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

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, 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): Ammerman: Grant: Joseph Gatti Eastern: Name of Proposer: Joseph Gatti and Karen Dovell Proposal Checklist 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 (X) Electronic Letter of Intent with response from College Associate Dean for Curriculum Development (X) Completed New Course Proposal Form (X) Completed College Course Syllabus and Outline Form (X ) Vote(s) of Department (See voting guidelines): Name of Department: _(Dept of English and Humanities/Grant)_ For: 13 Against: _ Abstentions: _ 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 _ (X) cc: All necessary Executive Dean's Acknowledgment of Support Form(s) 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 DEVELOPMENT PROPOSER 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 Proposer_Joseph Gatti (name) Campus: A E G _X Department/Discipline _English Telephone 631-851-6426 E-mail _gattij@sunysuffolk.edu Name of Course Proposal: ENG 011, Enhanced Writing Skills Date: June 11, 2018 College Associate Dean for Curriculum Development completes form below this line ****************************************************************** Type of Proposal Course New X _ Revised _ Adoption This proposal requires the following approval(s) Single Campus _X *College _ *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, oneon-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 oncampus resources ENG 011 addresses several Measurable Institutional Objectives (MIOs) as outlined in the College’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) engagement 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 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 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.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 “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 or earn a degree within years.” VFA Public Outcomes Report, Suffolk County Community College, VFA Data Collection Cycle 2014-15 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 Please proceed with the proposal by completing a New Course Proposal form The guidance for preparation of a New Course Proposal can be found on the Governance website at: http://www.sunysuffolk.edu/governance/curriculumcommittees/index.jsp Once complete, email the proposal form along with an Executive Dean's 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 Please not hesitate to contact me at 451-4101 or brownej@sunysuffolk.edu if you should have any questions cc: Executive Dean Keane 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 of support 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 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 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 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 sixyear 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 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 years.” 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, hrs studio) No prerequisite Offered on: A-E-G / cr hrs “ENG009 2013 Cohort Success Rate,” Office of Planning and Institutional Effectiveness (OPIE), Suffolk County Community College VFA Public Outcomes Report, Suffolk County Community College, VFA Data Collection Cycle 2014-15 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 / 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: Apply strategies for prewriting, drafting, revising, and proofreading (both in-class and out-of-class papers) 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 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 Utilize relevant student support services, learning tools, and educational resources that promote 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 Contact Hours:4.0 Lecture: 4.0 Lab: Studio: Internship/Practicum/Clinical: 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 "Utilize relevant 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 Proposed Prerequisites/Corequisites State any grade stipulations, if applicable N/A Rationale for Section IV (Part A) N/A 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 complete ENG 101 If taken as an elective, which categories will it fulfill and rationale: (e.g., Liberal Arts Elective, Science, Humanities, Mathematics, Social Science, etc.) N/A B Transferability Will this course fulfill a SUNY Transfer Path required or recommended course? If so, please list the SUNY Transfer Paths and provide the SUNY course description to which this course is either required or recommended SUNY Transfer Paths N/A SUNY Course Descriptor N/A Will this course transfer to any other non-SUNY institutions? If so, give examples of non-SUNY transfer institutions/departments who would accept this course