UW Colleges English Department
Recommendations for Placement in Developmental Reading and Writing Courses
(Current as of April 2013)
These recommendations are based on ACT studies and other research, recommended
guidelines from other institutions that serve similar student populations, and an analysis of
student profiles from the UW Marathon County placement pilot project. These guidelines are
designed to help advisors, administrators, and members of the English Department do the
following: a) make placement recommendations for individual underprepared students, b)
assess the learning needs of students on a campus in relation to available learning support
courses and resources, and c) develop a cohesive local basic skills program that reflects the
learning needs of the student populations that a specific campus serves.
English Department placement recommendations for developmental reading and writing
courses are advisory; in contrast, prerequisites and WEPT score placement are required and
are automatically set in PRISM. However, campuses may require remedial coursework for
some students as a condition of provisional admission. Local campus English departments that
use a multiple measures approach to composition placement may also require tutorials or LEA
coursework when a) moving a student with a low WEPT score to a higher level composition
course, b) making placement recommendations for significantly underprepared students, and c)
working in partnership with Student Services or other programs to identify at-risk students and
place them in appropriate support courses. Under current placement guidelines, campuses can
make a local decision about whether placement recommendations for learning support courses
are required or advisory.
Contents
1) Basic Writing Placement (English 098 and 097)
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2) Composition Tutorial Course Placement (English 099/LEA 120)
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Pages 2-4
Recommendations for Assessing Placement Files
Writing Sample Assessment Recommendations
Pages 5-8
Recommendations for English Department Placement Teams
Recommendations for Composition and LEA Instructors
Recommendations for Advisors Working with New Students
Recommendations for Advisors Working with Continuing Students
3) Reading Course Placement (LEA 101 and 103)
Pages 9-10
4) Learning Skills Course Placement (LEA 102)
Page 11
5) Multilingual Writers’ Workshop Placement (LEA 106)
Pages 12-13
6) UW Colleges English Department Placement Guidelines
Page 14-17
2
Placement:
Recommendations for Assessing Placement Files
(Introduction to College Writing: English 098 or 097)
The Multiple Measures Approach to Placement and Readiness for Degree-Credit Writing
The Wisconsin English Placement Test assesses a student’s ability to correct and edit
sentence-level errors in someone else’s writing. Competitive four-year institutions in Wisconsin
assess students’ readiness for college learning through a multiple measures admission process,
which automatically prevents many underprepared and at-risk students from enrolling in any
courses on those campuses. The WEPT is sometimes more effective in placing students in
degree-credit composition at other institutions because the admissions process has already
served as the first step in placement. However, in the Colleges, campuses admit students who
meet the basic requirement of a high school diploma or completion of an equivalency program.
For many underprepared and at-risk students, the WEPT does not effectively demonstrate their
ability to produce a text for an academic audience. Some students can successfully complete
the WEPT even though they have little or no experience with academic essay writing. Others
may receive a low test score, but they can write an essay at a level that is sufficient for English
101, especially when the student receives academic support through English 099 and/or other
campus learning programs. For this reason, one of the most effective ways to assess students’
readiness for degree-credit composition in the Colleges is to use a locally designed essay
based on an academic writing prompt that students can respond to using their own experience.
Members of the English Department who teach English courses then assess the essay in
relation to the UWC learning outcomes for first-year writing courses. The placement team also
assesses other college readiness indicators in a student’s file to determine whether a student is
prepared for degree-credit composition and other writing-intensive courses with or without other
support classes.
