5-Year Review Summary Template--English
Directions for FDRG Leads:
Use this template to summarize the results of the FDRG review for the 5-year period.
You will need the following documents to complete the summary:
 TMC Survey Monkey vetting results
 Descriptor Survey Monkey vetting results
 Information from FDRG conference calls
Once your discipline FDRG has sufficiently reviewed and received feedback from all
members of the group regarding any proposed changes to the descriptors or TMC,
please complete the following questions to finalize the 5-year review and document any
changes to the descriptors and TMC. You can reference the FDRG Lead Role
document for completed samples of the 5-Year Review Summary.
Transfer Model Curriculum 5-Year Review Summary
Please attach a copy of the vetting results for the TMC to the document.
1. Provide a breakdown of the respondents to the survey:
 # of CCC respondents: 50
 # of CSU respondents: 6
 # of UC respondents:
0
 Total responses:
58 (two institutions were unidentified).
Provide a written summary of the feedback from the survey to the question below:
2. Were there any changes suggested to the CORE of the TMC?
15% of respondents suggest changes. 85% feel the CORE section is appropriate the
way it is.
Most comments focused on the options provided, either the two course combination of
English 105 (Argument) and English 120 (Introduction to Literature), or English 110
(Argument and Literature). Two responses requested the elimination of option 2,
English 110, in favor of option 1, while another response requested the reverse. Yet
another suggested each of the CORE courses should be higher unit courses. In light of
the fact that colleges may elect to offer either option for their students, and may elect to
increase the units of their own courses, the FDRG sided with making no changes to the
CORE.
Recommendation: No changes.
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3. Were there any changes suggested to the List A section of the TMC?
Of the responses, 12.07% suggest changes, while 87.93% think List A is appropriate the
way it is.
Suggestions offered span an array, and follow no consistent pattern. Comments
include preferences for multiethnic or multicultural literature to enhance the American
Literature surveys. The FDRG researched multiethnic literature courses at the CSUs
and found they are offered at the upper division level. Another comment noted concerns
that students are only required to take two courses, and could “conceivably avoid” either
American literature or British literature altogether. The FDRG discussed this concern,
acknowledging that English majors may opt to focus on either American, or British
literature, or both throughout their degree. Other suggestions requested the addition of
Intro to Poetry, or removal of the “Anglo-Centric” courses in favor of Queer Film and
Literature, Survey of Native American Literature, Survey of Women’s Literature, or
Survey of Latin American Literature. Like the Multiethnic courses, these too are upper
division CSU/UC courses. The FDRG opted not to make changes to List A.
Recommendation: No changes.
4. If appropriate, were there any changes suggested to the List B section of the TMC?
Of the responses, 8.77% suggest changes, while 91.23% think List B is appropriate the
way it is.
Three of the comments requested that more Creative Writing courses be added to List
B, including Poetry, Playwriting, and Fiction. This may be a topic for future discussion of
descriptors, as no descriptors currently address individual Creative Writing genres.
Recommendation: No changes.
5. If appropriate, were there any changes suggested to the List C section of the TMC?
Of the responses, 21.43% of respondents suggest changes, while 78.57% think List C is
appropriate the way it is.
Three comments addressed the removal of Business Communications, citing concerns
with the lack of analytical writing and reading in the course. One other comment cited
concerns with the inclusion of any courses outside of English on List C, while another
requested the inclusion of Journalism 30. The FDRG discussed this concern and
decided that as List C offers the most options for students, the courses should be left to
allow for versatility within the degree.
Other suggestions asked for the inclusion of Introduction to Film. After discussion, the
FDRG found Film was not necessary as the other options offer sufficient variety.
Another comment asked for the inclusion of literature of diversity, including multi-ethnic,
and other specialized ethnic literature courses. Research into course offerings at CSU
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shows these courses are upper division, thus not appropriate for community college
courses.
Recommendations: No changes.
6. Please provide any general recommendations from the feedback received from the
vetting.
Several comments requested the development of Creative Writing courses as well as a
Creative Writing TMC, citing the AA-T developed and used at Long Beach City College.
The FDRG visited this issue and believe it is worth further consideration.
