Department of English, Theatre and Languages

English, Theatre and Languages
PO Box 1510
Pembroke, NC 28372

Phone: 910.521.6246
Fax: 910.775.4092
Email: etl@uncp.edu

Location: Dial Humanities Building, Suite 103
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composition

ENG 104 OUTCOMES

By the end of English 104, students should demonstrate agency and facility in the following areas:

Rhetorical Knowledge
Focus on a purpose in each writing assignment.
Draft clear thesis sentences.
Develop ideas deeply.
Organize papers coherently and cohesively.
Demonstrate awareness of an audience.

Critical Thinking, Reading, and Writing
Actively read, engage with, and respond to course readings.
Develop their own unique ideas in class writings.

Process
Appreciate that writing is not just a product but a process whereby a product is created.
Understand that writing requires students to make decisions throughout their writing process.
Be aware that it usually takes multiple drafts to create and complete a successful text.
Develop flexible strategies for generating, revising, editing, and proofreading, recognizing that different writing tasks require different writing processes.

Knowledge of Conventions
Write in complete, clear sentences.
Control such surface features as grammar, punctuation, and spelling so that most distracting errors are eliminated.

Class Writing Requirements
Complete multiple shorter essays.
Satisfactorily complete a multi-draft essay of at least two pages or 500 words (typed in a 12-point font).
Compile a course portfolio that contains one, multi-draft essay of at least two pages or 500 words (typed in a 12-point font) and a reflective essay.

ENG 105 OUTCOMES

By the end of English 105, students should demonstrate agency and facility in the following areas:

Rhetorical Knowledge
Understand rhetorical situations, that is, how audience, writer, subject matter, and purpose, inform one another.
Respond appropriately to different kinds of rhetorical situations.
Draft clear, effective thesis sentences.
Develop their ideas deeply.
Organize papers consciously and effectively (having moved beyond a 3-body-paragraph structure).

Critical Thinking, Reading, and Writing
Use writing and reading for inquiry, learning, critical thinking, and communicating.
Develop their own unique ideas in expository essays.
Incorporate readings into their own writing by summarizing, paraphrasing, and quoting.

Processes
Appreciate that writing is not just a product but an open, non-linear process whereby a product is created.
Understand that writing requires students to make decisions throughout their writing process.
Be aware that it usually takes multiple drafts and intensive revision to create and complete a successful text.
Develop flexible strategies for generating, revising, editing, and proofreading, recognizing that different writing tasks require different writing processes.
Understand the collaborative and social aspects of writing processes by, for example, critiquing their own and others’ work and by learning to balance others’ input and their own final responsibility as writers.

Knowledge of Conventions
Write in complete, clear sentences.
Control such surface features as varied sentence structure, syntax, grammar, punctuation, and spelling so that most distracting errors are eliminated.
Practice appropriate means of documenting their work.
Develop strong editorial skills.

Class Writing Requirements
Complete multiple shorter essays.
Satisfactorily complete a multi-draft, expository essay of at least four pages or 1,000 words (typed in a 12-point font) that incorporates summary, paraphrase, and/or quotation.
Compile a course portfolio that contains the following: one multi-draft, expository essay of at least four pages or 1,000 words (typed in a 12-point font) that incorporates summary, paraphrase, and/or quotation; one other essay; and one reflective essay.

ENG 106 OUTCOMES

(All English 105 Outcomes are understood as implicit in the English 106 Outcomes as well.)

By the end of English 106, students should demonstrate agency and facility in the following areas:

Rhetorical Knowledge
Distinguish among appropriate approaches to argumentative writing.
Understand rhetorical situations, that is, how audience, writer, subject matter, and purpose inform one another in academic arguments.
Write an effective argumentative thesis statement.
Develop papers by using adequate and relevant evidence.

Critical Thinking, Reading, and Writing
Use reading, research, and writing for inquiry, learning, critical thinking, and communicating.
Integrate their own unique ideas with those of others.
Understand how to find sources (for example, by using the Internet, library research tools, bibliographies, etc.).
Evaluate sources (for example, assessing sources in regards to bias, authority, and reading level).
Synthesize and analyze material from sources.
Understand the relationships among language, knowledge, and power.

Processes
Understand writing and research processes as a series of tasks.
Develop flexible strategies for acquiring, evaluating, and utilizing research in their own writing.
Use a variety of technologies to address a range of audiences.

Knowledge of Conventions
Observe accepted patterns of logic and avoid fallacious arguments.
Effectively summarize, paraphrase, and quote sources.
Effectively and correctly document various kinds of sources in their own essays and on their works cited or bibliography pages.
Proofread and edit papers so carefully that very few surface errors remain, particularly those that impede clarity.

Writing Requirements
Complete multiple shorter argumentative essays.
Satisfactorily complete a multi-draft argumentative research essay that contains a minimum of eight pages or 2,000 words (typed in a 12-point font) and whose works cited page or bibliography includes at least eight sources.
Compile a course portfolio that contains the following: one multi-draft, argumentative research essay that contains a minimum of eight pages or 2,000 words (typed in a 12-point font) and whose works cited page or bibliography includes at least eight sources; one other essay; and one reflective essay.

ABSENCES (ENG 104, 105, and 106)

Freshman writing courses at The University of North Carolina at Pembroke emphasize process as well as product. The ETL Department considers regular class attendance a responsibility as important as turning in written work. Students are expected to attend all classes and to complete all assignments on time.

Instructors are under no obligation to accept or to grade work that is missed or late because of an absence.

A grade of F will be assigned if by the end of the course a student has missed more than six hours of a course, regardless of the reason for those absences (15% of the class time, e.g. six (6) MWF or four (4) TTh classes in the regular semester).

A student may appeal an F grade given for absences by demonstrating that severe and unexpected events, such as catastrophic illness or accident, were responsible for the absences and that a grade of C (2.0) or higher would otherwise have been earned in the course. A written appeal must be submitted to the Director of Composition. A student whose appeal is denied may request a hearing before a special board composed of three Composition Committee members.

Updated: Monday, August 28, 2006

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