Outline for English 101

I. ENG 101: Composition I

 II.   Course Description

English 101 addresses the major principles of college writing, which are meant to serve students in all the disciplines across the curriculum. The course concentrates primarily on expository and argumentative writing; traditional rhetorical modes; and effective composing, revising, and editing strategies. English 101 covers MLA conventions, and a research paper is required. Critical thinking and reading skills are also stressed.

List of prerequisites and/or corequisites

Satisfactory scores in English proficiency tests, completion of ENG 091 or 095 with a grade of A, or completion of ENG 092 or 096 with a grade of C or better

III. Course Objectives and DCC Academic Objectives

Develop Essential Academic Competencies in the following areas:

1.      Critical Thinking, Problem Solving and Decision Making

2.      Reading and Writing

Strengthen Student Awareness in the following areas:

6.       Literature, Fine Arts and other Humanities

The two Essential DCC Academic Objectives stated above are key competencies for ENG 101.  Critical Thinking, Problem Solving and Decision Making are important for identifying, understanding and evaluating arguments, and Reading and Writing are necessary for developing coherent and well organized ideas in written form.  The assessment tool used to measure these objectives will be a rubric-graded expository essay.

IV. Student Learning Outcomes

Upon successful completion of this course, students should demonstrate the following writing skills:

  • Use the writing process: prewriting, drafting, revising, and editing;
  • Employ specific and focused thesis statements and topic sentences;
  • Develop body paragraphs with full and detailed support;
  • Use language clearly and precisely and with a level of formality appropriate to academic writing;
  • Integrate source material into a text and document it correctly, according to MLA style;
  • Edit writing for grammar, mechanics, sentence structure, and usage;
  • Write unified and coherent essays in a variety of rhetorical forms.

Additionally, students should:

  • Read critically and respond analytically to readings in discussion and writing;
  • Expand vocabulary through reading and the use of a dictionary;
  • Consider audience when writing essays;        
  • Engage in and analyze oral discourse effectively

V. Course Outline indicating

 a) Topics Covered

  1. Writing as a Process
  2. Rhetorical forms
  3. Persuasive writing
  4. MLA style
  5. Research techniques
  6. Thesis development
  7. Revising and editing skills:  review of grammar, syntax, diction and mechanics
  8. Individual or group oral presentation which may include debates, discussion of  topics, etc.

b) Instructional Methods

Instruction is based on various methods, including lectures, discussions, written assignments, multimedia, and computer labs.

 c) Course Requirements

Department of English and Humanities Attendance Policy:

Success in courses is directly related to attendance and participation. The Department of English and Humanities expects regular class attendance so students can learn the material covered in classes. Students with excessive absences will miss so much work and class discussion that they risk failing the course. Individual instructors will determine the specific requirement for attendance in each course.

 Writing Assignments The assignments in English 101 consist of a variety of formal and informal writing meant to ensure the students’ proficiency in writing in any college discipline.

The informal writing may consist of quizzes, responses composed on electronic discussion boards such as DIWE and Angel, or journal entries.

The formal writing includes at least four short essays written in a variety of rhetorical modes with an emphasis on expository writing. In all, the professor will respond to twenty-four pages of formal and informal writing, including revisions. While the first essay might include expressive writing, most writing done in this class will focus on analytical or persuasive writing. Within several essays, students are required to make references to one or several sources and are carefully guided by the professor to incorporate these sources correctly according to MLA style, using both in-text citations and a Works Cited page. Each essay is usually at least three pages long and should have a clear thesis, well-developed paragraphs organized around a topic sentence, and supporting details. Most essays are developed through a process of brainstorming, drafting, revising, and editing. Some professors require a portfolio, in which students include at least two revised essays and a reflective cover letter.

In addition, professors require a research paper that is written over several weeks and undergoes a longer process of substantial prewriting, drafting, and revision. The research paper draws on the skills practiced in the shorter essays and usually consists of an argument on a topic decided either by the professor or by students themselves under the professor’s guidance. Faculty may contact the reference librarians in order to schedule a library orientation session. Here students will learn how to find reliable, accurate sources in the library, on the electronic databases available at DCC, and on the Internet. The professor guides students through a careful process of evaluating, summarizing, quoting, paraphrasing, and citing sources correctly according to the MLA style.

The final examination is a timed essay written entirely in class, often drawing on at least one of the texts discussed in class during the semester. Students may be required to use the textbook or other sources in order to make direct references to a text and include correct citations according of the MLA style and a Works Cited page.

d) Grading Practices

Final grades are usually made up of some combination of essay grades and the final examination, and may include participation grades, quizzes, presentations, journals, or other work assigned by the instructor.

Students must earn a C or better to advance to English 102.

e) Required Text (s)

Each year, the English 101 Committee will select the textbook, an anthology of expository essays. In addition, students will buy a writing handbook selected by the department. The handbook is a valuable resource for student writers, offering an overview of essay structure, review of grammar rules, description of the research process, rules of MLA documentation, and glossary of usage principles. Students should learn to use the handbook in English 101, and at the end of the semester should keep it for reference in English 102, 200-level writing and literature courses, and other courses at DCC and at the four-year institutions to which they transfer.

Each student should have a standard desk dictionary.

f) Supplementary Readings

The Writing Program Handbook, 1st edition, published by the DCC Department of English and Humanities. The Handbook provides an overview of the entire composition sequence and includes departmental policies in addition to departmental and campus resources. The Handbook is available both in print and online.

g) Supplies and Required Technology

Computer labs and/or smart rooms (as requested by instructor).

VI.  Additional items of importance

MLA Style

Presenting Material from a Source

Students should leave ENG 101 with these MLA skills

(Page references are to The Little, Brown Compact Handbook with Exercises, seventh edition.)

When quoting, students should:

  • incorporate quotations grammatically into their sentences;
  • follow specialized conventions for long quotations (508);
  • not change language from the source unless they signal the change with square brackets or ellipses (59; 340-43; 356; 417);
  • not leave a quotation to stand alone as a sentence.

When paraphrasing, students should:

  • render the passage into their own language and sentence structure;
  • know that even though they have not used the exact language and sentence structure of the original passage, they must still document the source.

When creating parenthetical in-text citations, students should:

  • know how to use The Little, Brown Compact Handbook models (465-70) to create citations appropriate to the sources they are using;
  • know how to place and punctuate in-text citations (470-72);
  • know that there must be at least one in-text citation for every source in the Works Cited list.

When creating the Works Cited page, students should:

  • know how to select Little, Brown Compact Handbook models (474-505) to create Works Cited entries appropriate to the sources they are using (and understand that sometimes it is necessary to combine several Little, Brown Compact Handbook models);
  • follow the models closely with respect to arrangement of elements, correct punctuation, and spacing between and within entries (473-74; 477; 479; 482; 491; 498; 500; 517-18);
  • know that there must be a Works Cited entry for every source cited parenthetically in the text.

Some Strategies to Encourage Academic Honesty

  • Require students to submit a photocopy or printout of every page of source material that they document. This allows the instructor to ascertain whether students have used source material  
  • appropriately: i.e., whether they have quoted, paraphrased, and documented correctly, as well as whether they have plagiarized.
  • Assign documented essays in stages, collecting and evaluating research materials before the paper is due. This encourages students to do thorough research and gives them time to assimilate it.