Name of Responder
Intergrated Reading & Writing?
|How Many Levels?|
Do You Like Your Materials?
Do Students Like the Materials?
Do Materials Work for Lowest-Level Class?
Online or Web Component?
|Central CC||Amy Doty||Beginning in the Fall of 2017, CCC has chosen two different options at this time for delivering the ENGL 0960/ENGL 0970 curriculum. Textbooks: ENGL 0960 = The Readiing-Writing Connection by John Langan through Townsend Press; ENGL 0970 = Reading and Writing About Contemporary Issues 2nd Edition by Kathleent T. McWhorter through Pearson. The 2nd option is to use NROC: ENGL 0960 = NROC Units 1-4; ENGL 0970 = NROC Units 5-8/9. An OER option is being looked into and worked on to be added in the future.||Yes. English 0960 is Reading and Writing Essentials I (focusing on sentence structure and paragraph development as well as reading strategies. English 0970 is Reading and Writing Essentials II (focusing on paragraph development and 5-paragraph essay composition as well as college-level reading strategies).||We have two levels.||Yes; however, many teachers supplement the text with either fiction or non-fiction reading selections. These selections vary by educator; there is no unified or college-wide text adoptions outside of the formal textbook. I would like to explore some OER options for textbook selection to reduce material costs for developmental courses. NROC is currently in use at the Grand Island campus. Since this is a college subscription, it is my understanding that it would not pass material costs on to students. I plan to incorporate it into my Summer sections in both levels of developmental courses.||Yes. The cost of the texts can be somewhat prohibitive for some students, though. Particularly so for those students whose Financial Aid is not finalized and for those students who are not utilizing financial aid.||Yes, but especially with the lowest-level class, supplemental reading and reader-response discussion and journaling is particularly helpful in building critical reading skills.||This varies by campus. Some are using Pearson MySkillsLab, some are using NROC, and others are not using a web component. Hastings is the only campus that I am aware of that is not using a software or web product, but we are leaning heavily toward implementing the use of NROC in future terms.|
|Metro CC||Susan Ely||Our first level of Basic Writing, ENGL 0950 Reading and Responding, uses the default text Read and Respond. Instructors also choose a memoir or novel. Out second level, ENGL 0960 Fundamentals of College Writing, has the default text Successful College Writing by McWhorter. However, two other books were also approved as options: Interactions by Moseley and Harris and A Reader for College Writers by Santi Buscemi. Instructors can choose another textbook if they wish if it is similar to the defaults. We ask that new instructors use one of the defaults for a few quarters before switching.||Yes. ENGL 0950 is integrated reading and writing, but in the next level up, our reading and writing are separated. However, the writing class includes a lot of reading.||two levels||Overall, yes, but we are least happy with our ENGL 0950 textbook. We did a search a few years ago and did not find anything that we liked. Some instructors choose not to use a textbook at all and supplement with articles and other texts they bring in.||It has worked well to include a memoir/novel as part of the required reading. Many students at this level have not finished a book of that length before--especially NNS. The textbook, as I stated in column F, is the best we could find at this time.||This is not required, but many instructors use Blackboard. No online textbook or lab is required.|
Nebraska Indian CC
|Zeke Brummels||John Langan's English Skills moving towards OER||one level|
|Northeast CC||Kristi Rastede||We use a number of books from Tonwsend Press, including "Ten Steps for College Success" (in three different levels, depending on the student's needs). Also "Groundwork for College Reading" (Langan, McGraw Hill) and "English Essentials" (Langan). The lab is also very good at supplementing texts according to student's needs, as everything is paced individually and all instruction is one-on-one.||Not currently. Classes include Reading 1 and 2, Writing 1 and 2, Spelling and Vocabulary, and Writing Support.||Basically, two levels.||Yes. I haven't yet found a better alternative, and I don't want to shift to a much more expensive curriculum for a two credit class.||I am not aware of any complaints, and I do think the students feel good about the pacing of the books. Also, the materials are much more affordable than probably any other alternatives (they cost between $20-30, instead of $150-200) which makes a difference for an at-risk population.||Yes, because we have several different books to choose from in most instances, and so the individual instructor chooses the book level for each student based on the diagnostic results. Yes, the lowest levels are low enough, though they aren't necessarily best-practice for many ESL students (that's a placement issue...).||Not currently, but this is a goal. I am looking at a number of different online components, but I haven't yet found an appropriate or effective tool yet.|
|Southeast CC||Phip Ross||Both classes in SCC sequence use The Little Seagull Handbook (Bullock et al) with e-text and InQuisitive for Writers (online exercises) in addition to one non-fiction book ENGLISH 0960 OPTIONS: 1. The Pact (Davis) 2. Refuge (Williams) 3. Smarter Faster Better (Duhigg) ENGLISH 0985 OPTIONS: 1. Better (Gawande) 2. Originals (Grant) 3. David & Goliath (Gladwell) ||Yes||Two levels. We have a 1.5 credit/once a week reading workshop for folks who place lower on reading assessments who also place into ENGL0960. We also offer an optional 1.5 credit "Writing Workshop I/II" (optional) for anyone who wants extra support for writing. Students in any class, including Comp I, may register for the workshop and can take it twice as we have 995 & 996. Hope this makes some sense.||I mostly see pretty good evaluations of the materials from teachers and students, particularly the reading options (non-fiction). I think we need to re-evaluate our use of textbooks as references. It's just too much. Textbooks aren't getting used, which is okay with me.||(See previous answer)||OUR philosophy is to teach at a Comp I level with extra support. We have students who really struggle. Some, I believe, are misplaced. Some just need to use the resources we have. Our Adult Ed ESL director has said we're crazy for teaching college level books to our students. Books she's suggested are 3-4 grade level. Not going there. Our reading options are non-fiction, use narrative frequently and involve some research. They are not academic texts. But they are adult texts.||InQuisitive for Writers with e-text of The Little Seagull Handbook - used in both 0960 & 0985|
Western Nebraska CC
|Susan Dickinson||Developmental Writing: Real Skills Interactive by Susan Anker;Leaning Curve (Online) and Voices and Values: A Reader for Writers by Beth Johnson. Reading Techniques: Structured Reading by Lynnn Troyka and Townsend Vocabualry series (students placed according to testing) Basic Writing: Stepping Stones by Chris Juzwiak. Basic Reading: Building College Reading Skills by John Langan and Townsend Vocabulary series. Integrated Reading And Writing: Fusion: Integrated Reading and Writing by Dave Kemper.||Next semester I will add I am Malala to IRW as our theme will be the about the power of educatiion||Hmm... difficult to explain. Basic and Developmental are true levels. However, a few years ago, we took the top scores in Developmental Writing and Reading Techniques and combined those into Integrated Reading and Writing. Therefore, a student who is just slightly underprepared for Comp I can take one enhanced course rather than two. However, these classes do not make three levels as ususally conceived.||We are very conscious of textbook cost and in some cases have "made-do" to accommodate lower cost texts. I did not like the Fusion text I used for the Integrated reading and Writing class. The level was not right (first time I taught it) and the combined skills, which seemed a great idea in the text, were difficult to sequence in the classroom.||I know there is some pushback against Townsend press books, but students at WNCC seem to like them.|
Little Priest Tribal College