Overview

The following materials are intended for ENGL 1005, 1010, and 2010 at Snow College.

The Student Learning Outcomes are the skills and knowledge you should take away from your composition class upon you successfully completing it. You most likely already use most if not all of these in your work, but your composition classes will help you further develop your reading and writing skills that will help you with the work you do in own field of study and other personal and professional contexts.

The following information includes some if not all of the outcomes you will work with in your composition class. The outcomes are presented in bold with the Master Syllabus explanation after. As you read through these, keep in mind that the explanations and discussions of the outcomes are just one way to understand these. Your instructor may provide different explanations or approaches to the following.

ENGL 1005 and ENGL 1010 Outcomes

Click here to view the course master syllabus for ENGL 1010 and ENGL 1005.

Students will show that they can account for audience, purpose, context, and genre by reading and identifying these elements in assigned essays.

• The students will then demonstrate that they can account for these same elements by including them in their own writing. Students will show that they can account for audience, purpose, context, and genre by reading and identifying these elements in assigned essays. The students will then demonstrate that they can account for these same elements by including them in their own writing.

Organize effective arguments that engage readers, provide needed background, present compelling evidence, and respond to opposing viewpoints.

• Students will demonstrate that they can engage readers, provide needed background, present compelling evidence, and respond to opposing viewpoints by writing formal and informal essays. For example, students may be asked to write an “informal” essay (i.e., an ungraded essay or an essay for few points) in which they organize their thoughts, present evidence, and respond to opposing viewpoints. They will then be asked to repeat these same skills in a larger essay.

Write using an effective process that includes planning, drafting, peer workshopping, and revision.

• This process should be explicit in class activities and assignment design; revision should improve the overall quality of the document. Students will utilize drafting peer workshops, and revision. They will demonstrate this by turning in multiple drafts of their paper and responding to the oral and written comments from their instructor.

Carefully and critically read written arguments, identifying the use of rhetorical techniques by the author.

• Students will carefully and critically read arguments, identifying the use of rhetorical techniques by the author. They will demonstrate this throughout the semester but most specifically in the rhetorical analysis paper.

Difference Between ENGL 1005 and ENGL 1010

At Snow College, we want all our students to be successful, so we provide two options for first-year composition courses—ENGL 1005 and ENGL 1010. Both of these courses cover the same material, require the same assignments, and count for the same general education credit (E1). ENGL 1005 differs from ENGL 1010 by providing additional support for students. ENGL 1005 classes are smaller in order to give students more opportunities to get to know each other and to work with their professors one-on-one. ENGL 1005 classes also require an additional class period each week, which professors  use in a variety of ways to provide more individualized support throughout the semester.

ENGL 2010 Outcomes

Click here to view the course master syllabus for ENGL 2010.

Students will be use principles of rhetoric to plan and write documents that are sensitive to audience expectations, genre conventions, assignment requirements, and the writing context.

• Students will demonstrate these abilities in short assignments and in research papers. Students will be use principles of rhetoric to plan and write documents that are sensitive to audience expectations, genre conventions, assignment requirements, and the writing context. Students will demonstrate these abilities in short assignments and in research papers.

Organize effective arguments that engage readers, provide needed background, present compelling evidence, and respond to opposing viewpoints.

• Students will practice logical organization patterns appropriate for a variety of rhetorical situations. Students will demonstrate these abilities in short assignments, in research papers, and on quizzes/exams.

Write using an effective process that includes planning, drafting, peer workshopping, and revision.

• This process should be explicit in class activities and assignment design; revision should improve the overall quality of the document. Students will learn the process of building a research paper from the planning stage to the research stage to the first draft stage. Students will also learn the value of peer-review and revision, meeting with their professor to improve successive drafts. Students will demonstrate these abilities by turning in drafts of papers and responding to comments on drafts.

Carefully and critically read written arguments, identifying the use of rhetorical techniques by the author.

• Students will learn to read critically. They will learn how to evaluate credibility. Students will demonstrate these abilities in short assignments and in writing research papers with appropriately cited in-text citations and a works cited page.

Think critically about arguments by exploring multiple perspectives.

• Students will move beyond mere pro-con issues by exploring the values, priorities, and assumed facts of multiple perspectives on a given issue. Students will demonstrate this learning in class discussions of readings and on written assignments, especially the major research paper.

Find and evaluate credible primary and secondary research and utilize that research appropriately to support an argument/position.

• In doing so, students will include precise documentation, avoid plagiarism, and integrate source material smoothly. Students will learn the conventions of scholarly documentations, including MLA/APA documentation, summary, paraphrase, and quotation. Students will learn to avoid plagiarism, and will learn how to synthesize sources. Students will be able to evaluate sources not only for quality, but for appropriateness to their particular papers. They will demonstrate this on assignments, in their research papers, and in exams/quizzes.