new-course-eng011-enhanced-writing-skills-2018-09-16

As an embedded support course, however, ENG 011 will provide extra assistance a by providing students with additional time on task, individualized instruction, one-on-one conferencing, a

Unless you have submitted your Letter of Intent Form to the College Associate Dean for Curriculum Development, Jennifer Browne at

centralacadaffairs@sunysuffolk.edu, and received a Response Form back from her, do not continue with this proposal form.

NAME OF PROPOSAl: ENG 011, Enhanced Writing Skills

Requesting Campus(es): _A _E _X G

Name of Department Chair(s):

Please send ALL of the below documents and information in a single email to the appropriate

Curriculum Committee Chair when the proposal is ready for consideration

Dean for Curriculum Development

Name of Department: _(Dept of English and Humanities/Grant)_

For: 13 Against: 0 _ Abstentions: 0 _

Date of Vote: Sept 11, 2018 Proposer's Initials:_ J.G.

Select One: Approved X Not approved _

Name of Department: _(Name of Department/Campus)_

For: _ Against: _ Abstentions: _

Date of Vote: Proposer's Initials: _

Select One: Approved _ Not approved _

Name of Department: _(Name of Department/Campus)_

For: _ Against: _ Abstentions: _

Date of Vote: Proposer's Initials: _

Select One: Approved _ Not approved _

cc: Jennifer Browne , College Associate Dean for Curriculum Development

Janet Simpson , College Curriculum Committee Chair

Executive Deans of affected campuses

Academic Chairs of affected departments at all three campuses

SUFFOLK COUNTY COMMUNITY COLLEGE

LETTER-OF-INTENT T0 COLLEGE ASSOCIATE DEAN FOR CURRICULUM DEVELOPMENTPROPOSER E-MAILS LETTER-OF-INTENT AS WORD DOCUMENT TO JENNIFER BROWNE, COLLEGE ASSOCIATE DEAN FOR CURRICULUM DEVELOPMENT

Dean Browne determines which campuses are affected by proposal and fills out the Response to Proposal Form below Dean Browne returns the Letter-of Intent and Response to Proposal forms to proposer with copies to the appropriate Executive Deans.

Email Letter of Intent to Dean Browne at centralacadaffairs@sunysuffolk.edu

This proposal requires the following approval(s)

*College approval is required when the proposal has an

impact on more than one campus.

SUFFOLK COUNTY COMMUNITY COLLEGE

LETTER-OF-INTENT T0 COLLEGE ASSOCIATE DEAN FOR CURRICULUM DEVELOPMENT

Description of proposal idea and rationale

(Proposer should present description of proposal idea on this page along with a rationale for the proposal.)

Description of proposal idea:

ENG 011 – Enhanced Writing Skills will cover the same outcomes and material as ENG

010 – Developmental Writing, but ENG 011 will 1) provide students with an extra contact hour

of support each week, and 2) will replace ENG 009 – Basic English Skills, allowing students to avoid an extra semester’s worth of developmental coursework Like a traditional section of ENG

010, ENG 011 will teach students the skills necessary to succeed in ENG 101 – Standard

Freshman Composition As an embedded support course, however, ENG 011 will provide extra assistance a) by providing students with additional time on task, individualized instruction, one-on-one conferencing, and targeted workshops, and b) by connecting students with key student support services such as the Writing Studio, the Learning Resource Center, and other relevant on-campus resources

ENG 011 addresses several Measurable Institutional Objectives (MIOs) as outlined in theCollege’s Operational Plan By embedding academic support and emphasizing key support services, ENG 011 aims to support the College’s student success mission (MIO 1.1); moreover,

by replacing ENG 009, ENG 011 will reduce developmental coursework in English from two semesters to one, addressing MIO 6.2, i.e., “developing … approaches aimed at decreasing the need for developmental education.”

Rationale:

Via an extra contact hour of embedded support, ENG 011 – Enhanced Writing Skills will allow students to avoid an extra semester’s worth of developmental coursework while still teaching students the skills necessary to be successful in ENG101 ENG 011 will meet the same outcomes as ENG 010, but the course will offer extra support via a) additional time on task, individualized instruction, one-on-one conferencing, and targeted workshops, and b) engagementwith key student support services such as the Writing Studio, the Learning Resource Center, and other relevant on-campus resources Students, who will place into ENG 011 via the placement process, will receive an additional hour of support each week, provided by their instructor in their regular classroom setting

Via embedded academic support, emphasis on student support services, and a reduction

of developmental coursework, ENG 011 aims to help developmental English students more expeditiously and successfully complete ENG 101 Currently, ENG 009 students face several hurdles Students who place into ENG 009, need to pass two non-credit bearing courses, ENG

009 and ENG 010, to move onto ENG 101; however, the percentage of ENG 009 students who

go on to pass ENG 101 is quite low For instance, nearly three quarters (72.6%) of ENG 009 students in a Fall 2013 cohort never passed ENG 101; broken down further, 61 of the 84 studentswho placed in ENG 009 were successful, and of the 50 students who went on to take ENG 010,

39 were successful; of this group, 37 took ENG 101 and 23 were successful with a C or above Inthe end, then, just 27.4% of the original 84 ENG 009 students passed ENG 101 with a C or above.1 Similarly, Voluntary Framework of Accountability (VFA) data on Suffolk County

Community College reveals that over a six-year period (Fall 2008-Fall 2014), 78.5% of ENG

1 “ENG009 2013 Cohort Success Rate,” Office of Planning and Institutional Effectiveness (OPIE), Suffolk County Community College.

010 students passed the course, while just 58.3% went on to pass the gateway credit-bearing course, i.e ENG 101.2 Not surprisingly, these findings reflect the struggles of developmental students across community colleges A 2016 overview of developmental writing programs at community colleges found “only 28% of students who started out as developmental completed a degree in 8.5 years,” while just “21.6% of developmental community college students transfer orearn a degree within 3 years.” 3

2 VFA Public Outcomes Report, Suffolk County Community College, VFA Data Collection Cycle 2014-15

3 Sim Barhoum, “Community College Developmental Writing Programs Most Promising Practices: What the

Research Tells Educators,” Community College Journal of Research and Practice, 41:12, 2016, 791-808, Taylor &

Francis Online, www.tandfonline.com/doi/full/10.1080/10668926.2016.1231092.

