Pass Rates in 101 for Low Scoring and High Scoring Students
75%
25%
100%
traditional dev writing
47%
fall 2010
56%
60-69
80-89
ALP
24%
37%
84%
80%
Accuplacer Scores:
2009-10
2007-08
2008-09
160 students
20 sections
640
students
80 sections
2010-11
320
students
40 sections
80
students
2011-12
1280
students
160 sections
Students take their developmental writing course concurrently with the credit-level writing course, rather than as a pre-requisite.
At least half the students in the credit English course are students who placed into credit-level writing.
The ALP cohort is no more than 12 students.
ALP instructors recognize the importance of paying attention to the non-cognitive issues affecting their students.
The same instructor teaches the ALP course and the credit course.
The pedagogy in the ALP course is based on “backward design” from the credit course and emphasizes active learning, improved reasoning skills, engaged reading, and more effective editing skills.
Critical Features of ALP
A
L
P
The Accelerated Learning Program
Agenda for the Day
introduction to ALP
two fundamental principles
backward curriculum design
active learning
improving thinking skills
addressing non-cognitive issues
reducing sentence-level error
syllabus design
A
L
P
The Accelerated Learning Program
A
L
P
The Accelerated Learning Program
Developmental Writing at CCBC
ENG 101
reading college-level
texts
and
writing college-level essays
ENG 052
writing
paragraphs
ENG 051
sentence
skills
ENG 050
the
word
reading college-level
texts
and
writing college-level essays
reading college-level
texts
and
writing college-level essays
Agenda for the Day
introduction to ALP
two fundamental principles
backward curriculum design
active learning
improving thinking skills
addressing non-cognitive issues
reducing sentence-level error
syllabus design
A
L
P
The Accelerated Learning Program
Agenda for the Day
introduction to ALP
two fundamental principles
backward curriculum design
active learning
improving thinking skills
addressing non-cognitive issues
reducing sentence-level error
syllabus design
A
L
P
The Accelerated Learning Program
12th Grade American History
Take-Home Exam
In an essay of 500 words or more, explain the causes of the Civil War.
Assignment: Write an essay of at least three double-spaced pages in which you tell me one interesting thing about the kind of person you are.
Short Writing 1
One thing that best describes me is that I am a very outgoing person.
I am a thoughtful to my grandmother.
I would like to consider myself a somewhat outgoing person.
I have always been a determined person.
I like to meet new people and make new friends.
I'm very outgoing.
I am very ambitious because I am afraid of failing.
I want to do well in school.
My desire to help other people is really selfish at heart.
There are many characteristics that I have. However the one that I think sticks out the most would have to be that I am giving.
I am a very outgoing person because I am afraid to be alone.
The type of person that I happen to be is a good person.
One trait about me that sticks out and can easily be connected to me, is how creative I am.
I am a very adventurous person,
The majority of people I asked said I am caring.
I am a generous person, but I am not a fool.
I am something of a chameleon.
I feel an important thing to know about myself is that I am ambitious.
I have been described as many things, adventurous being one of them.
I am a very generous person.
Some Theses from Paper 1
One thing that best describes me is that I am a very outgoing person.
I am a thoughtful to my grandmother.
I would like to consider myself a somewhat outgoing person.
I have always been a determined person.
I like to meet new people and make new friends.
I'm very outgoing.
I am very ambitious because I am afraid of failing.
I want to do well in school.
My desire to help other people is really selfish at heart.
There are many characteristics that I have. However the one that I think sticks out the most would have to be that I am giving.
I am a very outgoing person because I am afraid to be alone.
The type of person that I happen to be is a good person.
One trait about me that sticks out and can easily be connected to me, is how creative I am.
I am a very adventurous person,
The majority of people I asked said I am caring.
I am a generous person, but I am not a fool.
I am something of a chameleon.
I feel an important thing to know about myself is that I am ambitious.
I have been described as many things, adventurous being one of them.
I am a very generous person.
Some Theses from Paper 1
One thing that best describes me is that I am a very outgoing person.
I am a thoughtful to my grandmother.
I would like to consider myself a somewhat outgoing person.
I have always been a determined person.
I like to meet new people and make new friends.
I'm very outgoing.
I am very ambitious because I am afraid of failing.
I want to do well in school.
My desire to help other people is really selfish at heart.
There are many characteristics that I have. However the one that I think sticks out the most would have to be that I am giving.
I am a very outgoing person because I am afraid to be alone.
The type of person that I happen to be is a good person.
One trait about me that sticks out and can easily be connected to me, is how creative I am.
I am a very adventurous person,
The majority of people I asked said I am caring.
