ENG108: College Writing with Research

Goals and Objectives

ENG108: College Writing and Research is a course that builds on ENG104: College Writing and Rhetoric. Many of the foundations of ENG104 will be emphasized again in ENG108 with the addition of an emphasis on college level research and more sophisticated source-based arguments. In ENG108, there will be continued emphasis on writing practices/processes (pre-writing, drafting, revision) as well as reinforcement of rhetoric as the art of persuasion (argument). Critical thinking skills are developed in many areas (identifying and understanding scholarly or credible sources, integrating others’ perspectives into one’s own argument, analyzing audience). Teachers should construct assignments specific to their course to lessen the likelihood of plagiarism.

College Writing

• Framing and integrating quotes/paraphrases effectively
• Practicing various types of academic argument (e.g. proposal, report, analysis, literature review, multi-genre work, formal email, formal letter, annotated bibliography, works consulted, video, oral presentation)
• Inserting one’s own voice/perspective/knowledge in an argument (moving beyond creating an argument by quoting others who agree with the rhetor’s perspective)
• Knowledge and use of rhetorical terms and concepts (ethos, pathos, logos, kairos)
• Practicing rhetorical strategies within the context of an academic argument (e.g. comparison, cause/effect, logical connection, appeals, writing analytically, personal examples)
• Reinforcing the centrality of audience awareness and how it connects to effective rhetoric and writing
• Awareness of counter arguments; practicing rebuttals

Research

• Locating credible sources and use of university library databases to locate sources
• Evaluating and analyzing credible sources for credibility and relevance (particularly those found via a university library database)
• Citing sources (MLA style should be emphasized, but other styles such as APA, CMS or Turabian can also be covered)
• Learning to credit sources for each and every usage
• Using a style manual – style manual lessons should be integrated as part of course content, not passive directives to “consult your style manual” (the director of composition recommends the SF Writer or the Hacker Pocket Manual of Style; the former is a more comprehensive style manual, but the latter is less expensive)
• Understanding the difference between primary and secondary research; engaging in both
• Learning strategies to avoid being accused of plagiarism (summary, paraphrase, correct attribution)