SUFFOLK COUNTY COMMUNITY COLLEGE

RESPONSE TO PROPOSAL FROM COLLEGE ASSOCIATE DEAN FOR CURRICULUM

DEVELOPMENT

College Associate Dean for Curriculum Development uses this form to respond to the proposal with instructions for further developing proposal (e.g., which forms to use, the campuses and departments who need to be consulted, items to be

considered when developing the proposal.)

******************************************************************

TO: Joseph Gatti, Department Chair

FROM: Jenn Browne, College Associate Dean for Curriculum Development

DATE: July 17, 2018

***********************************************************

Comments:

I have reviewed the letter of intent for the new course proposal ENG 011,

Enhanced Writing Skills, for the Grant campus

guidance for preparation of a New Course Proposal can be found on the Governance

http://www.sunysuffolk.edu/governance/curriculum-committees/index.jsp

Acknowledgement of Support Form to Executive Dean Keane After receiving Dean Keane’s approval, email the entire proposal packet to the chairs of the Grant

Campus Curriculum Committee, Professor Janet Simpson and Dr Kathryn

O’Donoghue.

should have any questions.

Grant Curriculum Committee Chairs, Professor Janet Simpson and Dr Kathryn O’Donoghue

I GENERAL RATIONALE:

Rationale for offering this course and for giving it a 100- or 200-level designation.

ENG 011 – Enhanced Writing Skills will cover the same outcomes and material as ENG 010 – Developmental Writing, but ENG 011 will 1) provide students with an extra contact hour ofsupport each week, and 2) will enable students to avoid an extra semester’s worth of

developmental coursework Like a traditional section of ENG 010, ENG 011 will teach

students the skills necessary to succeed in ENG 101 – Standard Freshman Composition As

an embedded support course, however, ENG 011 will provide extra assistance a) by providingstudents with additional time on task, individualized instruction, one-on-one conferencing, and targeted workshops, and b) by connecting students with key student support services such

as the Writing Studio, the Learning Resource Center, and other relevant on-campus resources.Students, who will place into ENG 011 via the placement process, will receive an additional hour of support each week, provided by their instructor in their regular classroom setting

Via embedded academic support, emphasis on student support services, and a

reduction of developmental coursework, ENG 011 aims to help developmental English

students more expeditiously and successfully complete ENG 101 Currently, ENG 009

students face several hurdles Students who place into ENG 009, need to pass two non-credit bearing courses, ENG 009 and ENG 010, to move onto ENG 101; however, the percentage ofENG 009 students who go on to pass ENG 101 is quite low As a case in point, nearly three quarters (72.6%) of ENG 009 students in a Fall 2013 cohort never passed ENG 101; broken down further, 61 of the 84 students who placed in ENG 009 were successful, and of the 50 students who went on to take ENG 010, 39 were successful; of this group, 37 took ENG 101 and 23 were successful with a C or above In the end, then, just 27.4% of the original 84 ENG

009 students passed ENG 101 with a C or above.4 Similarly, Voluntary Framework of

Accountability (VFA) data on Suffolk County Community College reveals that over a year period (Fall 2008-Fall 2014), 78.5% of ENG 010 students passed the course, while just 58.3% went on to pass the gateway credit-bearing course, i.e ENG 101.5 Not surprisingly, these findings reflect the struggles of developmental students across community colleges A

six-2016 overview of developmental writing programs at community colleges found “only 28%

of students who started out as developmental completed a degree in 8.5 years,” while just

“21.6% of developmental community college students transfer or earn a degree within 3

years.” 6

II CATALOG DESCRIPTION:

Give the exact description for this course including prerequisites, corequisites, and any other

stipulations you wish to include in the catalog description Assume the description on this form will be copied and pasted directly into the catalog, Banner, and all other places where course descriptions are referenced Follow the format of the example below as applicable

e.g., ART209: Instruction in various techniques of watercolor painting, with reference to European and American traditions Notes: (1) It is recommended that students take ART133 prior to enrolling

in ART209 (2) Fulfills SUNY General Education Requirement for The Arts (offered fall semester only) (1 hr lecture, 4 hrs studio) No prerequisite Offered on: A-E-G / 3 cr hrs.

4 “ENG009 2013 Cohort Success Rate,” Office of Planning and Institutional Effectiveness (OPIE), Suffolk County Community College.

5 VFA Public Outcomes Report, Suffolk County Community College, VFA Data Collection Cycle 2014-15

6 Sim Barhoum, “Community College Developmental Writing Programs Most Promising Practices: What the

Research Tells Educators,” Community College Journal of Research and Practice, 41:12, 2016, 791-808, Taylor &

Francis Online, www.tandfonline.com/doi/full/10.1080/10668926.2016.1231092.

Catalog Description:

ENG 011 emphasizes basic writing skills, outlining, development of ideas and reading

comprehension Specific topics in grammar, punctuation, spelling, vocabulary and rhetoric are assigned according to needs of the students To complete the course, students are expected

to write short expository papers which show an understanding of fundamentals of

organization and effective sentence structure and which avoid gross errors in grammar and mechanics The course includes an extra hour of embedded support each week, provided by the instructor in the classroom By placement To be taken in the first semester Graded on an S-R-U-W basis Not applicable toward any degree or certificate Prerequisite: placement Offered on: G / 4 cr hrs

III COURSE LEARNING OUTCOMES:

Course outcomes should be stated in the form of observable learning outcomes, e.g., “Upon successful completion of this course, students will be able to….” Please see Bloom’s Taxonomy for additional guidance.

Learning Outcomes:

Upon completion of this course, students will be able to:

1 Apply strategies for prewriting, drafting, revising, and proofreading (both in-class andout-of-class papers)

2 Write a series of essays that focus on a main idea and support that main idea via clear, well-ordered paragraphs developed by specific details, examples, or reasons

3 Revise and rewrite for some of the following (depending on document):

a Central purpose and/or argument

b Coherent organization, integration, and structure

c Support from relevant examples and evidence

d Connections between ideas and examples/evidence

e Specific details and facts pertaining to audience and genre

f Citations and documentation (where applicable)

g Effective word choice, style, and tone

h Smooth flow of ideas through use of transitional words, phrases, or paragraphswhere necessary

i Correction of grammatical and mechanical errors

j Appropriate format, document design, and preparation in accord with

manuscript requirements and genre convention

4 Utilize relevant student support services, learning tools, and educational resources thatpromote student success

IV RELATIONSHIP TO STUDENT

A Course Content

Course Replacement

List existing courses replaced by this course revision, if applicable.

