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The redesign foregrounds critical reading, writing, and inquiry while accounting for institutional teaching realities and resource constraints. The article explains the rationale and implementation process, then details assessment methods and results comparing student writing across the former and revised curricula. The findings show how assessment informed instruction and administration and shaped future assessment of writing on campus.",{"@graph":69,"@context":122},[70,84,105],{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/utilizing-strategic-assessment-to-support-fyc-curricular-revision-abstract/599578/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/utilizing-strategic-assessment-to-support-fyc-curricular-revision-abstract/599578.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What change was made to Murray State University's FYC requirement in 2008?","Question",{"text":112,"@type":113},"It changed from a 6-credit, two-semester sequence (ENG 101/102) to a 4-credit, one-semester course (ENG 105).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What instructional emphasis did the revision add?",{"text":117,"@type":113},"It more strongly emphasized critical reading, writing, and inquiry, while reducing overreliance on “general skills” that can obscure writing’s rhetorical complexity.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the authors use assessment in relation to the curricular revision?",{"text":121,"@type":113},"They designed assessment comparing the old and new course structures and comparing student writing under the previous and revised curricula, using the results to confirm and guide decisions about instruction, administration, and future assessment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599578,1793123753,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","CF 24: “Utilizing Strategic Assessment to Support FYC Curricular Revision” by Paul Walker and Elizabeth M... Page 1 of 11  \nComposition Forum 24, Fall 2011 [http://compositionforum.com/issue/24/](http://compositionforum.com/issue/24/)  \nUtilizing Strategic Assessment to Support FYC Curricular Revision at Murray State University  \n [[http://www.addthis.com/bookmark.php?v=250&username=compforum](http://www.addthis.com/bookmark.php?v=250&username=compforum)]  \nPaul Walker and Elizabeth Myers  \nAbstract: The first-year composition requirement at Murray State University was revised in 2008 from a 6-credit-hour, two-semester sequence to a 4-credit-hour, one-semester course. The revision overtly emphasizes critical reading, writing, and inquiry, while addressing the realities of the institution’s resources for teaching first-year composition. This profile describes the reasons behind the revision and the process of its implementation, contextualizing the change within the background of the university and burgeoning writing program. The methods and results of an assessment of the revised course in comparison to the previous course sequence are outlined in depth, along with how the assessment guides the instruction, administration, and future assessment of writing at the university.  \nIn Fall 2009, the first-year composition (FYC) requirement at Murray State University transitioned from a 6-credit-hour, two-semester sequence (ENG 101/102) to a 4-credit-hour, one semester course (ENG 105) . The initial decision to make this revision stemmed from the labor conditions for contingent faculty in our department and the sense that the FYC curriculum could be invigorated with a fresh look at objectives, outcomes, and structure. Yet the context for these revisions, as we explain later, afforded us a chance to do something more: to contribute to changing perceptions about writing on campus and about the role that FYC can play in supporting students’ on-going writing development. In particular, the revision enabled us to foreground to a greater degree the critical inquiry of ideas through reading and writing, avoiding overemphasis on “general skills” that can impede rhetorical sensitivity to writing’s complexity. Since the revision was adopted in 2009, students and FYC instructors have expressed satisfaction and praise for the changes. Those responses testify to the success of the course objectives, which have been strongly influenced by current writing theories and recommendations by the Council of Writing Program Administrators (WPA) and the National Council of Teachers of English (NCTE). We are heartened by the pedagogical results of the curricular revision, and the process for its approval across the university points to interesting junctures of disciplinary expertise, collegial expectations, administrative objectives, and the “culture” of assessment locally and nationally. Assessment didn’t drive the curricular and structural changes, but our designed assessment comparing our old and new course design—and comparing student writing under the previous and revised curricula—was useful for confirming to others in the university that our efforts to address “best practices” from a disciplinary perspective are well founded.  \nWriting, as any rhetoric and composition scholar knows, evokes strong emotions from people, especially among faculty who complain about students’ writing abilities. Those outside our field sometimes distrust our expertise in teaching academic writing, offering up their own ideas for the best ways to ensure quality student writing—ideas that are often current-traditional in nature. For example, despite numerous faculty workshops and a body of research that clearly shows the detriments ofusing grammar as a central teaching focus, the first solution to less-than-stellar student writing proposed by many outside our discipline is: “Teach the students grammar.” Direct assessment of student writing,  \n[http://compositionforum.com/iss","cbCaikfAa2BTdYbP","https://ap.wps.com/l/cbCaikfAa2BTdYbP","pdf",57334,11,"English","# Abstract\n# Curricular Revision Background and Rationale\n# Assessment Design and Comparative Methods\n# Results and Impact on Instruction and Administration","[{\"question\":\"What change was made to Murray State University's FYC requirement in 2008?\",\"answer\":\"It changed from a 6-credit, two-semester sequence (ENG 101/102) to a 4-credit, one-semester course (ENG 105).\"},{\"question\":\"What instructional emphasis did the revision add?\",\"answer\":\"It more strongly emphasized critical reading, writing, and inquiry, while reducing overreliance on “general skills” that can obscure writing’s rhetorical complexity.\"},{\"question\":\"How did the authors use assessment in relation to the curricular revision?\",\"answer\":\"They designed assessment comparing the old and new course structures and comparing student writing under the previous and revised curricula, using the results to confirm and guide decisions about instruction, administration, and future assessment.\"}]","Utilizing Strategic Assessment to Support FYC Curricular Revision - Abstract | PDF",1792089046,28]