Learners) “Reading on the Go” Activity:
o Break students into groups (3-4) –could base upon reading interest.
o Assign reading selection.
o After reading, the groups walk on a specific course and discuss
question/prompt I give them specific to reading selection.
o Regroup and each group presents answers/ideas to question/reading prompt.
o Could do activity 3X per semester or once a week.
• Read-Respond Walk Around
Classroom Assessment Techniques (CATs) Per Bloom’s Taxonomy- provide feedback
concerning students’ comprehension. The techniques often require little teacher preparation
and evaluation, as well as minimal classroom time for students; however, the results provide
formative evaluations that guide instructors in their approaches to specific classes, a studentcentered approach to education. Examples of some CATs according to their Bloom’s
Taxonomy include the following:
• Remember (Knowledge) & Understand (Comprehension)
Knowledge Probe- develop a questionnaire that probes what students already know
about a topic and what they still need to learn. The probe focuses on the most
important information of a unit, giving students both an introduction and a review of
the topic. The probe format could be short-answer or multiple choice. See sample
generic knowledge probe: http://www.georgianc.on.ca/staff/ctl/wp-content/uploads/2009/02/probe_template.doc
Clearest Point/Muddiest Point- at the end of a class session, ask students to write
down what was clearest (understandable) about the lesson and what was “muddiest”
(confusing) about the presentation; or ask students to write down 3 “muddiest” points
14
•
•
from their reading assignment. Review students’ responses and discuss with class
next class session.
One Minute Paper- a few minutes before class ends, ask students to answer the
following questions: (1) “What was the most significant thing you learned in class
today?” (2) “What important question do you still have from today’s discussion?”
Chain Notes- at end of class period, write a question on an envelope, pass it to a
student who write a response to the question, places it inside the envelope and passes
on to the next student.
Apply, Analyze & Evaluate
Categorizing Grid- ask students to sort information from reading assignments/articles
into logical categories in order to understand the information more completely. For
example, after modeling the categorization of the structure of an essay from a sample
essay, present students with another essay and ask students to complete (either
individually or in groups) the outline grid/form listing the different components of the
essay.
Pro & Con Grid- after handing out a sample grid and modeling the exercise, ask
students to evaluate the advantages and disadvantages of a given topic.
Create (Synthesize)
One-Sentence Summary- students develop skills in condensing or “chunking” a
passage of information into a concise sentence. For example, after assigning a topic
or reading passage, ask students to answer the following questions:
o Who?
o How?
o Does what?
o Why?
o To what or whom?
o In one concise sentence,
o When?
summarize the information:
o Where?
Concept Map- are diagrams that show the associations students make between major
concepts they are studying. For example, as students study the Civil Rights Era, read
A Raisin in the Sun, and reflect on a guest speaker’s experiences during this era,
students can draw/fill in a concept map connecting the historical information to
Hansberry’s drama and to the guest speaker’s experiences. Students could then write
an essay over a topic connected to their concept map. Sample concept/mind maps:
http://elc.uark.edu/wp-content/uploads/2012/01/Concept-Mapping.pdf
“My Story, Their Story, Our Story”-from Dr. Chris Gilmer, Walden University.
See handout based on “I Want a Wife” by Judy Brady in “Sample Assignments.” In
this assignment students move from writer-based to reader-based prose, an essential
skill in academic writing.
o “My Story”- after students have read a passage, ask them to connect personally by
identifying with the character(s) and/or events in a paragraph or short essay.
o “Their Story”- put students in groups and ask them to discuss major
characterizations, themes, motifs, and plot. Then ask students to go beyond their
own experiences and explore how the characters feel and why they react as they
do.
o “Our Story”- after identifying with characters or events and reflecting on the
characters’ reactions and feelings, ask students to brainstorm how these ideas
apply to real life today; students create an essay that more broadly applies these
concepts in academic writing.
15
Approximate Analogies: after providing the first part of the analogy, have students
complete the analogy (A is to B as C is to D or A:B::C:D)over a given topic or
concept. For example:
The topic sentence is to the paragraph as the theme is to the essay.
or
topic sentence : paragraph :: theme : essay
16
SAMPLE SYLLABI
FORT SCOTT COMMUNITY COLLEGE
ENG0115 – Reading and Writing Strategies I
COURSE SYLLABUS
COURSE NUMBER:
ENG0115002 ENG0115000 ENG0115001
CLASS HOURS
MTWRF
8:00 – 8:55
COURSE TITLE:
Reading and Writing Strategies I
SEMESTER CREDIT HOURS:
5
DEPARTMENT:
English
DIVISION:
Fine Arts and Humanities
INSTRUCTOR:
DeAnn Welch
Office Hours – 11:00 – 5:00
Office Location: Student Success Center
Office Phone: 620.223.2700 Ext. 4300
Email: deannw@fortscott.edu
Home Phone: 620.224.7575 (cell#)
Blackboard address: https://fsblackboard.fortscott.edu/
Login name= student ID
Password= last four digits of social security number
BLACKBOARD:
PREREQUISITES:
MTWRF
9:00 – 9:55
MTWRF
10:00 – 10:55
Placement through appropriate combination of standardized
admissions test scores or other means determined by the
Department of English.
TEXTS
• Flachmann, Kim, 2014, Mosaics: Reading and Writing Paragraphs, Pearson,
ISBN 9780321852311 (Special bundle can only be purchased through FSCC Bookstore)
• MySkillsLab Integrated (Combined Reading/Writing Learning Path): Intermediate, Pearson.
• Novel or drama of instructor’s choice – Everyday Heroes by Beth Johnson or Up From
Slavery by Booker T. Washington (Book provided by instructor)
• Paper, pen, pencil, flash drive.
• Organizing folder or notebook of your choice, recommended
• All supplies should be brought to class each day.
COURSE DESCRIPTION:
Reading and Writing Strategies I is designed to increase student proficiency in reading and writing
skills. In this course, students will apply analytical and critical reading skills to a variety of texts and
will develop skills in the writing process. In addition, students will develop skills in document
17
design, researching, and documentation. Upon completion, students should be able to recognize and
use various patters of text organization and compose effective paragraphs and short essays.
* Note-To be eligible to enroll in English 101 or English 101 with Review, students must pass
Reading & Writing Strategies I with a grade of C or above. In addition, the student must
score an 80 or above on the Sentence Diagnostic Post Test and have a written essay approved
by an English 101 instructor.
COURSE OUTCOMES AND COMPETENCIES:
Students who successfully complete this course will be able to:
1. Demonstrate appropriate use of pre-reading, reading, and post-reading strategies, (such as SQ3R) to
identify main and supporting ideas, understand vocabulary, context clues, connotative and denotative
language, inferences, and distinguish fact from opinion.
Measurement Criteria:
• My Skills Lab Assignments- assigned lessons will be completed both in class and as homework;
some Post Tests may be assigned as quizzes. Mastery requirement score is 75% per assignment
for both homework and Post Tests.
• Weekly Vocabulary Quizzes- weekly word lists will be assigned at the beginning of the week and
vocabulary quizzes will be given at the end of the week.
• Weekly writing assignments will be assigned from topics discussed that week from textbook.
2. Demonstrate use of the prewriting, writing, editing, proofreading, and revising process to develop
student writer’s proficiency in composing college-level writing assignments.
Measurement Criteria:
• Journals-students will complete electronic journals in Blackboard to explore controversial topics
and to encourage critical thinking process through exploring feelings and ideas.
• Paragraphs - students will write nine paragraphs: Description, Narration, Illustration, Analyzing
A Process, Comparison and Contrast, Division and Classification, Definition, Analyzing Causes
and Effects, and Argument.
• Essay- students will finish the semester with a documented essay including a Works Cited page.
3. Recognize, analyze, and produce writing considering audience, purpose, as well as use effective
rhetorical strategies for varying reading and writing assignments.
Measurement Criteria:
• In-class Reading and Writing Assignments- students will analyze and respond to passages from
Mosaics or other texts.
• Paragraphs and Essay - students’ major essay will illustrate students’ understanding of audience,
purpose, genre, and effective writing strategies.
4. Generate ideas and locate credible information to support ideas, effectively incorporating source ideas
into student writing appropriately and ethically using documentation.
Measurement Criteria:
• Library Workshop-FSCC librarian will present a workshop on researching using mega databases,
such as EBSCO Host. Students may be given a quiz over the librarian’s presentation, and students
will locate credible sources for documented essays using licensed databases.
• Essays-MLA Final Essay will exhibit students’ beginning proficiency in academic research and
documented writing.
5. Identify and apply the conventions of standards English in reading and writing.
Measurement Criteria:
• My Skills Lab-assigned modules in Writing Learning Path.
• Grammar & Usage Review-In-class grammar and usage review per handouts.
• Writing Assignments-assigned journals and paragraphs will illustrate students’ understanding of
conventions and Standard English.
18
METHODS OF INSTRUCTION:
Discussion and lecture will be used to introduce and review topics. Students will work both
individually and in groups to learn and practice concepts. Class discussion will often stem from
ideas/concepts from MOSAICS: Reading and Writing Paragraphs, as well as other articles/texts.
METHODS OF EVALUATION: Grading Plan
Grades are per category as the following shows. Regular class attendance is expected and is required because
classroom attendance is one of the greatest predictors of college success. It is difficult and sometimes
impossible to make up in-class work. In case of emergency, contact me prior to class if possible. Unexcused
absences will be reported to the Advising Office and may result in the student being dropped from the class.
FSCC-sponsored activities are considered excused absences; however, the student’s name must be listed on
the activity roster released by student services. If a student is absent, he or she is responsible for finding out
class assignments. Check for class assignments on Blackboard and with me. Any work done prior to a
student’s arrival in class or after a student leaves class is subject to absence policies. Students must come to
class prepared, bringing necessary supplies such as textbook, paper, pen, pencil, and flash drive.
A
B
C
D
F
90% and above
80% - 89%
70% - 79%
60% - 69%
59% and below
Homework/Daily (In-class) Journals @ 10 pts each.
Quizzes – 9 Unit Tests
Writing Assignments – 9 paragraphs @ 50 pts each.
Final Essay – 200 pts
Final Exam – 100 pts
STUDENT PERFORMANCE AND BEHAVIOR:
As a community of learners, students are expected to comply with the following classroom behavior
requirements that contribute to good learning opportunity:
• Students are expected to show respect to other students and the instructor at all times.
• Cell phones, text messaging, earphones, iPods, and radios are not to be used during class time. Cell
phones must be turned off, not silenced.
• Students are expected to listen to instruction.
• Students are to show the courtesy of not speaking when another student or the instructor is speaking.
• Students may not belittle other students, even in jest, in written or verbal form.
• Language and/or content that may be deemed offensive is not tolerated. This includes, but is not
limited to, cursing, pejorative language, comments that demean entire groups of people, and sexual
comments or innuendos that may make others uncomfortable.
Learning takes place only in a climate of academic integrity. Thus, this class follows FSCC’s policy of
academic integrity that is spelled out in the college catalog. Any of the following may earn you a 0 for an
assignment or the course:
• Cheating on a test or any assignment.
• Plagiarism—see plagiarism policy handout.
• Helping someone cheat on an assignment or test.
• Paying for any work to be done on your behalf, or having someone pay you to do the work for them.
(Tutoring does not fall into this category).
In addition, the student is referred to the FSCC Catalog for the current academic year for policies
and procedures regarding:
Student Conduct
College Discipline Process
Student Appeals Other Than Disciplinary Areas
Academic Regulations
19
STUDENTS WITH DISABILITIES:
Students who need special assistance should contact Janet Fancher, ADA Coordinator, by calling the
Counseling Office at (620) 223-2700, ext.3620, or visit her in person in the Advising Office on the
main campus.
All communication concerning this course or college business will be sent to your FSCC student e-mail
address. It is your responsibility to check this account on a regular basis.
COURSE OUTLINE: (Schedule Activities subject to change; see Blackboard for latest
schedule.)
WEEK 1
Mosaics- course overview; fill out personal survey; writing history questionnaire.
Orientation to the Course, Learning Style Preference Form. ). Diagnostic Pretests“Reading & Writing Skills-Pathbuilder“(45 questions); “Reading Level-Lexile Locator”
(25 questions). Getting Started “Active Reading.”
Chapter 1- Reading and Writing as Critical Thinking; Reading and Writing for Success
in College quiz. Chapter 2 - Reading Critically.
MySkillsLab-Bring access card to join class (or create temporary account-note: you
have 17 days to purchase access code and upgrade account; after 17 days temporary
account will be deleted.
Read Everyday Heroes – Benjamin Carson – Chapter quiz
Vocabulary Quiz 1
Week 2
Mosaics- Chapters 3- Writing Critically-prewriting, subject, purpose, audience, topic
sentences; Chapter 4 – Revising; practice 5 page 53 pick one. Practice 6 page 54 pick
one. Chapter 5 Editing – Do EQ Practice 1, 2, 3 on page 661-663. Review Practice 1
MySkillsLab- Getting Started-Writing Process; Reading & Writing ParagraphsRecognize structure of a paragraph, Identify Topic & Main Idea of Paragraph, Write
Effective Topic Sentences, Identify Supporting Details, Identify Implied Main Ideas,
Develop & Organize Supporting Details, Revise paragraphs, Edit Paragraphs.
Read Everyday Heroes – Elda Sara Morgan – Chapter quiz
Vocabulary Quiz 2
Week 3
Mosaics- Unit 1 – Chapters 18 Parts of Speech; Chapter 19 Phrases and Clauses;
Unit 1 Postest
MySkillsLab- Use Parts of Speech to Build a Sentence & Handbook: Reviewing the
Basics- Nouns, Pronouns, Verbs, Modifiers, Prepositions, Subjects & Verbs, Sentence
Structure
Read Enrique “Rick” Rivas – Chapter quiz
Vocabulary Quiz 3
Week 4 Mosaics- Chapter 6: Describing; set of worksheets; do multiple intelligence
inventory; Do Reading Critically on pages 98-101; Pick one of the 4 on page 103 and
compose rough draft of Writing Assignment #1; Chapter 20 Subjects and verbs; set of
worksheets from handbook
20
MySkillsLab- Reading & Writing Paragraphs- Write Descriptive Paragraphs;. Reading
& Writing Sentences- Subjects and verbs
Read Everyday Heroes - Gwendolyan Dasher – Chapter quiz
Vocabulary Quiz 4
Week 5
Mosaics- Chapter 7: Narrating; final copy of Writing Assignment #1 due; Read Essay –
Choosing the Path With Honor. Pick topic from 2-3-4 on page 134 Begin Writing
Assignment #2 (Paragraph). Set of worksheets; Answer questions 1-10 on page 129.
Chapter 21 Fragments.
MySkillsLab- Reading & Writing Paragraphs- Read Narrative Paragraphs, Write
Narrative Paragraphs; Chapters 22 Fused Sentences and Comma Splices. Unit 2 Test
Read Everyday Heroes – Grant Berry – Chapter quiz
Vocabulary Quiz 5
Week 6
Mosaics- Chapter 8: Illustrating; Read Walk on By page154 – 156 Answer questions 110. Rough draft of Writing Assignment #2 due.
Chapter 23 Regular Verbs and Irregular verbs- worksheets
MySkillsLab- Reading & Writing Paragraphs- Read Example (illustrating)
Paragraphs; Write Example Paragraphs; Reading & Writing Sentences- Use Irregular
Verbs Correctly; Use Verb Tenses Correctly.
Read Everyday Heroes – Xinrong “Cindy” Liu – Chapter quiz
Vocabulary Quiz 6
Week 7
Mosaics- Chapter 9: Analyzing a Process; final copy of Writing Assignment #2 due.
Begin Writing Assignment #3 (Paragraph).Worksheets; Read Getting out of Debt and
Staying Out pgs 177-181; Answer Questions 1-10
Chapter 24
Verb Tense; Chapter 25 Subject-Verb Agreement; Chapter 26 More on
Verbs worksheets
Unit 3 Posttest
MySkillsLab- Reading & Writing Paragraphs- Read Process Paragraphs & Write
Process Paragraphs; Reading & Writing Sentences- Avoid Subject-Verb Agreement
Errors.
