Comp 4.0 Developmental Writing paired with English 1301 Piloted Fall 2007

1. Comp 4.0Developmental Writing paired with English 1301Piloted Fall 2007 Patti Dungan and Stacey Stover Austin Community College March 17, 2008

3. Original Course 48 hours of instruction • 3 LEH for DEVW 1413 • 3 LEH for ENGL 1301 • 1 LEH for Basic Study Skills -------------------------------- 7 LEH Total Two 16-week courses and one 8-week course. *LEH = lecture equivalent hours. Redesigned Course 16 hours of instruction • 1 LEH for DEVW 1411 • 3 LEH for ENGL 1301 -------------------------------- 4 LEH Total One 8-week course and one 16-week course.

4. Our Students: • Writing Skills II (WSII) is the exit-level developmental writing course. We recruit the highest-performing WSII students for this paired course. • These students have passed the state reading test. • They have passed Writing Skills I with an A or B or almost passed the state-mandated writing test.

5. How did we get to 4 LEH?1. We brainstormed a list of essential writing skills. Proofreading Skills • Proofreading strategies • Comma splices • Fused sentences • Fragments • Apostrophes • Commas • Pronouns • Consistent tense and person • Parallelism • Quotation marks • Commonly confused words • Sentence combining Essay Skills • Writing process • Document design • Paragraphing • Hook-lead • Thesis statement • Topic sentence • Development • Showing vs. telling • Concrete details • Unity & Coherence • Audience & Purpose • Outlining practice

6. Essential Skills Research Skills • Narrowing a topic • Conducting research • Evaluating resources • Managing the information • Avoiding plagiarism • Knowing when to quote • Writing signal phrases • Using parenthetical citations • Writing a works cited page Computer Skills • Saving to a flash drive • Saving files as RTF • Using icons for formatting • Using Blackboard • Using MyCompLab • Sending attachments Exit Testing • Writing in a timed environment • Writing a persuasive essay • Writing an analysis essay for purpose and pattern

7. How did we get to 4 LEH?2. We brainstormed a list of student roadblocks. • Our students juggle work, family, and school; struggle with personal issues: eviction, violence, health issues; and rely on unreliable transportation. *Can we be more flexible with attendance and deadlines? • Our students often define themselves as non-readers. *Can we compile readings they would find beneficial? • Our students often take a passive approach to their studies. *What can we do to make them more independent learners? • Our students often have negative educational experiences which result in a fixed mindset (Dr. Carol Dweck, Mindset: The New Psychology of Success, Ballantine Books 2007). *What can we do to persuade students that they can learn the material? • Our students fear MLA and developing proofreading skills.*What can we do to alleviate this fear?

8. How did we get to 4 LEH?3. We researched ways to address our issues. • Can we be more flexible with attendance and deadlines? • Can we compile readings they would find beneficial? • What can we do to make them more independent learners? • What can we do to persuade students that they can learn the material? • What can we do to alleviate fear of MLA and developing proofreading skills?

9. What’s redesigned?Technology, Classroom Environment, Instruction, Curriculum Original------Redesign 16 wk dev 8 wk dev. writing study skills Removed Lecture Individualized Desks Computer Lab File folder Blackboard Traditional Custom reader Lecture Interactive Instructor Uniform Lecture Website & online, computer-graded, low-stakes tests • Course offering • Grammar & mechanics • Classroom • Tracking • Readings • MLA • Curriculum • Purposes & Patterns

10. What do we do? • During the first week of class, students write an in-class persuasive essay. • The instructor develops an individualized skill list for each student. • Students are given a variety of options for mastering the skills on their plan: MyCompLab, SkillsTutor, ACC tutoring lab, textbook chapters and exercises, instructor handouts, and online resources. The instructor is available to answer any questions. • Students are required to demonstrate mastery of their top 5 assigned skills: instructor test, MyCompLab, or in their essays.

