CHARTING A NEW COURSEThe Sometimes Bumpy Road to Greater Success in Basic Writing

January 2009 – The Road Begins with a very terse directive:

“Fix this!”

How It Was --

How It Was --

Spring 2009: More than 60% of students taking Basic Writing passed with a B or better (70% when including C’s).

2009-10: Changes begin to be implemented; slightly more than one-half of students taking Basic Writing pass with a C or better.

Fall 2010: Of that 60%, less than half made a C or better in Composition I.

2009-2010: Percentage of students passing Basic Writing with a C or better begins to decline as the percentage of those going on to Composition I passing with a C or better begins to rise.

What needed to be “fixed” – performance of students going from Basic Writing to Composition I.

Search for answers begins in four areas: Consult composition faculty for their expectations of

student performance (criteria) Rework Basic Writing curriculum to address those

criteria more effectively Re-evaluate existing faculty

Where were these “struggling” students coming from? How had they made A’s and B’s and not be able to

perform in Composition I? Chart a new path

How It Was --

Discover their concerns about students in their current sections.

Look for consensus in area of expectations “On Day One, what should these students be

able to do?” Look for consensus (and consistency) in

grading “What constitutes an ‘A’ paper? A ‘B’ paper?”

1. Consult composition faculty for their expectations of student performance

(criteria)

Develop a clearly worded Common Syllabus that spells out performance standards and measurements of that performance.

Develop a new pre- and post-test that more accurately gauges student skill levels and, ultimately, growth.

Develop clearly worded assignments and grading criteria (rubrics) for all Basic Writing faculty to use

2. Rework Basic Writing curriculum to address those criteria more effectively

My “inheritance” Determining where the problems lie

Classroom observations Looking at previously graded papers “Norming” sessions with all BW faculty

Some very difficult decisions had to be made.

3. Re-evaluate existing faculty

Greater communication among faculty More effective use of online resources More effective textbook choice

We wrote our own. It reflects a view of academic writing

consistent with student learning outcomes and Composition I skill criteria.

4. Chart a new path

Results?

Increased rigor in Basic Writing has resulted in, hopefully, a temporary decline in the number of students passing the course. 2010-11: Almost one-

third passed with a C or better

However, what happens to those who do pass?

2010-11: Of the one-third who passed Basic Writing and went straight into Composition I, 77.6% passed Composition I with a C or better.

76% of students who went straight into Comp I made a C or better.

Fixing One Problem Uncovers Others

Far too many students withdrawing or failing

Why??

One possible explanation became clear because of a visit to Bartlesville.

The Problem with “Jennie”

A Basic Writing student at our Bartlesville campus Attending every class Participating in every

tutoring opportunity she could get

Angry and frustrated Why?

After speaking with “Jennie,” her instructor, and campus services coordinator, some further checking revealed:

English ACT score: 8 “Jennie” needed more than what our current

course is designed to provide.

Where “Jennie” Actually Was --

“Jennie” and the Bigger Picture

A possible answer to the withdraw and failure problem Students feeling left

behind get frustrated – and angry – and stop coming to class or withdraw.

A growing problem

Is it “fixed” yet? It’s never ending.

“Just when I thought it was smooth sailing…” It’s cyclical.

“Problems = Solutions … which uncover other problems!”

But ultimately it’s worth it.

Our Bumpy Road to Success --