Read Everyday Heroes – Jackie Leno Grant – Chapter quiz
Vocabulary Quiz 7
Week 8
Mosaics- Chapter 10: Comparing and Contrasting; rough draft of Writing Assignment
#3 due. Why men Fail pages 211 - 212;Answer questions 1-10
Chapter 27: Pronoun Problems ; Chapter 28 Pronoun Reference and Point of View;
Chapter 29 Pronoun Agreement (worksheets)
Unit 4 post test
MySkillsLab- Reading & Writing Paragraphs- Read Comparison Paragraphs; Read
Contrast Paragraphs; Write Comparison & Contrast Paragraphs. Reading & Writing
21
Sentences- Use Pronouns Correctly; Avoid Shifts in Person, Number, and Tense;
Ensure Correct Pronoun-Antecedent Agreement.
Read Everyday Heroes – Joe Davis – Chapter quiz
Vocabulary Quiz 8
Week 9
Mosaics- Chapter 11: Dividing and Classifying; final copy of Writing Assignment #3
due (Paragraph). Chapter 30 Adjectives; Chapter 31 Adverbs; Chapter 32 Modifier
Errors (worksheets)
Unit 5 posttest
MySkillsLab- Handbook: Reviewing the Basics- Adjectives & Adverbs; Reading &
Writing Sentences- Avoid Misplaced & Dangling Modifiers.
Read Everyday Heroes – Juan Angel – Chapter quiz
Vocabulary Quiz 9
Week 10
Chapter 40: Varying Sentence Structure; Chapter 41 Parallelism; Chapter 42
Combining Sentences. (worksheets)
Unit 8 posttest
MySkillsLab- Combine & Expand Sentences.
Read Everyday Heroes – Mikel Foster – Chapter quiz
Vocabulary Quiz 10
Week 11
Chapters 43 Standard and Non standard English: Chapter 44 Easily Confused Words;
Chapter 45: Spelling; (worksheets) Unit 9 posttest
Read Everyday Heroes – David McBeth – Chapter quiz
Vocabulary Quiz 11
Week 12
Mosaics Chapter 12: Defining; begin Writing Assignment #4; Read What is Poverty
pages 267 – 270; answer questions 1 – 10. Pick topic on page 272
Chapter 33: End Punctuation; Chapter 34: Commas; Chapter 35: Apostrophes.
(worksheets)
MySkillsLab- Handbook: Reviewing the Basics-Final Punctuation; Commas;
Apostrophes.
Read Everyday Heroes – Rod Sutton – Chapter quiz
Vocabulary Quiz 12
Week 13
Mosaics- Chapter 13: Analyzing Causes and Effects; Read Does Game Violence Make
Teens Aggressive pages 291 -292. Answer questions 1-10. Pick topic your paragraph on
page298. Turn in Writing Assignment #4 ). Chapter 36: Quotation Marks; Chapter 37:
Other Punctuation Marks.(worksheets)
Unit 6 posttest
MySkillsLab- Reading & Writing Paragraphs-Read Cause & Effect Paragraphs; Write
Cause & Effect Paragraphs; Handbook: Reviewing the Basics-Quotation Marks; Other
Punctuation.
Read Everyday Heroes – Yvonne Chavez – Chapter quiz
Vocabulary Quiz 13
22
Week 14
Mosaics- Chapter 14: Arguing;Read The Flight From Conversation pages 320 – 323.
Pick topic for your paragraph on page 329
Chapter 38: Capitalization; Chapter 39: Abbreviation; (worksheets)
Unit 7 posttest
MySkillsLab- Handbook: Reviewing the Basics- Capitalization; Abbreviation &
Numbers; Vary Sentence Structure.
Comprehensive Test over Everyday Heroes book
Vocabulary Quiz 14
Week 15
Mosaics- Chapters 15-17: Essays: Paragraphs in Context;
MySkillsLab- An Introduction to Essay Writing, continued; Handbook: Reviewing the
Basics- Spelling; Redundancy (unnecessary repetition) & Wordiness.
Vocabulary Quiz 15
Week 16
Week 17
Essay final edits
Final post tests
23
Affidavit Page
Please sign and date this page, print or detach, and return to the course instructor.
COURSE NUMBER: ENG0115002, ENG0115000, ENG0115001
COURSE TITLE: Reading & Writing Strategies I
CREDIT HOURS: 5
INSTRUCTOR: DeAnn Welch
SEMESTER: Fall
YEAR: 2015
My signature indicates that I have read and understand this syllabus, and that it has been made
available to me in either in hard copy or in an electronic format through the website and/or
Blackboard.
Print Name
Date
Signature
Note: Students must provide the Registrar’s Office with updated contact information.
24
FORT SCOTT COMMUNITY COLLEGE
ENG0133 – Reading and Writing Strategies II
COURSE SYLLABUS
COURSE NUMBER:
ENG0133000151S, ENG0133001151S, ENG0133002151S
COURSE TITLE:
Reading and Writing Strategies II
SEMESTER CREDIT HOURS:
3
DEPARTMENT:
English
DIVISION:
Fine Arts and Humanities
INSTRUCTOR:
Maria Bahr
Office Hours MWF 7:30-8:55 a.m., 1:30-3:30 p.m.
TR 10:00-11:00 a.m., 1:30-3:30 p.m.
Office Location: Student Success Center
Office Phone: 620.223.2700 Ext. 4240
Email: mariab@fortscott.edu
Home Phone: 620.224.0873 (cell#)
Blackboard address: https://fsblackboard.fortscott.edu/
Login name= student ID
Password= last four digits of social security number
Placement through appropriate combination of standardized
admissions test scores or other means determined by the
Department of English.
BLACKBOARD:
PREREQUISITES:
TEXTS
• Flachmann, Kim, 2014, Mosaics: Reading and Writing Essays, Pearson,
ISBN 9780205890965
• MySkillsLab Integrated (Combined Reading/Writing Learning Path): Intermediate, Pearson.
• Novel or drama of instructor’s choice. (A Raisin in the Sun. By Lorraine Hansberry, Random
House, Inc. ISBN:9780679755333)
• Paper, pen, pencil, flash drive.
• Organizing folder or notebook of your choice, recommended
• All supplies should be brought to class each day.
COURSE DESCRIPTION:
Reading and Writing Strategies II is designed to increase student proficiency in reading and writing
skills that are essential to success in college and in the workforce. In this course students will
develop and apply critical thinking, reading and writing skills to narrative and expository texts. In
addition, students will develop skills in document design, researching, and documentation. Upon
completion, students should be able to demonstrate effective skills in reading comprehension,
analysis, and evaluation of college texts, as well as effective writing skills necessary to succeed in
future college courses and in the workforce.
* Note-To be eligible to enroll in English 101 or English 101 with Review, students must pass
Reading & Writing Strategies II with a grade of C or above.
25
COURSE OUTCOMES AND COMPETENCIES:
Students who successfully complete this course will be able to:
1. Demonstrate appropriate use of pre-reading, reading, and post-reading strategies, (such as SQ3R) to
identify main and supporting ideas, understand vocabulary, context clues, connotative and denotative
language, inferences, and distinguish fact from opinion.
Measurement Criteria:
• My Skills Lab Assignments- assigned lessons will be completed both in class and as homework;
some Post Tests may be assigned as quizzes. Mastery requirement score is 75% per assignment
for both homework and Post Tests.
• Weekly Vocabulary Quizzes- weekly word lists will be assigned at the beginning of the week and
vocabulary quizzes will be given at the end of the week.
• Summaries- at least 4 summaries from articles or passages from Mosaics: Reading & Writing
Essays, 6th Ed.-will be assigned, where students will be evaluated on identifying main and
supporting ideas, understanding context clues, connotative and denotative language, inferences,
as well as distinguishing fact from opinion.
2. Demonstrate use of the prewriting, writing, editing, proofreading, and revising process to develop
student writer’s proficiency in composing college-level writing assignments.
Measurement Criteria:
• Journals-students will complete electronic journals in Blackboard to explore essay topics.
• Essays-students will write five essays: Description, Illustration/Exemplification, Cause & Effect,
MLA Summary-Response, MLA Synthesis-Analysis.
• Peer Reviews-students will review/proofread/edit each other’s essays, which enhances the
reviewers’ skills as well as helps the writer produce a better composition.
• Revisions-After Peer Reviews, students will carefully revise essays, considering suggestions of
both the peer reviewers and the instructor.
3. Recognize, analyze, and produce writing considering audience, purpose, as well as use effective
rhetorical strategies for varying reading and writing assignments.
Measurement Criteria:
• In-class Reading and Writing Assignments- students will analyze and respond to passages from
Mosaics or other texts.
• Essays-students’ major essays will illustrate students’ understanding of audience, purpose, genre,
and effective writing strategies.
4. Generate ideas and locate credible information to support ideas, effectively incorporating source ideas
into student writing appropriately and ethically using documentation.
Measurement Criteria:
• Library Workshop-FSCC librarian will present a workshop on researching using mega databases,
such as EBSCO Host. Students may be given a quiz over the librarian’s presentation, and students
will locate credible sources for documented essays using licensed databases.
• Essays-MLA Summary-Response Essay & MLA Synthesis-Analysis Essay will exhibit students’
beginning proficiency in academic research and documented writing.
5. Identify and apply the conventions of standards English in reading and writing.
Measurement Criteria:
• My Skills Lab-assigned modules in Writing Learning Path.
• Grammar & Usage Review-In-class grammar and usage review per handouts.
• Writing Assignments-assigned journals and essays will illustrate students’ understanding of
conventions and Standard English.
26
METHODS OF INSTRUCTION:
Discussion and lecture will be used to introduce and review topics. Students will work both
individually and in groups to learn and practice concepts. Class discussion will often stem from
ideas/concepts from MOSAICS: Reading and Writing Essays, as well as other articles/texts.
METHODS OF EVALUATION: Grading Plan
Grades are weighted per category as the following “Weighted Scale” shows. Regular class attendance is
expected and is required because classroom attendance is one of the greatest predictors of college success. It
is difficult and sometimes impossible to make up in-class work. In case of emergency, contact me prior to
class if possible. Unexcused absences will be reported to the Advising Office and may result in the student
being dropped from the class. FSCC-sponsored activities are considered excused absences; however, the
student’s name must be listed on the activity roster released by student services. If a student is absent, he or
she is responsible for finding out class assignments. Check for class assignments on Blackboard and with me.
Any work done prior to a student’s arrival in class or after a student leaves class is subject to absence policies.
Students must come to class prepared, bringing necessary supplies such as textbook, paper, pen, pencil, and
flash drive.
A
B
C
D
F
90% and above
80% - 89%
70% - 79%
60% - 69%
59% and below
Weighted Scale: Homework/Daily (In-class) Work->
Quizzes->
Essays->
Final Exam->
Total->
20%
20%
40%
20%
100%
STUDENT PERFORMANCE AND BEHAVIOR:
As a community of learners, students are expected to comply with the following classroom behavior
requirements that contribute to good learning opportunity:
• Students are expected to show respect to other students and the instructor at all times.
• Cell phones, text messaging, earphones, iPods, and radios are not to be used during class time. Cell
phones must be turned off, not silenced.
• Students are expected to listen to instruction.
• Students are to show the courtesy of not speaking when another student or the instructor is speaking.
• Students may not belittle other students, even in jest, in written or verbal form.
• Language and/or content that may be deemed offensive is not tolerated. This includes, but is not
limited to, cursing, pejorative language, comments that demean entire groups of people, and sexual
comments or innuendos that may make others uncomfortable.
Learning takes place only in a climate of academic integrity. Thus, this class follows FSCC’s policy of
academic integrity that is spelled out in the college catalog. Any of the following may earn you a 0 for an
assignment or the course:
• Cheating on a test or any assignment.
• Plagiarism—see plagiarism policy handout.
• Helping someone cheat on an assignment or test.
• Paying for any work to be done on your behalf, or having someone pay you to do the work for them.
(Tutoring does not fall into this category).
In addition, the student is referred to the FSCC Catalog for the current academic year for policies
and procedures regarding:
Student Conduct
College Discipline Process
Student Appeals Other Than Disciplinary Areas
Academic Regulations
27
STUDENTS WITH DISABILITIES:
Students who need special assistance should contact Janet Fancher, ADA Coordinator, by calling the
Counseling Office at (620) 223-2700, ext.3620, or visit her in person in the Advising Office on the
main campus.
All communication concerning this course or college business will be sent to your FSCC student e-mail
address. It is your responsibility to check this account on a regular basis.
COURSE OUTLINE: (Schedule Activities subject to change; see Blackboard for latest
schedule.)
WEEK 1
Mosaics-Writing and grammar diagnostics; course overview; fill out personal survey; writing
WEEK 2
history questionnaire; introduction to text; overview of writing process; review Blackboard;
Kansas Library Card. Chapter 1: Reading & Writing in College; Chapter 2: The Reading
Process. Journals & Focused Freewriting.
MySkillsLab- Bring access card to join class (or create temporary account-note: you have 17
days to purchase access code and upgrade account; after about 2 weeks, temporary accounts
are deleted). Diagnostic Pretests: Complete “Reading & Writing Skills Pathbuilder” (45
questions);”Reading Level-Lexile Locator” (25 questions). Introduction to Reading &
Writing: “Active Reading” & “Overview of the Writing Process.”
Writing Assignment: In-class diagnostic writing.
Mosaics- Chapter 5: Preparing to Write- Prewriting Strategies. Chapter 6: Writing
Effectively; Chapter 9: Describing.
MySkillsLab-Reading, Writing & Organizing Paragraphs- “Write an Effective Topic
Sentence”; Reading & Writing Essays- “Understand the Structure of an Essay”; “Write
Thesis Statements & Body Paragraphs”; “Organize and Essay”; “Write Introductions,
Conclusions & Titles.” Writing Practice- Read “Grandma’s House” (p. 142) and then using
Blackboard Journals, write a description of your own grandparents’ (or other family member)
home.
Writing Assignment: (A) Classroom Assessment Techniques: (1) Background
Knowledge Probe- Structure of an Essay. (2) Clearest Point/Muddiest Point- What did
you understand the most from today’s discussion of description? What did you understand the
least? Explain. (B)Journals on Blackboard: (1) After listening to Vivaldi’s Spring from
Four Seasons, write a journal describing the sights, sounds, smells, tastes, and textures that
the music conjures up for you. (2) Describe the story of a friend who has had a great
influence on your life. Describe your friend so we can “see” him or her; then, describe how
your friend has affected you.
(3) “Apology”- As Elton John points out! “Sorry Seems to be the Hardest Word”https://www.youtube.com/watch?v=J2e4NlnLr28 McWhorter/MSL- “Apologies can often
be difficult to make. Select a memorable experience of regret and describe how you
made your apology.” (Note: these are topics/journals you may decide to develop into
Essay #1: Description. Vocabulary Quiz #1
WEEK 3
WEEK 4
Mosaics- Chapter 26: Phrases & Clauses; Chapter 27: Subjects & Verbs.
Writing Assignment: Writing Practice-CAT- “My Story, Their Story, Our Story.”
Essay #1: Description Essay. Bring rough draft of Description Essay to class for Peer
Reviews. Revise Essay #1 Description Essay rough draft & turn in rough draft with
revision copy. Upload final copy to SafeAssign on Blackboard.
MySkillsLab- Lexile Reassessment. Handbook: Parts of a Sentence: Sentence Structure
(Phrases & Clauses-Chp 26-Mosaics); “Parts of a Sentence: Subjects & Verbs” (Chp 27Mosaics). Vocabulary Quiz #2
Mosaics- Chapter 11: Illustrating (Exemplifying)-read and discuss. Begin Essay #2:
Illustration/Exemplification Essay; Chapter 28 Fragments
28
Reading & Writing about Contemporary Issues (McWhorter) Chapter 12: Defining
Ourselves: Our Multiple Identities, read pp. 326-27 together.
Group Assignment!Body Image- in groups, collect at least 5 advertisements (from
newspapers, magazines, Web sites or any other source) that signal the ‘ideal’ body type for
men and women in the United States. What features do the women share? What features do
the men share? How closely do these images reflect the faces and body types you see in your
classroom? Present your group’s findings to the rest of the class.
Writing Assignment: write a journal on Blackboard that uses the illustration mode of
development; develop your ideas by giving examples to support your thesis. Topic ideas are
on pp. 228-229 of Mosaics and on pp. 343-343 of McWhorter’s Contemporary Issues: you
could give examples that debunk one of the four myths about body image.
MySkillsLab- Reading, Writing & Organizing Paragraphs-“Identify Supporting Details”;
“Develop & Organize Supporting Details”; “Determine Implied Main Idea.” Handbook“Identify & Correct Sentence Errors: Fragments” (Chp 28 Mosaics). Vocabulary Quiz #3
WEEK 5
WEEK 6
Mosaics- Chapter 29: Fused Sentences (Run-Ons) and Comma Splices
Writing Assignment: Essay #2: Illustration/Exemplification Essay. Develop essay and
bring rough draft of Illustration Essay to class for Peer Reviews. Revise rough draft &
turn in rough draft with revision copy. Upload final copy to SafeAssign on Blackboard.
MySkillsLab- Lexile Reassessment. Critical Thinking, Reading, & Writing: Read &
Interpret Graphics & Visuals, Make Inferences, Assess Purpose, Tone, & Bias; Handbook“Identify & Correct Sentence Errors: Run-Ons” (Chp 29 Mosaics). Vocabulary Quiz #4
Begin Hansberry’s A Raisin in the Sun. Research & discuss historical context of A Raisin in
the Sun. Read drama, complete activities & discuss drama per schedule posted on Blackboard
(We will read selections of the play in class per schedule posted).
Mosaics- Chapter 31 Verb Tense; Chapter 33 More on Verbs (Active vs. Passive Voice)
MySkillsLab-Handbook: “Identify & Correct Sentence Errors: Tense” (Chp 31 Mosaics);
“Identify & Correct Sentence Errors: Consistent Verb Tense and Active Voice” (Chp 33
Mosaics).
Writing Assignment: Journals over topics from drama. Vocabulary Quiz #5
WEEK 7
WEEK 8
WEEK 9
WEEK 10
Mosaics- Chapter 47: Varying Sentence Structure; Chapter 49: Combining Sentences;
Chapter 16: Analyzing Causes & Effects- read and discuss. Lorraine Hansberry Speaks
Out: interviews and speeches. Listen to selected recordings and respond in journal entries on
Blackboard. Guest Speaker. Note the similarities between our guest speaker’s experiences
and Hansberry’s experiences. Fill in a concept map.
Writing Assignment: Essay #3: Cause & Effect, topics stemming from A Raisin in the Sun.
MySkillsLab- Lexile Reassessment. Critical Thinking, Reading & Writing: “Inferences.”
“Read & Interpret Graphics & Visuals.” Vocabulary Quiz #6
Mosaics- Chapter 32 Subject-Verb Agreement; Chapter 36: Pronoun Agreement.
MySkillsLab- Handbook: “Identify & Correct Sentence Errors: Subject-Verb Agreement”;
“Identify & Correct Sentence Errors: Pronoun-Antecedent Agreement”
Writing Assignment: Choose Essay #3 topic (Cause & Effect) and develop outline of
ideas. Vocabulary Quiz #7
Midterm: (A) In-class Cause & Effect Essay (#3). Upload essay to SafeAssign on
Blackboard.; (B) Grammar & Usage.
Guest Speaker: Librarian-Researching using the Kansas Library Card.
Discuss Summary-Response Essay; review writing summaries, responses, and MLA
documentation. Distinguishing fact vs. opinion. Tone and Purpose—My Skills Lab.
Writing Assignment: Begin Essay #4 MLA Summary-Response Essay. Vocabulary Quiz
#8
Summary-Response Essay-Write summary over researched article; write response.
29
WEEK 11
WEEK 12
WEEK 13
WEEK 14
WEEK 15
WEEK 16
MySkillsLab- Lexile Reassessment. Introduction to Reading & Writing: “Summarize &
Paraphrase”; Reading & Writing from Sources: “Evaluate Sources; integrate sources; avoid
plagiarism; cite sources using MLA Style.” Vocabulary Quiz #9
Mosaics- Chapter 34: Pronoun Problems; Chapter 35: Pronoun Reference and Point of
View; Chapter 36 Pronoun Agreement.
Continue work on Summary-Response Essay.
MySkillsLab- Handbook:” Identify & Correct Sentence Errors: Pronoun Reference & Point
of View”; “Identify & Correct Sentence Errors: Pronoun Case; Write Effective Sentences:
Unnecessary Shifts.” Vocabulary Quiz #10
Mosaics- Chapter 39: Modifier Errors; Chapter 48: Parallelism.
Writing: Rough draft of MLA Summary-Response Essay #4 due. Upload rough draft to
SafeAssign to check for documentation errors. Bring rough draft of MLA SummaryResponse Essay to class for Peer Reviews. Revise rough draft & turn in rough draft
with revision copy. Upload final copy to SafeAssign on Blackboard.
MySkillsLab- Lexile Reassessment. Handbook: “Write Effective Sentences: Misplaced or
Dangling Modifiers; Write Effective Sentences: Parallelism.” Vocabulary Quiz #11
Mosaics- Chapter 37: Adjectives; Chapter 38: Adverbs. Begin Essay #5: MLA
Synthesis-Analysis Essay. Using your Kansas Library Card or another credible news
source (see me), research for a second source that discusses the same topic as your
source for your MLA Summary-Response Essay. Create a concept map or categorizing
grid that helps you organize and evaluate the similarities and differences of your two
sources.
MySkillsLab- Handbook: “Parts of Speech: Modifiers (Adjectives & Adverbs).”
Vocabulary Quiz #12
Mosaics- Chapter 40: End Punctuation; Chapter 41: Commas; Chapter 44: Other
Punctuation Marks.
Writing-Continue working on Essay #5: MLA Synthesis-Analysis Essay.
MySkillsLab- Lexile Reassessment. Handbook: “Using Punctuation Correctly: Final
Punctuation, Commas, Other Punctuation.” Vocabulary Quiz #13
Mosaics- Chapter 42: Apostrophes; Chapter 43: Quotation Marks.
Essay #5: MLA Synthesis-Analysis Essay Upload rough draft to SafeAssign to check for
documentation errors. Bring rough draft of MLA Summary-Response Essay to class for
Peer Reviews. Revise rough draft & turn in rough draft with revision copy. Upload final
copy to SafeAssign on Blackboard.
MySkillsLab- Handbook: “Using Punctuation Correctly: Apostrophes, Quotation Marks.”
Mosaics- Chapter 45: Capitalization; Chapter 46 Abbreviations & Numbers; Review for
final exam.
MySkillsLab- Lexile Reassessment. Handbook: “Manage Mechanics & Spelling:
Capitalization, Abbreviations & Numbers.”
FINAL EXAM
30
Affidavit Page
Please sign and date this page, print or detach, and return to the course instructor.
COURSE NUMBER: ENG0133000151S, ENG0133001151S, ENG0133002151S
COURSE TITLE: Reading & Writing Strategies II
CREDIT HOURS: 3
INSTRUCTOR: M. Bahr
SEMESTER: Fall
YEAR: 2015
My signature indicates that I have read and understand this syllabus, and that it has been made
available to me in either in hard copy or in an electronic format through the website and/or
Blackboard.
Print Name
Date
Signature
Note: Students must provide the Registrar’s Office with updated contact information.
31
FORT SCOTT COMMUNITY COLLEGE
ENG1015 – ENGLISH 101 with Review
COURSE SYLLABUS
COURSE NUMBER:
ENG1015000151S, ENG1015001151S
COURSE TITLE:
English 101 with Review
SEMESTER CREDIT HOURS:
5
DEPARTMENT:
English
DIVISION:
Fine Arts & Humanities
INSTRUCTOR:
Maria Bahr
Office Hours
MWF 7:30-8:55 a.m., 1:30-3:30 p.m.
TR 10:00-11:00 a.m., 1:30-3:30 p.m.
Office Location: Student Success Center
Office Phone: 620.223.2700 Ext. 4240
Email: mariab@fortscott.edu
Home Phone: 620.224.0873 (cell#)
PREREQUISITES:
Placement through appropriate combination of standardized
admissions test scores or other means determined by the Department
of English.
REVISION DATE:
August 5, 2015
TEXT(S)
Author, Year, Title, Publisher, and ISBN #
Ramage, J. D., Bean, J.C., & Johnson, J. (2015). The Allyn and Bacon Guide to
Writing (7th ed.). New York: Pearson. (ISBN-10: 0321-91422-8)
Ehrenreich, Barbara. (2011). Nickel and Dimed: On (Not) Getting By in America. New York: Picador. ISBN13: 978-0312626686
Hacker, D. & Somers, D. (2015). E-Book for A Writer's Reference, 8th Ed. (2-Year Access Card)
o
o
Online & Interactive, 8th Edition. Bedford/St. Martin’s
ISBN-10: 1-4576-6676-6 (E-book)
The Allyn and Bacon Guide to Writing will be used for FSCC’s English 102 also. If you plan to enroll in
any FSCC English class next semester, keep the book. The only exception to this is students who are on
book scholarships; they must turn the books in at the end of each semester.
SUPPLEMENTARY MATERIALS USED IN THE COURSE
Paper, pen, pencil
Organizing folder or notebook of your choice, recommended.
COURSE DESCRIPTION:
Current research indicates that writers must become well versed in a variety of approaches to constructing the
types of genres required in their college courses (now) and in the workplace (later). English 101 serves as the
32
introduction to academic writing, focusing on composing, revising, and editing a variety of writings. It is
designed to help students achieve language proficiency and write documented (APA) essays, which
demonstrate unity, coherence, and levels of usage appropriate to the topic, purpose, and audience. It includes
reading(s) and an introduction to basic research methodologies (academic and field). This course is further
enhanced through its connection to the social and behavioral sciences, using a nonfiction book as an anchor
for the required research paper.
COURSE OUTCOMES AND COMPETENCIES:
Students who successfully complete this course will be able to:
1. Present original, interesting, and focused ideas showing insight on the writer’s part,
supported by clear evidence
Measurement Criteria:
• Final research paper of the semester
2. Organize a paper around a central theme and clearly and logically move the reader from one
point to the next.
Measurement Criteria:
• Final research paper of the semester
3. Develop a strong voice that conveys interest in the subject.
Measurement Criteria:
• Final research paper of the semester
4. Demonstrate language that is appropriate to the occasion with words and phrases that are
accurate and fluid.
Measurement Criteria:
• Final research paper of the semester
5. Compose strong, varied sentences that make reading enjoyable.
Measurement Criteria:
• Final research paper of the semester
6. Submit finished texts conforming to standard written American English.
Measurement Criteria:
• Final research paper of the semester
7. Exhibit a solid understanding/correct usage of academic citation and documentation.
Measurement Criteria:
• Final research paper of the semester
METHODS OF INSTRUCTION:
A variety of methods are used. These include, but are not limited to the following: lecture, editing groups,
library workshops, and small group discussions. For many class periods, there will be reading assignments.
We will discuss and/or write about these texts in detail, so be sure to read them and annotate carefully; also,
please remember to bring your textbook(s) and writing materials to class each day.
33
METHODS OF EVALUATION: Grading Plan
A
B
C
D
F
90% and above
80% - 89%
70% - 79%
60% - 69%
59% and below
Homework/Daily (In-class) Work->
Quizzes->
Essays->
Final Exam->
Total->
15%
10%
60%
15%
100%
* Note-To be eligible to enroll in English 102, students must pass English 101 with Review with
a grade of C or above.
STUDENT PERFORMANCE AND BEHAVIOR:
The student is referred to the FSCC Catalog for the current academic year for policies and procedures
regarding:
Student Conduct
College Discipline Process
Student Appeals Other Than Disciplinary Areas
Academic Regulations
ATTENDANCE POLICY
Regular class attendance is expected and is required because classroom attendance is one of the greatest
predictors of college success. It is difficult and sometimes impossible to make up in-class work. In case of
emergency, contact me prior to class if possible. Unexcused absences will be reported to the Advising Office
and may result in the student being dropped from the class. FSCC-sponsored activities are considered excused
absences; however, the student’s name must be listed on the activity roster released by student services. If a
student is absent, he or she is responsible for finding out class assignments. Check for class assignments on
Blackboard and with me. Students are expected to turn in assignments on time. Late submissions will reflect
a 10% reduction in grade until one week after the due date at which time the grade is a zero; many
assignments may not be made up. If the student has extenuating circumstances, he/she must inform the
instructor prior to the due date, if possible. Any work done prior to a student’s arrival in class or after a
student leaves class is subject to absence policies. Students must come to class prepared, bringing necessary
supplies such as textbook, paper, pen, pencil, and flash drive.
*Note: Do not make plans to leave town before scheduled finals. Finals are the week of December 7-10.
CLASSROOM RULES OF CONDUCT
Topics in this class will be discussed with respect for each student’s point of view, and no one’s point of view
will be regarded as the last word in any commentary. As a community of learners, students are expected to
comply with the following classroom behavior requirements that contribute to good learning opportunity:
•
•
•
•
•
•
Students are expected to show respect to other students and the instructor at all times.
Cell phones, text messaging, earphones, iPods, and radios are not to be used during class
time. Cell phones must be turned off or silenced.
Students are expected to listen to instruction.
Students are to show the courtesy of not speaking when another student or the instructor is
speaking.
Students may not belittle other students, even in jest, in written or verbal form.
Language and/or content that may be deemed offensive is not tolerated. This includes, but is
not limited to, cursing, pejorative language, comments that demean entire groups of people,
and sexual comments or innuendos that may make others uncomfortable.
34
ACADEMIC INTEGRITY
Learning takes place only in a climate of academic integrity. Thus, this class follows FSCC’s policy of
academic integrity that is spelled out in the college catalog. Any of the following may earn you a 0 for an
assignment or the course:
1.
2.
3.
4.
Cheating on a test or any assignment.
Plagiarism.
Helping someone cheat on an assignment or test.
Paying for any work to be done on your behalf, or having someone pay you to do the work
for them. (Tutoring does not fall into this category).
STUDENTS WITH DISABILITIES:
Students who need special assistance should contact Janet Fancher, ADA Coordinator, by calling the
Counseling Office at (620) 223-2700, ext.3620, or visit her in person in the Advising Office on the
main campus.
All communication concerning this course or college business will be sent to your FSCC student e-mail
address. It is your responsibility to check this account on a regular basis.
COURSE OUTLINE: Presentation Schedule (Subject to change during the semester; schedule
on Blackboard will be the most current)
Week
Week 1:
Week 2:
Weeks 3:
Week 4:
Weeks 5:
Week 6:
Week 7:
Week 8:
Topic
Pages
Introduction to class. Discuss Syllabus. Chapter 1-Posing Problems:
The Demands of College Writing;
2-21
Chapter 17: Strategies for Writing Closed Form Prose
432-474
Begin Brief Writing Project #1 (Problem-Posing Essay)
Handout
Continue Chapters 1 & 17; Rough Draft of Brief Writing
Project #1 (BWP#1) Due; Peer Review #1: Bring three (3) copies
of BWP#1 to class for peer editing
Writer's Reference E-book! (See Blackboard for URL and directions.) Do G6 Run-ons.
Brief Writing Project #1 Due. Read Chapters 2 &18
Chapter 2: Exploring Problems, Making Claims
22-41
Chapter 18: Strategies for Writing an Open-Form Prose
475-487
Brief Writing Project #2-Believing/Doubting Essay
40
Writer's Reference E-book: Grammatical Sentences->G5 Fragments
Continue Chapters 2 & 18; Rough Draft of BWP #2 due.
Peer Review #2: Bring three (3) copies of BWP#2 to class for peer editing
Quiz: Sentence Errors: Run-ons (comma splices & fused sentences) and Fragments.
Writer's Reference E-book: S 4a: Consistent Point of View
Brief Writing Project #2 Due;
Read & discuss Chapter 3: How Messages Persuade
42-65
& Chapter 4: Multimodal and Online Communication
66-81
& Chapter 8:Writing an Informative (& Surprising) Essay.
