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First Year Composition (FYC): English 1102


English 1102 instructors may require their students to purchase a rhetoric/reader, a grammar/style handbook, and supplemental texts.

Course Description

English Composition II (ENGL 1102) is the second step in a required two-step composition sequence under section A1 in UNG's core curriculum. According to the course catalog, "This course develops skills in written analysis, interpretation, and evaluation of texts and emphasizes critical thinking skills, increased stylistic sophistication, and the application of advanced research methods."

ENGL 1102 expands and reinforces the objectives of English 1101 by developing students' ability to engage in advanced research methods and align and share their findings with others. Moreover, ENGL 1102 helps students develop information literacy skills through researching, evaluating, and integrating primary and secondary sources.


To be eligible to take ENGL 1102, a student must have a grade of C or better in ENGL 1101 or ENGL 1101H (Honors Composition I).

AP or CLEP Credit

If a student receives a three (3) on the AP English Language and English Literature examinations, the student receives credit for ENGL 1102. If a student receives a 50 on the CLEP subject examination "Analyzing and Interpreting Literature," the student receives credit for ENGL 1102.

Grade Requirement

In accordance with UNG regulations, a student must make a grade of C or better to earn credit for ENGL 1102.

Credit Hours

The course carries three semester hours of transfer credit.

Course Objectives

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 1102, through their writing students will be able to demonstrate

  • Writing competence through
    • Conducting advanced primary and secondary research to understand the rhetorical situations that are the focus of inquiry and to situate that inquiry in scholarly conversations;
    • Displaying knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising;
    • Marshalling rhetorically effective assertions, evidence, and evaluation through critical thinking;
    • Evaluating, analyzing, and responding to arguments that constitute various exigencies;
    • Structuring their writing through rhetorically appropriate documentation practices;
    • Controlling their writing process and adjust their process for the purpose based on peer and teacher feedback and multiple revisions;
    • Independently choosing rhetorical strategies best suited to purpose and audience;
    • Applying concepts from Composition and Rhetoric, such as exigence, audience, purpose, and ethos, to identify and analyze complex rhetorical situations.
  • Reading competence through
    • Engaging multiple perspectives through critical and information literacy skills;
    • Establishing criteria to gauge the efficacy of texts;
    • Offering rhetorically effective integration of texts.

Sample assignments which help students reach these objectives include an analysis of the genres written and read within a specific community, a synthesis and evaluation of an issue covered by multiple perspective and in multiple genres, or a writing experiences survey informed by current survey data provided by groups such as the Pew Research Center, the National Commission on Writing, the National Council of Teachers of English, or the National Survey of Student Engagement.

During the course of the semester, students produce roughly 5,000 words of assessed writing.

Departmental Assessment

For internal assessment purposes, the Director of First-Year Composition will assess four English 1102 course outcomes. This assessment is in addition to general education assessment required by SACS accreditation. We believe these course outcomes are transferable to writing situations beyond FYC. Through their writing,

  • Students will engage in a research process that is meaningful for a specific community and will demonstrate in at least one assignment the basic skills required for scholarly research.
  • Students will demonstrate an awareness of the intertextual nature of writing and research through reading, analyzing, synthesizing, and responding to complex texts.
  • Students will produce purposeful arguments in rhetorically appropriate genres that matter to specific communities, including at least one written scholarly argument integrating multiple peer-reviewed sources.
  • Students will develop flexible strategies for their writing process based on the needs of specific communities.

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