ENG 101 Composition I
In this course, students will develop the critical thinking, writing, and research skills necessary to compose academic essays and to respond to diverse texts. Students will develop rhetorical strategies, employing writing processes to compose for a variety of purposes and audiences.
Prerequisite
Prerequisite: Test scores or
ENG 011 or
ENG 011 concurrent, SSC 100 or concurrent
See Course Syllabus
Course Number and Title:
ENG 101 Composition I
Prerequisites
Prerequisite: Test scores or ENG 011 or ENG 011 concurrent, SSC 100 or concurrent
Course Credits and Hours
3 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
In this course, students will develop the critical thinking, writing, and research skills necessary to compose academic essays and to respond to diverse texts. Students will develop rhetorical strategies, employing writing processes to compose for a variety of purposes and audiences.
Additional Materials
USB drive or other storage device
Core Course Performance Objectives (CCPOs)
- Analyze and interpret college-level and professional texts from diverse sources using critical reading and thinking strategies. (CCC 1, 2, 5)
- Compose organized, coherent, and well-developed academic texts. (CCC 1, 2, 4, 5)
- Develop information literacy skills by evaluating research and documenting information from academic secondary sources. (CCC 1, 2, 4, 5)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
- Analyze and interpret college-level and professional texts from diverse sources using critical reading and thinking strategies.
- Identify and evaluate main idea, key supporting points, purpose, and audience within a text.
- Paraphrase and summarize texts.
- Identify and evaluate rhetorical elements such as tone, connotative and figurative language, and the use of ethos, pathos, and logos in a text.
- Evaluate context, assumptions, biases, value judgments, and worldviews of both the reader and the author.
- Evaluate arguments by judging sources, evidence, and logic.
- Compose organized, coherent, and well-developed academic texts.
- Determine suitable audience, purpose, voice, and rhetorical mode.
- Apply organizational strategies in the writing process.
- Develop and support an original thesis.
- Summarize, paraphrase, and quote sources as appropriate for the writing task.
- Support ideas with research from secondary sources.
- Edit and revise documents to communicate clearly and effectively.
- Develop information literacy skills by evaluating research and documenting information from academic secondary sources.
- Format essays according to APA standards.
- Create a References page according to APA documentation standards.
- Use citations according to APA documentation and academic integrity standards.
- Locate and navigate library databases.
- Identify and use reputable sources of information.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
|
Assignments
|
Evaluation Measure (Formative/Summative) and Percentage of Final Grade
|
Total
|
|
Personal Essay Writing
|
Formative: Plans, Drafts, and/or Revisions for Personal Essay Writing
|
5%
|
15%
|
|
Summative: Personal Essay
Two to three (2-3) pages
|
10%
|
|
Research and Integrating Sources
|
Formative: Plans, Drafts, and/or Revisions for Evaluation and Integrating Sources
|
5%
|
15%
|
|
Summative: Research and Integrating Sources Document
One to two (1-2) pages
|
10%
|
|
Summary & Response Writing
|
Formative: Plans, Drafts, and/or Revisions for Summary & Response Writing
|
10%
|
30%
|
|
Summative: Summary & Response Paper
One (1) or two (2) instructor approved sources; two to four (2-4) pages
|
20%
|
|
Critical Evaluation Writing
|
Formative: Plans, Drafts, and/or Revisions for Critical Evaluation Writing
|
15%
|
40%
|
|
Summative: Critical Evaluation Paper
Minimum of two (2) academic sources, four to six (4-6) pages
|
25%
|
|
Total:
|
35% Formative
65% Summative
|
100%
|
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.