Placement in English 098 or 097
College readiness indicators in a placement file can help placement teams and advisors assess
a student’s readiness for degree-credit composition. The following factors might indicate that a
student who tests into English 101 on the WEPT would be more appropriately placed in English
098:
 A placement essay demonstrates that a student is not prepared for degree-credit writing
 ACT English score of 17 or lower (especially when combined with low grades)
 A pattern of low grades for high school English, social science, and other writingintensive courses (C, D, and F)
 No senior year academic, writing-intensive courses for recent high school graduates,
especially when combined with low ACT scores
 A gap in education of more than three years, especially for students who had low grades
or did not complete a college preparation program in high school
 Completion of an alternative program, homeschooling program, or equivalency degree
that did not include academic essay writing
 Enrollment in high school courses that were not at grade level (including for students
who received high grades in those courses)
 In a placement essay or survey, a student states that he or she needs remedial
coursework or does not feel ready for college writing
 In a placement essay or survey, a student states that she or he has never written an
academic essay or has little experience with academic essay writing
3

A student with a significant disability requires new and unfamiliar assistive technology or
accommodations for reading and/or writing
Placement in English 101 for Students Who Test into 098 on the WEPT
The following factors might indicate that a student who tests into English 098 through the WEPT
is ready for English 101 with or without academic support through English 099 or LEA
coursework:
 ACT English score of 18 or higher
 ACT reading score of 21 or higher (especially for a student with good grades in
academic English courses)
 A and B grades in senior year academic, writing-intensive and reading-intensive courses
 A consistent pattern of A and B grades for high school English courses (except for
students enrolled in ELL programs, other special programs that aren’t at grade level, or
nonacademic English credit courses)
 A placement essay demonstrates that the student has already achieved most of the
learning outcomes for English 101
 Upper quartile of a high school graduating class
 A transfer student successfully completed writing-intensive college courses at an
institution with a curriculum that is comparable to the level of courses offered in the UW
System
Special Considerations for Students with Disabilities
Some students with disabilities may test into basic writing if they did not receive appropriate
accommodations for the placement test. Sometimes these students might be prepared for
English 101 or even 102 when given accommodations, especially when they have access to
campus learning support programs. If information in a placement survey, essay, or placement
file suggests that a student with a disability did not receive accommodations for the placement
test (especially when other factors in the placement profile demonstrate a readiness for a higher
level composition course), then the placement team should contact the disability services
specialist in campus Student Services to determine a course of action before making a final
placement decision. Similarly, advisors who work with students with disabilities can consult with
the placement team or English Department associate chair (after receiving permission from the
student) if they receive information suggesting that the student benefit from placement in a
higher or lower level composition course.
4
Basic Writing Placement:
Writing Sample Assessment Recommendations
for English Department Placement Teams
(English 098 or English 097)
As placement teams assess an essay and placement file to determine a students’ readiness for
degree-credit composition, several important questions can help the team select the most
appropriate placement for an individual student:
1) Does the essay demonstrate that the student has already achieved most of the learning
outcomes for English 098?
2) Will the student be able to achieve the learning outcomes for English 101 in a single
semester with the resources and learning support programs available on that specific
campus?
3) Will the student be able to progress sufficiently as a writer and demonstrate a readiness
for English 102 after taking 101 for a single semester? Or do the essay and other
readiness indicators in the placement file suggest that the student will need at least a full
year of reading and writing instruction before successfully enrolling in English 102?
The following issues in a short timed essay might suggest that a student would benefit
from English 098 (even if the individual tests into English 101 through the WEPT):
 The student completely misreads, misinterprets, or fails to respond to the writing prompt
 Sentence-level writing indicates that the student does not understand or cannot adhere
to basic conventions of standard written English
 The writer does not demonstrate a basic or emerging understanding of the conventions
of academic writing
 The essay contains multiple sentence-level errors that interfere with readers’ ability to
understand the writer’s ideas (not just minor punctuation and spelling errors)
 The student does not demonstrate the ability to organize an essay around a basic but
clear main point
 The essay is not organized in a logical way, and the structure of the essay substantially
interferes with a reader’s ability to follow the writer’s thinking
 The writer does not demonstrate the ability to structure a paragraph, or the essay
contains no paragraphing
 The content of the essay indicates that a student does not have an emerging
understanding of how to write a formal assignment for an academic audience
 The essay is inappropriately short, and it suggests that the student would have difficulty
completing exam questions in timed tests for degree-credit college courses
The following features of a timed essay might suggest that a student who tests into
English 098 might be ready for English 101:
 The writer responds to the writing prompt in ways that suggest an understanding of both
the assigned writing task and the requirements of academic writing
 The essay includes a thesis statement (or clear main point sentence), which the student
uses as the starting point for structuring the entire essay
 Each body paragraph contains a clear topic sentence, which the writer uses to structure
the rest of the paragraph
 The student uses specific and appropriate examples or other evidence to illustrate,
explain, or argue a clear main point
 The essay shows that the writer has a basic understanding of how to adapt form,
content, and style when writing a formal assignment for an academic audience
5
Composition Tutorial Course Placement:
Recommendations for English Department Placement Teams
(English 099 and LEA 120)
Local English Department placement teams on some campuses assess a student’s overall
preparation for college composition, using a multiple measures approach to placement that
examines a variety of college readiness indicators, which might include the following: an ondemand writing sample, WEPT scores, ACT English and reading scores, a student survey, high
school grades, high school curriculum, and a student’s educational background. For campuses
that use a multiple measures approach to placement, the best starting point for placing students
in an English 099 tutorial is to have composition instructors assess student writing and other
college readiness indicators. Advisors can then make additional recommendations after
meeting individually with students or talking with them during campus registration.
