101 Course Objectives
English 101 teaches the paragraph and
the rudiments of the essay. ENG 101 should review and teach grammar and syntax,
so students will understand basic requirements for composing college-level expository
writing. The course emphasizes the structure and components of the paragraph,
and the course develops competence in essays.
The course covers:
- sentence structure,
- paragraph structure,
These skills should lead to competence
at writing at the paragraph and essay levels. These activities aim to develop
the writing skills needed for success in subsequent English Composition courses.
All ENG 101 sections must teach the following four rhetorical modes:
ENG 101 focuses on writing competent paragraphs, narrative compositions,
and essays. Since approximately forty percent of incoming students are placed
into ENG 101, considerable time and attention should be paid to the standard elements
of sentences and paragraphs. This is to say that, although lengthy narrative compositions
and the four modal essays will constitute the basis of most coursework, faculty
members should pay considerable attention to the problems and errors that trouble
basic writers' sentences and paragraphs.
Robitaille and Robert Connelly. Writer's Resources: From Paragraph to Essay,
Judith Nadell, The Longman Reader.
Coming of Age in Mississippi
- Active participation in class activities. Students should be prepared
for all classes. Faculty members are encouraged to devise collaborative activities,
such as group exercises and peer evaluation.
- Reading of all assigned
texts. Readings should include essays from Patterns, including the student
model essays. Writer's Resources should be used to teach and to reinforce basic
- Writing. A minimum of six graded compositions,
three composed in class, must constitute the primary factor in determining a student's
final grade for the course. Faculty members are encouraged to assign quizzes and
exams that test students' knowledge of mechanics, grammar, and usage. Faculty
members are encouraged to assign additional essays, graded or ungraded. The traditional
five paragraph essay structure, with thesis statement, topic sentences, introductions
and conclusions, should be emphasized. The final drafts of essays should grow
out of sentence outlines and then multiple-revision drafts; these aspects should
be treated as discrete, sequential parts of essay assignments. Faculty members
are encouraged to allow students to revise at least some of their essays; revision
grades may be incorporated into the grading system according to the faculty member's
- Writing Lab. As of Spring 1999, all faculty members
should include on their ENG 101 syllabus the Department requirement of twelve
hours (six before mid-term, and six after mid-term) that all ENG 101 students
must put in at the Writing Lab in Dickey hall
- Mid-term and final exams. All courses must include a mid-term
and a final exam.
- Minimum grades. In Spring 1990, the Department
adopted the following policy: In order to pass the course, students must receive
a grade of a C- or better on at least three graded essays in ENG 101.
Oral activities. Faculty members are encouraged to include specified oral
activities. These may be graded or ungraded, formal or informal. Oral communication
skills should be heavily emphasized in ENG 100.
- Creative activities.
Faculty members are encouraged to use creative writing exercises, within the context
of rhetorical and literary modes, to stimulate student interest and performance
- Portfolios for advanced students.
a faculty member believes that a student was "mis-placed" (with the scores from
the ACT) into ENG 101, then the faculty member may recommend that the student
be advanced into ENG 102 or 103. A portfolio (containing a minimum of four graded
compositions and a letter of recommendation from the student's professor) must
be submitted to a special committee, composed of the Director of Freshman Composition,
the past Director of Freshman Composition, and another Department member. If the
special committee concurs with the faculty member's recommendation, then the student
will be advanced.