28-001-099 Preparatory Composition. 3 ug cr. Instruction in the basic literacy skills generally required of college writers. Students will practice these literacy skills by writing essays as well as by summarizing and responding to texts. Does not satisfy degree requirements, but does affect grade point average. Prerequisite.: Mandatory placement based on results of college's placement exam or successful completion of PR&W II.

Students place into Prep Composition based upon high intermediate or borderline COMPASS scores and usually a score of "3" on the placement essay.

Text: Joy, Anna. We Are America: A Thematic Reader and Guide to Writing. 3rd ed. Forth Worth: Harcourt Brace, 1998.

Since this is the final course in the sequence, the course outcomes are those of the entire sequence. Please note that some students will have come through the earlier Prep courses, while for others this is their entry-level course.

Outcomes for Preparatory Composition

• Write adequately developed, generally clear, and sufficiently organized multi-paragraph essays, which are appropriate for the given audience, and purpose.

(Processes)

• Be aware that it usually takes multiple drafts to create and complete a successful text.
• Be able to draft an essay with relative fluency
• Be able to revise drafts
• Describe and evaluate their own writing processes in general terms.
• Understand the difference between revision and editing/correcting errors.

(Rhetorical Awareness)

• Understand the general concepts of audience, purpose, content, and
• Base relatively simple choices for their own writing on these general concepts 

(Development)

• Communicate a central idea fully to readers
• Make a central idea more clear and meaningful  through elaboration and details
• Exclude information that is unnecessary or unrelated to central idea 

(Organization)

• Develop a writing so that it is based on a central idea.
• Present an idea in a planned order that makes sense.
• Demonstrate the ability to write introductory paragraphs, body paragraphs, concluding paragraphs, and thesis statements appropriate to audience, purpose, and writing task.

(Style)

• Show at least a beginning sense of stylistic choices.
• Choose appropriate (and somewhat effective) words.
• Show beginning sense of voice.

(Editing/correctness)

• Understand the most obvious elements of correct usage, such as basic sentence punctuation, capitalization, and sentence structure.
• By the end of Prep Composition, demonstrate the ability to proofread and edit their own papers without relying heavily on instructors or writing lab tutors to identify and correct their papers for them.
• Edit the final products for the Prep Exit Review, catching all careless errors and improving the worst kinds of confusing and annoying prose, producing final products that do not contain numerous errors or a pattern of errors. (Again the instructor should be confident that the student has not had someone do the majority of editing work for him/her.)
• Demonstrate the ability to proofread and edit even timed writing to an acceptable degree of audience readiness.

• Apply strategies for reading and comprehending several types of written texts.
• Distinguish between fact and opinion.
• Make inferences.
• Distinguish between main and supporting ideas and distinguish between levels of generality in supporting details.
• Understand transitions and ensuing patterns of organization.
• Summarize main idea in readings (and understanding the concept as it is constructed by particular readers and purposes for reading).
• Articulate a coherent response to readings by connecting to personal experience or beliefs, applying to other circumstances, evaluating the logic and value of the ideas in the readings, or otherwise interacting with the text.

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To be eligible for English Composition I, Prep Composition students must pass the Prep Exit Review. For this portfolio review, a student must present a portfolio consisting of four pieces of writing to a review team. The review team is comprised of the student's instructor and two other faculty members. Review teams meet during finals week to discuss students' portfolios and determine if the work constitutes entry-level work for English Composition I. Decisions are based upon the consensus of the team, although individual instructors determine the student's grade for the course, understanding that a grade of "C" or above can be assigned only if the team finds the work satisfies the Prep Composition exit requirements.

Three types of ratings may be given: READY, NOT READY, and CONDITIONALLY PERMITTED TO TAKE ECI.

1. A reflective cover letter in which students demonstrate their ability to discuss their writing and reading processes and to articulate their beginning ability to evaluate their own writing. {Please advise students that this is not a form letter, nor a place to compliment the instructor or rave about the quality of the class, nor a place to make general statements about one's readiness to take EC I.} This letter is to be original and to show the writer's awareness of who he or she is as a writer, how he or she goes about making meaning as he/she reads and writes, and what the writer feels are his/her areas of strength and areas that the student plans to work on in terms of the course outcomes and prep exit criteria. An honest, thoughtful appraisal of one's writing (including acknowledgment of perceived shortcomings) will be more highly valued that a "sales pitch" on "why I should be allowed to go to EC I."

2. Two (multi-paragraph) essays which the student has written over time, with feedback, and has revised (or been given the opportunity to revise.) At least one of these should include pre-writing, drafts, revisions, reflective paragraphs or letters accompanying presentation draft submissions for feedback, etc. Students should be encouraged to select what they think are their best essays (selection may be done with instructor's input.)

3. One unassisted, persuasive essay written in class near the end of the term. This in-class essay should be on a pre-announced topic, preferably with readings and discussion preceding the writing. Students should be given the opportunity to draft, revise, and proofread, so at least the equivalent of two 50 minute class periods should be reserved for this writing. Instructors will provide written explanations of the time allotted and process work done in advance of the in class writing so that evaluators understand the conditions.

