Department of English

ENG 103. College Writing and Reading (Advanced) (3)

Prerequisite: Special competence demonstrated in an English placement test, Advanced Placement test, or CLEP test. College-level writing and reading for advanced students. Extensive practice in composing processes and in gathering, analyzing, synthesizing, and documenting information from sources.

As the accelerated, one-semester version of the composition sequence, English 103 seeks to give students practice in a variety of written forms, with primary attention given to writing for academic purposes. Academic writing is characterized by an inquiring, balanced, informed voice and a tolerant intellectual stance. More specifically, it normally demands the following:

  • familiarizing oneself with a body of facts, interpretations, or opinions about a given topic;
  • articulating questions that can be examined profitably through research;
  • surveying and assessing conflicting facts, interpretations, or opinions;
  • adopting and supporting a position, while also remaining tolerant toward conflicting points-of-view and acknowledging their appeal.

While these proficiencies cannot be taught and mastered over a single semester of study-indeed they require attention in all courses at all levels of instruction-the following sequence of assignments is designed to initiate the long-term process of learning to write and read for academic purposes:

  1. An essay that draws upon personal experience to support a generalization.
  2. A critical analysis of one or more texts (including films, advertisements, and so forth).
  3. Two research-based essays, at least one of which should be persuasive.

All essays should be completed over a series of drafts, giving students the opportunity to receive input from the instructor or from peers at some point in the process. These are only core assignments, to be supplemented with such appropriate exercises as journaling, writing summaries and paraphrases, or writing additional research-based essays. All instructors will provide guidance in the use of the library.

Instructors are urged to have at least two required conferences with students over the course of the term. These may be individual/one-to-one conferences or group conferences. Finally, Instructors should follow the common textbook policy.

Student Learning Outcomes (SLOs)

  • Students will identify the structural components, including thesis, supporting evidence, and various rhetorical strategies, for all essays read and written. Students will articulate in a variety of venues how audience expectation shapes purpose in their own writing and in the essays they read. [CMP1]

  • Through a variety of writing and speaking opportunities, students will demonstrate how multiple assigned readings are 'in conversation' with one another. Students will conduct research based upon the questions that develop through their own analyses of assigned texts, thereby furthering their own learning processes and developing their own information literacies. [CMP2]

  • Students will conduct research, thereby familiarizing themselves with online databases, web-based materials, and print-based sources. Students will summarize an array of viewpoints they have read on a given topic. Students will synthesize these viewpoints as a means of 'mapping' a field of perspectives. Students will analyze these viewpoints in order to assess how and where their own views and experiences relate to those they've encountered in their reading. [CMP3]

  • Students will demonstrate a familiarity with the stages of the composing process. Students will engage in rubric-guided peer review. Students will demonstrate through proofreading and editing an awareness of the difference between a working draft and a polished version of an essay. Students will enact a revision of their writing, thereby demonstrating an awareness of the ongoing nature of the writing process. [CMP4]

  • Students will develop the ability to identify key issues/questions that require additional information. For each topic discussed, students will be able to answer the question 'what's at stake here?' [IL1]

  • Students will become proficient at identifying appropriate sources for various research questions. [IL2]

  • Students will be able to discern reliable sources from unreliable ones. [IL3]

  • Students will identify specific research topics and will develop a sound knowledge base through their own research to analyze and/or argue a chosen issue or position. [IL4]

  • Students will learn and practice MLA documentation. Students will know what plagiarism is. [IL5]