Catalog Description (back to top)
Prerequisite: English Placement Test (placement determined by studentís score) or passing grade in ENGL 095. Frequent essays based on reading and responding to expository prose; instruction in expository writing conventions and critical reading strategies. Graded CR/NC. Not open to students with credit for this course, an equivalent, or a higher level English composition course. Students with two NC grades may not enroll again. No credit toward baccalaureate.
Learning Objectives (back to top)
Requirements (back to top)
Students are expected to
Recommended Textbooks (back to top)
If you assign or recommend a handbook, please consider using the following so that students do not have to buy different handbooks over the course of several quarters in the composition program.
The Everyday Writer (4th ed.), edited by Andrea Lunsford (Bedford/St. Martinís): A handbook with a strong rhetorical focus; the 4th edition includes 2009 MLA and 2010 APA updates along with other documentation formats.
Texts (* recommended for new faculty)
* Cohen, 50 Essays 2nd ed. (Bedford/St. Martinís)
Atwan, America Now 7th ed. (Bedford/St. Martinís)
Borrowman and White, The Promise of America (Pearson Longman)
Rosa and Eschholz, Models
for Writers 9th ed. (Bedford/St. Martinís)
ENGL 095/096 Portfolios (back to top)
English 095 and 096 are graded Credit or No Credit (CR/NC). Students are evaluated on a portfolio consisting of three writing samples: two essays written during the quarter (revised and edited, with the rough drafts and the original writing prompt attached beneath the final presentation draft), plus a final in-class essay which is administered during the tenth week of classes, usually at the final class meeting. Generally, instructors develop their own prompt for the in-class essay, drawing on topics or themes that they have considered during the quarter.
English 095 and 096 instructors attend a mid-term socialization, usually held on Friday of the fifth week of classes, to read sample portfolios from previous quarters and to develop an understanding of the holistic scoring rubric and portfolio evaluation standards. During the fall quarter, instructors grade portfolios on Friday (English 095) and Saturday (English 096) of the tenth week of classes during an all-day holistic grading session held on campus. During winter and spring quarters, portfolios for both 095 and 096 are read on Friday of the tenth week. Portfolio grades are based upon the entirety of the portfolio and graded holistically, according to rubrics established for each course. (See the Appendices.) End-of-quarter procedures and directions for the portfolios are distributed by the eighth week of the quarter.
Instructors are expected to give adequate and specific feedback on student essays through conferences and/or comments on papers. Some instructors do not grade individual essays, but rather guide students in choosing essays and revising them to create a successful portfolio, making it clear that requests for further revision indicate that the essay is not yet ready for the portfolio. By the middle of the quarter, instructors should begin giving students more specific information about the quality of their writing, so students who are not doing passing work are aware of their status. Some instructors use the CR/NC distinction since that is the ultimate decision. Others give a numerical grade based upon the portfolio scoring guide for that course. Whatever their method, most instructors strive to strike a balance between encouraging students and giving them an honest assessment of their work. Students are understandably upset when they believe they have been doing passing work, but then receive a NC grade on their portfolio.
Peer response groups are also recommended as a way of helping students develop their ability to critique essays, of increasing the feedback that students receive, and providing an audience other than the instructor. Many students will benefit from additional tutorial instruction available in the University Writing Center.
ENGL 096 Scoring Guide (back to top)
English 096 Scoring Guide
6 Very Strong
The 6 portfolio demonstrates very good writing ability. Revised essays in a 6 portfolio typically
The final in-class essay may exhibit less control of language than the revised essays, but will be thoughtful, well-organized, and adequately developed. The student is clearly ready for English 101.
A 5 portfolio demonstrates strong writing ability. Revised essays in a 5 portfolio typically
The final in-class essay may exhibit less control of language than the revised essays, but overall will be focused, organized, and adequately developed. The student is ready for English 101.
A 4 portfolio demonstrates adequate writing ability. Revised essays in a 4 portfolio typically
The final in-class essay may exhibit less control of language, have occasional lapses of focus, some uneven development, or a mechanical organization, but it will respond to the topic at least minimally or implicitly. The student will benefit from the challenge of English 101.
A 3 portfolio demonstrates developing competence, but is flawed in some significant way(s). Revised essays in a 3 portfolio may
The final in-class essay often exhibits very limited control of language, and may be marked by lapses of focus, uneven development, and poor organization. The student would benefit from repeating English 096.
2 Very Weak
A 2 portfolio is seriously flawed, and generally is marked by more than one of the following characteristics. Revised essays in a 2 portfolio may
The final in-class essay often exhibits very limited control of language, and may be marked by lapses of focus, uneven development, and poor organization.
A 1 portfolio is incomplete in significant ways (for instance, does not have drafts of essays or other required materials or is missing one or more essays).