4. A summary of a reading with some type of written response. (These may be journal entries with the student's choice of his/her "best" or an assignment completed by the entire class.)

Please note that the number of essays assigned during the term may exceed the number looked at during this external review. Certainly the number of writing assignments, including journals, summaries of readings, reflective writing, informal writing, and practice writing in timed situations will be more numerous than those listed above. Similarly, the portfolio for the course, upon which a major percentage of the final grade is based will most likely contain more pieces of various kinds. Students might construct a course portfolio (begin doing so with the first writing they do), but have them select from that the particular pieces required for the Prep Exit Review. By assigning an overall portfolio grade that is more than an average of the individually graded pieces, instructors can avoid potential grade conflicts between the external "readiness" review and the course grade.

The Prep Exit Review teams are not grading individual papers, but are arriving at a general consensus of whether or not the student is READY to begin English Composition I. A number of factors are considered, and the student's instructor is present to provide the kind of information that may not be apparent from a "blind reading" of a portfolio (motivation, effort, degree to which student has revised and edited without excessive help, at least near the end of the term, etc.) Although other factors are considered, students can only be passed to ECI if they have demonstrated an ability to begin that level work, not because "they tried really hard" in Prep Composition.

PLEASE NOTE: The following READY criteria state the minimum requirements for moving to ECI; they are not descriptions of "A" or "B" portfolios.

READY RATING:

A rating of READY should indicate that the majority of papers in the portfolio or the portfolio as a whole exhibits the following characteristics. (No single feature, unless extreme, will cause a portfolio to be given a NOT READY rating.)

Revision  The portfolio should contain evidence that the writer has at least a beginning sense of revision that differs from merely correcting errors, either those marked by the instructor or discovered by the writer. While writers may not be able to make elaborate, global revisions, some indication that the writer can make improvements from one draft to the next should be apparent.

Reflection  The cover letter should indicate at least a beginning ability to articulate processes and evaluate the writing presented in the portfolio in terms of the expectations of the course and exit requirements.

Reading/Writing Connection  The writer is able to articulate the main ideas of a reading and to offer a coherent response to a reading. The writer also is able to draw upon ideas from readings to inform his/her thinking and writing. (This does not mean the writer is necessarily expected to incorporate quotations or document sources.)

Controlling Idea & Development  The writing demonstrates the writer's ability to write multi-paragraph essays that are sufficiently developed in a way that is appropriate for the topic and writing situation (audience and purpose). Although writers will not begin their process by writing a main idea and then filling in the content, the final revised essays should have controlling ideas that are developed throughout the essay. The development goes beyond trivial generalizations and weak supporting statements. The focus of the essays is reasonably clear and appropriate for the topic, purpose, and audience.

Organization and Essay Structure  The essays have a discernible pattern of organization, which is appropriate for the writing situation. The essays demonstrate the writer's understanding of paragraph and essay structure appropriate for the writing situation, although structures may seem somewhat formulaic. Introductions and conclusions will be present, but may be somewhat mechanical.

Clarity & Coherence  The essays communicate ideas clearly enough to be understood upon a first reading. The relationship among ideas and supporting points is discernible, and the movement from one idea to the next is signaled in the text and/or follows a logical progression. For the most part, meaning is not obscured by the following: faulty or random arrangement at either the essay or paragraph level; awkward wording or sentence construction: absence of internal logic, transitions, or essential information to connect ideas. (i.e. writer shows an awareness of what readers will need to follow and understand.)

Sentence Structure  The sentences are generally correct but may not be distinguished by syntactic variation or complexity. The writing should demonstrate an awareness of sentence boundaries and an ability to produce writing free from a pattern of sentence fragments or comma splice errors. (An occasional error, especially comma splices, should not prevent the rating of READY.)

Word Choice  The writing demonstrates appropriate and correct word choice, for the most part. The writing may suggest the writer has a somewhat limited vocabulary.

Editing/Proofreading  Out of class essays are generally free from errors in grammar, syntax, punctuation, spelling, and usage. Although in-class essays may contain a few more errors, even these should demonstrate the writer's ability to proofread and edit. The writer has taken the time to do proofread and correct errors. The writer is not dependent upon others pointing out errors and correcting them for him/her.

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NOT READY RATING:

There are a number of factors that will determine a NOT READY rating, but the following characteristics of the portfolio as a whole or evident in several individual pieces should indicate the student is not ready for EC I.

Revision The portfolio contains little or no evidence that the writer has a sense of how to go about revising.

Reflection  The cover letter does not indicate a beginning ability to articulate processes and evaluate the writing presented in the portfolio in terms of the expectations of the course and exit requirements. The writer seems to have little awareness of his/her own processes or abilities. (A poor cover letter alone will not "fail" the portfolio, but is one of several indicators to be considered.)

Reading/Writing Connection (Comprehension)  The writer is unable to articulate the main ideas of a reading and to offer a coherent response to a reading.

Controlling Idea & Development  In two or more essays the writer has not sufficiently developed the controlling idea or has not sustained development throughout. The focus may be unclear and/or the writer has not gone beyond trivial generalizations and weak or stock supporting statements.

