Our Students Placed 2-3 Levels Below College English, but Look What They Can Do! Summer Serpas Assistant Professor of English at Irvine Valley College
Caroline Minkowski Instructor, Department of English at City College of San Francisco
Andrea Hammock Assistant Professor of English and Reading at Mt. San Jacinto College
CALIFORNIA ACCELERATION PROJECT http://cap.3csn.org/ Supporting California’s 112 Community Colleges To Redesign Developmental English and Math Curricula And Increase Student Completion An initiative of the California Community Colleges’ Success Network (3CSN), funded through the Basic Skills Initiative of the state Chancellor’s Office. Additional support from the Walter S. Johnson Foundation, LearningWorks, and “Scaling Innovation,” a project of the Community College Research Center funded by the William and Flora Hewlett Foundation Katie Hern, Director
[email protected] Myra Snell, Math Lead
[email protected]
California Acceleration Project’s Community of Practice The California Acceleration Project’s Community of Practice is an extended professional development program, led by Katie Hern and Myra Snell, that brings together faculty from colleges across California who are piloting accelerated courses in English and Math for a year of training and practical support in the theories and practices of accelerated teaching. Over 100 California colleges have participated in workshops and conference presentations to date, and 42 colleges are receiving in-depth training and coaching to offer new accelerated English and pre-stats courses through the community of practice
California Acceleration Project’s Three Principles of Acceleration
Backwards Design
Instruction should be aligned with students’ educational pathways, with pre-college writing courses focused on teaching the same kinds of reading, writing and thinking skills students will use in college-level writing
Just-In-Time Remediation
Instructors should provide help for students when the need arises as they work through college-level reading and writing assignments.
Support for Student’s Affective Needs Instructors should help students through emotional or psychological barriers that block learning and have nothing to do with their cognitive ability
The Math of Long Developmental Sequences Chabot College pipeline data for students beginning two levels below college composition and tracked for three years:
Do they pass the first course? If they pass, do they enroll in the next course? If they enroll, do they pass the second course? If they pass, do they enroll in the college-level course? If they enroll, do they pass the college-level course?
66% 93% 75% 91% 78%
Let’s do the math: (0.66)(0.93)(0.75)(0.91)(0.78)= 33% Fall 2006 Cohort. Students tracked from their first developmental English enrollment and followed for all subsequent English enrollments for 3 years. Pass rates includes students passing on first or repeated attempts within timeframe. Basic Skills Cohort Tracker, DataMart.
Does Acceleration Work? While we understand the math behind acceleration, we often ask ourselves, “Can students perform at the higher academic levels required of them in the accelerated classroom?”
Classroom Case Studies Today, we will look at how students who were placed 2-3 levels below college English perform when we raise the academic bar and allow students to show they are capable of meaningful, complex academic work when we follow the three principles of acceleration.
Classroom Case Studies Each presenter will discuss the following: Traditional vs. accelerated track at her college Sample assignments and student writing from the traditional track Sample assignments and student writing from the accelerated track A comparison of grading strategies in the traditional and accelerated track
Today’s presentation is based on information gathered for an article titled “Faculty Across California Impressed by Accelerated English Students” by Homeira Foth, English Instructor at Chabot College. This article is available on the California Acceleration Project’s website: cap.3csn.org
Summer Serpas, Assistant Professor of English
[email protected]
Acceleration at IVC Traditional Sequence Reading 370: 3 units plus a .5 unit lab
Writing 301: 3 units plus a .5 unit lab
Writing 201: 3 units plus a .5 unit lab
Writing 1: College-Level Writing
Accelerated Sequence Reading 370: 3 unit class plus a .5 lab OR test into WR 301
EXP 389: A 5 unit, one-semester course plus a .5 unit lab
Writing 1: College Level Writing
Sample WR 301 Assignment Writing 301—Serpas Spring 2012 WA 3: Friends, Good Friends, and Very Good Friends Final Draft Due Date:
Thursday, April 5th
Context In her essay “Friends, Good Friends, and Very Good Friends,” Judith Viorst categorizes the various types of friends she has. She writes, “[T]he friendships I have and the friendships I see are conducted at many levels of intensity, serve many different functions, meet different needs and range from those as all-theway friendship of the soul sisters […] to the most nonchalant and casual playmates” (150). Assignment For this assignment you will write three paragraphs. The first paragraph will be a summary of Viorst’s essay. This paragraph will serve as an introduction and should end with a thesis statement in which you mention the two types of friends you plan to discuss in your two subsequent paragraphs. The next two paragraphs should each describe one type of friend and provide an example from your experience. You must choose one of Viorst’s categories and create one of your own. Developing your paragraph · In your first (introductory) paragraph, you will be summarizing Viorst’s essay. This means you should begin with a TAG statement that introduces Viorst’s thesis and move to a discussion of her main points and a few key supporting examples. You should mostly use your own words, but you can use brief quotations if you would like. Be sure to cite quotations properly with