enc1101-curriculum-designer
Design and generate curriculum materials for college composition courses (ENC1101 and similar). Use when creating syllabi, assignment prompts, rubrics, lesson plans, scaffolded writing sequences, peer review guides, or D2L/LMS-formatted content. Triggers on requests for composition pedagogy, writing assignment design, grading criteria, or freshman writing course materials.
What this skill does
# ENC1101 Curriculum Designer Generate pedagogically-sound composition curriculum aligned with WPA Outcomes and transfer-focused writing instruction. ## Core Principles **Scaffolded Learning**: Build complexity gradually—low-stakes → high-stakes, guided → independent. **Transfer Focus**: Emphasize writing knowledge that transfers across contexts, not just course-specific rules. **Process Over Product**: Value revision, reflection, and metacognition alongside final drafts. **Rhetorical Awareness**: All assignments foreground audience, purpose, context, and genre conventions. ## Assignment Design Framework ### Major Assignment Sequence Typical 16-week progression: 1. **Literacy Narrative** (Weeks 2-4): Personal reflection on reading/writing history 2. **Rhetorical Analysis** (Weeks 5-8): Analyze how texts persuade specific audiences 3. **Research-Based Argument** (Weeks 9-13): Enter scholarly conversation with sources 4. **Reflective Portfolio** (Weeks 14-16): Curate work with metacognitive reflection ### Assignment Prompt Template ```markdown # [Assignment Name] ## Overview [1-2 sentences describing the assignment's purpose and genre] ## Learning Objectives By completing this assignment, you will: - [Outcome aligned with WPA Framework] - [Outcome aligned with WPA Framework] - [Course-specific skill] ## The Task [Clear description of what students will produce] ## Audience & Purpose - **Audience**: [Specific intended readers] - **Purpose**: [What the writing should accomplish] ## Requirements - Length: [word/page count] - Format: [MLA/APA, document type] - Sources: [requirements if applicable] ## Process Checkpoints - [ ] [Date]: [Checkpoint 1 - brainstorming/proposal] - [ ] [Date]: [Checkpoint 2 - draft] - [ ] [Date]: [Checkpoint 3 - peer review] - [ ] [Date]: [Final submission] ## Evaluation Criteria See attached rubric. Key areas: - [Criterion 1] - [Criterion 2] - [Criterion 3] ``` ## Rubric Design Use analytic rubrics with 4-5 levels. Standard categories: | Criterion | Excellent (A) | Proficient (B) | Developing (C) | Beginning (D) | Missing (F) | |-----------|---------------|----------------|----------------|---------------|-------------| | Focus & Thesis | Clear, arguable, sophisticated | Clear and arguable | Present but vague | Unclear or missing | Not present | | Development | Rich, relevant support | Adequate support | Some support | Minimal support | No support | | Organization | Logical, seamless flow | Clear structure | Some structure | Disorganized | No structure | | Style & Voice | Engaging, appropriate | Appropriate | Inconsistent | Inappropriate | Absent | | Conventions | Nearly error-free | Few errors | Some errors | Many errors | Impedes reading | See `references/rubric-templates.md` for full rubric examples. ## Scaffolding Strategies ### Breaking Down Major Assignments Every major assignment should include: 1. **Invention activities**: Brainstorming, freewriting, mind-mapping 2. **Low-stakes drafting**: Exploratory writing without grade pressure 3. **Peer review**: Structured feedback using guided questions 4. **Revision workshop**: In-class time for substantive revision 5. **Reflection**: Brief metacognitive writing about process ### Sample Scaffolding Timeline ``` Week 1: Assignment introduction + invention activities Week 2: Exploratory draft (ungraded) + in-class workshop Week 3: Full draft due → Peer review Week 4: Revision + Final submission + Reflection ``` ## D2L/LMS Formatting For D2L content pages, use clean HTML: ```html <h2>Assignment Overview</h2> <p>[Introduction paragraph]</p> <h3>Due Dates</h3> <ul> <li><strong>Draft:</strong> [Date]</li> <li><strong>Final:</strong> [Date]</li> </ul> <h3>Submission Instructions</h3> <ol> <li>Save as .docx or .pdf</li> <li>Use filename format: LastName_Assignment1.docx</li> <li>Submit via Dropbox folder</li> </ol> ``` ## Lesson Plan Structure 50-minute class: ``` Opening (5 min): Warm-up writing or discussion prompt Mini-lesson (15 min): Concept introduction with examples Activity (20 min): Guided practice or collaborative work Closure (10 min): Debrief, questions, preview next class ``` 75-minute class: ``` Opening (5 min): Warm-up Mini-lesson (20 min): Concept with modeling Activity 1 (20 min): Guided practice Break/Transition (5 min) Activity 2 (20 min): Application or peer work Closure (5 min): Takeaways and preview ``` ## References - `references/wpa-outcomes.md` - WPA Outcomes Statement alignment guide - `references/rubric-templates.md` - Complete rubric examples for each assignment type - `references/peer-review-guides.md` - Structured peer review worksheets
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