ENGL 1301

English Composition

ENGL1301

Updated March 28, 2012

  • State Approval Code: 2304015100
  • Semester Credit Hours: 3
  • Lecture Hours per Week: 3
  • Contact Hours per Semester: 48

Catalog Description

A course in the principles of effective writing. Special emphasis given to functional grammar, spelling, vocabulary building, punctuation, and composition development. Assignments based upon the study of exposition, narration, description, and argument, in writing and collateral reading. Students will use the computer lab. Lecture Hrs. – 3, Lab Hrs. – 0

Prerequisites

TSIP reading and writing completed.

Course Curriculum

Basic Intellectual Compentencies in the Core Curriculum

  • Reading
  • Writing
  • Speaking
  • Listening
  • Critical thinking
  • Computer literacy

Perspectives in the Core Curriculum

  • Establish broad and multiple perspectives on the individual in relationship to the larger society and world in which he/she lives, and to understand the responsibilities of living in a culturally and ethnically diversified world.
  • Stimulate a capacity to discuss and reflect upon individual, political, economic, and social aspects of life in order to understand ways in which to be a responsible member of society.
  • Recognize the importance of maintaining health and wellness.
  • Develop a capacity to use knowledge of how technology and science affect their lives.
  • Develop personal values for ethical behavior.
  • Develop the ability to make aesthetic judgments.
  • Use logical reasoning in problem solving.
  • Integrate knowledge and understand the interrelationships of the scholarly disciplines.

Core Components and Related Exemplary Educational Objectives

Communication (composition, speech, modern language)

  • To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.
  • To understand the importance of specifying audience and purpose and to select appropriate communications choices.
  • To understand and appropriately apply modes of expression, i.e. descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication.
  • To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
  • To understand and apply basic principles of proficiency in the development of exposition and argument.
  • To develop the ability to research and write a documented paper and/or to give an oral presentation.

Instructional Goals and Purposes

Panola College's instructional goals include 1) creating an academic atmosphere in which students may develop their intellects and skills and 2) providing courses so students may receive a certificate/an associate degree or transfer to a senior institution that offers baccalaureate degrees.

General Course Objectives

1. The primary objective of English 1301 is to develop and improve writing skills. Towards this end, students will be instructed in the processes of writing and revising sentences, paragraphs, and essays that are unified and coherent. The essays include both exposition and argument.
2. Students will read essay selections, by both student and professional writers, and interpret and evaluate these selections as representative samples of the various modes of rhetoric.
3. Students will write essays that represent the modes of rhetoric, including both expository and argumentative writing.
4. Students will perform each stage of the writing process: prewriting, writing, and revision.
5. Students will demonstrate an understanding of the importance of each step by following these processes to produce organized, unified, coherent essays.
6. In the prewriting stage of the process, students will generate a topic and organize their ideas around the topic.
7. Students will demonstrate an understanding of the importance of addressing audience and purpose in each essay by identifying the potential audience for the essay as well as the ultimate purpose of the essay.
8. Students will participate in guided self evaluation and peer evaluation of writing at various stages of the writing process.
9. Students will demonstrate an understanding of the importance of avoiding plagiarism.
10. Students will write at a competence level consistent with Panola College’s Minimum Grading Standards for English 1301.
11. Students will use technological tools to complete assignments.

Specific Course Objectives

1. The primary objective of English 1301 is to develop and improve writing skills. Towards this end, students will be instructed in the processes of writing and revising sentences, paragraphs, and essays that are unified and coherent. The essays include both exposition and argument.
2. Students will read essay selections, by both student and professional writers, and interpret and evaluate these selections as representative samples of the various modes of rhetoric.
3. Students will write essays that represent the modes of rhetoric, including both expository and argumentative writing.
4. Students will perform each stage of the writing process: prewriting, writing, and revision.
5. Students will demonstrate an understanding of the importance of each step by following these processes to produce organized, unified, coherent essays.
6. In the prewriting stage of the process, students will generate a topic and organize their ideas around the topic.
7. Students will demonstrate an understanding of the importance of addressing audience and purpose in each essay by identifying the potential audience for the essay as well as the ultimate purpose of the essay.
8. Students will participate in guided self evaluation and peer evaluation of writing at various stages of the writing process.
9. Students will demonstrate an understanding of the importance of avoiding plagiarism.
10. Students will write at a competence level consistent with Panola College’s Minimum Grading Standards for English 1301.
11. Students will use technological tools to complete assignments.

General Description of Each Lecture or Discussion

Students in English 1301 will be required to write a minimum of 3,500 words to be graded by the instructor according to the Minimum Grading Standards for English 1301.
The 3,500-word requirement includes both expository and argumentative writing. Expository modes may include a combination of some of the following: narration, description, process, definition, exemplification, division/classification, comparison/contrast, and cause and effect.
Students will be required to read both professional and student essays exemplifying each mode and to respond to these sample essays orally and/or in writing.
At the instructor’s discretion, students may be required to complete exercises on grammar, punctuation, usage, etc. and to pass a test over this material as part of the course requirements.

Methods of Instruction/Course Format/Delivery

English 1301 includes instruction both in a traditional classroom setting and in a writing lab. Online English 1301 classes are delivered through Canvas. Traditional face-to-face classes may include the use of Canvas as an enhancement to the course.
Students are instructed in methods of developing various types of essays, including both expository and argumentative essays. Instruction may include lecture, assigned readings, oral and/or written responses to readings, both in-class and out-of-class writing, peer evaluation, revising and editing, journal assignments, and practice exercises over grammar/punctuation/usage topics.
Instructor-assisted writing in a computer lab is an essential component of the face-to-face version of the course. Online students interact with the instructor and with other students through email, discussion boards, chat rooms, and peer editing requirements. Online instructors determine requirements and methods of submitting drafts of essays and receiving feedback on assignments.

Assessment

Students will write a minimum of 3,500 words consisting of essay assignments of 500-750 words to be graded by the instructor. At least 70% of the course grade will be based on essay assignments. At least 20% of the course grade will be based on daily work. A final exam is required. Daily work may include short in-class assignments/activities, oral and/or written responses to assigned readings, drills and/or quizzes over sentence mechanics, self evaluations of essay assignments, peer evaluations of essay assignments, essay corrections, and other assignments/activities not included in the essay grade category.
All testing not administered by the instructor must be proctored by a Panola College testing proctor at a Panola College testing site.
The course grade is determined as follows:
Essays 70%
Daily grade 20%
Final exam 10%

Text, Required Readings, Materials, and Supplies

Skwire, Sarah E. and David Skwire. Writing With a Thesis. 11th ed. Boston, MA:
Thomson Higher Education, 2011.