Existing Courses: N/A

Term to Implement Revision:

Term to Inactivate/Delete Current Courses from Catalog:

Credit/Contact Hours Credit Hours: 4.0

Credit/Contact Formula used for the above hours & include rationale:

ENG 011 will run as a 4-credit non-credit bearing course, similar to the model of other developmental SCCC courses that meet for an extended time (e.g., RDG 096, Essential College Reading or MAT 006, Pre-Algebra and Algebra I) As an embedded support course, ENG 011 will meet for four contact / credit hours to reflect the extra hour per week of remediation / support embedded in the course (ENG 011 will meet twice per week for 105 minutes, i.e one hour and forty-five minutes per class in contrast to ENG 010, which runs twice per week for 75-minutes, i.e one hour and fifteen minutes per class.) ENG 011 covers the same learning outcomes and material that would be offered in a section of ENG 010; however, a) the embedded support structure will provide developmental students with the extra time on task, individualized instruction, and one-on-one conferencing they need to succeed; and b) the course will (via an additional learning outcome) teach students to "Utilizerelevant student support services, learning tools, and educational resources that promote student success."

Course Fees: Student

Complete this section only if fees will be charged to the student when enrolling in the course

Lab Fees: None

Course Fees: None

Required/Unrestricted Elective/Restricted Elective Curriculum requiring this course and rationale:

Students who fail to place into either ENG 010, ENG 100, or ENG 101, will be required to take ENG 011 Addressing the needs of at-risk developmental students, ENG 011 will teach students the skills necessary to succeed in ENG 101 Via embedded academic support,

emphasis on student support services, and a reduction of developmental coursework, ENG

011 aims to help developmental English students more expeditiously and successfully

SUNY Transfer Paths

As a non-credit bearing course, ENG 011 will not transfer to SUNY or non-SUNY

institutions The vast majority of area four-year and two-year institutions do not (or no

longer) offer an equivalent non-credit bearing developmental writing course: e.g., Adelphi University, City College of NY, Five Towns College, Hofstra University, Hunter College, Long Island Univ Post, Molloy College, Queens College, St Johns Univ, St Joseph's College, SUNY Cortland, SUNY Old Westbury, SUNY Oneonta, , SUNY Oswego, SUNY Plattsburgh,

SUNY Stony Brook, York College Note, ENG 010 – Development Writing does not transfer

to these institutions as well

Among the institutions that explained why the course wouldn't transfer, the common answer echoed the response from SUNY Cortland: "Developmental courses are easy to evaluate, in a sense, since we don’t offer any developmental courses nor transfer any developmental

courses We would expect students to be prepared to take standard English composition upon acceptance."

Most area community colleges will not transfer non-credit bearing developmental writing courses either: e.g., Borough of Manhattan Community College, Bronx Community College, Laguardia Community College, Kingsborough Community College

C Master Schedule

1 How would this course fit into the Master Schedule?

This course would be offered in the fall and spring semesters The course would meet 210 minutes per week split among two 105-minute sessions, i.e one hour and forty-five minutes per class To maximize students’ scheduling options, the start or end time of the class will coincide with one of SCCC's official time blocks

2 When would this course be offered?

Fall X _ Spring X _ Summer _ Winter _

D Estimate of Student Enrollment

How many students are anticipated to initially enroll in this course per semester? Per year? How were these enrollment figures determined?

Enrollment in the course will depend on student placement via Accuplacer Since the fall semester brings a larger influx of incoming students, the Grant Dept of English and

Humanities would (given past enrollment in pilot sections / past enrollment in ENG 009) expect to offer a maximum of two ENG 011 sections in the fall (Note, in Fall 2017, two pilotsections of the course were almost fully enrolled at 17 and 14.) In the spring, (given past enrollment in pilot sections / past enrollment in ENG 009), the Grant Dept of English and Humanities would expect to offer one ENG 011 section Given a class size of 17, we

estimated that a maximum of 34 students will place into ENG 011 in the fall, and that a

maximum of 17 students will place into ENG 011 in the spring In total then, we expect a

maximum of 51 students to place into the course per year

E Class Size

See Class Size Document for the contractual class maximum limit

Maximum Section Class Size: 17

Rationale:

The course is designed to meet the needs of developmental students who would otherwise be placed into ENG 009 – Basic English Skills To enable instructors to meet the needs of these at-risk developmental students, and to effectively integrate additional support, individualized instruction, and one-on-one conferencing, a class size of 17 (commensurate with the class size of ENG 009) is essential

V RELATIONSHIP TO FACULTY/FACILITIES/COLLEGE RESOURCES

A Number of current faculty available to teach the course and number of additional faculty required

Given the embedded support / remediation component of the course, faculty that have taught either ENG 010 – Developmental Writing or ENG 009 – Basic English Skills would be better suited to teach the course Current Grant faculty who fall into this category include six full-time English faculty and 29 adjunct English faculty Thus, given the 35 English faculty suited

to teach the course, no additional faculty would be needed

B Number of other staff positions required

None

C Discipline(s) required and/or minimum preparation in order to teach this course

At minimum, faculty should

a) have an M.A in English, an M.A in Rhetoric and Composition, or and M.F.A in English / Creative Writing, and

b) have experience teaching either ENG 009 – Basic English Skills or ENG 010 -

Developmental Writing

D What additional equipment, space, technology, etc will this course require?

ENG 011 will not require any additional equipment or technology; however, to bolster the embedded support component of the course, every attempt will be made to schedule the course in a computer lab At present, the Grant Dept of English and Humanities has use of two computer labs, providing enough lab space to schedule one or two sections of ENG 011 each semester

VI RELATIONSHIP TO SUNY GENERAL EDUCATION REQUIREMENTS*

A Is this course being proposed as a SUNY General Education course?

Yes _ No _X _

If yes, identify which of the ten SUNY knowledge and skill areas the course will fulfill:

B Demonstrate how the course outcomes map to the SUNY-approved General Education Learning Outcomes for the knowledge and skills areas you have identified

List costs and space requirements.

Costs: To reflect the added hour per week of support embedded in ENG 011, students will

pay for four non-credit bearing hours, and instructors will be paid four contact hours for the course Given this structure, staffing of the course would be more expensive versus a

traditional three-credit section of ENG 009, Basic English Skills Thus, we estimate an

additional yearly cost of three contact hours if we run a maximum of three ENG 011 sections per year From a strictly financial perspective, however, we expect ENG 011 to prove cost effective Without the addition of ENG 011, students will be placed into ENG 009, a non-credit bearing course which serves as an obstacle for many of our students Students who place into ENG 009, need to pass two non-credit bearing courses, ENG 009 and ENG 010, to move onto ENG 101; however, the percentage of ENG 009 students who go on to pass ENG

101 is quite low As a case in point, nearly three quarters (72.6%) of ENG 009 students in a Fall 2013 cohort never passed ENG 101; broken down further, 61 of the 84 students who placed in ENG 009 were successful, and of the 50 students who went on to take ENG 010, 39were successful; of this group, 37 took ENG 101 and 23 were successful with a C or above

In the end, then, just 27.4% of the original 84 ENG 009 students passed ENG 101 with a C orabove.7 Given that ENG 011 will serve as an embedded support version of ENG 010, we hope

to mitigate added staffing costs a) by reducing the number of developmental English courses students need to take, b) by increasing student-faculty engagement (via the embedded support

7 “ENG009 2013 Cohort Success Rate,” Office of Planning and Institutional Effectiveness (OPIE), Suffolk County Community College.

model) during students' critical first year, and c) by improving the dismal retention and

completion rates of our at risk developmental English students, who without ENG

011 would place into ENG 009

Space Requirements: ENG 011 will not require any additional space; however, as part of the

embedded support component of the course, every attempt will be made to schedule the

course in a computer lab At present, the Grant Dept of English and Humanities has use of two computer labs, providing enough lab space to schedule one or two sections of ENG 011 each semester

VIII COLLEGE COURSE SYLLABUS AND OUTLINE FORM

Complete Course Syllabus and Outline Form below.

SUFFOLK COUNTY COMMUNITY COLLEGE

COLLEGE COURSE SYLLABUS AND OUTLINE FORM

Courses should, if appropriate, consider issues arising from elements of cultural diversity in areas of textbook choice, selection of library and audio-visual materials, and teaching methodology

I Course Number and Title: ENG 011, Enhanced Writing Skills

II Course Description:

ENG 011 emphasizes basic writing skills, outlining, development of ideas and reading

comprehension Specific topics in grammar, punctuation, spelling, vocabulary and rhetoric are assigned according to needs of the students To complete the course, students are expected to write short expository papers which show an understanding of fundamentals of organization and effective sentence structure and which avoid gross errors in grammar and mechanics The course includes an extra hour of embedded support each week, provided by the instructor in the

classroom By placement To be taken in the first semester Graded on an S-R-U-W basis Not applicable toward any degree or certificate Prerequisite: placement Offered on: G / 4 cr hrs

III Learning Outcomes: (Main concepts, principles, and skills you want students

to learn from this course) Please see Bloom’s Taxonomy for additional guidance

Upon completion of this course, students will be able to:

1 Apply strategies for prewriting, drafting, revising, and proofreading (both in-class and out-of-class papers)

2 Write a series of essays that focus on a main idea and support that main idea via clear, well-ordered paragraphs developed by specific details, examples, or reasons

3 Revise and rewrite for some of the following (depending on document):

a Central purpose and/or argument

b Coherent organization, integration, and structure

c Support from relevant examples and evidence

d Connections between ideas and examples/evidence

e Specific details and facts pertaining to audience and genre

f Citations and documentation (where applicable)

g Effective word choice, style, and tone

h Smooth flow of ideas through use of transitional words, phrases, or paragraphs where necessary

i Correction of grammatical and mechanical errors

j Appropriate format, document design, and preparation in accord with manuscript requirements and genre convention

4 Utilize relevant student support services, learning tools, and educational resources that promote student success

IV Major Topics Required:

• The Writing Process

1 Prewriting

a Explore some of the following prewriting techniques (but not limited to): free writing, focused free writing, looping, listing, outlining, clustering, brainstorming

2 Drafting

a Learn to write introductions, body paragraphs and conclusions

b Learn to craft thesis statements / controlling purpose and/or argument

c Learn to develop supporting details, examples, and reasons

d Learn to organize and connect ideas

2 Learn to write some of the following genres (but not limited to):

V List of Sample Readings

A writing handbook that addresses a range of skills and needs for developmental students (or comparable set of materials compiled by the instructor) is recommended Textbooks worth consideration include (but aren’t limited to):

VI Sample Supporting Information: (e.g., newspapers, journals, Internet resources, CD-ROMS, videos, other teaching materials, textbooks, etc.)

Models for Writers: Short Essays for

Composition

Alfred Rosa and Paul Eschholz Bedford/St Martin's

Seeing the Pattern Kathleen T McWhorter Bedford/St Martin's

Choices: A Writing Guide with Readings Kate Mangelsdorf and Evelyn

Posey

Bedford/St Martin's

The Write Stuff: Thinking Through

Essays

Steps for Writers: Composing Essays Phillip Eggers Longman

From Idea to Essay: A Rhetoric, Reader,

College Writing Skills with Readings John Langan McGraw-Hill

A Troubleshooting Guide for Writers:

Strategies and Process

The Writing Resource

Area of SCCC's

Virtual Learning

Commons (VLC)

Log into MySCCC; click the

"Virtual Learning Commons"

tab; then click the "Writing"

button

The Writing Area of SCCC's VLCoffers handouts and exercises onkey writing skills as well as step-

by step video tutorials onprewriting, drafting, revising,research, editing and proofreading

ONLINE WRITING LABS

Purdue OWL

http://owl.english.purdue.edu

The oldest and mostcomprehensive online writing lab,the OWL at Purdue Universityoffers an extensive collection ofhandouts, exercises, andpresentations on all aspects of

writing

Guide to Grammar

and Writing http://grammar.ccc.commnet.edu/grammar

Developed by Capital CommunityCollege, the Guide to Grammarand Writing offers writing advice,grammar explanations, andcomputer-graded quizzes

Writing@CSU http://writing.colostate.edu/learn.cfm

Developed by Colorado StateUniversity, Writing@CSU offersover guides and interactiveactivities for writers as well asextensive resources for teachers of

composition

The Writing Center at

UNC, Chapel Hill

LEO: Literacy

Education Online http://leo.stcloudstate.edu

Affiliated with the Writing Center

at St Cloud State University, LEOoffers a collection of handouts onwriting and grammar

WRITING, GRAMMAR, AND STYLE GUIDES

and usage

Paradigm: Online

Writing Assistant http://www.powa.org

Developed by Chuck Guilford, anEnglish Professor at Boise StateUniversity, Paradigm: OnlineWriting Assistant offers a helpfulguide on the writing process

Grammar Bytes http://www.chompchomp.com

Created by Robin Simmons,professor of English at ValenciaCollege, Grammar Bytes offerscovers grammatical concerns viaclear and concise illustrations,handouts and videos

VII Sample Evaluation of Student Performance:

While instructors may use a variety of methods to measure student achievement, student performance in the course is largely based on a student’s ability to adequately draft, revise and polish a series of essays

VIII Sample Weekly Outline: (Provide a 15 week outline including topics, readings and

assignments.)

