MyWritingLab

1. MyWritingLab B. Hughes & R. Brummett, California State University, Bakersfield

2. Table of Contents MyWritingLab • Program Overview • English 50 • English 80 • English 100 • Humanities/Behavioral Science 277/477 Behind the Scenes • Faculty, Staff, and Advisors • The OASIS • Students

3. MyWritingLab Overview • We had four courses that needed redesigning: • English 50 – Basic Skills • English 80 – Reading &Writing • English 100 – Writing & Critical Thinking • Humanities/Behavioral Sciences 277 & 477 – Intensive Writing Lab • Each one of these courses had problems that we needed to solve.

4. English 50 – Basic Skills • Course Description: Designed to help students read, think, organize, and write successfully at the college entry level. This class will assist students in developing and mastering reading and writing skills so they can communicate their ideas effectively and respond capably to college-level materials. • English 50 is a summer class for first-time freshmen paid for by multiple grants. • English 50 had a mandatory in-class tutoring requirement built into the class. These students met with the tutors every afternoon, four days a week to discuss whatever the instructor wanted. • Our problems: What to have the students do in tutoring? How to make the learning & tutoring more consistent for all students? How to give additional support for less-experienced tutors?

5. English 50 – Basic Skills • In Summer 2008, we brought in the MyWritingLab program as a tutoring component of the Combined Summer Bridge English classes (English 50) • Each teacher was paired with a tutor; this tutor was trained in the program and twice a week would act as MyWritingLab support for the students in the computer labs • Students took a diagnostic and then completed 10 topics (recall only) • Example topics: Verbs, Fragments, and Pronouns

6. English 80 – Reading & Writing • Course Description: Designed to improve reasoning, reading, and writing skills. It helps students build a strong foundation in these skills for successful performance in college. • English 80 had a mandatory in-class tutoring requirement built into the class. These students met with a tutor/instructor during a pre-determined lab time once a week to discuss grammar/ writing/mechanics. • Our problems: Who would teach these sessions? What about students who don’t have the time to come to the tutoring sessions? How to get the classroom space available?

7. English 80 – Reading & Writing • Fall 2007, we piloted the program in one section of 80 as a replacement for the grammar workshop component of the course • In Winter & Spring 2008, we expanded our pilot to all three 80 sections being offered; however, we changed the format of the workshop to a hybrid (part online, part meeting in person) • In Fall 2008, every section of English 80 began using the program as the grammar workshop component • Students in English 80 take a diagnostic test on sentence-level grammar • The MyWritingLab Component includes mastery of 10 topics (recall & apply only) – one topic a week • Example topics: Verbs, Fragments, and Pronouns

8. English 100 – Critical Thinking & Writing • Course Description: Study of rhetorical patterns as critical thinking strategies to help students develop effective college-level writing skills. Frequent short papers in a variety of essay modes are assigned, and the fundamentals of grammar, usage, punctuation, and spelling are reviewed as necessary. • English 100 had a grammar/writing mini-lecture requirement built into the class. These students were given a list of twenty mini-lectures (various dates/places/times), and they were required to attend 10 of them. • Our problems: What if students can’t come to the mini-lectures? Who will teach these mini-lectures? How to get the classroom space available? How can we control attendance?

9. English 100 – Critical Thinking & Writing • In Winter 2008, 5 pilot courses began using MyWritingLab in lieu of the mini-lecture requirement • Instead of students going to 10 mini-lectures, they complete the same 10 topics on the program • Since they don’t find out about these mini-lectures until the first week of class, students often couldn’t make it to any of these. Now, the students can do their grammar work on their own time, at their own pace. • Beginning in Spring 2008, all sections of English 100 used the program as the mini-lecture component • The MyWritingLab Component includes mastery of 10 topics (recall & apply only) – one topic a week • Example topics: Thesis statements, Essay Development, and Punctuation

10. Humanities/Behavioral Sciences 277/477 – Intensive Writing Lab • This course began as a one-unit intensive writing lab that met in person with an instructor 17 hours for one-on-one for grammar/writing help. • Our problems: Who can teach this course? How to deal with time-management of instructor as class size increases? How to get classroom space?

11. Humanities/Behavioral Sciences 277/477 • Students in 277/477 take four diagnostic tests on grammar, mechanics, sentence structure, spelling, and word choice • Students choose any 15 areas (in writing, grammar, and/or mechanics) to master • They also have the option to use the Research Navigator program and Smart Thinking • Students work at their own pace, on their own time • Course is purely online, and is described as a “brush-up” course for students

12. Behind the Scenes

13. Behind the Scenes: Faculty, Staff, and Advisors • All English 80 and 100 faculty are trained in MyWritingLab • We’ve met with many department chairs to discuss how the program could be used across disciplines • We’ve met with quite a few faculty, staff, and advisors to introduce and discuss the program • Those advisors with students enrolled in 277/477 receive email reports periodically throughout the quarter with the progress the students have made

14. Behind the Scenes: The OASIS Tutoring Center • Every tutor is trained in MyWritingLab • Tutors go into English 80 and 100 classes to help with student registration in the program • Students can also go to the OASIS and work on the computers there if they need help

15. Behind the Scenes: Students • Students enrolled in English 80/100 inform their instructor when they need a topic unlocked; this allows the instructors to better adapt to student problems and use the moment as a teaching tool. • Every quarter, we’ve held orientations for students enrolled in 277/477, as well as one orientation specifically for athletes • We’ve made a DVD of the orientation process for future students (for students from AV, students who can’t make orientation, etc.) • We are available to students using the MyWritingLab program via email and on the phone (to answer questions, etc.)