Department of English

ENG 100. College Writing and Reading I Global Emphasis (3)

Prerequisite: Evidence of competence on an English placement exam. Introduction to the composing process, with a content emphasis on international issues. This course focuses on rhetorical analysis of diverse authors and aims at enhancing students' global awareness. Students practice narrative and expository forms appropriate to academic writing. Students also conduct research using print and online sources, correctly document sources, and write persuasively.

So that all ENG 100 students will have common writing experiences and learn the processes of writing, students will be exposed to both formal and informal types of writing. Students should write in a multiplicity of genres and also should conduct formal research near the end of the semester in preparation for College Writing and Reading II. In general, the following assignments should be required in all sections (summer session courses may be altered in some minor ways due to time constraints):

Formal Writing

  1. At least four essays that stress analytical/academic writing and the principles of rhetoric. At least one of these essays should respond to a work of nonfiction prose. The last essay in the course should contain a research component to prepare students for ENG 200/201. All essays should be completed through a series of drafts, giving students the opportunity to receive input from the instructor and from peers at some point in the process. Other possible formal writing assignments might include a narrative, critical essay, or multimedia assignment that focuses on rhetoric or analysis/persuasion.

  2. Students should focus on the composing process: pre-writing/invention, writing/drafting, and revising/rewriting.

  3. Students should be encouraged to use and learn communication technologies as well as basic writing skills.

Informal Writing

  1. Instructors should include a series of on-going exercises involving the various elements of writing (voice, tone, audience, purpose, context, rhetoric, research, etc.) to give students experience with the composing process.

  2. Various types of journals can be helpful in allowing students to practice writing (such as Blackboard, blogs, wikis, or other types of free online formats for journal exercises).

Instructors may supplement these requirements with work that gives students additional writing practice, such as stylistic exercises, additional journaling, or other essays. Additional attention also should be given to exercises geared toward enhancing students' reading comprehension. Instructors are encouraged to have at least one required conference with students over the course of the term. These may be individual/one-to-one conferences or group conferences. Students in ENG 101 should be exposed to at least one library instruction session. Instructors also should encourage students to visit the Writing Center regularly. Instructors should consult the common textbook policy that enables students to save money and that creates a cohesive program of composition for all students.

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. [CMP2]

  • 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 identify not only the print or online source from which their readings are taken but will also identify the global positioning of the author's writing situation, thereby determining how historical and geographical locations shape the production and reception of ideas and texts. Such an emphasis on global stances will familiarize students with issues of concern to writers from a variety of locations, and, as a result, students will be able to articulate what issues matter to whom, where, when, and why. [GS1]

  • Students will analyze and synthesize the globally-dispersed perspectives presented in course readings in order to address and complete specific writing prompts and exercises. [GS2]

  • Students will demonstrate an awareness of how their own views on given topics relate to those of writers from around the world. This awareness of relation introduces students to cultural difference and encourages students to tolerate cultural ambiguity. [GS3]