168-190
Continue Chapters 3 & 8; Brief Writing Project #3:Analyzing Image Handout
Writer's Reference E-book: S6 Sentence Emphasis, Coordination,
Subordination, Choppy Sentences; Eliminating Wordy Sentences: W2
Rough Draft of Brief Writing Project #3 Analyzing Image from Two
Perspectives Due; Peer Review: Bring three (3) copies of WP#1) to class for peer editing
Writer's Reference E-book: G3a Pronoun-Antecedent Agreement
Brief Writing Project #3 (WP#3) Due; Begin Writing Project #1:
Summary/Response Essay
Chp 5-Reading Rhetorically: The Writer as Strong Reader
82-124
Chp 9-Analyzing Field Research Data
191-226
Writer's Reference E-book: S1 Parallelism & C5-d Transitions (C5-3).
35
Week 9
Week 16:
Rough Draft of Writing Project #1: Summary/Response Essay Due;
Bring three (3) copies of WP#1 to class for peer editing.
Chp 20-Asking Questions, Finding Resources & Chp. 21 Evaluating Sources 526-541
Nickel and Dimed-read “Introduction” – Chapter 2
Writer's Reference E-book: APA 1-1 & 1-2
Nickel and Dimed-read Chapters 3- “Afterword”; Begin Writing
Project #2: Empirical Research Report
Chps 22 & 23-Incorporating Sources & Citing and Documenting Sources
543-585
Writer's Reference E-book: APA 2-1 to 2-7 & 3-1
Rough Draft of WP#2 Due; Bring three (3) copies of WP#2 to class for peer editing.
Writer's Reference E-book: APA 3-2
WP#2 Due; begin APA Paper Research- APA formatting: References page, Body
Writer's Reference E-book: P1 Punctuation: Major Uses of the comma P1-11, P-12, P1-17
Portfolios Due. APA Paper: Abstracts, Body, and References page
Writer's Reference E-book: P2 Unnecessary Commas P2-1; Misuses of Comma P2-4
Abstracts, Body, and Reference page due
Writer's Reference E-book: P3 Punctuation: P3-1, P3-7
Three final peer edits and final APA paper due
Week 17:
Final Exam Week
Week 10:
Week 11:
Week 12:
Week 13:
Week 14:
Week 15:
36
Affidavit Page
Please sign and date this page, print or detach, and return to the course instructor.
COURSE NUMBER: ENG1015000151S, ENG1015001151S
COURSE TITLE: English 101 with Review
CREDIT HOURS: 5
INSTRUCTOR: Maria Bahr
SEMESTER: Fall
YEAR: 2015
My signature indicates that I have read and understand this syllabus, and that it has been made
available to me in either in hard copy or in an electronic format through the website and/or
Blackboard.
Print Name
Date
Signature
Note: Students must provide the Registrar’s Office with updated contact information.
37
SAMPLE RUBRICS
Basic Integrated Reading/Writing Rubric
Competencies/
Learning Outcomes
Main Idea / Thesis
Reading: Evaluating /Forming
Writing: Creating /Practicing
Supporting Details
Reading: Evaluating /Forming
Writing: Creating /Practicing
Organization
Reading: Evaluating /Forming
Writing: Creating /Practicing
Grammar / Mechanics
Reading: Evaluating /Forming
Writing: Creating /Practicing
Critical Thinking
Reading: Evaluating /Forming
Writing: Creating /Practicing
Audience / Purpose
Reading: Evaluating /Forming
Writing: Creating /Practicing
Measure of Proficiency
Undeveloped (R/F - D)
Measure of Proficiency
Developing (low C – low B)
Chris Gilmer, Ph.D.
Measure of Proficiency
Well Developed (low B – A)
R: No demonstrated ability to locate,
comprehend, or explain main idea.
W: No demonstrated ability to form
or articulate main idea.
R: Limited or insufficient ability to
locate, comprehend, or explain main
idea.
W: Limited or insufficient ability to
form or articulate main idea.
R: Sufficient ability or mastery of
locating, comprehending, and
explaining main idea.
W: Sufficient ability or mastery of
forming and articulating main idea.
R: No demonstrated ability to locate,
comprehend, or prioritize details.
W: No demonstrated ability to form
or prioritize details.
R: Limited or insufficient ability to
locate, comprehend, or prioritize
details.
W: Limited or insufficient ability to
form or prioritize details.
R: Limited or insufficient ability to
understand or articulate the elements
of structure within reading.
W: Limited or insufficient ability to
create or arrange content in a
structured way.
R: Limited or insufficient ability to
locate or understand errors within
content.
W: Limited or insufficient ability to
create sentences or short paragraphs
with few errors.
R: Limited or insufficient ability to
think about the concrete abstractly or
the abstract concretely and/or to see
external relevance.
W: Limited or insufficient ability to
write with simple metaphors or to
bridge personal to academic; limited
ability to create relevance.
R: Limited or insufficient ability to
define audience or purpose of selected
reading.
W: Limited or insufficient ability to
create with audience or purpose in
mind.!
R: Sufficient ability or mastery of
locating, comprehending, and
prioritizing details.
W: Sufficient ability or mastery of
forming and prioritizing details.
R: Sufficient ability or mastery of
understanding and articulating the
elements of structure within reading.
W: Sufficient ability or mastery of
creating or arranging content in a
structured way.
R: Sufficient ability or mastery of
locating and understanding errors
within content.
W: Sufficient ability or mastery of
creating paragraphs or short essays
with few errors.
R: Sufficient ability or mastery of
thinking about the concrete abstractly
or the abstract concretely and/or
seeing external relevance.
W: Sufficient ability or mastery of
writing with simple metaphors or
bridging personal to academic and/or
writing to create relevance.
R: Sufficient ability or mastery of
defining audience or purpose of
selected reading.
W: Sufficient ability or mastery of
creating with audience or purpose in
mind.!
R: No demonstrated ability to
understand or articulate the elements
of structure within reading.
W: No demonstrated ability to create
or arrange content in a structured way.
R: No demonstrated ability to locate
or understand errors within content.
W: No demonstrated ability to create
sentences or short paragraphs with few
errors.
R: No demonstrated ability to think
about the concrete abstractly or the
abstract concretely; no ability to see
external relevance.
W: No demonstrated ability to write
with simple metaphors or to bridge
personal to academic; no ability to
create relevance.
R: No demonstrated ability to define
audience or purpose of selected
reading.
W: No demonstrated ability to create
with audience or purpose in mind.!
38
READING & WRITING STRATEGIES I RUBRICS
Paragraph'Evaluation!
!
!
!
!
Paragraph'Evaluation!
Prepositional!phrase!–!10!pts! !
!
!
Prepositional!phrase!–!10!pts!
Action!verb!–!10!pts!
!
!
!
!
Action!verb!–!10!pts!
Linking!verb!–!10!pts!
!
!
!
!
Linking!verb!–!10!pts!
!
!
!
Sentence!structure!–!10!pts!
Spelling!&!punctuation!–10!pts! !
!
!
Spelling!&!punctuation!–10!pts!
!
!
Total! !
!
!
!
Paragraph'Evaluation'
Prepositional!phrase!–!10!pts.! !
!
!
Prepositional!phrase!–!10!pts.!
Action!verb!–!10!pts!
!
!
!
!
Action!verb!–!10!pts!
Linking!verb!–!10!pts!
!
!
!
!
Linking!verb!–!10!pts!
!
!
!
Sentence!structure!–!10!pts!
Spelling!&!punctuation!–!10!pts!!
!
!
Spelling!&!punctuation!–!10pts!
Total! !
!
!
Total! !
!
!
!
Paragraph'Evaluation'
Prepositional!phrase!–!10!pts.! !
!
!
Prepositional!phrase!–!10!pts.!
Action!verb!–!10!pts!
!
!
!
!
Action!verb!–!10!pts!
Linking!verb!–!10!pts!
!
!
!
!
Linking!verb!–!10!pts!
!
!
!
Sentence!structure!–!10!pts!
Spelling!&!punctuation!–!10!pts!!
!
!
Spelling!&!punctuation!–!10pts!
Total! !
!
!
Total! !
Sentence!structure!–!10!pts!
!
!
!
Total! !
!
__________!!
!
!
_________!
'
Paragraph'Evaluation!
!
Sentence!structure!–!10!pts!
!
__________!!
!
!
_________!
!
Paragraph'Evaluation!
!
Sentence!structure!–!10!pts!
!
__________!!
!
!
_________!
39
Paragraph'Evaluation!
!
!
!
Paragraph'Evaluation!
5#7!sentences!each!paragraph! !
!
!
5#7!sentences!each!paragraph!
Clear!topic!sentence!for!each!paragraph!
!
Clear!topic!sentence!for!each!paragraph!
Clear!concluding!statement!
!
!
!
Clear!concluding!statement!
Follow!guidelines!of!wishes!
!
!
!
Follow!guidelines!of!wishes!
Clear!supporting!details! !
!
!
!
Clear!supporting!details!
_________! !
!
!
Total! !
!
!
!
Paragraph'Evaluation!
5#7!sentences!each!paragraph! !
!
!
5#7!sentences!each!paragraph!
Clear!topic!sentence!for!each!paragraph!
!
Clear!topic!sentence!for!each!paragraph!
Clear!concluding!statement!
!
!
!
Clear!concluding!statement!
Follow!guidelines!of!wishes!
!
!
!
Follow!guidelines!of!wishes!
Clear!supporting!details! !
!
!
!
Clear!supporting!details!
_________! !
!
!
Total! !
!
!
!
Paragraph'Evaluation!
5#7!sentences!each!paragraph! !
!
!
5#7!sentences!each!paragraph!
Clear!topic!sentence!for!each!paragraph!
!
Clear!topic!sentence!for!each!paragraph!
Clear!concluding!statement!
!
!
!
Clear!concluding!statement!
Follow!guidelines!of!wishes!
!
!
!
Follow!guidelines!of!wishes!
Clear!supporting!details! !
!
!
!
Clear!supporting!details!
_________! !
!
!
Total! !
Total! !
!
!
!
_________!
!
Paragraph'Evaluation!
Total! !
!
!
!
_________!
!
Paragraph'Evaluation!
Total! !
!
!
!
_________!
40
Chapter(16(Evaluation(
(
(
(
Chapter(16(Evaluation(
(
(
Clear(topic(sentence(_____(
Clear(supporting(details(_____( (
(
Clear(supporting(details((____(
Clear(concluding(statement(_____(
(
Clear(concluding(statement(_____(
Compound(sentence(_____(
(
(
Compound(sentence(_____(
Prepositional(phrase(_____(
(
(
Prepositional(phrase(_____(
Total(
(
(
Total( (
(
(
Chapter(16(Evaluation(
(
(
Clear(topic(sentence(_____(
Clear(supporting(details(_____( (
(
Clear(supporting(details((____(
Clear(concluding(statement(_____(
(
Clear(concluding(statement(_____(
Compound(sentence(_____(
(
(
Compound(sentence(_____(
Prepositional(phrase(_____(
(
(
Prepositional(phrase(_____(
Total(
(
(
Total( (
(
(
Chapter(16(Evaluation(
(
(
Clear(topic(sentence(_____(
Clear(supporting(details(_____( (
(
Clear(supporting(details((____(
Clear(concluding(statement(_____(
(
Clear(concluding(statement(_____(
Compound(sentence(_____(
(
(
Compound(sentence(_____(
Prepositional(phrase(_____(
(
(
Prepositional(phrase(_____(
Total(
(
(
Total( (
Clear(topic(sentence((____(
_________( (
__________(
(
Chapter(16(Evaluation(
(
Clear(topic(sentence((____(
_________( (
__________(
(
Chapter(16(Evaluation(
(
Clear(topic(sentence((____(
_________( (
__________(
(
41
Exemplification.Essay.Evaluation!
!
!
Exemplification.Essay.Evaluation!
Did!you!stay!on!topic!–!10!pts! !
!
!
Did!you!stay!on!topic!–!10!pts!
Use!of!transitional!words!!7!10!pts!
!
!
Use!of!transitional!words!–!10!pts!
Sentence!structure!–!15!pts!
!
!
!
Sentence!structure!–!15!pts!
Spelling!&!punctuation!–!10!pts!!
!
!
Spelling!&!punctuation!–!10!pts!
Organized!&!developed!–!15!pts!
!
!
Organized!&!developed! 7!15!pts!
Clear!thesis!statement!–!10!pts!!
!
!
Clear!thesis!statement!–!10!pts!
Clear!explanation!of!examples!7!20!pts!
!
Clear!explanation!of!examples!7!20!pts!!
Clear!and!concise!concluding!statement!7!10!!
!
!
!
!
!
Total! !
!
__________!!
!
!
Clear!and!concise!concluding!statement!7!10!!
!
!
!
Total! !
!
!
_________!
Exemplification.Essay.Evaluation!
!
!
Exemplification.Essay.Evaluation!
Did!you!stay!on!topic!–!10!pts! !
!
!
Did!you!stay!on!topic!–!10!pts!
Use!of!transitional!words!!7!10!pts!
!
!
Use!of!transitional!words!–!10!pts!
Sentence!structure!–!15!pts!
!
!
!
Sentence!structure!–!15!pts!
Spelling!&!punctuation!–!10!pts!!
!
!
Spelling!&!punctuation!–!10!pts!
Organized!&!developed!–!15!pts!
!
!
Organized!&!developed! 7!15!pts!
Clear!thesis!statement!–!10!pts!!
!
!
Clear!thesis!statement!–!10!pts!
Clear!explanation!of!examples!7!20!pts!
!
Clear!explanation!of!examples!7!20!pts!!
!
!
Clear!and!concise!concluding!statement!7!10!!
!
!
!
!
!
Total! !
!
__________!!
!
!
Clear!and!concise!concluding!statement!7!10!!
!
!
!
Total! !
!
!
_________.
42
Definition(Essay(Evaluation!
!
!
!
Definition(Essay(Evaluation!
Did!you!stay!on!topic!–!10!pts! !
!
!
Did!you!stay!on!topic!–!10!pts!
Use!of!transitional!words!!7!10!pts!
!
!
Use!of!transitional!words!–!10!pts!
Sentence!structure!–!15!pts!
!
!
!
Sentence!structure!–!15!pts!
Spelling!&!punctuation!–!10!pts!!
!
!
Spelling!&!punctuation!–!10!pts!
Organized!&!developed!–!15!pts!
!
!
Organized!&!developed! 7!15!pts!
Clear!thesis!statement!–!10!pts!!
!
!
Clear!thesis!statement!–!10!pts!
Clear!definition!of!your!term!7!20!pts! !
!
Clear!definition!of!your!term!7!20!pts!!
Clear!and!concise!concluding!statement!7!10!!
!
!
!
!
!
Total! !
!
__________!!
!
!
Clear!and!concise!concluding!statement!7!10!!
!
!
!
Total! !
!
!
_________!
!
!
!
Definition(Essay(Evaluation!
Did!you!stay!on!topic!–!10!pts! !
!
!
Did!you!stay!on!topic!–!10!pts!
Use!of!transitional!words!!7!10!pts!
!
!
Use!of!transitional!words!–!10!pts!
Sentence!structure!–!15!pts!
!
!
!
Sentence!structure!–!15!pts!
Spelling!&!punctuation!–!10!pts!!
!
!
Spelling!&!punctuation!–!10!pts!
Organized!&!developed!–!15!pts!
!
!
Organized!&!developed! 7!15!pts!
Clear!thesis!statement!–!10!pts!!
!
!
Clear!thesis!statement!–!10!pts!
Clear!definition!of!your!term!7!20!pts! !
!
Clear!definition!of!your!term!7!20!pts!!
(
Definition(Essay(Evaluation!
!
!
!
Clear!and!concise!concluding!statement!7!10!!
!
!
!
!
!
Total! !
!
__________!!
Clear!and!concise!concluding!statement!7!10!!
!
!
!
Total! !
!
!
_________!
43
Informative,Essay,Evaluation! !
!
!
Informative,Essay,Evaluation!
5#7!sentences!each!paragraph! !
!
!
5#7!sentences!each!paragraph!
Clear!topic!sentence!for!each!paragraph!
!
Clear!topic!sentence!for!each!paragraph!
Clear!concluding!statement!
!
!
!
Clear!concluding!statement!
Clear!supporting!details! !
!
!
!
Clear!supporting!details!
Spelling!and!punctuation!!