(Note, this sample course outline was adapted from the fall 2018 pilot section of the course.)

ENG 011: Enhanced Writing Skills- Fall 2018

(Section 519 - CRN 95911)Tues./Thurs 8:00 a.m.-9:45 a.m., Sagtikos 253Suffolk County Community College, Grant Campus

Instructor: Joseph GattiE-mail: gattij@sunysuffolk.eduOffice phone #: 631-851-6426Office Hours - Sagtikos 212

12:30-2:30 p.m 11:30-12:30 p.m 12:30-1:30 p.m 11:30-12:30 p.m 2:30-3:30 p.m

Virtual Office Hour: Wednesdays - 6:00 p.m-7:00 p.m

I Catalog Description:

ENG 011 emphasizes basic writing skills, outlining, development of ideas and reading

comprehension Specific topics in grammar, punctuation, spelling, vocabulary and rhetoric are assigned according to needs of the students To complete the course, students are expected to write short expository papers which show an understanding of fundamentals of organization and effective sentence structure and which avoid gross errors in grammar and mechanics The course includes an extra hour of embedded support each week, provided by the instructor in the

classroom By placement To be taken in the first semester Graded on an S-R-U-W basis Not applicable toward any degree or certificate Offered on: G / 4 cr hrs

II Learning Outcomes:

Upon completion of this course, students will be able to:

1 Apply strategies for prewriting, drafting, revising, and proofreading (both in-class and out-of-class papers)

2 Write a series of essays that focus on a main idea and support that main idea via clear, well-ordered paragraphs developed by specific details, examples, or reasons

3 Revise and rewrite for some of the following (depending on document):

a Central purpose and/or argument

b Coherent organization, integration, and structure

c Support from relevant examples and evidence

d Connections between ideas and examples/evidence

e Specific details and facts pertaining to audience and genre

f Citations and documentation (where applicable)

g Effective word choice, style, and tone

h Smooth flow of ideas through use of transitional words, phrases, or paragraphs where necessary

i Correction of grammatical and mechanical errors

j Appropriate format, document design, and preparation in accord with manuscript requirements and genre convention

4 Utilize relevant student support services, learning tools, and educational resources that promote student success

III Procedures for Accomplishing These Outcomes:

This course will be taught via:

 lecture and course handouts;

 focused free writing, reading responses, and other prewriting activities;

 mini lessons, exercises, and quizzes;

Extra Credit Points!!!

You can earn up to 5 points onyour final grade by visiting theWriting Studio At minimum,you should visit the WritingStudio 7 times during the

 research assignments and papers;

 in-class essays and exams,

 student/teacher conferences and peer revision groups;

 cooperative activities, contests, and games; and

 small group and whole class discussions

IV Student Requirements for Completion of the Course:

1 Use the Course Website! To successfully complete this class, you must use the Blackboard

site for this course More important, for each class date, you're required to print out and to bring

to class the corresponding course packet To access Blackboard, a) go to the MySCCC portal:https://mysccc.sunysuffolk.edu, b) enter your username and password, c) once inside theMySCCC portal, click the Suffolk Online tab, d) click on Blackboard Login, e) click the tab atthe top that says “Courses,” and f) select our course: ENG-010-519-Developmental Writing-95911.201809

2 Complete the following writing assignments:

a Two in-class essays.

b Twenty focused free writing entries (See Syllabus

page 22.)

c Six rough drafts, which will be developed from

focused free writings and other prewriting

activities (See Syllabus page 26.)

d Thirteen revision assignments (See Syllabus page 27.)

e Three revised, edited, final essays (NOTE:

Rough drafts and a completed proofreading

checklist must be stapled to all final essays.)

f Three proofreading checklists (See Syllabus page 28.)

g Eight homework worksheets. (See Syllabus page 29.)

h Eight reading response entries (See Syllabus page 23.)

i A final course portfolio, which must include: 1)

polished versions of your three essays; 2) at least

one passing in-class essay; 3) polished versions of your two best reading responses (out of

a total 8 required reading responses); and 4) a reflective paper on your final course

portfolio

j Writing exercises and activities assigned in class, online, and for homework.

3 Earn a passing average on the Midterm Exam, Final Exam, and 15 Quizzes.

4 Attend class and participate Participation in class activities is mandatory (See Syllabus page 30.)

V Grading:

30% - Three revised, edited essays (9 points each),

including six rough drafts and three proofreading

checklists (.5 points each)

13% - Thirteen revision assignments (1 point each)

10% - Twenty focused free writings (.5 points each)

15% - Fifteen quizzes (1 point each)

Assignments at a Glance

♦ 2 in-class essays

♦ 20 focused free writings

♦ 3 revised, edited final essays

♦ Midterm and Final Exam

♦ Final Course Portfolio

♦ Numerous in-class exercises

8% - Eight reading responses and eight homework worksheets (.5 points each)

4% - Class participation (4 points)

10% - Midterm Exam (10 points)

10% - Final Exam (10 points)

Total = 100% (Your final grade will be an average of the above.)

