ENGL-1301 English Composition I
Dania Dwyer
Credit Summer 2021
Section(s)
ENGL-1301-002 (24262)
LEC TuTh 5:50pm - 9:50pm DIL DLS DIL
ENGL-1301-003 (24263)
LEC DIL ONL DIL
ENGL-1301-015 (24274)
LEC DIL ONL DIL
Course Requirements
ASSIGNMENTS
Students will submit a combination of peer reviews, written essays, one collaborative presentation, and weekly multimodal activities over the course of the semester for a total minimum of 4000 words. Students will also do ongoing reflections on their writing through blog posts at the end of each module.
June 1-9, Module 1, Expressive Purpose - 30%
Draft & Peer Review (10%) - June 4- June 6
Module Writing Project- Expressive Writing About Place (20%) - June 9
Reflective blog post and response ( graded at the end of the course as part of your final reflective portfolio) - Week of June 7
June 10-18 Module 2, Persuasive Purpose - 30%
Draft & Peer Review (10%) - June 16-17
Module Writing Project- Argument Analysis (20%) - June 18
Reflective blog post and response (graded at the end of the course as part of your final reflective portfolio)
June 21-28, Module 3, Referential Purpose- 25%
Draft & Peer Review (5%)- One submission per group - June 25-27
Collaborative Public Document (20%) - June 28
Reflective blog post and response (graded at the end of the course as part of your final reflective portfolio)
June 29- July 2, Module 4, Reflecting on Writing - 15%
Submission due Friday, July 2
The final reflective piece is a multimodal text that synthesizes your reflective posts throughout the semester and examines your overall strengths and challenges as a writer.
Student Learning Outcomes/Learning Objectives
STUDENT LEARNING OUTCOMES
Upon completion of English 1301, students should be able to
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identify rhetorical purposes and methods of organization appropriate to topic, thesis, and audience;
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collect, read, analyze, and use information from a wide range of sources;
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write a coherent essay observing appropriate grammatical, mechanical, and stylistic conventions;
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write competently in the informative, analytical, and persuasive modes;
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evaluate, edit, and revise at all stages of the writing process; and
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use composing processes as tools for inquiry, as a means to discover and reconsider ideas.
DISCIPLINE/PROGRAM STUDENT LEARNING OUTCOMES
The following outcomes are developed in all English Composition I students regardless of student age or course location:
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expanded critical reading ability;
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ability to write to the specifications of a writing assignment in terms of subject, rhetorical purpose, method(s) of organization and length;
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ability to form a research question, develop a thesis, locate and select credible sources applicable to the thesis, and write an essay of the specified length that responds to the thesis;
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ability to analyze a piece of writing to detail the elements identified in the writing assignment;
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ability to evaluate a piece of writing using specified or developed criteria for evaluation;
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expanded ability to develop content for an essay and organize writing to include an introduction, appropriate thesis, coherent paragraphs with transitions, and a conclusion; and
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expanded ability to use correct grammar and mechanics in every writing task.
GENERAL EDUCATION LEARNING OUTCOMES
Upon completion of the general education component of an associate’s degree, students will demonstrate competence in:
Critical Thinking—Gathering, analyzing, synthesizing, evaluating and applying information.
Interpersonal Skills—Interacting collaboratively to achieve common goals.
Personal Responsibilities—Demonstrating effective learning, creative thinking, and personal responsibility.
Technology Skills—Using appropriate technology to retrieve, manage, analyze, and present information.
Written, Oral and Visual Communication—Communicating effectively, adapting to purpose, structure, audience, and medium.
Office Hours
Published: 06/04/2021 18:35:59