STUDENT LEARNING OUTCOMES:
The following statements describe the behavior that students who exit from English 0098 will exhibit.
1. Students will be able to identify and to write complete, grammatically correct, appropriately
punctuated sentences.
2. Students will be able to write paragraphs with at least one appropriate, concrete example.
3. Students will be able to write essays with clear theses, introductory paragraphs, body
paragraphs, and conclusions.
4. Students will exhibit the characteristics of self-directed learners.
ASSESSMENT OF STUDENT LEARNING OUTCOMES:
1. Seventy percent of students who qualify to write the end-of-term essay will succeed on
Benchmark 1 and Criterion 4 of the end-of-term rubric. (Outcome 1)
2. Seventy percent of students who qualify to write the end-of-term essay will succeed on Criterion 3
of the end-of-term rubric. (Outcome 2)
3. Seventy percent of students who qualify to write the end-of-term essay will succeed on Criteria 1
and 2 of the end-of-term rubric. (Outcome 3)
4. Sixty percent of the students completing English 0098 will use the services of the Writing Lab five
or more times during the semester to focus on specific problems. (Outcome 4)
5. Sixty percent of students completing English 0098 will complete a practice COMPASS test to
strengthen proofreading skills. (Outcome 4)
6. Sixty percent of students completing English 0098 will be enrolled in and will meet Outcome 1 of
the First Year Experience Seminar. (Outcome 4)
7. Sixty percent of students completing English 0098 will become self-directed learners by achieving
four or more of the following, as determined by the instructor. (Outcome 4)
a. Regular class attendance
b. Completion of all major assignments
c.
Participation in class work and/or discussions
d. Completion of journal, blog, or wiki entries
e. Use of Writers Resource, My Writing Lab, or other software in the Writing Lab
f.
Others determined by instructor in consultation with QEP Action TEAM and the QEP
director.
EVALUATION:
Once a student is placed in the English LS program, the student must meet two criteria to exit.
First, the student must satisfy the instructor’s stated course content requirements with a minimum
competency of 70% as defined by the professor in the course syllabus. Sixty percent of a student’s
average comes from the five in-class essays; the final 40% will be specified by the instructor in the
individual syllabus. Most teachers will use an average of graded materials from class activities.
Second, the student must receive Yes ratings (passing) from two of the three raters of the
Departmental Exit Essay Exam given during the last week of the semester in order to pass the course. If
the student fails the essay, he/she may be permitted a retest if the student’s average is 80 or above;
notice that the score to permit a retest is higher than the score that allows the student to take the essay
the first time. It is the individual instructor’s responsibility to read all exam essays and explain to students
why the essays passed or failed. The rubric that is used for evaluating the essays is attached to this
syllabus. The attached rubric will be used to evaluate the exit essays and the instructor will use it to
evaluate some or all class essays.
The student who fails to meet the course requirement (an average of 70 or above) will receive a
grade of U for the semester and will continue in the LS program the next semester of enrollment. The
student who has a class average of 70 or better but who fails the Exit Essay Exam receives a grade of IP.
He/she must continue in the LS program the next semester of enrollment. The student who has a 70 or
better in class and passes the Exit Essay receives an S grade and is ready to take English 1101.
EARLY EXIT
Shortly before midterm, there will be an opportunity for students who qualify to take the exit examinations.
Students who pass at that time will be able to exit (pass) the course in time to register for C session
classes if they choose. In order to attempt to exit, students must have a 75% average on essays for the
term. Instructors will provide students with their official essay averages at least one class period before
the exit essay to help in their decision; the instructor’s average will be used in determining eligibility.
Attempting to exit is the student’s choice – an early exit attempt is not required. However, all students will
write an essay on the day of the early exit attempt; for many, it will be simply another class essay, and for
those who wish to attempt to exit, it will also be an end-of-term essay. Therefore, all students must sign a
Memorandum of Understanding agreeing that they are or are not attempting to exit; regardless of the
outcome of the essay, the agreement is binding. Students who pass the exit essay will exit early. Any
students who do not exit successfully will not lose their later attempts at the end of the term, assuming
they qualify at that time.
