One question that helps students critically think (and vote!)

Think Critically Image

What’s your reasoning?

After critically thinking about their choices, Americans cast their votes today. (We hope!)

There’s a lot of misinformation out there. If students better understand sound arguments and reasoning, they can dissect the logic—or lack thereof—behind the daily barrage of candidates’ speeches, social media posts, videos, and commercials. Such abilities are important today more than ever.

With the right tools supporting your instruction, these skills are learned and refined in the composition classroom.

Hawkes Learning’s English Composition courseware and textbook include lessons on how to be a discerning reader and writer (and voter). Read a free sample from Chapter 5: Reading Critically.


Chapter 5: Reading Critically covers:

5.1 Taking Notes and Annotating TextsCOMP Combo Image
5.2 Identifying the Main Idea and Supporting Details
5.3 Identifying Organizational Patterns
5.4 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


Like the sample? Get a free examination copy of English Composition (or English Composition with Integrated Review for accelerated learning and corequisite programs).

YES, I WANT A FREE EXAM COPY!

🎃4 ways to make grammar less scary🎃

How do you ensure your students don’t get spooked by grammar?

For many students, the rigidity of grammar instruction feels like a nightmare. Here are a few ways to make it less scary:


  1. Keep It Relevant.

Many viral memes focus on hilarious grammatical errors. Compile a simple slideshow of them and discuss why grammar is important and how the comical errors can be fixed.

Draw connections with everyday experiences to make grammar concepts meaningful.


  1. Team Up.

Prompt collaborative activities among students. Display an erroneous paragraph and give each team three minutes to find as many errors as possible. Have the groups share their discoveries and correct all the mistakes as a class.


  1. Examples, Examples, Examples.

If tough grammar concepts are a foreign language, contextualized examples are the translator. Offer as many as possible when giving feedback and require students to do the same during peer review.


  1. Give Tech a Chance.

Use technology as an ally. Proofreading features like Microsoft Editor can give detailed explanations of grammatical mistakes. Many submission platforms offer customizable comments, tags, and peer review options for a collaborative writing environment.


Hawkes Learning provides grammar resources:Grammer workbook and reading handbook

  • Grammar Workbook helps students develop their understanding of grammar by asking them to annotate reading passages, identify parts of speech, and define key terms.
  • Reading & Writing Handbook contains reading, writing, grammar, and research tips that students can use across multiple disciplines.
  • Grammar Diagnostic Test identifies individual skill gaps and provides custom lesson plans.

REQUEST COMPLIMENTARY EXAM COPIES

Research is influencing college remediation (including Coreqs)

[Originally published on Brookings]

Judith Scott-Clayton, an Associate Professor of Economics and Education at Teachers College, Columbia University, writes about the lack of evidence surrounding the effectiveness of traditional remedial placement and delivery practices in “Evidence-based reforms in college remediation are gaining steam – and so far living up to the hype.” She describes the calls for less collegiate remediation, the reforms that have occurred, and how those reforms are working.

Scott-Clayton has conducted research showing that “misplacement into remediation was far more common than misplacement into college-level courses.” She documents questions surrounding the quality and validity of entrance exams to determine placement. Additionally, her research indicates that an estimated “one-quarter to one-third of students assigned to remediation could have earned a B or better in college-level coursework, had they been given the chance.”

Scott-Clayton goes on to detail specific, state-level reforms that have been instituted because of research on remedial placement. She ends by describing ongoing research that, so far, has largely indicated the benefits of co-requisite support as opposed to the traditional pre-requisite model of remediation.

Read this article on Brookings

Scott-Clayton, Judith. “Evidence-based reforms in college remediation are gaining steam – and so far living up to the hype.” Brookings, Brookings, 29 March 2018, https://www.brookings.edu/research/evidence-based-reforms-in-college-remediation-are-gaining-steam-and-so-far-living-up-to-the-hype/. Accessed 29 August 2018.

Evidence continues to show corequisite effectiveness

[Originally published on Inside Higher Ed]

Alexandra Logue, a research professor at the Center for Advanced Study in Education at the City University of New York Graduate Center, describes an effective implementation of the corequisite model at City University of New York. This study adds to the growing body of research on the benefits of corequisite remediation.

