Essays: An Analysis

The first thing I have to acknowledge when talking about placement is my strong belief that most placement tests are extremely flawed. Not to say that there may not be some credence or suggestion about our students, but the high stakes assumptions that are made about students can often lead to higher costs for students and institutions. With that being said, if my task was to designate two different categories, I would place all of the following essays in Freshman Writing:

“Homelessness”- Has some glaring errors, but the ideas are developed well. Clearly, some critical thinking skills are here, including a personal connection.

“Responses to ‘One College Writing’”- Also has glaring, conventional errors. Had more difficulty with development of ideas, but will probably be very successful in a FYC. Still, seems to understand the way examples work themselves out.

“Spelling”- While significantly smaller and less developed, if read as one paragraph as opposed to three, the writer presents some good ideas. With concrete, informational statements combined with an analysis of this information, this student has potential.

“The Importance of Dance”- The teacher notes seems a bit ridiculous and hands off, but the essay has passion and interest. The writer connects some grand concepts “culture” with this passion. Using some examples and interpretation of them, I think it would be a Freshman Writing placement.

“Cell Phone Usage”- This essay was particularly well-written. Analysis seemed deep and the voice was mature and professional.

“Stress”- Overall, interesting. My biggest concern is understanding how to form sentences, basically paragraph focus would really help this student come a long way. No reason to go to developmental.

“A Special Party”- Understands what they are writing and takes the reader through the story well. Has some possible ESL mistakes, but nothing that should keep this student from Freshman Writing Level courses.

“CGV”- Even though this essay seems simple, there is a nice development of thinking involved. With more writing opportunities, I am sure this student will be a fit in FYC.

“Sample #1”- This student writer evolves her thinking through a process. She starts off general and adding more specifics. Just as she noted, she might need more help learning to construct paragraphs and expand on some of her ideas, but a GYC will do that just fine.

“Sample #3”- This student’s language use is surprising and fun to read. He has some mechanical issues that will need to be addressed, but he certainly appeals to his audience well. Especially with the first line.

“Student A”- Understands pieces of a paragraph really well. Can almost see PIE situated. Uses examples, humor, and voice, to help the reader.

“Student D”- Even with some construction issues, makes some clear arguments about their topic. They will need to work on expanding on these, but pretty god start.

“Student E”- While I disagree with his points, they are there, clearly stated, with lots of opinion. He would need to work on including facts, but that is something we could certainly work on.

“Student F”- Even though I struggle to understand what he is saying, he is clearly taking risks and has some complex thinking going on his writing. With a tutor and some time articulating what he wants to say, he could have passable FYC writing

On the other hand, I would place these essays in the developmental, but only with the knowledge that many of them would probably be able to pass FYC:

“Weird Friday”- Strong details, but nothing was really being said about these events.

“Pot Legal”- The author has trouble sticking to an idea and expressing those ideas. Topic sentences make no sense connected to the paragraphs, and ideas get mixed up. I am weary about just placing them in this “class” though, there is clearly an ESL thing going on; making me hesitant to place them here.

“Green Tea”- This student struggles with giving the reader a reason to read. Very simple, basic sentences make me believe this student would do well to work on development.

“Sample #2”- I am hesitant to put this student here, but the writing comes off a bit cliché because of the thank you. He might do better in FYC, but I would need another writing sample to confirm. He does evolve his thinking, but simplistic.

“Student B”- While the writing is something that could easily be worked with, this student does not say very much, repeating the topic over and over again. Lacks depth.

“Student C”- Another writer that does not say a lot. Just lacks some good old fashioned development of these ideas.

I see the developmental class as a window to some possible missing understanding about developing ideas, paragraphs, or sentences. Not in a concept dealing with minor errors or basic correctional needs, but on stretching the ideas further.

The two courses: developmental and Freshman Writing; would consist of a lot of similarities. Grammar will be discussed on an individual basis with the context of the student’s writing. If patterns of error occur as a class, we will address those issues on a case-by-case plan and depending on what the problem happens to be.

When discussing rhetorical differences, it is hard to think there would be a difference in the teaching. I think every writing student can benefit from understanding and analyzing the rhetorical context behind their reading and writing and I think all levels of readers and writers are capable of grasping an understanding. Scaffolding these concepts might take more time in a developmental writing class, but all students should be able to succeed.

Again, even with reading and writing, I have to stress that things will be scaffolded a little bit more, but students will be reading much of the same material and asked to write very similar writing prompts. Each class deserves the opportunity to think critically about the way they have built assumptions around being an English student and a college-level writer. I want to knock down these assumptions, especially for those students who have gone through the system in a way that less than “right”. After all, if students are sent to the developmental course, it is possible they have been skill and drilled to death, they do not need me to add to that experience.

The major differences between the two classes will (possibly/depending on the unique make-up of the class) be the time we spend on an assignment and the length required. Or at least some mix of these changes might occur. Not just the writing assignments, but the reading assignments, might be shorter or the students will be allowed more time.  The expectations for quality, though, will not change. I believe students can rise to their own occasion.