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Entry #23599 - [none]
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	[none]
Edit this record Field name global edit Delete this record	1. What does it mean to have an essay coherent, unified, and adequately developed? (Organize writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context.) 2.How does one paraphrase, summarize, and quote material to support ideas and to avoid plagiarism? (Summarize, paraphrase and quote from sources to maintain academic integrity and to develop and support one's own ideas.)
Edit this record Field name global edit Delete this record	Two activities: 1. PowerPoint on unity, coherence, and paragraph development, followed by in class writing with deliberate attention to unity, coherence, and development. These exercises will carry over to their essays. 2. Read articles and write a paraphrase, a summary, and a response using quotations. These exercises will carry over to their essays.
Edit this record Field name global edit Delete this record	[none]
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Entry #23589 - CRE 101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Rachel Segal
Edit this record Field name global edit Delete this record	Are students able to evaluate an author's accuracy and clarity? Can students recognize the application of critical reading skills to their lives?
Edit this record Field name global edit Delete this record	Paul & Elder's book, "Guide to Critical Thinking" Group discussions, written analyses of a variety of selections Evaluation supporting the characteristics and usefulness of the skills acquired and/ or used this semester.
Edit this record Field name global edit Delete this record	CRE 101
Edit this record Field name global edit Delete this record	13128, 72929
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Entry #23722 - CRE 101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Nina Olson
Edit this record Field name global edit Delete this record	Vary critical reading techniques according to the type of material and purpose for reading. Describe the nature of critical reading and how/when to apply it to their educational experiences.
Edit this record Field name global edit Delete this record	Use different reading selections to encourage students to analyze and evaluation the written text for the purpose of improving comprehension skills Teach students when and how to critically read by adjusting pace of reading, and other appropriate reading techniques to gather meaning from printed text.
Edit this record Field name global edit Delete this record	CRE 101
Edit this record Field name global edit Delete this record	13356
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Entry #23757 - CRE 101. 091 college Reading
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Gwen Worthington
Edit this record Field name global edit Delete this record	CRE-1. Describe the nature of critical reading, obstacles to critical reading and thinking and its application to everyday life. 2. Analyze, Identify common fallacies in reasoning in written language 091 - 1. Vary reading rate, applying skimming and scanning techniques 2. Use graphic organizers for note taking
Edit this record Field name global edit Delete this record	CRE: a. Filling out the chart with the acronym for obstacles to critical reading using examples from the readings that they annotated. Giving them a test using the information from the readings and the chart to apply the obstacles to their everyday life. Fallacies: a. Play a game using the fallacies and written statements where they have to put the 3/x/5 cards under the fallacy. A team activity. b. take a 35 item test having to identify the fallacy and then arguing their point if the fallacy doesn't agree with my answer. 091 - a.Utilize Timed Reading passages the first 10 minutes of every class, reviewing speed reading techniques and comprehension techniques. b. take a pre-post timed reading to evaluate their improvement at the end of the semester b. We do mind mapping, venn diagrams, on flip charts with key concepts from readings. group activity. b. they then mind map a reading from the text.
Edit this record Field name global edit Delete this record	CRE 101. 091 college Reading
Edit this record Field name global edit Delete this record	13134, 13142, 13378
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Entry #23675 - CRE-101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Joyce Gaylia Brown Nelson
Edit this record Field name global edit Delete this record	1. Are students prepared to read (and listen) critically and make the appropriate applications to their everyday reading (and listening) experiences? 2. Are students competent in using varied critical reading skills, recognizing different types of reading materials and determining the purpose for reading?
Edit this record Field name global edit Delete this record	1. By using the text that GCC requires, numerous opportunities will be provided to read, react, discuss, agree, disagree, exmanine and decide. Students will also be provided the opportunity to listen to selections from the text, as well as news articles, editorials, etc., read aloud by the instructor, followed by discussion, dissection, analysis, evaluation, etc. Students will be asked to research specific topics, discuss the pros and cons, and/or write reactions to their readings. 2. These areas are covered quite adequately in the text, so I will use the articles and exercises provided to continue the development of these skills and give studends ample opportunities to practice using the skills in the context of reading and writing. Test, journal writings, class work, homework, class and group discussion, as well as instructor observations, will be used for assessment.
Edit this record Field name global edit Delete this record	CRE-101
Edit this record Field name global edit Delete this record	13132
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Entry #23735 - CRW 141
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Betsey Wheeler
Edit this record Field name global edit Delete this record	3. Draft a creative journaling work, using several discovery and prewriting techniques. What are some effective ways to assess students’ creative journaling work? What discovery techniques work best to prompt creative journaling work?
Edit this record Field name global edit Delete this record	Students creative work can be assessed through sharing it aloud through presentation or turning it in as a writing assignment. Peer feedback along with instructor comment would be valuable for both forms. The way to discover the best technique for journal writing is to expose students to a variety of journaling prompts. Observing student involvement and production in class as they write will give the teacher some ideas as to the effectiveness of each prompt. In addition, reading their drafts will allow further assessment.
Edit this record Field name global edit Delete this record	CRW 141
Edit this record Field name global edit Delete this record	43607
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Entry #23845 - CRW 170, ENG 183
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	David Nelson
Edit this record Field name global edit Delete this record	Eliminating fluff from narrative Prewriting for fiction
Edit this record Field name global edit Delete this record	Use of severely limited word-counts: the 55 word story. Students view award-winning samples and then attempt their own. The use of writing prompts with timed in-class writing responses that form the basis of story ideas.
Edit this record Field name global edit Delete this record	CRW 170, ENG 183
Edit this record Field name global edit Delete this record	64782, 13308, 13028
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Entry #23772 - CRW180
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Betty Hufford
Edit this record Field name global edit Delete this record	Did students improve their skill at these two competencies? Define focus and how to maintain it in a work of creative nonfiction. Choose appropriate structure, form, and organizational pattern for a work of creative nonfiction.
Edit this record Field name global edit Delete this record	The activities will include: a game reconstructing an essay broken into sentences by identifying the thesis, topic sentences, and transitional elements. an exercise expanding and contracting a work in progress by shifting focus I will see if structure and focus improve on the writing assignments subsequent to the game and exercise.
Edit this record Field name global edit Delete this record	CRW180
Edit this record Field name global edit Delete this record	43608
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Entry #23931 - Ebg 102
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Jim Adams
Edit this record Field name global edit Delete this record	A-Observe how effectively/clearly the central argument (theis) is set forth. B-Observe consistency of voice (I require third person) and appropriate diction
Edit this record Field name global edit Delete this record	A-Sample written statements of the central argument/thesis. B-Mark and discuss examples of failure to meet these requirements.
Edit this record Field name global edit Delete this record	Ebg 102
Edit this record Field name global edit Delete this record	13294
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Entry #23694 - EDU/ENH291
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Renee Barstack
Edit this record Field name global edit Delete this record	Will students be able to describe the types of folk tales and their distinctive elements? Will students be able to describe the social and psychological value of reading folk tales?
Edit this record Field name global edit Delete this record	Students will do exercises that have them define and evaluate the following types of tales: folk tales, fairy tales, legends, tall tales, myths, fables, trickter tales. Students will read a variety of cultural tales in each of the above areas and evaluate the social and psychological value they bring to each culture.
Edit this record Field name global edit Delete this record	EDU/ENH291
Edit this record Field name global edit Delete this record	13060, 13062, 15486, 15498, 71234
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Entry #23598 - ENG 081
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Stephanie da Costa Mello
Edit this record Field name global edit Delete this record	ENG 081 is using a new book this semester. I want to know if spending the considerable time it will take to get through Chapter 2: A Brief (definitely not brief!)Guide to Effective Writing) and Chapter 3: The Writing Process are worth it. I am also wondering how many of the 32 chapters we will reasonably be able to cover during the semester.
Edit this record Field name global edit Delete this record	I will look at students' understanding of paragraph structure and organization in their writing assignment after Chapters 2 and 3. I will also ask for their feedback. In addition, after I grade that writing assignment, I will look at which areas I need to focus on with the students and determine which chapters will be most helpful. Perhaps if a number of 081 instructors do this, we could offer our opinions on further customization of the textbook to suit our needs and the needs of the students. We may want to add to or decrease the information in Chapters 2 and 3, and we may want to delete a number of chapters on grammar which are not priorities at this level.
Edit this record Field name global edit Delete this record	ENG 081
Edit this record Field name global edit Delete this record	12682, 12690
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Entry #23605 - ENG 081
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Chris Nielson
Edit this record Field name global edit Delete this record	Question #1: Will 081 students stay engaged with their writing if they exposed to the writing process of prewriting, drafting, revising and editing? Question #2: Will student engagement and understanding of computer usage increase if given the opportunity to work in a computer lab a few times during the semester?
