Big Sandy Community and Technical College – Pikeville Campus

Big Sandy Community and Technical College - Pikeville Campus in Pikeville, Kentucky

Courses: English Composition I and II

Course Type: Corequisite, Online

The English Department at Big Sandy Community and Technical College – Pikeville Campus found that many students entering English Composition needed additional support and remediation to target reading and writing skill gaps. So, in addition to offering ENG 101, the department offers a section of this course with supplemental instruction.

Professor Rebecca Mullins teaches online and in-person sections of ENG 101, ENG 101S, and ENG 102. She chose to incorporate Hawkes Learning’s English Composition with Integrated Review courseware in each course because of the publisher’s quality support, the platform’s user-friendly interface, its ability to offer single sign-on and sync grades with Blackboard, and its flexible nature in accommodating the needs of her different course structures.

The supplemental section is offered to students with lower placement scores. At the beginning of the semester, students complete a pre-created grammar diagnostic test within the courseware. This 50-question assessment identifies areas of proficiency and specific knowledge gaps and creates a customized curriculum for each student. Students can place out of certain learning modules in the Hawkes’ courseware based on their performance.

Students are also required to meet with the instructor at least twice a semester. They can gain bonus points by completing four additional lesson modules to help remedy skill gaps and prepare them for success in ENG 102.

In addition to completing lesson modules, students submit assignments for peer and instructor review through Hawkes’ SmartReview platform. Many remarked how helpful the peer review portion of the writing process became as they grew as writers throughout the semester.

Quick Quotes:

“Through the use of Hawkes Peer review process, I have learned effective peer review strategies that I can use in my other courses as I advance my education…I have learned how to give constructive feedback as well as receive feedback…I will be able to give and receive feedback as I complete psychology research papers, history response papers, and math projects. I can also apply the use of peer review to my professional life.”


“Students who worked on the lessons (supplemental and not supplemental) remarked how beneficial they felt the lessons were and how well they tied to my curriculum…They also stated that they felt this freed us up to focus more on actual writing and writing strategies during our face-to-face time; therefore, they were able to become more aware and confident of who they were as writers and how effective writing would benefit their futures. They also fell in love with the writing process as a whole (including peer review and editing).”

—Professor Rebecca Mullins

“Another nice touch with this course is the use of a peer review from student to student. To me, this system allowed me to get ideas and review my own story for any errors before turning in a full draft. With the full draft system, I certainly appreciated the rewrite option. I always took this opportunity. Even if my score was fine, I would still go back and revise to know what I did incorrectly.”


Rebecca Mullins