Writing

Writing Course

COURSE DESCRIPTIONS:

ENGL 0800 Learning Support Writing I                         3 credit hours
This course focuses on writing competencies that demonstrate mastery of such essential writing topics as purpose, audience analysis, organization, supporting details, language skills, grammar and punctuation, and writing process. Based on diagnostic scores, students writing assignments will be at the paragraph or essay level. To successfully complete the Learning Support Writing requirement and meet prerequisites for ENGL 1010, students must reach a mastery level on an essay assignment with support documentation. The student must master one of the two required Learning Support Writing Competencies to receive a passing grade for this course. (This course is institutional credit only.) (Prerequisite: 13 to 17 Writing ACT or comparable placement test score.) 3 hrs. lecture/lab.

 ENGL 0802 Learning Support Writing II                       2 credit hours
 A continuation of ENGL 0800. This course allows a student to complete the second writing competency to exit Learning Support Writing without repeating content material from ENGL 0800. Students are required to attend a scheduled lab until mastery of the documented essay exit competency is completed. (This course is institutional credit only.) (Prerequisite: Mastery level of Learning Support Writing outcomes at the 1st competency Mastery point level.) 2 hrs. lecture/lab.

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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