Edit this record Field name global edit Delete this record	For question #1: I will teach students to use the process of prewriting, drafting, revising and editing by requiring students to have these materials in class as we progress through each assignment. I will compare their writing throughout the semester, starting with the in-class and out-of-class diagnostics I collected from them during the first week of the semester. I will also assess their engagement through the quality of their peer review comments as the semester progresses. For question #2: I plan to take my classes to a computer lab classroom a few times during the semester. I will include some instruction time in which I will demonstrate formatting tips/techniques; ways to use the computer for prewriting, revising and editing; and discuss settings/preferences within Microsoft Word. My hopes in designating specific time to computer usage is that those students that already have the skills can help those around them, promoting engagement amongst students, and for those that need the help, they will get information that will be vital to their success in college. Furthermore, having access to computers in class will give students the opportunity to write/work on an assignment in class with the instructor available for questions as they arise.
Edit this record Field name global edit Delete this record	ENG 081
Edit this record Field name global edit Delete this record	73234
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Entry #23743 - ENG 081
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Dan Sabel
Edit this record Field name global edit Delete this record	Will the students be able to craft and understand a variety of sentence types? Will they use appropriate grammar and mechanics?
Edit this record Field name global edit Delete this record	I already had them write a song using only simple and compound sentences; soon we will write paragraphs that include complex sentences. As for grammar, we discuss the book exercises and I give them a quiz every other week.
Edit this record Field name global edit Delete this record	ENG 081
Edit this record Field name global edit Delete this record	13200
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Entry #23846 - ENG 081
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	David Nelson
Edit this record Field name global edit Delete this record	How to make developmental student writing more concrete How to better engage student learning by showing the relevancy of writing
Edit this record Field name global edit Delete this record	Focus writing assignments on exploring career goals, learning styles, and work habits. Use of photographic images as prompts for writing paragraphs.
Edit this record Field name global edit Delete this record	ENG 081
Edit this record Field name global edit Delete this record	12674
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Entry #23602 - ENG 091
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Chris Nielson
Edit this record Field name global edit Delete this record	Question #1: Will students improve their writing skills by following a more advanced writing process consisting of prewriting, drafting, revising and editing? Question #2: Will student engagement and understanding of computer usage increase if given the opportunity to work in a computer lab a few times during the semester?
Edit this record Field name global edit Delete this record	For question #1: I will teach students to use the process of prewriting, drafting, revising and editing by requiring students to have these materials in class as we progress through an assignment. Then, for the midterm and final writing assignments, I will not require the steps, but suggest they do them instead. I will also ask them to turn in any process material they do generate if they choose to do so. By doing this, I can see if they choose to implement the skills of writing the class has focused on and assess it against the work from earlier in the semester when they were required to generate process material. For question #2: I plan to take my classes to a computer lab classroom a few times during the essay writing portion of the class (second half of semester). I will include some instruction time in which I will demonstrate formatting tips/techniques; ways to use the computer for prewriting, revising and editing; and discuss settings/preferences within Microsoft Word. My hopes in designating specific time to computer usage is that those students that already have the skills can help those around them, promoting engagement amongst students, and for those that need the help, they will get information that will be vital to their success in college. Furthermore, having access to computers in class will give students the opportunity to write/work on a paper in class with the instructor available for questions as they arise.
Edit this record Field name global edit Delete this record	ENG 091
Edit this record Field name global edit Delete this record	12740, 73233
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Entry #23603 - ENG 091
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Chris Nielson
Edit this record Field name global edit Delete this record	Question #1: Will students improve their writing skills by following a more advanced writing process consisting of prewriting, drafting, revising and editing? Question #2: Will student engagement and understanding of computer usage increase if given the opportunity to work in a computer lab a few times during the semester?
Edit this record Field name global edit Delete this record	For question #1: I will teach students to use the process of prewriting, drafting, revising and editing by requiring students to have these materials in class as we progress through an assignment. Then, for the midterm and final writing assignments, I will not require the steps, but suggest they do them instead. I will also ask them to turn in any process material they do generate if they choose to do so. By doing this, I can see if they choose to implement the skills of writing the class has focused on and assess it against the work from earlier in the semester when they were required to generate process material. For question #2: I plan to take my classes to a computer lab classroom a few times during the essay writing portion of the class (second half of semester). I will include some instruction time in which I will demonstrate formatting tips/techniques; ways to use the computer for prewriting, revising and editing; and discuss settings/preferences within Microsoft Word. My hopes in designating specific time to computer usage is that those students that already have the skills can help those around them, promoting engagement amongst students, and for those that need the help, they will get information that will be vital to their success in college. Furthermore, having access to computers in class will give students the opportunity to write/work on a paper in class with the instructor available for questions as they arise.
Edit this record Field name global edit Delete this record	ENG 091
Edit this record Field name global edit Delete this record	12740, 73233
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Entry #23637 - ENG 091
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Jeff Jordan
Edit this record Field name global edit Delete this record	(1) Will the students properly implement the writing process including prewriting, drafting and editing for unity and coherence? (2) Will the students recognize when they are supporting a central idea through unity, coherence and logical development?
Edit this record Field name global edit Delete this record	(1) Evaluation by instructor (in writing and in conference) and other students (through peer review.) (2) Evaluation through written comments by instructor, individual conferences between instructor and students, peer review forms, end-of-semester review of earlier written work submitted by student himself/herself. (I photocopy ungraded early assignments for this purpose.)
Edit this record Field name global edit Delete this record	ENG 091
Edit this record Field name global edit Delete this record	12718, 12724
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Entry #23711 - ENG 091
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Kristin Shehi-Johnston
Edit this record Field name global edit Delete this record	1. How can I ensure students review and develop use of the writing process for essays to include invention, planning, developing, revising, and editing; and 2. How can I help students develop a topic for a specific audience and purpose?
Edit this record Field name global edit Delete this record	1. to ensure students are working through the process, I will require a rough draft to be brought to class for peer review. I also will see the drafts to be sure the student is completing that portion of the assignment. All drafts--including prewriting activities--will be collected with the finished writings. 2. to help students write for specific audiences and purposes, I will require at least two in-class assignments be "re-purposed" for a new audience before they are turned in, with an explanation from the student about the new audience and why certain changes were made to the writing.
Edit this record Field name global edit Delete this record	ENG 091
Edit this record Field name global edit Delete this record	12730, 12736, 12738
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Entry #23721 - ENG 091
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Ruth Callahan
Edit this record Field name global edit Delete this record	Although I have done this in an earlier evaluation for ENG 071 students, even with the new 091 pupils, I feel that if students can cope well with competencies 2 and 3, they are well on the road to success in most of their college classes. 2. Organize writing to support a central idea through unity, coherence, and logical development. (I, II III, IV) 3. Use conventions in writing complete sentences, using appropriate grammar, and using mechanics. (II, IV)
Edit this record Field name global edit Delete this record	I intend to 1) teach a five paragraph essay which will be begun by one student but completed by another 2) use the Common Final. Both of these activities should provide clear evidence of student competence in producing examples of appropriate writing skills.
Edit this record Field name global edit Delete this record	ENG 091
Edit this record Field name global edit Delete this record	12716
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Entry #23741 - ENG 091
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Erik McCollum
Edit this record Field name global edit Delete this record	• Assess one's own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or other methods. (II, III) • Recognize and implement steps in the writing process for paragraphs and multi-paragraph projects, including prewriting, drafting, and editing for unity and coherence. (I, II, IV)
Edit this record Field name global edit Delete this record	1st activity - I will use continuous development of various rhetorical strategy in paragraph and essay formats of varying length directed at varying audiences. 2nd activity - I will focus on the writing process beginning with audience analysis and finishing with usability in authentic practice.
Edit this record Field name global edit Delete this record	ENG 091
Edit this record Field name global edit Delete this record	12702, 12706, 12722
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Entry #23746 - ENG 091
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Mary Beth Beattie
Edit this record Field name global edit Delete this record	1.Can students organize first paragraphs, then essays around a central idea and create coherent, well developed paragraphs and essays? 2. Will students recognize, understand and use the writing process to create effective, well developed paragraphs and essays?
Edit this record Field name global edit Delete this record	1. Students will develop paragraphs around a focused topic sentence. They will then expand that to writing essays developing a clear thesis statement. 2. Students will use the writing process to develop their paragraphs and essays. However, I will do an in class writing in which they have little time to pre write, revise or edit. If it is a good day, they will recognize that the writing process creates effective, clear writing and they should use it in the future.
