Three credit hours
Prerequisite: Placement by high school GPA and ACT score
Course purpose, goals, and objectives
Introduction to the fundamentals of written discourse. Study of rhetoric, grammar, and style as means to effective prose. Readings and concomitant writing assignments. Predominantly a skills course. Students must complete ENGL 111 and 112 in sequence. In order to proceed to ENGL 112, students must complete ENGL 111 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 111 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 111 will demonstrate the ability to:
- recognize, identify, and employ a variety of discourses that make up expository writing (e.g., narration, causal analysis, comparison, argumentation); demonstrate writing abilities from process to product; and distinguish among opinions, facts, and inferences. [Learning Outcomes for Communication (LOC) 3 and 6.]
- produce thesis-directed writing that develops major points in a logical and convincing manner, in a process that involves reading, writing, and revising through which students discover ideas and develop those ideas into coherent sentences, paragraphs, and essays using standard American edited English diction, syntax, usage, grammar, and mechanics. [LOC 2 and 5.]
- write in a variety of situations including those they are likely to encounter in other classes (e.g., journals, timed essays/exams, out-of-class writing), and those that involve writing beyond the university experience. [LOC 3.]
- engage with ideas through multiple sources (e.g., essay, fiction, film, hypertext, poetry, and drama) and use these sources, particularly essay and fiction, as a basis for analysis, reflection, and writing. [LOC 1.]
- analyze and evaluate written expression by listening and reading critically for elements that reflect an awareness of situation, audience, purpose, and diverse points of view through explorations of style, organization, logic, rhetoric, and grammar. [LOC 1.]
- synthesize and organize into a piece of writing information gathered from multiple sources. [LOC 4.]
Students will 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 double-spaced pages of edited text. Individual instructors provide students with grading rubrics, and individual syllabi specify the weighting of each assignment.
- 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.