Writing

Writing Course

COURSE DESCRIPTIONS:

ENGL 0802 Learning Support Writing II (2)
This course allows students to complete writing competencies to exit Learning Support Writing. Students are required to attend a two (2) hour class that provides remediation to support projects and assignments in English 1010. Students will learn about the writing process: outlining, constructing arguments, conducting research, and documenting sources. The course emphasizes the process of revision as the main method of improving writing. Demonstration of mastery of Learning Support Writing Competencies 1 and 2 is required for successful completion. Upon successful completion of English 0802, the student receives two (2) institutional credits. Students enrolled in this course are also required to co-enroll in English 1010. (Prerequisite: ACT English 0-17 or equivalent) (Corequisite: ENGL 1010.)

LEARNING SUPPORT WRITING COMPETENCIES:
The Tennessee Board of Regents system has identified two competencies for the Writing Program. They are identified in the table below:
 
  First Competency Mastery Point for Learning Support in Writing*
Students will demonstrate limited or developing competence† in writing expository essays.


Student will:
Exit Competency Mastery Point for Learning Support in Writing**
Students will demonstrate adequate competence†† in writing expository essays.

Student will:
Task/Purpose address the assigned writing task and have a discernible purpose that is sustained throughout most of the text. fulfill the requirements of the assigned writing task and have a clear purpose that is sustained throughout the text.
Audience Awareness
display awareness of the audience and the requirements of the writing situation, and maintain that awareness with some consistency. respond adequately and appropriately to the needs of the audience and the requirements of the writing situation.
Organization have a discernible and logical organization. The organization may be simple, with a basic thesis statement, topic sentences, and transitions, but the reader is able to discern an overall logical progression of ideas. be logically organized in support of the text’s purpose with a clear thesis statement and topic sentences, supporting points that are presented in a logical progression, and appropriate transitions.
Support provide logical support for the thesis and main ideas, but may display some weaknesses in evidence provided. provide logical and adequate support for the thesis by employing appropriate rhetorical strategies/patterns and, when appropriate, integrating material from primary and/or secondary sources.
Language and Skills
display some variety in sentence structure, vocabulary, and level of formality appropriate to the purpose, audience, and context. display variety in sentence structure, vocabulary, and level of formality appropriate to the purpose, audience, and context.
Grammar and Punctuation
display basic control of surface features such as basic syntax, grammar, punctuation, word choice, and spelling, particularly those errors that interfere with a reader’s understanding. The writing may display some grammar and punctuation errors, but not consistent patterns of serious errors. display competent control of surface features such as basic syntax, grammar, punctuation, word choice, and spelling, particularly those errors that interfere with a reader’s understanding and/or undermine the writer’s authority.
Writing Process
reflect the use of basic strategies for generating ideas, drafting, revising, editing, and proofreading, although students may still be in the process of developing an individualized and highly effective writing process. reflect the use of effective strategies for generating ideas, drafting, revising, editing, and proofreading.
  *In order to receive credit for learning support in *Writing students must demonstrate limited or developing competence in writing expository text as described in column one of the chart.
 
†The Tennessee Comprehensive Assessment Program uses the term "limited" for writing at this level of competence; the Education Testing Service, responsible for the SAT writing rubric, and the American College Testing Service, responsible for the ACT writing rubric, use the term "developing."  All three of these tests--the TCAP, the SAT, and the ACT score student essays using a 1-6 point scale and would award a score of 3 to the student with "limited" or "developing" competence.
**In order to exit learning support in writing **Students must demonstrate adequate competence in writing expository text as described in column two of the chart.
 
††The TCAP, the SAT, and the ACT score student essays using a 1-6 points scale and would award a score of 4 to the student with adequate competence.

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