Edit this record Field name global edit Delete this record	ENG 091
Edit this record Field name global edit Delete this record	71802
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Entry #23747 - ENG 091
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Pepper Marshall
Edit this record Field name global edit Delete this record	How can a writer use feedback obtained from peer review, instructor comments and/or other resources to revise writing? How can a writer assess one's own writing strengths and identify strategies for improvement?
Edit this record Field name global edit Delete this record	1. Complete peer edit exercies on various rough drafts. 2. Complete self evaluations on rough drafts prior to final copies.
Edit this record Field name global edit Delete this record	ENG 091
Edit this record Field name global edit Delete this record	13210, 13212
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Entry #23606 - ENG 101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Claire Englehart
Edit this record Field name global edit Delete this record	How can students learn to organize their essays logically? How can student learn to assess their own writing skills?
Edit this record Field name global edit Delete this record	organization - basic to more complex structure of first paragraphs then essays self-assessment - several exercises and writing assignments in which students evaluate their writing skills compared with other students and with their past assignments
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	#12796
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Entry #23618 - ENG 101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Rajwant Cheema
Edit this record Field name global edit Delete this record	1. Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics. 2. Use feedback obtained from peer review, instructor comments, and/or other resources to revise writing.
Edit this record Field name global edit Delete this record	1. First focusing on the individual skills and then practicing them through various writing tasks over the semester 2. By involving students in a variety of group activities, providing specific guidelines for peer reviews, and giving constructive feedback during one-on-one conferences
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	13240, 13268
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Entry #23622 - ENG 101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Phillip Roderick
Edit this record Field name global edit Delete this record	My two Pre-Assessment questions focus on numbers five and six of the official GCC Eng. 101 Course Competencies. With that in mind, the questions are: 1. How can I design my peer review activity to effectively address specific grammar/writing issues on student essays in a way that benefits both participants in the peer review process? 2. What can I do to help my students identify the grammar/writing concepts that they struggle the most on, so they can address those weaknesses on subsequent essays?
Edit this record Field name global edit Delete this record	The information/evidence/data I will gather to respond to and address the two questions will derive from two activities/handouts I have prepared. 1. Peer Review-After asking students what they hate most about the peer review process, and discovering what they think would help them the most, I have re-designed the peer review process for my English 101 classes. Since my students are required to submit the peer review worksheet for points, I will be able to gauge the effectiveness of this new process based not only on their responses on the form, but the results of their essays. 2. I created a handout/form called the "Essay Error Log" for my English 101 students. This activity requires the students to evaluate their own writing and identify the top three grammar/writing concepts that they struggle on in their papers. They use the handout as a checklist, then submit that form to me upon submission of the next essay, and I am able to ascertain whether or not they made an effort to improve on their weaknesses.
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	12806, 12822, 12838
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Entry #23632 - ENG 101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Corrine Gordon
Edit this record Field name global edit Delete this record	1) Organize writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context. 2) Use feedback obtained from peer review, instructor comments, and/or other resources to revise writing.
Edit this record Field name global edit Delete this record	1) We will dissect what a well-organized paper looks like but studying ways to write thesis statements, body paragraphs, and introductions/conclusion paragraphs. We'll do this through class discussion, group work, and individual practice. 2) We will conduct peer reviewing workshops in class. Students will then be asked to revise their papers in light of peer feedback. I will also comment on the students' papers and ask them to revise accordingly.
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	73672
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Entry #23662 - Eng 101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	carmela arnoldt
Edit this record Field name global edit Delete this record	Student Essay Peer Evaluation Purpose: To evaluate the benefit of peer review from the student perspective in essay revision. Activity: Subsequent to students’ peer reviews of the first essay (example mode), students will write a paragraph evaluating the benefit of peer review. This activity will help predict the group dynamic as well as determine whether the activity is helpful and results in an approved final product. Does the writing include a level of detail appropriate for audience and purpose? Does the writing support a central idea through unity, coherence, and logical development appropriate to a specific writing context?
Edit this record Field name global edit Delete this record	Prior to writing a first draft, students will create a thesis statement and prepare an outline. To help them understand and evaluate required components of the essay, students will paraphrase the essay argument rubric.
Edit this record Field name global edit Delete this record	Eng 101
Edit this record Field name global edit Delete this record	13390, 12788, 71469
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Entry #23665 - ENG 101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Virginia Gibney
Edit this record Field name global edit Delete this record	1. Will structured, consistent peer editing activities improve the quality of final drafts? 2. Will cohesive organization of the essays improve if deliberate analysis of model essays is incorporated for each writing assignment?
Edit this record Field name global edit Delete this record	Student feedback on the usefulness of peer editing activities. Assess accuracy/usefulness of the feedback written on peer editing sheets; assign value of Very Useful/Accurate; Somewhat Useful/Accurate; Not Useful/Accurate. Gather scores on organization from the first essay (exemplification) and the second essay (process). Compare. Have students write a self-analysis of the difference between the organization in their first vs. their second essay. Compile comments.
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	12862, 12886
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Entry #23712 - ENG 101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Philip Mateer
Edit this record Field name global edit Delete this record	How can I get students to identify and edit their mechanical errors more efficiently? (Competencies #3 and #5) How can I get students to write essays that follow the assignment guidelines, and are turned in on time? (Competencies #1 and #7)
Edit this record Field name global edit Delete this record	For the first, I'm devoting more class time to the sections on mechanics in the Maimon book -- not to going over grammar, but to showing how to use that book as a resource to help them identify and correct their own mistakes. The success of this should be measured by whether such mistakes, on average, decrease in the student papers. For the second, I'm using Blackboard for the first time this semester to post assignments, reminders, and other essay-related material to the students, and I'm asking them to check it at least once or twice a week. Success here can be measured if a greater percentage of on-time papers that follow the correct format get turned in.
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	12762, 12794
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Entry #23763 - ENG 101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Donovan Penrose
Edit this record Field name global edit Delete this record	What contributes to effective peer editing? What methods contribute to progress in identifying strategies for improvement in writing?
Edit this record Field name global edit Delete this record	Test what kinds of questions elicit effective responses in the peer editing process. What effect do online exercises have on identifying strategies for improvement in grammar and mechanics?
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	12878, 13388
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Entry #23770 - ENG 101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Marcia R. Newman
Edit this record Field name global edit Delete this record	1. Analyse specific rhetorical contexts, including audience (competency #1) 2. Assess one's own writing strengths & identify strategies for improvement (competency #6)
Edit this record Field name global edit Delete this record	1. During course, students have to identify audience in each essay written; post-test will require rewriting original first-week-of-class essay for two different audiences. 2. During course, use written comments and teacher/student and peer/peer 1:1s to discuss strengths and areas needing improvement; post-test will require filling in skills portion of Personal Questionnaire that each student filled out the first week of class.
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	13232, 13238
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Entry #23774 - ENG 101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	George Werner, Jr.
Edit this record Field name global edit Delete this record	1. How will students organize writing to support a central idea appropriate to a specific writing context? 2. What will students do to assess their own writing strengths and develop strategies for improvement?
Edit this record Field name global edit Delete this record	1. Students will outline each major essay, submitting at least four outlines for the semester, and develop greater unity and coherence in their writing through increased usage of transitions and a logical order of ideas within each outline. 2. Students will submit a three-paragraph reflection paper after completing each major essay. This reflection will incorporate feedback from multiple peer reviews as well as instructor conferences and a rubric from a diagnostic.
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	12876, 12908, 13248
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Entry #23778 - ENG 101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Catherine Hernandez
Edit this record Field name global edit Delete this record	Organize writing to support a central idea through unity, choherence and logical development appropriate to a specific writing context. Use feedback obtained from peer review, instructor comments and/ or resources to revise writing.
Edit this record Field name global edit Delete this record	A Comparison/Contrast paper will be developed through free writing, outlining, drafting and revising. Students will decide whether their paper is best presented through block or point-by-point organization. Rough drafts of all papers go through two peer edits before a final draft is completed. This way, the student's papers are evaluated by two different peers for help in revision of their writing.
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	13226
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Entry #23752 - ENG 101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Jayme Cook
Edit this record Field name global edit Delete this record	I will explore how to define effective processes this semester, focusing on drafting, feedback and revision. I will also explore reading and writing critically, focusing on reading to analyze rhetorically and writing reflectively.
Edit this record Field name global edit Delete this record	I will gather data concerning peer review and feedback on all essays and analyze the effectiveness of these exercises. I will also collect information concerning how well students comprehend analyzing and writing reflectively through in-class journal assignments and a final reflective essay.