!
!
!
Spelling!and!punctuation!
Organized!and!developed!
!
!
!
Organized!and!developed!
Transitional!words!!
!
!
!
!
Transitional!words!
On!topic!
!
!
!
!
!
On!topic!
Sentence!structure!
!
!
!
!
Sentence!structure!
Overall!ascetic!of!essay! !
!
!
!
Overall!ascetic!of!essay!
_________! !
!
!
Total! !
Informative,Essay,Evaluation! !
!
!
Informative,Essay,Evaluation!
5#7!sentences!each!paragraph! !
!
!
5#7!sentences!each!paragraph!
Clear!topic!sentence!for!each!paragraph!
!
Clear!topic!sentence!for!each!paragraph!
Clear!concluding!statement!
!
!
!
Clear!concluding!statement!
Clear!supporting!details! !
!
!
!
Clear!supporting!details!
Spelling!and!punctuation!!
!
!
!
Spelling!and!punctuation!
Organized!and!developed!
!
!
!
Organized!and!developed!
Transitional!words!!
!
!
!
!
Transitional!words!
On!topic!
!
!
!
!
!
On!topic!
Sentence!structure!
!
!
!
!
Sentence!structure!
Overall!ascetic!of!essay! !
!
!
!
Overall!ascetic!of!essay!
_________! !
!
!
Total! !
Total! !
Total! !
!
!
!
!
!
!
_________!
_________!
44
Narration(Essay(Evaluation!
!
!
!
Narration(Essay(Evaluation!
Clear!introduction!–!10!pts!
!
!
!
Clear!introduction!–!10!pts!
Use!of!transitional!words!!6!10!pts!
!
!
Use!of!transitional!words!–!10!pts!
Sentence!structure!–!15!pts!
!
!
!
Sentence!structure!–!15!pts!
Spelling!&!punctuation!–!10!pts!!
!
!
Spelling!&!punctuation!–!10!pts!
Organized!&!developed!–!15!pts!
!
!
Organized!&!developed! 6!15!pts!
Clear!thesis!statement!–!10!pts!!
!
!
Clear!thesis!statement!–!10!pts!
Events!in!chronological!order!6!20!pts! !
!
Events!in!chronological!order!6!20!pts!!
Clear!and!concise!concluding!statement!6!10!!
!
!
!
!
!
Total! !
!
__________!!
!
!
Clear!and!concise!concluding!statement!6!10!!
!
!
!
Total! !
!
!
_________!
!
!
Narration(Essay(Evaluation!
!
!
!
Narration(Essay(Evaluation!
Clear!introduction!–!10!pts!
!
!
!
Clear!introduction!–!10!pts!
Use!of!transitional!words!!6!10!pts!
!
!
Use!of!transitional!words!–!10!pts!
Sentence!structure!–!15!pts!
!
!
!
Sentence!structure!–!15!pts!
Spelling!&!punctuation!–!10!pts!!
!
!
Spelling!&!punctuation!–!10!pts!
Organized!&!developed!–!15!pts!
!
!
Organized!&!developed! 6!15!pts!
Clear!thesis!statement!–!10!pts!!
!
!
Clear!thesis!statement!–!10!pts!
Events!in!chronological!order!6!20!pts! !
!
Events!in!chronological!order!6!20!pts!!
Clear!and!concise!concluding!statement!6!10!!
!
!
!
!
!
Total! !
!
__________!!
!
!
Clear!and!concise!concluding!statement!6!10!!
!
!
!
Total! !
!
!
_________(
45
Process'Essay'Evaluation!!
!
!
!
Process'Essay'Evaluation!
Did!you!clearly!identify!the!process!–!10!pts! !
Did!you!clearly!identify!the!process!–!10!pts!
Use!of!transitional!words!!8!10!pts!
!
!
Use!of!transitional!words!–!10!pts!
Sentence!structure!–!15!pts!
!
!
!
Sentence!structure!–!15!pts!
Spelling!&!punctuation!–!10!pts!!
!
!
Spelling!&!punctuation!–!10!pts!
Developed!in!chronological!order!–!15!pts! !
Developed!in!chronological!order!8!15!pts!
Clear!thesis!statement!–!10!pts!!
!
!
Clear!thesis!statement!–!10!pts!
Did!you!stay!on!topic!8!20!pts! !
!
!
Did!you!stay!on!topic!8!20!pts!!
Clear!and!concise!concluding!statement!8!10!!
!
!
!
!
!
Total! !
!
__________!!
!
Clear!and!concise!concluding!statement!8!10!!
!
!
!
Total! !
!
!
_________!
!
!
Process'Essay'Evaluation!
!
!
Process'Essay'Evaluation!!
!
Did!you!clearly!identify!the!process!–!10!pts! !
Did!you!clearly!identify!the!process!–!10!pts!
Use!of!transitional!words!!8!10!pts!
!
!
Use!of!transitional!words!–!10!pts!
Sentence!structure!–!15!pts!
!
!
!
Sentence!structure!–!15!pts!
Spelling!&!punctuation!–!10!pts!!
!
!
Spelling!&!punctuation!–!10!pts!
Developed!in!chronological!order!–!15!pts! !
Developed!in!chronological!order!8!15!pts!
Clear!thesis!statement!–!10!pts!!
!
!
Clear!thesis!statement!–!10!pts!
Did!you!stay!on!topic!8!20!pts! !
!
!
Did!you!stay!on!topic!8!20!pts!!
Clear!and!concise!concluding!statement!8!10!!
!
!
!
!
!
Total! !
!
__________!!
!
Clear!and!concise!concluding!statement!8!10!!
!
!
!
Total! !
!
!
_________!
46
Cause&&&Effect&Essay&Evaluation&–&100&pts.&
Did$you$stay$on$topic?$–$10$pts$
Use$of$transitional$words$–$10$pts$
Sentence$structure$–$15$pts$
Organized$&$developed$–$15$pts$
Clear$topic$sentence$–$10$pts$
Is$your$essay$unified,$wellBdeveloped,$coherent?$–$20$pts$
Spelling$&$punctuation$–$10$pts$
Is$your$concluding$statement$clear$and$concise?$–$10$pts$
Total$___________pts$
$
$
Cause&&&Effect&Essay&Evaluation&–&100&pts.&
Did$you$stay$on$topic?$–$10$pts$
Use$of$transitional$words$–$10$pts$
Sentence$structure$–$15$pts$
Organized$&$developed$–$15$pts$
Clear$topic$sentence$–$10$pts$
Is$your$essay$unified,$wellBdeveloped,$coherent?$–$20$pts$
Spelling$&$punctuation$–$10$pts$
Is$your$concluding$statement$clear$and$concise?$–$10$pts$
Total$_________pts$
47
Classification+Essay+Evaluation+–+100+pts.+
Did$you$stay$on$topic?$–$10$pts$
Use$of$transitional$words$–$10$pts$
Sentence$structure$–$15$pts$
Organized$&$developed$–$15$pts$
Clear$topic$sentence$–$10$pts$
Is$your$essay$unified,$wellBdeveloped,$coherent?$–$20$pts$
Spelling$&$punctuation$–$10$pts$
Is$your$concluding$statement$clear$and$concise?$–$10$pts$
$
$
$
Classification+Essay+Evaluation+–+100+pts.+
Did$you$stay$on$topic?$–$10$pts$
Use$of$transitional$words$–$10$pts$
Sentence$structure$–$15$pts$
Organized$&$developed$–$15$pts$
Clear$topic$sentence$–$10$pts$
Is$your$essay$unified,$wellBdeveloped,$coherent?$–$20$pts$
Spelling$&$punctuation$–$10$pts$
Is$your$concluding$statement$clear$and$concise?$–$10$pts$
$
48
Comparison*&*Contrast*Essay*Evaluation! !
Comparison*&*Contrast*Essay*Evaluation!
Did!you!stay!on!topic!–!10!pts! !
!
!
Did!you!stay!on!topic!–!10!pts!
Use!of!transitional!words!!7!10!pts!
!
!
Use!of!transitional!words!–!10!pts!
Sentence!structure!–!15!pts!
!
!
!
Sentence!structure!–!15!pts!
Spelling!&!punctuation!–!10!pts!!
!
!
Spelling!&!punctuation!–!10!pts!
Organized!&!developed!–!15!pts!
!
!
Organized!&!developed! 7!15!pts!
Clear!thesis!statement!–!10!pts!!
!
!
Clear!thesis!statement!–!10!pts!
Valid!comparisons!–!20!pt!
!
!
Valid!comparisons!–!20!pt!
!
Clear!and!concise!concluding!statement!7!10!!
!
!
!
!
!
Total! !
!
__________!!
!
!
Clear!and!concise!concluding!statement!7!10!!
!
!
!
Total! !
!
!
_________!
*
Comparison*&*Contrast*Essay*Evaluation! !
Comparison*&*Contrast*Essay*Evaluation!
Did!you!stay!on!topic!–!10!pts! !
!
!
Did!you!stay!on!topic!–!10!pts!
Use!of!transitional!words!!7!10!pts!
!
!
Use!of!transitional!words!–!10!pts!
Sentence!structure!–!15!pts!
!
!
!
Sentence!structure!–!15!pts!
Spelling!&!punctuation!–!10!pts!!
!
!
Spelling!&!punctuation!–!10!pts!
Organized!&!developed!–!15!pts!
!
!
Organized!&!developed! 7!15!pts!
Clear!thesis!statement!–!10!pts!!
!
!
Clear!thesis!statement!–!10!pts!
Valid!comparisons!–!20!pt!
!
!
Valid!comparisons!–!20!pt!
!
Clear!and!concise!concluding!statement!7!10!!
!
!
!
!
!
Total! !
!
__________!!
!
!
Clear!and!concise!concluding!statement!7!10!!
!
!
!
Total! !
!
!
_________!
49
Description+Essay+Evaluation! !
!
!
Description+Essay+Evaluation!
Did!you!stay!on!topic!–!10!pts! !
!
!
Did!you!stay!on!topic!–!10!pts!
Use!of!transitional!words!!7!10!pts!
!
!
Use!of!transitional!words!–!10!pts!
Sentence!structure!–!15!pts!
!
!
!
Sentence!structure!–!15!pts!
Spelling!&!punctuation!–!10!pts!!
!
!
Spelling!&!punctuation!–!10!pts!
Organized!&!developed!–!15!pts!
!
!
Organized!&!developed! 7!15!pts!
Clear!thesis!statement!–!10!pts!!
!
!
Clear!thesis!statement!–!10!pts!
Clear!description!7!20!pts!!
!
!
Clear!description!7!20!pts!!
!
Clear!and!concise!concluding!statement!7!10!!
!
!
!
!
Clear!and!concise!concluding!statement!7!10!!
!
!
!
!
Total! !
!
__________!!
!
!
Total! !
Description+Essay+Evaluation! !
!
!
Description+Essay+Evaluation!
Did!you!stay!on!topic!–!10!pts! !
!
!
Did!you!stay!on!topic!–!10!pts!
Use!of!transitional!words!!7!10!pts!
!
!
Use!of!transitional!words!–!10!pts!
Sentence!structure!–!15!pts!
!
!
!
Sentence!structure!–!15!pts!
Spelling!&!punctuation!–!10!pts!!
!
!
Spelling!&!punctuation!–!10!pts!
Organized!&!developed!–!15!pts!
!
!
Organized!&!developed! 7!15!pts!
Clear!thesis!statement!–!10!pts!!
!
!
Clear!thesis!statement!–!10!pts!
Clear!description!7!20!pts!!
!
!
Clear!description!7!20!pts!!
!
!
_________!
!
!
Clear!and!concise!concluding!statement!7!10!!
!
!
!
!
!
Total! !
!
__________!!
!
!
Clear!and!concise!concluding!statement!7!10!!
!
!
!
Total! !
!
!
_________!
!
50
READING & WRITING STRATEGIES II RUBRICS
Description+Essay+criteria:+
• Description writing paints a “verbal portrait” and overall clear impression generally of a person or
•
event. The thesis statement states the purpose of your description and creates an overall
impression you want your reader to experience. The description is created through examples that
show (not tell) the reader what the person or experience was/is like. The description should include
as many sensory details as possible (how did it smell, feel, taste, look, sound) to make the
examples more concrete and specific.+
The essay should be 1 ½ -2 page typed, double-spaced essay (MLA document design) that follows
the 5-paragraph essay format: (1) introduction with a strong thesis statement and hook, (2) 3 body
paragraphs with strong topic sentences and effective transitions and well-developed, detailed
examples supporting thesis, (3) strong conclusion
"
"
"
•
Ideas+&+Content:+Focused"thesis"statement"stating"main"idea"and"purpose."Introduction:"
hooks"reader’s"interest."Support:"The"thesis"is"well"supported"with"developed"body"
paragraphs"containing"strong"topic"sentences"and"examples.+
10"""8"""6"""4"""2"
"
•
Organization:+Ideas"in"logical"order."All"paragraphs"support"the"main"idea."The"essay"does"
not"include"any"irrelevant"examples"or"digressions."
10"""8"""6"""4"""2"
"
•
"
Word+Choice/Diction:"Wording"is"exact,"concise,"and"fresh."Vocabulary"is"appropriate"for"
college"writer."Voice"speaks"directly"to"reader,"has"strong"sense"of"audience"and"uses"
consistent"and"appropriate"point"of"view;"for"example,"writer"avoids"2nd"person"“you,”"“your”"
and"other"shifts"in"voice."
10"""8"""6"""4"""2"
"
"
"
•
+Fluency,+Coherence+&+Order:"Varied,"flowing"sentences"constructed"correctly"with"unifying"
transitions.""Writer"avoids"sentence"errors:"comma"splices,"runHons,"fragments."
"
"
•
10"""8"""6"""4"""2"
"
Conventions:+Grammar,+Punctuation,+Spelling,+Document+Design:"Sentences"are"free"of"
errors"in"spelling,"grammar,"and"usage."Document"follows"MLA"conventions.""
"
"""""""""""""""""""""Total:""
10"""8"""6"""4"""2"
"
"""""""""""/50"
"
51
Exemplification.Essay.criteria:.
.
• The$essay$should$be$1$½$/2$page$(double/spaced)$essay$
(MLA$document$design)$that$follows$the$5/paragraph$essay$
format:$(1)$introduction$with$a$strong$thesis$statement$and$
hook,$(2)$3$body$paragraphs$with$strong$topic$sentences$
and$effective$transitions$and$well/developed,$detailed$
examples$supporting$thesis,$(3)$strong$conclusion$$
$
$
$
•
Ideas.&.Content:.Focused$thesis$statement$stating$main$idea$and$
purpose.$Introduction:$hooks$reader’s$interest.$Support:$The$
thesis$is$well$supported$with$developed$body$paragraphs$
containing$strong$topic$sentences$and$examples..
10$$$8$$$6$$$4$$$2$
$
•
Organization:.Ideas$in$logical$order.$All$paragraphs$support$the$
main$idea.$The$essay$does$not$include$any$irrelevant$examples$or$
digressions.$
•
Word.Choice/Diction:$Wording$is$exact,$concise,$and$fresh.$
Vocabulary$is$appropriate$for$college$writer.$Voice$speaks$directly$
to$reader,$has$strong$sense$of$audience$and$uses$consistent$and$
appropriate$point$of$view;$for$example,$writer$avoids$2nd$person$
“you,”$“your”$and$other$shifts$in$voice.$
•
.Fluency,.Coherence.&.Order:$Varied,$flowing$sentences$
$
10$$$8$$$6$$$4$$$2$
$
10$$$8$$$6$$$4$$$2$
$
$
$
constructed$correctly$with$unifying$transitions.$$Writer$avoids$
sentence$errors:$comma$splices,$run/ons,$fragments.$
10$$$8$$$6$$$4$$$2$
$
$
•
Conventions:.Grammar,.Punctuation,.Spelling,.Document.
Design:$Sentences$are$free$of$errors$in$spelling,$grammar,$and$
usage.$Document$follows$MLA$conventions.$$
10$$$8$$$6$$$4$$$2$
$
$
$$$$$$$Total:$$
$$$$$$$$$$$/50$
$
52
Cause&&&Effect&Essay&Rubric&
!