The FDRG discussed the need for accelerated course descriptors. Colleges are being
encouraged to develop accelerated models of courses, but versions that combine
Composition with the level prior will not meet the descriptor for C-ID 100 because those
courses will not meet the prerequisite. Although this issue was not posed in the
comments, it has arisen in curricular discussions.
Provide a written summary of the FDRG’s recommendations and attach a copy of
the revised TMC, including the date of completion of the 5-year review.
After careful review of the comments, the FDRG found the TMC appropriate as is. The
offered comments ask for inclusion of courses that are currently not under the purview of
the community college system, or for variations that are available to colleges under their
own course offerings. The FDRG suggests the C-ID consider development of
descriptors for accelerated courses as appropriate.
Updates to the descriptors follow below.
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English Descriptor 5-Year Review Summary--English
Please provide a written summary of the FDRG’s recommendations for each of the
descriptors in the table below. If there are no changes to the descriptors, you can note
this by stating “After a complete review of the descriptor, the FDRG does not propose
any changes to the descriptor at this time.”
C-ID Descriptor and
Name
ENGL 100
College Composition
Summary of the FDRG 5-Year Review
13.95% of respondents agreed proposed changes were appropriate.
One comment requested a correction to the use of the colon in the
Course Content section; this was corrected as advised. Other
punctuation was updated for consistency throughout each of the
descriptors, but this did not significantly change content in the
descriptors. Two comments addressed concerns with the units, citing the
need for 4 units rather than 3. The FDRG discussed this concern and felt
it was a local issue, rather than a state issue, as individual colleges are
permitted to offer the class at more than 3 units. The C-ID only offers a
minimum unit value. A separate comment recommended the removal of
timed writing, citing, “It doesn’t reflect current pedagogical opinions.” The
FDRG is unaware of these opinions, and strongly supports the value of
timed writing as both formative and summative assessment tools.
Recommendation: No significant changes to the descriptor.
C-ID Descriptor and
Name
English 105
Argumentative
Writing and Critical
Thinking
Summary of the FDRG 5-Year Review
8.51% of respondents agreed proposed changes were appropriate.
65.96% felt the descriptor is appropriate as is.
25.53% declined to comment, or felt unqualified to assess.
One comment asked for the inclusion of texts such as television
commercials, documentaries, advertising and memes. However, the
FDRG felt academic freedom and the open nature of the “sample
textbooks, manual, or other support materials” allow for inclusion of
appropriate texts. Another comment asked for the inclusion of the word
“original” after the word “compose” in course objective #5. The FDRG felt
originality was heavily implied throughout the descriptor, and that
professors could be relied upon to assign original composition
assignments. A similar comment asked for the word “rhetoric” to be
included throughout the descriptor to confirm the importance of the focus.
However, Objective 4 emphasizes rhetorical language, which applies to
the whole descriptor. Individual instructors also have the discretion to
further emphasize rhetoric and rhetorical language throughout their
course.
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Punctuation was updated for consistency with the other descriptors.
Recommendation: No significant changes needed.
C-ID Descriptor and
Name
English 110
Argumentative
Writing and Critical
Thinking Through
Literature
Summary of the FDRG 5-Year Review
8.51% of respondents agreed proposed changes were appropriate.
63.83% felt the descriptor was appropriate as is.
27.66% declined to comment or felt unqualified to assess.
One comment noted that not all colleges might have access to academic
databases or high quality resources for students to complete the
necessary research for this course. The suggestion asked that the verb
“find” be removed in lieu of “use” from Objective 6, in consideration of
situations where instructors may provide resources for students. The
FDRG discussed this concern, and found that as these situation might be
rare, institutions could use discretion in offering resources to students.
The FDRG felt it essential that students, mainly, be empowered to locate
their own resources, as they will be expected to do in university courses.
Another comment suggested that a theme could be used in the course.
Again, the FDRG felt this was a case where instructors could use
academic freedom.
Minor punctuation changes were made for consistency across the
descriptors.
Recommendation: No significant changes recommended.
C-ID Descriptor and
Name
English 120
Introduction to
Literature
Summary of the FDRG 5-Year Review
10.64% of respondents agreed proposed changes were appropriate.
65.96% felt the descriptor was appropriate as is.
23.40% declined to comment or felt unqualified to assess.
One comment noted the possibility for misinterpretation of the word
“genre.” The FDRG discussed this and disagreed, finding that the
context of the word was unambiguous. Two comments asked that a
novel be included as a minimal requirement, and in discussion the FDRG
agreed that instructors had freedom to include novels as needed.
Another comment asked for the descriptor to include specific language
stating that the course could be used to satisfy the local GE critical
thinking requirement. The FDRG felt this should be a local decision.
The FDRG also updated the course description to include “primarily nonfiction” texts and felt that the inclusion of the language will not inhibit the
inclusion of other literature books, should colleges go an alternate route.
The FDRG noted that all textbooks listed are primarily non-fiction, but
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there is also the provision for the inclusion of some creative texts.
Minor punctuation changes were made for consistency across the
descriptors.
Recommendation: No significant changes recommended.
C-ID Descriptor and
Name
English 130
Survey of American
Literature 1
Summary of the FDRG 5-Year Review
9.09% of respondents agreed proposed changes were appropriate.
56.82% felt the descriptor was appropriate as is.
34.09% declined to comment or felt unqualified to assess.
Two comments felt the prerequisite should be raised to English 100. The
FDRG felt this change would adversely affect course enrollments across
the state if this change were applied to the descriptor, and agreed this
decision should be made locally for colleges that find merit in the
prerequisite. Another comment asked that language be included in the
content or objectives “about relating the texts to one another,” and the
FDRG agreed in spirit, but felt that academic freedom allows instructors
to teach to this point.
Minor punctuation changes were made for consistency across the
descriptors.
Recommendation: No significant changes recommended.
C-ID Descriptor and
Name
English 135
Survey of American
Literature 2
Summary of the FDRG 5-Year Review
9.09% of respondents agreed proposed changes were appropriate.
56.82% felt the descriptor was appropriate as is.
34.09% declined to comment or felt unqualified to assess.
Comments were identical to 130.
Two comments felt the prerequisite should be raised to English 100. The
FDRG felt this change would adversely affect course enrollments across
the state if this change were applied to the descriptor, and agreed this
decision should be made locally for colleges that find merit in the
prerequisite. Another comment asked that language be included in the
content or objectives “about relating the texts to one another,” and the
FDRG agreed in spirit, but felt that academic freedom allows instructors
to teach to this point.
Minor punctuation changes were made for consistency across the
descriptors.
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Recommendation: No significant changes recommended.
C-ID Descriptor and
Name
English 140
Survey of World
Literature 1
Summary of the FDRG 5-Year Review
11.36% of respondents agreed proposed changes were appropriate.
47.73% felt the descriptor was appropriate as is.
40.91% declined to comment or felt unqualified to assess.
Three of the comments were identical to 130 and 135: change the
prerequisite to English 100 and relate the texts to each other. The FDRG
maintained its position on those two issues. A new comment asked that
students look at themes instead of contexts, and translation and time of
entry into the cannon as important components. Again, academic
freedom allows individual instructors to focus their courses as
appropriate.
Minor punctuation changes were made for consistency across the
descriptors.
Recommendation: No significant changes recommended.
C-ID Descriptor and
Name
English 145
Survey of World
Literature 2
Summary of the FDRG 5-Year Review
9.09% of respondents agreed proposed changes were appropriate.
56.82% felt the descriptor was appropriate as is.
34.09% declined to comment or felt unqualified to assess.
Comments were identical to 130.
Two comments felt the prerequisite should be raised to English 100. The
FDRG felt this change would adversely affect course enrollments across
the state if this change were applied to the descriptor, and agreed this
decision should be made locally for colleges that find merit in the
prerequisite. Another comment asked that language be included in the
content or objectives “about relating the texts to one another,” and the
FDRG agreed in spirit, but felt that academic freedom allows instructors
to teach to this point.
Minor punctuation changes were made for consistency across the
descriptors.
Recommendation: No significant changes recommended
C-ID Descriptor and
Name
English 150
Survey of Literature
Summary of the FDRG 5-Year Review
9.09% of respondents agreed proposed changes were appropriate.
45.45% felt the descriptor was appropriate as is.
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in English 1
45.45% declined to comment or felt unqualified to assess.
