Course Syllabus
Course: ENGL 1005
Division: Humanities
Department: English & Philosophy
Title: Expository Composition (Extended)
Semester Approved: Fall 2022
Five-Year Review Semester: Spring 2028
End Semester: Summer 2028
Catalog Description: This course emphasizes critical reading, writing, and thinking skills through writing-intensive workshops. It explores writing situations as a complex process focusing specifically on idea generation relative to audience and purpose, working through multiple drafts, peer collaboration, and revision, and it includes rhetorical analysis. ENGL 1005 (formerly 1015) differs from ENGL 1010 by adding extra support for students during a fourth class session per week. ENGL 1005 is recommended for students with ACT scores in English of 11-14, and/or students who have failed ENGL 1010. (previously ENGL 1015).
General Education Requirements: English I (E1)
Semesters Offered: Fall, Spring
Credit/Time Requirement: Credit: 3; Lecture: 4; Lab: 0
Prerequisites: English ACT score of 11 or SAT Verbal score of 369 or SAT Evidence Based Reading/Writing of 360.
Corequisites: None
Justification: This course satisfies the E1 state composition requirement. A student who successfully completes ENGL 1005 (formerly 1015) will be able to write clearly, informatively, and persuasively in a variety of rhetorical situations. This writing-intensive course provides a foundation for all other college wiriting.
General Education Outcomes:
1: A student who completes the GE curriculum has a fundamental knowledge of human cultures and the natural world. Students will understand that writing is a complex process that includes idea generation relative to audience and purpose, working through multiple drafts, peer collaboration, revision, and rhetorical analysis. They will demonstrate their ability to effectively use the writing process and to communicate through writing and process assignments.
2: A student who completes the GE curriculum can read and research effectively within disciplines. Students will read critically a substantial number of texts, paying attention to content, structure, and rhetoric. They will demonstrate their critical reading skills in reading and other assignments such as class discussions, group activities, and informal and formal written responses.
3: A student who completes the GE curriculum can draw from multiple disciplines to address complex problems. Students will write well-structured, rhetorically-effective prose and use an effective writing process to do so. They will demonstrate this skill through their formal writing assignments and the planning, drafting, and revising of them.
6: A student who completes the GE curriculum can reason quantitatively. Students will develop critical thinking and reading skills. They will demonstrate an ability to critically assess and analyze theses, support, audience awareness, and purpose through written and oral responses to readings and/or their own essays.
General Education Knowledge Area Outcomes:
1: They will demonstrate their ability to select appropriate modes of discourse and support through various writing assignments. They will demonstrate their ability to select appropriate modes of discourse and support through various writing assignments.
2: Organize effective arguments that engage readers, provide needed background, present compelling evidence, and respond to opposing viewpoints. They will demonstrate this through writing assignments. They will demonstrate this through their ability to support various theses with appropriate evidence.
3: Write using an effective process that includes planning, drafting, peer workshopping, and revision. This process should be explicit in class activities and assignment design; revision should improve the overall quality of the document. They will demonstrate this through following each step of writing assignments, including responding to instructor feedback on their writing.
4: Carefully and critically read written arguments, identifying the use of rhetorical techniques by the author. They will demonstrate this through written and oral responses to reading and/or their own essays.
Student Learning Outcomes:
Students will know how to accurately assess a rhetorical situation to determine the context, purpose, and audience for a given document. They will demonstrate their ability to select appropriate modes of discourse and support through various writing assignments.
Students will be able to select a mode of discourse appropriate to the rhetorical situation. These may include exploring, entertaining, informing, and persuading. They will demonstrate this through writing assignments.
Students will generate documents through a recursive writing process which involves discovery, drafting, reflection, and revision. They will demonstrate this through following each step of writing assignments, including responding to instructor feedback on their writing.
Students will be able to explain a concept using levels of abstraction and specific detail appropriate to the rhetorical situation. They will demonstrate this through their ability to support various theses through a range of different rhetorical modes.
Students will be able to rhetorically analyze a written argument. They will demonstrate this through written and oral responses to reading and/or their own essays.
Students will develop critical thinking and reading skills. They will demonstrate an ability to critically assess and analyze arguments, support, audience awareness, and purpose through written and oral responses to readings and/or their own essays.
Students will be able to organize a document in a way that helps the intended reader maximize comprehension. They will demonstrate a variety of organizational patterns in writing assignments.
Content:
ENGL 1005 (formerly 1015) is a process-oriented course that emphasizes the various stages of the writing process--discovery, drafting, reflection, revision, editing--in a workshop environment. Students will be expected to write several revised essays using various methods of development throughout the semester. Students will also be expected to read and respond critically to a variety of essays and perform rhetorical analyses. Students will have one more weekly class meeting than ENGL 1010 students, and this additional day will be designated for activities such as workshops, extra instruction, conferences, sentence-level and mechanics support, practice writing, and/or reading instruction. As is characteristic of writing classes in Snow’s English department, assigned readings will be representative of and reflect a diverse variety of voices and perspectives, and writing assignments will encourage and require engagement with a diversity of perspectives and issues.
Key Performance Indicators:
At the discretion of the instructor, a variety of assessment methods will be used: quizzes, exams, essays, and/or portfolios. Emphasis will be placed on the writing process; therefore, the revised essay will be the most beneficial method of assessment. Grading percentages will vary but should fall within these standards:
Revised prose: 30 to 60%
Writing process assignments: 10 to 40%
Reading assessments and other assignments: 20 to 40%
Representative Text and/or Supplies:
Reading Critically, Writing Well. Axelrod, Bedford Writing Matters, Howard, McGraw Hill
Pedagogy Statement:
There are a range of pedagogical concerns for this class. Course content will be delivered through short lectures, class discussions, and writing assignments to ensure an engaged and interactive classroom. Some form of accountability for reading will be establishing: reading quizzes, discussion boards, bell work, etc. The course will also build to a rhetorical analysis. Exams can have some focus on recall and content but should be opportunities for critical thinking and synthesis of concepts learned in class. The course content will reflect the value of diversity. Students will read materials that represent a wide array of opinions and backgrounds. Students will also be required to consider multiple viewpoints while writing papers.
Instructional Mediums:
Lecture
Maximum Class Size: 15
Optimum Class Size: 15
