ENG 101 Sample Syllabus
English 101: Academic Writing and Research
A 4.0 Credit-Hour Course
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Intensive instruction in academic writing and research. Basic principles of rhetoric and strategies for academic inquiry and argument. Instruction and practice in critical reading, including the generative and responsible use of print and electronic sources for academic research. Exploration of literate practices across a range of academic domains, laying the foundation for further writing development in college. Continued attention to grammar and conventions of standard written English. Successful completion of ENG 101 requires a grade of C- or better. This course satisfies the freshman composition and rhetoric component of the General Education Program in Writing and Speaking.
Prerequisite: A grade of C- or better in ENG 100 or placement via English department guidelines.
GEP Category Objectives: Writing and Speaking
Each course in the writing and speaking category of the GEPs will provide instruction and guidance that help students to:
communicate effectively in specific writing or speaking situations, which
may include various academic, professional, or civic situations; and
understand and respond appropriately to the critical elements that shape communication situations, such as audience, purpose, and genre; and
critique their own writing or speaking and provide effective and useful feedback to enable other students to improve their writing or speaking; and
demonstrate critical and evaluative thinking skills in locating, analyzing, synthesizing, and using information in writing or speaking activities.
ENG 101 Learning Objectives
In keeping with these general goals, ENG 101 is specifically designed to help students.
Learn basic principles of rhetoric and develop an understanding of written
texts as arguments generated for particular purposes, audiences, and rhetorical
Examine similarities and differences in forms of inquiry and writing across academic disciplines.
Practice analytical reading strategies and hone the ability to summarize, paraphrase, draw evidence from, synthesize, and respond to the scholarship of others.
Learn to find and evaluate print and electronic source materials appropriate for academic research projects.
Learn to develop original arguments for a range of academic purposes.
Practice critically evaluating their own and others' work and collaborating effectively with other writers throughout the writing process.
Practice and refine technical skills in areas such as grammar, mechanics, and the documentation of source materials.
Kirscht, Judy and Mark Schlenz, Engaging Inquiry: Research and Writing in
the Disciplines. Prentice-Hall, 2002. $44.70
Troyka, Lynn Quitman, Simon & Schuster Handbook for Writers, 6th ed. Prentice-Hall, 2002. $44.70
Course Organization and Major Projects
Introduction (Week 1): A rhetorical perspective on language
Unit I. Inquiry and Writing in the Sciences (Weeks 2-4)
Project 1: Rhetorical analysis
Unit II. Inquiry and Writing in the Social Sciences (Weeks 5-8)
Project 2: Argument summary and response
Project 3: Literature review
Unit III. Inquiry and Writing in the Humanities (Weeks 9-11)
Project 4: Comparison of Critical Interpretations in the Humanities
Unit IV. Critical Applications (Weeks 12-15)
Oral presentation (group): Evaluation of electronic resources in a discipline
Project 5: Analysis of contemporary issue from multidisciplinary perspectives
Oral presentation (individual): Research Symposia based on Project 5
Course Requirements and Grading
Coursework includes regular class attendance and participation, daily reading and writing assignments, the five major written projects listed above, and two oral presentations based on your written work. All projects must be completed to pass the course. Final grades will be calculated as follows:
Project 1 Rhetorical Analysis 10%
Project 2 Argument Summary/Response 10%
Project 3 Literature Review 20%
Project 4 Comparison of Critical Interpretations in the Humanities 20%
Project 5 Issue Analysis 20%
Oral presentations 10%
Class participation (includes daily assignments) 10%
Policy on Attendance
Because of the collaborative and cooperative nature of the first year writing courses, class attendance is crucial. Accordingly, in English 110, 111, 112, 113, students who miss the equivalent of 7 or more 50-minute classes or 5 or more 75-minute classes will earn a grade of F. In ENG 100 and 101 students who miss 9 or more 50-minute classes or 5 or more 100-minute classes will earn a grade of F. That is, more than two weeks' worth of absences will result in failure to meet this element of the General Education Program, and you will need to repeat the course.
This policy does not distinguish between "excused" and "unexcused" absences, even in the case of emergencies. All absences will count toward the total number, and this policy obtains from the moment you are registered in the course. As is the case for all courses, students experiencing extended medical or family emergencies during the semester should consult with the instructor about seeking a medical drop.