**VISIT THE WRITING STUDIO: EARN EXTRA POINTS & HOMEWORK PASSES**

You will increase your grade, earn homework passes, and improve your success in this class, ifyou regularly visit the Grant Campus Writing Studio The tutors in the Writing Studio will giveyou additional feedback on your writing and will help answer any questions you might haveabout assignments To earn extra credit and/or homework passes, you must give me proof of eachvisit to the Writing Studio, so remember to request a yellow sheet after each tutoring session Byfrequently visiting the Writing Studio, you can boost your final grade by up to 5 points, and youcan earn homework passes for reading responses, focused free writings or quizzes The WritingStudio provides tutoring by appointment or on a walk-in basis To make an appointment, visitLRC 149, call 631-851-6245, or email writingstudiowest@sunysuffolk.edu

INC / W Grade Policy: In this course, all requests for a grade of

INC (incomplete) will be denied; however, withdrawal requests

after the official deadline will be granted to students with valid

reasons If you stop attending class, you will be given a grade of

U (Unsatisfactory) If you would prefer to receive a W

(Withdrawal), you must e-mail your request to me no later than

the last day of class (NOTE: Among other things, withdrawals

may impact your financial aid eligibility, may affect your visa

status, or may trigger academic probation.)

LATE ASSIGNMENTS: If you submit late assignments within

one week after they are due, you won't be penalized; however,

assignments more than one week late will automatically drop one

letter grade Assignments more than three weeks late (21 days) will not be accepted under anycircumstances

PLAGIARISM: Make sure that all your essays, reading responses and assignments reflect your

own ideas and are written in your own words In other words, don't turn in an assignmentsomeone else wrote; and don't borrow ideas, phrases or sentences from books, articles, theInternet, etc without citing the source Any attempt to pass off the work of another as your own

is plagiarism Students in this class must do their own work and must correctly document theirsources according to Modern Language Association (MLA) guidelines If you have anyquestions about plagiarism or about the use and documentation of sources, please talk with me

immediately NOTE: If you commit plagiarism, you will automatically receive a zero on the

assignment If you commit a second offense, you will fail the course

QUIZZES: You will be assigned 15 take-home quizzes on key writing skills as well as the

principles of grammar, mechanics, and usage NOTE: you must complete the take-home quizzes

by the due date and submit them in your assignment folder

NOTE: To withdraw from a

course, you must officiallynotify the College To receive arefund or a credit, you mustwithdraw during the officialrefund periods Studentsofficially withdraw by usingSCCC's online Add/Drop form

or by submitting the form inperson at the registrar

SPECIAL NEEDS ACCOMMODATIONS: Suffolk County Community College provides

reasonable accommodations to registered students with disabilities who have self-identified andhave been approved by the Office of Disability Services Once approved for reasonableaccommodations, students will be provided with a laminated letter, describing the specificaccommodations Before accommodations can be provided, students must present this laminated

letter to each of their professors

If you have an accommodations letter, please share the letter with me, so we can discuss how tobest accommodate your needs Meeting your accommodations is very important to me, so pleaseremind me if I fail to meet your accommodations at any point throughout the semester If youdon’t have an accommodations letter, but you have, or you think you have special needs, you canspeak with a special-needs counselor To set up a confidential consultation, call the DisabilityServices Office at 631-851-6355, email the office at disabilityserv-west@sunysuffolk.edu or visitCaumsett Hall, room 20 More details on the College’s accessibility (www.sunysuffolk.edu/accessibility) and non-discrimination policies (www.sunysuffolk.edu/nondiscrimination) can befound online

VI Rules Concerning Student Absence and Lateness:

1 Your final grade will be lowered by five points if you miss four classes Students who miss

five classes will fail / must repeat the course

2 Three instances of excessive lateness (15 minutes or more) or early departure will count as one

absence

3 If you're absent, consult the readings and handouts posted for that day on our Blackboard

course site You should also exchange phone numbers and e-mail addresses with at least two ofyour classmates If you need clarification on an assignment, you can also contact me at

gattij@sunysuffolk.edu Remember, if you're absent, it's your responsibility to find out what was

missed

RELIGIOUS OBSERVANCE

As provided for in New York State Education Law §224-a, student absences from classnecessitated by religious observance will be deemed an excused absence, with no academicconsequences Students must notify their professor in advance of their religious observance, viatheir College email accounts or otherwise in writing, of their intention to be absent from aparticular class due to a religious observance; notification should occur at least one week prior tothe religious observance Observing students shall be granted reasonable arrangements and/or bepermitted a reasonable amount of time to make up missed quizzes, tests, assignments, andactivities covered in their absence Please refer to the Religious Observance Policy andProcedures for additional information: https://sunysuffolk.edu/explore-academics/academic-calendar/index.jsp

VII Textbooks and Materials:

Required texts: All of the readings and handouts for this class must be downloaded from our

Blackboard course site IMPORTANT: YOU MUST PRINT OUT AND BRING TO CLASS

THE COURSE PACKET FOR EACH CLASS DATE

Required materials include:

One Assignment Folder Store all your assignments (including essays, take-home quizzes,

in-class activities and exams) in this pocket folder Your assignment folder will be collected eachclass

X Weekly Outline:

WEEK ONE Tuesday, September 4

The Myths/Facts of WritingWeekly Writing AssignmentsDiscuss: Focused Freewriting and Reading Response Rubrics

Course OutlineStudent Resource: Blackboard Nav Bar

Homework Workshop

Homework Assignment (Due Thursday, Sept 6)

1 Print out and bring to class Course Packet #1 (pages 2-13)

2 a) Write three focused free writing entries about the big events or experiences of your life

(See the Focused Free Writing guidelines on page 16 of the syllabus.) Try to focus on events or experiences that were really memorable: i.e., the most upsetting or thrilling moments of your life.Keep the three entries together in one document For each of the three focused freewrites, you should write one full typed page (double-spaced, 12-point font); altogether, you should have

three full pages when you’re done), and b) use the assignment template to write your three free

writing entries: 1) download the assignment template, 2) fill it in, and 3) save/upload the

completed template to Blackboard

3 a) Read John Cheever's narrative, "The Reunion" (Syllabus pages 25-26); b) write a reading

response (one full double-spaced typed page) in reaction to "The Reunion." (See the Reading

Response guidelines on page 16 of the syllabus); and c) use the assignment template to write

your one-page reaction: 1) download the template, 2) fill it in, and 3) save/upload your one-page reaction to Blackboard Remember to save the document; otherwise, you'll lose your work

4 IMPORTANT: You must use the course Blackboard site to submit/upload your course

assignments Since the course packets will serve as our textbook, you must print out and bring to class the corresponding course packet for each class date To access the course Blackboard site, a) go to the MySCCC portal: https://mysccc.sunysuffolk.edu, b) enter your username and

password, c) once inside the MySCCC portal, click the Suffolk Online tab, d) click on