a page number citation. · Your introductory paragraph should end with a thesis statement in which you introduce the two types of friends you plan to discuss in the following two paragraphs. You should connect your thesis statement to your summary with a transition. · In your two subsequent paragraphs, you should begin with a topic sentence that names the type of friend you will discuss in that paragraph. · You should develop your paragraph by beginning with an explanation of the friendship type you plan to discuss in that paragraph. In your paragraph in which you use one of Viorsts’s friendship types, you should summarize her explanation of that type of friend. In your paragraph in which you introduce a type of friend that you made up, you should explain that type of friendship in your own words. You should then move into a fully-developed example or examples from your own life of one or more friends who fit into that category. Be sure to explain why the friend fits in the category as you explained it. · For the closing of these paragraphs, you should evaluate why that type of friend is important in your life. Be sure to incorporate the word because into this portion of your analysis. For example, “My special-interest friend is important because…”
Characteristics of the WR 301 Assignment
Simplistic topic—Lack of critical thinking ◦ Categorizing types of friends
Very little reading ◦ 3 ½ page article: “Friends, Good Friends—and Such Good Friends” by Judith Viorst from The Simon and Schuster Short Prose Reader
Prescriptive ◦ Tells the students exactly what they should do and gives them little to no freedom to make academic decisions on their own
Characteristics of Student Writing in WR 301
Formulaic ◦ Student follows the pattern described in the prompt
Lack of analysis ◦ Thesis contains no analytical depth
Lack of critical thinking ◦ Analysis at the end of the paragraphs is very brief
Very little academic creativity ◦ Student makes up a type of friendship not discussed by Viorst in paragraph 3
Not an illustration of college-level writing ◦ This assignment does not illustrate what the student will be asked to do in other college-level classes, neither in content nor structure
EXP 389 Fall 2012 S. Serpas Essay 6 Some people believe that it is human nature to be cruel to others. These people might argue that this cruelty is why Stanley Milgram’s subjects acted as they did, and why no one helped Kitty Genovese. Do you accept this explanation of human psychology? Yes? No? Somewhat? And why do you see it like you do? In coming up with your own position on this issue, I encourage you to think about all that you’ve learned about Milgram’s experiment from · · · ·
“The Perils of Obedience” by Stanley Milgram, “Review of Stanley Milgram’s Experiments on Obedience” by Richard Herrnstein, “Review of Stanly Milgram’s Experiments on Obedience” by Diana Baumrind, and the ideas in Chapter 4 of Lauren Slater’s Opening Skinner’s Box: “In the Unlikely Event of a Water Landing: Darley and Latane’s Training Manual—A Five Stage Approach.”
Consider the grey areas, rather than arguing strictly on one side or the other. Instead of saying YES we are cruel, or NO we are not, try to come up with a more complex answer to explain human behavior. In your essay, be sure to include: · · ·
Support for your argument with relevant ideas, information, and quotations from Milgram’s essay Support for your argument with relevant ideas, information, and quotations from Slater’s Chapter 4 Evidence that contradicts your argument from Milgram and/or Chapter 4—in this part of your essay, you’ll need to explain what you think of this evidence (Do you disagree? Do you acknowledge that it has some merit?) and discuss why this evidence does not cause you to abandon your own position
Things to Shoot For: ·
Show that you have carefully read the texts from this unit, and that you have fully digested and considered the different viewpoints and evidence.
·
Show you are really thinking about the topic—these are complex questions, so don’t settle for easy answers. And don’t feel that you have to take an either-or position.
·
Write so that someone not in our class could understand it. Assume your audience has not read these texts. That means you’ll need to briefly summarize key ideas/information and explain any unfamiliar terms.
·
If you use the exact words from something you’ve read, be sure to put those inside “quotes” in your essay, so that readers know you’ve borrowed another writer’s wording.
·
Write at least 4 complete pages, typed, 12 point font, double-spaced, 1 inch margins.
Characteristics of the EXP 389 Assignment Complex and extensive academic reading assignments High level of critical thinking required
◦ “Consider the grey areas”
Freedom to make academic choices ◦ “Things to Shoot for”
College-level thinking and writing required
Case Study: Ypani Guerrero
Ypani placed three levels below college writing and had previously taken our Reading 370 class. In the previous semester, she tried to enroll in WR 301 (two levels below college-level writing), but could not get a seat. She was a model student who always asked for feedback and incorporated that feedback into her writing. She had me shaking my head thinking, “Why was she placed so low?”
Characteristics of EXP 389 Student Writing:Ypani Guerrero An ability to navigate the ideas in two very difficult texts Strong grasp of the concepts in the text Ability to integrate quotations into both her writing and her argument Looks at complexities and shows an ability to see beyond black and white arguments Struggles in word choice, awkward syntax, missing commas
Approaches to Grading We must look beyond the superficial “prettiness” of papers produced by traditional assignments. We should see past superficial “messiness” and look for examples of strong critical thinking and an ability to synthesize ideas. We must praise emerging critical thinking and writing skills.
