Strategies for Creating Effective
Integrated Reading &Writing NCBOs
Dr. Leta Deithloff
The University of Texas at Austin
Non-Course Competency-Based
Options (NCBOs)
GUIDELINES
What is an NCBO?
“Developmental education interventions that use learning approaches that,
compared to traditional lecture-only classes, more effectively and efficiently
prepare students for college-level work.”
Must:
• Be integrated at the highest exit level;
• Be overseen by an instructor of record;
• Deliver accelerated instruction;
• Focus primarily on ACGM learning outcomes not previously demonstrated;
• Include innovative and/or promising practices interventions;
• Not fit traditional course frameworks for contact hours;
• Not be a compressed course; and
• Not include advising or learning support activities (tutoring, supplemental
instruction, or labs connected to traditional courses where a student incurs
tuition costs).
—from Rider 50 and 59 Reports, January 2011, p. 16 & THECB’s presentation
at CRLA/CASP, November 2012
NCBO Examples
 Refresher workshops
 Intensive Bridging Classes
 Companion (Paired) Course (e.g., simultaneous enrollment
in ENGL 1301 and NCBO)
—from THECB’s presentation at CRLA/CASP, November 2012
IRW NCBO at UT Austin—“College Reading & Writing”:
 Students = Freshman composing the top end of the TSI test
cut-off score (“bubble students”) + one PACE student
 Paired with Freshman Composition
 Met once a week for 1 ¼ hours
What does this mean?
Our course + sampling of current nationwide NCBO’s suggest the inclusion of
several IMPERATIVE CONCEPTS:
1.
Integrated reading/writing strategies as they apply across disciplines
“Reading and writing should be viewed as a single act of literacy” (Straw, 1990, p. 295).
My view? “Why teach strategies in isolation when students are expected to move freely
across situations and disciplines?”
2.
Inferencing
3.
Including/interpreting reasoning & evidence
4.
Supporting/evaluating opinions
5.
Communicating/analyzing author’s purpose
6.
Recognizing & developing effective writing choices, including “flow” and
well-developed ideas
7.
Integrated resources/support staff to ensure future use and transferability
“Underprepared students are best served by rigorous engagement with issues that
matter” (Hern, 2013, p.12).
Translation…please?!?
Student Learning Outcomes from San Jacinto College:
A. Locate explicit textual information, draw complex inferences, and describe, analyze, and
evaluate the information within and across multiple texts of varying lengths.
B. Comprehend and use vocabulary effectively in oral communication, reading, and writing.
C. Identify and analyze the audience, purpose, and message across a variety of texts.
D. Describe and apply insights gained from reading and writing a variety of texts.
E. Compose a variety of texts that demonstrate reading comprehension, clear focus, logical
development of ideas, and use of appropriate language that advance the writer’s purpose.
F. Determine and use effective approaches and rhetorical strategies for given reading and writing
situations.
G. Generate ideas and gather information relevant to the topic and purpose, incorporating the
ideas and words of other writers in student writing using established strategies.
H. Evaluate relevance and quality of ideas and information in recognizing, formulating, and
developing a claim.
I.
Develop and use effective reading and revision strategies to strengthen the writer’s ability to
compose college-level writing assignments.
J. Recognize and apply the conventions of Standard English in reading and writing.
Creating the NCBO
UT NCBO Details
 Who: college freshman “bubble” students + 1 PACE
student
 What: NCBO paired with Freshman composition
 When: Tuesdays, 11-12:15; semester-length for support
 Where: multi-media room with workshopping space
 Why: more than just they “have to”; students need the
content, strategies, and boost to their self-efficacy
 How: pass/fail credit that clears TSI bar
Course Requirements
—based on “High-stakes vs. low-stakes” (Elbow, 1997)
Required Resources/Texts: For this course, you will need:
 Looking for Alaska by John Green
 A journal. Bring this to class with you each day.
 Blackboard readings and links: courses.utexas.edu
 Paper and pen for daily work. Yes, I have to say it.
Coursework (Based on a 100 point-scale):
 Assignment 1: Museum Evaluation (20 points)
 Rewrite (10 points)
 Assignment 2: Supported Argument (20 total points)
 Homework/In-class Activities (30 points)
 Journal (20 points)
Initial Assessment
Read Disrupting My Comfort Zone by Brian Grazer (handout, page 5).
Complete Response…
Before you begin writing, please read through each of the questions carefully. Your
answers should provide detail and evidence from the text to support your thoughts.
 On the lines: What does this essay say or state? Summarize Grazer’s argument.
 How does the author’s fame and achievements (Oscar-winning producer) affect your
thoughts about his message (if at all)?
 Between the lines: What does the essay suggest? What are you supposed to take
away from it?
 Beyond the lines: How does this essay relate to, or connect with, you as you as you
begin college?
 Do you agree with the author’s beliefs? Explain in detail why you do or do not.
—a Homework/In-Class Grade
Assignment 1: Pre-writing
Prewriting Directions:
1.
Get acquainted with the museum. What’s on each floor? How are the pieces
organized? Once you have explored everything, go back to an area that
interests you and…
2.
Choose an exhibit. Don’t just pick the first things you see to get this
over with. Find something that fascinates, haunts, angers, or generally
gives you something to talk about. What’s the exhibit called?
3.
Describe the exhibit. Create a written picture of it for someone who hasn’t
seen it and for yourself when you must later recall details from memory.
4.
Discuss the exhibit. Why did you choose it? How does it make you think and
feel? What’s your reaction to it?
…continued
Assignment 1: Pre-writing continued
Prewriting Directions:
5.
Compare the exhibit. Notice the pieces around the room. What is the
connection between everything? How does your choice compare to these
surrounding pieces?
6.
Connect the exhibit. What does this exhibit mean beyond the lines? Think big
here, society and culture big. What makes it significant?
7.
Understand the exhibit. What seems to be this exhibit’s message and
purpose?
8.
Evaluate the exhibit. Is this piece effective in achieving its purpose? Why or
why not?
When you have completed Part 1 well and with support, come find me for Part
2.
Assignment 1, Part 2
Find a quiet corner in the museum where you can complete the following task:
 Write a critical evaluation of the Blanton museum piece you explored during Pre-writing.
This response should be two paragraphs in length.
Paragraph 1 (Observations): Summarizes and describes the exhibit, its purpose, its
construction, its significance, etc. Spend time showing us what you want us to know rather
than just telling us the details. What do your points and the supporting details mean/prove?
Paragraph 2 (Evaluation): Analyze how effectively the author achieved his/her purpose.
You just identified what it’s supposed to achieve. Did it? Why or why not? Use details and
complex thinking to prove your opinion. Make sure to discuss why this is important. Why
should we care?
With both of these paragraphs, remember to:
provide evidence and analysis for each of your claims/statements/points;
 provide a link, or transition, between the paragraphs;
 pay attention to your introductory and concluding sentences (this is short assignment so
one sentence should suffice); and
 find a way to connect to this writing. If you don’t care, your reader won’t either. Make it
come alive.

Journal Entries
 Write a two-three paragraph response telling a friend who will be starting
college next year what you think is important about
 Current Event response: What’s going on right now that matters to you?
Why is it important? What makes it news worthy?
 Were Harry Harlow’s experiments on monkeys ethical?
 Summarize your article. [Students chose articles that presented their topic
for Freshman comp “well”.] What should we know about it? [Led into a
class activity.]
 How do context, purpose and audience-considerations shape a text? Make
sure to provide examples.
 Choose one of the quotes from Looking for Alaska and respond to it.
 Write your opinion showing which source used the best evidence and
incorporate one quote, using this model:

A sentence about your opinion. A statement introducing your chosen quote (a
little about it, including what it shows) + a PORTION of the quote.
Sample Homework/In-Class Grade:
Reading Response Prompt
Choose ONE of the following options:
 Convert the outline of Part 2 from the Responding to
Source Opinions activity into a 1-2 paragraph
response.
OR
 Write a response to ONE of these Section 2
questions: 1, 2, 4, OR 6.
Responding to Sources Opinions Activity, Part 1
Students chose articles on their Freshman Composition topics.
(Handout, page 6.)
Part 1:
1. What is the author’s viewpoint? Paraphrase it.
2. What are his/her best points?
3. What evidence does he/she use as support?
4. Is the evidence reliable and sound? Why or why not?
5. What is your opinion of the issue?
6. What is your reaction to the author’s stance? (Do you agree
or disagree? WHY?)
7. How can YOUR opinion either counter or support the
author’s?
8. What “evidence” supports your view?
9. How does the evidence prove your point?
10. Why does your opinion matter?
Responding to Sources Opinions Activity, Part 2
Part 2:
Complete one of the following two paragraph outlines:
Option 1:
 Discuss the author’s point (your answers to question 1-4).
 State your main point (question #6).
 List your evidence (question #8).
 Discuss why your evidence and point(s) are important (questions #7 and 9).
 Wrap-up (question #10).
Option 2:
 State your main point (question #5).
 Discuss the author’s point (your answers to question 1-4).
 Show how the author’s point fits into your argument (modified version of
question #7).
 List your evidence (question #8).
 Discuss why your evidence and point(s) are important (questions #7 and 9).
 Wrap-up (question #10).
Section 2 Questions (from Alaska)
1.
Talk about Pudge’s changing definition of “family”. (Think about his
reaction to: his parents’ Thanksgiving trip, Thanksgiving at the Colonel’s
trailer, returning back “home”, and visiting his parents over the winter
break.) Who is his family at the moment?
2.
There are two big changes in the weather during this section of the book,
crazy amounts of rain (66-74ish) and the frost (88-89). We know that the
weather tends to signal changes in Pudge, so how is he different after
each event? [Another significant weather reference: “If people were rain,
I was drizzle and she was a hurricane” (Pudge, 88).]
4.
Alaska adds on to the discussion of the labyrinth by saying that it is about
suffering, specifically, “doing wrong and having wrong things happen to
you” (82). She then changes Bolivar’s question to “How do you get out of
the labyrinth of suffering?” and comments that suffering is “universal”,
or “the one thing Buddhists, Christians, and Muslims are all worried
about” (82). Why does she have this view? Is she right? Explain your
answer.
6.
How do the characters’ home environments shape Pudge, the Colonel
and Alaska?
Alaska Analysis
 Background: Think about who Pudge was before and after. He
was literally a young man with two identities (Miles vs. Pudge).
Consider how he changed and what caused those changes. Now,
think about you and your transition to college. Consider who you
were then and now, and how/why you may or may not be
different. For this assignment, then, answer this question:
 Prompt: Compare yourself and your move to college to Pudge
and his experience at boarding school. How are you
similar/different?
 Details: To receive full credit, you need to:
 Use examples from the book and your life,
 Include at least 3 paragraphs that follow the MEAL plan, and
 Make great points!
 Due: next class period (December 2; worth 10 points).
Student Response, Alaska Analysis
See handout, page 6
Assignment 2
 Discuss Assignment 2.
 Description: shortened “trial” run of your final paper for
RHE/Freshman Comp
 State your opinion on your chosen issue and include:







An introduction
At least two strong points supporting your opinion
Evidence and analysis proving your opinion
A counterargument
Transitions (links) within and between paragraphs
References with a citation page
A conclusion
 Examine helpful resource link in announcements.
 Review Assignment 2 Rubric.
 Must be typed and thorough.
 Due next class period (November 25; worth 20 points).
Assignment 2 Rubric
Audience/ Purpose
A
B
C
D
F
______ x 5%
The essay is written for appropriate audience and for appropriate purpose
The essay tells a story & keeps the reader engaged throughout the essay
Thesis/Central Idea
A
B
C
D
F
______ x 10%
C
D
F
______x 30%
The essay has a single focus
The essay is built around and supports that focus
Ideas
A
B
Ideas are thoughtful and insightful
Ideas are focused & thoroughly explained, well-developed, and supported by details
Organization
A
B
C
D
F
______ x 25%
Writing is clear, coherent & contributes to the meaning and quality of the paper
Progression of thought is smooth and controlled throughout the paper
Transitions and logical shifts connect ideas
Introduction and conclusion are strong and effective
Mechanics
A
B
C
D
F
______ x 30%
Grammar (including punctuation, capitalization, and usage)
Tone and Style; Varied syntax
Spelling; Correct paper format
Overall Evaluation: _____________
Student Response, Assignment 2
Introductory Excerpt of a draft for a student’s
RHE 306 final paper
See handout, page 7
Sample Daily Plan
Represents the 2nd day of class
See handout, page 8
How do I incorporate…?
 Grammar


“Top 20”
Student drafts skill-based revision
 Vocabulary

Within context
 Guiding Principles


Natural
Authentic
It must make sense inherently or it’s just memorization.
Results: What Did We Learn?
Experienced Recommendations
Content and Plan are solid
1.

