Remember this above all else: ENGL0160 is not a separate course from ENGL1201, except from the perspective of Enrollment Services. Pedagogically, you’re teaching 1201; you just have more time to do it. The students are reading and writing the same number of essays. The standards are the same for both ENGL1201-0160 and ENGL1201.
Some general principles
1. Giving 0160 students time to begin assignments in class allows them to ask questions that would normally want to ask at midnight.
2. Students can benefit from reading instruction that focuses on key strategies, including metacognitive strategies (reading self-awareness and control). See web pages on Reading Goals-Activities Chart, Critical Reading Strategies, Reading Metacognition Checklist, Assigning Presentations on Readings, Reading Comprehension Strategies, Ways to Respond to Readings (Journaling)
3. There will be more time to focus on language issues. Specifically, there should be time for students to write three drafts instead of two or, in some form or other, more time to draft and revise.
Expanding the 1201 sequence
Here is an example of part of a 1201 sequence expanded to create a linked 1201-0160 syllabus.
1. Because there are twice as many class meetings, there are twice as many absences allowed before failure–that is, 8 instead of 4. However, there is no reason you can’t start docking their final grade for absences well before they miss 8.
2. Students no longer have to turn in an e-portfolio at end of the term, though you may wish to have your students do so to help them prepare for the self-assessment that will constitute the final exam, just as all regular ENGL1201 sections will do. See directions for doing the self-assessment.
3. In 0160, issues of usage and mechanics and sentence structure are more salient than in regular 1201. Some grammar instruction may be appropriate, but it’s best to focus on specific problems that come out of their writing. Often it’s better to focus on individuals than the entire group because their problems usually vary quite a bit.
4. Students meet with the same tutor on a set every-other-week schedule six times during the semester.
Be aware of students who seem to be struggling: students who have a hard time writing much at all or do a lot of crossing out even while free writing, who start coming to class unprepared, who have difficulty finding the main idea in the readings. Students generally respond when they realize that you notice that they’re struggling. Talk to them after class, ask them to see you during office hours, contact their mentor (you’ll get a list from the director of basic skills), encourage them to go to the Writing Center, encourage them to pair up with someone in class, talk with one of the directors for suggestions.