English 105

Creative Non-Fiction Prerequisite s: This workshop course offers a comprehensive introduction to the crafting of creative non-fiction, including such forms as travel writing, memoir, nature writing, reviewing, personal essays, literary aesthetics, and cultural criticism. One of the following:

English 105

The student learning outcomes, which were created through the participation of instructors in the Composition Program, are intended to create a sense of common purpose for the courses and clear expectations for the students.

English Intro to College Writing English focuses on recognizing and responding to different rhetorical situations and developing effective writing processes. A student writer in English should expect to: Student Learning Outcomes for English Rhetorical Knowledge Students will produce writing that responds appropriately to a variety of rhetorical situations.

Focus on a clear and consistent purpose Analyze and respond to the needs of different audiences Employ a tone consistent with purpose and audience Use a variety of genres or adapt genres to suit different audiences and purposes Choose evidence and detail consistent with purpose and audience Recognizes the utility of digital technologies for composition Critical Thinking Students will produce writing that abstracts, synthesizes, and represents the ideas of others fairly.

Summarize argument and exposition of a text accurately Demonstrate awareness of the role of genre in the creation and reception of texts Provide an understanding of knowledge as existing within a broader context, including the purpose s and audience s for which a text may have been constructed Incorporate an awareness of multiple points of view Shows basic skills in identifying and English 105 electronic sources, including scholarly library databases, the web, and other official databases Students will produce writing reflective of a multi-stage composing and revising process.

Reflect a recursive composing process across multiple drafts Illustrate multiple strategies of English 105, drafting, and revision Show evidence of development through peer review and collaboration Conventions Students will produce writing that strategically employs appropriate conventions in different writing situations.

Use structural conventions such as organization, formatting, paragraphing, and tone Demonstrate control of such surface features as syntax, grammar, punctuation, and spelling Provide an understanding of the conventions of multimodal composition that comprise developing communication in the 21st century Confidence and Ownership In fulfilling the above outcomes, students will take ownership of their work and recognize themselves as writers who: Have a growing understanding of their own voice, style, and strengths Demonstrate confidence in their writing through frequent drafts Can articulate their own positions relative to those of others Adopted November English Intermed.

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College Writing English focuses on creating and answering questions through research and writing using academic sources, both primary and secondary. A student in English should expect to: Articulate a purpose for research and their own position relative to the positions of others Analyze the needs of an audience and the requirements of the assignment or task Adapt an argument to a variety of genres and media to suit different audiences and purposes Use evidence appropriate to audience and purpose Critical Thinking and Reading Students will produce writing that abstracts, synthesizes, and represents the ideas of others fairly.

Use evidence that responsibly represents other research and communities in and beyond the classroom Demonstrate an understanding of a text as existing within a broader context, with a distinct audience and purpose Represent and respond to multiple points of view in research and across community and cultural issues Select academic and nonacademic sources with discernment Community Issues and Cultural Diversity Students will produce writing that communicates an understanding of how communities and cultural categories are constructed.

Demonstrate awareness of multiple points of view Question existing assumptions about culture and community Describe actions being taken to address cultural and community issues Address concerns of diverse audiences Students will produce writing reflective of a multi-stage composing and revising process.

To enroll in the course, incoming first-year students must have an ACT composite score of 28 or higher or the equivalent SAT score of composite math and verbal scores and a high school grade point average GPA of 3.

Because English is the only first-year writing course honors students are required to take, it needs to cover the rhetorical and writing process concerns of English as well as the writing with research concerns of English The student should also expect to create and answer questions through research and writing that draws upon written texts and other sources.

A student in English can expect to write four to six papers during the term, including at least one extended research essay, totaling about 20 to 25 pages of text.

English | Liberty University

A student in English should expect to create and revise documents in multiple genres. A student in English should expect to complete four-to-six projects. Student Learning Outcomes Statement for English The Student Outcomes Statement for English is intended to provide instructors and students with a sense of what kinds of knowledge students should be expected to acquire and demonstrate by the end of this course.

The student learning outcomes are intended to create a sense of common purpose for the courses and clear expectations for the students. At the same time, the student learning outcomes have been written to maintain the flexibility in the program that allows individual instructors to continue the tradition of innovation and creativity in the classroom that is one of the great strengths of the University of Louisville Composition Program.

Discover Your Passion with a Degree in English

A student in English should expect to create and revise documents that incorporate elements of critical thinking as well as demonstrate intellectual and professional standards of effective communication.

English Inquiries into Writing Prerequisites: ENGL or Note: Approved for the Arts and Sciences upper-level requirement in written communication WR. The focus of English is recognizing differing rhetorical situations and responding to them at an advanced level in appropriate modes for diverse audiences.

A student in English should expect to create and revise compositions in multiple genres. A student in English should expect to complete four to six projects of their own design. Themes may vary per section as determined by the instructor.1 What to Expect in English and English Welcome to the composition program at Des Moines Area Community College!As English faculty, we hope that our time together will be interesting, challenging (in all the.

ENGL Seminar in Advanced Composition. Description Advanced expository writing. Prerequisite: Six units of lower division composition and completion of the Written Communication II .

English 105

A rhetorical analysis is looking closely at a document to see how the author used words to communicate its message. The idea of rhetoric is broken down into three main categories or "appeals".

English 105

The idea of rhetoric is broken down into three main categories or "appeals". S. Foster 2 Fall 4. In accordance with the General Education Writing Requirement, students will submit at least seven pages of writing "that is assessed for .

You are seeing this page because a CourseWork web site was recently set up for ENGLISH , section Since some courses have Leland web sites in addition to CourseWork web sites, this document serves to explain how to locate Leland hosted web content from previous quarters.

In English , we look at the effects discourse has on all environments: classroom, political, electronic, ideological, historical, economic, and natural. Learning is an interactive process dependent on students as much as it is on a teacher.

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