Three credit hours
Prerequisite: English 110 or 111
Course purpose, goals, and objectives
A further study of written English and practice in composition. Readings and research writing with documentation. Predominantly a skills course. Students must complete ENGL 110 or 111 and 112 in sequence. In order to proceed to ENGL 112, students must complete ENGL 110 or 111 with a grade of C or higher.
General Course Objectives
This course fulfills all of the 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 learning outcomes listed below for ENGL 112 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 112 will demonstrate the ability to:
- Further develop 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, which is the heart of research writing. [Learning Outcomes for Communication (LOC) 3 and 6.]
- Articulate a primary idea—a single, compelling thesis 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 special functions 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.]
- Analyze and evaluate written expressions in multiple sources (e.g., essay, fiction, film, hypertext, poetry, and drama) and use these texts, particularly drama and poetry, 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 including those available through the university library. The research project component allows students to demonstrate these research skills. [LOC 4.]
- Use support such as Powerpoint, computer graphics, photographs, and film clips to present information in a clear, concise, and accurate manner. [LOC 7.]
*The writing process includes planning, organizing, composing, revising, editing, and presenting.
Students will produce a minimum of five writing projects. At least one of these writing projects must be a documented research paper that students have revised at least once. By the end of the semester, each student will have produced at least the equivalent of 15-24 typed double-spaced pages (approximately 5000-7500 words) of finished 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.