Give name(s) of the courses it would transfer as Demonstrate how transferability was determined 10  Don’t worry about spelling, punctuation or grammar Assignment Guidelines – Reading Responses C+, = C, = D+, = D Responses that are not READING RESPONSE RUBRIC A B+ B C+ C D+ D F 3 Entry a) is at least one full page (double spaced, one inch margins, 12point font), b) has an accurate MLA style heading, and c) includes a title: i.e the author and title of the reading submitted will receive a zero Entry thoughtfully reflects on READING RESPONSES: This semester, you will also write reading responses in reaction to assigned readings Each reading response will receive a score ranging from nine to three, i.e = A, = B+, = B, = Some Guidelines: For each reading response, you must write one full typed page (double-spaced, one inch margins, 12-point font) At the top of each entry, include an MLA style heading and a title, i.e., the author and title of the assigned reading: significant ideas/issues in the reading and/or insightfully explores relevant personal connections or outside links to the reading Entry is sufficiently backed up with relevant textual evidence and/or supporting points, examples, or observations Entry is slightly shorter than one full double spaced page, and/or is missing an MLA style heading and/or title Firstname Lastname ENG 010 - Prof Gatti Entry reflects somewhat on ideas/issues in the reading and/or explores personal connections or outside links to the reading Reading Response #1 February 2018 Entry is backed up sporadically John Cheever's "The Reunion" Entry is much shorter than one full double spaced page Avoid the urge to provide a mere summary of the text Instead, you might a) comment on ideas or issues raised in the text, b) connect the text to something else Entry fails to reflect on ideas/issues or personal /outside links to the reading Entry is not backed up you've read or know about, or c) discuss how the text relates to your own experiences For more specifics, see the "Reading Response Prompts" on the next page 42 Please be ready to share your reading responses with the class Reading Response Prompts If you're struggling to write your weekly reading response, try some of these prompts Help!! What should I write? ✍ What issues in the reading are current issues in the community or world at large? Explain ✍ What connections you see between the reading and the other works you’re reading for this class or other classes? ✍ What you agree or disagree with in the reading? Explain ✍ Did the reading remind you of people, events, or experiences from your own life? How? ✍ What's the most important thing you learned from the reading? Explain ✍ What quote or passage in the reading really stood out to you? Jot down the quote—then explain why it stood out and what you think it means ✍ What idea or observation in the reading made you stop and think? Identify the idea—then comment on it ✍ What are some questions you have about the reading? Jot down the questions you have; then explain what lead you to ask these questions Finally, try to offer some possible answers ✍ What did the writer to engage or interest the reader? Explain ✍ Write about something the author did that you might try in your own writing Describe what you noticed—then explain how you might use it ✍ What you find interesting in this reading assignment? Identify the point of interest—then discuss why you find it interesting ✍ Pretend that you're the editor of this reading What would you cut, what would you add, or what would you change about it? Explain ✍ Did you like the way the reading began? Explain why the introduction was effective or ineffective? ✍ If you could talk to the author, what questions would you ask? Why? ✍ Consider the title of the reading Is the title appropriate? Why or why not? Jot down two or three other titles that might have worked ✍ If you've read the assigned reading before, explain what stood out to you about it this time around Now that you've read it again, what did you realize that you hadn't realized before? ✍ What's the main point, message, or moral of this reading? Explain ✍ What stood out, puzzled, or shocked you ✍ Did the reading change your mind about in the reading? Explain something? If so, explain ✍ What didAyou find practical or useful in READING RESPONSE RUBRIC - EARNING PERFECT SCORE ✍ After reading the text, what you the reading? It might 3 be useful in your know now that you didn’t know before? daily life, in your professional life now Explain or in the future, or in your college classes What was specifically useful, and how can it be used? 43 + = /A Entry a) is at least one full page (double spaced, one inch margins, 12-point font), b) has an accurate MLA style heading, and c) includes a title: i.e author and title of the reading Entry thoughtfully reflects on significant