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	12764, 12790
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Entry #23844 - eng 101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	david nelson
Edit this record Field name global edit Delete this record	How to best teach the use of clear topic sentences How to best teach the use of effective quote integration into paragraphs
Edit this record Field name global edit Delete this record	Information sheet with examples of various methods of quote integration and in-class exercises designed for student practice as well as assessing student progress. Instruction on writing topic sentences that provide a direction or claim that the paragraph will develop or support. Use of essay outlining that highlights the relation of thesis, topic sentences, and support.
Edit this record Field name global edit Delete this record	eng 101
Edit this record Field name global edit Delete this record	12916, 12824
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Entry #23905 - ENG 101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Karen Palmer
Edit this record Field name global edit Delete this record	1) Understanding rhetorical contexts. 2) Using feedback to revise writing.
Edit this record Field name global edit Delete this record	1) Students will consider rhetorical context in their own writing as they write a narrative paper, and they will study rhetorical contexts by studying the rhetorical appeals of advertisements. 2) Students will revise papers based upon peer reviews and upon instructor feedback.
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	12928
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Entry #24133 - ENG 101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Linda (Lynn) Stewart
Edit this record Field name global edit Delete this record	Organize writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context. Assess one's own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation and/or other methods
Edit this record Field name global edit Delete this record	1. each paper the student writes will have a thesis statement and roadmap outline approved for each paper. The final paper--argumentative--will be the final evaluation of the student work on this skill 2. Students will write a self-evaluation paper
Edit this record Field name global edit Delete this record	ENG 101
Edit this record Field name global edit Delete this record	12778, 13234
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Entry #23801 - ENG 101, ENG 102
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	marsha fazio
Edit this record Field name global edit Delete this record	critical reading/ conveying meaning, ideas effectively
Edit this record Field name global edit Delete this record	critical reading discussions/close reading/ drafting essays, reader responses
Edit this record Field name global edit Delete this record	ENG 101, ENG 102
Edit this record Field name global edit Delete this record	0140, 0175, 0074
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Entry #23579 - ENG 102
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Mary Beth Beattie
Edit this record Field name global edit Delete this record	Can students effectively state, develop and support a central idea or thesis in various contexts? Can students clearly document outside sources used in their papers?
Edit this record Field name global edit Delete this record	The students will write an essay in which they provide information about a particular topic; they will write a research paper in which they take a position on a controversial topic and argue their point. The students will use MLA format for Works Cited pages in two essays and a research paper, and for an in class final exercise, they will have to create a Works Cited page from information provided.
Edit this record Field name global edit Delete this record	ENG 102
Edit this record Field name global edit Delete this record	12948
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Entry #23596 - ENG 102
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Chris Nielson
Edit this record Field name global edit Delete this record	1. Will the nature of a given assignment promote more contextual/rhetorical situation awareness for student writers? Furthermore, will the nature of an assignment 2. Will giving students access to the class account on delicious.com and holding them responsible for contributing to the collection of information resources create a greater understanding of research methods and avenues? Furhtermore, will this power and accountability affect student engagement?
Edit this record Field name global edit Delete this record	For question #1, I intend to begin the semester with a writing project that dictates the nature of the essay to only be reportive. A report in nature must exclude author opinion, so students must be aware of the nature at all times to ensure they do not include their own opinion. The next two writing projects will then ask them to write essays that are persuasive in nature. They will then have the opportunity to experience both types of research essay writing, which should give them a greater awareness of the power of the rhetorical situation when researching and writing. For question #2, I will continue with my work on delicious.com. With the aide of Christine Moore, we will open up the class account this semester to the students for the final writing project of the semester. Students will use the class account on delicious.com for the second writing project, but they will not have the ability to add "bookmarks" on their own. For the final assignment, they will be given that power along with requirements as to how many "bookmarks" and annotations they must add to the site over the duration of the assignment. In theory, being held accountable for the quality and credibility of their "bookmarks" will hopefully promote more diligent research, which in turn will hopefully create a greater understanding of research methods. Furthermore, I will be looking to see if delicious.com creates more engagement from the students in the classroom and the virtual environment of delicious.com.
Edit this record Field name global edit Delete this record	ENG 102
Edit this record Field name global edit Delete this record	12936, 12944, 13284
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Entry #23608 - ENG 102
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Claire Englehart
Edit this record Field name global edit Delete this record	How can students learn effective paraphrasing and summarizing? How can students integrate sources through summarizing, paraphrasing, and quoting to support their own ideas?
Edit this record Field name global edit Delete this record	paraphrasing and summarizing - extracting facts from sources and paraphrasing and summarizing from research questions intergrating facts - three essays that require application of these skills Summary Essay, Problem Solution Paper, and Research Paper
Edit this record Field name global edit Delete this record	ENG 102
Edit this record Field name global edit Delete this record	#13004, #13010, #13014
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Entry #23623 - ENG 102
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Phillip Roderick
Edit this record Field name global edit Delete this record	My two Pre-Assessment questions focus on letters "H" and "I" of the official GCC Eng. 102 Course Competencies. With that in mind, the questions are: 1. How can I design my peer review activity to effectively address specific grammar/writing issues on student essays in a way that benefits both participants in the peer review process? 2. What can I do to help my students identify the grammar/writing concepts that they struggle the most on, so they can address those weaknesses on subsequent essays?
Edit this record Field name global edit Delete this record	The information/evidence/data I will gather to respond to and address the two questions will derive from two activities/handouts I have prepared, which are new to the Fall 2009 semester. 1. Peer Review-After asking students what they hate most about the peer review process, and discovering what they think would help them the most, I have re-designed the peer review process for my English 101 classes. Since my students are required to submit the peer review worksheet for points, I will be able to gauge the effectiveness of this new process based not only on their responses on the form, but the results of their essays. 2. I created a handout/form called the "Essay Error Log" for my English 101 students. This activity requires the students to evaluate their own writing and identify the top three grammar/writing concepts that they struggle on in their papers. They use the handout as a checklist, then submit that form to me upon submission of the next essay, and I am able to ascertain whether or not they made an effort to improve on their weaknesses. I also utilize technology to contribute to this process by providing the students the web site address that provides not only information about grammar/writing, but online quizzes and activities the students can use to improve on those areas in which they struggle. I also make the online writing center available to students to upload their papers and receive an evaluation by the writing center team.
Edit this record Field name global edit Delete this record	ENG 102
Edit this record Field name global edit Delete this record	12982, 12990
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Entry #23666 - ENG 102
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Virginia Gibney
Edit this record Field name global edit Delete this record	1. Will increased specific, directed instruction on MLA format for Works Cited and internal citations increase the number of students with correct formatting of research? 2. Will increased focus on notetaking (paraphrasing, summarizing and quoting) improve the cohesive integration of ideas in student work?
Edit this record Field name global edit Delete this record	Compare amount of instructional time this semester to spring semester. Compare number of times students must "re-do" a paper for format...both from the first paper submitted this semester to last paper this semester and the re-do's this semester over last semester. Student feedback on what instruction would have been more helpful. Scores on content and organization in the rubrics from first assignment to last. Student feedback on what instruction would have been more helpful to improve cohesiveness.
Edit this record Field name global edit Delete this record	ENG 102
Edit this record Field name global edit Delete this record	12994
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Entry #23670 - Eng 102
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	carmela arnoldt
Edit this record Field name global edit Delete this record	How effectively did peer review, instructor comments, and/or other sources work to revise graded writing? Which writing improvement strategy was most effective and efficient?
Edit this record Field name global edit Delete this record	Students will complete two written research paper review activities, one for organization and format, the other for source information and citation accuracy.
Edit this record Field name global edit Delete this record	Eng 102
Edit this record Field name global edit Delete this record	12946, 12962
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Entry #23764 - ENG 102
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Donovan Penrose
Edit this record Field name global edit Delete this record	What role does critical thinking play in the identification and evaluation of sources in the research project? What contributes to effective peer editing?
Edit this record Field name global edit Delete this record	What understanding of critical thinking do the students have at the beginning of the course? How do presentations on and discussions of critical thinking contribute to changes in their understanding? Test what kinds of questions elicit effective responses in the peer editing process.
Edit this record Field name global edit Delete this record	ENG 102
Edit this record Field name global edit Delete this record	12940
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Entry #23903 - ENG 102
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Karen Palmer
Edit this record Field name global edit Delete this record	1) Find, evaluate, and synthesize online and print sources. 2) Utilize peer and instructor feedback to revise writing.
Edit this record Field name global edit Delete this record	1) Library tour to familiarize students with how to find good sources & discussion of the different kinds of sources and the pros and cons of each. 2) Each student must submit a thesis and outline prior to completing their rough draft so they have the opportunity to revise the direction of their work before they begin, and each student must participate in peer review by providing quality reviews for at least two of their peers.
