Research Question Does the curriculum provided to the Shawnee University freshman-level students enrolled in developmental writing classes meet the entry level curriculum needs for the required composition sequence, and more specifically, English 1101 – Discourse and Composition? Table 1.1 Fall 2010 available course seats Course Number & Name Seats Filled Empty ENGL 0095 – Basic Writing 1: Mechanics 66 54 12 ENGL 0096 – Basic Writing 2: Paragraphs and Essays 608 518 90 ENGL 1101 – Discourse and Composition (A) 738 654 84 ENGL 1102 – Discourse and Composition (B) 140 128 12 ENGL 1102 – Discourse and Composition (Honors) 20 14 6 0.1.1 Table 1.2 Spring 2011 available course seats Course Number & Name Seats Filled Empty ENGL 0095 – Basic Writing 1: Mechanics 26 25 1 ENGL 0096 – Basic Writing 2: Paragraphs and Essays 316 309 7
Conley, D.T. (2008). Rethinking college readiness. New Directions for Higher Education, 144(WI), 3-13. Competence. (2010). In Oxford English (Online) Dictionary. Retrieved from Cowden, P. (2010). Preparing college students with moderate learning disabilities with the tools for higher level success. College Student Journal, 44(2), 230-233. Gaetz, L., & Phadke, S. (Ed.). (2009). The writer's world: Essays. Upper Saddle River, NJ: Pearson Education, Inc. George, M. (2010). Ethics and motivation in remedial mathematics education. Community College Review, 31(1), 82-92. Gewertz, C. (2010). Proposed standards go public. Education Week, 29(25), 1-15. Holsendolph, E. (2005). Building a’culture of effort.’ Black Issues in Higher Education. April, 2005, 30-33. Jacobsen, E. (2006). Higher placement standards increase course success but reduce program completions. Journal of General Education, 55(2), 138-159. Jenkins, D., Jaggars, S.S. , & Roska, J. (2009). Promoting gatekeeper course success among community college students needing remediation. Informally published manuscript, Community College Research Center, Columbia University, New York, NY. Katsinas, S.G, & Bush, V.B. (2006). Assessing what matters: Improving college readiness 50 years beyond Brown. Community College Journal of Research and Practice, 30, 771-786.
The Exceptional Essay The Satisfactory Essay The Unsatisfactory Shows evidence of planning and/or revision. Shows some evidence of planning and revision. Shows little or no evidence of planning or revision. Contains an appropriate thesis and/or controlling idea. Contains a thesis, but this thesis may not be entirely appropriate. Lacks a thesis or controlling idea. Fulfills all aspects of the assignment. Responds adequately to the assignment. Indicates that the writer understood the gist of the assignment, but the writer may have had some difficulty fulfilling the assignment. May fail to fulfill the assignment. Contains adequately constructed paragraphs. Contains paragraphs with sentences, but there may be some flaws in paragraph construction. Contains flawed paragraph construction. Expresses developed All or most of the paragraphs are long enough to indicate that Expresses some developed but other ideas may be underdeveloped. Expresses which are severely underdeveloped. Such essays are often characterized by short paragraphs.
Appendix B ***SYLLABUS TEMPLATE*** ENGL 0096 Last Updated July 2010 Basic Writing 2: Paragraphs and Essays Term: Section No. Room Number/Bldg Instructor: Office Hours: Office: Office Phone: Department Office: 351-3300 Email: Prerequisite. ACT English sub-score of 11-18 or equivalent. Required Text. Gaetz, Lynne, and Suneeti Phadke. The Writer’s World: Essays. Upper Saddle River, NJ: Pearson Education, Inc., 2009. Print. ISBN 13: 978-0-13-243722-6.
Shows evidence of planning and/or revision. Shows some evidence of planning and revision. Shows little or no evidence of planning or revision. Contains an appropriate thesis and/or controlling idea. Contains a thesis, but this thesis may not be entirely appropriate. Lacks a thesis or controlling idea. Fulfills all aspects of the assignment. Responds adequately to the assignment. Indicates that the writer understood the gist of the assignment, but the writer may have had some difficulty fulfilling the assignment. May fail to fulfill the assignment. Contains adequately constructed paragraphs. Contains paragraphs with topic sentences, but there may be some flaws in paragraph construction. Contains flawed paragraph construction. Expresses developed ideas. All or most of the paragraphs are long enough to indicate that the writer has considered each subtopic. Expresses some developed ideas, but other ideas may be underdeveloped. Expresses ideas which are severely underdeveloped. Such essays are often characterized by short paragraphs.
Composing in Electronic Environments Students who successfully complete English 1102 should be able to Use electronic environments for drafting, reviewing, revising, editing, and sharing Use a variety of technologies and digital media to address a range of audiences. Grading: The departmental grading standards for the formal essays you will produce in English 1102 and English 1105 are printed on pages A21-A27 of this handbook. Your instructor will give you a handout that describes your writing assignments and indicates how much weight will be given to each. At least 70% of your course grade will be determined by the scores you receive on your essays. Plagiarism: Plagiarism is the act of presenting another’s words or ideas as your own writing without acknowledging your debt to the original source. Plagiarism can include not only quoted material that is not cited and credited but also summaries or paraphrases of material that are not cited and credited. Plagiarism can also include submitting a paper that someone else wrote or one that was substantially revised by someone else. Plagiarism can be unintentional as well as intentional. To avoid plagiarism, submit your own work and be sure to credit and cite sources properly. If you have any questions about proper documentation, see your instructor. Plagiarism constitutes academic misconduct according to university policy. Any incidents of plagiarism, intentional or unintentional, may be reported to the Chair of the Department of English and Humanities or other university officials. The chair, in consultation with the faculty member, will then determine whether circumstances warrant