English 100J: Composition Studio

Catalog Description: This course focuses on intensive instruction and practice in writing the expository essay; supplemental practice in analyzing scholarship for audience, purpose, thesis, support, logic, style, conventions; and workshop in revising and editing for style, grammar, and usage. It fulfills the ENG 101 prerequisite for ENG 102. Credit may be earned in only one of ENG 100I and ENG 100J.

An intensive basic writing course, ENG 100J is a five-credit-hour, one-semester composition course that Core Writing students are placed in if their ACT English score is 18 to 20 or their SAT Verbal/Critical Reading score is 440 to 500. Students in 100J are held to the same requirements as students in ENG 101 but are provided a "scaffold" of extra class time, instructor interaction, and peer interaction to help them achieve those requirements.

In ENG 100J, students produce 16 to 20 pages of polished writing, usually collected in a portfolio comprising four or five major assignments ranging from literacy narratives to proposals (the exact assignments chosen by the instructor). Persuasive argumentation, library research, and documentation are introduced in ENG 100J because these are the center of ENG 102. Readings are assigned from a variety of sources but tend to focus on nonfiction essays. Students generally read from 20 to 40 pages per week, depending on the balance of reading and writing their instructor has selected.

Learning Outcomes

Students in 100J are expected to achieve the following outcomes:

  • Write arguments focused on a specific purpose;
  • Write arguments that anticipate the needs of different readers;
  • Recognize the differences among kinds of writing situations and be able to reproduce the conventions associated with a specific situation when writing an argument to address it;
  • Compose knowledge from a variety of reliable sources including personal expertise when writing an argument;
  • Demonstrate critical reading skills when interpreting, analyzing, discussing, and evaluating of a variety of texts;
  • Develop standards of "good writing" by which students can evaluate their own and classmates' essays during revision;
  • Use productive strategies for generating, organizing, revising, and editing when writing arguments;
  • Write understandable, efficient sentences that follow the general conventions of usage, spelling, grammar, style, and punctuation in standard written English; check for conventions about which they are unsure