Study and practice of good writing; topics derived from reading and discussing stories, poems, essays, and plays. Cannot be taken if student has already received a grade of 2.0 or higher in either ENGL 111, ENGL 121, or ENGL 131.
English 111 is a writing course that is designed to introduce you to academic argumentation. Because this course mainly focuses on claim-based argumentation, students should come to class with some basic writing skills and mechanics and certain knowledge of grammar that will produce complete sentences and organize paragraphs on a logical basis. In class, students will learn how to invoke a critical conversation, how to generate a defendable claim, how to expand an argument with sufficient and relevant evidence from different sources, how to target a specific audience, and how to combine close reading practice with argumentative exercise. As the course title suggests, the students will engage in a number of sequential writing practices that will help build toward your own literary criticism of the novels we are about to read for this course.
Similar to 131, 111 will still require students to practice rhetorical reading and analysis of literary works and criticism. Every writing assignment has to fulfill a certain number of expository writing outcomes. Different from ENGL 131, as the title suggests, ENGL 111 will utilize literature as the subject matter of writing practice. It confines the students’ writing to be the novels and relevant research essays; the writing should be text-oriented instead of personal-experience-focused.
Readings include a film and two novels— Beloved by Toni Morrison and Native Speaker by Chang-rae Lee. One film and several movie clips will be shown for the writing and reading purpose respectively. Research is mandatory and will be included in writing assignments throughout the course.
Student learning goals
To demonstrate an awareness of the strategies that writers use in different writing contexts.
To read, analyze, and synthesize complex texts and incorporate multiple kinds of evidence purposefully in order to generate and support writing.
To produce complex, analytic, persuasive arguments that matter in academic contexts.
To develop flexible strategies for revising, editing, and proofreading writing
General method of instruction
Class assignments and grading
As a “W” or writing class, this course will require students to devote effort to writing. Four 2~3-page double-spaced short papers and two 5-page major papers should be completed and revised during the course. Students will get feedback from peer review sessions and the instructor. The writing assignments will be additionally comprised of frequent free writing in class.
Final portfolio and Cover Letter: 70%;
Participation--conferences, presentations, free writings, and peer review workshops: 30%
The papers will be evaluated using the following rubrics. Outstanding (3.5-4.0): Offers a very highly proficient, even memorable demonstration of the trait(s) associated with the course outcome(s), including some appropriate risk-taking and/or creativity. Strong (2.8-3.4): Offers a proficient demonstration of the trait(s) associated with the course outcome(s), which could be further enhanced with revision. Good (2.1-2.7): Effectively demonstrates the trait(s) associate with the course outcome(s), but less proficiently; could use revision to demonstrate more skillful and nuanced command of trait(s). Acceptable (1.0-2.0): Minimally meets the basic outcome(s) requirement, but the demonstrated trait(s) are not fully realized or well-controlled and would benefit from significant revision. Inadequate (0-0.9): Does not meet the outcome(s) requirement; the trait(s) are not adequately demonstrated and require substantial revision on multiple levels.