The!essay!should!be!a!one.!to!two.page!(double.spaced)!essay.!The!
thesis!statement!should!clearly!show!the!cause!and!effect!relationship!
of!the!topic.!
!
• Introduction!contains!strong!thesis!statement!showing!cause!
5"""4"""3"""2"""1"
and!effect!relationship!of!topic.!!
•
Introduction!also!hooks!reader’s!interest!and!is!at!least!four!to!
5"""4"""3"""2"""1"
five!sentences!long.!!
•
Organization:!body!paragraphs!have!strong!topic!sentences!
5"""4"""3"""2"""1"
that!support!and!explain!the!thesis!statement.!
•
Development:!body!paragraphs!fully!support!and!explain!
5"""4"""3"""2"""1"
corresponding!topic!sentences.!No!digressions.!
•
Effective!transitions!used!to!clearly!show!development!and!
5"""4"""3"""2"""1"
sequence!of!ideas.!
•
Voice!speaks!directly!to!the!reader!and!the!writer!has!a!strong!
sense!of!audience.!Appropriate!voice/point!of!view!used!!
5"""4"""3"""2"""1"
(no!2nd!person!“you”!or!“your”).!
•
Word!Choice:!Precise,!interesting,!colorful!and!natural!wording!
5"""4"""3"""2"""1"
with!strong!and!varied!vocabulary!
•
Sentence!Fluency:!Concise,!clear,!varied,!easy!flowing!
5"""4"""3"""2"""1"
sentences!constructed!correctly!with!unifying!transitions.!!
!
•
5"""4"""3"""2"""1"
Document!Design!follow!MLA!format!
!
•
5"""4"""3"""2"""1"
Spelling,!paragraphing,!punctuation,!capitalization,!and!
grammar!are!correct.!
!
!
!
!
Total:"""""""""""""/50"
!
53
Summary/Response Essay Criteria:
• The summary response essay should contain the following sections:
• I. Introduction (with thesis statement that expresses your judgment of the author’s article)
II. Summary (150-250 words)
III. With the Grain (Points you agree with the author).
IV. Against the Grain (Points you disagree with the author).
V. Conclusion
•
Ideas & Content: thesis statement that expresses your judgment of the author’s article and hooks
reader’s interest. Support: (1) The main ideas of the summary are described adequately; (2) analysis
“with the grain” & “against the grain” are clearly related; (3) ideas are sufficiently explained and
supported from the text.
20 18 16 14 12
•
Organization: Essay follows one of two organizational patterns: summary/response block format or
point by point format. All sentences support the main idea. The paragraph does not include any
irrelevant examples or digressions.
20 18 16 14 12
•
Word Choice/Diction: Wording is exact, concise, and fresh. Writer shows a strong voice that
conveys interest in the subject.
Vocabulary is appropriate for college writer. Avoids 2nd person “you” and “your.”
20 18 16 14 12
•
Fluency, Coherence & Order: Varied, flowing sentences constructed correctly with unifying
transitions. Sentences are varied in length and type. Ideas flow smoothly. Paragraphs are linked with
repetition, effective transitional expressions and sentences. Ideas in logical order.
20 18 16 14 12
•
Grammar, Punctuation, Spelling, Document Design: Sentences are free of errors in spelling,
grammar, and usage. Document design follows MLA conventions. Avoids sentence errors: comma
splices, fragments, and run-ons.
20 18 16 14 12
Total:
/100
54
Synthesis)Analysis)Essay)Criteria:)
Synthesis)organizational)Patterns)#1)&)#2:!Choose)ONE)method!
•
)#1=)BY)SOURCE)))
•
I.!Introduce)essay,)state)thesis)
)
Introduce!both!authors!and!articles,!! !!!!!
stating!authors’!main!idea!and!your!thesis!!
statement!that!expresses!your!judgment!of!
the!authors’!articles).!
!
!
II.!Summarize)passage/source)A) ))
!!!!!A.!View!on!Point!I!
!
!!
!!!!!B.!View!on!Point!2!
!!
!
III.!Summarize)passage/source))
)
!!!!!!A.!View!on!Point!1!
!!!
!
!!!!!!B.!View!on!Point!2!
!
!
IV.)Discussion/Synthesis)) )
)
!!!!!!Your!analysis/response!to!articles!!
V.!Conclusion)
)
)
)
•
•
•
•
•
•
•
•
•
)
)
)
#2=)BY)CRITERIA/POINTS!
!
)
)I.)Introduce)essay,)state)thesis!
!!!!!!!!!!!!!!!!!!!!!!Introduce!both!authors!and!articles,!!
!!!!!!!!!!!!!!!!!!!!!!stating!authors’!main!idea!and!your!!
!!!!!!!!!!!!!!!!!!!!!!thesis!statement!that!expresses!your!!
!
!!!!judgment!of!the!authors’!articles).!
)
II.)Introduce)Point)1)
!
!!!!!!!
!!!!!A.!Passage!A's!viewpoint! !
!!!!!!!
!!!!!B.!Passage!B's!viewpoint! !
)
III.)Introduce)Point)2)
)
!!!!!!!
!!!!!!!A.!Passage!A's!viewpoint!
!
!!!!!!!!!!!!!!!!!!!!!!!!!B.!Passage!B's!viewpoint!
)
IV.)Discussion/Synthesis))
!!!!!!!!!!!!!!!!!!!!!!!!!Your!analysis/response!to!articles!
)
V.)Conclusion)
!
To)avoid)plagiarism)and)a)zero)on)the)assignment:)
• Include!internal!documentation!and!a!Works!Cited!page!at!the!end!
!!!of!the!essay,!listing!your!sourcesJMLA!style.!
• See!below!for!an!example!of!a!good!Works!Cited!page,!using!MLA!style:!
• www.dianahacker.com/pdfs/hacker2daly2mla.pdf!
!
!
•
Ideas)&)Content:)thesis!statement!that!expresses!your!judgment!of!the!authors’!article!and!hooks!
reader’s!interest.!Support:!(1)!The!main!ideas!of!the!summaries!are!described!adequately;!(2)!analysis!
“with!the!grain”!&!“against!the!grain”!are!clearly!related;!(3)!analysis!of!articles!is!sufficiently!explained!
and!supported.)
40!!!32!!!28!!!24!!!20!
!
•
Organization:)Essay!follows!one!of!two!organizational!patterns:!by!source!or!by!criteria/point!by!point!
format.!All!sentences!support!the!main!idea.!The!paragraph!does!not!include!any!irrelevant!examples!or!
digressions.!
40!!!32!!!28!!!24!!!20!
•
Word)Choice)(Diction)/Voice:!Wording!is!exact,!concise,!and!fresh.!Writer!shows!a!strong!voice!that!
conveys!interest!in!the!subject. Vocabulary!is!appropriate!for!college!writer.!Avoids!2nd!person!“you”!
and!“your.”!
!
!
!
•
!
40!!!32!!!28!!!24!!!20!
!
)Fluency,)Coherence)&)Order:!Varied,!flowing!sentences!constructed!correctly!with!unifying!
transitions.!Sentences!are!varied!in!length!and!type.!Ideas!flow!smoothly.!Paragraphs!are!linked!with!
repetition,!effective!transitional!expressions!and!sentences.!!
40!!!32!!!28!!!24!!!20!
Ideas!are!in!logical!order.!
!
!
•
Grammar,)Punctuation,)Spelling,)Document)Design:!Sentences!are!free!of!errors!in!spelling,!
grammar,!and!usage.!Document!design!follows!MLA!conventions.!
40!!!32!!!28!!!24!!!20!
Parenthetical!citations!and!Works!Cited!done!correctly.!Avoids!!
!
sentence!errors:!comma!splices,!fragments,!and!runJons.!
!
!!!!!!!Total:!!
!!!!!!!!!!!!!!!!!!!!!!!!!!/200!
!
55
ENGLISH 101 WITH REVIEW RUBRICS
Evaluate(this(brief(problem2posing(essay(modeled(after(the(
exercises((handout),(including(Brittany(Tinker’s(essay(on(the(
sustainability(of(the(American(standard(of(living.(
• The(essay(should(be(a(one2(to(two2page((double2spaced)(
essay(that(poses(a(question(about(a(problem(that(perplexes(
the(student(on(a(topic(of(his(or(her(choice(or(on(one(we(have(
discussed(in(class.(Rate(how(well(the(writer(addressed(the(
following(criteria(in(his(or(her(essay:(
(
• Valid(question(posed,(but(not(answered.(Remember:(writer’s(
job(is(to(pose(&(explore(the(question,(not(answer(it.(
(
•
Problem(described(fully(in(the(first(paragraph.((
•
Introduction(hooks(reader(and(is(at(least(four(to(five(
sentences(long.(
•
Question(posed(in(introduction(and(restated(in(conclusion,(
5(((4(((3(((2(((1(
5(((4(((3(((2(((1(
5(((4(((3(((2(((1(
5(((4(((3(((2(((1(
but(not(answered.(
•
Paper(is(focused(on(one(narrow(topic.((
•
Paper(organized(with(strong(observation(on(all(aspects(of(
problem(
•
Voice(speaks(directly(to(the(reader(and(the(writer(has(a(
5(((4(((3(((2(((1(
5(((4(((3(((2(((1(
5(((4(((3(((2(((1(
strong(sense(of(audience.(
•
Precise,(interesting,(colorful(and(natural(wording(with(
5(((4(((3(((2(((1(
strong(and(varied(vocabulary—a(simile,(metaphor(or(
analogy(used.(
•
Varied,(easy(flowing(sentences(constructed(correctly(with(
5(((4(((3(((2(((1(
unifying(transitions.(
•
Spelling,(paragraphing,(punctuation,(capitalization,(and(
5(((4(((3(((2(((1(
grammar(are(correct.(
(
(
56
Brief Writing Project #2 Believing & Doubting—
RUBRIC
•
Paper consists of a believing and doubting paragraph.
5 4 3 2 1
•
Paper has focused thesis identifying idea to believe, then doubt
5 4 3 2 1
•
Two personal or hypothetical examples given in each paragraph.
5 4 3 2 1
No superficial examples allowed.
•
Believe paragraph convinces reader that the writer really believes. 5 4 3 2 1
•
Doubt paragraph convinces reader that the writer truly doubts.
•
Paper is organized in correct order. Points followed by particulars. 5 4 3 2 1
•
Voice speaks directly to the reader and writer has strong sense
•
sense of audience.
•
Concise wording with effective, varied vocabulary.
5 4 3 2 1
•
Fluent sentences with strong transitions and no sentence errors
5 4 3 2 1
•
Spelling, paragraphing, punctuation, capitalization and grammar
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
are correct.
Total Points
/50
57
The essay should be a one- to two-page (double-spaced) essay. Your task is to describe and analyze a
photograph or advertisement from two different perspectives.
• Paragraph #1
• First, introduce your essay giving any relevant background information on your topic (the time in
which the commercial aired or image was produced/historical context, social perceptions and
influences relevant to how the audience at the time received the commercial/ad or photo).
• Give a description of the ad or photo using sensory details (how image looks, feels, smells, tastes,
sounds) so that the reader can “see” the image too.
• Write a thesis statement that indicates the photo or advertisement could be interpreted from two
different “angles of vision” or perspectives.
•
Paragraph #2
•
Paragraph #3
•
Analyze the photo or ad from the second angle of vision/perspective, using ideas from your
observations, questioning, and close examination. How does the image from this perspective appeal
to the audience’s pathos (appeal to emotions, values, beliefs)?
•
Paragraph #4
•
Conclusion: Discuss the significance of your analysis from two angles of vision/perspectives.
Analyze the photo or ad from the first angle of vision/perspective, using ideas from your
observations, questioning, and close examination. How does the image from this perspective appeal
to the audience’s pathos (appeal to emotions, values, beliefs)?
•
Introduction hooks reader and is at least four to five sentences long.
•
Writer gives historical context and effective description of photo or ad.
•
Writer presents focused thesis at end of introduction.
•
Writer effectively presents analysis of photo or ad from one perspective, indicating
significance of that viewpoint.
•
Writer effectively presents analysis of photo or ad from second perspective,
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
indicating significance of that viewpoint.
•
Pathos: Writer shows how the photo or ad appeals to audience’s emotions, interests,
beliefs and values. Writer makes the reader care about the topic.
5 4 3 2 1
•
Voice speaks directly to the reader and the writer has a strong sense of audience.
Writer avoids point of view shifts to 2nd person “you” or “your.”
5 4 3 2 1
•
•
Precise, interesting, colorful and natural wording with strong and varied vocabulary—
5 4 3 2 1
a simile , metaphor or analogy used.
Concise, clear, varied, easy flowing sentences constructed correctly with unifying transitions. 5 4 3 2 1
•
Writer avoids comma splices, fragments & run-ons.
•
Spelling, paragraphing, punctuation, capitalization, and grammar are correct.
5 4 3 2 1
5 4 3 2 1
Total:
_______________/50
58
Writing Project #1 Summary-Response
Summary/Response.Essay.Criteria:.
• The$summary$response$essay$should$contain$the$following$sections:$$
• I. Introduction (with$thesis$statement$that$expresses$your$judgment$of$the$author’s$
article)$
II. Summary (150-250 words)
III. With the Grain (Points you agree with the author).
IV. Against the Grain (Points you disagree with the author).
V. Conclusion
$
$
$
•
Ideas.&.Content:.thesis$statement$that$expresses$your$judgment$of$the$author’s$
article$and$hooks$reader’s$interest.$Support:$(1)$The$main$ideas$of$the$summary$
are$described$adequately;$(2)$analysis$“with$the$grain”$&$“against$the$grain”$are$
clearly$related;$(3)$ideas$are$sufficiently$explained$and$supported$from$the$text..
