Writing Faculty Assessment and Common Syllabus Requirements

All faculty (adjunct and full-time) are required to use the common syllabus when teaching Composition I, Composition II, and Introduction to Literature. This includes using the common objectives and student requirements listed in the syllabus.

Composition I: At the beginning of the semester faculty teaching Composition I must give two tests: the grammar post-test and Composition I Assessment Test. You need to save these results, which will be reported at the end of the semester on a form furnished to you. .

Composition II: At the beginning of the semester faculty teaching Composition II must give the Composition II Assessment Test. You need to save these results, which will be reported at the end of the semester on a form furnished to you. .

Introduction to Literature: No pre-tests are required.

Composition I: At the end of the semester faculty teaching Composition I must give two tests: the grammar post-test and Composition I Assessment Test. The results of both the pre-and the post-tests must be reported to the division administrative assistant by student name. Forms will be furnished to you with each student name. (Student anonymity will be preserved.) Each score should be figured as a percentage. The last essay grade, the last documented essay/body of essay grade, the last article summary/evaluation grade, and the last essay question answer grade must also be reported on the form. Each grade must be reported as a percentage. In addition, please remember to forward graded artificats, that is, one paper with a grade of "A" and one paper with a grade of "C," from one of the categories to the Composition Assessment Committee by way of Shelly Borgstrom, who will check your name off the list of faculty when the artifact is received, but who will not put your name on the artifact.

Composition II: At the end of the semester faculty teaching Composition II must give Composition II Assessment Test Form. The results of both the pre-and the post-tests must be reported to the division administrative assistant by student name. Forms will be furnished to you with each student name. (Student anonymity will be preserved.) Each score should be figured as a percentage. The last essay grade, the last documented essay/body of essay grade, the last article summary/evaluation grade, and the last essay question answer grade must also be reported on the form. Each grade must be reported as a percentage. In addition, please remember to forward graded artificats, that is, one paper with a grade of "A" and one paper with a grade of "C," from one of the categories to the Composition Assessment Committee by way of Shelly Borgstrom, who will check your name off the list of faculty when the artifact is received, but who will not put your name on the artifact.

Introduction to Literature: At the end of the semester, all faculty teaching Introduction to Literature must report grades (figured as percentages) on the last written analysis, interpretation, and/or criticism; the last analytic journal grade; and the last creative journal grade. In addition, please remember to forward one graded artificat (a graded analytic paper) from one of the categories to the Comp. I assessment committee by way of Shelly Borgstrom, who will check your name off the list of faculty when the artifact is received, but who will not put your name on the artifact.

• initial assessment test

• final grammar test
• final assessment test
• last essay grade
• last researched (APA/MLA) paper grade
• last article summary/ evaluation grade
• last essay test question answer grade
• artifact ("A" and "C" papers)

• final assessment test
• last researched (MLA/APA) essay grade
• last article summary/
• evaluation grade
• last essay test question answer grade
• artifact ("A" and "C" papers)

• last written literary analysis/ interpretation/ criticism grade
• last analytic journal grade
• creative journal grade
• artifact

Buchan, John. The Thirty-Nine Steps. Oxford: Oxford UP, 1999.

            Dial-Driver, Emily. A Guide to College Writing. Phoenix: BentTree Press, 2004.

            Glenn, Cheryl. Making Sense:  A New Rhetorical Reader. New York: Bedford, 2002 .

Each student should have completed the following

• 400-1000 word essay, using formal essay structure
• short researched paper, using one or more forms of standard documentation, such as MLA, APA, etc.
• use of library resources, including electronic and Internet sources
• summary and evaluation of an article
• writing process: pre-writing, planning, organizing, drafting, revising, editing
• answer to an essay test question
• short essay in 50 minutes (ACT/SAT style)

Each student must

• take pre- and post-tests
• write five graded essay equivalents¹, each graded essay reflecting the writing process
• use selections from each of the required textbooks
• summarize an article
• write at least one answer to an essay test question
• write one or more graded short essays (SAT/ACT style) in class in 50 minutes

1 Essay equivalents may include a major revision project, a series of three or more paragraphs, a series of five or more summaries, a research project. Individual instructors may require more assignments, exercises, projects, essays, etc., but may NOT require less.

 

 

            Guide to College Writing.  Phoenix: BentTree, 2004.

Behrens, Laurence, and Leonard J. Rosen. ed. Writing and Reading Across the Curriculum. 8^th ed. New York: Longman, 2003.

Each student should have completed the following

• 600-1500 word essay, using formal essay structure
• researched essay, 600-1500 words, using five or more sources and standard documentation.
• use library resources, including electronic and Internet sources, in essay(s)
• summary and evaluation of articles from four of the following areas:

• social science
• natural science
• film
• pop culture
• literature

• writing process: pre-writing, planning, organizing, drafting, revising, editing
• answer to an essay test question
• short essay in 50 minutes (ACT/SAT style)

Each student must

• take pre- and post-tests
• write five graded essay equivalents¹, including not less than three graded essays, one of which is a research essay, each graded essay reflecting the writing process
• use selections from each of the required textbooks including multi-disciplinary essays chosen from four of the following areas:
• social science
• natural science
• film
• pop culture
• literature
• summarize an article
• write at least one answer to an essay test question
• write one or more graded short essays (SAT/ACT style) in class in 50 minutes

1 Essay equivalents may include a major revision project, a series of three or more paragraphs, a series of five or more summaries, a research project. Individual instructors may require more assignments, exercises, projects, essays, etc., but may NOT require less.

You have 50 minutes in which to produce this writing sample. Choose one of the following topics and write an essay on it.

your future in college

your goals after college

your fears about college

your fears about the future

 

 

 

You have 50 minutes in which to produce this writing sample. Choose one of the following topics and write an essay on it.