I am a generous person, but I am not a fool.
I am something of a chameleon.
I feel an important thing to know about myself is that I am ambitious.
I have been described as many things, adventurous being one of them.
I am a very generous person.
Some Theses from Paper 1
To solve this puzzle you must connect all nine dots while following these rules:
You may use up to four lines.
All lines must be straight.
You cannot lift your pen or pencil from the paper.
You cannot re-trace a line.
To solve this puzzle you must connect all nine dots while following these rules:
You may use up to four lines.
All lines must be straight.
You cannot lift your pen or pencil from the paper.
You cannot re-trace a line.
Why didn’t you figure out the answer?
Most people reply:
“You didn’t tell us we could go outside the nine dots.”
Assignment: Write a short paper, about a page, in which you propose who should get reserved parking spaces at the college. Be sure to provide evidence to support your assertions. The audience of this assignment is other students in this class.
Thesis: The disabled, the faculty, and the college President should get reserved parking.
the disabled to make life a little easier for them
the faculty because without them there would be no classes
the President as a recognition of her accomplishments
So reserved parking should go to the disabled, faculty, and the President
faculty and staff who teach at more than one campus
staff
plant operations vehicles
people with disabilities
visitors to campus
Who should get reserved parking?
honors students
students with a 3.5 GPA
the state champion volleyball team
the United Way lottery winner
people who drive hybrid cars
the president
the United Way lottery winner
people who drive hybrid cars
visitors to campus
Who should get reserved parking?
honors students
students with a 3.5 GPA
the state champion volleyball team
the president
the president
honors students
visitors to campus
Who should get reserved parking?
the state champion volleyball team
visitors to campus
Who should get reserved parking?
Who should get reserved parking?
faculty
faculty and staff who teach at more than one campus
staff
plant operations vehicles
people with disabilities
To make it possible for
people to do their jobs
students with a 3.5 GPA
people who drive hybrid cars
the United Way lottery winner
To encourage certain behaviors
honors students
the state champion volleyball team
the president
To recognize
accomplishments
visitors to campus
Horses & Riders Puzzle
A
L
P
The Accelerated Learning Program
The Rules
Your task is to assemble the three pieces of papers in such a way that each rider is mounted on a horse.
Each rider must be placed in a logical position on his horse. (No riders hanging down underneath a horse’s stomach.)
You may not fold, cut, tear, or spindle the papers.
When the puzzle is completed, one must be able to see both riders and both horses.
Horses & Riders Puzzle
introduction to ALP
two fundamental principles
backward curriculum design
active learning
improving thinking skills
addressing non-cognitive issues
reducing sentence-level error
syllabus design
Agenda for the Day
A
L
P
The Accelerated Learning Program
introduction to ALP
two fundamental principles
backward curriculum design
active learning
improving thinking skills
addressing non-cognitive issues
reducing sentence-level error
syllabus design
Agenda for the Day
A
L
P
The Accelerated Learning Program
A German red small car was parked in front of my house.
Getting in Touch with Grammar 1
Effie was writing a blog
was
writing a blog.
Getting in Touch with Grammar 1
Move the auxiliary verb to the beginning of the sentence.
Effie was writing a blog
Was
writing a blog?
Getting in Touch with Grammar 1
Move the auxiliary verb to the beginning of the sentence.
Adjust capitalization and punctuation.
writes a blog.
Effie
do
Getting in Touch with Grammar 1
Move the auxiliary verb to the beginning of the sentence.
Insert “do.”
write a blog.
Effie
does
Getting in Touch with Grammar 1
Insert “do.”
Adjust subject verb agreement.
Move auxiliary verb to beginning of sentence.
write a blog?
Effie
Does
Getting in Touch with Grammar 1
Insert “do.”
Make “do” agree with subject.
Move auxiliary verb to beginning of sentence.
Adjust punctuation and capitalization.
Getting in Touch with Grammar 1
Peter, do you have any change?
In a standard handbook, to be able to avoid sentence fragments, here’s what a student is advised to do.
Before handing in a composition, proofread each word group written as a sentence. Test each one for completeness. First, be sure it has at least one subject and one verb. Next, be sure that the word group is not a dependent clause beginning with a subordinating conjunction or a relative pronoun.