20$18$$$16$$$14$$$12$
$
•
Organization:.Essay$follows$one$of$two$organizational$patterns:$
summary/response$block$format$or$point$by$point$format.$All$sentences$support$
the$main$idea.$The$paragraph$does$not$include$any$irrelevant$examples$or$
digressions.$
•
Word.Choice/Diction:$Wording$is$exact,$concise,$and$fresh.$Writer$shows$a$
strong$voice$that$conveys$interest$in$the$subject. $
Vocabulary$is$appropriate$for$college$writer.$Avoids$2nd$person$“you”$and$“your.”$
•
.Fluency,.Coherence.&.Order:$Varied,$flowing$sentences$constructed$correctly$
$
20$18$$$16$$$14$$$12$
$
20$18$$$16$$$14$$$12$
$
$
with$unifying$transitions.$Sentences$are$varied$in$length$and$type.$Ideas$flow$
20$18$$$16$$$14$$$12$
smoothly.$Paragraphs$are$linked$with$repetition,$effective$transitional$expressions$
and$sentences.$Ideas$in$logical$order.$
$
•
Grammar,.Punctuation,.Spelling,.Document.Design:$Sentences$are$free$of$
errors$in$spelling,$grammar,$and$usage.$Document$design$follows$APA$
conventions.$Avoids$sentence$errors:$comma$splices,$fragments,$and$runSons.$
20$$18$$16$$$14$$$12$
$
$$$$$$$Total:$$
$$$$$$$$$$$$$$$$$$$$$$$$$$/100$
$
59
CRITERIA:(
*Note:(Collect(at(least(10415(survey(responses(for(your(data(collection.(
(
Reviewer:(
• Does%the%writer’s%method%provide%the%data%necessary%to%answer%the%research%
question?(
• Could%the%writer’s%method%be%easily%replicated%by%another%researcher?(
• Are%the%writer’s%results%clearly%stated%in%both%words%and%graphics?(
• Are%there%graphics%that%need%more%explanation?(
• Are%the%graphics%well%designed?%What%suggestions%might%you%have%for%
improving%the%titles,%labels,%legends,%and%overall%design%of%graphics?(
%
%
•
CONTENT:(Contains%main%headings%“Methods,”%“Results,”%“Discussion”%and%
contains%a%graph.(
%
•
METHODS:%
o (First%paragraph%contains%categories%
o Second%paragraph%has%who,%what,%when,%where,%why,%and%how%
•
RESULTS:%%
•
(ORGANIZATION:%Paper%in%correct%order.%
•
GRAPH:(((((((
%
%
o First%paragraph%has%overall%findings%
o Second%paragraph%contains%analysis%of%graph%complete%with%raw%number%
and%percentage%
10%pts.%_______________%
___________________%
15%pts.%_______________%
___________________%
45%pts.%_______________%
%
%
%
(
(
•
o
o
o
o
5%pts.%________________%
Labeled%correctly%%%%%(
Graph%is%easy%to%read(
Contains%X%&%Y%axis%and%a%Legend.(
Graph%explains%an%aspect%of%the%problem%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%(
(
(
(
(
30%pts.%_______________%
MECHANICS(&(GRAMMAR((Punctuation,(Spelling,(Document(Design):%
20%pts.%_______________%
Sentences%are%easily%understood%and%free%of%errors%in%spelling,%grammar,%and%
usage.%Document%design%follows%APA%conventions.%Avoids%sentence%errors:%comma%
splices,%fragments,%and%runNons.%
%
%%%%%%%Total%Points:%%
%
Suggestions:((
%%%%%%%%%%%%%%%%%%%%%%%/125%pts.%
%
60
English(101(Class(
APA(Research(Paper(Guidelines(
Research(Paper:((
o
o
o
o
(
The$research$paper$is$to$meet$the$following$requirements:$
_____587$pages$long$(not$including$the$title$page,$abstract,$or$References$page)$
_____$Include$an$abstract$and$References$page$
_____See$sample$paper$on$pages$2318238$of$Allyn%&%Bacon%Guide%to%Writing;$review$APA$
documentation$guidelines$by$going$to$FSCC’s$website,$clicking$on$Academics!library!$
APA$and$MLA$Style$Guide$Resources$($http://owl.english.purdue.edu/$)$
Include(the(following(sources((Evaluate(sources(carefully):(
o
o
o
o
o
o
o
o
o
_____$one$Internet$source8$.gov.,$.org,$.edu$site$acceptable8$.com$and$.net$are$not$
acceptable$unless$you$are$using$a$news$agency$(www.nytimes.com).$$
_____$three$database$sources,$including$one$scholarly$journal$(www.kslc.org$!$Academic$
Search$Premier)$
_____$one$other$source$of$your$choice$other$than$an$Internet$source8$an$interview,$
observation,$another$graph,$print$source,$film,$television$show,$movie,$etc.$
Avoid$using$dictionaries,$encyclopedias,$and$Wikipedia:$they$are$not$good$sources.$
Include$the$following$variety$of$quotes:$
_____Two$direct$short$quotes$
_____$One$long$direct$quote$(four$full$lines$or$more)$
_____$Two$paraphrases$
DUE(DATES:$$
o Writing Project #3: Graph Paper (part of 5-7 APA Research Paper)(
"
Rough draft due: Fri. April 19; final copy due Wed. April 24. (
o Portfolio (Originals and revisions of BWP #1-3 & WP #1-2) due:
Wed. May 1.
o APA Research Essay (pp. 231 & 600):
"
Rough Draft due Mon. May 6
"
Final Copy due Fri. May 10
$
61
WRITER’S NAME________ REVIEWERS’S NAME__________
APA RESEARCH PAPER EVALUATION/RUBRIC SHEET
CONTENT:
Competency #1
Relevant to topic; researched thoroughly;
supports strong and complete; topic
is focused and is fully explored and proven
30 pts _______
ORGANIZATION: Points easy to follow; paper in correct order;
Competency #2
strong introduction and conclusion; Contains section
headings
30 pts_______
VOICE:
Strong voice that conveys interest in the subject. 30 pts_______
Avoids 2nd person “you” and “your,” as well as
other unnecessary shifts in voice/point of view.
________________________________________________________________________
WORD CHOICE: Strong collegiate word choices; diction/word choice
Competency #4
appropriate vivid word imagery, appropriate.
30 pts_______
Competency #3
SENTENCE
STRUCTURE:
Sentence variety; fluid sentences; easy to read
30 pts_______
Avoids sentence errors (comma splices,
fragments, run-ons).
________________________________________________________________________
MECHANICS & Proper use of punctuation; all words spelled correctly;
GRAMMAR:
Proper use of grammar conventions with little need
Competency #6
of editing
30 pts_______
Competency #5
PAPER STYLE, Correct APA margins and spacing; correct APA
form set-up; title page set-up according
APA specifications
DOCUMENTATION Correct form in correct places; no plagiarism; all
assertions are documented
REFERENCE PAGE, All references cited correctly; References page set-up
accurately; entries drafted according to APA standards
GRAPH & TABLE PAGE, Running head used, page numbered,
caption in correct place and in correct form
SOURCES:
Correct number of sources; correct number of
Competency #7
sources from assigned areas
30 pts_______
GRADE_______
TOTAL POINTS___________/210
62
English 101
Name________________________
Class ________________________
EVALUATION SHEET PORTFOLIO
BRIEF WRITING PROJECT #1 – POSING A QUESTION ESSAY
Contains original final draft, grade sheet, and revised copy
5 pts_______
Project updated and rewritten according to previous grade sheet.
30 pts_______
Additional edits taken to make changes other than teacher markings.
5 pts______
TOTAL PTS ________
BRIEF WRITING PROJECT #2 – BELIEVE & DOUBT ESSAY
Contains original final draft, grade sheet, and revised copy
5 pts_______
Project updated and rewritten according to previous grade sheet.
30 pts_______
Additional edits taken to make changes other than teacher markings.
5 pts______
TOTAL PTS ________
BRIEF WRITING PROJECT #3 –ANALYZING AN IMAGE FROM TWO ANGLES
Contains original final draft, grade sheet, and revised copy
5 pts_______
Project updated and rewritten according to previous grade sheet.
30 pts_______
Additional edits taken to make changes other than teacher markings.
5 pts______
TOTAL PTS ________
WRITING PROJECT #1 –APA SUMMARY/ STRONG RESPONSE ESSAY
Contains original final draft, grade sheet, and revised copy
5 pts_______
Project updated and rewritten according to previous grade sheet.
30 pts_______
Additional edits taken to make changes other than teacher markings.
5 pts______
TOTAL PTS ________
WRITING PROJECT #2 –EMPIRICAL RESEARCH (GRAPH) ESSAY
Contains original final draft, grade sheet, and revised copy
5 pts_______
Project updated and rewritten according to previous grade sheet.
30 pts_______
Additional edits taken to make changes other than teacher markings.
5 pts______
TOTAL PTS ________
Final Portfolio Grade _____/200
63
ANNUAL DEP REPORTS The following chart was presented by DEP Instructor Maria Bahr as a past successful project at the
Higher Learning Commission Strategy Forum in St. Charles, Illinois, February 18-20, 2015.
COMPASS Assessment, Placement & DEP Enrollment
Chart indicates of all incoming students, the number and percent of students who placed into developmental courses & of all students placing into
developmental courses, the number and percent who actually enrolled in those courses.
FORT SCOTT COMMUNITY COLLEGE DEP
FALL
2011
2259
77
2182
579
1603
SPRING
2012
2074
74
2000
576
1424
FALL
2012
2090
72
2018
604
1414
SPRING
2013
2148
75
2073
680
1393
FALL
2013
2170
51
2119
824
1295
SPRING
2014
2061
40
2021
866
1155
FALL
2014
2073
38
2035
848
1187
815
1021
743
1024
691
947
641
STARTING COHORT
COHORT NOT TESTED
OF THOSE NOT TESTED, NUMBER OF TRANSFER STUDENTS
OF THOSE NOT TESTED, NUMBER OF NON-TRANSFER
STUDENTS
OF THOSE NOT TESTED, NON-TRANSFER - TOOK ENG0*
OF THOSE NOT TESTED, NON-TRANSFER - TOOK ENG1*
788
232
101
131
403
108
55
53
671
118
60
58
369
68
48
20
604
84
32
52
208
23
16
7
546
33
17
16
24
107
5
48
4
54
2
18
2
50
1
6
3
13
STARTING COHORT
COHORT TESTED
788
556
403
295
671
553
369
301
604
520
208
185
546
513
132
118
COHORT PLACED REMEDIAL
REMEDIAL STUDENTS ENROLLED IN ENG0* THAT SEMESTER
THOSE PLACED REMEDIAL THAT DID NOT ENROLL THAT
SEMESTER
ENROLLED REMEDIAL IN LATER SEMESTER
ENROLLED IN ENG1* DESPITE PLACEMENT
110
68
42
48
31
17
99
73
26
39
23
16
91
64
27
29
14
15
132
93
39
38
19
11
31
6
11
7
19
6
10
4
23
0
15
6
33
14.0%
71.8%
11.9%
77.1%
14.8%
80.8%
10.6%
74.4%
15.1%
74.7%
13.9%
48.3%
24.2%
75.0%
TOTAL NUMBER OF FORT SCOTT STUDENTS
LESS STUDENTS ENROLLED IN TRUCK DRIVING
TOTAL NUMBER OF NON-TRUCK DRIVING STUDENTS
LESS STUDENTS WHO NEVER TOOK AN ENGLISH COURSE
TOTAL NUMBER OF STUDENTS WHO TOOK ENGLISH AT
SOME POINT
COMPLETED ENGLISH PRIOR TO THIS SEMESTER
PERCENTAGE OF STUDENTS PLACING INTO REMEDIAL
PERCENTAGE OF STUDENTS PLACED THAT ENROLLED
SPRING
2015
2023
39
1984
906
1078
946
132
14
13
1
0
1
19
1
18
28.8%
52.6%
65
ASSESSMENT DATA:
The following data was part of the DEP NADE Application for certification, which was
submitted on July 31, 2015.
Data indicates the following: Successful Completers (Grades of A, B, and C); Class Average of Sentence Skills Pre- to Post Test Score Gains;
Class Average of Nelson-Denny Pre- to Post Test Score Gains.
BASELINE DATA FALL 2011-SPRING 2013
Grammar & Writing Skills
Term
Fall 2011
Spring 2012
Fall 2011-Spring
2012 Average
Fall 2012
Spring 2013
Fall 2012-Spring
2013 Average
Fall 2011 & Fall
2012 Average
Spring 2012 &
Spring 2013 Avg
Course
Grammar &
Writing
Grammar &
Writing
Grammar &
Writing
Grammar &
Writing
Grammar &
Writing
Grammar &
Writing
Grammar &
Writing
Grammar &
Writing
Successful
Completers
(A, B, C)
Unsuccessful
Completers
(D, F)
NonCompleters
(W)
% Gain in Pre-Post
Test Scores
63%
29%
8%
49%
35%
16%
56%
31.5%
12.5%
62%
33%
5%
50%
39%
11%
56%
36%
8%
6%
62.5%
30.5%
7%
7.5%
49.5%
37%
13.5%
8%
8%
8%
7%
5%
6.5%
66
Reading Skills
Term
Course
Successful
Completers
(A, B, C)
Unsuccessful
Completers
(D, F)
NonCompleters
(W)
Gain in Reading Grade
Level
47%
44%
37%
32%
16%
24%
1.32
1.52
45.5%
34.5%
20%
Fall 2011
Spring 2012
Fall 2011-Spring
2012 Average
Reading Skills
Reading Skills
Fall 2012
Spring 2013
Fall 2012-Spring
2013 Average
Fall 2011 & Fall
2012 Averaged
Spring 2012 &
Spring 2013
Averaged
Reading Skills
Reading Skills
Reading Skills
66.67%
33.33%
50%
20.83%
53.34%
37.1%
12.5%
13.33%
12.9%
1.07
1.53
1.3
Reading Skills
56.84%
28.91%
14.25%
1.19
Reading Skills
38.67%
42.67%
18.66%
1.52
Successful
Completers
(A, B, C)
63%
74.7%
Unsuccessful
Completers
(D, F)
30%
19.15%
NonCompleters
(W)
7%
6.38%
68.73%
24.57%
6.7%
16%
37%
26.5%
11%
6%
8.5%
4%
4%
4%
Reading Skills
English Fundamentals
Term
Course
% Gain in Pre-Post
Test Scores
Fall 2011
Spring 2012
Fall 2011-Spring
2012 Average
English Fundamentals
Fall 2012
Spring 2013
Fall 2012-Spring
2013 Average
English Fundamentals
English Fundamentals
73%
57%
65%
Fall 2011 & Fall
2012 Averaged
Spring 2012 &
Spring 2013 Avg
English Fundamentals
68%
23%
9%
4.5%
English Fundamentals
66%
28%
6%
7.5%
English Fundamentals
English Fundamentals
English Fundamentals
5%
11%
8%
67
COMPARATIVE DATA FALL 2013-SPRING 2015
Program Component Goal: Reading & Writing Strategies I (formerly Grammar & Writing and Reading
Skills) students will gain necessary reading and writing skills for success in successive DEP coursework and collegiate level courses as
evidenced by the following data types: a) successful completers increase to 70%; Nelson-Denny Reading Test score gain of 1.5 grade levels;
Sentence Skills Pre- to Post Test Score Gains of 8%.
Reading & Writing Strategies I
Term
Fall 2013
Spring 2014
Fall 2013Spring 2014
Avg
Fall 2014
Spring 2015
Fall 2014Spring 2015
Avg
Fall 2013 & Fall
2014 Avg
Spring 2014
& Spring
2015 Avg.
Course
Reading &
Writing I
Reading &
Writing I
Reading &
Writing I
Reading &
Writing I
Reading &
Writing I
Reading &
Writing I
Reading &
Writing I
Reading &
Writing I
Successful
Completers
(A, B, C)
Unsuccessful
Completers
(D, F)
NonCompleters
(W)
77%
9%
14%
50%
32%
18%
63%
21.5%
15.5%
74%
26%
0%
66%
34%
0%
% Gain in
Pre-Post
Test Scores
7%
Gain in
Reading Grade
Level
.95
-1%
.38
3%
.67
14%
1.7
15.7%
3.1
15%
2.4
70%
30%
0%
75%
18.5%
6.5%
10.5%
1.32
58%
33%
9%
7%
1.74
68
Reading & Writing Strategies I
Analysis of Comparative Data and Considerations for Future Action Plans: The first year of integrating reading and writing instruction
in Reading & Writing Strategies I yielded a higher pass rate (63%) than the Fall 2011-Spring 2012 pass rate of Grammar & Writing
(56%) and Reading Skills (45.5%). Although the DEP goal pass rate of 70% was not achieved the first year comparative data was
collected, DEP instructors were encouraged by the 7% (compared to Grammar & Writing) and 17.5% (compared to Reading Skills)
increase in pass rates. However, the reading level gains (.67) and pre- to post test score gains (3%) were not so encouraging. DEP
instructors noted that previously in Reading Skills, all levels of DEP students were grouped; however, Reading & Writing I is
comprised of the lowest level readers. Consequently, so many concentrated low-level readers may, in part, explain the overall lower
achievement in reading level gains. In addition, the DEP Reading & Writing I instructor also commented that several students did not
appear to put much effort into their posttests; as a result, their minimal efforts negatively impacted their results and skewed class
averages in data reporting. Another factor worth considering is the beginning and ending class average reading level per terms, which
were also recorded and analyzed as follows, respectively: fall 2013 (6.8; 7.4), spring 2014 (6.98; 7.2), and fall 2014 (7.13; 8.9); even
though the gains were not as much as expected, students still showed progress. Beyond that, to continue improving the course
curriculum, on July 22, 2014, DEP instructor Maria Bahr was invited by Pearson Education to participate in a virtual focus group
session; during the session, Maria, along with 4 other community college developmental English instructors gave feedback to facilitate
revision of Kim Flachmann’s Mosaics-specific module in MyWritingLab (Mosaics is the integrated reading and writing textbook the
FSCC DEP uses). Maria and other developmental English instructors requested more sequenced reading and writing assignments
between the textbook and lab, in addition to more lab reading passages and measurements (Lexile). Pearson noted that revisions of the
lab component would include the requested items. The revised edition will not be available until January 2016. With these revisions,
FSCC students and DEP instructors will have more tools to enhance the reading and writing connection, thereby increasing the potential
for higher student achievement. The second year of comparative data indicated student achievement met or surpassed target goals for
70% successful completers (70%), 8% increase in Pre-Post Test Score gains (15%), and 1.5 grade level increase (2.4). In addition to
integrated reading and writing, other factors contributing to success may include common syllabi for Reading and Writing I, full-time
faculty (available to help students during extended office hours), and increased meetings and communications between DEP instructors,
as well as careful analysis for implementing data-driven curriculum and instruction decisions. Future actions for improvement of student
achievement include implementing weekly vocabulary word tests, using word lists that come directly from the Nelson-Denny pre and
post-test. Each week the student will be given 10 words. They are to find and understand the definition of the word. The quiz given on
Friday of each week is two parts. The first part is to identify the actual definition of the word. The second part is identification also, but
to correctly identify the proper usage of the word in a sentence. These tests are computer based and within the educational system used
campus wide, Blackboard. Second, initiation of class discussion and group activities will stem from either Up From Slavery by Booker
T. Washington or Everyday Heroes by Beth Johnson. The student is assigned one chapter per week with a quiz on Friday. The quiz tests
the student comprehension of the assigned reading, application of selected vocabulary words from the chapter, identifying central point
and main ideas, identifying the difference between supporting details and the main idea, and last, drawing a conclusion from the text.