Edit this record Field name global edit Delete this record	ENG 102
Edit this record Field name global edit Delete this record	12296, 13000
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Entry #23861 - Eng 102 and Eng 101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Kelly Romirowsky
Edit this record Field name global edit Delete this record	How can students create a voice in their writing while still writing an academic paper? How can students elevate their writing?
Edit this record Field name global edit Delete this record	Student written example essays. Definition and examples of voice and tone in writing. Smaller, lower risk writing assignments to demonstrate knowledge of skills.
Edit this record Field name global edit Delete this record	Eng 102 and Eng 101
Edit this record Field name global edit Delete this record	12930 13306
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Entry #23733 - ENG 107
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Betsey Wheeler
Edit this record Field name global edit Delete this record	5. Use feedback obtained through peer review, instructor comments, and/or other sources to revise writing. How can peer review be more effective? How can instructors give better feedback?
Edit this record Field name global edit Delete this record	Instead of just having students read and write comments on papers, students can read the papers aloud in a group and then discuss them to allow more opportunities for interaction between the writer and the peer reviewer. In addition to writing editing comments on students’ paper, conferencing can give students to ask questions. This would be a more interactive and allow for greater comprehension of mistakes and successes
Edit this record Field name global edit Delete this record	ENG 107
Edit this record Field name global edit Delete this record	13020, 10322
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Entry #23644 - ENG071
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Amalia Gheorghita
Edit this record Field name global edit Delete this record	This semester, I will focus on helping my students write an interesting topic sentence, and on providing sufficient and strong supporting details correlated to the topic sentence. My ultimate goal is to help my students write a good paragraph. From my experience, most students don't know how a good topic sentence should look like unless they are provided with numerous examples. They also seem to be unsure about what kind of supporting details they should be including in a paragraph.
Edit this record Field name global edit Delete this record	To explore these competencies, I will bring various printous with paragraphs from different colleges in the US, colleges like Stanford, Harvard, Wellesley, etc., and I will analyze them in class. The students will look at the topic sentences for each paragraph, and at the number and type of supporting details provided by the respective paragraphs. Based on the examples provided, the students will write their own topic sentences and supporting details. I will choose a variety of topics, with paragraphs ranging from narrative, descriptive, to the argumentative etc. After writing the topic sentence and the supporting details, the students will act as peer reviewers, and they will revise each other's work. The students will make corrections, observations and comments for each section-topic sentence and supporting details, and they will assign tentative grades to their classmates. I believe this is a hands-on activity that can benefit the students greatly by demonstrating how supporting details should be linked to topic sentences.
Edit this record Field name global edit Delete this record	ENG071
Edit this record Field name global edit Delete this record	66756
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Entry #23645 - ENG071
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Amalia Gheorghita
Edit this record Field name global edit Delete this record	This semester, I will be focusing on helping my students write an interesting topic sentence, and on providing sufficient and strong supporting details correlated to the topic sentence. My ultimate goal is to help my students write a good paragraph. From my experience, most students don't know how a good topic sentence should look like unless they are provided with numerous examples. They also seem to be unsure about what kind of supporting details they should be including in a paragraph.
Edit this record Field name global edit Delete this record	To explore these competencies, I will bring various printous with paragraphs from different colleges in the US, colleges like Stanford, Harvard, Wellesley, etc., and I will analyze them in class. The students will look at the topic sentences for each paragraph, and at the number and type of supporting details provided by the respective paragraphs. Based on the examples provided, the students will write their own topic sentences and supporting details. I will choose a variety of topics, with paragraphs ranging from narrative, descriptive, to the argumentative etc. After writing the topic sentence and the supporting details, the students will act as peer reviewers, and they will revise each other's work. The students will make corrections, observations and comments for each section-topic sentence and supporting details, and they will assign tentative grades to their classmates. I believe this is a hands-on activity that can benefit the students greatly by demonstrating how supporting details should be linked to topic sentences.
Edit this record Field name global edit Delete this record	ENG071
Edit this record Field name global edit Delete this record	58489
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Entry #23671 - ENG071
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Larissa Hill
Edit this record Field name global edit Delete this record	Competency # 1. Generate grammatically correct simple, compound, and complex sentences. Competency # 6. Use library skills to locate and gather information to organize and present in an oral report.
Edit this record Field name global edit Delete this record	I will explain the three types of sentences, illustrate them by giving examples of each sentence on the board, and elicit students' examples of each type of sentence. After extensive practice identifying the types of sentences in the book, students will have to write 10 sentences each about their weekend: simple, compound, and complex. Also, students will write a paragraph about their best or worst childhood experience in which they will be required to use all three types of sentences. Students will be taken to the library to be introduced to a librarian and the library. They will have to find a book about a country they would like to visit. For their report, they will have to get more informed about the country and come up with several reasons they want to visit the country. They will be expected to bring the book to class, report on the information gathered, and show illustrations of the attractions and activities they would like to experience during their travel.
Edit this record Field name global edit Delete this record	ENG071
Edit this record Field name global edit Delete this record	58488
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Entry #23610 - ENG081
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Amalia Gheorghita
Edit this record Field name global edit Delete this record	This semester, I will be focusing on teaching my ENG081 students how to write a clear and still interesting topic sentence. The second competency I will focus on this semester is that of learning how to provide specific supporting details in a paragraph.
Edit this record Field name global edit Delete this record	I will bring lists of topic sentences, ask my students to compare them, and to determine which topic sentence are strong one and which aren't. I will also ask the students to write paragraphs starting from topic sentences that were already written for them. For instance, I will ask them to write a descriptive paragraph focusing on sensory details starting from the following topic sentence "If money were no object, and I could travel anywhere in the world, then I choose to go to... (student's destination choice). For the second competency, that of teaching my students how to provide specific supporting details in their paragraphs, I will bring paragraphs written by their peers from well-known universities in the US for them to analyze and to determine what supporting details were used in the respective paragraphs. I will also be doing activities like peer paragraph revision where the students will be asked to look for specific elements to determine if their colleagues used the appropriate supporting details.
Edit this record Field name global edit Delete this record	ENG081
Edit this record Field name global edit Delete this record	12688
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Entry #23648 - ENG081
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Amalia Gheorghita
Edit this record Field name global edit Delete this record	This semester, I will be focusing on teaching my students how to revise and edit their paragraphs for content mistakes, grammar punctuation, and coherence and unity. I noticed that most students hand in their first draft without revising and rewriting their paragraphs. This results in an impressive number of grammar, punctuation, and coherence mistakes.
Edit this record Field name global edit Delete this record	I will bring out numerous examples of successful paragraphs from various colleges (Harvard, ASU, Stanford, Wellesley, Notre Dame, etc.) on different topics, and from different rhetoric contexts. I will ask the students to review the paragraphs for mistakes. I will also organize peer reviewing sessions with students reviewing each other's paragraphs for grammar, spelling, and content-related mistakes.
Edit this record Field name global edit Delete this record	ENG081
Edit this record Field name global edit Delete this record	12688
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Entry #23682 - ENG081
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Larissa Hill
Edit this record Field name global edit Delete this record	Competency # 7: Recognize and implement steps in the writing process for sentence and paragraph projects, including prewriting, drafting, and editing for unity and coherence. Competency # 8: Use feedback obtained from peer review, instructor comments and/or other resources to revise writing.
Edit this record Field name global edit Delete this record	After evaluating sample paragraphs in the textbook for unity, support, and coherence, the class, with the instructor's guidance, will critique unity, support, and coherence in a volunteer's draft shown on the projector. This activity will be followed by a written peer review in which students will have to fill out a questionnaire containing questions about unity, support, and coherence in a paragraph. Students' peer reviews will be graded based on completeness and accuracy and followed by the writers' revisions of the paragraphs based on the peer review results. The first drafts, peer reviews, and final drafts will then be collected and graded.
Edit this record Field name global edit Delete this record	ENG081
Edit this record Field name global edit Delete this record	12684, 12686
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Entry #23591 - ENG091
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Brooke Fredericksen
Edit this record Field name global edit Delete this record	How can students improve their writing to be able to move into ENG101? What strategies do students use to write paragraphs and essays and how can they improve them or learn new strategies?
Edit this record Field name global edit Delete this record	1. Assessment at the outset of class. I had students do an in-class writing assignment asking about their writing strategies and what they want to do in this class to improve these strategies. 2. We use major writing assignments that will increase in length and complexity, moving from short paragraphs to longer paragraphs to essays, as well as in-class writing (paragraphs) and grammar quizzes.
