Blueprint for Remodeling

First-Year Composition

Dr. Sandra Tarabochia

Dr. Susan Kates
Dr. Will Kurlinkus

FYC Reconceived: Central Goals

Engage students in the study and practice of writing
Immerse students in sustained, inquiry-based

research about topics and issues that matter to them

Spark student awareness of how they can transfer
learning from FYC to future writing situations
Foster students understanding of the role of writing
in community engagement
Position students to produce writing that does work
in the world
Anchor students in the OU community
Showcase and celebrate student writing

FYC Reconceived: High-Impact Practices

First-Year Experience: Providing a strong emphasis on

critical inquiry, frequent writing, information literacy,

collaborative learning, and other skills that develop students
intellectual and practical competencies (LEAP).
Common Experience: Holding in class and program-wide
showcases that feature and celebrate student writing.
Undergraduate Research: Stimulating students interest in
undergraduate research by introducing them to qualitative
research and other inquiry methods.
Community-Based Learning: Designing assignments that ask
students to engage with university and surrounding
communities.
Collaborative Assignments and Activities: Giving students
opportunities to work collaboratively to support peer writing
and/or complete team projects.

FYC Reconceived

Foundational
Knowledge

Habits of
Mind

Skills and
Strategies

FYC Reconceived: Curricular Pillars

How writing works

How texts shape and are

Foundational
Knowledge

shaped by audience,
purpose, context, genre
Language for talking about
writing
Heuristics for identifying
options and choosing
particular responses to
given writing situations

FYC Reconceived: Curricular Pillars

Intellectual Curiosity
Persistence
Metacognition

Habits of
Mind

Agency
Openness
Critical Thinking
Responsibility for their own

learning
Flexibility

FYC Reconceived: Curricular Pillars

Process for developing and

Skills and
Strategies

revising texts
Strategies for text production
Facility with composing
technologies
Knowledge of linguistic
structures (including
grammar)
Ability to apply conventions
systematically in their own
writing

1113 Course Outcomes

Use research to investigate literacy

Produce inquiry-based, context-specific texts
Demonstrate a multifaceted understanding of literacy
Read critically and evaluate a range of texts responding to
specific rhetorical situations
Apply writing strategies for generating ideas, planning,
drafting, and organizing
Employ a range of methods to revise drafts and ideas based on
feedback from instructor, peers, and others
Provide appropriate, engaged feedback in response to peers
texts
Articulate their own strengths as readers, writers, and learners
Produce writing that adheres to conventions and remains free
from error

1213 Course Outcomes

Identify problems and opportunities that can be addressed through

writing
Use research to investigate a particular question or issue
Critically read and evaluate a range of texts according to rhetorical
situation
Analyze and synthesize research using various technologies and
presentation styles
Choose and carry out response to a given writing situation
Produce texts appropriate for situation and articulate rhetorical
choices
Apply advanced writing strategies for generating, drafting, and
organizing material
Employ a range of strategies to revise based on feedback
Provide appropriate, engaged feedback in response to peers texts
Produce writing that adheres to conventions and remains free from
error

English 1113 Assignment Sequence

In English 1113 students analyze how language
functions in a variety of contexts in order to learn
how to transfer writing knowledge and skill to
situations inside and outside of academe.
01.
02.
03.
04.

Literacy Narrative
Literacy Profile: Writing in Academic
Disciplines
Analysis: Writing in the Public Sphere
Multimodal Composition: Writing
Identities

English 1113 Final Assignment

English 1213 Assignment Sequence

In English 1213 students learn from the writing
expertise of others in order to improve the world.
01.
02.
03.
04.
05.

Locating a writing problemlearning about a

community
Learning from the experts
Possible solutions
Adapting a solution
Showcasing a prototype

English 1213 Final Assignment

Process of Implementation: Spring

Develop course materials for 1113 and

1213
Build bank of open source readings
Begin developing Teaching Sourcebook
Identify pilot groups and group leaders
Begin developing (program and course)
website materials
Apply for Course Innovation Grant
Attend Assessment Workshop Series
Hire senior WPA faculty member
Hire at least 6 renewable term
instructors

Process of Implementation: Summer

Train pilot instructors
Continue developing course

materials, reading bank and Teaching

Sourcebook
Create (program and course) website
to pilot in fall
Work with Director of Academic
Assessment to establish assessment
procedures
WPA workshop and assessment
institute

Process of Implementation: Fall

Pilot at least 50 sections of 1113 and

1213
Teach 5113 with a focus on new
curriculum
Organize focus groups with pilot
instructors
Continue to develop course materials,
reading bank, Teaching Sourcebook
Discuss small revisions to curriculum
Begin developing materials for ongoing
professional development
Continue to develop program and
course website

Partnerships: Campus Resources

create.ou

Additional Resources and Budget

Funding for Annual Showcase
Space
Recording
Award money for outstanding student (and teacher) work
Compensate award committee
Professional Development
Incentives for pilot instructors
Incentives for ongoing professional development
Program
Space for FYC offices (in Cate)
Updated technology for FYC offices
Space for instructor offices (20 renewable term) and meeting areas
Technology enhanced classrooms for FYC
Signature Course website development
Labor
Susan and Will over the summer
Regular visits by new senior WPA over spring and summer