Blackboard Login, e) click the tab at the top that says “Courses,” and f) select our course: 010-526-Developmental Writing-33437.201802

ENG-Thursday, September 6

Discuss: John Cheever's "The Reunion"

The Narrative EssayChoosing a Topic for Your NarrativeQuestions to Ask Yourself When Choosing a TopicDiscuss: Homework Worksheets RubricDiscuss: Writing Email for Academic Purposes

Student Resource: Microsoft Office 365 for Students

Homework Workshop

Homework Assignment (Due Tuesday, Sept 11)

1 Print out and bring to class Course Packet #2 (pages 14-19)

2 Complete the worksheet, "Questions to Ask Yourself When Choosing a Topic": a) go to the

"Questions to Ask Yourself When Choosing a Topic" assignment in Blackboard, b) open the assignment template, c) below each question, type in a well-detailed answer, d) save the

document, and e) upload the saved template to Blackboard

3 a) Read Maya Angelou's narrative, "Momma, the Dentist and Me" (pages 10-13), b) write a

reading response (one full double-spaced typed page) in reaction to "Momma, the Dentist and

Me," and c) use the assignment template to write your one-page reaction: 1) download the

template, 2) fill it in, and 3) upload your one-page reaction to Blackboard as a PDF or Word document

WEEK TWO Tuesday, September 11

Discuss: Angelou's "Momma, the Dentist and Me"

The Narrative Essay (Cont.)Discuss: Drafting RubricMini Lesson: MLA Style FormatStudent Resource: The Writing StudioWriting Studio Schedule / Tip SheetWriting Studio Orientation

Homework Assignment (Due Thursday, Sept 13)

1 IMPORTANT: a) Write the 1st Draft of your Narrative Essay (at least two typed pages,

double-spaced, 12-point font) (For more specifics, see the "Narrative Essay Assignment"

handout (pages 3-4) and the "Drafting Rubric" – page 248); b) directly below the last paragraph

of your draft, write a 100-word response to these questions: What was difficult or challenging

about writing your 1st draft? What’s one thing you would like to do to improve this draft? and c)

use the assignment template to write your two-page draft / 100-word response: 1) download the template, 2) follow the assignment prompts, and 3) upload your two-page draft / 100-word response to Blackboard as a PDF or Word document

Thursday, September 13

Some Rules on Punctuating DialogueSome Don'ts on DialogueExercise: Punctuating DialogueActivity: Peer Response SheetOnline Practice: Quotation Mark Challenge Student Resource: Academic Tutoring Services

Homework Workshop / Student-Teacher Conferences

Homework Assignment (Due Tuesday, Sept 18)

1 Print out and bring to class Course Packet #3 (pages 20-26)

2 Write three scenes of dialogue (see page 15 and 17) (Note, the three scenes of dialogue will count

as three focused freewrites.) The three scenes should be related to the event you're writing about for

your narrative essay Keep the three entries together in one document Directions: a) Try to

recollect what you said during the event and what others said to you Were there any vivid,

humorous, emotional, or relevant conversations? If so, write the scenes out as dialogue; b) If the dialogue is relevant to your story, include it in your essay; c) Make sure that your scenes of dialogue are properly punctuated; and d) use the assignment template to write your three scenes of

dialogue: 1) download the template, 2) fill it in, and 3) upload the assignment to Blackboard

3 Complete Take-Home Quiz: Add the Quotation Marks (page 18) (Submit the quiz in your

assignment folder.)

4 Complete the homework worksheet, “Peer Response Worksheet - Narrative Essay” (page 19)

(Submit the worksheet in your assignment folder.)

WEEK THREE Tuesday, September 18

Selecting an Opening StrategyDiscuss: Langston Hughes' "Salvation"

Activity: What Emotion Does the Painting Bring to Life?

Showing vs TellingMini Lesson: The Simple SentenceStudent Resource: SCCC’s Virtual Learning Commons (Writing Area)

Student Resource: What to Do When You Miss a Class

Homework Workshop / Student-Teacher Conferences

Homework Assignment (Due Thursday, Sept 20)

1 Print out and bring to class Course Packet #4 (pages 27-33)

2 IMPORTANT: a) Write the 2nd draft of your narrative essay, i.e., revise and edit your latest

draft in response to the comments I have given you and update your draft to reflect any revision assignments you've completed (For more specifics, see the "Narrative Essay Assignment" handout (pages 3-4) and the "Drafting Rubric" – page 248.) Your 2nd draft should be at least

three typed pages, double-spaced, 12-point font; b) directly below the last paragraph of your

draft, write a 100-word response to these questions: With your first draft in mind, describe the changes (revisions, additions, cuts, corrections, etc.) you have made to this new draft Among all

the changes you've made, which one has improved your paper the most?; and c) use the

assignment template to write your three-page draft / 100-word response: 1) download the

template, 2) follow the assignment prompts, and 3) upload your three-page draft / 100-word response to Blackboard as a PDF or Word document

3 HOMEWORK REVISION ASSIGNMENT #1: On a separate page, a) copy and paste the

original introduction of your narrative essay; b) below your original introduction, write at least two

new introductions For each new intro, experiment with a completely different opening strategy: a mere rewording of your original introduction isn’t enough As you write your two new

introductions, refer to the "Selecting an Opening Strategy" handout (page 21-22) (Note: If you

like one of your revised introductions better than your original, use it in your 2nd draft); c) below

the revision assignment, write a 100-word response to this question: Among all three introductions,

which one seems most effective? Why?; d) use the assignment template to write your two new

introductions / 100-word response: 1) download the template, 2) follow the assignment prompts,

and 3) upload your new introductions / 100-word response to Blackboard as a PDF or Word

document, and; e) IMPORTANT: Upload the assignment/100-word response to Blackboard no

later than 5:00 p.m on Monday, Feb 12 (NOTE: Be prepared to share this assignment with the class: I will ask you first to read your original introduction, and then to share your new

introductions.)

4 HOMEWORK REVISION ASSIGNMENT #2: On a separate page, a) copy and paste an

important scene from your narrative; b) below this scene, write an expanded, more developed

version of the scene that includes more detail and/or dialogue (See "Showing vs Telling"

handout - page 23); c) below the revision assignment, write a 100-word response to these

questions: How exactly did you expand the scene? When you compare your original and

expanded narrative scenes, what stands out to you most?; d) use the assignment template to write

your expanded narrative scene / 100-word response: 1) download the template, 2) follow the assignment prompts, and 3) upload your expanded narrative scene / 100-word response to

Blackboard as a PDF or Word document, and e) IMPORTANT: Upload the assignment/

100-word response to Blackboard no later than 5:00 p.m on Monday, Feb 12 (NOTE: Be prepared toshare your expanded scene with the class: I will ask you first to read your original narrative scene, and then to share your expanded one.)

