English Studies: Critical Thinking and Writing
Four credit hours
Course purpose, goals, and objectives
Provides intensive practice in the college-level treatment of texts. Predominately a skills course that requires students to think critically, to respond in writing to a variety of reading and to generate, revise and edit texts of their own. Three classroom hours and one hour of lab. ENGL 100 must precede and may not be substituted for ENGL 110. In order to advance to ENGL 110, students must complete ENGL 100 with a grade of C or higher.
General Course Objectives
This course meets six of the seven learning outcomes of the General Education curriculum’s Communication requirement. The purpose of the Communications requirement is to prepare students to effectively communicate information, thoughts, and viewpoints through oral, written, and graphic forms of expression.
The outcomes listed below for ENGL 100 are observed in all sections. Instructors pursue these requirements through a variety of approaches. Individual instructor syllabi, which document how these outcomes are met, are on file in the English department office.
Students in all sections of ENGL 100 will demonstrate the ability to:
- recognize the variety of discourses that make up expository writing (i.e., narration, process, comparison/contrast, causal analysis, argumentation) and the ability to distinguish among opinions, facts, and inferences. [Learning Outcomes for Communication (LOC) 3 and 6.]
- articulate a primary idea—a single, compelling thesis—while seeing writing as a process involving reading, planning, writing, revising, and editing, through which they develop that idea by means of coherent sentences, paragraphs, and essays. [LOC 2 and 5.]
- engage in a variety of writing situations, including those they are likely to encounter in other courses (e.g., journals, timed essays/exams, out-of-class writing), while emphasizing the value of writing beyond the university experience. [LOC 3.]
- analyze, evaluate, and engage ideas through and among multiple sources (e.g., essays, fiction, hypertext, poetry, and drama) and use these sources, particularly essays, fiction, and at least one book-length text, as the basis for reflection and writing. [LOC 1 and 4.]
- revise effectively through explorations of logic, rhetoric, and style and edit syntax and mechanics for correctness. [LOC 5.]
Individual instructors provide students with grading rubrics, and individual syllabi specify the weighting of each assignment.
- produce a minimum of six projects. By the end of the semester, each student will have produced at least the equivalent of 14-19 typed pages of carefully edited text.
- complete a one-hour-per-week commitment in the Writing Center, Humanities 209, to support his/her work in the course. The Writing Center staff and the instructor collaborate to establish schedules, activities, and reporting procedures for the students to meet this commitment.
- bring a current writing assignment to their Writing Center hour. The Writing Center activities focus on the students’ own writing and may include:
- One-on-one tutorials
- Peer response groups, facilitated by the Writing Center staff
- Scheduled workshops and roundtables.
- The department will provide a list of core textbooks (i.e., anthologies, readers, and handbooks). Faculty members may choose from this list, and may supplement it or may select their own texts. The chair selects texts from the core list for all “staff” sections, making possible relative choices for adjunct teachers, if possible.
- All university and department policies will apply (e.g., individual course syllabus, stated attendance policy, non-discriminatory policy, academic integrity statement, meeting final exams).
Any student eligible for and requesting reasonable accommodations due to a disability is required to provide a letter of accommodation from the Student Success Center within the first two weeks of the semester.