Teaching the Type 1 errors A new look at our old “friends” January 2013 The QEP Action TEAM met last semester to discuss ways to teach the Type 1 errors. By the end of the term, we all have discovered that we’ve used every method of explaining Type 1 errors that we can think of, so we wanted new ideas. Each member of the TEAM brought his or her best Type 1 error teaching strategy to share, and we all came away with fresh ideas to use during the week before the exit essay. Since other classes also cover the Type 1 errors, we thought we’d share the results of our brainstorming sessions with the rest of the department. Hopefully, we’ll all come away with fresh new ideas! Lydia
Postell: My Type I idea is to group Cecile de Rocher: I ask (call on) a student students together by learning styles (or to give the class some brief, banal what they think might be their learning information about her/himself. We convert style) and have the different groups come this into an intentional comma splice or up with ways they'd like to see Type I errors fused sentence: “Shonda is wearing furry taught.
boots her nails are red.” I ask students to suggest ways to revise the sentence: Kelley Mahoney: Students play the period, semicolon, coordinating attached game in groups; the groups must conjunction, subordinating conjunction. I write out answers to each round (projected explain how to use conjunctive adverbs, for the whole class to see). The first group too. I allow students to reverse clauses as to finish raises a hand, and I check their necessary.
answers. Correct answers are shared with Leslie Collins: I pull errors from the the class.
students' actual essays. I type them up and
Ryan Reece: The attached comma splice project them (I never tell the students who Powerpoint is one students find helpful. I actually wrote them) and have the students
also use an 8th grade language arts identify and correct the errors. I think it's textbook to give students simple, clear more meaningful to see actual errors from explanations. their own essays.
Jennifer Randall: I have each student Christy Ayars: I use Powerpoints to teach create a grammatically horrible sentence the Type 1s. I have a combined Powerpoint
based on a type 1 error (either assigned to for comma splices and run­on sentences. I them or of their choosing), and then either also use many worksheets, and my have students switch papers and students asked to do online worksheets as grammatically fix the sentence (and I will a class. One student reports that he write each example on the board as the remembers more from doing practice as a student shares) ­ or I will have each student class because he remembers what other write the original and revised sentence on students said. I project a Writing Lab the board for the entire class to see or fix worksheet and have students write the together. I've seen some really funny correct verb for the blank. I check as they sentences with this activity, and the class finish and have students find subjects if seems to enjoy the opportunity to break the they’ve gotten the wrong verb. This helps to
rules. :)
see how they’re doing before a test. . Jenny
Crisp: Students play the attached Janice Bolding: I pull up and work through Jeopardy Powerpoint in groups. In order to a COMPASS practice. I let the class give be sure everyone pays attention, each an answer, then ask them why they chose group writes down an answer to all that.We logically work through each questions for me to check; the group sentence so that I am not the only one whose turn it was (who selected the explaining it. I keep asking “why that question from the big board) gets full answer?” Often when students are working
points, and the other groups can get half through a practice COMPASS on their the points for a correct answer. I usually justown, they may simply choose an answer keep score on the whiteboard. Note: if you that looks pretty good. Asking them to want to use the Powerpoint in class, explain their choice encourages them to download it (click the down arrow at the top logically work it through. (I also do this in left) so that the links on the game board will small groups which allows them to confer work. and explain.)
Kerri Allen: I cover one error a day, with examples. Then, once the class has done examples, we fix a few as a class. From there, we work with either the book or worksheets, varying between doing them alone and going over them or doing them as a class. I also project introduction paragraphs from each student, and we go through them together both for content and
for Type 1 errors. Revised 8/12/2013
ENGLISH 0098 EXIT ESSAY RUBRIC
Student Essay #
_________
Set # __________
REQUIRED BENCHMARKS
Two or fewer Type I errors
Essay is sufficiently long
(departmental minimum is 300
words).
Essay addresses prompt.