The three the comments were identical to 130 and 135: change the
prerequisite to English 100 and relate the texts to each other. The FDRG
maintained its position on those two issues. A new comment asked that
students look at themes instead of contexts, and translation and time of
entry into the cannon as important components. Again, academic
freedom allows individual instructors to focus their courses as
appropriate.
Minor punctuation changes were made for consistency across the
descriptors.
Recommendation: No significant changes recommended.
C-ID Descriptor and
Name
English 152
Survey of World
Literature 2
Summary of the FDRG 5-Year Review
9.09% of respondents agreed proposed changes were appropriate.
45.45% felt the descriptor was appropriate as is.
45.45% declined to comment or felt unqualified to assess.
The three the comments were identical to 130 and 135: change the
prerequisite to English 100 and relate the texts to each other. The FDRG
maintained its position on those two issues. A new comment asked that
students look at themes instead of contexts, and translation and time of
entry into the cannon as important components. Again, academic
freedom allows individual instructors to focus their courses as
appropriate.
Minor punctuation changes were made for consistency across the
descriptors.
Recommendation: No significant changes recommended.
C-ID Descriptor and
Name
English 155
Survey of Literature
in English 3
Summary of the FDRG 5-Year Review
9.09% of respondents agreed proposed changes were appropriate.
45.45% felt the descriptor was appropriate as is.
45.45% declined to comment or felt unqualified to assess.
The three the comments were identical to 130 and 135: change the
prerequisite to English 100 and relate the texts to each other. The FDRG
maintained its position on those two issues. A new comment asked that
students look at themes instead of contexts, and translation and time of
entry into the cannon as important components. Again, academic
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freedom allows individual instructors to focus their courses as
appropriate.
Minor punctuation changes were made for consistency across the
descriptors.
Recommendation: No significant changes recommended.
C-ID Descriptor and
Name
English 160
Survey of British
Literature 1
Summary of the FDRG 5-Year Review
9.09% of respondents agreed proposed changes were appropriate.
52.27% felt the descriptor was appropriate as is.
38.64% declined to comment or felt unqualified to assess.
The three the comments were identical to 130 and 135: change the
prerequisite to English 100 and relate the texts to each other. The FDRG
maintained its position on those two issues. A new comment asked that
students look at themes instead of contexts, and translation and time of
entry into the cannon as important components. Again, academic
freedom allows individual instructors to focus their courses as
appropriate.
Minor punctuation changes were made for consistency across the
descriptors.
Recommendation: No significant changes recommended.
C-ID Descriptor and
Name
English 165
Survey of British
Literature 2
Summary of the FDRG 5-Year Review
11.36% of respondents agreed proposed changes were appropriate.
47.73% felt the descriptor was appropriate as is.
43.18% declined to comment or felt unqualified to assess.
The three the comments were identical to 130 and 135: change the
prerequisite to English 100 and relate the texts to each other. The FDRG
maintained its position on those two issues. A new comment asked that
students look at themes instead of contexts, and translation and time of
entry into the cannon as important components. Again, academic
freedom allows individual instructors to focus their courses as
appropriate.
Minor punctuation changes were made for consistency across the
descriptors.
Recommendation: No significant changes recommended.
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C-ID Descriptor and
Name
English 180
Children’s Literature
Summary of the FDRG 5-Year Review
4.65% of respondents agreed proposed changes were appropriate.
48.84% felt the descriptor was appropriate as is.
46.51% declined to comment or felt unqualified to assess.
No responses were offered.
Minor punctuation changes were made for consistency across the
descriptors.
Recommendation: No significant changes recommended.
C-ID Descriptor and
Name
English 200
Creative Writing
Summary of the FDRG 5-Year Review
9.09% of respondents agreed proposed changes were appropriate.
52.27% felt the descriptor was appropriate as is.
38.64s% declined to comment or felt unqualified to assess.
Two of the comments were identical to 130 and 135: change the
prerequisite to English 100. The FDRG maintained its position on this
issue. A new comment asked that the course be broken into three
descriptors, Poetry, Fiction and Creative Non-Fiction. The FDRG
discussed the need for three courses, and proposed that the issue be
taken up for further discussion. See #6, General Comments to the TMC.
Minor punctuation changes were made for consistency across the
descriptors.
Recommendation: No significant changes recommended.
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