English I

English 10001 & 10001 S: College English I and College English I S

College English I is designed to introduce students to college writing and includes an understanding of writing as a rhetorical process. It also includes an introduction to writing and information technologies that informs the effective use of written communication in academic and professional settings. College Writing I can be delivered in two basic formats: ENG 10001 as a single three hour course designed to meet the needs of students who are ready to do college-level work, or in ENG 10000 S/10001 S two three hour courses that extend the requirements over two semesters to provide students additional writing opportunities.

Goals and Objectives for College English I:

To learn how to recognize and strategically use the processes of academic literacy;
To understand and use rhetorical principles to produce public and private documents appropriate for academic and professional audiences and purposes;
To practice good writing, including planning, revision, editing, evaluating sources, and working with others;
To practice the processes of good reading;
To learn web and digital environments valued by the university; and
To learn and practice how writing, at the university, is often based on previous research and inquiry and how to use this research in their writing.

Composition Requirements for College English I:

To write approximately 20 pages (double spaced 12pt. font) of graded writing. In addition to these formal graded pieces of writing, students will also produce informal writing that may consist of, but is not limited to, journals, process or research logs, responses to reading assignments, free-write activities, peer responses, and multiple drafts for each graded, formal writing assignment;
To develop a minimum of four papers on selected topics and 1 reflective essay in a single-semester course; or in the two-semester extended “stretch” course six papers: two papers on selected topics and one reflective paper per semester;
To develop papers that have a point; that is, personal experience, narratives, or other modes should not be assigned for their own sake but to further a continuing argument or thesis. To focus on a variety of textual lengths and difficulties; and
To document at least one paper with research that uses a recognizable documentation format and style.

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