CRITERIA
Pass
Essay has a clear thesis and develops and supports it.
Essay has an introduction and conclusion and is organized
into clear paragraphs.
Essay uses sufficient concrete examples to support the
ideas.
Type II and Type III errors do not interfere with the
writers’ meaning.
Essay contains language that is clear and idiomatically used.
Fail
Appendix 14: Type 1, 2, and 3 Errors at Dalton State College
ERROR TYPES AND GRADING STANDARDS
Revised August 17, 2010
The Humanities Department of Dalton State College has developed a classification of grammatical and
mechanical errors according to the seriousness of each error: Type I errors are the most serious, Type II
are of second rank, and Type III errors are the least serious.
Type 1
Sentence fragments
Fused or run-on sentences
Subject-Verb disagreement
Comma Splices
Type 2
Pronoun case errors
Disagreement of pronoun and antecedent
Verb tense sequence errors
Shifts in mood, number, person, voice of verbs
Dangling or misplaced modifiers
Faulty parallelism
Ambiguous, broad, and/or vague reference of pronouns
Use of second person in formal essay
Type 3
Errors in mechanics
Capitalization
Italics
Abbreviations and numbers
Commas
Superfluous commas
Semicolon
Apostrophe
Quotation marks
Period, question mark, exclamation point, colon, dash,
parentheses, brackets
Errors in spelling and hyphenation
Errors in usage
Diction
Exactness
Wordiness
Unity and logical thinking
Subordination
Separation of related sentence parts, split infinitive
Sentence variety
Paragraphing
Planning and drafting
Revising and editing
More information
Useful links
More information on Dalton State College’s QEP
 Dalton State College QEP executive summary:
http://www.sacscoc.org/pdf/2013trackaqeps/DaltonStateCollegeQEPExecutiveSummary.pdf
 Dalton State College QEP website: http://www.daltonstate.edu/qep/
Automated Writing Evaluation
 Revision Assistant: https://www.revisionassistant.com/#/
 Write Experience: http://www.cengagesites.com/academic/?site=4994
 Criterion: https://www.ets.org/criterion/
Engaging grammar games
 The Semicolon Wars: http://mrnussbaum.com/semicolonwars-play
 Free rice (works well with clickers as well as individually): http://freerice.com/#/englishgrammar/1936310
 Review game zone (use preexisting games or make your own):
http://reviewgamezone.com/game-list.php?id=83&name=Grammar
 Hoop Shoot preposition review:
http://www.eslgamesworld.com/members/games/grammar/basketball/verb%20+%20prepositi
ons/verb%20+%20prepositions.html
SACSCOC Core Requirements
CR 2.12: The institution has developed an acceptable Quality Enhancement Plan that includes an
institutional process for identifying key issues emerging from institutional assessment and focuses on
learning outcomes and/or the environment supporting student learning and accomplishing the mission
of the institution.
SACSCOC Comprehensive Standards
CS 3.3.2: The institution has developed a Quality Enhancement Plan that (1) demonstrates the
institutional capability for initiation, implementation, and completion of the QEP; (2) includes broadbased involvement of institutional constituencies in the development and proposed implementation of
the QEP; and (3) identifies goals and a plan to assess their achievement.
Looking Ahead: The Fifth-Year Interim Report and the Impact Report of the
Quality Enhancement Plan
“Institutions submitting a QEP Impact Report were asked to provide a copy of the QEP Executive
Summary submitted to the Commission following reaffirmation and a brief (10 page or less) addressing
the following:
1. a succinct list of the initial goals and intended outcomes of the Quality Enhancement Plan;
2. a discussion of changes made to the QEP and the reasons for making those changes;
3. a description of the QEP’s impact on student learning and/or the environment supporting student
learning,
as appropriate to the design of the QEP. This description should include the achievement of identified
goals and outcomes, and any unanticipated outcomes of the QEP; and
4. a reflection on what the institution has learned as a result of the QEP experience.”
http://www.sacscoc.org/FifthYear.asp