MEMORANDUM
2 February 2004
To: First-Year Composition Committee
From: Brian Hentz and Irene Faass
Subject: Comparison of Writing in 104/105 Sections with ISUComm Pilot Sections
At our last FYC meeting this past fall, we discussed the concern of some faculty in English and in other departments that ISUComm’s integrated approach to communication instruction may decrease the attention paid specifically to student writing. The reasoning behind this concern is as follows: because ISUComm includes instruction and assignments in oral, visual, and electronic communication, the resulting curriculum will necessarily reduce the time and attention paid to writing. In an effort to clarify the actual status of writing in ISUComm, we undertook a comparison of the amount of writing assigned in English 104/105 and in the two ISUComm pilot courses. The rest of this memo outlines our findings.
In sum, we found that students in the ISUComm courses are actually doing more writing than their peers in traditional 104/105 sections.
Our information about English 104/5 comes from the 2003 edition of the Student’s Guide to English 104–105, which outlines course policies and standards and which English composition teachers are asked to follow in designing and delivering the existing composition courses. According to the Student’s Guide, the standard amount of student writing required in Engl. 104/5 is set at 4,000 to 5,000 words each semester, distributed over six to eight essays. To corroborate the accuracy of these figures, we also consulted with the teachers in Engl. 500 who train the new composition teaching staff and who monitor their activities.* In particular, we asked the Engl. 500 instructors if the 4,000–5,000 word standard seemed an accurate reflection of what goes on in a typical section of Engl. 104/5. All answered in the affirmative.
As outlined below, the writing requirements in both pilot sections of the ISUComm foundation course curriculum not only meet the expectations outlined in the Student’s Guide, but actually exceed the amount of writing required in the existing classes.
We trust that this comparison confirms ISUComm’s commitment to comprehensive practice in written composition as a critical facet of an integrated approach to communication instruction. Should you have any questions regarding the data presented in this memo, please contact Brian Hentz or Irene Faass.
* English 500 instructors surveyed: Barb Duffelmeyer, Cynthia Myers, Jim Noland