1 / 13

Snapshots of Developmental English Students

Snapshots of Developmental English Students. Beginning, Middle, End By Pamela Osback. Guess Who’s Coming to Class!.

dai
Download Presentation

Snapshots of Developmental English Students

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Snapshots of Developmental English Students Beginning, Middle, End By Pamela Osback

  2. Guess Who’s Coming to Class! In Arizona, in 2006, for every 100 ninth graders, 67 graduated with a high school diploma (on time). Of that number, this past August, 30 entered college. Roughly, 19 will still enrolled their sophomore year. In 2016, 13 of the 30 (less than half!) will earn a degree (HigherEdInfo.org:Student Pipeline) By the way, by 2018, according to occupation data and workforce trends, 61% of Arizona’s jobs will require a postsecondary degree. At this rate, almost half the jobs will go to people who will move here from other places.

  3. In English A little more than half (56%) tested into English 101. • Most prepared: Caucasian American/White • Least Prepared: American Indian/Alaska Native (The Condition of College and Career Readiness: Class of 2010 ACT)

  4. Wait! There’s another test! When students enter the community college, they take a placement test. • In 2000, Fall, PVCC offered 5 091 classes and 2 081 classes. • In 2010, Fall, PVCC offered 11 091 classes, 5 081 classes, and 2 071 classes. According to Cheryl Caraway, testing technician at PVCC, most students are not surprised to find that they’ve tested into developmental English

  5. 081 – The Paragraph

  6. 091 - The Page

  7. Instruction

  8. See and Do • Paragraph Editing (091): The tall tale told by Harris was true in part because there is such a thing as petrified wood when something is petrified its turned to stone The stone… • Spelling Words (081) Across Actually Against A lot All right Almost

  9. English 071 - Mrs. Osback Assignment #1 – Narrative Write a one-page paper in which you tell the story of how you came to college. This essay should follow the 5-paragraph-essay format. Paragraph 1 – Intro & Thesis of three Paragraph 2 – Topic sentence 1 & supports. Paragraph 3 – Topic sentence 2 & supports. Paragraph 4 – Topic sentence 3 & supports. Paragraph 5 – Restate thesis & one new piece of info. This essay needs to be typed, double-spaced, and of appropriate length (Rule of thumb: Three lines either way). Please Use Times Roman 12 point font. Thesis due Sept. 1 Rough draft (2 copies) due_Sept.8______ Final copy is due_Sept._13______ Essay Assignment

  10. Essay Example • Lara Olivas • Professor Brandon • English 061 • October 22, 2003 • Living in the Dorm • The women’s dorm needs better security to protect residents against destruction of property, loss of property, and loss of peace of mind. Last month three first-floor rooms were broken into and vandalized. A week later two cars were stolen from the parking lot. Bicycles have been stolen from the club room. Purses, books, jackets, backpacks, and a notebook computer have been taken from the first-floor lounge. Seven women have reported suspicious-looking men loitering in the basement laundry. Over seventy-five students have left the dorms to live in more expensive but safer apartment. If campus security took a more active role, perhaps criminal activity would cease, and residents would feel safer. • Topic: • MIS: • Example 1: • Illustration- • Example 2: • Illustration- • Illustration- • Illustration- • Example 3: • Illustration- • Conclusion:

  11. Outcomes

  12. OutcomesWe compare the beginning to the end • Name ______________________________ • Ownership of Skill/ Some Ownership of skill / Need Ownership of Skill • Sentence types ____ ____ ____ • Sentence: Frag/RunOn ____ ____ ____ • Friendly Letters ____ ____ ____ • Business Letters ____ ____ ____ • Envelopes ____ ____ ____ • Capitalization ____ ____ ____ • Punctuation ____ ____ ____ • Subject/Verb ____ ____ ____ • Contractions ____ ____ ____ • Sub/Verb Agreement ____ ____ ____ • Irregular Verbs ____ ____ ____ • Tenses ____ ____ ____ • Nouns: Common/Proper ____ ____ ____ • Nouns: Singular/Plural ____ ____ ____ • Nouns: Possessive ____ ____ ____ • Nouns overall ____ ____ ____ • Usage & Knowledge ____ ____ ____ • Adjectives ____ ____ ____ • Adjectives: Degrees of ____ ____ ____ • Adverbs ____ ____ ____ • Adverbs: Identifying ____ ____ ____ • Adverbs: Degrees of ____ ____ ____ • Pronouns ____ ____ ____ • Nouns and Pronoun usages ____ ____ ____

More Related