 TIP: Don't just TELL the reader what happened: "I never wanted my father to touch me His hands

were disgusting." Instead, SHOW the reader: "I never wanted my father to touch me As early as I can remember, my father’s hands looked and felt cracked and inflamed The thought of his swollen, scaly hands touching me, whether it was out of love or anger, always sickened me He suffered from

psoriasis, a chronic skin disease that covered his massive, thick hands with scaly, reddish patches that periodically flaked off, sending tiny pieces of dead skin sailing to the ground On top of this, his fingers were permanently stained a dull yellow from years of chain smoking."

Thursday, September 20

Share Introductions & Narrative Scenes

Activity: Turn Your Telling Sentence into a Showing Paragraph

Conclusions—All's Well that Ends WellMini Lesson: Sentence FragmentsOnline Practice: Quiz Yourself: Sentence or Fragment?

Student Resource: SCCC’s Virtual Learning Commons (25+ Areas)

Homework Workshop / Student-Teacher Conferences

Homework Assignment (Due Tuesday, Sept 25)

1 Print out and bring to class Course Packet #5 (pages 34-43).

2 HOMEWORK REVISION ASSIGNMENT #3: On a separate page, a) copy and paste the

original conclusion of your narrative essay; b) below your original conclusion, write at least one

new conclusion When crafting your new conclusion, use a completely different strategy rather than a mere rewording of your original conclusion As you write your new conclusion, refer to the

"Conclusions" handout - pages 29-31; c) below the revision assignment, write a 100-word

response to this question: between your original and new conclusion, which one seems most

effective? Why? (Note: If you like your revised conclusion better, include it in your draft); and d)

use the assignment template to write your new conclusion / 100-word response: 1) download the template, 2) follow the assignment prompts, and 3) upload your new conclusion / 100-word response to Blackboard as a PDF or Word document

3 Complete Take-Home Quiz: Fix the Sentence Fragments (page 33) (Submit the quiz in

your assignment folder.)

WEEK FOUR Tuesday, September 25 REMINDER: STUDENT-TEACHER CONFERENCES

Mini Lesson: ProofreadingUsing a Proofreading ChecklistActivity: Find the ErrorsDiscuss: Proofreading RubricOnline Practice: UsageStudent Resource: Perdue Owl: Proofreading

Homework Workshop / Student-Teacher Conferences

Homework Assignment (Due Thursday, Oct 4)

1 Print out and bring to class Course Packet #6 (pages 44-56)

2 IMPORTANT: Apply the proofreading checklist (pages 41-43) to the latest draft of your

narrative essay: a) slowly and carefully read through your draft, checking for any of the common

errors listed on the proofreading checklist As you proofread for each error on the list, place a

check in the corresponding box; b) underline or highlight any errors you find in your draft (or anything you think might be an error); c) correct (if you know how) all the errors you've

identified, d) fill out all required information on the worksheet, especially the running list of

errors you have identified in your draft and the number of times and the number of minutes spent

proofreading/fixing your paper, e) sign the worksheet to confirm that you have honestly and thoroughly proofread your paper, and f) submit the worksheet in your assignment folder (For

more specifics, see the Proofreading Worksheet rubric and guidelines.)

3 IMPORTANT: Write the final draft of your narrative essay (at least three typed pages,

double-spaced, 12-point font): a) edit your latest draft in response to the comments I have given you, b) update your draft to reflect any revision assignments you've completed, c) closely

proofread your draft / use the proofreading checklist to fix errors in grammar, punctuation, word

choice, usage, formatting, or any other mistake you can find, and d) use the assignment template

to write your three-page final draft: 1) download the template, 2) follow the assignment prompts,and 3) upload your three-page final draft to Blackboard as a PDF or Word document

4 Read handout: "Tips on Taking In-Class Essay Exams" (pages 55-56).

Thursday, September 27 STUDENT-TEACHER CONFERENCES IN-CLASS ESSAY EXAM #1

Activity: Scoring a Paper via the Final Paper RubricDiscuss: Tips on Taking In-Class Essay Exams

Discuss Handouts: Proofread the Passage, Really Wrong Signs,

School Attendance Notes, Peer Revision Worksheet

Curing Clichés

Exercise: Can You Catch all the Clichés

Discuss: Using a Course Syllabus / Outline

Homework Assignment (Due Thursday, Oct 4)

1 Print out and bring to class Course Packet #7 (pages 57-62)

2 EXTRA CREDIT REVISION ASSIGNMENT: Find five instances of flat writing,

overworked phrases or clichés in your narrative essay (see the handouts on clichés – pages

50-52): a) on a separate page, list the five instances of flat writing, overworked phrases or clichés, b) then below each instance, write something more vivid and original, c) below the revision

assignment, write a 100-word response to these questions: among the changes you have made, which change seems most effective? Which least effective? Why? and d) use the assignment

template to complete the assignment: 1) download the template, 2) follow the assignment prompts, and 3) upload the assignment / 100-word response to Blackboard as a PDF or Word document

3 Complete the worksheets (pages 47-49): "Proofreading Exercise,” "Really Wrong Signs," and

"Peer Revision Worksheet." (Submit the worksheets in your assignment folder.)

4 Complete Take-Home Quiz: Proofread the Passage (page 46) (Submit the quiz in your

Complete Worksheets: Proofreading Checklist, Proofread the Passage,

Really Wrong Signs, School Attendance Notes, Peer Revision Worksheet

Homework Assignment (Due Thursday, Oct 4)

1 If you haven't done so already, complete the homework assigned over the last two classes,

especially the final draft of your narrative essay.

Thursday, October 4

Film Clip: Snuggie Commercial

Discuss: Walter Kirn, "Little Brother Is Watching"

The Exemplification Essay Activity: Choosing a TopicMini Lesson: The Compound Sentence/CoordinationOnline Practice: Conjunctions Game - Rags to RichesStudent Resource: Tips on Attending Office Hours

Homework Workshop / Student-Teacher Conferences