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ERIC Number: ED216720
Record Type: RIE
Publication Date: 1982-Jan
Pages: 19
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Comparison of Two Methods of Teaching Fundamentals of Written English and Subsequent Success in College Composition Courses at Minneapolis Community College.
Stein, June B.
In fall 1980, the English division at Minneapolis Community College implemented a new approach to teaching Fundamentals of Written English. In recognition that students come to college with a wide range of preparation and skills, the Fundamentals course (formerly English 95) was divided into a two-course sequence. On the basis of student placement tests and classroom work, students were recommended to take either English 94, which emphasized basic writing skills, or English 99, which concentrated on enabling students to generate and organize ideas into unified, coherent paragraphs. In fall 1981, a study was conducted to investigate how the English 94/99 sequence compared to English 95 in terms of course completion rates and students' success in College Composition (English 101 and 102). The study revealed that: (1) a larger proportion of students completed English 95 than English 94/99 (59.7% vs. 56.1%); (2) more students registered for a college-level English course after completing English 95 than after completing English 94/99 (57% vs. 56.1%); (3) a larger proportion of students taking English 95 were successful in English 101 and/or 102 than those taking English 94/99; (5) 29% of those who took English 94 registered for English 99; and (6) in all cases students who completed a Fundamentals course were more likely to succeed in college-level English courses than those who did not complete one of the courses. Course descriptions are appended. (HB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Minneapolis Community Coll., Minn.
Identifiers: N/A