Recommendations for Placing New Students
An English Department placement team might recommend a tutorial support course (English
099) under the following conditions:
 A campus placement team a) assesses an essay based on the UWC learning outcomes
for first-year composition and b) determines that the student is underprepared for college
writing or at-risk for not passing a composition course with a grade of C or higher
 A campus placement team assesses a student’s overall placement profile and
determines that he or she is marginally ready for English 101 or 102 but would be more
likely to succeed in degree-credit composition with one-on-one tutorial support
 A student tests into basic writing on the WEPT, but the placement team moves the
student to English 101
 An essay and/or survey contain evidence that a student is a multilingual writer who will
need substantial support with sentence-level issues—especially when the campus
writing program does not offer an LEA 106 course
 After assessing multiple factors in a student’s profile, the placement team makes a
recommendation for a higher level composition course than a student would normally be
allowed to take based on the WEPT score, ACT, or high school grades
 In a placement essay or survey, a student indicates that he or she has benefitted from
individualized instruction or tutorial support in the past
 In a placement essay or survey, a student states that she or he does not feel ready for
college writing
 College readiness indicators in a student’s placement profile suggest that he or she
would benefit from a tutorial support course (see the recommendations for advisors
below)
NOTE: When a campus placement team moves a student to a higher level composition course,
the local English Department sometimes requires English 099 and/or another learning support
class. In that case, a student who chooses not to take the tutorial or support course would be
required to take the lower level writing course (i.e., the course that the student would normally
take based on the WEPT score). However, a placement team may also move a student to a
higher level course without recommending English 099 or support courses if the student’s
overall placement profile does not indicate that he or she needs extra support to achieve the
learning outcomes for the higher level writing course.
6
Composition Tutorial Course Placement:
Recommendations for Composition and Learning Resources Instructors
(English 099 and LEA 120)
The most effective way to determine whether a continuing student needs an individualized
composition tutorial is to have composition and learning resources instructors assess their
students’ coursework based on the composition learning outcomes and then make
recommendations for the next semester. This includes instructors who teach composition
tutorials. Under normal circumstances, instructors should discuss recommendations for English
099 (Composition Tutorial) or LEA 120 (Intermediate Composition Tutorial) directly with a
student and explain why a tutorial support course will help that particular student develop as a
college writer and reader. In some cases, it is also appropriate to give tutorial support
recommendations to Student Services.
Instructors of non-degree credit composition, reading, and learning skills courses are likely to
find that most of the students in a class section would benefit from taking a tutorial course with
English 101 and 102. These instructors can discuss the composition tutorial program with the
entire class and then follow up with individual students as needed. On some campuses, the
Writing Center Director or tutorial instructors visit composition courses to discuss tutorial support
options before registration begins for continuing students.
