Dual Credit Classes At Carrizo Springs High School

A freshman college level English Composition course aims to improve students' abilities with writing, critical thinking, mechanics and usage, punctuation, grammar, and vocabulary. By studying English 101 at Luzerne County Community College, I will work diligently to improve in all of these aspects. My main focus is to develop skills specifically to create clear and concise thesis statements, strong and persuasive essays with cajolement, and to develop different perspectives on narratives and other essays. These writing skills may also improve my critical thinking and reading skills.

One of the challenges high school seniors face is to choose whether to further their education or not. Many students choose to go on to college to get degrees or certificates, but many do not. College certainly is not for everyone. College is important though for people who want to obtain jobs that require getting a degree. I am a person who wants to get a career that requires a quality college education. I will experience many challenges and obstacles throughout my college education. I know taking a Composition and Rhetoric class will be one of these challenges. I am taking English 1101 because I have to in order to get my degree, because I want to get ahead, and because I expect to develop better writing and communication skills.

Additionally, this chapter identifies some fears that college students may face when taking writing classes, especially at the time of working on an essay. Most of the time, these terrors are the product of non-factual or misleading beliefs from students that have not taken a writing class yet, however, it plays an important decision making when enrolling to take writing classes.

Lewis notes that, “The incoming freshman have very poor skills to begin with, and that sets a new set of goals for the instructors on the basic courses.” As Nevarez mentions, he believes dual credit courses are conditioning students to think that they are good writers, without knowing exactly how to become a good writer. Nevarez offers a solution to this problem by explaining that, “Dual-credit courses are conditioning students to think they are good writers, through contextual writing assignments and syntactical lesson plans. However, they do not teach them to think and write critically in any subject or area. Looking into dual-credit classes being offered at different schools, the instructional methods seem to rely on the basis that expertise in syntax is essential for college education. This ideology does not mirror the expectations of university instructors, as noted by Lewis. Their biggest concern is for students to be able to think and write critically. We need a shift from the traditional contextual writing curriculum in dual-credit courses, to a grounded theoretical and pragmatic writing curriculum. With this new implementation, the curriculum will have to be structured in a reading- and

The nature of writing has changed in the past century. While writing still remains a form of visual communication, much of this change has been a result of technological advancements such as, from pen to paper or from a typewriter to a networked computer. The changes and expansion in the ways we are able to write today have brought about changes in writing pedagogy as well. The teaching of writing has been part of formal schooling in the United States for over 200 years (Kean 7). One major pedagogic change in United States’ education has to do with the implementation of the Common Core State Standards. These standards have led to a change in the instruction of writing in schools. This paper, will focus on instructional changes of writing over time and current expectations for writing abilities as whole.

In an effort to increase student retention and completion rates, promote student success, and enhance efficiency, I propose an innovative pilot cohort course that can enhance retention and completion rates, provide greater satisfaction to faculty, and offer students an opportunity to earn college credit earlier in a supportive environment. This brief proposes a pilot cohort of students who placed in Integrated Reading and Writing Level III be enrolled in college credit earning English 111. These students must attend a mandatory orientation and must agree to attend a companion course that meets for two hours each week. This cohort will admit no more than seven developmental students into a course with 12 or less college-level students. The cohort will allow students who have placed in the highest developmental reading and writing course to begin earning college-level credit in English 111 (Admission and Registration, 2017).

The framework for success is intended to serve as a foundation for college- level credit- bearing courses emphasizing habits of mind and experiences with writing, reading, and critical analysis. The ability to write well is basic to student success in college and beyond. Teaching writing and learning are central to education and to the development of a literate citizenry. Writing development takes place over time as students encounter different contexts, tasks, audiences, and purposes. To know more about these habits and experiences, let’s talk about how they acquire these tactics to teach and learn.

After reviewing the “Reflection on College Writing,” I decided that I do not need to take an English course this upcoming fall. Instead, I will take English 2 during the spring of my Sophomore year. Since I already took AP English Language and Composition in high school, passed the exam, and earned credits for the English 1A course, I do not need to take English 1A. Furthermore, I plan to take American Civilization to fill my GE requirements for both Area C1 and C2. Therefore, I am not required to take English 1B, a course that fills Area C2. Besides AP English Language and Composition, I took and passed AP English Literature, another college-level English course. Based on my ease in completing the “Reflection on College Writing,” my previous

This semester taking English dual credit I believe that not only my writing skills have improved but my reading skills as well. Through this course I have learned how to find the deeper meanings of other author's writings. I learned that part of understanding and comprehending comes from being able to analyze. By learning how to analyze my skills as a writer have improved because I am able to use some of the other writers skills and techniques on my own paper. Overall this course has helped me tremendously. When comparing the other dual credit course I took last year to this course I would have to say that the difficulty of both courses is similar even though the courses are very different. One reason that made the other dual credit course I took which was U.S. History seem more

According to The New York Times, of the students that attend some form of post-secondary education, “Less than two-thirds end up graduating” (Porter). Considering these high dropout rates, students are having some form of difficulties with college. These difficulties can range from changing work schedules to prior commitments and priorities. In Ms. Fox’s College English course, this is no different. Ms. Fox’s college English course is difficult because of the time consuming work, the importance of writing assignments, and the technology used in the course.

Implementing these three aspects into a freshman writing course will prepare students to write accurately and effectively in their academic and post-academic careers. They educate students in writing techniques that will eliminate the stress of students being unprepared to meet course and professor standards, as well as provide students with the skills necessary to correctly format their use of the English language, and write

Throughout my four years as a student at Marian High School, I have discovered that the English Department has been key to shaping my skills now and for my future endeavors. The courses seemed to alternate their focus between the fundamentals of writing a well-structured essay and how to effectively fill said essays with quality content. My first two years of English courses focused on the basics of each, essay-crafting and content, while my last two dove below the surface in each category. These courses have helped me discern that my future career lies within Communications—a (major) that requires precision of language and empathetic, convincing key points and supporting evidence. Each of these classes re-introduced and expounded upon concepts I have been taught since middle school. They have helped me to

Over the last three decades, there has been a major change in the way that writing is taught and assessed in schools. This shift has mainly been motivated by insights derived from grassroots teacher movements and research. Today, there are numerous trends in writing research, writing instruction and writing assessment as a learning activity.

English courses are never easy. They are challenging and intimidating. When students think about having to take an English course, they dread it. They think of all the long essays that will come, and the precise grading of grammar and paragraph form. It’s a familiar feeling for all students, yet this class somehow proved me wrong. This class has taught me so much about English and has made me enjoy writing. Who would have thought?

In her article, “Basic Writing Through the Back Door: Community-Engaged Courses in the Rush-to- Credit Age,” Oregon State University professor Cori Brewster reflects on her experiences working with high school and college students in an accelerated summer writing course for college credit. Brewster’s reflection is pragmatic and demonstrates the strengths and the weaknesses of the program. She also shares her hopes for the future of similar programs and some suggestions for the improvement of future of dual-enrollment, early-college, and other similar programs that are a part of the “rush-to-credit” trend in secondary and postsecondary education. These features of Brewster’s writing show Brewster’s careful consideration of her students and of the trend toward underpreparedness that these expedited programs can cause for students when the focus is on hurried matriculation or the “numbers” instead of students’ actual needs. With a goal of providing better access to composition instruction for Oregon’s rural students in a limited time under restricting conditions, Brewster manages to create a service learning project that is meaningful for the students and the community. The obstacles they encountered serve to give other teachers in similar programs and other teachers of transitional students with the necessary insights to help make developmental and basic writing programs better.