# methods I fed several comp syllabi through ChatGPT and asked it to identify connections and gaps for progression between multiple classes. I then asked for a summary report of these findings. It produced some version of what you'll read below. # going forward This was helpful for me but it also demonstrated for me that syllabi (as much as we academics seem to love to fill them up) don't capture the essence of a class. When I raised some of these gaps to faculty in the programs they were surprised (especially with regard to peer review which is heavily embedded throughout all the classes). Still -- I find it helpful to now have a framework to bounce and ask against when interviewing and getting the more personal side of our teachers. # analysis **Analysis of ENGL 1010/2010** The syllabi for ENGL 1010 and ENGL 2010 show clear connections and progressions between the two courses. Here are some notable points: Connections: 1. Learning Outcomes (LOs): Both courses share the same set of learning outcomes (LOs), which include the ability to identify connections between texts and their ideas, the ability to compose coherent and well-structured writing, and the ability to control language features like syntax, grammar, punctuation, and spelling. They also focus on constructing clear theses or main ideas, using sources effectively, and applying MLA/APA citation methods correctly. 2. Emphasis on Research and Writing: Both courses heavily emphasize research and writing, with ENGL 1010 focusing on introducing students to these concepts, and ENGL 2010 building upon them. Both courses also require students to participate in discussions, respond to readings, and complete writing assignments. Progressions: 1. Research Component: ENGL 2010 has a heavier emphasis on the research component, building on the foundational research skills taught in ENGL 1010. This involves more in-depth analysis of texts, understanding diverse perspectives, and using sources effectively. 2. Assignments: The assignments in ENGL 2010 are designed to be more complex and challenging than those in ENGL 1010, with an increased emphasis on critical thinking and independent analysis. The final paper in ENGL 2010 requires independent research, indicating a progression from the more guided assignments in ENGL 1010. Gaps and Areas for Consolidation: 1. Specific Skills Development: While both courses mention skills like syntax, grammar, punctuation, and spelling (LO4), it's unclear how these skills are explicitly taught and reinforced in each course. In ENGL 2010, for example, this is mainly addressed through quizzes, but explicit instruction or activities focusing on these areas could further support student learning. 2. Peer Review: Peer reviews are a significant part of ENGL 1010, but this aspect appears to be missing in ENGL 2010. Peer reviews can play a crucial role in improving writing skills and fostering a collaborative learning environment, so incorporating peer reviews into ENGL 2010 could strengthen the course. 3. Diversity of Texts: Both syllabi reference texts and sources, but neither explicitly mentions the diversity of these resources (in terms of authors' backgrounds, perspectives, genres, etc.). Expanding the diversity of texts could enhance students' critical thinking and understanding of diverse perspectives. **Analysis of ENGL 1010/2015** The ENGL 1010 and ENGL 2015 syllabi present a clear progression in the development of writing and research skills. They share a common foundation, with both courses focusing on critical reading, writing, and the use of sources. The Learning Outcomes (LOs) and Course Learning Outcomes (CLOs) are nearly identical, suggesting that ENGL 2015 builds directly on the skills acquired in ENGL 1010. However, ENGL 2015 adds an additional outcome, which is to "make and support an effective argument" (CLO7), indicating a deeper level of critical thinking and argumentation expected in the advanced course. Connections: 1. Critical Analysis and Writing: Both courses emphasize the importance of critical analysis, structuring coherent arguments, and clear writing. The assignments are designed to help students practice these skills. For example, the Rhetorical Analysis Digital Assignment in ENGL 1010 and the Research Paper 1 in ENGL 2015 both require students to analyze, interpret, and present a coherent written argument. 2. Research and Source Evaluation: Both courses focus on the use and evaluation of sources. ENGL 1010 teaches students to find, evaluate, and understand sources, while ENGL 2015 encourages students to refine their search techniques and critically evaluate the credibility of authors and sources. 3. Citation Practices: Both courses require knowledge and correct use of MLA and/or APA citation methods. How ENGL 2015 Builds off ENGL 1010: 1. Depth of Research: While ENGL 1010 introduces students to basic principles of research and source use, ENGL 2015 delves deeper into research methodology, requiring students to understand that research is often an iterative and non-linear process, and to use and refine different search techniques appropriately. 2. Argumentation: ENGL 2015 adds an additional learning outcome related to argumentation, suggesting that it requires a higher level of critical thinking and argumentative skills than ENGL 1010. 3. Project Planning and Execution: ENGL 2015 includes a research proposal, which requires students to plan and justify their research project, an advanced skill not directly addressed in ENGL 1010. 4. Ethical Considerations: ENGL 2015 also focuses on ethical considerations in research and writing, a topic not explicitly covered in ENGL 1010. Gaps or Areas for Consolidation: 1. Ethical Use of Information: ENGL 1010 does not explicitly mention ethical use of information, which is a key part of research and academic writing covered in ENGL 2015. It may be beneficial to introduce this concept in ENGL 1010 to prepare students for the more advanced course. 2. Digital Literacy: ENGL 1010 includes a digital assignment, while ENGL 2015 introduces a digital research presentation. It might be beneficial to consistently emphasize digital literacy across both courses. 3. Peer Review: The peer review process is emphasized in ENGL 1010 but seems to be less prominent in ENGL 2015 (only mentioned in the context of the Digital Research Presentation). Peer review could be emphasized more in ENGL 2015 to help students improve their writing and critical thinking skills. 4. Reflection on Writing and Research: Reflection on the research process is explicitly mentioned only in ENGL 2015. Incorporating this in ENGL 1010 might help students understand their learning progress better. In conclusion, the two courses present a logical progression in the development of writing and research skills. There are clear areas of overlap and progression, but also areas where both courses could learn from each other and improve.