Organization and Essay Structure  The essays do not have a discernible pattern of organization or the organization is quite inappropriate for the writing situation. The essays do not demonstrate the writer's understanding of paragraph and essay structure.

Clarity & Coherence  The essays pose problems that make it difficult to understand the writer's meaning upon a first reading. The relationship among ideas and supporting points is not clear or the movement from one idea to the next is not signaled in the text or is illogical. Meaning is obscured by the following: faulty or random arrangement at either the essay or paragraph level; awkward wording or sentence construction; absence of internal logic, transitions, or essential information to connect ideas. (i.e. writer does not show an awareness of what readers will need to follow and understand.)

Sentence Structure The writing demonstrates a lack of awareness of sentence boundaries or basic sentence patterns.

Word Choice  Word choice will frequently be inappropriate or incorrect. Limitations of vocabulary may interfere with communicating meaning.

Editing/Proofreading  Out of class essays and/or the in class essay exhibit either frequent errors or a pattern of errors in grammar, syntax, punctuation, spelling, and usage. The writer has not demonstrated the ability to proofread and edit without significant assistance and continued dependence upon the instructor, Writing Lab tutors or others.

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Preparing Portfolios: Students should be made aware of the Prep Exit Review, the criteria, and the consequences from the beginning of the term. Throughout the quarter, students are, in essence, preparing the portfolio as they work through assignments. Since the reflective cover letter is an important part of the review, students should be introduced to reflective writing as part of the writing processes and required to submit reflective pieces along with their drafts or asked to keep a reflective log in their journals. Some feedback and instruction is necessary, since this will be new for most students. Class or small group discussions of writing, of writing and reading processes, along with peer responses to writing, will also contribute to the students' developing abilities to be reflective.

Students will need some assistance in assembling the portfolio and some guidance in writing the cover letter.

Exit Review Portfolios should be collected during the last week of classes (probably the last day the class meets.) The final exam time may be used to return portfolios and talk to students who are either conditionally ready or not ready, to make sure they understand what course they should register for next. (Conditionally ready students must sign a form.)

1. Each instructor is assigned to a team of 3, with information concerning when each team member plans to collect portfolios and meet with his/her class to give the results. (Often there is a very short turn-around time, depending upon class and final exam schedules.) The team should devise a schedule for passing portfolios to each other and for meeting to discuss individual ratings and make final, consensual decisions.

2. Each instructor makes 3 copies of the class list. The instructor reads the portfolios for his/her class and assigns a rating of R or NR to each student. The instructor then passes these portfolios to the next team member, along with the remaining two copies of the class list. The second reader rates, and passes to the third who does the same.

3. Each Prep Composition instructor will read at least three classes. (At least one taught by another instructor.)

4. When the teams meet, they compare ratings of READY and NOT READY, discussing each portfolio where discrepancies in ratings exist. The decision is consensual. Only during the discussion should ratings of "Conditionally Ready" be considered. Please be advised that this is not an easy choice when raters disagree, but should indicate the group's consensus that this student will benefit from being allowed to make the choice and to promise to meet the conditions the group decides upon (usually, some prescribed work with a Writing Lab tutor.)

5. NOT READY and CONDITIONALLY READY forms are completed during (or right after) the team meeting.

6. Meet with NOT READY and CONDITIONALLY READY students to explain the results. Students with a conditional rating must sign the form. Copies should go to the student, the Writing Lab, and M. Miner, and you will probably want to keep one for yourself.

NOTE: Some type of norming session or sessions will be held during the term, either for teams or all instructors together.

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The Preparatory Composition Exit Review committee has determined that the following student is NOT READY to enroll in English Composition I, based upon an evaluation of the Exit Review Portfolio the student submitted.

Therefore, this student is required to re-take Preparatory English Composition (ENG 099), to allow an additional 10 weeks to further develop the reading and writing abilities necessary for success in English Composition I.

Reasons for the NOT READY rating:

The Preparatory Composition Exit Review committee does not recommend the following student as unconditionally READY for English Composition I, based upon an evaluation of the Exit Review Portfolio the student submitted.

Therefore, the decision is to allow the student to register for English Composition I only if he/she does so with the understanding that extra effort may be necessary on the student's part to successfully meet the demands of the course. If the student prefers to repeat Preparatory Composition (ENG 099), a grade of "IP" will be assigned for this quarter of Preparatory Composition, unless the student has previously received a grade of "IP" or "N" for this course (formerly Prep English III or ENG 077).

STUDENT____________________ QUARTER___________ 19___

Preparatory Composition Instructor_____________________

REASONS FOR THE CONDITIONAL RECOMMENDATION:

ACTION SUGGESTED IF ENGLISH COMPOSITION I IS SELECTED:

Student's Signature_________________ Date__________

Instructor's Signature________________ Date__________

* Triplicate copies must be made of this signed form. One is to be given to the student, one retained by the instructor, and one submitted to the Composition Coordinator. The Writing Lab will be given a copy where these will also be kept on file.