Corequisite English Composition Course

English Composition with Integrated Review

We’re thrilled to announce the newest English course, English Composition with Integrated Review.

English Composition with Integrated Review encourages students to thoughtfully craft, defend, and polish arguments while offering targeted remediation of foundational reading and writing concepts. Student learning of core composition topics is supported by a contextualized review of study skills, grammar, reading, writing, and research.

Through consistent application and real-world connections, students sharpen their existing writing tools while also engaging with new and challenging ideas. Students in the corequisite classroom will learn how to tactfully communicate to a 21st century audience with awareness of purpose, tone, and genre.

Request an examination copy today.

 

Table of Contents

Integrated Review: Study Skills
0R.1 Understanding Different Learning Styles
0R.2 Determining Your Personal Learning Styles
0R.3 Stress Management
0R.4 Keeping Yourself Organized
0R.5 Time Management
0R.6 Study Strategies
0R.7 Test-Taking Strategies
0R.8 Taking Advantage of Campus Resources
0R.9 Writing with Technology
Chapter Review
Integrated Review: Why We Write
1R.1 Understanding Purpose
Why We Write
1.1 Writing Situations and Purposes
1.2 Writing to Respond
1.3 Writing to Summarize
1.4 Writing to Propose
1.5 Writing to Discuss
1.6 Writing to Describe
1.7 Writing to Argue
1.8 Writing to Analyze
1.9 Writing to Evaluate
Integrated Review: Modes of Writing
2R.1 Locating Key Information
2R.2 Classifying Major and Minor Details
2R.3 Identifying Organizational Patterns
Chapter Review
Modes of Writing
2.1 Descriptive Writing
2.2 Narrative Writing
2.3 Expository Writing
2.4 Persuasive Writing
Integrated Review: The Writing Process
3R.1 Writing a Paragraph
3R.2 Writing a First Draft
3R.3 Refining a Paragraph
3R.4 Strengthening Sentences
3R.5 Proofreading Strategies
3R.6 Finalizing a Paragraph
Chapter Review
The Writing Process
3.1 Pre-Writing
3.2 Drafting
3.3 Revision
3.4 Peer Review
3.5 Editing
3.6 The Final Draft
Integrated Review: Parts of the Essay
4R.1 Sorting General and Specific Information
4R.2  Determining a Paragraph Focus
4R.3 Writing a Topic Sentence
4R.4 Organizing a Paragraph
4R.5 Drafting a Paragraph
Chapter Review
Parts of the Essay
4.1 Common Essay Structures
4.2 The Introduction
4.3 Thesis and Purpose Statements
4.4 Body Paragraphs
4.5 Transitions
4.6 The Conclusion
Integrated Review: Reading Critically
5R.1 Pre-Reading Strategies
5R.2 Finding Meaning through Visual Clues
5R.3 Active Reading Strategies
5R.4 Finding Connections and Patterns
5R.5 Finding Meaning through Context
5R.6 Finding Meaning through Word Parts
5R.7 Finding Meaning through Inference
5R.8 Types of Main Ideas and Evidence
5R.9 Identifying Purpose and Tone
Chapter Review
Reading Critically
5.1 Taking Notes and Annotating Texts
5.2 Identifying the Main Idea and Supporting Details
5.3 Identifying Organizational Patterns
5.4 Understanding Purpose, Audience, and Tone
5.5 Recognizing Rhetorical Appeals
5.6 Analyzing Word Choice
5.7 Understanding the Basics of Logic
5.8 Recognizing Logical Fallacies
5.9 Evaluating Evidence
5.10 Analyzing Visuals
Integrated Review: Writing Critically
6R.1 Determining Essay Focus
6R.2 Writing a Thesis or Purpose Statement
6R.3 Organizing and Outlining an Argument
6R.4 Combining Words or Sentences
6R.5 Emphasizing Words or Phrases
6R.6 Using Inclusive Language
Chapter Review
Writing Critically
6.1 Understanding an Argument
6.2 Considering Purpose and Audience
6.3 Recognizing Your Constraints
6.4 Employing Rhetorical Appeals
6.5 Using Consistent Tone
6.6 Choosing the Right Words
6.7 Using Word and Sentence Variety
6.8 Polishing an Argument
Integrated Review: Research
7R.1 Introduction to Research
7R.2 Tools for Purposeful Research
Chapter Review
Research
7.1 Understanding the Research Paper
7.2 Planning and Tracking Your Research
7.3 Identifying Different Types of Sources
7.4 Evaluating the Credibility of Sources
7.5 Understanding and Avoiding Plagiarism
7.6 Integrating Sources into Your Writing
7.7 The Annotated Bibliography
7.8 Basics of MLA
7.9 Basics of APA
7.10 Basics of CMS
7.11 Basics of CSE
Integrated Review: Unique Forms of Writing
8R.1 Considering Style
8R.2 Considering Visuals
Chapter Review
Unique Forms of Writing
8.1 Writing Across the Disciplines
8.2 Visual and Digital Arguments
8.3 Oral Presentations
8.4 Etiquette in Social Media
Integrated Review: Basics of Grammar & Mechanics
9R.1 Nouns
9R.2 Pronouns
9R.3 Basic Verb Types and Tenses
9R.4 Verb Forms and Functions
9R.5 Perfect and Progressive Tenses
9R.6 Adjectives and Adverbs
9R.7 Prepositions
9R.8 Clauses and Conjunctions
9R.9 Using Capitalization and Italics
9R.10 Using Abbreviations and Numbers
9R.11 Using Basic Spelling Rules
9R.12 Spelling Commonly Confused Words
Chapter Review
Basics of Grammar & Mechanics
9.1 Parts of Speech
9.2 The Characteristics of a Sentence
9.3 Using Commas
9.4 Using Semicolons and Colons
9.5 Using Quotation Marks, Parentheses, and Brackets
Integrated Review: Grammatical Sentences
10R.1 Identifying the Characteristics of Sentences
Grammatical Sentences
10.1 Common Sentence Errors
10.2 Using Consistent Subjects and Verbs
10.3 Using Consistent Pronouns and Antecedents
10.4 Using Correct Pronoun Reference and Case
10.5 Correcting Misplaced and Dangling Modifiers
10.6 Using Active and Passive Voice
10.7 Maintaining Consistency in Tense and Person
10.8 Using Parallelism, Coordination, and Subordination
10.9 Proofreading Sentences for Grammar

