[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598754-105":59,"doc-detail-598754-en":124},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":117,"head_meta":119,"extra_data":121,"updated_unix":123},105,"en","composition-forum-17-fall-2007","Composition Forum 17 - Fall 2007","","Composition Forum 17 (Fall 2007) records program history and design rationale for the City College Center for Worker Education (CWE) Core Humanities sequence. It describes how the Center’s evening, credit-based format and its shifting student profile affected writing preparation. The text outlines the original purposes of “Core Humanities I” and “Core Humanities II,” subsequent curriculum revision, and the later expansion of separate writing courses. It frames course incoherence as a response to student writing anxiety and CPE failure patterns.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/composition-forum-17-fall-2007/598754/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"awa","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"What were the original purposes of Core Humanities I and Core Humanities II at CWE?","Question",{"text":106,"@type":107},"Core Humanities I was designed as an introduction to literature with a strong writing component. Core Humanities II focused on viewing films each semester with the explicit goal of improving note-taking skills.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"How did changes in admission policy affect students entering the CWE Core Humanities sequence?",{"text":111,"@type":107},"With a university-wide admission policy change, most students transferring into CWE entered as rising juniors. They typically already had college credits, including prior composition course credits, but many still felt unprepared to write for upper-division interdisciplinary electives.",{"name":113,"@type":104,"acceptedAnswer":114},"Why did CWE add additional writing-focused courses by 2005?",{"text":115,"@type":107},"Faculty and advisors recognized persistent problems with students’ writing. The course offerings expanded across multiple levels as students enrolled in more writing classes after repeatedly facing unsatisfactory upper-division results and challenges passing the CPE.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},598754,1792087533,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":133,"language":134,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":135,"faqs":136,"seo_title":137,"seo_description":67,"update_tm":123,"read_time":138},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Composition Forum 17 , Fall 2007  \nCore Humanities Program, City College Center for Worker Education  \nMarlene Clark  \nCity College Center for Worker Education (CWE)  \nProgram History and General Description:  \nFounded 25 years ago, The City College Center for Worker Education (CWE) recently became a division of the college’s College of Liberal Arts and Sciences , the Department of Interdisciplinary Arts and Sciences . CWE , as it is known, caters to working adult students . All classes are held one evening per week for three hours and 20 minutes , and all carry four credits . Approximately 80 percent of our students are female; most are more than 30 years old. { 1} Due to a university wide change in admission policy , most students currently entering CWE transfer as rising juniors .{2} Virtually no students enter without some earned college credits , and most have already earned credit for college level “composition” courses , often within the City University of New York system. And yet , many , if not most , admit when entering to feeling ill equipped to write for their upper division, interdisciplinary electives at CWE.  \nAt its 1981 inception, most students began CWE’s Liberal Arts program with little or no college experience.  \nAccordingly , two courses , “Core Humanities I” and “Core Humanities II ,” were designed as part of a “streamlined”  \ncore to help students with college level writing. The founders designed “Core Humanities I” as an introduction to literature course with a heavy writing component ( The Bedford Introduction to Literature was the adopted text for this class , which I taught between 1997 and 2000 when still a graduate student), and “Core Humanities II ,” oddly enough, as a course in which students viewed at least a dozen films per semester with the explicit learning goal of enhancing“note taking” skills . At the high point in its enrollment history , three sections of each were offered each semester with at least 25 students enrolled in each section. Both courses were often taken simultaneously by entering students . And so the program remained until the late 1990s , when a new Dean, Harriet Alonso, decided that “Core Humanities II ,” at least , needed a revised curriculum and recruited me to help. Shortly after we devised a plan to turn “Core Humanities II” into a more interdisciplinary “arts” course, I left the Center to teach full time at another CUNY campus , Manhattan Community College, where I soon became Director of Composition. Some revision of the “Core Humanities II” curriculum at CWE succeeded in my absence, but other than the time stolen by the busy Dean, there was no oversight of CWE’s core humanities program. It remained taught by a rotating pool of adjuncts given only the most basic outlines of the courses and assigned a classroom , especially after Dean Alonso left the Center to rejoin the History department at The City College’s uptown campus . Students still enrolled in “Core I” and “Core II”  \nsimultaneously , or even completed “Core II” a semester or two before “Core I” due to scheduling needs .  \nPerhaps the lack of coherence in the Core Humanities sequence did not matter as much lately as it might once have, since by the fall of 2005 (as I moved through the interview process at CWE) most entering students transferred their “composition” credits and many fewer enrolled in the Core Humanities sequence. Due to this change in the student profile, the Center now generally offered no more than two sections of “Core Humanities I” and one of“Core Humanities II”; the enrollment in each section about half what was customary years ago. Nevertheless , the Dean, faculty , and staff of full time advisors at the Center all admitted awareness of and concern about problems with students ’ writing. The students themselves often expressed doubts about their preparation and readily enrolled in a wealth of writing classes added over time and offered on a regular basis: at the 100 level , “College Com","cbCaitvJlt55EqF6","https://ap.wps.com/l/cbCaitvJlt55EqF6","pdf",328982,11,"English","# Program History and General Description\n## Course Design: Core Humanities I and II\n## Curriculum Changes and Student Outcomes","[{\"question\":\"What were the original purposes of Core Humanities I and Core Humanities II at CWE?\",\"answer\":\"Core Humanities I was designed as an introduction to literature with a strong writing component. Core Humanities II focused on viewing films each semester with the explicit goal of improving note-taking skills.\"},{\"question\":\"How did changes in admission policy affect students entering the CWE Core Humanities sequence?\",\"answer\":\"With a university-wide admission policy change, most students transferring into CWE entered as rising juniors. They typically already had college credits, including prior composition course credits, but many still felt unprepared to write for upper-division interdisciplinary electives.\"},{\"question\":\"Why did CWE add additional writing-focused courses by 2005?\",\"answer\":\"Faculty and advisors recognized persistent problems with students’ writing. The course offerings expanded across multiple levels as students enrolled in more writing classes after repeatedly facing unsatisfactory upper-division results and challenges passing the CPE.\"}]","Composition Forum 17 - Fall 2007 | PDF",17]