English Studies at Hinds & ACT Scores

Students begin their Hinds Community College English studies by taking one of three writing courses--English 0113, English 0123, or English 1113--depending on their score on the English portion of the ACT. Students who have not taken the ACT must take the ACCUPLACER Test, a computer test which is given on-campus and graded automatically.


English 0113 and 0123 are known as Developmental English and do not transfer to four-year colleges and universities. However, a student with an ACT score below 14 in English must pass both of these courses before he can take English Composition I. A student with a score of 14-16 must pass ENG 0123. Scores on the ACT and ACCUPLACER for each level are listed below.

Course Number | Course Name | ACT Score | ACCUPLACER Score
  • ENG 0113 | Beginning English | 1-13 | 20-69
  • ENG 0123 | Intermediate English | 14-16 | 70-87
  • ENG 1113 | English Composition 1 | 17-36 | 88-120
  • ENG 1113 | Honors English Composition 1 | 25-36  

As students progress through the course sequence, they write longer, more complex papers, with each course building on what was taught in the preceding course. At each level students are also assigned required reading.

The required papers for each course are listed below, with all test writings being done in class unless otherwise noted.

ENG 0113 | Beginning English & Reading

The student will

  • complete eight hand-written paragraphs, three of which will be reading responses that will reflect critical reading and inference skills
  • complete all classwork/homework assignments.
  • NOTE: To establish students’ accurate writing abilities, instructors should not allow computers to be used in the 0113 writing process.
ENG 0123 | Intermediate English 

The student will

  • compose, edit, and write five in-class test writings in the form of three extended paragraphs with a minimum of 200 words and two essays (one with a minimum of 350 words, the other with a minimum of 400 words)
  • complete satisfactorily all assignments
  • visit The Writing Center or attend a tutorial session with an English instructor.
ENG  1113 | Honors English Composition I 

The student will

• write a minimum of three 500+ word essays including the final exam which must be written in class
• write a minimum of 3000 words and five essays including the final exam • write at least three expository essays
• write at least two essays that are analytical responses to reading – reading type and length is at the discretion of the instructor
• write at least one essay including two documented sources using MLA format
• write an essay of 500+ words in class for the final exam.

NOTE: Instructors may vary the number of papers and number of words as long as the minimum requirements above are met. 

ENG 1123 | English Composition II

The student will

  • write three short essays, two of which require research with MLA or APA documentation (600+ words)
  • write one long research essay (1500+ words) or two shorter research essays (750+words each) which require MLA or APA documentation and count at least 25% of the final grade
  • write at least 60% of essays in class (Instructor can interpret this as parts of every essay or entire essays as explained by Option 1 & 2 below.)
  • write a final examination essay (600+ words) during the assigned exam period.

Option 1 – total number of papers Students write 60% of the total number of papers in class and 40% of the total number of papers outside of class–two of the papers, most likely the research paper and one short essay are written outside of class.

Option 2 – percentages of work per paper Students write 60% of the paper in class and 40% outside of class, for example, the Sentence Outline, the Introduction, and the Conclusion of a paper is written outside class and the body of the rough draft and the complete final draft written in class 

ENG 1123 | Honors English Composition II

The student will

  • write three short essays, two of which require research with MLA or APA documentation (600+ words)
  • write one long research essay (1500+ words) or two shorter research essays (750+words each) which require MLA or APA documentation and count at least 25% of the final grade
  • write at least 60% of essays in class (Instructor can interpret this as parts of every essay or entire essays as explained by Option 1 & 2 below.)
  • write a final examination essay (600+ words) during the assigned exam period.

Option 1 – total number of papers Students write 60% of the total number of papers in class and 40% of the total number of papers outside of class–two of the papers, most likely the research paper and one short essay are written outside of class.

Option 2 – percentages of work per paper Students write 60% of the paper in class and 40% outside of class, for example, the Sentence Outline, the Introduction, and the Conclusion of a paper is written outside class and the body of the rough draft and the complete final draft written in class

Literature Courses 

Students must be evaluated by at least one major assessment tool, such as a research paper, test which includes essay questions, or unit project for each unit of study. Other assessment tools may be reading logs, oral presentations, homework assignments, or collaborative activities. Students will take a comprehensive final exam. At the conclusion of any Literature course, students must have demonstrated the ability to analyze, evaluate, and think critically about the material studied by successfully completing the course requirements.

STUDENT LEARNING OBJECTIVES

In every English and MFL course, students will be given a mandatory writing assignment (oral for MFL) graded with one of the institutional rubrics (written communications, technology, critical thinking, and oral communications) assigned for each specific course and turned in for overall reporting. This exercise is to measure the student’s ability to move successfully into the next sequence course and to provide SACSCOC with documentation 

INSTITUTIONAL PROGAM EFFECTIVENESS 

In every academic course, students will be given a mandatory writing assignment, to be graded according to the course rubric, averaged, and submitted for overall reporting. This exercise is to measure the measure the student’s ability to move successfully into the next sequence course documentation for SACSCOC.