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.
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).
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),
- 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
- 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:
- Classification and Division,
- Causal Analysis.
- 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
- 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.
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
- 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.