Recommendations for Instructors Assessing Their Own Students
The following factors might indicate that a student would benefit from a composition tutorial for
the next semester:
 A student needs to repeat a course after not demonstrating a proficiency in achieving the
course learning outcomes
 A student passes a composition course but demonstrates only a basic readiness for
achieving the learning outcomes for the subsequent semester
 A student is able to achieve most of the learning outcomes for a composition course but
has difficulty with sentence-level errors or other issues that are best addressed through
individualized instruction
 A student required or desired extra one-on-one instructor help to achieve the learning
outcomes for the first writing course
 A student does not yet understand how to independently complete each stage of the
writing process for college-level writing
 A student does not demonstrate a clear understanding about how to independently
revise an essay based on instructor feedback
 A student would benefit from a structured learning environment because of difficulty with
time management, independent learning, or other related academic issues
 A student has taken a basic writing course but will likely not be ready to achieve the
learning outcomes required for completing the core writing requirement within the next
two semesters without substantial support in English 101 and 102
 In English 101, a student struggles with learning outcomes related to critical reading and
source-based writing
7
Composition Tutorial Course Placement:
Recommendations for Advisors Working with New College Students
(English 099)
Underprepared writers benefit from one-on-one support for a variety of reasons, which include
(but are not limited to):
 An ACT English score of 17 or lower
 Placement in basic writing (English 098 or LEA 106)
 A student is not enrolled in any academic, degree-credit courses
 Grades of C or lower for academic high school English courses—especially for a student
who tests into English 101 or 102
 Placement in English 102 with ACT English and reading scores of 23 or lower
 Placement in English 102 for a student who did not take an AP course, academic
literature, college preparatory English, or writing-intensive social science course during
the senior year of high school
 Completion of a high school equivalency program that did not require academic essay
writing
 An alternative educational background (including homeschooling) that did not include
formal English coursework that was based on both essay writing and academic reading
 Borderline placement into English 101 or 102 based on the WEPT (i.e., the student just
barely makes it into a higher level composition course)
 Bottom 50% percentile of a high school graduating class for a student placed into
degree-credit composition, especially when accompanied by low grades for English
 A student with an accommodation plan has a disability that affects reading and/or writing
 A student is a nonnative English speaker who a) did not attend an English speaking high
school; b) has been speaking, reading, and writing in English for fewer than eight years;
or c) does not read and write in the primary language
 Placement in degree-credit composition when the student has not recently taken a high
school or college course that required academic reading and writing
 A student states that he or she does not feel ready for college writing
 A student previously benefitted from individualized instruction or tutorial support
 A student lacks the basic technology skills required for using a computer to format, write,
and revise academic writing without assistance
8
Composition Tutorial Course Placement:
Recommendations for Advisors Working with Continuing College Students
(English 099 and LEA 120)
When an instructor or the English Department recommends that a student take composition
tutorial, advisors should follow that recommendation under most circumstances. However, it is
also important for advisors to assess a student’s overall academic progress and identify
students who need a writing tutorial course to develop the skills necessary for successfully
completing writing-intensive college courses.
On campuses where composition tutorials are available, the English Department strongly
recommends that students enroll in ENG 099 or LEA 120 if they have previously failed to
complete a writing course (grades of C-, R, D, and F).
The following factors often suggest that a continuing or transfer student would benefit from
taking a composition tutorial:
 A continuing or transfer student needs to repeat a composition course because of a low
grade
 A student did not take a composition course during the current semester but previously
received a recommendation to take English 099 from an advisor, instructor, or a campus
placement team
 A student previously enrolled in and benefitted from English 099; most students are
more (not less) likely to need tutorial support with a more difficult writing course
 A student registering for English 102 started the writing program in English 098 or
English 106
 A student received a grade of C+ or lower in previous college writing courses
 A student has grades of C+ or lower in other writing-intensive courses
 A student is on probation or returning from suspension because of issues related to time
management or the ability to independently complete college coursework
NOTE: On campuses with TRIO programs, students may not need to take English 099 if they
regularly meet with the TRIO writing specialist. Similarly, students who are taking LEA 106
(multilingual writers workshop) as a support course for English 101 or 102 also may not need to
take English 099, depending on the way that the campus has structured the course. Most
students who take LEA 106 to fulfill the basic writing prerequisite for English 101 benefit
substantially from taking English 099.
Placement in LEA 120 (Intermediate Composition Tutorial)
The intermediate composition tutorial permits students to receive financial aid for a tutorial
support course after they have previously taken ENG 099 for two semesters. LEA 120 is a more
advanced course than ENG 099, and it helps students develop the skills required for
independently engaging in the college-level learning processes required for writing, reading, and
research. The course is intended for students who are concurrently enrolled in a degree-credit
composition course and who have previously taken ENG 099. The intermediate composition
tutorial addresses the learning needs of two groups of students: a) writers who began their
study of composition in a non-degree credit course (ENG 097, ENG 098, or LEA 106) and took
ENG 099 for two semesters before enrolling in ENG 102; b) students who need three or four
semesters to complete the core writing requirement after receiving grades of C- or lower in firstyear composition courses.
