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.

Sources and Evidence: demonstrate an ability to identify and evaluate evidence in analyzed texts and apply suitable evidence in their own compositions.

• Students apply analytical methods in order to gather textual
  evidence as they compose critical analyses of various texts.

Genre Awareness: analyze texts in multiple genres, accounting for the application of genre conventions in various contexts and apply suitable conventions in their own compositions.

• Students will compose in various genres such as summary, analysis, rhetorical criticism, etc., paying attention to appropriate style and document design principles for each genre.

Context and Purpose: analyze texts that address a range of purposes and audiences across various modalities, composing critical analyses that situate their analysis in relevant contexts.

• Students will complete formal and informal rhetorical analysis assignments, demonstrating their understanding of audience, purpose, etc., for different types of texts.

Language Awareness and Usage: account for the ways that analyzed texts apply linguistic conventions for rhetorical effect and compose texts that demonstrate intentional application of stylistic and linguistic knowledge in various situations.

• Students will consider how style, grammar, spelling, and other conventions influence the ways audiences respond to texts and apply this knowledge in their own writing.

Recursive Writing Processes: demonstrate the development of flexible, iterative processes for inquiry (e.g., selecting artifacts for analysis, applying analytical methods, etc.) and composition (e.g., invention, planning, responding to feedback, revision, etc.).

• Students will examine exemplary models of writing, write multiple drafts, and participate in peer reviews and/or conferences with professors.

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.

Sources and Evidence: demonstrate an ability to locate, comprehend, evaluate, integrate, and document evidence from multiple sources toward composing texts for various purposes.

• Students will research an appropriate topic for a major project, finding credible evidence, integrating that evidence in their writing, and documenting that evidence in an appropriate style, such as MLA.

Genre Awareness: compose texts in multiple genres, demonstrating intentional application of genre conventions and document design principles.

• Students will compose writing in various genres such as research reports, bibliographies, and persuasive arguments, etc., paying attention to appropriate style and document design principles for each genre.

Context and Purpose: compose texts for a range of purposes and audiences and in a range of modalities in order to make meaningful contributions to a field of knowledge and/or practice, including a major research-supported argument.

• Students will complete formal and informal research and persuasion assignments, demonstrating their understanding of audience, purpose, etc.

Language Awareness and Usage: demonstrate intentional application of stylistic linguistic knowledge in various rhetorical situations.

• Students will consider how style, grammar, spelling, and other conventions influence the ways audiences respond to texts and apply this knowledge in their own writing.

Recursive Writing Processes: demonstrate the development of flexible, iterative processes for inquiry (e.g., developing research questions, synthesis, etc.) and composition (e.g., invention, planning, responding to feedback, revision, etc.).

• Students will examine exemplary models of writing, write multiple drafts, and participate in peer reviews and/or conferences with professors.