ideas/issues in the reading and/or insightfully explores relevant personal connections or outside links to the reading Entry is sufficiently backed up with relevant textual evidence and/or supporting points, examples, or observations How Do I Back up My Points? Write a full page in response to one of the following quotes Give Specific Reasons: Back up what you're saying with credible reasons “Worry often gives a small thing a big shadow.” —Swedish proverb “One hundred percent of the shots you don't take don't go in.” —Wayne Gretzky, Canadian hockey player Give Textual Evidence: Quote specific lines from the reading that support your comments, but don't just add quotations without any commentary: make sure to discuss, interpret, or analyze each quotation and/or explain its significance Give Pertinent Examples: Back up your points with strong supporting examples “He who wishes to be rich in a day will be For instance, you might use relevant hanged in a year.” personal experiences or observations; —Leonardo da Vinci, Italian Renaissance artist hypothetical scenarios or analogies; related historical events or people; or links with mass media or culture But note: don't “Resentment is like drinking poison and then just cite an example, and then immediately hoping it will kill your enemies.” drop it; instead, comment on the example, — Nelson Mandela, Anti-Apartheid leader and explain its significance “I complained that I had no shoes until I met a man who had no feet.” — Persian proverb “Love is a state in which we see things most decidedly as they are not.” How Else Can I Develop My Points?      Consider alternate interpretations Analyze an interesting aspect of the text Compare/contrast other works Explore interdisciplinary connections Reflect, evaluate, explicate, or comment on the work more fully — Friedrich Nietzsche, German philosopher Assignment Guidelines – Essay Drafts 44 Essay Drafts: By the end of the semester, you must write—at minimum—a first, second, and final draft for each of your three major essays Each draft —including your final draft—will receive a score from DRAFTING RUBRIC nine to three (i.e = A, = B+, = B, = C+, = C, = A B+ B C+ C D+ D F D+, = D) Drafts that are not submitted will receive a zero Note: While your first and second drafts will be scored via the drafting rubric to the left, your final draft will be scored according to the final paper rubric (See page 10.) Some Guidelines: Make sure to meet the minimum length requirements for each draft: all first drafts require a minimum of two pages, while all second and final drafts require a minimum of three pages Pay close attention to the specific assignment guidelines Read through all the comments I write on your drafts, and then make the revisions, changes and/or corrections that I request When you submit your first and second drafts, you must also hand in a 100-word response about the draft you're submitting Place these one paragraph reflections directly below the last paragraph of the draft Follow MLA format: a) at the top of each draft, include an MLA style heading, a relevant title, and a header that includes your last name and the page number, b) double space the entire draft, and c) use a 12-point font and oneinch margins Your draft meets the minimum length Your draft reflects a strong effort a) to follow the directions/guidelines of the assignment, and/or b) to make the revisions, changes and corrections I've requested Your draft is properly formatted according to MLA guidelines, and includes a thoughtful and relevant reflective paragraph (at least 100 words in length) Your draft is slightly shorter than the minimum length Your draft reflects an adequate attempt a) to follow the directions/guidelines of the assignment, and/or b) to make the revisions, changes and corrections I've requested Your draft contains several errors in MLA formatting, and/or your reflective paragraph is adequate and/or is shorter than 100 words Lastname –1 Revision Steps Assignment Guidelines Firstname Lastname Your draft is much shorter than the ENG 010 - Prof Gatti Your draft a) fails to follow the minimum length directions/guidelines of the assignment, and/or b) fails to make many of the revisions, changes, and corrections I've requested Narrative Essay - First Draft February 2018 Your draft fails to follow MLA Relevant Title formatting and/or fails to include a reflective paragraph 45 Revision Assignments: This semester, you will need to complete thirteen revision assignments Each revision assignment will receive a score ranging from nine to three, i.e = A, = B+, = B, = C+, = C, = D+, = D Revision assignments that are not submitted will receive a zero REVISION ASSIGNMENT RUBRIC A B+ B C+ C D+ D F Your revisions fully and accurately Some Guidelines: Make sure to follow the directions and observe the follow the directions/guidelines