STACC

Enter REVISED editions of your selected low stakes work (freewrites, discussion board postings, passage analyses, essay quizzes, synthesis assignments, etc.). Make sure that these demonstrate your pursuit of our class's SLOs.

STACC Program Vision Statement

In a Stretch-Accelerated Composition Classroom (STACC), Students and Faculty collaborate as part of a scholarly community. Faculty teach from a perspective of social justice to empower students as human beings with unique experiences, abilities, and ideas. STACC Curriculum places reading, writing, thinking, and scholarship at the core content of the courses, with students working metacognitively in their attempts to develop skills in the content areas, to assess those skills through instructor guidance and self-reflection, and to transfer those skills to real-world, authentic writing situations.

The Mission of the STACC Program is to

• increase access to and success in transfer-level composition courses
• celebrate the cultures, experiences, and abilities of our students
• guide students toward authentic, critical literacy
• give students a sense of hope that they can become accomplished writers and scholars
• empower students as thinkers and world changers

The STACC Approach to Writing Instruction focuses on a Student-Centered Learning Environment: 

The STACC classroom is deeply grounded in Dr. Melina Abdullah’s definition of Coalition-Building in the Classroom, as stated below. Faculty work as facilitators in the classroom, and together, faculty and students attempt the following:

1. Delve deeply and unapologetically into questions of race, class, gender, sexual orientation, and difference.
2. Embrace different types of knowledge, not just our own
3. Value different ways of knowing
4. Center student experiences
5. Engage student as partners
6. Facilitate a group-centered process
7. Facilitate the rebuilding of collectivism and empathy 

End of 2nd Semester Course Learning Outcomes (CLO's)

The Following Course Learning Outcomes (CLO's) are Semester 2 End-point CLOs. Faculty and students will keep these in mind as faculty implement strategies for completion of these outcomes throughout the Fall phase while adhering to the PCC English 100 Course Learning Outcomes for end of semester 1.

Upon successful completion of the 2nd semester of STACC, Students will be able to:

1. Apply reading strategies to summarize, analyze, synthesize, and evaluate a diverse body of interdisciplinary discourses representative of majority and minority voices and experiences.
2. Purposefully employ writing and revision strategies and processes to  compose a variety of texts that demonstrate critical thinking in their responses to multiple  rhetorical, academic, and real-world contexts.
3. Demonstrate information literacy by locating, organizing, evaluating, synthesizing, and citing texts from digital, print, multimedia sources and experiential knowledge.
4. Employ a variety of language strategies (style, sentence variety, point of view, grammatical manipulation) to compose and analyze texts, with an awareness of contemporary writing practices and environments.   
5. Demonstrate metacognition by critically reflecting on their own recursive reading, composing, thinking, and learning processes.     

PCC English 100 Course Learning Outcomes

Upon successful completion of English 100, the student will be able to:

1. Write coherent, developed, and clearly constructed thesis-driven in-class and out-of-class essays using a variety of rhetorical approaches. 
2. Use effective strategies for pre-writing, composing, and revising of essays, both in and out of class.
3. Read, summarize, analyze, synthesize, and evaluate a variety of texts.
4. Compose grammatical sentences free of major errors in mechanics, punctuation, and spelling.
5. Select credible academic resources from the library to research a topic.
6. Document sources (print, electronic, and other) in MLA format.