ENGLISH CURRICULUM COMMITTEE
DEFENSE FOR ENGLISH 1301 AND ENGLISH 1302
COURSE INCLUSION IN THE 2014 CORE
DRAFT DRAFT DRAFT
To: 2014 Core Steering Committee
Core2014@dcccd.edu
From: English Curriculum Committee
Chair, Hurshel B. Burton III, Ph.D.
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English Course Inclusion in 2014 Core
To: 2014 Core Steering Committee- Core2014@dcccd.edu
From: English Curriculum Committee:
Dr. Hurshel Burton-Chair (BHC), Dr. Ulanda Forbess (NLC), Jacquie Bradley (ECC), Taunya
Dixon-Collins (MVC), Rebekah Rios-Harris (CVC), Dr. Holly McGowan-Romero (CVC), Patrick
Murphy (RLC), Larrisa Pierce (EFC)
Re: Discipline Specific Charge – English Course Inclusion in 2014 Core
Due date: Sept. 28, 2012
Preparers: Jacquie Bradley (ECC), Dr. Hurshel Burton (BHC), Dr. Holly McGowan-Romero
(CVC)
Background:
On August 22, 2012 per Discipline Specific Charge the English committee members were
requested to work collaboratively to provide a final defense/recommendation to the 2014
Steering committee in regards to the inclusion of English courses in the DCCCD 2014 Core.
The English Curriculum Committee were given the charge of writing a position paper which
would recommend one of three scenarios or recommend a new scenario. These scenarios are
listed and ranked in order of preference below:

Scenario 1: ENGL 1301 and ENGL 1302 are the two required DCCCD courses that
meet the six-hour Communication Component area (010) of the Core Curriculum.
Ranked 1st

Scenario 2: ENGL 1301 is a “pre-Core requirement” that students must pass before
completing 12 hours of Core classes (similar to the EDUC 1300 Learning Frameworks
course). ENGL 1302 is three of the required six hours in the Communication Component
area, opening up three hours for SPCH 1311/1315.
Ranked 2nd

