This description is not intended to replace individual instructors' syllabi, but rather it is a general description of general, departmental goals to be achieved in the course.
I. English 111:
A. Introduces students to the variety of discourses that make up expository writing (e.g., narration, causal analysis, comparison, argumentation).
B. Engages students in thesis-directed writing while encouraging them to see writing as a process-- involving reading, writing, and revising-through which they discover ideas and develop those ideas into coherent sentences, paragraphs, and essays.
C. Involves students in a variety of writing situations, including those they are likely to encounter in other classes (e.g., journals, timed essays/exams, out-of-class writing), .while emphasizing. the value of writing beyond the university experience.
D. Introduces students to ideas through several types of texts (e.g., essay, fiction, film, hypertext, poetry, and drama) and uses these texts, particularly essay and fiction, as a basis for analysis, reflection, and writing.
E. Enables students to understand the expectation for precision in writing through explorations of style, organization, logic, rhetoric, and grammar.
F. Has each student produce a minimum of six projects. By the end of the semester, each student will have produced at least the equivalent of 15-20 typed pages (approximately 4500-6000 words) of finished text.
II. Sections of English 111 may incorporate:
III. 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, allowing adjunct teachers relative choices if possible.
IV. All university and department policies will apply (e.g., individual course syllabus, stated attendance policy, non-discrimination policy, academic integrity statement, meeting final exams).