reply to clyann panetta's query

[BROWNMT@snymorva.cs.snymor.edu]

As Chair of the Communications Dept. at the State University of NY here at
Morrisville, I coordinate placement for all of our English classes. Our use of
multiple indicators has been successful. We review all incoming students'
admission folders, looking carefully at high school English grades, SAT and ACT
scores, and any other data that might impact on placement (eg.ESL,LD,resource
room). Secondly, we review placement essays written by incoming students
duiring summer orientation. Finally, we review a "verification" diagnostic
essay administered in all English classes during the first week of each
semester. These three indicators seems to provide a solid placement strategy.
We feel that the essays are a strong part of the placement process and have
developed procedures so that the work of reviewing them all does not fall too
heavily on any faculty member.

In SKLS 088, our imputed credit basic writing course, we use the text, WRITING
FOR SUCCESS, published by H&H. It is a friendly and comprehensive text that provides
flexibility depending on the needs of your students. It also provides a web
site of online readings that coordinate with the text and can be downloaded
easily. 

In English 101, we use a "short list" of rhetorics, readers, and handbooks as
per the choice of full-time faculty.

Good luck with your program.

Mary Brown
Chair, Communications Dept.
SUNY Morrisville
BROWNMT@snymorva.cs.snymor.edu