If you’re an instructor who’d like to see more, request an examination copy today!

Cover key grammar concepts with instructor-written workbook

Do your students think good grammar is important? They might after reading these stats:

  • Passed over for promotions: A study found that employees who didn’t get promoted to director-level positions within 10 years made 2.5 times as many grammatical mistakes as the individuals who did achieve such positions. (Learn more.)
  • Love lost: The online dating site Zoosk polled 9,000 users, and 48% consider bad grammar to be a deal breaker. (Learn more.)

Cover of Foundations of English Grammar WorkbookDevelop critical grammar skills of your English students with the new Foundations of English Grammar Workbook.

Activities, reading passages, and sentence-analysis questions build a strong understanding of topics that range from correcting run-on sentences to spelling commonly confused words. (Affect vs. effect, anyone?)

Written by instructors, the workbook is an excellent resource to complement in-class activities and online lessons available in Foundations of English. It can also be used as a standalone resource.

 

View a sample of the Foundations of English Grammar Workbook.

Key Features

  • Editing applications ask students to annotate short passages and apply editing skills to writing samples.
  • Comprehensive source of practice and application gives students additional help with grammar, punctuation, and mechanics.
  • Topics include grammar, punctuation, mechanics, spelling, syntax, and diction.
  • Exercises include multiple choice, matching lists, true/false, fill-in-the-blank prompts, and more.

Cover of the Reading and Writing Handbook for the College Student

Pssst! Looking for a grammar handbook? Check out the Reading & Writing Handbook for the College Student, a resource that covers not only grammar but writing, research, critical thinking, and style as well. This pocket-sized guide helps students in all disciplines achieve stronger English skills.

