Eng. 104 overview

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Eng. 104 overview

  1. 1. Overview of English104 and What to Expectof Students WhoComplete the Course
  2. 2. English 104: Reading and Writingfor College (4 credits)• Current Placement: Mandatory below 49 ACCUPLACER reading score 1. Reading: A. students will read a variety of text genres commonly read in college, including textbook, nonfiction, fiction, online, (auto)biography, argumentative, visual, and articles (popular and academic) B. students will practice a variety of reading strategies and construct a “toolbox” for college reading processes that they can flexibly adapt and apply to a variety of college reading situations (including reading for information, reading critically, and reading rhetorically)
  3. 3. 2. Writing: A. students will compose a variety of genres common in college, including summarizing, responding, narrating, reflecting, persuading, and analyzing (with a focus on rhetorical sensitivity). Writing will be both semi-structured, in the form of writing exercises, and structured, following the conventions common to essay writing in college (including introductory academic writing and writing online) B. students will practice a variety of writing strategies and construct a “toolbox” for college writing processes that they can flexibly adapt and apply to a variety of college writing situations (including writing from reading, focusing and developing ideas, structuring writing, and introductory integration of outside sources). Drafting and revising are essential
  4. 4. Our Eng. 104 Students: EntryAssumptions• Very limited school-related reading experience and very weak recognition of written thought patterns• Almost no experience with school-related writing• No assumption that students know basic patterns of paragraphs and essays• Students have no experience drafting and revising• Students lack experience researching• No assumption that students have confidence as learners, readers, or writers in school context• Students likely lack keyboarding and other computer skills (or may have them, but have difficulty transitioning to school applications)• Students will need nurturing and guidance for any school reading/writing assignment
  5. 5. What Can We Expect of StudentsWho Take Eng. 104? • Fall, 2009 (Eng. 104)-Winter, 2010 (Eng. 110): 49 Students C or better in Eng. 104, C or better in Eng. 110 = 71.5% C or better in Eng. 104, below C in Eng. 110 = 20.5% C or better in Eng. 104, W in Eng. 110 = 8% • Fall, 2010 (Eng. 104)-Winter, 2011 (Eng. 110): 46 Students C or better in Eng. 104, C or better in Eng. 110 = 61% C or better in Eng. 104, below C in Eng. 110 = 19.5% C or better in Eng. 104, W in Eng. 110 = 19.5% • Fall, 2011 (Eng. 104)-Winter, 2012 (Eng. 110): StudentsYellow Flag: higher number of C grade in Eng. 104 = below C in 110Future Research: look at the bigger picture, not just 104 to 110, focuson specific learning outcomes and track into 110/other course(s)
  6. 6. What Can We Expect of StudentsWho Take Eng. 104?What Students Say They Learned (taken from final reflection papers):About Reading • Annotating: for understanding, when reading isn’t interesting • Vocabulary: using a dictionary instead of skipping, keeping a vocab journal • Reading out loud for understanding and stopping to ask questions to clarify meaning/re-reading • Previewing for content, genre, difficulty • Questioning the text during reading • How to read a range of texts, including those other than print (visual and online) • How to transfer reading approaches to other college classes • Awareness and application of a variety of techniques for reading in college, depending on text type/genre • How to break down reading for information/outlining • Discovered new ways of reading/greater awareness of individual reading processes • Reading for pleasure • Reading stamina/duration/focus • Asking for help • Metacognition: knowing how to manage boring/confusing/difficult reading (taking notes and annotating)
  7. 7. What Students Say They Learned (taken from final reflection papers):About Writing • Prewriting: free-writing, looping, idea generating • Planning: assignment expectations, develop a plan before writing • Outlining • Surface level/editing for audience expectations: complete sentences, punctuation, spelling • Awareness and application of a variety of techniques for writing in college • Analysis of rhetorical strategies • Learned new ways of writing • How to structure a college essay--intro, body, conclusion—and how to adapt content of structure depending on assignment/audience • Importance of continued writing practice • Going to the WRC • Revising/rewriting • Awareness of audience/reader and adjusting type of writing depending on appropriateness for audience • Change from high school writing practices to college • How to transfer writing approaches to other college courses that require writing • How to use writing approaches on the job and in life
  8. 8. Eng. 104 is not a TraditionalRemedial CourseRemediation focuses on correcting deficits in studentlearning (i.e. identifying and correcting what was notlearned the first time around)
  9. 9. Why Isn’t Eng. 104 a RemedialCourse?• Eng. 104 students often have never been taught to read strategically and metacognitively or to write strategically and with rhetorical sensitivity in the first place• And/or they have never been taught how to transfer, adapt, and apply their reading/writing to varied contexts• And/or they have never been given the chance to forge productive identities as readers and writers • Transitional: “focuses on the changes—both in terms of identity and ability to navigate new kinds of texts—that take place when the learner moves from one academic context (like high school) to another (like college). The emphasis is on what the student needs to know about the new academic environment and how to navigate that new environment…Transitions can involve changes in literacy conceptualizations, awareness of the relationship of different types of literacies to the students academic and other contexts, and increased proficiency in navigating and negotiating literacies for different purposes” (Paulson & Armstrong, 2010, p. 7). • Gee (1990): Discourses and literacies
  10. 10. Questions?

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