Texas A&M International University
Pearson Course Redesign Case Study:MyCompLab in the Composition Classroom
Seattle, WAFriday, April 13, 2012
Deborah M. Scaggs, PhDAssistant Professor of Composition
Writing Program AdministratorLaredo, TX
Located in Laredo, a south-western city of 250,000 peopleo Largest in-land port in the United States
-la fronterra- Total enrollment ≈ 7000 First-generation post-secondary students 95% Hispanic
o English as a Second Language (ESL): Spanish is primary/English is secondary
o English Language Learners (ELL): Bilingual, but English is primary
o *Heritage Language Learners (HLL): Unique discursive practice
Enrollment ≈ 1000 studentso Roughly 40 sections with a cap of 30o One day lab/One day non-lab
Consists of 2 courseso English 1301: College Composition I o English 1302: College Composition II
85-90% of the courses are devoted to the evaluation of written work
Institution:o Increased enrollment, increased cap, limited lab space
and classrooms Instructors:
o Class load (up to 5 classes)o Class capo Paper-load
Students:o Limited exposure to higher-education
culture/expectationso Inexperienced writers o Unique language needs
Public schools focused on state tests
Skills drill approach
Focus on grammar and
mechanics
Limited writing experiences
Very few papers graded or few comments made
Limited knowledge of the writing process
Writing is easy: “auto-pilot” technique
Writing is important
Writing is exciting
Writing leads to better being a better writer
Can express ideas in a detailed manner
Know they need to use quotes
Can find mistakes
Feel ready for college
English 13011. Know and be able to use several
rhetorical strategies and purposes.2. Be familiar with several pre-writing,
invention, revision, and editing strategies. 3. Be able to compose essays employing the
features of a given genre.4. Be able to articulate the concept of
“writing as a process.”5. Be able to write an effective introduction
or opening that establishes focus, purpose, main idea, and direction; be able to create a body to any writing assignment that is organized, unified, and developed; be able to create an effective conclusion, one comparable in depth and precision to the introduction.
6. Be able to identify and eliminate major grammatical errors from all writing.
English 13021. Be able to write, employing several
rhetorical strategies, purposes, and features of a given genre and using several pre-writing, drafting, revising, and editing strategies.
2. Understand research principles and strategies needed at the university level.
3. Be able to document sources accurately in MLA and APA formats.
4. Be able to identify, evaluate, and effectively incorporate appropriate sources into their own prose.
5. Be able to summarize and paraphrase effectively.
6. Be able to make cogent, logical, and effective arguments in writing.
7. Be able to eliminate grammatical, mechanical, and usage errors from all writing.
Feel unprepared
Fear writing
Lack direction/focus
Have writer’s block
Have trouble getting ideas
Have trouble starting essays
Repeat ideas
Do not comprehend words
Make lots of errors
Have poor grammar
Have poor sentence structure
*Writing is hard to read
Higher Order Lower Order
English 1301 Specific Information o Diagnostic: 600-650 wordso Personal Essay: 800 wordso Review: 800-1,000 wordso Argument: 800-1,000 wordso Reflective Essay/e-portfolio: 700-800 words
English 1302 Specific Information
o Critical Essay #1: 1,000 words o Critical Essay #2: 1,000 wordso Ethnographic Essay: 2100 words
• Annotated Bibliography: 100-150 words (per source) (700+ words)
o Reflective Essay/e-portfolio : 700-800 words
Spring 2009 43 students Average pre-test score: 75 Average post-test score: 83 8
Fall 2009 176 students Average pre-test score: 67 Average post-test score: 80 13
Spring 2010 323 students Average pre-test score: 67 Average post-test score: 72 5
Fall 2009 n=181
ENGL 1301o Pre: 66o Post: 73
• 7
n=128
ENGL 1302o Pre: 68o Post: 73
• 5
Spring 2010 n=187
ENGL 1301o Pre: 67o Post: 74
• 7
n=189
ENGL 1302o Pre: 70o Post: 75
• 5
Fall 2010 n=102
ENGL 1301o Pre: 65o Post: 69
• 4
n=19
ENGL 1302o Pre: 62o Post: 66
• 4
Spring 2011 n=171
ENGL 1301o Pre: 74o Post: 79
• 5
n=197
ENGL 1302o Pre: 73o Post: 74
• 1
Fall 2009 / Spring 2010 n=181
ENGL 1301o Pre: 66
n=189
ENGL 1302o Post: 75
9
Fall 2010 / Spring 2011 n=102
ENGL 1301o Pre: 65
n=197
ENGL 1302o Post: 74
9