Scenario 3: ENGL 1301 is no longer in the Core, however, it remains the hard-coded
pre-requisite for ENGL 1302. ENGL 1302 is three of the required six hours in the
Communication Component area, opening up three hours for SPCH 1311/1315.
Ranked 3rd
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Environmental Survey:
The English Curriculum faculty conducted environmental scanning of the Communication
component areas within the Core curriculums at eight Texas public universities considering the
three guiding principles below.
1. Student learning and student success are paramount;
2. The revised Core will maintain the tiers and explore pathways to Core completion;
3. We will strive to augment the academic rigor of the Core:
The goal was to survey how English 1301, English 1302, and Speech were handled in the new
six-hour limit in Communications. While most schools seemed to have the six-hour limit in
place, a few have not yet addressed or published a new Core. This research requested included
but was not limited to: University of Texas at Dallas, University of Texas at Arlington, University
of Texas at Austin, University of North Texas, Texas Woman’s University, Texas A&MCommerce, Texas A&M-College Station, Texas State University and Texas Tech University.
Campus
Required
Communication
Courses
Engl 1301
Engl 1302
+3 hrs lit, lang, fine
arts, or Phil
6 hrs written
3 hrs oral
Notes Comments
Engl 1301
Engl 1302
6 hrs
6 hrs
Speech is not mentioned as an option.
9 hrs
No published update yet.
UTD
6 hrs of a variety of
Engl choices
Engl 1301
Engl 1302
Spch 1311
6 hrs of writing
N/A
University of
Texas –
Austin
Rhet 306
Engl 316 (in
Humanities)
N/A
Texas A&M
Engl 104
+3 hrs of choices
(including Engl 1302
and Spch)
6 hrs
Navigation of website was difficult for finding
specific information.
No mention of speech. Appear to have a 3hour writing requirement, but the next level of
writing was in the Humanities curriculum.
Navigation of website was difficult.
This plan has some advantages, however
DCCCD prefer 6 hrs of intensive writing as a
requirement for the Core.
UT-Arlington
Texas Tech
Texas
Women’s
University
UNT
Texas State
University
9 hrs
Any adjustment to the Core does not seem to
be published yet. No speech.
9 hrs
They are in the process of updating the Core
with proposals due from their faculty Sept 7,
2012.
Speech is a choice in a different area, not
related to communications.
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Recommendation: Alternate Scenario: English 1301 and English 1302 as required courses in
the Core (Scenario 1) with Speech included as a “pre-Core requirement” for English 1302.
Alternate Scenario:
On Aug. 22, 2012, the DCCCD English Curriculum Committee met and voted to maintain
English 1301 and English 1302 as required courses in the Core (Scenario 1); however, Speech
could be included as a “pre-Core requirement” for English 1302. This alternate scenario
recognizes Speech as a valuable component of student success. It keeps English 1301 from
being de-valued as a “pre-Core requirement” (Scenario 2) or being perceived as a course where
the grade, as long as it’s passing, is not important (Scenario 3).
Position:
Of the schools that have updated their Core, Speech has usually been eliminated from the
Core. TWU has moved Speech out of Communications, and Texas A&M offers it as a choice,
along with English 1302, for the last 3 hours of Communication. Thus, of the schools that have
updated, Scenario 1 with English 1301 and English 1302 as required courses in the Core seems
to be the most commonly adopted Communication component.
Rationale for the Inclusion of English 1301 and English 1302 in the Core Curriculum:
To promote student success in both academic and professional endeavors, the inclusion of
English 1301 and English 1302 in the 2014 Core Curriculum will empower students to become
proficient in written, oral and aural communications through the study and application of critical
thinking, reading and intensive writing skills. The following rationales support this statement:
1. In support of Writing Across the Curriculum, instructors are asking that students
complete research, write papers, and document sources in many of our core courses. As
these skills are developed in English 1302, it is essential to keep this course as a
required component of the core curriculum. Completion of English 1302 contributes to
student success by helping the students to become better prepared for the writing and
research assignments that will be required during their academic careers.
2. As most universities are continuing to require English 1301 and English 1302 as core
curriculum components, it is vital that we also continue to include these courses in our
core curriculum. Our students who wish to transfer to universities will be better served by
having completed courses comparable to those required at their university of choice.
3. English 1301 is a gateway course for many students and their earliest experience with
college level writing. This course lays the essential foundation for all future academic
writing, in all fields. It should not be “devalued” as a pre-core course but kept as an
integral component of the core curriculum.
4. Business leaders from around the country have stressed the importance of writing skills
for college graduates. Success in a post-college environment depends heavily on the
ability of students communicate clearly in writing. The combination of English 1301 and
1302 lays the foundation for future success in the highly competitive global marketplace.
5. It is well documented that many students enter college unprepared to write college level
essays. Competent college level writing is simply too demanding for students to absorb
through the lessons and practice available in a single semester. Maintaining a 6- hour
program, consisting of both ENGL 1301 and 1302 is the only way to address the deep
deficit of writing skills common among today’s students.
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The English Curriculum Committee plans for implementation of English 1301 & 1302 in
the 2014 Core:
In preparation for the inclusion of English 1301 and English 1302 in the 2014 Core the English
Curriculum Committee has taken the following initiatives to assure successful alignment with
Foundational Component Areas, Value rubrics, Student Learning Outcomes, and TSI standards.
The English Curriculum Committee has reviewed the current and 2014 Core using a Sideby-Side Comparison of New THECB Core Requirements & DCCCD Core
Foundational Component Areas (10-80)
Communication
10
Mathematics
20
Life & Physical Sciences
30
Language, Philosophy & Culture
40
Creative Arts
50
American History
60
Government/Political Science
70
Social & Behavioral Sciences
80
Component Area Option *
90
TOTAL
THECB Req. C.H.
6
3
6
3
3
6
6
3
6
42 **
DCCCD Core C.H.
9-10
3-5
8
3
3
6
6
3
1-3
42-47
The English Curriculum Committee has assessed the three guiding principles noted as:



Student learning and student success as paramount;
The revised Core will maintain the tiers and explore pathways to Core completion;
We will strive to augment the academic rigor of the Core
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The English Curriculum Committee has also further reviewed the Foundational Components of the
2014 as noted below and is developing a district-wide assessment plan for English 1301 and 1302
to be included in Core 2014. These will be completed and ready for implementation by August
2014.These core objective assessment plans will be evaluated using the VALUE rubrics to
appropriately align English 1301 and 1302 to the foundational component areas with the required
core objectives of Critical Thinking Skills, Communication Skills, Teamwork and Personal
Responsibility Skills:
Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation and
synthesis of information
Communication Skills - to include effective development, interpretation and expression of ideas
through written, oral and visual communication
Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or
observable facts resulting in informed conclusions
Teamwork – to include the ability to consider different points of view and to work effectively with
others to support a shared purpose or goal
Social Responsibility Skills - to include intercultural competence, knowledge of civic responsibility,
and the ability to engage effectively in regional, national, and global communities
Personal Responsibility Skills –to include the ability to connect choices, actions and consequences
to ethical decision-making.
The English Curriculum Committee has assessed and calibrated the Value Rubrics for
Written, Oral and Critical Thinking:
In March of 2012 the English Curriculum Committee members with assistance from Institutional
research created and administered a district-wide survey to each campus to investigate and
interpret the optimal use of the Value rubrics for Written, Oral and Critical Thinking Skills. The
results were quantified and will be reviewed further by the committee to seek ways in which the
Value Rubrics can best serve to guide English faculty in aligning these foundational skills
throughout the assessment process.
The English Curriculum Committee has adopted ACGM course descriptions,
implemented new Student Learning Outcomes and is currently investigating and
evaluating possible assessment tools to align SLO’s with Value Rubrics and
Foundational Component Areas:
In accordance with the Texas Coordinating Board and ACGM compliance the English
Curriculum Committee has recommended the adoption of Student Learning Outcomes for
English 1301 & English 1302 as noted:
ENGL 1301 Composition I
Intensive study of and practice in writing processes, from invention and researching to
drafting, revising, and editing, both individually and collaboratively. Emphasis on effective
rhetorical choices, including audience, purpose, arrangement, and style. Focus on writing the
academic essay as a vehicle for learning, communicating, and critical analysis.
Learning Outcomes:
Upon successful completion of this course, students will:
1. Demonstrate knowledge of individual and collaborative writing processes.
2. Develop ideas with appropriate support and attribution.
3. Write in a style appropriate to audience and purpose.
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4. Read, reflect, and respond critically to a variety of texts.
5. Use Edited American English in academic essays.
ENGL 1302 Composition II
Intensive study of and practice in the strategies and techniques for developing research-based
expository and persuasive texts. Emphasis on effective and ethical rhetorical inquiry, including
primary and secondary research methods; critical reading of verbal, visual, and multimedia
texts; systematic evaluation, synthesis, and documentation of information sources; and critical
thinking about evidence and conclusions.
Learning Outcomes:
Upon successful completion of this course, students will:
1. Demonstrate knowledge of individual and collaborative research processes.
2. Develop ideas and synthesize primary and secondary sources within focused academic
arguments, including one or more research-based essays.
3. Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of
evidence.
4. Write in a style that clearly communicates meaning, builds credibility, and inspires belief or
action.
5. Apply the conventions of style manuals for specific academic disciplines (e.g., APA, CMS,
MLA, etc.)
The English Curriculum Committee members currently serve on the 2013 TSI
Implementation Team to assist in decision-making, and implementation of the new
THECB regulations concerning TSI/Developmental Education as they relate to English
1301, 1302 & Sophomore Literature courses. On September 28, 2012 English Curriculum
Committee members met with TSI implementation to review and discuss the Fall 2008Fall 2012 First-Time-In-District Cohorts:
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2008-2011 FTIDCCCD Cohort Findings:

