Title V Strategies to Improve
Developmental English Success Rates
- Revise curriculum to incorporate reading and writing instruction as mutually supportive learning activities.
- Purchase instructional technology to support all aspects of developmental English.
- Hire and train Supplemental Instruction leaders from a pool of successful ENG 130C students to assist in classrooms.
- Provide faculty support for developmental English instructors.
What is the Language Arts College Prep Bundle?
The English Department administration is reviewing a merit software program, referred to as the Language Arts College Prep Bundle, for its suitability and effectiveness. This instructional software bundle includes customizable remediation activities in reading comprehension, essay writing, vocabulary study, sentence grammar and critical thinking. It would not only be available for course-based instruction in English 130C, but also to students in non-course-based remediation in the Writing Center and for those who need to remedy Texas Success Initiative (i.e., college readiness) deficiencies.
The following describes the current and anticipated changes in English 130C as guided by the HSI grant:
The English Department is piloting six Monday-Wednesday and Tuesday-Thursday sections of English 130C during the 2011 spring semester to explore the curricular changes noted below and the results of capping sections at 16 students. The remaining seven English 130C classes serving as the control group are on the traditional Monday-Wednesday-Friday schedule. These sections are also limited to 16 students to negate the class enrollment variable.
Essay 1 and In-class Work
Although the nature of the assignment – an illustrative essay – has not changed, the instructors have moved the 15-20 minutes dedicated to lectures and modeling exercises to the beginning of class. The remaining 55-60 minutes of class time are dedicated to workshops in which students are focused on prewriting, audience analysis, essay planning or developing drafts. When situations require re-teaching, mini-lessons are used to assist students with their activities.
The classroom emphasis surrounding the first assignment in the Monday-Wednesday and Tuesday-Thursday classes has also changed from homework assignments to in-class work focused on immediate instructor-based feedback.
To increase the success rates and decrease course repeats in the developmental English program, leading to increased progression to college-level English composition. To learn more about the English program at ASU, visit the English Department website.