of the assignment guidelines for each revision assignment Your revisions noticeably improve Specify which revision assignment you’re and/or reflect a strong effort to improve your paper submitting by including an MLA style heading and a A thoughtful and relevant reflective title, i.e., the name of revision assignment: paragraph (at least 100 words in length) is included with your revisions Firstname Lastname Your revisions not fully follow the ENG 010 - Prof Gatti directions/guidelines of the assignment Revision Assignment #1 Your revisions reflect an adequate 13 February 2018 Your reflective paragraph is adequate attempt to improve your paper and/or is shorter than 100 words Narrative Introductions Your revisions fail to follow the When you submit each revision assignment, you must also write a 100-word response about the revisions directions/guidelines of the assignment Your revisions reflect a meager attempt to improve your paper you’ve made Place these one paragraph reflections You didn't include a one paragraph directly below the revision assignment reflection with your revisions Assignment Guidelines – Proofreading Worksheets 46 Proofreading Worksheets: Every final paper you submit this semester must Proofreading is closely reading over what you've written to identify and revise errors in punctuation, grammar, capitalization, verb tense, word choice, usage, formatting or other errors at the sentence level be accompanied by a fully completed and signed proofreading worksheet Each proofreading worksheet will receive a score ranging from nine to three, i.e = A, = B+, = B, = C+, PROOFREADING RUBRIC = C, = D+, = D Proofreading worksheets that are not submitted will receive a zero A B+ B C+ C D+ D F 3 Your final draft reflects a strong effort a) to apply Some Guidelines: the proofreading worksheet to your paper, and b) to identify and fix sentence level errors in your draft (e.g grammar, punctuation, word choice, usage, etc.) Make sure to read and follow all the directions and guidelines for the proofreading worksheet Your proofreading worksheet includes a thorough Closely proofread your paper for each error list of errors you identified in your draft Your proofreading worksheet is complete: a) you on the worksheet, checking off the checked all the relevant boxes, b) you filled out the number of times/minutes spent proofreading/fixing your paper, and c) you signed the worksheet corresponding box on the checklist as you go along Your final draft reflects an adequate effort a) to As you identify errors in grammar, apply the proofreading worksheet to your paper, and b) to identify and fix sentence level errors in your draft punctuation, word choice, usage, formatting, or any other mistake at the sentence level, fix Your proofreading worksheet includes a brief list these errors in your paper of the errors you identified in your draft Fill out all required information on the Your proofreading worksheet isn't fully worksheet, especially the running list of errors complete You either: a) failed to check all the relevant boxes, b) failed to fill out the number of times/minutes spent proofreading your paper, or c) failed to sign the worksheet you have identified in your draft Once you've finished proofreading/fixing your draft, a) fill in the number of times and Your final draft reflects a meager effort a) to the number of minutes spent apply the proofreading worksheet, and b) to identify/fix errors in your draft proofreading/fixing your paper, and b) sign the Your proofreading worksheet fails to include a worksheet to confirm that you have honestly list of errors that you identified You failed a) to check all the relevant boxes, b) and thoroughly proofread your paper Assignment Guidelines – 47 to fill out the number of times/minutes spent proofreading your paper, and c) to sign the worksheet Homework Worksheets Homework Worksheets: By the end of the semester, you must complete eight homework worksheets Each worksheet will receive a score ranging from nine to three, i.e = A, = B+, = B, = C+, = C, = D+, = HOMEWORK WORKSHEETS RUBRIC A B+ B C+ C D+ D F D Worksheets that are not submitted will receive a zero Some Guidelines: Fully complete (i.e answer, fill in, or respond to) each question or prompt on the homework worksheet Make sure to follow the specific directions and guidelines for each homework worksheet Make certain that all your answers and responses pertain to the questions or prompts at hand Pay close attention to spelling, punctuation, and grammar (especially Each question/prompt on the homework worksheet is fully complete All directions/guidelines for the homework worksheet are followed to a tee Answers/responses a) are relevant to the questions/prompts at hand, and b) contain few errors or inaccuracies Some questions/prompts on the homework worksheet are incomplete or left blank Some directions/guidelines aren't fully observed Some answers/responses a) may be irrelevant to the questions/prompts at hand, and/or b) may contain several errors or inaccuracies Many questions/prompts on the homework worksheet are incomplete or left blank when completing worksheets pertaining Few (in any) of the directions/guidelines for the homework worksheet are observed to grammar or proofreading) Many of the answers/responses a) are irrelevant to the questions/prompts at hand, and/or b) contain errors or inaccuracies 48 Class Participation Requirements Class Participation: This semester, your participation—in other words, your engagement, preparedness, and attentiveness in the course—will receive a score ranging from nine to three, i.e = A, = B+, = B, = C+, = C, = D+, = D Note: You will receive a zero for participation on the days you're absent Some Guidelines: Actively participate In this course, "active participation" means that you're consistently doing the following:      answering / asking questions; working on in-class activities and exercises; sharing ideas and feedback on writing assignments; commenting on course readings and lectures; and responding / contributing to the comments of classmates CLASS PARTICIPATION RUBRIC A B+ B C+ C D+ D F 3 Actively participates on a regular basis (i.e answers/asks questions, does in-class work, offers feedback, contributes to discussions, etc.) Almost always is prepared for class (i.e does the assigned homework and reading, and brings the assigned course packet and assignment folder) Consistently stays focused on class discussions, lectures, and in-class work Inattentiveness is minimal Actively participates in class, but overall participation throughout the semester may be sporadic Usually is prepared for class, but Come prepared to class In this course, "preparedness for class" means the following:    bringing the day's course packet and materials, i.e your assignment folder, notebook, and writing instrument; doing the assigned homework and readings; and being prepared to contribute to class and group discussions sometimes fails to complete homework or to bring required materials Often stays focused in class—but is periodically inattentive, distracted or absent Rarely participates in class Rarely is prepared for class Rarely stays focused in class Pay attention In this course, "paying attention" means the following:    staying focused on the lecture, discussion or activity at hand; observing the directions of the instructor; and actively listening to the comments of classmates 49 Drafting: From Prewriting to Final Paper 50 FINAL PAPER RUBRIC A B+ EXCEEDING to points Essay is pages or longer Essay is well developed /supported via pertinent examples, details, reasons, evidence, etc to points Essay presents a focused controlling purpose, thesis, or main idea Overall content and type of essay fully comply with the given assignment to points Thoughts, ideas, and points in the essay are clearly and effectively expressed The essay's tone and word choice nicely fit the topic and implied audience to points The essay smoothly and coherently moves from introduction to body to conclusion Overall organization is effective Most transitions are smooth, logical, and effective to points Revisions to earlier drafts (especially content changes) are fully sufficient Most homework revision assignments / teacher recommendations are applied to points The essays' introduction and conclusion engagingly and effectively open and close out the paper to points Errors in grammar are few to points Essay has few errors in internal and end punctuation, paragraph intents, and/or spacing Paragraphing is appropriate to points Essay reflects a strong effort to fix superficial errors (e.g usage, spelling, capitalization, missing words, etc.) Errors in MLA formatting / documentation are few B C+ C D+ MEETING APPROACHING DEVELOPMENT / SUFFICIENCY / SUPPORT to points to points Essay is slightly shorter than Essay is much shorter than pages pages Essay is adequately Essay is insufficiently developed developed /supported via examples, /supported with examples, details details, reasons, evidence, etc reasons FOCUS / PERTINENCY / CONTENT to points to points Essay presents an identifiable Essay presents a wandering, vague, controlling purpose, thesis or main or unfocused controlling purpose or idea Overall content and type of thesis Overall content and type of essay adequately comply with the essay imperfectly comply with the given assignment given assignment CLARITY / EXPRESSION / AUDIENCE to points to points Thoughts, ideas, and points in the Thoughts, ideas, and points in the essay are adequately expressed essay are often awkwardly, The essay's tone and word choice illogically or ineffectively adequately fit the topic and implied expressed The essay's tone and/or audience