The increase in the expected number of “Bubble Students” from Fall 2008 to FALL 2011
proves the lack of preparation in English upon college entrance. Therefore, both English
1301 and 1302 are needed after remediation courses to further prepare students for the
academic rigor of college level courses.

Although student enrollment in the DCCCD has increased steadily from Fall 2008 to Fall
2011, the number of College Ready students who were administered the Accuplacer,
Asset and Compass diagnostic tests have decreased significantly from 2099 in Fall 2008
to 736 in Fall 2011. This reveals a disproportionate number of students not prepared for
college level writing.
Future Implications for English 1301 and English 1302:
The English Curriculum Committee is currently discussing and evaluating future
implications to be addressed in regards to the inclusion of English 1301 and English
1302 in the 2014 Core;
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
DWRI/ESOL & English Curriculum Committees are currently investigating all testing
procedures that will allow for better articulation and student preparedness between
ESOL/DWRI and English 1301/1302 courses.

The English Curriculum Committee and faculty are currently conducting campus level
evaluations of course materials, resources and textbooks that may possibly be adopted
as additional options that emphasize and align with SLO’s, Value Rubrics and
Foundational Component Areas of the 2014 Core.

The English Curriculum Committee and faculty are currently investigating changes in TSI
diagnostics and the overall impact of TSI cut off scores in regards to English remediation
courses and college level English courses.

The English Curriculum Committee and faculty are currently investigating changes in
STARR diagnostics and the overall impact of STARR completion scores in regards to
remediation courses and college level English courses.
Summary and Conclusions:
The English Curriculum Committee and faculty conducted environmental scanning of the
Communication component areas within the Core curriculums at eight Texas public universities
considering the three guiding principles below. Of the schools that have updated their Core,
Speech has usually been eliminated from the Core. TWU has moved Speech out of
Communications, and Texas A&M offers it as a choice, along with English 1302, for the last 3
hours of Communication. Thus, of the schools that have updated, Scenario 1 with English 1301
and English 1302 as required courses in the Core seems to be the most commonly adopted
Communication component.
On Aug. 22, 2012, the DCCCD English Curriculum Committee met and voted to maintain
English 1301 and English 1302 as required courses in the Core (Scenario 1); however, Speech
could be included as a “pre-Core requirement” for English 1302. This alternate scenario
recognizes Speech as a valuable component of student success. It keeps English 1301 from
being de-valued as a “pre-Core requirement” (Scenario 2) or being perceived as a course where
the grade, as long as it’s passing, is not important (Scenario 3).
Although student enrollment in the DCCCD has increased steadily from Fall 2008 to Fall 2011
the number of College Ready students who were administered the Accuplacer, Asset and
Compass diagnostic tests have decreased significantly from 2099 in Fall 2008 to 736 in Fall
2011. This reveals a disproportionate number of students not prepared for college level writing.
It is well documented that many students enter college unprepared to write college level
essays. Competent college level writing is simply too demanding for students to absorb through
the lessons and practice available in a single semester. Maintaining a 6- hour program,
consisting of both ENGL 1301 and 1302 is the only way to address the deep deficit of writing
skills common among today’s students.
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