The first two weeks of missed classes will be treated as excused absences, and you will be allowed to make up all course work missed. Instructors will establish make-up assignments, standards for evaluation of such assignments, and a reasonable period after the absence within which they must be turned in. If you fail to turn in make-up assignments or if the make-up assignments are of insufficient quality, your grade will be penalized. Because this policy includes all types of absences, those defined by the university as excused do not have to be cleared with the instructor beforehand.
No matter what the cause of the absences, as a student you are responsible
for finding out what material was covered, getting notes, being prepared for
class on the day you return, and turning in subsequent assignments on time.
Since due dates for major assignments are established at the beginning of the
semester, and since these projects are developed over a series of class periods,
students are advised that submitting these projects late may result in penalties.
Plagiarism is defined as copying the language, phrasing, structure, or specific ideas of others and presenting any of these as one's own, original work; it includes buying papers, having someone else write your papers, and improper citation and use of sources. When you present the words or ideas of another (either published or unpublished) in your writing, you must fully acknowledge your sources. Plagiarism is considered a violation of academic integrity whenever it occurs in written work, including drafts and homework, as well as for formal and final papers.
The NCSU Policies, Regulations, and Rules on Student Discipline (http://www2.ncsu.edu/prr/student_services/student_conduct/POL445.00.1.htm) sets the standards for academic integrity at this university and in this course. Students are expected to adhere to these standards. Plagiarism and other forms of academic dishonesty will be handled through the university's judicial system and may result in failure for the project or for the course.
See the Office of Student Conduct website for additional information about academic integrity: http://www.ncsu.edu/student_affairs/osc/AIpage/acaintegrity.html.
First-Year Writing Requirement
For additional information about the First-Year Writing Requirement, see the program's website at http://english.chass.ncsu.edu/undergraduate/first_year_writing.
Writing and Speaking Tutorial Services
For help with any writing assignment, for any course, visit one of the free walk-in centers on campus. Writing Tutors are available through the University Tutorial Center in Leazar Hall, and in other locations on campus. For hours and further information, see http://www.ncsu.edu/tutorial_center/writespeak.
The Library Online Basic Orientation tutorial can be found through D.H. Hill Library's instruction page: http://www.lib.ncsu.edu/lobo2/.
Ask a Librarian
Visit http://www.lib.ncsu.edu to learn how to reach the Reference Staff and D.H.Hill Library.
Disability Services for Students
Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with Disability Services for Students at 1900 Student Health Center, Campus Box 7509, 515-7653, http://www.ncsu.edu/provost/offices/affirm_action/dss/.
Information about email accounts, printing, using electronic reserves, and other campus computing matters can be found at http://www.ncsu.edu/it/essentials.
Readings and assignments are due at the start of class on the dates indicated.
Day 1 Course goals and policies
Write: in-class writing sample
Day 2 A rhetorical perspective on language; forms of inquiry in the disciplines
Read: Kirscht & Schlenz (K&S) Introduction
Write: In-class writing sample
Day 3 The writing process: purpose and planning
Read Simon & Schuster Handbook (S&S) Ch. 1-2
Day 4 The writing process: drafting and revising
Read S&S Ch. 3
Unit I. Inquiry and Writing in the Sciences
D1 Forms of inquiry in the sciences
Read K&S Ch. 1 pp.11-31
D2 Observation and objectivity
Homework: K&S Inquiry 1.1 pp.14-16; in pairs, complete Steps 1-2
D3 Pairs complete Step 3: comparing observed details
D4 Reading science
Read: John Gribbin's Light (K&S Ch.2)
In-class groups: Analyze Gribbin's chapter following Inquiry 1.4 guidelines, p.23
D1 Formal writing in the sciences
Read K&S pp.31-52
Write: summary of Gribbin's chapter
Introduce PROJECT 1: Rhetorical Analysis (K&S 31-36; Inquiry 1.9 Reading for global features; all students analyze the Quinn report for this project)
D2 Read Quinn report from Northwest Science (K&S Ch. 2)
Write: content summary of Quinn
D3 Read Martin et al. report from Bulletin of the Southern California Academy of Science (K&S Ch. 2)
In class: global features analysis of Martin et al.
