Eng 101 outcomes

ENGL 101, 102, 103, 110, 113, 115, 135, and 2355

Those who score from 78-100 in writing skills on the COMPASS test may register in ENGL &101. In addition, they should register in the reading class indicated by scores on the COMPASS reading test.

The purpose in common of ENGL 101, 102, 103, 110, 113, 115, 135 and 235 is to help students understand and practice the process of writing while developing the ability to write standard English effectively, to discuss ideas and opinions in a precise, clear, direct, vigorous, and sustained manner, and to use information found through research to develop and support ideas.

Scope and Methods of ENGL 101, 102, 103, 110, 113, 115, 135, and 235

Above all, of course, your instructor will ask you to write. He or she will require you to produce between 4000 and 5000 words of finished compositions, including some in-class writing. In ENGL 102, that total will include 2000 or more words in a library-research paper.

Each instructor will determine the number and kinds of writing assignments for each class. The instructor will also decide what special approaches or work may be appropriate to a particular section of ENGL 101, 102, 103, 110, 113, 115, 135, or 235. He or she may require a journal, a vocabulary notebook, an oral report, special assignments tailored to a student's particular needs, a rewrite of an essay, complete re-accomplishment of an assignment, exploration of the library, or individual conferences about the work.

All instructors study and comment systematically on student essays. They will also generally return the essays for follow-through correction before the next assignment is due in order to encourage the continuity of skill development from one assignment to another.

Instructors will also explain in a written syllabus, within the first week, details of the course that will include the criteria for arriving at final grades.

In general, however, students will be expected by the end of each course to be able to describe and use the stages of the writing process; understand and apply the concepts of audience and purpose in writing; write essays that each contain a clear and competent thesis statement; organize essays logically; develop paragraphs fully and effectively; express ideas accurately, concisely, and clearly with appropriate diction, grammar, syntax, punctuation, and mechanics; and incorporate information from library research in a way that supports the essay's purpose and gives appropriate, academic-style credit to all borrowed material.

Instructors comment on these matters paper by paper; however, an instructor may give corrective advice on only two or three of these issues at a time, rather than advice on all of them on each paper.

Each instructor will also explain the criteria by which papers will be evaluated.

The Potential Problem of Plagiarism in Any Course

Instructors will explain that any writing that uses sources must follow appropriate conventions for citations in order to avoid plagiarism: the presentation as one's own work, with intent to deceive, the words, phrases, ideas, findings, illustrations, etc., of another commentator or writer. Please study the statement on plagiarism.