IRW 99 - A-Comp (Accelerated Developmental Composition)

IRW 99 will scaffold assignments and activities from linked EN 101  class.

2.  Students will engage in active reading and demonstrate the use of pre-reading, during reading, and post-reading strategies.

3. Students will demonstrate use of the writing process:  pre-writing, drafting, revising, editing, and self-reflection.

4.  Students will identify rhetorical patterns within academic texts.

5.  Students will establish an identifiable focus and purpose.

6.  Students will develop a thesis statement and appropriate support.

7.  Students will organize thoughts into recognizable paragraphs and essays that are unified, coherent, and well-developed.

8.   Students will create a variety of sentences using appropriate vocabulary.

9.  Students will analyze and revise their own writing to improve organization, development, and application of English conventions.

10.  Students will develop their writings in a variety of forms, including essays, summary/response writing, and reflections.

11.  Students will effectively organize communications, ensuring there is a clear introduction and conclusion, the content is well sequenced, and there are appropriate transitions. 

12.  Students will use high-quality, credible, relevant sources to support writing. 

A. Practicing the Writing Process: pre-writing, drafting, revising, editing, and self-reflection

B. Analyzing and Revising One’s Own Writing to Improve Organization, Development, and the use of English Conventions, both grammar and research

C. Developing Writing in a variety of forms: Essays, Summary/Response Writing, and Reflections  (Writing may include inquiry- based description, narration, exposition, thesis/support, and summary/response.)

D.  Applying effective pre-reading, during, and post-reading strategies to Strengthen Comprehension of College-level Texts and Scholarly Articles from a Database

II. Strategies for Thinking Critically about Reading and Writing 

A. Determining an Author’s Purpose, Audience, and Point of View in College-level Texts

B. Analysis through Peer Review, Revision, and Editing

C. Analysis through Evaluating Sources

D. Analysis through Reading and Writing on Various Perspectives of a Topic

E. Analysis through Self-reflection

F. Applying note-taking strategies including Purposeful Annotation, Cornell Notes, Three-Column Note-Taking, Evidence and Interpretation, etc.    

Annotation/Note-taking Rubric

• Development and practice of skills in integrating reading to: writing, listening, speaking, and critical thinking

• Analysis of assigned readings and demonstration thinking through writing, group discussion, and other means of formal/informal assessment

• Demonstration of reading comprehension and interpretation of various readings

Writing Connected to Reading: 20-30%

• Development and practice of skills in integrating writing to: reading, listening, speaking, and critical thinking

• Writing proficiency on a variety of topic and genres presented through Instructor Facilitation and course reading themes and genres

• Utilization of the writing process: prewriting, drafting, revising, editing, proofreading, publishing, and reflecting

Instructor Facilitation of the following: 5-20%

• writing process

• reading comprehension and interpretation strategies

• developing a unique voice in their writing

• group discussion and critical thinking collaborations

• gradual release of course material to assist students in their inquiry of reading comprehension and writing process pedagogy

• development of writing style and format:

  • Sentence combining

  • Modeling professional sentences

  • Appropriate use of formatting guidelines (MLA, APA, etc.)

Student Constructed Inquiry: 20-50%

• Development of personal meaning and viewpoint on various themes presented in the course readings

• Analysis of elements of engaging texts in various genres

• Sentence and essay-level style elements of model readings in his/her/their own writing

• Development of ideas and connections to various themes presented in the course through essay and other exploratory writing.

• Reflection as a meta-cognitive analysis of reading and writing process

• Participation in collaborative learning:

  • Peer Review/Editing

  • Discussion groups requiring critical thought

In IRW 099, students will practice and develop skills in integrating writing, reading, listening, speaking, and critical thinking.

Students will practice skills required in their linked EN 101  course.

Students will demonstrate inquiry- based writing proficiency in a variety of ways that will reinforce EN 101  assignments: thesis/support essays, summary/response writings, and informal writing assignments.

All classroom activities are designed to enhance students’ skills in the writing process: prewriting, drafting, revising, proofreading, publishing. 

1. Collaborative group work to enhance student learning (25-40%)

• Peer review/Editing 
• Discussion groups requiring critical thought
• Discussion that involves identifying the main idea, making relevant inferences, and formulating essential questions based on academic reading. 

2. Critical thinking strategies (20-25%)

• Analysis of assigned readings
• Purposeful annotation of texts
• Participation in discussion groups
• Analysis and improvement of student writing
• Peer review

3. Strategies for developing style (20- 25%)

• Sentence combining
• Modeling professional sentences

4. Compilation of a writing portfolio at instructor discretion

5. Writing workshops to practice the writing process: Computer lab, peer review, and/or conferences with instructor. (20 - 25%)

6. Four (4) polished multiple- paragraph essays written using the  writing process

One of those essays must be a summary/response, where students will summarize and respond in an essay to an assigned reading–integrating outside sources and a Works Cited page using principles of MLA style and practicing critical reading, thinking, and research skills for the linked EN 101  course.

7. Twenty (20) - forty (40) pages of informal writing required (journals, in-class writing, etc.)

Note: Writing, both formal and informal, count as 70% of a student’s grade.

• SAT Evidence-Based Reading and Writing of 400 to 440 OR
• ACT English and Reading Combined Score of 26-30 (valid February 2018 forward) OR
• Accuplacer Writing of 5 and NextGen Reading of 248 and under and Accuplacer Writing of 4 and Next Gen Reading of 249 and above (valid October 2018 forward)