Faculty Syllabus
ENGL-1301 English Composition I
Jennifer Zuba
Credit Fall 2025
Section(s)
ENGL-1301-148 (29279)
LEC MW 9:54am - 11:24am ELG ELG 402
ENGL-1301-224 (20988)
LEC MW 2:05pm - 3:35pm CPH CPH1 B6
ENGL-1301-312 (32995)
LEC TuTh 7:30pm - 8:50pm CYP CYP1 1108
ENGL-1301-313 (32996)
LEC TuTh 7:30pm - 8:50pm CYP CYP1 1108
Course Requirements
REQUIREMENTS: ESSAYS AND ASSIGNMENTS
Faculty will require multiple writing assignments over the course of the semester for a total minimum
of 4000 words (including revisions and short writing assignments). Professors will provide specific
written guidelines for each assignment. Faculty will guide students in developing their writing and their own voice through multiple drafts, with a focus on the recursive nature of the writing process as it involves the following components.
○ prewriting/planning—choosing a topic, reading and brainstorming, formulating ideas,
analyzing audience, determining purpose, crafting an outline;
○ drafting—developing ideas with appropriate forms of support, being open to discovery;
○ rewriting/revising—recursive improvement of the text as a whole, in addition to editing
content, clarifying organization, and proofreading.
Faculty will assign low stakes writing assignments such as journals, free-writing, self-reflection, and reading responses to allow students to experience writing as a means of thinking, learning, and
Discovery. Faculty will assign essays that teach students to develop ideas using rhetorical purposes (expressive, referential, persuasive, and/or literary) and rhetorical strategies (narration, description, definition, comparison, etc.). Other methods of analysis may be taught at the discretion of the instructor. Faculty will teach researched or “source interactive” writing, focusing on research as an ongoing
activity rather than as a singular event. Students will learn to blend their voices with other voices in
accordance to the rhetorical demands of the assignment. They will learn to find and evaluate source material. Faculty will sequence assignments to increase facility in synthesizing source material, culminating in students engaging with three distinct sources/perspectives in addition to their own.
Faculty will teach the importance of academic honesty and will discuss documentation as a tool that varies by discipline but always supports ethical practice, heightened credibility, and continued inquiry. Faculty will teach the use of MLA documentation. Instructors may at their own discretion also incorporate use of discipline-specific documentation styles supported by the ACC library.
Instructors may also assign readings, quizzes, in-class writing activities, Learning Lab work, presentations, group projects, and other activities that will affect final grades.
Readings
REQUIREMENTS: ESSAYS AND ASSIGNMENTS
Faculty will require multiple writing assignments over the course of the semester for a total minimum
of 4000 words (including revisions and short writing assignments). Professors will provide specific
written guidelines for each assignment. Faculty will guide students in developing their writing and their own voice through multiple drafts, with a focus on the recursive nature of the writing process as it involves the following components.
○ prewriting/planning—choosing a topic, reading and brainstorming, formulating ideas,
analyzing audience, determining purpose, crafting an outline;
○ drafting—developing ideas with appropriate forms of support, being open to discovery;
○ rewriting/revising—recursive improvement of the text as a whole, in addition to editing
content, clarifying organization, and proofreading.
Faculty will assign low stakes writing assignments such as journals, free-writing, self-reflection, and reading responses to allow students to experience writing as a means of thinking, learning, and
Discovery. Faculty will assign essays that teach students to develop ideas using rhetorical purposes (expressive, referential, persuasive, and/or literary) and rhetorical strategies (narration, description, definition, comparison, etc.). Other methods of analysis may be taught at the discretion of the instructor. Faculty will teach researched or “source interactive” writing, focusing on research as an ongoing
activity rather than as a singular event. Students will learn to blend their voices with other voices in
accordance to the rhetorical demands of the assignment. They will learn to find and evaluate source material. Faculty will sequence assignments to increase facility in synthesizing source material, culminating in students engaging with three distinct sources/perspectives in addition to their own.
Faculty will teach the importance of academic honesty and will discuss documentation as a tool that varies by discipline but always supports ethical practice, heightened credibility, and continued inquiry. Faculty will teach the use of MLA documentation. Instructors may at their own discretion also incorporate use of discipline-specific documentation styles supported by the ACC library.
Instructors may also assign readings, quizzes, in-class writing activities, Learning Lab work, presentations, group projects, and other activities that will affect final grades.
Student Learning Outcomes/Learning Objectives
This course uses the writing-as-process approach to teaching composition. It is designed to help
students improve their expository writing skills to develop a clear, concise writing style through critical thinking and the logical development of ideas. At times you will be expected to read your
work aloud in both small and large group workshops. (Not everything you write must be shared and not
everything you write will be graded.) The course also includes reading and writing in response to
both student and professional samples (essays, stories, etc).
Office Hours
M T W Th 8:00 AM - 9:00 AM Online and in classrooms
NOTE And by appointmentPublished: 08/23/2025 13:30:22