Students need to take an assessment before they are allowed to enroll in the required English Composition class at the community college. Since there were many students who needed writing assistance, the English department created a Developmental English class that was linked to the required English course and taught by the same instructor. The regular class of 25 students would meet for 90 minutes and then take a break. Twelve of those students would come back to the Developmental class and meet for another 90 minutes. In this class the students were given more explicit instruction in grammar and writing skills. It became apparent that quite a few of the students in the Developmental classes had learning challenges, but were not registered to receive support from the Access and Disability Department. At the beginning of each semester I would interview the students individually to learn background information and ask if he or she had ever received assistance from a Special Education teacher. Support in college can only happen if the student applies for services and has documentation of a disability.
Last August, I was interviewing students in the Developmental class when I met Nicky. She was extremely nervous about taking this composition class since she had failed the English placement test 5 times before she was allowed to enroll in this course. Nicky was 38 years old and had five children. After taking courses at the college for 4 years, she hoped to be able to finally graduate in December. We discussed the questions on the interview form and she admitted that she had a Learning Disability, but did not know about the Access and Disability Services program. I explained that she could receive accommodations such as extended time on tests or a note taker during lecture classes. She was glad to learn that she could get free tutoring in math and English. Nicky agreed to meet with the director of the Access and Disability program to register and after that I was able to meet with her
one hour each week to work on her English assignments.
Throughout the semester Nicky always came for tutoring and she worked very hard to improve her writing. Nicky was very willing to have her work edited and she was happy to make revisions so that she could earn a better grade. Since she had not been in high school for many years, there were many formats or concepts that were new to her. The English instructor was outstanding and provided review lessons for Nicky so she could develop her written language skills.
In December Nicky and I met in the library for our last tutoring session. Her final assignment was to write a reflection essay that explained what she had learned during the semester. Together we brainstormed the techniques and strategies that had enabled her to improve. Owen, a nineteen-year-old student, joined us at the table. He was in a panic because he was trying to revise and complete an essay that was due in 2 hours. As he watched Nicky and I working, he commented that he was sorry that he had not used the Writing Center in the library that was available to all students at the college. Nicky told him how the individualized tutoring for her English class had really made a difference to her and she encouraged him to use the tutoring help that would be available to him during the spring semester. Owen finished making peer edits and he asked if I would correct his paper. I responded that both Nicky and I would edit it. Owen made two copies so both of us could make suggestions about his essay. It was truly amazing to see Nicky’s confidence grow as she found punctuation errors or grammar mistakes in his paper. Watching Nicky work with him proved to me just how much she had learned in her English classes. Owen had to rush to class so he thanked both of us for working with him. After he left, Nicky told me that it might have been beneficial for Owen if he had been in a Developmental class or had used the tutoring services in the library. She commented that she regretted not applying for help from the Access and Disability Services program at the college years ago. Nicky plans to continue her education and promised me that she would register with the Disabilities program at her new college so she can take advantage of the support that will be offered.
This is what Nicky wrote in the last paragraph of her reflection essay.
“As I was completing this essay in the library with Kathy, I had the opportunity to help a worried student with his paper. It really made me smile that I could help him. Without the knowledge from this class, I would not have been able to give suggestions. The English class, Developmental English class, and the tutoring have really made me more confident about writing a paper. I know that I will use these tools and techniques in the future to help my own children be successful in writing. Thank you for an excellent semester of knowledge.”
Nicky earned passing grades in both of her English classes and she graduated a week later!