a-organvm/enc1101-curriculum-designer
distributions/codex/skills/enc1101-curriculum-designer/SKILL.md
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.
$ install --global
skillsauthnpx skillsauth add a-organvm/a-i--skills enc1101-curriculum-designerInstall this skill globally with one command. Works with Claude Code, Cursor, and Windsurf.
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SKILL.md
- name:
- enc1101-curriculum-designer
- description:
- 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.
- license:
- MIT
- governance_phases:
- [shape, build]
- organ_affinity:
- [organ-vi]
- triggers:
- [user-asks-about-curriculum, user-asks-about-composition-course]
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:
- Literacy Narrative (Weeks 2-4): Personal reflection on reading/writing history
- Rhetorical Analysis (Weeks 5-8): Analyze how texts persuade specific audiences
- Research-Based Argument (Weeks 9-13): Enter scholarly conversation with sources
- Reflective Portfolio (Weeks 14-16): Curate work with metacognitive reflection
Assignment Prompt Template
# [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:
- Invention activities: Brainstorming, freewriting, mind-mapping
- Low-stakes drafting: Exploratory writing without grade pressure
- Peer review: Structured feedback using guided questions
- Revision workshop: In-class time for substantive revision
- 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:
<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 guidereferences/rubric-templates.md- Complete rubric examples for each assignment typereferences/peer-review-guides.md- Structured peer review worksheets
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