Teaching Approaches

Recommendations on teaching CoRequisite models:

• Establish a detailed course schedule at the beginning of the semester (with assigned readings, due dates, etc.) and ensure students can find the information in multiple places (i.e. Blackboard calendar); encourage them to put these deadlines into their own calendars/reminder apps
• When assigning required readings, link these to an assessment to ensure students complete them (quiz, reader’s journal, discussion, etc.)
• Consider incorporating “active learning” strategies in course content delivery (think-pair-share, jigsaw, silent Socratic dialogue, etc.)
• Consider setting up a “text alert” system that students and instructors can use to communicate important course information with each other (i.e. Remind, Slack, Discord, etc.)
• Require multiple drafts of major/high stakes assignments (essays, writing projects)
• Consider discussing and including information for additional student support services in syllabus/on Blackboard (i.e., learning lab, academic success coaching, food pantry, free subscriptions)
• When students fail to turn in assignments, or are failing generally, always communicate this to your CoReq partner (if you are co-teaching)

Expectations of Skills and Knowledge for Exiting Composition I Students

Below are the skills and knowledge we [the Spring 2012 assessment committee] expect students to master upon exiting Composition I:

Reading

• Summarize a text
• Identify rhetorical purposes and methods of organization in a text
• Analyze, interpret, and evaluate a variety of texts by identifying the author’s main purpose/argument (thesis), audience, and context

Content Development

• Produce clear, correct, and coherent prose adapted to purpose, occasion, and audience
• Write competently in the informative, analytical, and persuasive modes
• Research and write a documented paper
• Apply basic principles of critical thinking in the development of exposition and argument
• Complete an essay using the writing process, including invention, organization, drafting, revision, editing, and presentation
• Read a question or prompt and form a coherent written response that includes a thesis, supporting details, and primary and secondary sources

Organization

• Craft a well-defined thesis, strong topic sentences, and smooth transitions
• Write clearly defined introduction, body, and conclusion paragraphs that are logically connected

Grammar/Mechanics

• Spell words correctly
• Demonstrate correct use of punctuation, which may include commas, end-punctuation, semicolons, colons, dashes, apostrophes, and quotation marks
• Write sentences with correct subject-verb agreement and pronoun use
• Write complete sentences without fragments, run-ons (fused), and comma splices
• Demonstrate word choice that is college-level, appropriate, and varied
• Use varied sentence patterns

Incorporating Source Material

• Collect, read, analyze, and use information from a wide range of sources, including library databases, journal articles, books, and/or primary source documents as appropriate
• Choose sources that provide reasonable and appropriate evidence to support the thesis of the paper; that come from responsible, credible authors; and that are timely as appropriate to the topic
• Use direct quotation, summary and/or paraphrase in a logical presentation
• Use signal phrases to transition to and/or introduce source material
• Embed sources in analytical statements or pair them effectively with analytical statements to support the thesis

• Use in-text citations with each summary, paraphrase, or direct quotation
• Format in-text citations and Works Cited according to the current MLA guidelines

Master Syllabi

You will need to be logged into your @austincc.edu email account to access the following resources; if you have trouble accessing anything, you can contact Allegra Villarreal: virginia.villarreal@austincc.edu

• English/Journalism Department Handbook
• Master Syllabus Template
• Master Syllabus: ENGL 1301 (General)**
• Master Syllabus: ENGL 1301 (COVID-19 Semesters)**

**Syllabus changes occur each year; it is important that all instructors have the most up-to-date master syllabus for 1301. If you are unsure, you can check with Sue Bloodsworth: sbloodsw@austincc.edu

Syllabus Checklist

Section Information

• • Course Name/Number
  • Section Number/Synonym
  • Campus/Room
  • Course Days/Times

Instructor Information

• • Name
  • Office Location(s)
  • Office Hours
  • Office Phone Number
  • ACC Email Address
  • Other Contact Info, if applicable

Required Texts

• • Texts/Books
  • Materials/Software

Course Description

• • Credits & Contact Hours
  • Catalog Description
  • Course Rationale
  • Prerequisites

Learning Outcomes

• • Course Learning Outcomes (CLOs)
  • Program Learning Outcomes (PLOs)
  • General Education Competencies
  • SCANS (if Workforce)

Additional Course Info

• • Instructional Methodology
  • Distance Education Info (for online/hybrid sections)
  • Grading System
  • Course Outline & Calendar

Course Policies 

• • Attendance
  • Withdrawals
  • Missed Exams & Late Work
  • Incompletes

College Policies

• • Academic Integrity
  • Student Rights and Responsibilities
  • Student Complaints
  • Statement on Privacy
  • Safety Statement
  • Campus Carry
  • Discrimination Prohibited
  • Use of ACC E-mail
  • Use of Testing Center
  • Student Support Services
  • Student Accessibility services
  • Academic Support
  • Library Services
  • Student Organizations
  • Personal Support

Sample Syllabus

Here is a sample syllabus from Fall 2020 (with additional sections on COVID-19 protocols and distance learning). Additional syllabi can be found in the ACC Directory by instructor and in the Course Schedule by section: