English 1101 instructors may require their students to purchase a rhetoric/reader, a grammar/style handbook, and supplemental texts.
English Composition I (ENGL 1101) is the first step in a required two-step composition sequence under section A1 in UNG's core curriculum. Through various writing assignment, the broad goal of ENGL 1101 is to help students recognize that writing is a complex, labor-intensive process that involves active reading and research, critical thinking, analysis, multiple-draft writing, and precise editing. To be eligible to take ENGL 1101, a student must meet English Department placement criteria.
If a student receives a three (3) on the AP English Language or English Literature examination, the student receives credit for ENGL 1101. If a student receives a 50 on the CLEP subject examination "College Composition," the student receives credit for ENGL 1101.
In accordance with UNG regulations, a student must have a grade of C or better in English 1101 or English 1101H (Honors Composition) before taking English Composition II (ENGL 1102). ENGL 1101 carries three semester hours of transfer credit.
In keeping with the university's mission, ENGL 1101 prepares students for college and career writing experiences by directing them in the basic organization and development of essays of various lengths. The objectives below meet national and institutional-level objectives, specifically the Writing Program Administrators' Outcomes Statement for First-Year Composition and UNG's core curriculum objectives. Upon completing ENGL 1101, students will be able to demonstrate
- Writing competence through
- Developing knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising;
- Constructing a controlling idea or thesis;
- Marshalling rhetorically effective assertions, evidence, and evaluation through critical thinking;
- Conducting introductory primary and secondary research to understand the rhetorical situations that are the focus of inquiry;
- Structuring their writing through rhetorically appropriate documentation practices;
- Understanding the collaborative and social aspects of writing through peer review activities and other forms of collaboration;
- Displaying an awareness of various audiences, genres, and exigencies;
- Analyzing their own writing processes and how and why these processes change.
- Reading competence through
- Displaying capabilities of readers of complex texts;
- Offering rhetorically effective integration of texts.
Sample assignments which help students reach these objectives include a rhetorical analysis of a previous writing experience, a description and evaluation of one's writing processes, a narrative of how prior literacy experiences shape one's current literacy, and a definitional argument over terms such as literacy, writing, or reading.
During the course of the semester, students produce roughly 5,000 words of assessed writing.
For internal assessment purposes, the Director of First-Year Composition will assess three English 1101 course outcomes. This assessment is in addition to general education assessment required by SACS accreditation. These course outcomes are transferable to writing situations beyond FYC. Through their writing,
- Students will demonstrate an understanding of writing processes and how writing processes change.
- Students will demonstrate an awareness of rhetorical situations and develop strategies for writing in different contexts.
- Students will demonstrate their capabilities as readers of complex texts, including scholarly, peer-reviewed articles and/or books.