 

 


If you’re an English instructor interested in seeing more, request a complimentary examination copy today or call us at 1-800-426-9538.

Provide more hands-on learning for your English students with Guided Notebook

Cover of Foundations of English Guided NotesGive your students more opportunities for meaningful, hands-on learning with the new Foundations of English Guided Notebook.

View the table of contents and a free sample here.

Aligned with the lesson objectives in Foundations of English textbook and courseware, this print resource promotes active learning through activities covering study skills, reading, writing, critical thinking, research, and grammar.

The guided notebook can be used in conjunction with the Foundations of English course materials or as a standalone resource.

Encourage students to be active participants in their own learning by asking them to synthesize course content and make connections to their personal lives. Additional examples, practice, prompts, and exercises in the guided notebook provide an interactive experience to complement classroom learning.

As they work through the text, students interact with lesson content through:

  • Extensive grammar practice
  • Note-taking prompts
  • Definitions
  • Fill-in-the-blank statements
  • True/false questions
  • Reading applications
  • Graphic organizers
  • Self-test check-ins

If you’re an English instructor interested in seeing more, request a complimentary examination copy today or call us at 1-800-426-9538.

Robust Feedback within English Courseware

Hawkes Learning’s Practice mode gives students ample feedback when they answer questions incorrectly. Several different tutorial options are available to students, including Explain Error, which provides error-specific feedback immediately when the mistake is made; Hint, which gives students a clue as to how they can answer the question correctly if they’re still struggling; and Solution, which states the correct answer.

Students can then try a similar question in order to test their knowledge. Once they feel comfortable with the material in Practice, students move on to the Certify mode, which does not provide learning aids in order to hold students accountable for their learning.

Check out two examples of the robust feedback provided in Practice below:

In Foundations of English‘s Chapter 4: Grammar and Mechanics, the courseware asks the following:

Does the following sentence use pronoun-antecedent agreement? Select the best answer.

Damien is running for class president, and his sister is helping them with the campaign.

The two choices are the following:
  • Yes, this sentence uses pronoun-antecedent agreement.
  • No, this sentence does not use pronoun-antecedent agreement.

If students select the first answer, the courseware provides this feedback:

Explain Error

Your Answer: Yes, this sentence uses pronoun-antecedent agreement.

You were asked to determine if the following sentence uses pronoun-antecedent agreement:

Damien is running for class president, and his sister is helping them with the campaign.

 

Your answer is incorrect because the pronoun is plural and neutral, but the antecedent is singular and male.

For a hint to solve this problem, select Hint.

Hint

You were asked to determine if the following sentence uses pronoun-antecedent agreement:

Damien is running for class president, and his sister is helping them with the campaign.

 

Remember, for a pronoun and its antecedent to agree, they must have the same gender and number. The gender of words can be female, male, or neutral. The number is either singular or plural.

If an antecedent is neutral and refers to a person or animal, it can be used with a male or female pronoun based on the other information in the sentence. However, inanimate objects do not have gender, so they are always renamed with neutral pronouns.

Take a look at the following sentence that includes both a pronoun and its antecedent:

Jennifer always makes the dessert because she is the best baker.

The pronoun she agrees with its antecedent Jennifer (the noun it renames). Both words are singular in number and female in gender. This is what you look for when checking for pronoun-antecedent agreement.

 

Solution

You were asked to determine if the following sentence uses pronoun-antecedent agreement:

Damien is running for class president, and his sister is helping them with the campaign.

The following answer is correct:

No, this sentence does not use pronoun-antecedent agreement.

The pronoun them is plural and neutral, but the antecedent Damien is singular and male.


In Foundations of English‘s Chapter 5: Style, the courseware asks the following:

Read the following passage.

People from all across the country enter the contest, and they all want their own shot at fame. Fame is fleeting, but these people do not care. They all believe they will be “the next big thing.” Even when disappointment comes crashing down on them, they still struggle and claw their way back up. Being content is not something humans are good at.
 