9
Reading Course Placement Recommendations:
Academic Reading
(LEA 101)
ACT Reading
Score
12 or lower
13 to 15
16 to 17
18 to 20
21 or above
25 or above
Placement Recommendation
LEA 101 required; limited or no degree credit
courses for the first semester
LEA 101 required or strongly recommended; no
reading-intensive courses (except for
composition) for the first semester
LEA 101 recommended; limited or no degreecredit reading-intensive courses
LEA 101 recommended for students whose
placement files indicate a lack of readiness for
basic first-year college reading; limited degreecredit reading intensive courses
No course restrictions; test score indicates a
readiness for textbook reading but a student
may self-place into a reading course
Student demonstrates readiness for most firstyear college reading assignments
Typical Composition
Placement
ENG 098 or LEA 106
ENG 098 or LEA 106
ENG 098 or LEA 106
English 101
English 101; possibly
ENG 102
English 102
Other Factors Influencing LEA 101 Placement
 Placement in ENG 098 (for students without ACT reading scores)
 Placement in LEA 106 (multilingual writers’ workshop)
 WEPT reading score below 350
 WEPT reading score below 500 with low high school grades, a lack of academic high
school coursework, or a significant gap in education
 Grade of C or lower in ENG 098, LEA 106, or ENG 101 for continuing students
 College accommodation plan or previous high school IEP for a reading disability
 A new student expresses concerns about readiness for college reading
 Recommendation from an instructor of composition or learning resources, academic
support program instructor, or faculty member who teaches a reading-intensive course
 A continuing student with low grades struggles with college reading assignments
 A student has high grades and test scores for math but low grades for reading-intensive
courses (which might indicate placement in reading instead of a learning skills course)
Factors to Consider for Students with Borderline Reading Test Scores
In the UW Colleges, most students with low reading test scores benefit from a reading course.
However, a student will occasionally have a low reading score on the ACT but demonstrate a
readiness for college reading in other ways; these factors include (but aren’t limited to):
 A grade of B+ or higher in difficult high school courses that require substantial academic
reading (especially AP or IB English or social science courses)
 Grades of B or better in college-level, reading-intensive academic courses from an
institution of higher education that offers a general education program that is similar to
courses offered in the UW-System
10


High school GPA of 3.5 or higher for students who completed an academic college
preparatory curriculum (as opposed to “A” grades in basic skills classes, non-academic
English classes, or ELL programs).
A score near or above 500 on the WEPT
Additional Notes on Reading Placement
 ACT’s “College Readiness Standards—Reading” suggests that students with reading
scores below 16 lack the skills necessary for understanding college reading (e.g.,
identifying the main point of a basic paragraph). A reading score below 13 would
suggest that a student does not meet even minimal college readiness standards for
reading (e.g., locating a basic fact in a text).
 An ACT reading score of 21 suggests readiness for college social science courses (i.e.,
general college textbook reading) but not necessarily the kinds of independent critical,
analytical reading required for some first-year college courses
 ACT research and test score cut offs for many college reading programs indicate that
students would benefit from reading instruction if they have ACT reading scores of 20 or
lower.
 UW Parkside has the most comprehensive reading program in the UW-System and
requires a basic reading and study skills course for students with ACT reading scores
below 18; they require a one-credit academic reading course for students with ACT
reading scores ranging from 18 to 24 (or a WPT score of 330 to 460).
 At some schools (including Parkside), students receive supplemental reading instruction
if they have ACT reading scores below 25. ACT’s “College Readiness Standards—
Reading” suggests that students with a reading score of 24-27 can identify the main
point of a text and summarize basic ideas—which would suggest readiness for ENG 101
but not ENG 102.