According to Logue, “Currently, around 68 percent of new college freshmen in public community colleges and 40 percent in public four-year colleges take at least one remedial course in reading, writing or mathematics (somewhat more often in math), but most students assigned to remediation either never take a course or don’t complete it.” She cites several other studies that have shown higher course pass rates in corequisite remedial courses than in traditional remedial courses and argues that the educational community has a responsibility to look seriously at corequisite classes.

At City University of New York in a randomized controlled trial, students benefited from corequisite remediation over traditional remediation. Logue suggests some possible explanations, “including the incorrect assignment of some students to remediation, the demotivating effect of being assigned to traditional remediation, the extra time and cost to students if they must take traditional remedial courses, the greater number of potential exit points from traditional remediation course sequences, and so on.”

Read this article on Inside Higher Ed.


Logue, Alexandra W. “The Extensive Evidence of Co-Requisite Remediation’s Effectiveness.” Inside Higher Ed, Inside Higher Ed, 17 July 2018, www.insidehighered.com/views/2018/07/17/data-already-tell-us-how-effective-co-requisite-education-opinion. Accessed 20 August 2018.

English Instructor Resources

Looking for a sample syllabus to learn how another instructor has incorporated Hawkes in class? On the hunt for tips to share with students, including note-taking skills and sample papers showing how to properly cite research? We have you covered with the resources below.

Instructors using Hawkes can also access these materials (and PowerPoint presentations!) by logging into the Grade Book, navigating to the Help tab, and selecting the Instructor Resources link.

Foundations of English Resources

English Composition Resources

Sample Course Documents

  1. COMP 1 Sample SyllabusEnglish Composition textbook cover. Student online dashboard within a laptop.

Resources

  1. MLA Sample Word Doc | PDF
  2. APA Sample Word Doc | PDF
  3. CMS AD Sample Word Doc | PDF
  4. CMS NB Sample Word Doc | PDF
  5. CSE Citation-Name Sample Word Doc | PDF
  6. CSE Citation-Sequence Sample Word Doc | PDF
  7. CSE Name-Year Sample Word Doc | PDF

Presentations from Innovative Educators

Please view the presentations from each available session of the Innovative Educators Summit below. If you have questions or need clarification, please don’t hesitate to contact us at marketing@hawkeslearning.com.

English Track

Opening Keynote: Innovation in Developmental Education | PowerPoint
—Peter Adams, Accelerated Learning Program (ALP)

Integrated Communication Arts in a Corequisite World | PowerPoint
—Dr. Sherry Wilson, Crowder College

Support through Print and Digital Resources in an English Classroom | PowerPoint
—Mary Kate Wilson and Mary Campbell, Greenville Technical College

Implementing Foundations of English into the Developmental Classroom | PowerPoint
—Mike Thompson and Joan Myers, North Iowa Area Community College

Additional Downloads from Mike and Joan:

  • Global/Linear Activity | PDF
  • Good Note Taking | PDF
  • Learning Style Inventory | PDF
  • Lessons |Word
  • Organization Problems Inventory | PDF

Math Track

Seven Years of Emporium: What We’ve Learned, How We’ve Adjusted, and Future Plans | PowerPoint
—Curtis Mitchell & Jim Cochran, Kirkwood Community College

Mini Session I: Boot Camp Courses Fast-Track Student Success in Math | PowerPoint
Mini Session II: Corequisite and Math Pathway Implementation | PowerPoint
—Amy Young and Brandon Ford, Navarro College

Implementing Corequisites to Support Math Pathways | PowerPoint
—Dr. Linda Goeller, Melissa Bryant, and Emily Carpenter, Seminole State College

Integrating Math Study Skills into Online and Classroom Courses | PowerPoint
—Dr. Paul Nolting, Academic Success Press

A College Algebra Success Story | PowerPoint
—Dr. John Taylor, University of North Carolina – Charlotte

An Emporium Approach to Intervention in Algebra | PowerPoint
—Jonathan Watkins and Kelly Boyd, The University of Louisville

Math Lab Setting with a Modular Curriculum | PowerPoint
—Ellen Oliver, New River Community College and Bob Parker, Rappahannock Community College

Scaling Math Pathways with Corequisite Courses | PowerPoint
—Shelley Parks, Dr. Garry Sigler, and Heather Turner, Texas State Technical College – Waco

 

Both Math and English

Using Data to Improve Curricula and Pedagogy | PowerPoint
—Dr. Tristan Denley, Chief Academic Officer of the University System of Georgia