Skip to main content
College of Humanities and Social Sciences
Department of English

Course Descriptions

First-Year Writing Program

ENG 101: Academic Writing and Research

ENG 101 (4 credit hours) fulfills NC State’s first-year writing requirement as part of the General Education Program in Writing and Speaking. Students may take ENG 101 in either the fall or the spring semester of their first year. A parallel course, FLE 101, is offered by the English as a Second Language (ESL) Program, Department of Foreign Languages. This course satisfies the First-Year requirement for students who are non-native speakers of English.

Course Description

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. Most sections meet in computer classrooms. Successful completion of ENG 101 requires a grade of C- or better. This course satisfies the Introduction to Writing component of the General Education Program.

Prerequisite: A grade of C- or better in ENG 100 or placement via English department guidelines.

Learning Objectives

Students will

  1. Learn basic principles of rhetoric and develop an understanding of written texts as arguments generated for particular purposes, audiences, and rhetorical contexts.
  2. Examine similarities and differences in forms of inquiry and writing across academic disciplines.
  3. Practice analytical reading strategies and hone the ability to summarize, paraphrase, draw evidence from, synthesize, and respond to the scholarship of others.
  4. Learn to find and evaluate print and electronic source materials appropriate for academic research projects.
  5. Learn to develop original arguments for a range of academic purposes.
  6. Practice critically evaluating their own and others’ work and collaborating effectively with other writers throughout the writing process.
  7. Practice and refine technical skills in areas such as grammar, mechanics, and the documentation of source materials.

ENG 202: Disciplinary Perspectives in Writing

ENG 202 (3 credit hours) is restricted to transfer students with one 3-hour college composition course from their previous institution. Successful completion of ENG 202 requires a grade of C- or better. Together with approved transfer credit hours, this course satisfies NC State’s first-year writing requirement as part of the General Education Program in Writing and Speaking.

Course Description

Examination of the uses of writing and research within academic disciplines; analysis, synthesis, and reflection on what makes effective academic arguments; development of an understanding of the rhetorical demands of disciplinary writing, including attention to audience, purpose, and context; instruction in critical research practices; engagement in reflective activities on writing and research processes to help students gain facility in academic writing across disciplines and within their own discipline. Restricted to transfer students with 3 hours of ENG1** or ENG1GEP transfer credit. Together with approved transfer credit hours, this course satisfies the Introduction to Writing component of the General Education Program. Course Pre-requisite: 3 credits of ENG1** or ENG1GEP transfer credit.

Learning Objectives

ENG 202 is specifically designed to help students:

  1. Explain disciplinary writing as a social activity that changes over time and according to context;
  2. Practice using the frameworks of rhetorical analysis to extend knowledge of written texts as arguments generated for particular purposes, audiences, and rhetorical contexts;
  3. Analyze conventions of research and writing across academic disciplines, including their chosen discipline; 
  4. Synthesize and integrate multiple perspectives on academic writing in order to identify the role of writing and research in academic settings; 
  5. Examine their own writing processes and practices in critical reasoning;
  6. Practice writing and research as recursive, iterative processes;
  7. Review peers’ documents in small groups to gain skills and practices in collaboration and peer response; and
  8. Practice and refine technical skills in areas such as grammar, mechanics, and documentation of source materials.

ENG 100: Reading and Writing Rhetorically

NG 100 (4 credit hours) is offered primarily in the fall semester for students who are placed in the two-course sequence. Sections will be added to the spring schedule as needed. A parallel course, FLE 100, is offered by the English as a Second Language (ESL) Program for students who are non-native speakers of English.

Students who complete ENG 100 or FLE 100 with a C- or better should take ENG 101 or FLE 101 the next semester to complete the first-year requirement. ENG 100 is applied to a student’s degree audit as a free elective or additional course. 

Course Description

Intensive practice in reading and writing critically and rhetorically, with attention to how those change according to purpose and situation. Introduction to rhetorical concepts and elements with application to a variety of academic, professional, or civic texts. Exploration of principles of argument and organization. Guidance in developing flexible, self-aware reading and composing processes. Practice in seeking, providing, and responding to constructive feedback. Practice with making choices about grammar, mechanics, and style appropriate to specific rhetorical situations. Extensive writing practice and individualized coaching to support ongoing development as a writer. Intended as preparation for ENG 101.

Learning Objectives

Students will

  1. Adapt reading strategies for a diverse range of texts to support critical understanding and generative use of texts.
  2. Understand that written texts have a range of purposes related to their rhetorical situations, which may include academic, professional, or civic contexts.
  3. Compose in multiple genres to participate in contexts calling for purposeful shifts in elements such as content, evidence, structure, medium, design, formality, or voice.
  4. Apply principles of argument and organization in students’ own writing.
  5. Use a range of writing strategies that reflect flexible, self-aware reading and composing processes.
  6. Seek, provide, and respond to constructive feedback on written work.
  7. Make choices about grammar, mechanics, and style appropriate to specific rhetorical situations.