Edit this record Field name global edit Delete this record	ENG091
Edit this record Field name global edit Delete this record	12710, 12720
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Entry #23672 - ENG091
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Julie Lewis
Edit this record Field name global edit Delete this record	1. How will the students support a central idea using specific examples while maintaining unity and coherence? 2. How will students receive feedback on their writing?
Edit this record Field name global edit Delete this record	1. We will start with an exemplification essay that addresses supporting a clear topic sentence with clearly defined sub-topics, set off by signal phrases and transition words, and supporting the topic through specific and vivid examples. 2. I will have mini conferences with each student throughout the semester in which I will evaluate the most current assignment through both written and verbal comments and review the portfolio.
Edit this record Field name global edit Delete this record	ENG091
Edit this record Field name global edit Delete this record	12696, 12698, 12710
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Entry #23684 - ENG091
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Larissa Hill
Edit this record Field name global edit Delete this record	Competency # 7: Recognize and implement steps in the writing process for sentence and paragraph projects, including prewriting, drafting, and editing for unity and coherence. Competency # 8: Use feedback obtained from peer review, instructor comments and/or other resources to revise writing.
Edit this record Field name global edit Delete this record	After evaluating sample paragraphs in the textbook for unity, support, and coherence, the class, with the instructor's guidance, will critique unity support, and coherence in a volunteer's draft shown on the projector. This activity will be followed by a written peer review in which students will have to fill out a questionnaire containing questions about unity, support, and coherence in a paragraph. The writers of the paragraphs will revise their writing based on the peers' comments. The first drafts, peer reviews, and final drafts will then be collected and graded. Students' peer reviews will be graded based on their completeness and accuracy in commenting on unity, support, and coherence.
Edit this record Field name global edit Delete this record	ENG091
Edit this record Field name global edit Delete this record	12726
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Entry #23702 - ENG091
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Linda Shepherd
Edit this record Field name global edit Delete this record	Will the students utilize all 4 steps of the writing process? Will students utilize feedback from peer review and instructor comments to revise and improve writing?
Edit this record Field name global edit Delete this record	Writing Process 1)Essays: Expect all 4 stages of writing process to be apparent in composition of essays; brainstorming, outline, rough drafts, final draft. 2) Peer, instructor review and comments: Must be submitted w/ final essay draft and final draft must show evidence of peer, instructor comments utilized to revise final draft.
Edit this record Field name global edit Delete this record	ENG091
Edit this record Field name global edit Delete this record	13206, 13216
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Entry #23590 - ENG091/ESL097
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Xiaochun Wu
Edit this record Field name global edit Delete this record	1. Develop and reinforce four bases of effective writing: unity, support, coherence, and sentence skills. 2. Use specific supporting details, including facts, statistics, examples, and concrete sensory details.
Edit this record Field name global edit Delete this record	1. I developed a peer review checklist for effective paragraph writing using these four elements: unity, support, coherence, and sentence skills. I broke them down to a list of smaller questions to help students easily and specifically identify how to achieve all of them. During peer review, students are able to check their peer's work based on these four elements, and by and by, to incorporate these elements into their own writing. 2. I will ask students to do collaborative writing for their paragraphs. They will be assigned to explore sufficient and specific supporting details together. They will develop a scratch outline first and then decide on what to include in their writing. Each of them in a group of 3 or 4 will be asked to write one supporting detail of that paragraph. Then other members will check on somebody else's work for the sufficiency and specificity of these supporting details.
Edit this record Field name global edit Delete this record	ENG091/ESL097
Edit this record Field name global edit Delete this record	73589/64778
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Entry #23642 - ENG101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Debra Metelits
Edit this record Field name global edit Delete this record	1. Will direct teaching of grammar improve student writing? 2. Will use of Pitts' essay on plagiarism, plus online tutorial, plus scene from TV show decrease plagiarism of students?
Edit this record Field name global edit Delete this record	1. Will cooperative learning groups' demonstrations and and individually written essays demonstrate improved sentence structure and variety, with less grammatical errors? 2. How many instances of intentional plagiarism will appear in individual essays?
Edit this record Field name global edit Delete this record	ENG101
Edit this record Field name global edit Delete this record	12856
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Entry #23673 - ENG101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Julie Lewis
Edit this record Field name global edit Delete this record	1. How can students become adept at summarizing, paraphrasing, and quoting outside sources in their research papers? 2. How can I make peer review interesting and valuable to students at varying levels of competence?
Edit this record Field name global edit Delete this record	1. We will practice summarizing, paraphrasing, and quoting by reading a common article, completeing a practice worksheet, and discussing it together. 2. We will use two diffent approaches to peer editing. The first, on the more casual narrative essay will be a "Speed Read and Comment" activity where students pass their papers in a large circle and receive a constructive comment from each reader. The second type of activity, in groups of four, requires each reader in the group to concentrate on a different aspect of writng--one reader follows a list of questions about organization and development, a second reader reviews mechanics and format, and a third will read the essay again and find "the best sentence' and "the worst sentence."
Edit this record Field name global edit Delete this record	ENG101
Edit this record Field name global edit Delete this record	12808, 12840, 12896
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Entry #23687 - ENG101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Maria Levine
Edit this record Field name global edit Delete this record	1. Are my students able to develop and support a central idea and organize their thoughts appropriately in various writing contexts? (CC2) 2. Will my students’ writing improve when they revise their papers based on course feedback on their writing? (CC5)
Edit this record Field name global edit Delete this record	1. I will assess this through reviewing various writing assignments submitted over the course of semester. 2. I will assess this by reviewing papers that have been through the peer review process and/or revised based on instructor comments.
Edit this record Field name global edit Delete this record	ENG101
Edit this record Field name global edit Delete this record	13258
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Entry #23688 - ENG101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Larissa Hill
Edit this record Field name global edit Delete this record	Competence # 1: Analyze specific rhetorical contexts, including circumstance, purpose, topic, audience, and writer, as well as the writing's ethical, political, and cultural implications. (I, III) Competence # 4: Summarize, paraphrase and quote from sources to maintain academic integrity and to develop and support one's own ideas. (III, IV)
Edit this record Field name global edit Delete this record	To help my students consider audience's needs more effectively, I will have them participate in the Silent Socratic Dialog activity that I learned at On Course 1 Workshop. In this activity, students will conduct a dialog in writing by alternating freewriting on their essay topic for five minutes and responding to another student's freewriting for three minutes. They will be prompted by their audience to come up with the type and amount of descriptive detail that the reader needs to see in order to understand the piece of writing. The information that I am planning to gather is students' responses about the ways in which this activity helps them consider the detail they would not have considered otherwise. For their argumentative essay, students will use library database articles from which they will summarize, paraphrase, and quote information to support their ideas. Students will be required to attach articles with the ideas that they use in the essays highlighted. They will also use in-text citations and include a works cited page to document their sources and maintain academic integrity.
Edit this record Field name global edit Delete this record	ENG101
Edit this record Field name global edit Delete this record	73671
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Entry #23724 - ENG101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Jeanette Chaplin
Edit this record Field name global edit Delete this record	How can students assess their own writing skills? What can students do to improve their use of writing conventions?
Edit this record Field name global edit Delete this record	Students will write two paragraphs outlining their strengths and weakness in writing. Students will choose exercises from the textbook based on skills they need to develop.
Edit this record Field name global edit Delete this record	ENG101
Edit this record Field name global edit Delete this record	12848, 12854, 13222
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Entry #23726 - ENG101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	David Gerkin
Edit this record Field name global edit Delete this record	1) Does feedback from peer review help students effectively revise their writing? (Competency 5) 2) Does periodic journal writing help students learn how to write critically: Write to discover, to communicate, and to reflect? (C, D, and E under III in the Course Outline)
Edit this record Field name global edit Delete this record	1) Students will engage in peer review/editing of the rough draft of four essays. I will collect peer editing review sheets after each peer editing session and ask students to informally assess the effectiveness of the peer review process. 2) Students will write journal entries throughout the semester. I will collect completed journal entries and ask students to answer, in writing, an open-ended question regarding the effect of journal writing on their ability to write critically.
Edit this record Field name global edit Delete this record	ENG101
Edit this record Field name global edit Delete this record	13254
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Entry #23811 - ENG101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Marla DeSoto
Edit this record Field name global edit Delete this record	Can students organize writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context? Can students use feedback obtained from peer review, instructor comments and/or other resources to revise writing?
Edit this record Field name global edit Delete this record	I will teach students organization through the use of topic sentences to control unity in a paragraph. I will request students review past papers and their peer comments to determine their patterns of errors and then discuss how they can correct these.