Placement in LEA 103 (College Reading and Study Strategies)
Under most circumstances, campuses can use the above guidelines for placing students into
LEA 103. However, a campus could potentially use LEA 103 to provide significantly
underprepared readers with a textbook reading course before enrolling them in the more
comprehensive LEA 101 course. In that case, they might consider using these placement
guidelines:
ACT Reading
Score
12 or lower
13 to 15
16 to 17
Placement Recommendation
LEA 103 required; limited or no degree credit
courses for the first semester
LEA 103 recommended or required; no readingintensive courses (except for composition) for
the first semester; a student may choose to
enroll in LEA 101
LEA 101 recommended; limited or no degreecredit reading-intensive courses
Typical Composition
Placement
ENG 098 or LEA 106
ENG 098 or LEA 106
ENG 098 or LEA 106
(possibly ENG 101)
11
Learning Skills Course Placement Recommendations
(LEA 102)
Placement into Learning Skills Courses for New Students
One or more of the following factors might suggest that an incoming first-year student would
benefit from the learning skills course:
 Conditional admission based on marginal test scores or lack of academic high school
coursework
 High school grades of C or lower for multiple core academic courses
 Lower quartile of high school graduating class
 Frequent grades of D or F (even when combined with As and Bs in some courses)
 Low high school grades with high ACT scores
 Cumulative ACT score below 16
 Placement in non-degree credit courses for both English and math
 Few or no academic courses during senior year of high school
 GED, certificate from an alternative program, or lack of a high school degree
 Home schooling with no clear documented evidence of college preparation
 A break from school of more than two years with accompanying low test scores or low
cumulative high school GPA
 Nontraditional student status and placement into English 098 or LEA 106
 Suspension or probation at another institution before transferring
 Student expresses concerns about being adequately prepared for college-level
academic coursework
Placement into Learning Skills for Continuing Students
One or more of the following factors might indicate placement in a learning skills course for
continuing students (especially when combined with concerns from instructors, advisors, or
tutorial staff):
 Placement by the campus Academic Actions Committee
 Basic skills or English instructors identifying a student who would benefit from the course
 Faculty identifying students who have problems completing coursework successfully
 Probation (especially final probation); college GPA below 2.0
 Failing or repeat (R) grades in basic skills courses, ENG 098, ENG 101, or non-degree
credit math
 A student returning to school following suspension
 A student who needs a second semester of basic writing (ENG 098, English 097, or LEA
106) after already completing the reading course (LEA 101)
 A student with low or marginal grades self-reporting problems with studying, time
management, test taking, or academic success strategies
12
Multilingual Writers’ Workshop Placement
UWC Basic Writing Courses for Multilingual Students
(LEA 106)
Basic Writing Program Overview
The University of Wisconsin Colleges English Department offers two non-degree credit
composition courses that provide students with an accelerated introduction to academic reading
and writing at a college-level: Multilingual Writers Workshop (LEA 106) and Basics of
Composition (ENG 098). These two courses emphasize critical reading and essay writing.
Both courses fulfill the basic writing prerequisite for degree-credit writing course (ENG 101).
On campuses that offer LEA 106, multilingual students may take either LEA 106 or English 098.
However, students should not enroll in more than one non-degree credit composition course
during the same semester.
Multilingual Writers Workshop (LEA 106)
The Multilingual Writers Workshop is a multi-level composition course that provides students
with individualized instruction as they work toward develop the academic reading and writing
skills that are required for completing the core writing requirement (English 102). The course is
taught by instructors who have experience and training in working with non-native English
speakers, and it emphasizes interactive classroom learning activities that help multilingual
students become successful college writers. Students may take the course for more than one
semester. LEA 106 fulfills the basic writing prerequisite for English 101 when taken for three
credits. Students may also take it with a degree-credit writing course to support their
development throughout the writing sequence. LEA 106 is usually the best option for students
who took English language learning courses in high school or studied English as a foreign
language in another country. It is also an appropriate for any student who would benefit from
receiving college-level writing instruction from a teacher who has expertise in working with
multilingual students.
Basics of Composition (ENG 098)
This course introduces students to critical reading and essay writing at a college level. Some
sections of the course are offered in a workshop setting while other sections are more traditional
lecture/discussion classes. English 098 is open to all multilingual students who test into nondegree credit composition or want a basic introduction to college reading and writing. However,
it is most appropriate for students who have had many years of previous experience with
reading, writing, and learning in English.
Who Is Eligible to Take LEA 106?
The Multilingual Writers Workshop program is open to any student who grew up speaking a
language other than English at home. This includes students who completed some or all of
their formal education in the United States, along with learners who studied English as a foreign
language in another country. Because LEA 106 is a multi-level course, students may self-select
into the class even if they test into degree-credit composition.
13
Self-Assessment Placement Questionnaire for
the Multilingual Writers Workshop Course
(LEA 106)
The following self-assessment questions will help students determine which basic writing course
is the best match for their needs as college learners.
