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English 111

I. Course Title: Principles of College Composition (GE)

II. Course Number: ENGL 111

III. Credit Hours: 3 credits

IV. Prerequisites: None

V. Course Description:

Introduction to academic writing and the composing process, the relationship between reading and writing, and rhetorical principles that inform successful writing. Students practice strategies that allow them to generate ideas, organize their thoughts, draft, revise, proofread, and edit.

Note(s): General Education designated course. Students cannot receive credit for both ENGL 111 and CORE 101.

VI. Detailed Description of Content of the Course:

Students compose in more than one genre of academic writing, developing their thoughts through the processes of composing, receiving feedback, and revising based on instructor response. Students edit and proofread according to conventions in order to communicate successfully with an audience. They will understand and use a variety of technologies to address a range of audiences. They also will write informally in a variety of formats and genres, potentially to include journals, reading and learning logs, and/or other exercises.

VI. Detailed Description of Conduct of Course:

The course focuses on processes, strategies, and skills expected in academic writing, rather than on specific subject matter. Activities are interactive, with emphasis on student participation individually and in groups. Student-led discussions of reading material allow students to see the connection between reading and writing. Ample opportunity is provided for the composition of multiple drafts in response to peer and instructor comments.

VII. Goals and Objectives of the Course:

REAL goal and objectives: Learning Goal: To develop a student’s understanding of the principles and elements of effective written communication through applied practice, self-evaluation, and revision.

Learning Outcomes:

Students employ reading strategies to facilitate written communication.
Students engage in the recursive writing process, including pre-writing, drafting, revising, editing, and proofreading to improve written communication.
Students use appropriate vocabulary, mechanics, grammar, and style.

English Department additional Outcomes:

Students are able to produce a unified, developed essay that supports a thesis.
Students use rhetorical principles as they write for appropriate audiences and purposes.

VIII. Assessment Measures:

Assessment of students’ reading strategies may be based on reading journals, in-class writing assignments, and participation in class and group discussions. Students may be asked to summarize, paraphrase, and analyze reading assignments and to integrate ideas and evidence from readings into oral and written work. Assessment of recursive writing processes will be based upon scaffolded writing projects that encompass pre-writing, drafting, revising, editing, and proofreading. Scaffolded writing projects also will allow for the assessment of students’ ability to use appropriate vocabulary, mechanics, grammar, and style; to produce unified, developed essays that support theses; and to use rhetorical principles appropriate for their audiences and purposes.

Review and Approval

August 2020

March 01, 2021