Maui Community College
Course Outline
1. Alpha Number: ENG 100
Course Title: Composition I
Credits: 3
Date of Outline: March 2004
2. Course Description: Discovers and applies the concepts of purposes, audience, and tone in writing. Emphasizes evaluating written texts and writing various types of essays, including writing from sources. Focuses on critical thinking.
3. Contact Hours/Type: 3 hours/Lecture-Lab
4. Prerequisites: ENG 22 or 55 with at least a C, or placement at ENG 100, or consent.
Corequisites:
Recommended Preparation:
Approved by Date
5. General Course Objectives
English 100 is designed to introduce students to different forms of college-level writing, including, but not limited to, academic discourse; to guide them in writing for different purposes and audiences; and to provide students with guided practice of writing processes, making effective use of written and oral feedback from the faculty instructor and from peers. This course will require students to write at least 5000 words of finished prose; help students develop information literacy by teaching search strategies, critical evaluation of information of source, and effective selection of information for specific purposes and audiences; teach appropriate ways to incorporate such information, acknowledge sources and provide citations; and help students read texts and make use of a variety of sources in expressing their own ideas, perspectives, and/or opinions in writing.
For detailed information on how English 100 focuses on the Maui Community College general education standards, see the attached grid.
6. Student Learning Outcomes
For assessment purposes, these are linked to #7. Recommended Course Content.
On successful completion of this course, students will be able to:
a. use writing as a process that includes gathering information, exploring ideas, planning, drafting, organizing, criticizing, revising, editing, and publishing;
b. recognize audience and purpose and apply appropriate language and style;
c. demonstrate knowledge of conventions for mechanics and grammar;
d. analyze and evaluate student writing and other texts for context, evidence, point of view, and strategy;
e. find and evaluate information from a variety of sources; assess reliability, bias, and relevance; synthesize and document relevant findings according to academic conventions and without plagiarizing;
f. write well-reasoned, coherent, and focused texts.
7. Recommended Course Content and Approximate Time Spent on Each Topic
Linked to #6. Student Learning Outcomes.
1-16 weeks Focus on the writing process including invention, drafting, revision, editing. (a, b, c, d, e, f)
13-16 weeks Composing different forms of college-level writing. (a, b, c, d, e, f)
1-16 weeks Research and conventions of documentation (a, b, c, d, e, f)
8. Text and Material, Reference Materials, Auxiliary Materials and Content
Appropriate text(s) and materials will be chosen at the time the course is offered from those currently available in the field. Examples include:
Texts:
Hawkins, Rose and Robert Isaacson. Uncommon Knowledge: Exploring Ideas Through Reading and Writing. Boston: Houghton Mifflin, 1996.
McQuade, Donald and Christine McQuade. Seeing and Writing 2. Boston: Bedford St.Martin’s, 2003.
Reinking, James A., Andrew Hart and Robert von der Osten. Strategies for Successful Writing: A Rhetoric, Research Guide, Reader, and Handbook. 6th ed. Upper Saddle River: Prentice Hall, 2002.
Reference texts:
Hacker, Diana. The Writer’s Reference. 5th ed. New York: Harper Collins, 2003.
9. Recommended Course Requirements and Evaluation
Specific course requirements are at the discretion of the instructor at the time the course is being offered. Suggested requirements might include, but are not limited to:
5-10% Attendance and Participation
0-10% Vocabulary
5-10% Journals
30-70% Essays
0-15% Quizzes
10-30% Midterm Examinations
10. Methods of Instruction
Instructional methods will vary considerably with instructors. Specific methods will be at the discretion of the instructor teaching the course and might include, but are not limited to:
a. lectures and class discussions;
b. audio, visual, or Internet presentations;
c. group activities;
d. quizzes and other tests with feedback and discussion;
e. web-based assignments and activities;
f. reflective journals;
g. reading text and reference materials;
h. writing reflective, summary, analytical, and research texts;
i. proofreading and editing exercises;
j. peer review;
k. student-instructor conferences;
l. portfolio development;
m. group and individual oral reports and presentations;
n. vocabulary practices;
o. Service-Learning, community service, and/or civic engagement projects.