Course
Description
ENG 104 students will complete
four formal writing assignments
in addition to other graded and
ungraded work through which they
will learn how to discover ideas,
respond to texts, and summarize
others' ideas. In these assignments,
students will learn how to analyze
readings and share information
with others by reading and responding
to course texts and other materials
gathered through research. Final
drafts of all formal writing assignments
must be word-processed. All students
are expected to be prepared for
class and participate in class
discussions related to reading
and writing assignments. In addition,
students will keep complete portfolios
of all their writings.
Before any grade appeal will be
processed for a student in ENG
100, 104, or 108, the complete
portfolio of writings will have
to be submitted to the Departmental
Review Committee. In order for
an ENG 104 student to be admitted
into ENG 108, he or she must earn
at least a C in ENG 104.
Objectives
Learning to write for
different audiences and purposes
Students will…
- make journal entries to explore
their minds and to extend the
range of their personal lives.
- write essays to communicate
ideas and impose order on their
thoughts and experiences;
- use organizational methods
and genres appropriate for different
purposes;
- construct academic essays that
meet criteria for thesis, rhetoric,
organization, development, and
language.
Learning to use active
reading and critical thinking
Students will…
- identify the main concepts
and locate supporting details
in written works;
- read actively for greater understanding;
- develop their ideas and concepts
with specific details, examples,
and explanations;
- write summaries that accurately
reflect the main ideas and supporting
reasons of written texts.
- explain the organization of
written works;
- analyze the needs of different
audiences.
Learning to use writing
processes
Students will…
- practice various invention
techniques;
- use prewriting to recreate
and reflect on their experiences;
- use prewriting to generate
information and discover ideas;
- move easily from writing for
self-expression to writing for
readers;
- write at greater length more
easily, more quickly, and more
usefully;
- reread early drafts to rethink
what they want to write;
- revise for clear presentation
of their ideas;
- revise for depth of insight,
clarity of organization, and
suitability for different purposes.
- identify and correct their
own spelling, grammatical, and
mechanical errors, especially
in the final stage of the writing
process.
Learning written conventions
Students will…
- use thesis statements, topic
sentences, and transitions;
- apply all types of common developmental
and organizational forms;
- identify the main qualities
of effective sentences;
- practice active sentence style
and rich, efficient modification;
- practice systematic approaches
to editing sentences;
- craft more effective paragraphs.
Institutional
Competencies
State-Level Goals: SKILL
AREAS
Communicating
To develop students’ effective
use of the English language and quantitative
and other symbolic systems essential
to their success in school and in
the world. Students should be able
to read and listen critically and
to write and speak with thoughtfulness,
clarity, coherence, and persuasiveness.
A. Analyze and
evaluate their own and others’ speaking
and writing.
B. Conceive of
writing as a recursive process
that involves many strategies,
including generating material,
evaluating sources when used, drafting,
revising, and editing.
C. Make formal
written and oral presentations
employing correct diction, syntax,
usage, grammar, and mechanics.
D. Focus on a
purpose (e.g., explaining, problem
solving, argument) and vary approaches
to writing and speaking based on
that purpose.
E. Respond to
the needs of different audiences
and choose words for appropriateness
and effect.
Higher-Order Thinking
To develop students’ ability
to distinguish among opinions, facts,
and inferences; to identify underlying
or implicit assumptions; to make
informed judgments; and to solve
problems by applying evaluative standards.
B. Formulate
questions for clarifying issues
and solving problems.
C. Use linguistic,
mathematical or other symbolic
approaches to describe problems,
identify alternative solutions,
and make reasoned choices among
those solutions.
E. Defend conclusions
using relevant evidence and reasoned
argument.
F. Reflect on
and evaluate their critical-thinking
processes.
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