Goals:
Reduce time spent in DevEd
 Give students success/advantage in subsequent classes by:
 Using core standards + knowledge of future demands
 Modeling the college “way of thinking”
 Matching paired course content PLUS content that the paired
course might NOT cover
Example: paired-course asks for research + article analysis
Analyze: essays, students samples, magazine articles with
implied statements, theoretical constructs, etc.
Add: psychological/scientific arguments; analyze procedures,
findings, relevance, implications, etc.
 Practice until success and/or student self-efficacy suggest
otherwise

Recommendations
continued …
2. Must be paired with course OR be
directly/obviously transferable to another context
Why? Motivation—problem for DevEd students
generally until they achieve “buy in”
BUT…
Worse without direct applicability, natural
consequence
Tie to:
 Students’ perceptions of need,
 learning, or
 GPA
Recommendations
continued …
Transferability—must solve immediate concerns (collegeready), but should be more than just “Do they have the
right skills?”
3.


Consider their: strategies, thinking, behaviors, emotional-readiness,
etc.
TEACH the idea of transferablity and what’s needed for success
 Dweck’s “Brainology”; attribution theory; retention studies
Paired course MUST be on a similar schedule
4.




Gives you more opportunities (revision, group planning, test prep,
etc.)
Ties to motivation
Review “serious” drafts
Class reading-dissection; future NCBO paired with a history course
Recommendations
continued …
Must be rigorous
5.




Go beyond the Rider 50 and 59 guidelines (no tutoring or editing)
Ask: “What will prepare AND challenge them?”
Bring in staff who CAN help them with tutoring and other necessary
services; make sure they are comfortable accessing these aides in the
future
Teach want they need, want and should have
Must be integrated (reading & writing)
6.





Integration is for ALL levels, not just the highest.
Goal = readiness through the quickest AND most effective path.
“Teaching writing does not automatically lead to gains in reading and
vice versa” (Shanahan, 1984).
The two should consistently be a focus of every assignment and every
text (Holschuh & Paulson, 2012).
Preliminary UT study results show the importance of reading in math,
etc.
Questions?
Leta.deithloff@gmail.com
Additional References

El-Hindi, A.E. (2003). Connecting reading and writing: College learners’ metacognitive
awareness. In N. Stahl & H. Boylan (Eds.), Teaching developmental reading (pp. 350-362).
Boston: Bedford/St. Martin Press. (Reprinted from Journal of Developmental Education,
21(2), 10-12,14, 16, & 18.)

Elbow, P. (1997). "High stakes and low stakes in assigning and responding to writing" In
Sorcinelli, M. D., and Elbow, P. (Eds.), Writing to learn: Strategies for assigning and
responding to writing across the disciplines, New Directions for Teaching and Learning
No. 69.

Hern, K. (2013). “Toward a Vision of Accelerated Curriculum & Pedagogy: High Challenge,
High Support Classrooms for Underprepared Students”. California Accelerated Project:
http://www.learningworksca.org/accelerated-pedagogy/.

Jago, Carol. "Opening the literature window." Educational Leadership 69.6 (2012): 40-43.
Educators Reference Complete. Web. 3 Mar. 2014.

Kucer, S. L. (1985). The making of meaning. Written Communication, 2, 317-336.

Langer, J, & Applebee, A. (1987). How writing shapes thinking: A study of teaching and
learning (Research Report No. 22). Urbana, IL: National Council of Teachers of English.

Rose, M. (1983). Remedial writing courses: A critique and a proposal. College English, 45,
109-128.

Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents:
Rethinking content-area literacy. Harvard Educational Review, 78(1), 40-61.

Simpson, M. L., Stahl, N. A, & Francis, M. A. (2004). Reading and learning strategies:
Recommendations for the 21st century. Journal of Developmental Education, 28, 2-15.