The new English Composition with Integrated Review Guided Notebook is a pencil-and-paper resource that emphasizes key concepts and their immediate applications in a corequisite or accelerated learning composition course. Download a free sample! Along with pre-built grammar diagnostic tests to identify skill gaps, this notebook builds note-taking and annotating skills while guiding students step-by-step through instructional … Continue reading Check out the English Composition with Integrated Review Guided Notebook
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226 Questions Added to English Composition with Integrated Review
We've added 226 NEW questions to English Composition with Integrated Review this spring! This course, ideal for corequisite English classes and accelerated learning programs, encourages students to thoughtfully craft, defend, and polish arguments while offering targeted remediation of foundational reading and writing concepts. New questions are in each Integrated Review lesson: 0R: Study Skills 1R: Why We … Continue reading 226 Questions Added to English Composition with Integrated Review
One question that helps students critically think (and vote!)
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 … Continue reading One question that helps students critically think (and vote!)
🎃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: Keep It Relevant. Many viral memes focus on hilarious grammatical errors. Compile a simple slideshow of them and discuss why grammar is … Continue reading 🎃4 ways to make grammar less scary🎃
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 … Continue reading Research is influencing college remediation (including Coreqs)
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 … Continue reading Evidence continues to show corequisite effectiveness