Students who answer yes to any of these questions will probably feel most comfortable
taking the Multilingual Writers Workshop course (LEA 106) instead of Basics of
Composition (ENG 098):
 If you are a recent high school graduate, did you take classes for English language
learners in high school (grades 9 to 12)?
 Did you start learning English less than ten years ago?
 In high school (or in your most recent educational program), did you take most of your
classes in a language that was not English?
 Did you begin your formal education when you were a teenager or adult?
 Do you think that you might need to take basic reading and writing classes for two or
more semesters before you will be ready to enroll in degree-credit college courses?
Students who answer yes to one or more of these questions might also benefit from
taking Multilingual Writers Workshop (LEA 106):
 Would you feel most comfortable taking your first college writing course in a classroom
with other multilingual students?
 Would you prefer to have an instructor who has training and experience in teaching
multilingual students?
 Would you like to take a workshop course from a teacher who adapts instruction to meet
the individual learning needs of each student in the class?
 Were you enrolled in a class or program for English language learners at any point in
your education?
Any student may choose to enroll in Basics of Composition (ENG 098). However,
multilingual students who feel comfortable taking ENG 098 instead of LEA 106 can
usually answer yes to all of these questions:
 Would you feel comfortable taking your first college writing course in a classroom with
native English speakers?
 Would you feel comfortable taking your first college writing course from an instructor who
might not have training in working with multilingual students?
 For your high school English credits (or for an alternative program), did you take courses
in classrooms that included native English speakers?
 If you take a first-semester writing course that does not offer you individualized
instruction, would you feel comfortable using campus learning support services to get
extra help when you need it?
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UW Colleges English Department Placement Guidelines
(April 2013)
In 2010, the UW Colleges English Department formally approved a) revised cut scores
for the Wisconsin Placement test, b) a process for placing students into composition
courses based on multiple measures of college readiness, and c) a new process for
English 102 exemption. In 2012, the English Department adopted guidelines that
campus placement teams use for placing students into developmental English skills
courses. On campuses that use a multiple measures placement process, a
student’s composition placement is based on the placement team’s assessment
of multiple indicators of readiness for college reading and writing, not Wisconsin
Placement Test scores.
The following guidelines supplement previously approved English Department
placement policies to help each campus develop a consistent and effective placement
process.
Placement Assessment Training
All members of campus placement teams should receive appropriate training in
placement assessment. English Department Associate Chairs or designated campus
placement coordinators should work with the Composition Committee Co-Chairs and
Developmental Reading and Writing Program Coordinator to ensure that campus
placement team members receive effective and sufficient training. All placement team
members should participate in an annual campus placement training session that
includes a review of approved placement guidelines, a discussion of recent revisions to
the first-year writing or developmental programs, and a placement norming session.
ACT Ranges for Multiple Measures Placement
English Department placement teams should use the following score ranges as a
general guideline for evaluating ACT English and Reading scores as part of a multiple
measures placement process:
● English 098 (or 097) and LEA 106--0 to 17
● English 101--18 to 24
● English 102--25 or higher
ACT scores are only one indicator of college readiness and should not be used as a
standalone placement measure for UWC composition courses.
Placement in a Higher Level Composition Course with Required Support Courses
Campus English Department placement teams sometimes move a student to a higher
level composition course with a required composition tutorial, reading course, and/or
learning skills class. Students who choose not to take required support courses must
enroll in the lower level course; they do not have the option to take the higher level
composition course without required non-degree support courses.
Retaking the Wisconsin Placement Test
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1 Newly admitted students may retake the placement test if the English
Department or an advisor has specific evidence that the placement test results
might be inaccurate (for example, if a student who qualifies for accessibility
services for a disability takes the WPT without accommodations). The student
must retake the placement test before the first day of class in his or her first
semester.
2 Students may not retake the placement test after the start of their first semester.
Adjustments to a student’s placement that take place on or after the first day of
class should be based on a multiple measures assessment of the student’s
learning needs and must go through the formal process for reviewing and
appealing composition placement.
3 A student may not retake the placement test as a substitute for successfully
completing a composition course or to avoid re-enrolling in a failed course. The
placement test is an inaccurate indicator of a continuing student’s readiness for a
higher level course, especially in comparison to an instructor’s assessment of the
student’s graded coursework. Therefore, students who do not pass a
composition course with the required grade of C or higher must retake the
course.
