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Master Syllabus

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Administrative Unit: Humanities Department
Course Prefix and Number: ENGL 111
Course Title: English Composition I
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

Introduction to academic writing with emphasis on the process required for producing polished, argumentative analyses of texts. Grade of C or higher required. Prerequisite: Grade of C or higher in ENGL 107 or EAPP 107, or placement by ACT English Score or by SAT Writing Score: students whose ACT English Score is from 18 to 29 or whose SAT Writing Score is from 430 to 650 will be placed in ENGL 111. Offered Fall and Spring.

Prerequisite(s) / Corequisite(s):

Grade of C or higher in ENGL 107 or EAPP 107, or placement by ACT English Score or by SAT Writing Score: students whose ACT English Score is from 18 to 29 or whose SAT Writing Score is from 430 to 650 will be placed in ENGL 111.

Course Rotation for Day Program:

Offered Fall and Spring.

Text(s): Most current editions of the following:

 Required texts must include:

  • a handbook , such as texts 1-3; and
  • an anthology of literary works, a reader of expository and argumentative writing, or a composition textbook focusing on media and/or visual texts, such as texts 7-11.

Although almost all handbooks now contain a focus on argumentation, instructors may also choose to supplement with a rhetoric-based textbook, such as texts 4-6 below. In addition, some rhetoric-based textbooks, such as 6, contain readers suitable for satisfying the second criterion above.

The following texts should be used in their most recent editions. Although these are approved, the list does not exclude the choice of other handbooks or readers designed for composition, in their most recent editions:


The Little, Brown Handbook
By Ed. H.R. Fowler, et. al. (Longman)
Category/Comments - Handbook
A Writer's Reference with Exercises
By Diana Hacker and Nancy Sommers (Bedford, St. Martins)
Category/Comments - Handbook
The Hodges, Harbrace Handbook
By Cheryl Glenn and Loretta Gray (Wadsworth)
Category/Comments - Handbook
Writing Analytically
By David Rosenwasser and Jill Stephen (Wadsworth)
Category/Comments - Rhetoric
They Say/I Say: The Moves That Matter in Academic Writing with Readings
By Gerald Graff, Cathy Birkenstein, and Russel Durst (W. W. Norton)
Category/Comments - Rhetoric
Inventing Arguments
By John Mark and John Metz (Wadsworth)
Category/Comments - Rhetoric
Everything's An Argument
By Anbdrea A. Lunsford and John J. Ruszkiewicz (Bedford, St. Martin's)
Category/Comments - Rhetoric
Everything's a Text
By Dan Melzer and Deborah Coxwellp[Teague (Longman)
Category/Comments - Rhetoric
Literature: An Introduction
By Eds. X. J. Kennedy and Dana Gioia (Longman)
Category/Comments - Rhetoric
Convergences: Themes, Texts, and Images for Composition
By Robert Atwan (Bedford, St. Martin's)
Category/Comments - Combination Handbook & Rhetoric
The Bedford Reader
By Eds. X.J. Kennedy et al. (Bedford)
Course Objectives
  • To be able to transition from reading or viewing a text to making an argument about that text.
  • To practice strategies for analyzing texts well.
  • To analyze a text.
  • To provide evidence for an argument.
  • To demonstrate the ability to provide self-criticism of one's own writing.
  • To understand that writing is a multi-step process that requires revision in response to feedback.
  • To be able to produce sound arguments in polished academic writing.
  • To master conventions of academic writing.
Measurable Learning
  • Demonstrate analytical skills with regard to texts.
  • Practice strategies for arriving at original arguments about texts.
  • Identify appropriate evidence for developing and supporting an argument.
  • Integrate appropriate, well documented evidence to develop and support an argument.
  • Participate in feedback/revision processes.
  • Complete at least one writing assignment that utilizes multiple kinds of feedback, such as instructor comments, peer review, and classwide critique of a draft.
  • Demonstrate the ability to critique one's own writing and revise in response to self-criticism
  • Revise drafts based on various kinds of feedback from instructor and/or peers.
  • Develop skills in writing clear, correct sentences.
  • Write polished academic essays.
Topical Outline:
  • Departmental policy requires students write and submit for evaluation well-developed argumentative, analytical essays, for a total of 2500-3500 words.
  • Paragraph structure, including an emphasis on topic sentences and transitions
  • Essay structures, including thesis, organization, and development
  • A variety of texts that lend themselves to critical analysis
  • The full process of academic writing, including exploration and analysis of texts, drafting, receiving feedback, and revising an argumentative essay
  • Write an in-class exam that requires students to identify and discuss the conventions of academic writing

Recommended maximum class size for this course: 20

Library Resources:

Online databases are available at You may access them from off-campus using your CougarTrack login and password when prompted.

Prepared by: Peter Monacell Date: March 4, 2015
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course objectives and cover the subjects listed in the topical outline. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

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