An analysis of freshman English in Illinois public junior colleges

The purpose of this study was to analyze the content and organization of freshman composition curricula in Illinois public junior colleges during the school year, 1973-74. This study was a part of a larger investigation of English instruction in Illinois education -- at elementary, junior high, high school, and college levels -- sponsored by an articulation committee appointed by the Illinois Association of Teachers of English and the Office of the Superintendent of Public Instruction. All five tracks of junior college composition (transfer, remedial, honors, vocational-technical, and adult) were investigated, and data were collected about English requirements for graduation, tracks of composition offered, placement and exemption methods, course syllabi, textbooks, course content, teaching methods, bases used for assigning final grades, and innovative content and methods.English department chairmen and composition instructors from 38 of the 47 public junior colleges participated by completing questionnaires. Additional information was collected from catalogs and freshman English course syllabi from those 38 junior colleges.The findings of the study revealed that tae most common organizational pattern was a three track system -- transfer, remedial, and vocational--technical. Only a few junior colleges offered honorscomposition or adult composition. Some composition credit was required for various degree programs at most junior colleges; little or no composition was required for certificate programs.While most junior colleges had course syllabi for all tracks of composition and the instructors reportedly included the content items specified in the syllabi, the content of the various composition courses was much more diverse than the syllabi indicated. For each track of composition the instructors' questionnaires asked instructors to rate the relative importance of 46 separate content items divided into six general areas (composition study, language study, literature study, reading skills, oral skills, and study skills). Nearly all of the 46 separate items listed in the instructors' questionnaires were reportedly included in the various composition tracks at most junior colleges.While the ratings of the instructors revealed that the content of almost all composition courses was very diverse, the following items were of most importance:1. In the first term transfer course -- the writing of exposition, paragraphs, and thesis statements; the Study of usage; and the reading of essays.2. In the second term transfer course -- the writing of exposition, thesis statements, argumentation, outlines, and a research paper; and the reading and analysis of short stories, poems, and drama.3. In the remedial courses -- the study of usage and syntax; the writing of exposition, paragraphs, and thesis statements; and the study of vocabulary and reading comprehension.4. In the first term honors course -- the writing of exposition; the study of usage; the reading and discussion of essays; and the study of context analysis.5. In the second term honors course -- the writing of a research paper; the study of context analysis; and the reading and analysis of short stories, poems, and drama.6. In the vocational-technical courses -- the writing of business correspondence, technical reports and paragraphs; the study of usage; and the study of various oral skills.7. In the adult course -- the writing of exposition, narration, argumentation, and a research paper; and the study of usage.The bases used for assigning final grades in the various courses supported the instructors' emphasis on writing and, in a few cases, usage, but classroom attendance and participation were also important in the assignment of grades. Instructors employed the individual conference, lecture, and discussion as the principal teaching methods.Thesis (D. Ed.