ENG 1112 is a basic composition course for university first-year students.
In the course, students
- are introduced to university-level analytical and critical thought
- read expository and argumentative essays, as well as other professional and student models of proficient writing
- participate in a variety of writing exercises and numerous informal writing assignments
- write expository and argumentative essays
- are introduced to research methodology
- complete a research assignment culminating in a research paper
- continue to hone their grammatical, stylistic, and organizational skills
Course Requirements and Related General Education Goals
ENG 1112 students will meet all of the following goals of general education:
- acquire knowledge of the foundations and characteristics of educated discourse
- exhibit skills in effective written and oral communication
- exhibit inquiry and research
- develop dispositions to form opinions and modify positions based on evidence
Composition I (ENG 1112) is to be taken during a student’s first 3 semesters at MU.
Each English Composition I course for first-year students will
- have as its subject the process of producing academic writing (and thus will include ample opportunities for pre-writing, drafting, feedback, and revision)
- introduce students to research methodology and guide them in the completion of a research paper
- require students to read and write expository and argumentative essays
Student Learning Outcomes
Upon completion of ENG 1112, students will have demonstrated that they can
- write reasonably well-focused, well-organized, and stylistically and grammatically proficient 2-5 page expository and argumentative essays
- use the writing process to initiate ideas, to create and revise drafts, and to produce a polished product
- produce a properly documented research essay as a result of their ability to understand a specific research methodology
Upon completion of the course, it is expected that all students will have moved beyond the minimal level of competency in the relevant objectives.
Assessment Criteria and Procedures
During the course, students create an extensive body of writing from numerous informal writing assignments, 3-8 formal expository or argumentative writing assignments, and an extended research assignment. Each formal writing assignment is developed via the steps of the writing process and under the guidance of the instructor, and at least a portion of the final drafts resulting from the formal assignments, after being evaluated by the instructor, are further revised under the instructor's guidance. Below is a criteria guideline for a "C" evaluation of a final draft.
Content & Ideas
- The topic is clearly focused and properly emphasized early in the discussion.
- Ideas are presented in a reasonably clear and considered manner.
- All the ideas presented evince some appropriate development.
- For the most part, the topic is approached knowledgeably.
- At least half the ideas presented are somewhat original.
- A basic, though at times rudimentary, grasp of effective expository, argumentative, analytical and/or critical thinking is evident.
- The reader's informational needs are generally met.
- The writer is basically in control of the ideas presented.
- The thesis and purpose are clearly stated in the introduction, though the reader is not necessarily effectively engaged by or invited into the discussion.
- Most main ideas attempt to specifically support the thesis.
- Most main ideas are supported with relevant details or evidence, but are not always well thought out, deliberate, or well-placed.
- Transitions are generally adequate but do not always effectively guide the reader's thinking.
- The essay basically moves along at an effective pace, though at times it may bog down or hurry.
- The conclusion does wrap up the discussion, but may be overly mechanical or leave some loose ends unattended.
- The language basically is clear and communicates ideas, even though it may not always be fresh or specific.
- Sentences at least occasionally evince stylistic sophistication.
- The sentence structure coveys relationships between ideas, though may not always be fluid and occasionally suffers from wordiness or clumsiness.
- At least a moderate control of complex sentence structure is evident.
- Attempts to vary sentence structure occur and are generally effective.
- Diction is usually exact and appropriate.
- The tone is basically consistent and controlled.
- The writer's voice shows signs of enthusiasm and commitment to the topic.
- Paragraphing is basically proficient.
- Mechanics and punctuation errors are minimal.
- Spelling is usually correct.
- Usage errors are minimal.
- Moderate editing would be required to polish the text.
Research Application (when applicable)
- Plagiarism is avoided.
- Sources used are basically appropriate to the topic.
- All direct quotations and ideas borrowed from a source are cited, though the in-text citation method and integration of information from sources (summaries, paraphrases, quotations, facts) may be mechanically incorrect or stylistically clumsy at times.
- The Works Cited page includes all sources employed by the text, though formatting and citation method may be flawed.
- An appropriate manuscript format has been followed.