ENG101 Fall 2008 Mega-Assessment and Updated Course Outline

In the Fall 2008 semester, SUNY is requiring a large-scale, multiple-level assessment of English 101 classes.  We must have 100% participation in the usual assessment process—assessing the designated SLO (Suny Learning Objective) as indicated in the Course Catalog and here in the English Website.  We changed that SLO to better represent and accommodate the process, however, because this time—in this assessment cycle—we must also actually require a randomly selected sample of at least 50% of the section instructors, equally representative of all of our methods and modes of delivery, to submit electronic copies of the student essays satisfying the SLO.  So, if you are teaching ENG101 for GCC, you need to read the updated SLOs very carefully, particularly  SLO #5:  After a focused college library orientation on the use of appropriate online full-text databases, compose a 500-750 word brief informative paper, correctly citing a minimum of three online sources using MLA style; then, revise this paper using at least two persuasive or argumentation strategies in order to demonstrate the ability to use authoritative information to support a stated position.

The Office of Assessment has chosen a random sampling of classes for SCBA assessment.  These instructors will need to submit electronic copies, with names removed, of the two student assessable essays, along with an assessment sheet for each student, and a class collation sheet.  All sections will undergo the usual assessment process using the rubrics and reporting the results to the Office of Assessment through the GCC Website—or to Norm Gayford.  All sections will submit, electronically, the individual student assessment sheets and the class collation sheets—but additionally, up to 50% of the section instructors will need to actually submit electronic copies of the essays satisfying SLO #5.  You will submit those through the ENG101 Group, an electronic/online repository has been created in GENESIS GROUPS.  These must be submitted no later than finals week at the end of the Fall 2008 semester.  Those electronic essays and drafts should not contain or show any given instructor’s comments or grades. 

We emphasize that we are not looking at the teachers’ grading.  We have to assess holistically by the rubric, sort the papers into the four categories, then determine the statistics for how many failed, how many came close, how many met, how many exceeded the standard, according to the four full-time English instructors, assistant professors, associate professors, or full professors.  This is to give SUNY Central a reading on how well, overall, our sections are accomplishing the SLOs.  Again, that determination will not affect the grades that the submitting instructors have given the work, because we will not know which paper received which grade.  The chosen four will do that assessment no later than PAD (Professional Activities Days) week preceding the start of the Spring 2009 semester.   

ENG101 – English Communication 1

Credits: 3

Catalog Description:  Presents an overview of the basic rhetorical principles that apply to six aims of discourse, with particular focus on informative and persuasive discourse. Students write six to eight compositions and several examinations, and learn and apply appropriate research and documentation skills. Computer labs may be used, although computer knowledge is not necessary, except for online course sections. Prerequisite: Completion of ENG100, or ESL100 with a grade of C or better, or by placement.

Lecture: 3 hrs.

Student Performance Outcomes:
Upon successful completion of this course, students will be able to:

1. Analyze both orally and in short-answer writing (sentence or paragraph length) the aims and modes of discourse and their characteristics;
2. Perform self- and peer-editing, revision, and evaluation on a minimum of three writing assignments, to demonstrate knowledge of the writing and editing process;
3. Compose three standard papers (two to five pages each) employing appropriate academic usage and style, in order to demonstrate critical thinking skills; the papers identified in objectives #4 and #5 are additional;
4. Compose a standard persuasive or argumentative paper (two to five pages), using up to 5 sources, to demonstrate competence with determination of online/website and periodical source authority and with MLA documentation;
5. *After a focused college library orientation on the use of appropriate online full-text databases, compose a 500-750 word brief informative paper, correctly citing a minimum of three online sources using MLA style; then, revise this paper using at least two persuasive or argumentation strategies in order to demonstrate the ability to use authoritative information to support a stated position.

* This course objective has been identified as a student learning outcome that must be formally accessed as part of the College's Comprehensive Assessment Plan. All faculty teaching this course must collect the required data (see Accessing Student Learning Outcomes form) and submit the required analysis and documentation at the conclusion of the semester to the Office of Assessment and Special Projects.


Content Outline:
I. Introduction of Writing as Process (prewriting, writing, revising, and editing).

II. Instruction by a GCC librarian in research methods, appropriate online databases, and documentation as they apply to a variety of papers and readings.

III. Informative Writing
A. Discussion of rhetorical situations associated with informative writing;
B. Discussion of specific concepts and accompanying vocabulary which are characteristic of informative writing, i.e. factuality, thoroughness of coverage and relevance of topic to audience, and appropriate language;
C. Discussion of impact of various informative rhetorical situations on writing strategies;
D. Instruction in research methods and documentation;
E. Application of rhetorical theory and library research skills to a variety of papers and readings.

IV. Persuasive Writing
A. Discussion of rhetorical situations associated with persuasive writing;
B. Discussion of specific concepts and accompanying vocabulary which are characteristic of persuasive writing, i.e. writer's character, emotional appeal to audience, reasoning process, appropriate language and pronoun use;
C. Discussion of impact of various persuasive rhetorical situations on writing strategies;
D. Instruction in research methods and documentation;
E. Application of rhetorical theory and library research skills to a variety of papers and readings.


Grading: 0
A student's final grade is determined on the basis of successful completion of all assigned papers and essays, tests, quizzes, class attendance, and participation.

Effective Term: As of Fall 2008