About Our Program
First-Year Writing students will read and communicate in a variety of genres, apply a range rhetorical strategy, and employ proven research methods. To help students develop, test, and refine their own investigative questions to engage in the self-discovery writing process, teachers create and employ scaffolded assignments that take students from low-stakes process exercises to high-stakes longer compositions.
These sequential assignments stimulate curiosity, exploration, and re-evaluation, and emphasize revision and reflection. The varieties of discourse in which students communicate comprise an entire project.
In ENGL 1157, students will produce a minimum of three projects, comprised of no less than 5000 words, 3000 of which are formally assessed. The scaffolded assignments that lead to the production of these three projects introduce students to a variety of genres and their conventions, teach students how to conduct research and to integrate their findings into their own writing, and create opportunities for students to understand how audience and purpose govern the content, scope, organization, and expression of their own ideas.
Writing occurs in the classroom but is not assessed as a high-stakes assignment. Revision and reflection are integral to the production of successful projects. Peer Collaboration in the form of peer review, group work, and even group presentations, as well as student-teacher conferences are also useful teaching tools. Ultimately, 1157 teachers ensure that students are introduced to the concepts, strategies, skills, and habits of mind that will lead to the program's outcomes. Having students write a formal reflection of their experience to accompany their best works or complete works portfolio during the final exam period provide an effective assessment mechanism.
In ENGL 1158, students continue to work toward the program's outcomes. To help students reach these goals, instructors assign no less than two projects, composed of at least 5000 words (total), 3000 of which are high stakes (i.e., formally assessed). Some low-stakes writing does happen inside the classroom. At least one of these projects creates an opportunity for 1158 students to practice writing arguments. When ready, 1158 students are given the freedom to craft their projects by choosing its topic, scope, purpose, audience, kinds of writing, and/or presentation method. However, instructors guide students to make effective choices, ensuring that students employ a range of research methods, integrate others' ideas effectively, engage in discourse, and apply appropriate rhetorical strategies.
By the end of 1158, students should have met our program's outcomes. Only those students who exhibit proficiency in each of the three areas (Rhetorical Knowledge; Critical Thinking, Reading, and Writing; and Knowledge of Conventions) will earn a passing grade in 1158. Having students present their best project during the final exam period in addition to submitting their portfolios will allow for their proficiency to be easily assessed.
English 1157 |
English 1158 |
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Students compose a minimum of 5000 words, 3000 of which should be formally assessed |
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Students complete a series of scaffolded assignments designed to build on each other |
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Revision and Reflection are an integral part of the writing process |
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| Students are introduced to college-level writing | Students hone college-level writing and research skills |
| Students complete three high-stakes projects that allow them to develop their voice in various genres | Students complete two high-stakes projects that encourage them to enter conversations with larger discourse communities |
| students learn to draw from their own experiences and knowledge for high-interest topics | Projects build on the student's curiosity about topics they may not know much about yet |
| Students learn to find and integrate primary research into their essays |
Students become skilled at complex academic research and citation methods |
| Readings are shorter and often from popular publications | Readings are longer and often from academic publications |
| Effective proofreading and editing strategies are introduced |
Proofreading and editing skills are honed |