Edit this record Field name global edit Delete this record	ENG101
Edit this record Field name global edit Delete this record	12786, 12890, 12820, 12866
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Entry #23892 - ENG101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	karen cochin
Edit this record Field name global edit Delete this record	How can students better organize their writing to support a central idea through unity, coherence, and logical development? How can students assess thier writing ?
Edit this record Field name global edit Delete this record	From a prepared script, students take prodigious notes and respond to another part of the competency each day. Students create metacognitive journals, analyzing exactly how they earned the grade they earned.
Edit this record Field name global edit Delete this record	ENG101
Edit this record Field name global edit Delete this record	12804, 12784, 12858
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Entry #23592 - ENG102
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Brooke Fredericksen
Edit this record Field name global edit Delete this record	1. How can we take the skills we learned in ENG101 (how to write different types of essays, how to construct an argument) and use them to do critical readings of various types of literary texts? 2. How can we learn to write a research paper: choosing a topic, creating a thesis, doing the research, exploring the resources of the library, writing a bibliography, and using MLA style?
Edit this record Field name global edit Delete this record	1. First, we did an in-class writing assignment to assess what students knew about writing about a text. We will also have several short writing assignments that serve as practice for critical readings of texts. 2. We have three short (3-4 page) critical essays due on the texts we are reading. There is also a research paper due at the end of the course; that assignment is broken down into several shorter assignments involving developing a thesis, going to the library and getting a source and correctly documenting said source, producing a reference page, and finally creating a draft of the research paper.
Edit this record Field name global edit Delete this record	ENG102
Edit this record Field name global edit Delete this record	12984, 36953
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Entry #23643 - ENG102
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Debra Metelits
Edit this record Field name global edit Delete this record	1. Will direct teaching of grammar improve the quality of student writing? 2. Will Pitts' essay on plagiarism, plus online tutorial on plagiarism, plus TV section on plagiarsim, reduce intentional plagiarism in the class?
Edit this record Field name global edit Delete this record	1. Will cooperative learning activities regarding grammar, plus my explicit teaching, result in more varied sentence structure and less grammatical errors in individual essays? 2. Will the elements I've added (see above) result in less intentional plagiarism in individually written essays?
Edit this record Field name global edit Delete this record	ENG102
Edit this record Field name global edit Delete this record	12972
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Entry #23693 - ENG102
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Renee Barstack
Edit this record Field name global edit Delete this record	What is the information literacy level of most of my students? Do students know how to find, evaluate, select, and synthesize both online and sources that examine a topic from multiple perspectives.
Edit this record Field name global edit Delete this record	Even though these are ENG102 courses, most of the students have not completed the ENG101 Library Skills exercise, so I will be having students do that in addition to taking the LMC tour and GoGaucho quiz. We will meet in the library several times during the semester for instruction from a librarian on the best ways to search for information.
Edit this record Field name global edit Delete this record	ENG102
Edit this record Field name global edit Delete this record	13008, 12980
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Entry #23718 - ENG102
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Kent Simpson
Edit this record Field name global edit Delete this record	What is the process involved in finding, evaluating, selecting, and synthesizing both online and print sources that examines a topic from different persepctives? How are ideas supported through integrating quoted, summarized and paraphrased sources in a research project?
Edit this record Field name global edit Delete this record	Individual activies involving library research assigments requiring the integration of quotes and paraphrases into appropriate research paper paragraphs. Individual/group actitivies requiring a student(s) to form an opinion or thesis concerning an assigned topic and then provide support for this thesis or opinion.
Edit this record Field name global edit Delete this record	ENG102
Edit this record Field name global edit Delete this record	12939, 12966, 13266
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Entry #23742 - ENG102
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Matt Spivey
Edit this record Field name global edit Delete this record	I hope to explore the enhancement of student research techniques, focusing on the following competencies: Competency #2--Analyze, interpret and evaluate information found in research sources. Competency #5--Compile a preliminary bibliography of potential research resources.
Edit this record Field name global edit Delete this record	To address competency #2, I am implementing an additional essay (early in the semester) in which students write a compare/contrast paper regarding two texts from a list that I have offered. The texts are highly academic, non-fiction, and research oriented. Students are required to examine the texts for author writing style, as well as content, to discern the effectiveness of a variety of academic material. To address competency #5, I am having students complete an annotated bibliography as a preliminary step to our major research project. This will introduce students to initial research techniques, acclimate them to analyzing their effectiveness, and prepare them for upper level course work that require such additional elements of research projects. In both of these activities, my goal is to determine current student levels of competency with regards to source analysis, both in essay form and in note taking form. I hope to assess and improve student research techniques through these methods.
Edit this record Field name global edit Delete this record	ENG102
Edit this record Field name global edit Delete this record	12934, 12942, 12968
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Entry #24128 - ENG102
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	David Miller
Edit this record Field name global edit Delete this record	1. The use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics. 2. The identification, selection and use of MLA documentation to maintain academic integrity.
Edit this record Field name global edit Delete this record	To accomplish this task for both competencies named above, I will review, mark, and grade rough drafts and final submissions of 3 essays, the research paper, and a final exam.
Edit this record Field name global edit Delete this record	ENG102
Edit this record Field name global edit Delete this record	12952, 12960
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Entry #23587 - English 101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Robert Schwarz
Edit this record Field name global edit Delete this record	Organize writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context. (Write clear, forceful argumentative essays.) Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics. (Write clear, forceful, efficient noun-verb sentences.) (The course competencies are hard to read and understand.)
Edit this record Field name global edit Delete this record	We'll write often, both in class and out of class. I will correct often, both in class and out of class. We read student essays out loud, and comment on what works best, and how to make essays work even better. We write on the classroom computers nearly every day.
Edit this record Field name global edit Delete this record	English 101
Edit this record Field name global edit Delete this record	12758, 12774, 12800
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Entry #23615 - English 101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Thomas Carey
Edit this record Field name global edit Delete this record	1. How will students improve their revision skills in writing the five papers in the course? 2. How will the students prepare for the research skills needed in their next course, English 102?
Edit this record Field name global edit Delete this record	1. I will analyze their grades and compare them with previous sections of English 101. 2. I will evaluate their skills in writing the last paper of English 101, which is a short research paper.
Edit this record Field name global edit Delete this record	English 101
Edit this record Field name global edit Delete this record	12864
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Entry #23616 - English 101
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Thomas Carey
Edit this record Field name global edit Delete this record	1. I will evaluate the students' revision skills for the papers in this course. 2. I will evaluate their research skills in writing the last paper of English 101. It is a short research paper.
Edit this record Field name global edit Delete this record	1. I will analyze their grades in this course and compare them to previous sections of English 101. 2. I will evaluate their research skills in writing the short research paper.
Edit this record Field name global edit Delete this record	English 101
Edit this record Field name global edit Delete this record	43620
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Entry #23625 - English 101 and 102
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Paul Privateer
Edit this record Field name global edit Delete this record	How to reinforce key concepts through collaborative learning techniques and reinforcing editing strategies.
Edit this record Field name global edit Delete this record	1) I handout a retention form each session for students to list key concepts covered during class and weekly I have teams reconstruct the forms; 2) I designate certain students that have certain editing "powers"--they review a sample essay and present to the class their use of those competencies.
Edit this record Field name global edit Delete this record	English 101 and 102
Edit this record Field name global edit Delete this record	CG 32185, 32091; GC 13292
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Entry #23617 - English 102
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Thomas Carey
Edit this record Field name global edit Delete this record	1. How can I change those students who delay and become distracted in completing the steps leading up to the successful production of the research papers? 2. How can I improve their research skills?
Edit this record Field name global edit Delete this record	1. I will monitor more carefully those students who are identified as procrastinators and work with them more closely. 2. I will work with students in the library and involve more intensely the library staff in the students' research.
Edit this record Field name global edit Delete this record	English 102
Edit this record Field name global edit Delete this record	66303
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Entry #23609 - ENH 110
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Claire Englehart
Edit this record Field name global edit Delete this record	How can students learn poetic devices? How can students elarn to interpret a poem, as short story, and a play using literary criticism?
Edit this record Field name global edit Delete this record	poetry - exlanation of the devices and basic exercises to apply skills literary criticism - explanation of the major literary theories and application of the criticism in students' writing responses and exams
Edit this record Field name global edit Delete this record	ENH 110
Edit this record Field name global edit Delete this record	#13048
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Entry #23765 - ENH 110
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Donovan Penrose
Edit this record Field name global edit Delete this record	How do gender identity and ethnic background play a role in the work of Amy Tan? How does written feedback at the draft stage contribute to better interpretation?
Edit this record Field name global edit Delete this record	How do discussions of selected works by Amy Tan illuminate students' understanding of her work and of Asian-American literature? Document what issues written feedback can address successfully in the development of essays on literary works.