Additionally, questions are posed to the student for thinking and discussion. Two of these questions are included in the weekly quiz; a
third question is utilized during group discussion of the reading. From this weekly reading assignment, the student will also be given a
writing assignment, which asks them to correlate their life experiences with those of the author of the story, using words from their
69
assigned vocabulary list. By actually concentrating on these words, the student should successfully make improvements in vocabulary
and reading comprehension. As of August 2015, with this particular class, the instructor is moving to a different classroom. The set-up
of the classroom will allow for group activities. Also, the class size is going from 20 to 18, which will allow for more one-on-one
interaction between the student and the instructor. Group activities are suggestions from the Mosaics: Reading and Writing Paragraphs
textbook. An example of a group activity could be explaining the steps for an outdoor adventure. This activity would pertain to the
chapter in the textbook on Analyzing a Process. Students may also be asked to demonstrate the process itself. As we continue to grow
and learn from the integration of Reading and Writing together as one class, we can expect to see continued growth in student
achievement.
Program Component Goal: Reading & Writing II (formerly English Fundamentals and Reading Skills) students
will gain necessary reading and writing skills for success in successive DEP coursework and collegiate level courses as evidenced by the
following data types: a) successful completers increase from 68% to 75%; Nelson-Denny Reading Test score gain of 2.0 grade levels;
Sentence Skills Pre- to Post Test Score Gains of 10%.
Reading & Writing Strategies II
Term
Fall 2013
Spring 2014
Fall 2013-Spring
2014 Avg.
Fall 2014
Spring 2015
Fall 2014-Spring
2015 Average
Fall 2013 & Fall
2014 Averaged
Spring 2014 &
Spring 2015 Avg
Course
Reading &
Writing II
Reading &
Writing II
Reading &
Writing II
Reading &
Writing II
Reading &
Writing II
Reading &
Writing II
Reading &
Writing II
Reading &
Writing II
Successful
Completers
(A, B, C)
Unsuccessful
Completers
(D, F)
NonCompleters
(W)
77%
17%
6%
72%
21%
% Gain in
Pre-Post
Test Scores
11%
Gain in
Reading Grade
Level
1.1
6%
1.5
8.5%
1.3
9%
1.25
7%
74.5%
19%
6.5%
83%
2.4%
14.6%
72%
25%
3%
8.7%
1.36
78%
13%
9%
8.85%
1.3
80%
9.7%
10.3%
10%
1.18
72%
23%
5%
7.35%
1.43
70
Reading & Writing Strategies II
Analysis of Comparative Data and Considerations for Future Action Plans: Comparative data for integrated reading and writing in the
secondary level DEP course, Reading & Writing Strategies II, overall yielded promising results. For example, the pass rate for the fall 2013
and spring 2014 terms averaged 74.5%; the fall of 2014-spring 2015 pass rates were higher, 78%, as compared to the goal of 75%. However,
the spring semesters of 2014 and 2015 each had lower pass rates of 72%. In addition, pre- to posttest score gains nearly reached (8.5% and
8.85%) the goal of 10%, outpacing the fall 2011-spring 2013 average baseline data of English Fundamentals (6%). In addition, class average
reading level gains for 2013-2014 students (1.3) and 2014-2015 students (1.3) did not reach the goal of 2.0 class average grade level gain, but
gains were comparable to the average fall 2011-spring 2013 Reading Skills students’ gains (1.35). Moreover, DEP instructor Maria Bahr noted
that several spring 2015 students did not put much effort into completing the Nelson-Denny Post Test, and one student refused to try. As a
result, these students’ lack of effort negatively impacted class averages per reading level gains. Beyond that, the beginning and ending class
average reading level per terms, which were also recorded and analyzed were as follows, respectively: fall 2013 (9.43; 10.36), spring 2014
(7.1; 8.8), and fall 2014 (10.2; 11.0), and spring 2015 (8.85; 9.65). Both fall cohorts came close or achieved 11th grade reading level, a
minimum reading level the DEP wants students to reach. In addition, since the pass rates for Reading & Writing II (74.5% per 2013-2014
term, fall 2014-spring 2015 78%) were so much higher than baseline data from Reading Skills (46% and 50% per 2011-2012 and 2012-2013
terms), more students are being positively impacted by continuing their education instead of being stalled in a developmental course. These
results are exciting and encouraging. DEP instructors improved communication through discussing student performance and curriculum at
meetings (as recorded in meetings log pp. 45-48); in addition, common syllabi for Reading & Writing II classes improved course expectations
and consistency in instruction. All in all, students’ motivation and performance fairly closely approximated DEP instructors’ goals and
expectations. In the future, the DEP plans to improve students’ reading and writing skills more by requiring students to complete a minimum
of 4 summaries with responses, using appropriate documentation and paraphrasing, which requires students to read actively, to interact with
the text to analyze writers’ effectiveness in using logos, pathos, and ethos, and to compare students’ prior knowledge of topic to text. DEP
instructors also plan to incorporate more reading and writing activities, such as outlining and annotating. In addition, to continue improving the
courses, beginning on July 22, 2014, DEP instructor Maria Bahr was invited by Pearson Education to participate in a virtual focus group
session; during the session, Maria, along with four other community college developmental English instructors gave feedback to facilitate
revision of Kim Flachmann’s Mosaics-specific module in My Writing Lab (Mosaics is the integrated reading and writing textbook the FSCC
DEP uses). Maria and other Developmental English instructors requested more sequenced reading and writing assignments between the
textbook and lab, in addition to more lab reading passages and measurements (Lexile). Pearson noted that revisions of the lab component
would include the requested items. The revised edition will not be available until January 2016. With these revisions, FSCC students and DEP
instructors will have more tools to enhance the reading and writing connection, thereby increasing the potential for higher student
achievement.
71
Program Component Goal: English 101 with Review (ENG1015) students will gain necessary reading and writing
skills for success in collegiate level courses as evidenced by the following data types: a) successful course completion rate equivalent to
English 101 students and/or 80%; Nelson-Denny Reading Test score gain of 2 grade levels; Sentence Skills Pre- to Post Test Score Gains of
10%.
English 101 with Review ENG1015 (As Compared to ENG1013)
Term
Fall 2013
Spring 2014
Fall 2013-Spring
2014 Avg
Fall 2014
Spring 2015
Fall 2014-Spring
2015 Average
Fall 2013 & Fall
2014 Averaged
Spring 2014 &
Spring 2015 Avg
Course
English 101 with
Review
(ENG1015)
English 101 with
Review
English 101 with
Review
English 101 with
Review
English 101 with
Review
English 101 with
Review
English 101 with
Review
English 101 with
Review
Successful
Completers
(A, B, C)
Unsuccessful
Completers
(D, F)
NonCompleters
(W)
88%
6%
6%
61%
22%
% Gain in
Pre-Post
Test Scores
8.5%
Gain in
Reading
Grade Level
1.3
11%
1.7
9.75%
1.5
7.5%
1.15
17%
74.5%
14%
11.5%
76%
17%
7%
62%
29%
10%
18%
1.4
69%
23%
8.5%
12.75%
1.3
82%
11.5%
6.5%
8%
1.22
61.5%
25.5%
13.5%
14.5%
1.55
Analysis of Comparative Data and Considerations for Future Action Plans: Data for English 101 with Review (ENG1015) students’ pass
rates indicate that fall cohorts of 2013 and 2014 had notably higher pass rates (88% and 76%, respectively) than spring 2014 and spring
2015 cohorts (61% and 62%, respectively). Instructor Maria Bahr noted that several students who failed ENG1015 in the fall of 2014
reenrolled in ENG1015 in the spring of 2015, but only one of these 4 students who reenrolled successfully completed the course. These
72
three students who failed, all on athletic scholarships, showed lower motivation, had poor attendance, and did not complete
assignments. Beyond that, since ENG1015 has no baseline data for comparison, we are using ENG1013 on-campus students for a cohort
comparison group for pass rates since the curriculum is the same for both classes; however, ENG1015 students also spend time
reviewing mechanics and usage deficits noted in the Sentence Skills Diagnostic Pretest given the first week of class. As the data
indicates, ENG1015 semester cohorts had higher pass rates than ENG1013 students, with the exception of the spring 2014 cohort. The
DEP instructors and college-level English instructors feel that meeting five times per week to work on writing assignments as well as
grammar and usage reviews has been very beneficial for students. With the extra two class meetings per week, students have more
contact with the instructor, Maria Bahr, and they also have more in-class time to work on assignments, which promotes active learning.
Beyond pass rates, DEP instructors noted that the average pre- to posttest score gains were lower in the fall cohorts (8.5%, 7.5%) than
the goal of 10%, while the spring cohorts were higher (11%, 18%) than the goal of 10%; finally, as with Reading & Writing Strategies I
and II, English 101 with Review students’ gains in reading level (F2013-S2014= 1.5 and F2014-S2015 =1.15) as indicated by the
Nelson-Denny Posttest fell short of the goal of a 2 grade level gain. However, DEP Coordinator Maria Bahr had a “light bulb” moment
when she reviewed the comparative data from another perspective: Average beginning and ending reading level per term indicated that
all ENG1015 classes, except one fall 2014 class and one spring 2015 class, achieved an average minimum reading grade level of 11.3, a
minimum reading level DEP instructors want students to achieve to facilitate adequate reading comprehension in future college-level
coursework. Per semester cohorts, beginning and ending class average reading levels per semester are as follows: F2013=11.2 and
11.88; S2014= 11.6 and 12.8; F2014= 10.25 and 11.6; S2015= 10.5 and 11.3. A second “light bulb” moment happened for the DEP
Coordinator in February 2015 after she realized the DEP culture of Assessment and Evaluation (Assessment Loop) was beginning to
have a ripple effect institutionally. For example, both the Dean of Instruction Regena Lance and Interim FSCC President Dick Hedges
requested Maria to present the FSCC DEP NADE Project as a past successful project at the February 2015 Higher Learning
Commission Strategy Forum in Chicago, IL, as part of the AQIP Pathway to accreditation (See chart presented at Strategy Forum on p.
60; a much larger version was displayed at the Strategy Forum and shared with other attending institutions). In addition, the Dean of
Instruction commented that the FSCC Developmental Math Program would benefit from following a similar assessment loop to
improve student success. Administrative recognition of the importance of Assessment and Evaluation is a positive step towards building
a culture of campus-wide data-driven changes for improved course design and improved student outcomes, a noted weakness from the
FSCC Self-Study. In addition, creation of the DEP Faculty Handbook has improved consistency for course expectations among
instructors not only on campus, but also for satellite campuses. Maria spoke to an instructor at the Pittsburg, KS satellite campus, and
Maria was able to discuss the common syllabi, using the electronic version of the DEP Faculty Handbook for reference. The satellite
campus DEP instructor was appreciative of the resource. In addition, Maria has also shared the DEP Faculty Handbook as a reference to
other developmental reading and writing instructors at the annual 2015 KADRI (Kansas Association of Developmental Reading
Instructors) Conference, which was hosted by Hutchinson Community College. All in all, the DEP instructors and college-level
instructors are pleased with results of the ENG1015 course since student performance overall has closely approximated or exceeded that
of ENG1013 students; also, the creation of this course has accelerated the pathway for students who were just below cut scores of
college readiness. Future action plans will include a continuation of this successful course; in addition, DEP instructors will discuss the
possibility of creating an English 102 with Review course for students who feel they need extra classroom support and contact with the
instructor.
73
Community College Survey of Student Engagement (CCSSE)
During the spring of 2014, 435 FSCC students participated in a CCSSE Survey, which provided information on high-impact standards.
The survey provided usable data for the DEP concerning students’ cognitive, social, academic, and affective needs. Per our Self-Evaluation, we noted that
the DEP and institution needed to survey student satisfaction and survey whether students’ affective needs were being adequately addressed. The CCSSE
Survey revealed the following:
Item 4. In your experience at this college during the current school year, about how often have you done each of the following?
4f. Worked with other students on projects during class. A total of 225 FSCC students, or 59%, responded “often” or “very often.”
Comment: This data reveals that our FSCC programs, including the DEP, encourage collaboration among students to complete projects, which is
noted in our theoretical framework concerning Bruffee’s (1993) theory of constructivism through collaborative learning, resulting in increased
potential learning power of each student.
Item 5. During the current school year, how much has your coursework at this college emphasized the following mental activities?
5c. Synthesizing and organizing ideas, information, or experiences in new ways. Of the 429 students who answered this question, 184 students, or
42.8%, answered “quite a bit.” Comment: Interestingly, the small colleges cohort average was 39.2%, which indicates that of the small colleges
using this CCSSE Survey, FSCC students showed slightly higher than average responses to this question, indicating that FSCC instructors are
successfully incorporating synthesis activities into coursework, demonstrating an essential critical thinking activity and higher order learning per
Bloom’s Taxonomy.
Item 9. How much does this college emphasize each of the following?
9d. Helping you cope with your non-academic responsibilities (work, family, etc.) Of the 436 FSCC students who responded, 80, or 18.3%, chose
“quite a bit,” which is on par with the small colleges cohort of 19.2% and the 2014 all colleges cohort of 18.0%. Comment: This survey question
addresses how effectively FSCC addresses students’ affective needs, which was a noted concern in our Self-Evaluation. Although there is
undoubtedly room for improvement, FSCC’s response to students’ affective needs is on par with both small colleges’ cohort comparison group and
the 2014 all colleges’ cohort.
Item 12. How much has your experience at this college contributed to your knowledge, skills, and personal development in the following areas?
12c. Writing clearly and effectively. Survey results show that of the 436 students who responded, 164, or 37.5%, chose “quite a bit,” which closely
approximates both the small colleges cohort of 38.0% and the 2014 all colleges cohort of 38.0%. Comment: Again, the survey data shows that
students’ perception of effective writing instruction at FSCC is on par with that of students nationally. Although this data does not report
specifically on the DEP component, the data still provides valuable information on students’ perception of the overall effectiveness of the writing
program at FSCC.
12k. Understanding people of other racial and ethnic backgrounds. Of the 436 students who responded, 93, or 21.3% of students chose “quite a bit.”
However, in comparison the small colleges cohort showed 26.8% and the 2014 all colleges cohort showed 27.4%. In other words, FSCC students
indicated that understanding diversity is an area that could be emphasized more in the classroom. Although the DEP does teach the importance of
understanding diversity in the classroom and workplace, perhaps we need to work on emphasizing diversity more through emphasis on more
curriculum reflecting bicultural competence.
74
CONTACTS
Director & DEP Instructor
DeAnn Welch
deannw@fortscott.edu
620.223.2700Ext. 4300
Student Success Center Professional Staff
Jodi Murrow
jodim@fortscott.edu
620.223.2700 Ext. 4410
Developmental Education Specialist & English Instructor
Maria Bahr
mariab@fortscott.edu
620.223.2700 Ext. 4240
College Orientation, Study Skills & Lifetime Fitness Instructor
Mert
Barrows
mertb@fortscott.edu
620.223.2700 Ext. 4420
Dean of Instruction
Regena Lance
regenal@fortscott.edu
620.223.2700 Ext. 3210
Dean of Student Services
Bob Goltra
robertg@fortscott.edu
620.223.2700 Ext. 3500
75
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