D4 Write: outline global features analysis of Quinn
In class: groups develop evaluation criteria for Project 1
D1 Finalize evaluation criteria
D2 PROJECT 1 draft due
In-class peer review
D3 Drafts returned with instructor commentary
D4 PROJECT 1 final draft due.
Introduce Library Online Basic Orientation (LOBO)
Unit II. Inquiry and Writing in the Social Sciences
D1 Forms of inquiry in the social sciences
Read K&S Ch. 3, pp. 111-135
D2 Subjectivity and selectivity
Read: Allport, Rimmerman, Sklar, or Orr (K&S Ch. 4) as assigned to your group. Following guidelines in Inquiry 3.3, outline hypothetical research designs using observation, survey, and/or interview methods.
In class: groups examine relationships between research questions and methods
D3 Reading theory as argument
Introduce PROJECT 2: Argument Summary & Response
(based on K&S Inquiry 3.4A-B, pp. 121-127)
D4 Read Bennett selection from Apathy in America, 1960-1984 (K&S Ch. 4)
In class: practice summary and response to Bennett
D1 PROJECT 2 draft due
In class peer review
D2 PROJECT 2 final draft due.
D3 Formal writing in the social sciences
Read K&S Ch. 3, pp.135-168
Introduce PROJECT 3: Literature Review (3-4 sources; K&S 138-143)
D4 Conducting literature searches
Read S&S Ch. 33-34 on library and online research
In class: plan literature search for Project 3; identify databases
D1 Principles of citation and documentation
Read K&S Appendix, 534-546
Read S&S Ch. 39 comparing the disciplines
D2 The language of citation and argument
Review K&S 129-135
D3 Summarizing, paraphrasing, quoting
Read S&S Ch. 31
D4 Develop evaluation criteria for Project 3
D1 PROJECT 3 draft due
In-class peer review: global issues
D2 Drafts returned
D3 In-class peer review: local issues
D4 PROJECT 3 final draft due.
Unit III. Inquiry and Writing in the Humanities
D1 Forms of inquiry in the humanities
Read K&S Ch. 5, pp. 323-341
D2 Interpretation and evaluation
Homework: Part 1 of K&S Inquiry 5.1, p. 325
In class: Groups complete Parts 2&3: interpreting statements of "fact" as issues of value and meaning
D3 Close reading in the humanities
Read Mailloux's "Interpretation" (K&S Ch.6
D4 Read Sontag's "Against Interpretation" (K&S Ch.6)
Introduce PROJECT 4: Comparison of Critical Interpretations in the Humanities (K&S pp.347-8: compare and contrast two interpretations of artistic texts)
D1 Topic and research plan for Project 4 due.
D2 Formal writing in the humanities
Read K&S 341-360
D3 Finalize topics and sources
D4 Develop evaluation criteria for Project 4
D1 PROJECT 4 draft due
In-class peer review
D2 Groups prepare response to Inquiry 5.2 #4-5: propose research/discussion issues for a humanities discipline
D3 Oral presentations: Groups report
D4 PROJECT 4 final draft due.
Unit IV. Critical Applications
D1 Introduce PROJECT 5: Critical analysis of contemporary issue (K&S Ch. 7, pp. 437-443)
D2 Writing in college
Read Bell's "Everybody Hates to Write" (K&S Ch. 8)
D3 Writing in academic disciplines
Read Bartholomae's "Inventing the University" (K&S Ch. 8)
D4 Topic and research plan due for Project 5
D1 Writing in technological contexts
Read Sorapure, et al. on web literacy (K&S Ch. 8)
D2 Introduce group project: Disciplinary analysis and evaluation of electronic information sources (K&S pp. 429-437)
Read K&S Ch. 7
D3 Group planning: determine topic and websites
D4 Group planning: disciplinary analysis, rhetorical analysis, presentational analysis
D1 Project 5 annotated source list due
D2 Group presentations on website analysis
D3 Group presentations on website analysis
D4 Source lists returned.
Plan research symposia panels
D1 Develop evaluation criteria for Project 5.
D2 Oral presentation guidelines
Read S&S Ch. 44
D3 Research Symposia begin (individual oral presentations)
PROJECT 5 drafts due (optional)
PROJECT 5 final draft due.