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The Composition Program

English 102

English 102 Syllabus — Sample
English 102 Consent Form
English 100 and 101— Student Memorandum

English 102 is the traditional first year Composition course. 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 an introduction to the study of literature (i.e., Incidents in the Life of a Slave Girl.

Required Texts:

Eschholz, Paul, and Alfred Rosa. Subjects/Strategies A Writer's Reader. Tenth Ed. NY: Bedford/St. Martin’s, 2005.

Glenn, Cheryl, and Loretta Gray. The Lincoln University Handbook. (Also The Harbrace Handbook, 3^rd Ed.) Wadsworth/Thomson, We have recently changed to a custom-published version of the third edition, and we ask that you accommodate students who have the second edition of the Harbrace for this year.

Jacobs, Harriet. Incidents in the Life of a Slave Girl.

Normally, a minimum of six graded essays, three composed in class, constitute the primary factor in determining a student's final grade for the course. Faculty members are encouraged to assign additional essays. 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.

Students are also introduced to the Harriet Jacobs’ autobiography, which deepens their knowledge of the effects of slavery, this time from a rare female narrative.

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