 
Which sentences do not use coordination to join clauses? Select all that apply.

Click on a word or word group to make a selection. To undo, click on the selection again. Alternatively use the Tab and spacebar to select or deselect the word or word group.

Students receive error-specific feedback when they select the following sentence from the passage: Even when disappointment comes crashing down on them, they still struggle and claw their way back up.

Use this grammar diagnostic test to target which lessons students must master.

Customize the way students learn.

Save class time and identify individual areas of weakness for remediation with Hawkes Learning’s free grammar diagnostic test! Click through a demonstration of the test at your own pace.

This 50-question assessment identifies areas of proficiency and specific knowledge gaps for individual students. A customized curriculum is developed for each student to strengthen their grammar skills and eliminate those errors from their writing.

A report shows student progress in both a pie chart and bar graph. The part of the graphs in green represents the number of correct answers, while pink represents the number of incorrect answers. The bar graph breaks down each lesson number.

The tailored learning path through the grammar curriculum provides students the opportunity to learn, practice, and then master each topic. Let Hawkes assist you in ensuring these skills become second nature for your students, helping them become more effective communicators of their ideas.

While diagnostic tests are pre-created to save you time for both Hawkes Learning’s Foundations of English and English Composition courses, you can also customize either by removing or adding questions based on your own lesson objectives.

As you click through the demonstration here, you’ll see how students access their assessment, answer questions, and receive a performance breakdown of each topic covered in the test.


Want to see more? Contact your Hawkes courseware specialist at 1-800-426-9538 or sales@hawkeslearning.com today!

Instructor advice on motivating students

Having trouble motivating your students to stay active and engaged in class? We understand that some days, it can be a struggle. Current and former instructors here at Hawkes Learning have provided advice on how to keep students motivated. Check it out below, then let us know what advice YOU have!

In-class

  • Consider announcing a 3-point bonus question before your first test, and make it a scavenger hunt. Ask for three things (one point each): 1. What is written on your office door? (This encourages students to find your office.) 2. What is one name of a tutor in the tutoring lab? (This encourages them to find the tutoring lab.) 3. What are the hours for the tutoring lab? (This knowledge helps them if they need to schedule an appointment.)
  • Take attendance. Even if attendance isn’t part of the grade, it shows students that you’re aware whether or not they come to class and participate.
  • Get students to speak. A few will always take the lead and constantly ask questions, while some will never open their mouths. Directly ask those students a question. Hearing their voice and knowing it’s being heard has a positive effect and can lead them to speak up without being prompted later on.

Online

  • Post discussions and message boards. Since you can’t talk face-to-face, the next best thing is to utilize these communications threads.
  • Remind students that they never stop learning because technology changes so often. Use the online environment to your advantage by showing students new communications tools and apps that they can adapt to and learn from.
  • Hold virtual office hours for students who have questions or need a little extra help.

Math

  • Have a large class? Consider the “shared birthday” problem. A class of 30 students has over a 70% chance of having at least one shared birthday among them. A class of 40 students has almost 90%. If you happen to have one or more shared birthdays in the class, they never forget it and it gets them interested from the start.
  • Collect noninvasive data from your class to use throughout the semester. Asking at the beginning of the term for information like students’ majors, favorite sport, and number of siblings gives you data to incorporate in your lessons that will keep students interested.
  • Math courses have historically had a stigma for math anxiety for some students. Be reassuring and encouraging to your students, and provide opportunities for success that will help supply confidence and a positive momentum through the course.

English

  • Give students options! Anytime students can decide on an element of their learning, they get more invested in the outcome. Let them choose a project partner, reading selection, or project option.
  • Allow students to revise and resubmit assignments based on your feedback to improve their grades and strengthen their learning.
  • Put students in the role of instructor. Assign them a reading passage that they are responsible for teaching to part or all of the class. Teaching is the best way to learn a new concept!

Have more tips? We’d love to hear them! Comment below with your tried and true tips on keeping students motivated and engaged.