word choice inconsistently fits the topic and implied audience COHERENCE / ORGANIZATION / TRANSITIONS to points to points The essay moves from introduction Essay moves awkwardly from to conclusion, with little or no introduction to conclusion redundancy Overall organization is Transitions are often unclear or adequate Transitions are adequate, awkward but may at times be awkward REVISION to points to points Earnest attempts are made to revise Revision to earlier drafts is earlier drafts beyond superficial minimal Few homework revision errors Many homework revision assignments / teacher assignments / teacher recommendations are applied recommendations are applied OPENING & CLOSING STRATEGIES to points to points The essay's introduction and The introduction and/or conclusion conclusion adequately open and may fail to fit the body of the essay close out the paper or does not adequately open and/or close it out GRAMMAR to points to points Minor errors in grammar may be Grammar is not well executed and present, but the errors not may at times obscure meaning obscure meaning PUNCTUATION / PARAGRAPHING to points to points Essay may have several minor Essay may have many errors in errors in internal and end internal and end punctuation, punctuation, paragraph intents paragraph intents, and/or spacing and/or spacing Paragraphing is Paragraphing is often flawed adequate PROOFREADING / PAPER FORMAT / DOCUMENTATION to points to points Essay reflects an adequate effort to Essay reflects an insufficient effort fix superficial errors Some minor to fix superficial errors Many errors in MLA formatting and/or errors in MLA formatting and/or documentation may be present documentation are present ENG 010 – SEMESTER ASSIGNMENTS CHECKLIST 51 D DF NOT MEETING to points Essay is no longer than one page Little or no development is demonstrated; examples, details, or reasons are few and/or irrelevant .2 to points Essay fails to present a controlling purpose or thesis Overall content and type of essay fail to comply with the given assignment .2 to points Thoughts, ideas, and points throughout the essay are unclear, illogical and/or incoherent Throughout the essay, tone and word choice fail to fit the topic and implied audience .2 to points Essay moves incoherently from introduction to conclusion Throughout the essay, transitions are unclear, awkward, illogical or simply missing .2 to points Changes to earlier drafts are few and/or only include the correction of superficial errors No homework revision assignments / teacher recommendations are applied .2 to points The essay's introduction and conclusion may be ineffective, much too short, or simply missing .2 to points Grammar often disrupts reading and obscures meaning .2 to points Errors in internal and end punctuation, paragraph intents, and/or spacing are excessive Lacks appropriate paragraphing .2 to points Essay reflects no effort to fix superficial errors Essay fails to follow MLA guidelines for formatting and documentation ESSAYS/6 DRAFTS/3 CHECKLISTS (30%) Narrative Draft Narrative Draft Proofreading Checklist Narrative Draft Score Score Revision 1: Two Narrative Intros Revision 2: Expanded Scene Revision 3: New Conclusion Extra Credit: Revise Flat Writing Exemplification Draft Exemplification Draft Proofreading Checklist Exemplification Draft Revision 9: Persuasive Intro/Thesis Revision 10: Annotated Bib Revision 11: Incorporate Quotes Revision 12: MLA Citations Revision 13: Revise for Wordiness Score Final Portfolio (Pass/Fail) Narrative Draft Exemplification Draft 3 Persuasive Draft Polished Response Polished Response Reflective Freewrite Passing In-Class Essay √ Midterm & Final (20%) Midterm Exam Final Exam Score Writing Studio Attendance * earn up to points on final grade * earn passes for reading responses, free writings or quizzes * to show proof of attendance, request a yellow sheet after each tutoring session * visit LRC 149 or call 631-8516245 to make an appointment Date of Visit to Writing Studio 10 11 12 13 20 FOCUSED FREE WRITINGS (10%) Focused Freewrite 1: Narrative Topic Focused Freewrite 2: Narrative Topic Focused Freewrite 3: Narrative Topic Focused Freewrite 4: Dialogue Focused Freewrite 5: Dialogue Focused Freewrite 6: Dialogue Focused Freewrite 7: Exemp Topic Focused Freewrite 8: Exemp Topic Focused Freewrite 9: Exemp Topic Focused Freewrite 10: Exemp Topic Focused Freewrite 11: Exemp Revisions Focused Freewrite 12: Exemp Audience Focused Freewrite 13: Persuasive Topic Focused Freewrite 14: Persuasive Topic Focused Freewrite 15: Persuasive Topic Focused Freewrite 16: Persuasive Topic Focused Freewrite 17: Persuasive Revisions Focused Freewrite 18: Persuasive Audience Focused Freewrite 19: Reflect on Portfolio Focused Freewrite 20: Reflect on Portfolio Focused Freewrite 21-24: Extra Credit Score ABSENCE POLICY Permitted Number of Absences = Three Four Absences = Minus Five Off Final Grade Five Absences = Repeat / Fail Course Consequence # Date Permitted Permitted Permitted -5 Off Grade Repeat / Fail Professor: Joseph Gatti E-mail: gattij@sunysuffolk.edu Office: Sagtikos 212 Office phone: 631-851-6426 52 READING RESPONSES (4%) Score Reading Response 1: "The Reunion" Reading Response 2: "Momma, the Dentist & Me" Reading Response 3: "Little Brother Is Watching" Reading Response 4: "The Monster" Reading Response 5: "Custom-Made" Reading Response 6: “Violent Media” Reading Response 7: "The Art of Quoting" Reading Response 8: "Simplicity" & "Clutter" Revision 4: Revise for Clarity Revision 5: Add Body Paragraph Revision 6: Revise Paragraphs Revision 7: New Intro/Thesis Revision 8: Add/Revise Transitions Persuasive Draft Persuasive Draft Proofreading Checklist Persuasive Draft IN-CLASS ESSAYS In-Class Essay # In-Class Essay # 13 REVISION ASSIGNMENTS (13%) 15 TAKE-HOME QUIZZES (15%) Quiz 1: Add the Quotation Marks Quiz 2: Fix the Sentence Fragments Quiz 3: Proofread the Passage Quiz 4: Revise the Awkward Sentences Quiz 5: Comma Splices and Run-ons Quiz 6: Paragraphing Quiz 7: Identify the Clauses Quiz 8: Transition Words Quiz 9: Combine the Sentences Quiz 10: Fix the Pronouns Quiz 11: Parallel Structure Quiz 12: Wordiness Quiz 13: Identify Verbs and Verb Phrases Quiz 14: Tense Consistency Quiz 15: Group Punctuation Challenge Score HOMEWORK WORKSHEETS (4%) Worksheet 1: Questions on Choosing a Topic Worksheet 2: Peer Response Sheet (Narrative) Worksheet 3: Really Wrong Signs (Proofreading) Worksheet 4: Attendance Notes (Proofreading) Extra Credit: Peer Revision Sheet (Narrative) Worksheet 5: Positively Puzzled (Proofreading) Worksheet 6: Peer Revision Sheet (Exemp.) Extra Credit: Choosing a Method of Organization Worksheet 7: Persuasive - Peer Interview Sheet Worksheet 8: Peer Revision Sheet (Persuasive) Extra Credit: Other Worksheets in Course Pack Score CLASS PARTICIPATION (4%) Actively participates on a regular basis Almost always prepared for class Consistently pays attention in class 10 11 Dates of Participation 12 13 14 15 16 17 18 19 20 21 22 SUFFOLK COUNTY COMMUNITY COLLEGE NEW-COURSE PROPOSAL FORM IX EXECUTIVE DEAN ACKOWLEDGEMENT-OF-SUPPORT FORM Once you have completed this proposal form, email the entire proposal to the appropriate Executive Deans and ask them to sign the Acknowledgement of Support Form below (one per dean) Once you have received the forms back from the Executive Deans, email complete proposal packet to the appropriate Campus or College Curriculum Committee Chair SUFFOLK COUNTY COMMUNITY COLLEGE EXECUTIVE DEAN’S ACKNOWLEDGMENT-OF-SUPPORT The Proposer should email completed proposal packet along with the Executive Dean’s Acknowledgment-of-Support Form The Proposer should complete the top half of the form and the Executive Dean should check the “Support” or “Do Not Support” line based on the Campus’ ability to commit to implementing the proposal if it is approved through the Governance process Criteria to consider for supporting this proposal are listed below If the Executive Dean is in general support of the proposal but has specific concerns related to the proposal, these concerns should be stated in the comment section If the Executive Dean does not support the proposal, specific reasons should be listed in the comment section The Executive Dean should email completed form to Proposer so that it can be included in the proposal packet to be submitted to the College Curriculum Committee Chair ****************************************************************** The Executive Dean’s Acknowledgement-of Support is a commitment to support the implementation of the course adoption in terms of:  Academic Merit  Availability of Personnel  Adequacy of Facilities  Budgetary Needs for Supplies and Equipment ****************************************************************** This section to be filled out by Proposer: Name of Proposal: ENG 011, Enhanced Writing Skills Adopting Campus: A _ E _ G _X ************************************************************************ This section to be filled out by Executive Dean: X Support Do Not Support Name of Executive Dean: _James M Keane, Ed.D. _ Date September 17, 2018 Comments: Transferability ALL FORMS MUST BE SUBMITTED ELECTRONICALLY Fall 2017 53 As a non-credit bearing course, ENG 011 will not transfer for credit to SUNY or non-SUNY institutions The vast majority of area four-year and two-year institutions 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 (for credit or otherwise) to these institutions as well 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 Sample Correspondence: ALL FORMS MUST BE SUBMITTED ELECTRONICALLY Fall 2017 54 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY Fall 2017 55 ALL FORMS MUST BE SUBMITTED ELECTRONICALLY Fall 2017 56