Showing papers on "College English published in 1995"

Three Views of English 101.

Abstract: his essay resumes a discussion that began in 1992, when Gary Tate and I debated the place of literature in Freshman English during the annual meeting of the Conference on College Composition and Communication. Those presentations, revised for College English, appeared in the March 1993 issue and generated several responses, four of which were published in the October 1993 issue. At that time, neither Tate nor I wished to respond to the responses, for our purpose had been to engage teachers in an important discussion about the nature and purpose of the first-year course. Having taken our turn in the conversation, we wanted others to have their say. What they said was revealing. Most of the responses in College English take exception, not to Tate's position (that literature belongs in Freshman English), but to mine (that it does not). Though you will want to read the four responses as they originally appeared, let me abstract their principal claims here:

Poststructuralism as Theory and Practice in the English Classroom. ERIC Digest.

Abstract: Poststructuralism as Theory and Practice in the English Classroom. ERIC Digest................................................................... 1 WHAT IS POSTSTRUCTURALISM?........................................ 2 HOW HAS POSTSTRUCTURALISM AS A THEORY AFFECTED ENGLISH................................................................... 4 HOW HAS POSTSTRUCTURALISM AFFECTED THE TEACHING OF WRITING?.................................................................. 4 REFERENCES.................................................................. 5

The Transfer Ready Model: A Companion Measure to the Intersegmental Transfer Rate.

Abstract: The transfer ready model was developed at American River College, in California, because of limitations with traditional methods for calculating community college to university transfer rates. The transfer ready model uses a percentage derived from a ratio of two student counts: the number of transfer ready students divided by the number of transfer directed students, multiplied by 100. Transfer directed students are defined as fall semester freshmen with no prior college units who subsequently enroll in beginning transfer-level English composition and math courses within 4 years from the time of initial enrollment. Transfer ready students are those who meet the definition of transfer directed and who also receive a final grade of "C" or higher in both courses and earn more than 56 unit, in transfer courses with a grade point average of at least 2.0 in those transfer courses. Transfer ready rates were calculated for the college for fall freshmen from 1987 through 1991, but allowing only 4 years for completion of transfer ready reauirements for each cohort. While an overall transfer ready rate of 46.97. was obtained for all 17,468 first-time freshmen in the period, significant variations were found in the rate between semesters, ranging from 41.3% to 50.77.. Data tables are appended. (Author/TGI) ****************************************************************,...%*)%..,, * Reproductions supplied by EDRS are the best that can be made * from the original document. * ****************************************************************** The Transfer Ready Model: A Companion Measure to the Intersegmental Transfer Rate US DEPARTMENT OF EDUCATION , ED ATIONAI RESOURCES INFORMATION CENTER ,ERICI 1 hq; docurn-nt has been leproda, .1 a., ,,,,ed from the pmson 0, uffla''..' uno.nating a 0 Minor chaoyes have beeo ma-f, ' arpfove reprodint,,,,, ,1,1044 P.,.ts ,0411a.14 f II .1"4 '1'.documenI do nil (All IX OF fil 00,,all1al 0, pohra; by

Agents for Change: Undergraduate Writing Programs in Departments of English.

Abstract: In the summer of 1987, Donald Stewart began a survey of English departments, attempting to uncover the changes in curriculum that had resulted from changes in the discipline. Stewart reported the results of his survey in a 1989 CCC article, "What is an English Major, and What Should It Be?" Stewart acknowledged the limitations of his study: he was considering only 194 colleges, and only 108 of these actually responded to his request for information beyond the catalogue description. Furthermore, many of the respondents indicated that their curriculum was constantly being revised. Still, the survey provided an important window on the English major, particularly with regard to options in creative writing and rhetoric/composition. Stewart found that only 74 of the 194 colleges surveyed, or 38%, offered students the chance to specialize in some aspect of writing in addition to literature. The majority of English departments surveyed by Stewart (55%) offered only literature emphases, with optional electives from other areas of English. Based on his findings, he made a call for "the establishment, in all departments, of options in creative writing, linguistics (where departments of linguistics do not exist), and composition and rhetoric" (193). In our survey of writing concentrations or majors within English departments, we wanted to follow up on Stewart's survey to see if more undergraduates were able to specialize in composition and rhetoric.1 The initial impetus for this survey came from an e-mail discussion among writing program directors about the concentrations in writing and rhetoric being offered in their departments. After several writing program directors informally announced new courses and writing concentrations, we thought a review of these changes

The Transfer Eligible Rate: Longitudinal Results of a Companion Measure to the Transfer Rate.

Abstract: A project was conducted at American River College, in California, to develop and apply a transfer eligibility measure as a companion to the college's transfer rate. The transfer eligible rate is calculated by dividing the number of transfer directed students by those who are transfer eligible. In the original model, transfer directed students were defined as new freshmen with no prior college units who completed at least six credit units by the end of their first academic year and successfully completed transfer-level English writing and math courses at any time during a specified period. Transfer eligible students were defined as those who met the definition of transfer directed and who also successfully completed 56 or more transfer-level units within a specified period of time with a cumulative grade point average of 2.0 or higher in transfer courses. Using the model, outcomes were determined for all 10,782 freshmen in fall semesters from 1987 through 1991, finding that 1,618 met the definition of transfer directed, while 1,089 of these met the definition of transfer eligible. A transfer eligible rate of 67.37. was thus calculated for the college. A second analysis using a model that defined transfer directed students as those who had indicated transfer as a goal achieved a similar eligible rate of 66.67.. As a result, the model's definition of transfer directed students was altered to those who have successfully passed university-level English and math courses. Data tables are included. (TGI) *********************** Reproductions supplied by EDRS are the best that can be made from the original document. * The Transfer Eligible Rate: Longitudinal Results of a Companion Measure to the Transfer Rate U S DEPARTMENT OF EDUCATION ED CATIONAL RESOURCES INFORMATION CENTER (ERIC) This docurnent nas been ruproduced as ceived from the person or organqation originating it 0 Minc,t changes ha ..e. been made to improve reproduction quality Points of view ot Opinions stated 0 this docunlent do nol necessarily represent ottrcial OERI position or potncy By Richard A. Raor James E. Barr American River College Office of Research and Development 4700 College Oak Drive Sacramento, CA 95841