Overview
Transitional English is a course created through a partnership between a local school district and Parkland College. It is managed and taught by district faculty and staff, and is open to qualifying district students in their senior year. Both the district and the College evaluate this program using shared student achievement data. This course is also strengthened through ongoing communication and professional development by the district and the College.
Students who complete Transitional English with a “C” or higher earn guaranteed placement into college-level English at Parkland College. This guarantee also applies to other Illinois community colleges and participating universities as long as the course is approved by the State Portability Board. Placement is granted regardless of ACT/SAT or other placement test scores. However, students do not receive a Parkland grade, credit, or transcript. Only the district/high school issues and maintains the student’s grades, credit, and transcript.
Description
Transitional English includes active reading strategies, multiple-draft writing, a full review of grammar and punctuation, and essential skill building. Approved courses will show that they meet all criteria outlined in the Illinois Statewide Transitional English Course Document with special emphasis on the following:
- The inclusion of direct reading instruction. This includes pre-reading and active reading strategies. It also involves summarising texts, including textbooks. Students will identify author intent and main ideas. Along with evaluating the quality and reliability of texts. They will also recognize tone, purpose, structure, and ongoing vocabulary development.
- The pedagogy uses college-ready text selections. These are organized around themes, critical issues, or concepts. This directs students to focus on larger ideas. It fosters critical thinking and analysis. The focus is on non-fiction that reflects student interests, choices, and goals. These goals include career and life goals.
- Commitment to the integration of reading a variety of texts and the writing of multiple-draft essays.
- Commitment to the full writing process, multiple drafts, and formative evaluation.
- At least three formalized essays of no less than 1,000 words in length.
- Contextualized, comprehensive grammar and punctuation feedback and instruction.
- Fostering of metacognitive skills. Allowing students to reflect on how their perspectives have grown on the topic and the writing process.
- Essential skills building that relates to college, employment, and personal success. This can include: goal setting, time management, persistence, problem solving, considering viewpoints, and solving conflicts.
- Course activities and assignments will align with the Illinois Learning Standards. While also meeting the Transitional English course descriptors outlined here.
Assessment
Grading and assessment are built so that receiving a “C” or better shows that the competencies for the course were met. Then the student is considered ready for college-level English courses and reading expectations. In addition, approved courses shall have demonstrated:
- No less than 60% of the course grade is based on formally graded writing assignments.
- The inclusion of at least three formally graded, multiple-draft essays. With a count of no less than 1,000 words each.
- No single assessment or assignment amounts to more than 50% of the grade.
- Assessments include a variety of diagnostic, formative, and summative evaluations.
- Assessments reflect commitment to multiple drafts and the full writing process.
- Summative assessments value a student’s demonstrated progress.
Final Draft Assessment:
Final draft essays that pass with a “C” or higher shall exhibit the following:
- Tone, structure, and content are appropriate for the audience and purpose.
- Appropriate introduction-body-conclusion essay structure.
- A recognizable thesis statement and/or unifying controlling idea.
- Paragraphs that focus on one main idea introduced through topic sentences.
- Smooth integration and documentation of appropriate outside sources.
- Development of ideas. Done through reasoning, figurative language, personal experiences, and textual connections, as appropriate.
- Interaction with multiple perspectives.
- Sentences that promote readability through grammar/punctuation choices.
- Word choice—including verb usage—that promotes readability.
- Transitions that unify the essay.
- Appropriate, compelling conclusions.
- Adherence to MLA formatting, including proper headers, spacing, and source documentation.
- A minimum of 1,000 words.
Student Eligibility
Transitional English is a challenging course. Selecting students who can benefit from it is important. These classes are for students ready for pre-college English. Whose past performances and test scores demonstrate their capabilities. They may have yet to live up to their potential. However, they demonstrate a desire to take advantage of the opportunity offered. Districts must set rules for determining eligibility. These should include appropriate test score ranges and/or faculty and staff recommendations. Student/parent interest in the course will also matter. Districts will submit their eligibility plan in writing. They will send it to Parkland College and the Local Advisory Panel for feedback and approval. Per agreement with our Local Advisory Panel, courses are limited to 15 students. This is to ensure adequate time for reading instruction and process-based writing instruction. Approved districts may apply for an extension to a maximum of 19 students. This can happen on an annual basis if circumstances require an increased seat count.
Links to Helpful Resources
Sample Approved Transitional English Syllabi
Design Tips for Courses
Project Flow for Obtaining Local Advisory Panel Approval for Transitional English
Directions for Transcribing Transitional English
Sample Materials From Rantoul High School Transitional English
If you have further questions, please reach out to Steve Rutledge, Transitional English Coordinator at Parkland Community College at srutledge@parkland.edu.