Ypani discusses her experiences in the accelerated class
Caroline Minkowski Instructor, Department of English City College of San Francisco
[email protected]
Acceleration at CCSF Traditional Sequence English 91: 6 units
Accelerated Sequence English 91: 6 units
English 92: 3 units (no longer offered) English 93: 3 units
English 9293: 6 units
English 96: 3 units English 1A: College Level Writing
English 961A: College Level Writing
Sample English 92 Assignment “Jonetta Grissom’s Future” from Integrations •Students
read a case study about Jonetta Grissom, a waiter at a restaurant who wishes to take time off work to participate in a government-sponsored computer training program. •Then, they
write an essay in which they evaluate arguments for and against granting Jonetta the time off and explain what decision her manager should make and why.
Characteristics of the English 92 Assignment
Short, below-college-level reading assignment ◦ 3.5 page case study
Prescriptive ◦ Explicit instructions for thesis and organization
Contrived topic ◦ No real-world connection ◦ No critical thinking ◦ Not likely to generate interest
Characteristics of Student Writing in English 92
Lack of coherence
◦ The paragraph topics do not connect.
Lack of analysis and critical thinking
◦ The thesis is overly broad. ◦ The paragraphs contain a lot of information from the text but not much analysis.
Lack of college-level reading and writing skills
◦ The essay does not synthesize information from multiple sources. ◦ The essay does not contain direct quotes. ◦ Student had no opportunity to make decisions about organization, paragraph topics, etc.
Sample English 9293 Assignment Final Project: Can We Stop Gang Violence? •Individually, students
answer the course’s driving question using evidence from the texts they read throughout the semester plus one source from the library’s online databases. •In
groups, students publish their essays in online zines and present their zines to the class.
Characteristics of the English 9293 Assignment
Critical thinking ◦ Argument about a complex, multifaceted issue
Cumulative reading skills ◦ Synthesis of a semester’s worth of academic reading materials
Research requirement ◦ Evidence from one article from the library’s online databases
Real Audience ◦ Essays published online
Case Study: Lauren Leung Lauren placed three levels below transfer. She grew up in Hong Kong and moved to the United States four years ago. She was accepted at San Francisco State University but chose to attend CCSF for financial reasons. She has a growth mindset: she never gave up, asked for help, took advantage of all rewrite opportunities, and was very engaged when working in small groups.
Characteristics of English 9293 Student Writing: Lauren Leung
Fully comprehends the course’s texts and the articles from the library Develops arguments with text-based evidence from multiple sources and clear, thorough analysis Makes original arguments Acknowledges different points of view Needs to work on breaking up paragraphs, transitioning between ideas, and identifying grammatical errors Shows her ability to work more independently
Approaches to Grading Acknowledge what students can do instead of evaluating them from a deficit perspective Positive competency levels on grading rubric
◦ Exceeding, meeting, approaching, developing, beginning
Lauren’s Zine http://kkmblgroup.blogspot.com
Andrea Hammock Associate Professor, English & Reading
Mt. San Jacinto College
[email protected]
Acceleration at MSJC Traditional Sequence English 61 / Reading 63 4 units / 4 units
English 62 / Reading 64 4 units / 4 units
English 98 / Reading 98 4 units / 3units
English 101 Freshman Composition
Accelerated Sequence English 61: 4 units
English 92 Accelerated Reading & Writing 5 units
English 101 Freshman Composition
Sample English 62 Assignment “Compare and Contrast” Write a paragraph with a clear topic sentence and appropriate transitional words where you compare and/or contrast your life now to your life one year ago.
Characteristics of the English 62 Assignment Mode-based paragraphs Little reading Prescriptive
◦ Explicit instructions for topic sentences, topics, and organization
Basic topic ◦ No critical thinking ◦ Not likely to generate interest
Characteristics of Student Writing in English 62
Lack of interest ◦ Student was unable to “dig deep”
Lack of analysis and critical thinking Lack of college-level reading and writing skills
◦ Student had limited opportunity to make decisions about organization, paragraph topics, research, etc. ◦ “NO time” for reading or research
Sample English 92 Assignment Final Project: What Hinders Our Success? Students answer a question related to the course’s theme using evidence from the texts they read throughout the semester plus multiple sources from the library’s online databases. They write a 6 page, analytical research essay and present the results to the class. •
Characteristics of the English 92 Assignment
Critical thinking ◦ Argument about a complex, multifaceted issue
Cumulative reading skills ◦ Synthesis of a semester’s worth of academic reading materials and Outliers
Research requirement ◦ Evidence from 3-5 articles from the library’s online databases ◦ Appropriate use of outside sources
Case Study: Robert White Robert placed two levels below transfer. Had “never passed an English class.” Admitted on the first day of class that he does not enjoy English, writing, or reading Strong writer, critical thinker, motivated Fixed mindset turned into growth mindset Now considers majoring in English
Characteristics of English 92 Student Writing: Robert White
Significant depth and breadth of writing and knowledge Develops arguments with text-based evidence from multiple sources and clear, thorough analysis Makes original arguments Acknowledges different points of view Grammar errors fixed themselves Show confidence Continues to work on considering all solutions to problems
Approaches to Grading Praise and support Questioning Emphasis on thinking Student analysis and self-reflections Little discussion of grammar
Robert Discusses Acceleration
