Course Descriptions: English 101 & 113

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English 102 Course Descriptions
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Overview

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English 101 is an introduction to the rhetorical process, emphasizing audience, purpose, and occasion of writing. Students receive extensive background in strategies of planning, drafting, and revising. The emphasis in English 101 is on students developing voice and authority in communicating their own ideas and experiences to a specific audience. Research--both library and firsthand--is introduced as a means by which students can extend their own understanding through the use of outside resources. Revision is a major emphasis in the course. An overview of the composing process follows the Course Outcomes, below.

 

English 101 & 113 Course Outcomes:

English 101 and 113 students will:

  • Recognize, articulate, and respond to a variety of rhetorical contexts (CO1 & CO3);
  • Practice strategies for purposeful, concrete development of topics, for example by using writing to record, explore, organize, and communicate (CO1);
  • Interpret, analyze, discuss, and evaluate a variety of readings (CO3);
  • Use multiple drafts and peer review to improve their own texts (CO1);
  • Use generating, organizing, revising, and editing strategies that are
    appropriate to specific writing situations (CO1);
  • Use reflection to examine personal experience, expertise, writing
    process, and sources to compose (CO3);
  • Write understandable, efficient sentences (CO1);
  • Control general conventions of usage, spelling, grammar, and punctuation in standard written English (CO1).

Overview of the Composing Process:

  • Emphasizes techniques of prewriting, drafting, revising, and editing that are necessary to
  • composition;
  • Introduces students to the rhetorical triangle and the relationship between writer, reader, and subject that affect writing;
  • Introduces students to the importance of purpose in writing--defining the difference between expressive, expository, and argumentative purposes;
  • Stresses concrete and specific development of topics;
  • Stresses logical organization of an essay through its parts--beginning, middle, and end--and devices for maintaining unity and coherence within an essay.

Because writing is a recursive rather than a linear process, it is difficult to create an exact description of the areas of focus students will engage in as they go through the process of writing an essay. What follows, then, is a general description of students' focus:

During planning and drafting, students will give attention to:

  • Finding a manageable topic;
  • Specifying audience and purpose;
  • Discovering and deciding on an organizational plan;
  • Developing specific evidence and details.

During revision, students will concentrate on:

  • More clearly focusing the central idea;
  • Considering alternative organizational plans;
  • Developing and focusing evidence, details, support;
  • Reviewing specific organization; i.e. paragraph structure;
  • Focusing on sentence style, sentence variety;
  • Seeking the "precise word."

During editing, students will:

  • Review for spelling errors;
  • Review for usage errors;
  • Review for mechanical errors.