Present: Steege, Greene, Matthews, Snavely, Preston

We met to discuss the findings of the 2012 CLA.

Like the results from the previous CLA, students were better at the critique an argument portion of the assessment than they were with making an argument.

We also noted that the difference between 1st year and 4th year is not very good

Jean reported that based on Writing Center statistics, the most frequent service is to help students write a clear thesis statement.

How much improvement can we expect with one or two courses? Research indicates the measurable improvement for one class is pretty small. Heritage alone can’t solve the problem.

We agreed that the ability to make an argument is an important skill that is valued in a variety of disciplines across the College, as is attention to detail in writing. Asking students to provide evidence for an argument, and to make sure they have a clear argumentative thesis is something that is common across a variety of disciplines.

Matthews is working on finding someone to come to campus next August to lead a workshop on argumentative essays.

How do we promote this and get people to attend? Maybe we can talk to a couple of people from each Division who are interested in the topic and ask them to attend, then find a way (compensation?) for them to go back to their colleagues to promote the teaching of argumentative writing.

In advertising the workshop, Matthews will stress that this is assessment driven, and that we all have a stake in improving the ability of our students to write argumentative essays.

Meeting adjourned at 12:50

Submitted by Rick Matthews