Which courses are pre-requisites for taking upper-level English electives?
All students need English 111 (English Composition I) and English 112 (English Composition II) to qualify for upper-level English literature courses. These are a part of the English general education courses that majors of all other disciplines are required to take. Students need to pass the exit exam in each of the two composition courses taken in sequence. English 112 with its built-in exit exam has replaced the earlier requirement for student to pass the state mandated Writing Proficiency exam. Students must receive a C or better grade to matriculate from this course.
What exactly is the exit examination in English?
The exit examination is technically just another name for a departmental writing proficiency(essay) examination, with an added objective multiple-choice component (consisting of course textbook information relating the overall descriptive nature and objective of the course—i.e., the process of writing in the various modes of developing paragraphs and an understanding of the basic rules of grammar (English 093 and 111) and in the case of English 112, course textbook information on the art of persuasive speaking and writing (rhetoric) and fundamental formats for documenting secondary material).
Why do I have to take the exit examination in English?
In addition to satisfying the expectations of your individual instructor, you must also satisfy the expectation of the department as a whole.
What if I fail the exit examination?
Students who fail the exit will not be allowed to proceed to the next composition course and will have to retake the course. However, if the instructor wishes to appeal the group decision, he or she may do so by presenting an Appeals Folder to an Appeals Committee that will evaluate the student’s semester-long work (solid passing work only) contained in the folder.
What is the purpose of an appeal?
The appeals procedure, initiated by the instructor, has the primary purpose of allowing the instructor to petition the decisions made by the group members who assigned a failing score to a student. In essence, the instructor is asking the group to “reconsider” its decision based on course work that will be submitted by that instructor as evidence of the passing quality of work completed by the student throughout the course of the semester. Certain personal circumstances (death in the family, car accident on the way to the examination, recent job loss, sudden illness, etc.) might have precluded the student from being adequately focused on that particular day.
What is the appeals procedure?
For those students who fail the exit examination, but whose semester work reflect C+ writing skills or better, the instructor may submit a portfolio (graded work only, 50% of which must be in-class essays) containing the graded assignments. The student’s folder is reviewed by a committee of designated English composition faculty members. At least two committee members must review the student’s folder. If both members are in agreement (both passing the work or both failing the work), then that will be the final decision. However, if the two committee members disagree, one assigning the work a passing score, and one assigning the work a failing score, then a third committee member will assess the student’s folder. The results will be sent to the student’s instructor. Committee results are final.
How do students prepare for the exit examination?
As the exit examination measures the writing skills that the students have developed over the course of the semester, students are encouraged to seek tutoring in the Writing Center and take full advantage of office conferences with their respective instructors throughout the academic semester.
Why should I take a Speech course?
Students taking Speech courses can look forward to a variety of careers, including Advertising, Human Resources, Outreach and Community Affairs, Customer Service, Hospitality, Entrepreneur, Event Coordinator, Fundraiser, Legal, Marketing, Politics, Program Development, Public Relations, Sales Management, and many more! Further, such courses often improve student performance in other classes as both confident presenters and engaged listeners.
Students should gain command of interwoven language functions consisting of:
Students should develop literacy in English that will help them to become competent, effective and critical users of the language.
Students should develop the ability to control literacy in the two important areas of Functional Literacy and Critical Literacy:
Functional Literacy involves:
- The ability to control and understand the conventions of English that are valued by the society.
- The ability to communicate ideas, feelings and attitudes
- The ability to explore and develop ideas.
- The ability to handle the ever more complex communication processes of our time.
Critical Literacy involves:
- The ability to understand that effective communication depends upon context, purpose and audience.
- The ability to understand language as a dynamic process in society.
- An appreciation of socio-cultural diversity