Grammar Exercise Scores
25
45
63
68
69
72
73
79
98
ENG 102 Honors
Grammar Exercise Scores
7
7
7
8
9
9
10
10
11
12
12
12
14
14
14
15
15
16
16
16
17
17
17
19
20
21
21
21
22
22
22
22
24
24
25
25
26
27
27
27
28
28
29
29
29
35
37
41
41
47
47
52
54
1. One of the children had fallen and scraped her knee.
2. Running about three miles a day is enough to stay in good shape.
3. Opening his eyes, Seanrealizedhewas not at home.
4. Jason and Danielturned off their cell phones and began to work on their computers.
5. The top of my dining room table was covered with magazines when Iarrived home.
6. There was a crack in Tom's windshield.
7. Jumping off of his bicycle, Mikeran up to the ticket office.
8. To open that package will require a sharp knife.
9. The front of Angela's house is painted white, but the restis painted green.
10. A fewof these bananas are too ripe, but most of them are perfect.
11. The window in our classroom was wide open, when wearrived.
12. To see the game from our seats, weneeded binoculars.
13. Many of April's friends are in the Nursing Program.
14. In my psychology class, weare learning about the unconscious.
15. If Jenniferpasses this exercise, shewill be in good shape in this course.
16. When Ireceived my refund, itwas much larger than Iexpected.
17. To leave my ipod in the cafeteria was really stupid.
18. Holding the injured bird, Julietried to call her vet.
19. Gabe and Robinhave signed up for tutoring in the Writing Center, so theyshould do well on the next paper.
20. If Michaelhad scored two points higher, hewould have been excused from class on Monday.
Combine the following short sentences into one longer sentence. The new sentence should contain all the information contained in the shorter sentences below.
Set 1
My grandfather was a truly generous man.
My grandfather gave away all his money.
My grandfather left our family impoverished.
Combine the following short sentences into one longer sentence. The new sentence should contain all the information contained in the shorter sentences below.
Set 3
The price of gas has reached three dollars a gallon.
Juan’s car is seven years old.
Juan is my next-door neighbor.
Juan is going to buy a Prius.
True or False:
Their is four misteaks in this sentence.
Word Games
Why “I” is capitalized
any vs some
the German green small car
Their is four misteaks in this sentence.
difference between envy and jealousy
“it’s all downhill from here.” is that good or bad?
is zero singular or plural?
how many vs how much?
What is the word we use to refer to an entrance to an interstate highway?
discussion: previewing and predicting Henrietta Lacks. Also, a discussion of voice in Henrietta Lacks.
week 2
day 2
week 3
day 1
week 3
day 2
week 4
day 1
Credit-Level Comp
Developmental ALP
group activity: students will examine a series of photos of the contents of the pockets of a man found unconscious
group activity: using concrete and specific language; the strawberry activity
SW2: written in class, will ask students to describe the cafeteria.
Reading: first 48 pages of Henrietta Lacks.
group activity: who should get reserved parking places. An exercise that encourages deeper thinking.
discussion: of SWBs and discuss what people thought the phrases “work hard” and “get ahead” really mean.
group activity: when is it okay to lie.
SWC: SWC will ask students to write about someone they know who worked hard and, nevertheless, did not get ahead.
discussion: discuss strengths and weaknesses of several examples of SWC
discussion: previewing and predicting Henrietta Lacks. Also, a discussion of voice in Henrietta Lacks.
group activity: discuss the first 48 pages of Henrietta Lacks.
Group 1: Johns Hopkins was a terribly racist institution.
Group 2: For the time, Hopkins was less racist than most institutions.
Group 3: The good that Hopkins did for the poor far outweighed any harm they did.
Group 4: The medical research Hopkins did was more important than their racist treatment of their patients.
week 2
day 2
week 3
day 1
week 3
day 2
week 4
day 1
Credit-Level Comp
Developmental ALP
group activity: students will examine a series of photos of the contents of the pockets of a man found unconscious
group activity: using concrete and specific language; the strawberry activity
SW2: written in class, will ask students to describe the cafeteria.
Reading: first 48 pages of Henrietta Lacks.
group activity: who should get reserved parking places. An exercise that encourages deeper thinking.
discussion: of SWBs and discuss what people thought the phrases “work hard” and “get ahead” really mean.
group activity: when is it okay to lie.
SWC: SWC will ask students to write about someone they know who worked hard and, nevertheless, did not get ahead.
discussion: discuss strengths and weaknesses of several examples of SWC
discussion: previewing and predicting Henrietta Lacks. Also, a discussion of voice in Henrietta Lacks.
group activity: discuss the first 48 pages of Henrietta Lacks.
discussion: Paper 1, which asks students to discuss this statement: “It has often been said that, in America, if you work hard, you’ll get ahead.”
SWD, written in class, will ask students to write a summary of a six-page selection from Henrietta Lacks. We’ll then talk about these as a group comparing the differences among them.
