At HCC, students are required to complete a two-semester sequence of composition courses: English 121 (College Composition I) and English 122 (College Composition II). The only exception to this rule is the student whose score on the writing placement test or SAT verbal score is exceptionally high; that student will be advised to enroll directly in ENGL 121. ENGL 121 transfers as three credits of Freshman Composition, while ENGL 122 transfers as three credits of English elective, fulfilling the core curriculum requirements.
Whatever specific composition course(s) you teach, all instructors need to
understand the links between our entire composition sequence (ENGL 097, 121,
122). Our philosophies of writing as a recursive and connective process underlie
all three courses, but we expect greater degrees of sophistication and eloquence
in our students' writing with each subsequent course. Thus, although each
course is grounded in the multi-paragraph theme, the writer’s’
voice develops from that of student towards that of professional writer as
the courses progress. In ENGL 097, students read and respond to other texts
and voices with their own views and experiences; in ENGL 121, students learn
to weave other texts and voices into their own writing, to cite (summarize,
paraphrase, and quote) and document these sources in MLA style; also, students
perform extensive library and Internet research, learning to synthesize the
work of professionals in a controlled research presentation. . Upon completion
of ENGL 121, students should be proficient writers who know how to fulfill
their stated purpose, address their audience appropriately, and find, integrate,
and document research effectively.
We believe a student-centered class encourages student success. Writing labs employ current software (WebCt) designed to specifically enhance writing instruction. We offer faculty workshops on how to best use these programs at the beginning of each semester. Teachers require students to evaluate each other’s papers and encourage them to take responsibility for their own writing by making peer evaluation part of a student’s grade. Teachers also do their part by grading and returning routine assignments within one week, major assignments within two. Finally, faculty include points for attendance and for completion of informal assignments to emphasize the value of a writing community.
We teach writing as a learning process by designing lessons and assignments that encourage students to perceive their work as integral and connected to the world around them, rather than as isolated academic exercises. The use of portfolios helps students reflect on and analyze their own progress in writing and critical thinking. Also, instead of isolating sentences and paragraphs, we teach the essay as an organic whole, even at the developmental level. Once students enter ENGL 121, grammar is not taught as a systematic series of lessons but addressed in ways integrated with student needs. We suggest you find ways to address the mechanics of effective writing as they arise in certain assignments, or help students use available resources such as the LAC/Write Room, Walk-in Lab, AllWrite! software, and, of course, the Bedford handbook to target their individual needs. We also encourage instructors to develop assignments that are topic - rather than mode-driven. While the traditional modes of comparison/contrast and cause-and-effect are useful tools, they are not ends in themselves. For example, rather than assigning a Comparison/Contrast Essay, design a topic that encourages students to compare and contrast as an effective way of addressing an issue, evaluating an idea, responding to other texts. This handbook contains sample syllabi and assignments, and the provided disk has basic templates for the same.
In all composition courses, students should have ample opportunities to do "low-stakes" writing, such as through freewriting, brainstorming, or journaling activities, so that they may learn the distinction between "writing to learn" (generating ideas as a discovery process), and "learning to write" (shaping material according to academic or professional standards). Opportunities for revision, peer editing, and collaborative learning also help students to understand writing as a process and as a conversation between writers and audiences, readers and texts.
Even as we value coherence and continuity within our composition program, we also know that every strong program contains a variety of instructional styles and strengths. Thus, while we have provided samples, we encourage you to design your courses in ways that allow you to make the most of your particular talents. In addition to this handbook, use your Bedford text and supplementary materials (we particularly recommend "Classroom Strategies” and "Portfolios"), the Howard Community College Writing Resource Guide, and the Division Resource Bank to help you construct stimulating courses that you and your students will enjoy. (It's particularly important to review the Writing Resource Guide, as you will give a copy to all of your students who have not yet received one.)
The ENGL 121 & 122 coordinating team is always available to help you and to keep you informed. The team members specialize in different areas, like hiring, outcomes assessment projects, book orders, the walk-in lab, and portfolio use. Ask your mentor, any full-time faculty member you know, or the division chair to direct you to the right person.
Best wishes for a successful semester!