11. Essay PromptWrite a multiple-paragraph essay on the topic below. Read the assignment carefully before you begin to write, and think about how you will organize what you plan to write.Please write legibly. You may use a dictionary but not any other reference materials. Remember to review what you have written and make any changes that will improve your essay . Your essay should be your original work written in your own words. Though you can use the information in the topic below, put the ideas in your own words; don’t copy word for word from the topic information below. • All parents have thought of it and many have done it: spy on their children. In an effort to know what their children are doing and to protect them, many parents search their children’s bedrooms and closets, read their diaries or journals, and log on to their children’s computer files and email. Some have even hired private detectives to follow their children. But is this behavior acceptable? • Those in favor of parents spying on their children say that it is a justified violation of a child’s privacy as the parents have their children’s best interests in mind. They also point out that life is more dangerous with drugs, sex, and violence a larger part of children’s lives now than in the past. Proponents point out that many teens lie to their parents about what they are doing so parents are forced to spy. They argue that families are not democratic institutions, and parents have the right to make important decisions to protect their children. • Those opposed to parents spying on their children say spying can cause children to mistrust their parents. They point out that there are better ways for parents to know what their children are doing. Opponents also mention that spying may have the unintended result of children spying on their parents. Finally, they point out that even children have a right to their privacy. • So what do you think? Is it right for parents to spy on their children? In an essay to be read by a classroom instructor, take a position for or against this issue. Your purpose is to persuade your reader to accept your position. Support your position with logical arguments and appropriate examples.

13. Our Final Challenge • To ensure that students enrolled our redesigned 1 LEH Writing Skills II (WSII) course are equally or better prepared as students enrolled in the traditional 3 LEH WSII course. • All WSII students are mandated to write a timed essay to exit the developmental writing program. Students are given three hours to write a persuasive essay.

14. Grading Session • Essays are graded by two faculty members, but faculty members do not grade their own students’ essays. • We calibrate three times each semester to ensure accuracy. • Because this pilot started fall 2007, we do not have comparison data but preliminary numbers are promising.

15. Pass/Fail Scale • Introduction (2 points) • _______ Hook-lead (A few sentences that introduce the topic and lead to thesis) • _______ Thesis statement, with or without essay map, clearly addresses the prompt. Body Paragraphs (12 points) • Par1 Par 2 Par 3 • _____ _____ _____ Topic sentence states one main idea which clearly contributes to the thesis. (3 points) • _____ _____ _____ Main idea is supported with explanation & at least one relevant example and/or other relevant elaboration. (3 points) • _____ _____ _____ Sentences are logically connected. (3 points) • _____ _____ _____ Main idea is further supported with (an) additional relevant example(s) and or other relevant elaboration. (3 points) Conclusion (2 points) • _______ A developed paragraph that sums up the argument. • Language (9 points)) • _____Three or fewer major errors (4 pts); four major errors (3 pts); five major errors (2 pts); six to seven major errors (1 pt); more than seven major errors (0 pts) • _____Five or fewer minor errors (4 pts); six or seven minor errors (3 pts); eight minor errors (2 pts); nine to ten minor errors (1 pts); more than 10 minor errors (0 pts). • _____Writer effectively constructs a variety of sentence types (1 pt). • Error Checklist • Major Errors (mark one hash per error)Minor Errors (mark one hash per type of error) • _____comma splices ____commonly confused words on list (30) • _____fused sentences (run ons) _____apostrophe usage: possessives/contractions (2) • _____fragments ____comma usage: items in a series, coordination, introductory • _____subject-verb agreement clause or phrase, coordinate adjectives, transitional expressions (5) • _____verb tense consistency _____misuse/abuse of commas (1) • _____ sentence sense—has all of _____pronoun case/agreement/reference (3) • the elements of a sentence ____capitalization (1) • but doesn’t make sense _____ missing words or word endings: -ed, -s, -ing, ly (4) • _____ parallelism _____ESL issues: articles/prepositions/awkward wording (3) • _____other • Instructor’s initials _____

16. Results Achieved • Cost $avings: a. one professor reassignedb. elimination of study skills: 1 LEH c. students pay for 1 LEH vs. 3 LEH for DEVW course d. more effective use of instructor & student timee. classroom space saved • Standardized Curriculuma. eliminates course driftb. quality increased c. less grading allows for better use of time 3. Student-centered Curriculuma. individual needs are addressed b. students are more involved—ownershipc. access to materials 24/7

17. “The hallmark of successful individuals is that they love learning, they seek challenges, they value effort, and they persist in the face of obstacles.” —Carol DweckSelf-Theories: Their Role in Motivation, Personality, and Development

18. Questions? Austin Community College • Patti Dunganpadungan@austincc.edu • Stacey Stoverstaceyt@austincc.edu