Composition 1&2
ENG 105 & 106: DMACC
ENG 105 & 106: DMACC
Composition I introduces students to the college-level writing process through the construction and revision of a series of expository and persuasive essays. Students may also produce other writing appropriate to the academic and working world. Through exposure to a variety of college-level readings, the students will build critical reading skills, and students will be expected to respond to assigned readings in a variety of ways. The course introduces library and computer-based research strategies. Students will write and revise at least 4 essays and produce a minimum of 20 pages.
Generate writing as an active process, using planning, drafting, revising, and editing
Explore invention activities, such as brainstorming, listing, word-mapping, reading, freewriting, discussing, and journal writing
Use planning and drafting techniques, such as outlining and freewriting
Consider audience, purpose, and context
Revise for clarity, coherence, and conciseness
Use technology as appropriate given the task, assignment, and setting
Evaluate strategies and approaches for organizing content
Write well-structured introduction, body, and conclusion paragraphs
Organize essays using thesis statements and topic sentences
Use paragraphs as an organizational method
Incorporate effective transitional devices
Integrate relevant, credible supporting details and evidence from source materials
Incorporate quotations from source material
Examine college-level reading skills as an active part of the writing process
Identify various genres of expository writing, including narrative, essay, and article
Develop vocabulary, using relevant reference resources
Examine various rhetorical and organizational methods
Use effective reading techniques such as rereading, annotating, paraphrasing, and summarizing
Analyze the content, expression, and context of verbal and/or visual texts
Synthesize research resources appropriate to the task and context
Develop researching skills to locate credible sources, which may include interviews, observations, surveys, DMACC library resources, library databases, and other web resources
Distinguish between credible and unreliable print or electronic sources
Integrate research into writing when appropriate
Acknowledge ownership of ideas when using source information
Integrate standard college-level documentation practices
Understand definitions and consequences of plagiarism
Identify reasons for documentation
Distinguish between personal ideas and outside sources
Develop summarizing, paraphrasing, and quoting skills using primary and secondary sources
Integrate sources effectively within the given context
Document sources in MLA or APA formatting style
Adapt to the rules of Standard English grammar appropriate to context
Use standard rules of grammar, punctuation, mechanics, and spelling
Construct syntactically sound sentences using varied, appropriate vocabulary
Apply college-level reading skills to academic and professional texts
Read a variety of academic and professional texts, primarily non-fiction
Develop vocabulary
Identify language nuances, such as denotation, connotation, and figurative language
Determine a text’s audience, purpose, thesis, and context
Restate texts by summarizing, paraphrasing, and quoting
Analyze rhetorical strategies found in academic and professional texts
Determine how ideas, structures, or other textual features influence interpretation, including rhetorical situations and social, cultural, and historical contexts
Examine how multiple perspectives can operate at the same time
Distinguish between types of evidence, such as primary, secondary, quantitative, and qualitative
Determine logical fallacies, bias, slanted language, discriminatory language, and propaganda
Integrate sources to support research-based projects
Determine research objectives and schedule
Locate primary and secondary sources via library databases, catalogs, Internet, and other resources
Analyze the relevance and credibility of sources
Illustrate claims using research sources
Argue in response to continuing dialogues within and beyond academic disciplines
Recognize various points-of-view
Integrate audience-based persuasion techniques
Evaluate multi-cultural, social or global perspectives for diverse audiences
Synthesize ideas from multiple sources to reframe in new contexts
Evaluate individual writing processes to produce college-level essays and projects
Generate early drafting and revision strategies, including conference, workshop, or individual and peer feedback
Compose clear, concise prose
Construct syntactically sound sentences using varied, appropriate vocabulary
Use standard rules of grammar, punctuation, mechanics, and spelling
Integrate standard college-level documentation practices
Understand definitions and consequences of plagiarism
Identify reasons for documentation
Distinguish between personal ideas and outside sources
Integrate sources effectively within the given context
Document sources using MLA or APA style