English 102 Course Objectives
English 102 introduces students to the requirements of college-level expository writing. The course emphasizes the process involved in composing acceptable college-level texts.

The main activities of the course are:

  • drafting essays,
  • revising essays,
  • studying essays, and
  • reviewing the elements of syntax, grammar, and style appropriate to college-level writing.

These activities aim to develop the writing skills needed for success in college and in the world after college. The course also represents a first introduction to the study of literature (i.e., Incidents in the Life of a Slave Girl).

Required Texts:
Harriet Jacobs, Incidents in the Life of a Slave Girl.
Judith Nadell,The Longman Reader.
Cheryl Glenn, Robert K. Miller, Suzanne Strobeck Webb, and Loretta Gray. The Writer's Harbrace Handbook (with InfoTrac), 2nd Edition.

Class Requirements:

  • 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. Incidents in the Life of a Slave Girl should be integrated into the writing aspect of the course. The first chapter from Patterns should be emphasized so as to introduce the writing process to students; the emphasis on process should be continued throughout the semester.
  • Writing. A minimum of six graded essays, 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 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 judgment.

Each of the following rhetorical modes must be taught:

  • Exemplification,
  • Comparison and Contrast,
  • Classification and Division,
  • Causal Analysis.

Other Activities:

  • Mid-term and final exams. All courses must include a mid-term and a final exam. Quizzes and other exams are encouraged and can be assigned at the faculty member's judgment.
  • Business writing. Faculty members should teach the resume and the business letter.
  • Attendance. The Department adheres strictly to the University policy, which permits three absences ("excused" and otherwise); after which, the final grade will be lowered. Three late arrivals are equal to one absence.
  • 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 four graded essays in ENG 102.
  • 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 102.
  • Creative activities. While competency in expository writing must constitute the principal component and its grading system, faculty members are encouraged to use creative writing exercises to stimulate student interest and performance in literature and composition.


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