Edit this record Field name global edit Delete this record	ENH 110
Edit this record Field name global edit Delete this record	13032, 13034
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Entry #23745 - ENH 114
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	June Stevens
Edit this record Field name global edit Delete this record	Students will be asked to critically evaluate literary works of writers in the 18th century
Edit this record Field name global edit Delete this record	An assessent of student's critical thinking and critical writing skills
Edit this record Field name global edit Delete this record	ENH 114
Edit this record Field name global edit Delete this record	2588
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Entry #23727 - ENH 251 Mythology
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Ruth Callahan
Edit this record Field name global edit Delete this record	5. Identify geographic locations such as North America, Africa, Asia, South America which have been wellsprings for mythology. (II-VI) In this case, however, my emphasis in class is on the Franco-Cantabrian caves, and the ancient Near and Middle East, and Greece. The students, though, are encouraged to become aware of mythologies from around the world. 8. Describe events and characters from mythology which are especially familiar in literature, art, and music. (II-VI)
Edit this record Field name global edit Delete this record	In terms of #5, the students are required to write two papers over the term which may explore these topics. I do show many, many slides in class, and in general, #8 is covered through testing throughout the term.
Edit this record Field name global edit Delete this record	ENH 251 Mythology
Edit this record Field name global edit Delete this record	Please note that these are non honors courses: 13050 and 13314
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Entry #23730 - ENH 251 Mythology
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Ruth Callahan
Edit this record Field name global edit Delete this record	8. Describe events and characters from mythology which are especially familiar in literature, art, and music. (II-VI) I always believe this is important as this Mythology is taught as a Humanities course. Trusting a little bit to the students learning the material, I am trying to do something with my honors classes that focuses more on Honors competencies which involve collaborating activities. I am requiring Honors students to enter material on Google Docs study guides at least four times during the term. The docs are available to everyone in the course, but only the Honors students need to fill them out.
Edit this record Field name global edit Delete this record	8. I will verify this knowledge primarily through testing. As for the Google Docs participation, in addition to being able to track any entries on a daily basis, at the end of the term, the students will hand in a Word document with their Google Docs entries cut and pasted onto it. I will also do a brief survey asking the non-Honors students if they participated with the Docs in any way and what the Honors students thought about the requirement in general.
Edit this record Field name global edit Delete this record	ENH 251 Mythology
Edit this record Field name global edit Delete this record	Please note that these are Honors courses: 13052 and 13054
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Entry #24129 - ENH112
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	David Miller
Edit this record Field name global edit Delete this record	1. Identify major Chicano fiction writers and describe their contributions to literature. 2. Identify major Chicano dramatists and describe their contributions to literature.
Edit this record Field name global edit Delete this record	I will gather from the students terms and themes from the readings and from additional research that prove an understanding of the contribution of selected authors to literature.
Edit this record Field name global edit Delete this record	ENH112
Edit this record Field name global edit Delete this record	13038, 13040
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Entry #23758 - ESL 010
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Mary Havlik
Edit this record Field name global edit Delete this record	Are the students able to use the verb "to be" in written sentences using simple present and present continuous verb tenses? Are the students able to use subject pronouns, possessive adjectives, and object pronouns correctly?
Edit this record Field name global edit Delete this record	For both competencies, I will use written assignments for homework and evaluation by tests.
Edit this record Field name global edit Delete this record	ESL 010
Edit this record Field name global edit Delete this record	13320
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Entry #23731 - ESL 011
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Betsey Wheeler
Edit this record Field name global edit Delete this record	3. Ask about and express information about personal life in present tense. What assessment tools can be used to evaluate a student’s ability to ask about and express information about personal life in present tense? 4. Demonstrate ability or inability to understand and to perform actions. How can a teacher effectively assess a student’s ability to understand and perform actions?
Edit this record Field name global edit Delete this record	One way to assess this process is by creating discussion groups to discuss themselves and their families. They could be given a list of specific information that they should find out about each student. They, then, would have to formulate the questions and respond accordingly. The recorder in the group could write down the questions they developed to be evaluated by the teacher. In addition, the teacher could listen to each group to monitor their abilities to answer the questions correctly. This information could be easily acknowledged through an action test. Each student would be given a set of commands to execute. If the student successfully follows the commands, it shows an ability to understand and perform the command.
Edit this record Field name global edit Delete this record	ESL 011
Edit this record Field name global edit Delete this record	13066
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Entry #23759 - ESL 011
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Mary Havlik
Edit this record Field name global edit Delete this record	Are the students able to use and respond to greetings, introductions, and apologies? Do the students use possessive adjectives correctly in conversation?
Edit this record Field name global edit Delete this record	Listening and response evaluations. Brief oral presentations by the students.
Edit this record Field name global edit Delete this record	ESL 011
Edit this record Field name global edit Delete this record	13322
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Entry #23773 - ESL 030
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Diana Djaboury
Edit this record Field name global edit Delete this record	What strategies can I use to help my students better understand the differences in the form and function of English verb tenses, particularly the perfect tenses? How can I squeeze all that knowledge into such limited class time? It is a challenge to meet all the course objectives in such a short time; my class meets for 1.25 hours twice a week (German language classes are allotted twice the amount of time!!!)
Edit this record Field name global edit Delete this record	One of my strategies involves the use of songs and their lyrics. For each tense, I have one or more songs that help students see when and why that particular tense was used in the song. All the songs share a similar theme--that of "waiting". For example, ABBA has a song called, "I've Been Waiting for You". This is a great example of the present perfect and present perfect progressive tenses. We can compare that to the songs, "I Knew You Were Waiting for Me " (past progressive and past tenses); "Waiting on an Angel" by Ben Harper (present progressive") and Celine Dion's "To Love You More" in which she says, "I'll be waiting for you." (Future perfect progressive). I have a website at www.quia.com/pages/ddjaboury/page4 where I have a variety of activities and links to interactive grammar websites so that students can get extra practice outside of class. I also embed songs from YouTube for students to practice at home! For homework each week, they complete a log of their time spent at my website. I require a minimum of 3 activities a week.
Edit this record Field name global edit Delete this record	ESL 030
Edit this record Field name global edit Delete this record	13332
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Entry #23780 - ESL 032
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Marjorie McFadden
Edit this record Field name global edit Delete this record	1. Will student paragraphs evidence improvement over the course of the semester? 2. Will students learn how to use appropriate transitional words and phrases in their paragraphs?
Edit this record Field name global edit Delete this record	1. I will evaluate students' paragraphs to track improvement over the course of the semester. 2. I will evaluate improvement using appropriate transitional words and phrases through the mid-term and final exams and by assessing student paragraphs.
Edit this record Field name global edit Delete this record	ESL 032
Edit this record Field name global edit Delete this record	66145
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Entry #23769 - ESL 040
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Jill Shalongo
Edit this record Field name global edit Delete this record	Are my students able to use verb tenses correctly? Is the form correct, and is the proper tense used in the appropriate situation?
Edit this record Field name global edit Delete this record	Homework assignments Tests
Edit this record Field name global edit Delete this record	ESL 040
Edit this record Field name global edit Delete this record	13340
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Entry #23732 - ESL 040
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Betsey Wheeler
Edit this record Field name global edit Delete this record	4. Use verb tenses, moods, and voice correctly. How can the passive voice be used to express mood and voice through classroom activities? How can the active voice be used to express mood and voice through classroom activities?
Edit this record Field name global edit Delete this record	Passive voice is often used to report an action. The students could be given an assignment to report on something was done and then turn in a written account of the event written in passive voice. Active voice is often used to tell a story. The students could be given an assignment to report on something they experienced and then turn in a written account of the event written in active voice.
Edit this record Field name global edit Delete this record	ESL 040
Edit this record Field name global edit Delete this record	13082
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Entry #23736 - ESL 050AA
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Field Name/Options	Value(s)
Edit this record Field name global edit Delete this record	Fall 2009
Edit this record Field name global edit Delete this record	Betsey Wheeler
Edit this record Field name global edit Delete this record	6. Ask and answer questions using auxiliary verbs. In an independent learning situation, how can student best demonstrate their ability to ask questions? In an independent learning situation, how can student best demonstrate their ability to answer questions?
Edit this record Field name global edit Delete this record	After studying and practicing this skill, students could be required to generate questions to be turned in to the teacher. However, using a discussion board online for real time question and response would be a better indicator. Creating a list of questions using auxiliary verbs for students to answer with on paper or online would assess this skill.
Edit this record Field name global edit Delete this record	ESL 050AA
Edit this record Field name global edit Delete this record	43890
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