English 101 and 102

Course Description

English 101: Fundamentals of English Composition 1 (2) The first of two consecutive semesters of a portfolio-based course focusing on the development of effective composing, revising, and editing strategies. Introduction to basic research methods. Taught in technology-enhanced classrooms. Prerequisite: The appropriate combination of SAT verbal or ACT English scores and academic index.

English 102: Fundamentals of English Composition 2 (2) The second of two consecutive semesters of a portfolio-based course focusing on the development of effective composing, revising, and editing strategies. Introduction to basic research methods. Taught in technology-enhanced classrooms. Prerequisite: Eng 101

Course Rationale and Goals

English 101 and 102 together serve as an extended English 103 to prepare students for English 104. They provide students with more individualized attention and additional time to develop those skills needed to succeed in other academic courses. Combined, these two courses serve to familiarize students with rhetorical inquiry as the foundation for all communication. These classes introduce students to rhetoric as persuasion; and to the use of those elements, strategies, and conventions in the construction of their own persuasive texts, both visual and verbal. Students beginning ENG 101 will be expected to continue on to ENG 102 the following semester.

At the completion of English 101, students should be able to achieve the following goals:

• Understand that inquiry is the beginning of all writing and reading
• Understand the nature of inquiry as a visual and verbal process
• Understand the connection of inquiry and audience
• Understand the connections among inquiry, argument, and audience
• Practice writing as an ongoing process that allows writers to invent and rethink as they revise their work
• Integrate primary research as appropriate to the rhetorical situation
• Develop the ability to work well with others on composing tasks
• Develop confidence in writing through inquiry and exploration
• Take responsibility for their own progress

English 101 Course Content & Format:

• Discuss and analyze the role of inquiry in reading and writing texts across a variety of genres
• Discuss and analyze visual and verbal texts, examining each kind of text for its rhetorical situation
• Compose texts using writing as a tool of discovery and shape that writing to a rhetorical context, involving a process of prewriting drafting, and revising
• Compose texts using multiple drafts, revising based on peer feedback, self-reflection, instructor written comments, and teacher-student conferences
• Organize and compose ideas and supporting evidence in a controlled writing environment
• Complete a variety of four writing assignments employing various media and primary research for various audiences and contexts to be included in the student portfolio or e-portfolio
• Reflect at various points on the composing processes used to construct the multiple texts of the student portfolio

At the completion of English 102, students should be able to achieve the following goals:

• Understand the foundations of rhetoric—both visual and textual—as integral to all reading and composing
• Understand how texts—both visual and verbal—are composed for different audiences and persuasive purposes
• Develop effective strategies of invention, drafting, and revision for different rhetorical situations and individual learning styles
• Understand logical fallacies and how to avoid them
• Compose texts in various media using solid logic, claims, evidence, creativity, and audience awareness
• Integrate secondary research as appropriate to the rhetorical situation
• Develop strategies for becoming more critical and careful readers of both their own and others’ texts
• Demonstrate a professional attitude towards their writing by focusing on the need for appropriate format, syntax, punctuation, grammar, and spelling
• Take responsibility for their own progress
• Develop the ability to work well with others on composing tasks
• Complete a variety of four writing assignments employing various media and research for various audiences and contexts
• Compose and complete a writing portfolio, which demonstrates the student’s growth as a writer through self-evaluation, self-reflection and peer and instructor feedback

English 102 Course Content & Format:

• Discuss, analyze, and respond to a variety of texts to identify rhetorical elements
• Collaborate in developing ideas, analyzing texts (visual and verbal), and providing peer feedback
• Compose texts in multiple drafts, revising based on peer feedback, self-reflection, instructor written comments, and teacher-student conferences
• Complete a variety of writing assignments using various media, primary and secondary research, for multiple purposes, audiences, and contexts to be included in the students portfolio or e-portfolio

Requirements and Writing Assignments

Students in English 101 will be required to complete:

• reading assignments for discussion, analysis, and response; related campus activities
• participate in the university’s library instruction unit
• course-related research
• a variety of writing tasks that reflect authentic writing situations
• a final in-class essay in which the student reflects on his or her growth as a writer
• four or more writing projects that employ visual and verbal media as relevant, use primary research, and address different rhetorical situations
• a portfolio with four texts, three of which will be chosen, by the student, for final assessment. The portfolio will count for 60% of the final grade.

Students in English 102 will be required to complete:

• reading assignments for discussion, analysis, and response; related campus activities
• course-related research
• a variety of writing tasks that reflect authentic writing situations
• four or more writing projects that employ visual and verbal media as relevant, use secondary research, and address different rhetorical situations
• a final in-class essay in which the student reflects on his or her growth as a writer
• a portfolio with four essays, three of which will be chosen, by the student, for final assessment. The portfolio will count for 60% of the final grade.

Evaluation

Students will provide anonymous evaluations of the course. Instructors are urged to evaluate and revise individual syllabuses on a regular basis. ENG 101-102 is subject to curriculum review by the Writing Committee.

Texts

See the list of approved texts for English 101 and 102.

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