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. Online or nationwide students may take the Columbia College English placement exam. 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. Online or nationwide students who score 75% or higher on the English placement exam 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. Online or nationwide students may take the Columbia College English placement exam. 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. Online or nationwide students who score 75% or higher on the English placement exam will be placed in ENGL 111.
Course Rotation for Day Program:
Offered Fall and Spring.
Most current editions of the following:
Required texts must include:
A handbook, such as texts 1-2; 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 5-8.
Although almost all handbooks now contain a focus on argumentation, instructors may also choose to supplement with a rhetoric-based textbook, such as texts 3-4 below.
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:
By Diana Hacker and Nancy Sommers (Bedford, St. Martins) Category/Comments - Handbook Recommended
By David Rosenwasser and Jill Stephen (Wadsworth) Category/Comments - Rhetoric Recommended
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 Recommended
Everything's An Argument
By Anbdrea A. Lunsford and John J. Ruszkiewicz (Bedford, St. Martin's) Category/Comments - Rhetoric Recommended
Seeing & Writing
By Donald McQuade and Christine McQuade (Bedford/St. Martin’s) Category/Comments - Rhetoric Recommended
Literature: An Introduction
By Ed. X. J. Kennedy and Dana Gioia (Longman) Category/Comments - Combination Handbook & Rhetoric Recommended
The Bedford Reader
By Eds. X.J. Kennedy et al. (Bedford) Recommended
Course Learning Outcomes
Demonstrate the process of argumentative academic writing, including organizational clarity, use of evidence, and revision.
Analyze texts and provide evidence for analysis.
Write polished academic essays featuring clear, correct paragraphs and sentences.
Major Topics/Skills to be Covered:
Instruction focuses on the full process of academic writing by requiring students to make organized arguments with high standards of evidence.
Departmental policy requires students to write and submit for evaluation well-developed, argumentative, analytical essays for a total of 2500-3500 words.
Students must revise in response to self-criticism, peer feedback, and instructor feedback. At least one writing assignment must utilize multiple kinds of feedback, such as instructor comments, peer review, and class-wide critique of a draft
Paragraph structure, including an emphasis on topic sentences and transitions
Essay structures, including thesis statements, organization, and development
A variety of texts that lend themselves to critical analysis
Activities that develop student skills in writing clear, correct paragraphs and sentences
Students must take an in-class exam in which they identify and/or demonstrate the conventions of academic writing.
Information about student performance on essay assignments may be collected and provided to full-time English faculty. Data may be collected on an “Analysis Essay,” which is any essay written for the course that is not the final essay. Data may also be collected on the “Final Essay,” which is the final essay that students write for the course.
Recommended maximum class size for this course: 20
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 learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section.
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.