Bridging Between ENGL 0307
and ENGL 1301
Presented by
Suzy Page
Associate Professor, English
Goals for the Session
1. Increase awareness of expectations for
students entering ENGL 1301 from
ENGL 0307.
2. Suggest strategies for increasing success
for DS students moving into 1301.
3. Learn from one another by sharing
effective teaching techniques.
In English 1301…
…students must pass a Grammar
Proficiency Test in order to receive
credit for the course.
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Passing – 26 out of 50 correct
Tutoring available
Correlation between GPT score and
success in the course
Suggestions for Improving Students’
Grammar Skills
Idea: “Real World” Examples
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In Pairs: Share an effective strategy or
activity that helps students improve
their grammar skills.
English 1301…
…develops writing skills through
instruction in the stages of the writing
process, from invention to revision.
Report of The National Commission on
Writing
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“People who cannot write and communicate
clearly will not be hired and are unlikely to last
long enough to be considered for promotion.”
“80% or more of the companies in the service
and finance, insurance and real estate
sectors…assess writing during hiring.”
“Half of all companies take writing into account
when making promotion decisions. One
succinct comment: ‘You can’t move up without
writing skills.’”
Diagnostic Writing Sample
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Appropriateness
Unity and Focus
Development
Organization
Sentence Structure
Usage
Mechanical Conventions
English 1301: Writing
Assignments
Minimum SEVEN writing assignments.
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Journals
In-class essays
Formal Essays: definition, narration,
comparison/contrast, cause/effect, process,
division/classification, persuasion
Research Paper (social issue)
Essay Expectations
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MLA manuscript form
Scoring Guide
Self-Reflection and plan for
improvement
English 1301…
…helps students develop critical
reading and analytical thinking skills.
Encouraging Critical Thinking Using
Bloom’s Taxonomy
Bloom’s Taxonomy-Diagram
E
S
An
Ap
C
K
Getting Them Thinking
In Pairs:
Share a strategy or
activity that you use to
encourage critical
thinking.
Self-Assessment with
Self-Correction = Success
Factors to Consider:
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Study Habits
Tutoring / Conferencing
In-Class and Out-of-Class Acquisition of Info.
Personal Obstacles
The Procrastination Factor
Consideration of Instructor Feedback
Metacognition
“thinking about thinking”
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Planning how to approach a learning
task
Monitoring comprehension
Evaluating progress
Ideas for Using Metacognition in the
Writing Classroom
Questions?
Concerns?