2017 Four-Year Institution Survey

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What is the curriculum of the basic writing courses? Check all that apply. - Other - Text (n=93)

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  • 1.Distinguish between the conventions of academic and non-academic texts (print and/or multimodal). 2. Summarize, interpret, and evaluate arguments found in non-fiction texts (print and/or multimodal). 3. Compose argument-driven texts that respond to exigent issues, problems, or debates. 4. Reframe their writing in response to different rhetorical situations. 5. Describe and reflect on their own writing processes, including revisions made in consideration of peer and/or instructor feedback
  • Summarizing, paraphrasing, analysis
  • The same as "mainstream" courses
  • The ESOL courses include a comprehensive instruction on a discipline oriented writing expectations and requirements, including the narrative, descriptive, expository, persuasive, argumentative and analytical essays. We also cover journalistic reporting, lab reports and computer language as needed or requested.
  • The course is not called a remedial course; it is the same WAW/genre course as our regular FYC, but there is an additional credit hour that allows the course to go at a slower pace.
  • The beginnings of source integration.
  • teaching for transfer
  • Supports first year writing course--curriculum is as needed
  • Support of the 101 curriculum. Reading strategies, writing workshops, and so on.
  • Summary, synthesis, and argument writing.
  • Study habits. Review of mainstream curriculum.
  • The studio also focuses on oral presentation and visual design skills (these are components of the first-year course).
  • Students receive support with writing assignments from the First Seminar, from the basics through the finished essay.
  • Students are assigned FYW assignments in separate FY courses and use the class to consult and workshop their projects with faculty and TAs. (Process approach)
  • Some research
  • Some critical thinking skills and audience awareness. Also, some use of resources (evaluating, citing, etc.).
  • Scaffolded assignments ending with argument essay
  • same as regular FYC capped at 15 with course-based peer tutor or two
  • Same as our first year course, with additional time for assistance.
  • Same as FYC but with additional support from instructor and peer tutors
  • Same as FYC
  • The same as that for rhetoric and composition except that students need not practice quite as many genres, purposes, and audiences. Includes writing entire essays, finding, evaluating, integrating, citing sources, writing for multiple audiences including at least one external to the classroom
  • There aren't basic writing courses but there are courses that students place themselves into on the basis of their feeling less prepared, or less confident, or having issues that interfere with their success as writers.
  • Rhetoric
  • We do not identify any course as a basic writing course. We offer two options for that first semester course--and one of those two has built in supplemental instruction through studio time/space.
  • writing process, citation conventions, oral communication
  • Writing argument-based, academic essays that engage with challenging texts
  • workshop and revising
  • whatever needs supplemental support based on the writing course's assignments. We have less than 25 each year.
  • We use a stretch model.
  • we have some "studio" courses students can opt into. It focuses on reading and writing
  • We have a Writing Mentors program out of the Writing Center to support mainstreamed basic writers.
  • We do not offer formal basic writing courses. There are two versions of our first semester composition course: one is 3 credit, one is 5 credit, and they share learning objectives. Their curricula should be similar, with more contact time for the 5 credit version, but specific curriculum choices are mostly up to the instructor.
  • We do not have a basic writing course. We have a Comp I class into which certain students place base on ACT/SAT scores. It is a credit-bearing course and a prereq for Comp II. There is a standard curriculum derived from WPA outcomes.
  • There is also a research component.
  • Vocabulary, research
  • vocabulary
  • Understanding assignments, brainstorming, writing process, identifying credible sources, research question development, thesis statements, organization,transitions, proofreading tips, and citation styles.
  • Understanding Argument and Audience, Practicing writing as an ongoing process, Integrating primary research, Working with others, Developing confidence in writing, Taking responsibility for their own progress, Understanding foundations of rhetoric, Developing rhetorical strategies for writing, Composing texts in various media, Integrating secondary sources
  • This response is to the previous question: none of the models applied to our program. We have a credit-bearing prerequisite course for Basic Writing.
  • Thesis-driven essay writing with focus on thesis and paragraph writing.
  • These students focus on shorter essays than in ENGL 101, but the primary focus is on understanding oneself as a writer, developing a writing process, and learning to read analytically.
  • There was not an option for co-requisite courses. Please consider revising this questionnaire to include a just-in-time support course model.
  • There is no separate course.
  • rhetorical situation, thesis statements, organization of papers, use of evidence
  • research
  • Academic conventions; analysis.
  • critical thinking; non cognitive skills
  • Follows the same curriculum as our regular sections of FYC with more support.
  • fluency, confidence, academic writing
  • essay-length projects
  • essay writing; introduction to research/writing from sources; reflective writing; at least one class presentation
  • Essay writing and research
  • Essay writing (3 responses)
  • Developing critical inquiry approaches to writing that transcend 5-paragraph essay structures.
  • Depends on instructor
  • Critical thinking, metacognition, acclimating to being a university student
  • full essay writing
  • College transition support, learning community connections, campus engagement, advisor integration
  • college success skills, self-advocacy, time management
  • catalog: "Development of critical reading, thinking, and academic writing ability. Intensive practice in analysis of college-level texts and in expository writing and revision."
  • building from paragraph to essay
  • As a stretch model, the course is paced to provide the same instruction as a semester-long FYW course, with primary attention to critical reading and expectations for writing college-level expository prose.
  • argumentation
  • Argument
  • And it's a co-requisite, which wasn't one of the options on the previous page.
  • Again, because I don't work with basic writers, I am not familiar with the curriculum in the basic writing courses.
  • For us, basic writing is actually what is taught as first-year writing at other schools. Only students who do poorly on a placement test take this class, and it's seen as a remedial class by many faculty, although it does bear credit.
  • Genre-based approach to writing; it's the same curriculum as the FYC
  • research introductory rhetoric
  • It depends on the instructor. Some are very current-traditional, and others are more holistic.
  • Our credit-bearing College Writing I course uses the same rhetorical, genre-based outcomes as College Writing II (which 80% of our students place into). I don't see that reflected here?
  • None of these apply and we don't have "basic" writing in these senses.
  • NA: students in plus courses follow same curriculum and syllabus as all other but also attend one credit-hour lab/writing practicum.
  • Multimodality (written, oral, visual, electronic, nonverbal) Acceptable student behaviors
  • Multimodal writing
  • Just a co-req support for the mainstream 1st semester required course
  • It is the same curriculum as College English I--just supplemented to provide support
  • It is a full writing course with a process approach to writing. Individual issues with the above are tailored depending on the student.
  • invention, idea development, critical thinking, development of academic voice, ownership of ideas, analysis
  • genres, modes, analysis, synthesis
  • Introduction to research strategies and information literacy skills Confidence-building and self-advocacy
  • Introduction to college research writing
  • Integrating ideas, citations, preparation for academic essays and research
  • Incorporating sources, description, analysis.
  • incorporating and engaging with sources
  • I am not included in discussions of the curriculum.
  • I am a bit confused by the question. We don't have a basic writing program; we have an extended version of our FYC course that students who are identified as developmental are enrolled in. They meet more frequently than other FYC courses and are given more time to write in class. I am also not sure what it means to include grammar in the curriculum. We work with students' grammar in the context of their own writing, but we don't spend time diagraming sentences or doing skill and drill exercises. So while I have checked it here, I do not want to give the impression that we are providing grammar lectures or exercises.
  • How to learn/navigate college
  • Honestly right now it is up to the discretion of the teacher though this summer we have some money to develop a curriculum for future semesters
  • Your list did not include a basic course that bears credit (which we have).

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