Guidelines for Required for Non-Degree Learning Support Courses
● A campus may choose to require or recommend non-degree reading
coursework, learning skills classes, and composition tutorials as a condition of
admission for first semester students, readmission for suspended students,
continued enrollment for students who appeal suspension, and as part of a
program for students on probation.
● Required reading, learning skills, and tutorial coursework for first-semester
students should be based on multiple measures and not on the Wisconsin
Placement Test as a standalone placement measure.
● Campuses with programs that offer a set of recommended or required courses
for developmental writing students should base placement in those programs on
multiple indicators of a student’s readiness for college coursework.
● Campuses should avoid automatically placing all English 098 or LEA 106
students into required reading classes or other learning support courses,
especially when placement is based entirely on the Wisconsin Placement Test.
Although most students in developmental writing courses benefit from taking
reading classes, some students who need support with academic reading are
proficient and sometimes even advanced college readers.
● Whenever possible, campuses should also make reading courses and tutorials
available to students who are placed into credit-bearing English but need support
with reading and/or writing process work. Similarly, developmental courses
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should be open to continuing students benefit from additional reading instruction
or other academic learning support.
● For significantly at-risk students, campus placement teams may make a
recommendation that a student take a full year of developmental reading or
English language learning coursework.
Nontraditional Students with Previous College Writing Coursework
When a student who has previously received credit for a college writing class returns to
school after a long absence, the English Department recommends giving the student
the option to have her or his placement reviewed to determine the most appropriate
writing course for the student’s learning needs.
Process for Reviewing and Appealing
Composition and Learning Support Placement
Process for Requesting a Placement Review
Appeals for an initial placement into a composition or learning resources course must
go through the campus English Department. Campus administrators and staff do not
have the authority to change a student’s placement. Changes to a student’s placement
should always be based on an assessment of multiple pieces of evidence and should
include a writing sample.
On campuses that do not have a multiple measures placement process, a student,
advisor, or instructor may request a review of the student’s first semester composition
and/or learning support course placement by making a formal request in writing to the
campus English Department Associate Chair through e-mail or a letter that specifically
states the reason(s) for the request, along with relevant written documentation to
support a potential change in placement. UW Colleges instructors and staff should
initiate a placement review process only when there is sufficient documented evidence
to suggest that a student has not been placed in an appropriate writing course.
On campuses that have a multiple measures placement process, the campus English
Department Associate Chair or designated placement coordinator determines the local
process(s) that students and advisors use for initiating a request for a review of a
student’s composition and learning support course placement. Options for initiating a
placement review include:
● a formal written request from a student
● a placement review from members of the placement team during
registration
● an arranged meeting or phone conference with the placement team
● another type of campus placement review process that takes place
through collaboration between the English Department placement team
and campus Student Services.
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English Department Associate Chairs, campus placement team coordinators, or another
designated member of the English Department should work with Student Services to
develop an effective campus placement reconsideration process.
Placement Review Teams
Placement review teams should consist of two or more English Department members
who have experience and training in multiple measures placement.
1 On campuses that have a multiple measures placement process, the campus
placement team conducts a second assessment of the student’s placement in
consultation with the campus English Department Associate Chair.
2 On campuses that do not have a multiple measures placement process,
designated members of the UWC Composition Committee who have training and
experience in placement assessment should review the student’s initial
placement assessment records and evaluate any new supporting documentation
in consultation with the campus English Department Associate Chair.
3 When a placement appeal requires a review of transfer credit, the UW Colleges
English Department Chair must evaluate supporting documentation (for example,
a course description, syllabus, and select assignments) to determine transfer
equivalency courses; the Department Chair usually with the Composition
Committee for transfer decisions related to writing courses.
Deadline for Appealing Requesting a Placement Review
Placement appeals must take place before the 10th day of class during a student’s first
semester at a UW Colleges campus or in the online program. However, the English
Department strongly recommends that placement appeals take place before the first
day of a student’s first semester. Students who leave the UW Colleges without taking a
composition course may also request a placement review before the first day of class
during the semester when they return to the Colleges, especially if they have transfer
credit that requires a departmental review.