Department of English

ENG 200. College Writing and Reading II Global Emphasis (3)

Prerequisite: ENG 100 or 101 and sophomore standing. College-level writing and reading, including continued practice in the composing process, with emphasis on argumentation and research in global diversity. Projects will employ a rhetorical approach to international issues and will identify, evaluate, analyze, synthesize, and document information from print and online sources.

One goal of English 200 is to facilitate the transition from writing and reading based on personal experience (ENG 100 or 101) to writing and reading for the variety of academic purposes students will encounter at UNCW and beyond. Involved in that transition is the gradual acquisition of the conventions of academic writing, such as inquiry-based research and attaining a balanced, informed voice and a tolerant, intellectual, persuasive stance. More specifically, research writing normally demands the following:

  • familiarizing oneself with the definition and applications of rhetorical principles;
  • familiarizing oneself with a body of facts, interpretations, or opinions about a given topic (understanding the chosen topic);
  • articulating questions that can be examined productively through research (thesis statements or main points);
  • surveying and assessing conflicting facts, interpretations, or opinions (entering the conversation and understanding opposing positions);
  • adopting and supporting a position, while also remaining tolerant toward conflicting points-of-view and acknowledging their appeal (understanding their position and why they have/hold it).

Formal Writing

While the above 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 and beyond.

  1. Two analyses of texts, which will encourage students to explore the techniques writers employ to present information to specific audiences and for specific purposes (analyses should be rhetorical in nature).

  2. Two extended essays integrating research, at least one of which should be persuasive or argumentative and ask students to take a position on a particular topic.

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). Ask students to be critical consumers of the world around them.

All essays should be completed over a series of drafts (so students will understand the composing process), giving students the opportunity to receive input from the instructor and from peers at some point in the process. These are only core assignments, to be supplemented with such appropriate exercises as writing summaries and paraphrases, or writing additional research-based essays. All students in ENG 200 should have at least one library instruction session. Instructors are urged to have at least one required conference-either one-to-one or group conferences-with students over the course of the term. Instructors also should encourage students to visit the Writing Center regularly. 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 identify not only the print or online source from which their readings are taken but will also identify the historical and geographical specificities of the author's writing situation. Such an emphasis on source specificity 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 and research 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]

  • Students will define key issues/questions related to given topics. Students will identify the necessary sources required to develop their understanding of these issues/questions. [IL1]

  • Students will practice a variety of research strategies. Students will then conduct research via appropriate databases and other sources to develop their analysis or argument. [IL2]

  • Students will be able to discern reliable sources from unreliable ones. Students will recognize and question their own and other writers' assumptions. [IL3]

  • Students will collect and organize research to further their analysis and/or argument of a chosen issue or position. [IL4]

  • Students will learn and practice MLA documentation and the skills, including summary, synthesis, and direct citation, necessary to incorporate references to outside sources. Students will know what plagiarism is. [IL5]