English 102: Introduction to College Writing and Research


Framework for English 102: Writing about Research @ Boise State

Both English 101 and English 102 offer the opportunity for students to develop into:

  • Flexible, astute writers who can adjust to various calls to write (academically and beyond);
  • Self-reflective writers who can articulate how and why they’re making those adjustments; 
  • Writers who can write purposefully in specific genres, for specific audiences. 

Additional goals/beliefs for what 102 can/should do. Students:

  • experience inquiry as a practice that is fulfilling, engaging, and productive, both within college and beyond; 
  • are immersed in multiple modes of research. Observational and primary research are emphasized in 101, while library-based, more traditionally-academic research is emphasized in English 102. 
  • experience the contextual, social nature of writing in text (through integrating others’ ideas to complicate/enrich their own writing in generous argument-based texts); 
  • deepen their understanding of the contextual, social nature of writing in practice (through collaborating with other writers in a variety of ways); 
  • deepen their experience with making appropriate choices of genre, audience, purpose, and so on. 
  • continued work with writerly practices established in 101:  using writing as a mode of thinking and inquiry; drafting; peer response; revision; in-process feedback; and so on.
  • three research-based projects (with increasing expectations for kinds and depth of research; at least two of the three are extended projects in specified genres)
  • intensive work with library-based academic research; field work or primary research as needed;
  • at least one piece written for an audience beyond the classroom.

Student work in English 102

  • continued work with writerly practices established in 101:  using writing as a mode of thinking and inquiry; drafting; peer response; revision; in-process feedback; and so on.
  • three research-based projects (with increasing expectations for kinds and depth of research; at least two of the three are extended projects in specified genres)
  • intensive work with library-based academic research; field work or primary research as needed;
  • at least one piece written for an audience beyond the classroom.

2014-2015 Engl 201 Curriculum

template syllabus (for spring 2015)
Unit 1: How does research circulate?: a rhetorical analysis. Template teaching notes for unit 1
Unit 2: What research on research can I do?: a research proposal. Folder with teaching notes and other materials for unit 2
Unit 3: How does research get things done?: an academic article. Folder with teaching notes and student schedule
Unit 4: How can research be constructed for other audiences? a 102 eportfolio. Template for teaching notes for unit 4

Texts
  • A research guide The Craft of Research 
  • English 102 Writing about Writing ebook (chapter 3, Rhetoric, out of Writing about Writing)
Additional Resources
  • The English 102 ebook for research-based writing
  • Optional additional readings: some are linked here; others are linked under Source Use and other tabs. Here are a few readings people have used in the past--it's incomplete, though. Potential Writing Spaces readings: Stedman; Walker; Driscoll; Rosenberg; Haller; and any from 101 that your class particularly appreciated (I use Bunn in 102, for example).

Archives (pre-2014 materials)

Here are materials from past years.