COURSE INFORMATION. Course Prefix/Number: ENG 101. Lecture Hours/Week: 3.0 Lab Hours/Week: 0.0 Credit Hours/Semester: 3.0

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1 COURSE INFORMATION Course Prefix/Number: ENG 101 Course Title: English Composition I Lecture Hours/Week: 3.0 Lab Hours/Week: 0.0 Credit Hours/Semester: 3.0 VA Statement/Distance Learning Attendance Textbook Information Student Code and Grievance Policy Attendance Statement ( ) COURSE DESCRIPTION This is a (college transfer) course in which the following topics are presented: a study of composition in conjunction with appropriate literary selections, with frequent theme assignments to reinforce effective writing. A review of standard usage and the basic techniques of research are also presented. COURSE COMPETENCIES To complete this course successfully, a student will be able to: Module 1: Fundamentals of College Writing and Argumentation Recognize and apply the elements of argumentation. Develop an awareness of the importance of argumentation within academic writing. Evaluate the effectiveness of different arguments. Learn and apply the basic guidelines of MLA manuscript format. developing a rhetorical analysis. Construct a rhetorical analysis essay of at least 500 words that demonstrates: o Focus and control of topic through use of thesis and appropriate support. o Use of clear, coherent, sentence structures. o Awareness of the elements of an argument. o Ability to evaluate an argument s effectiveness. Utilize the writing process (pre-writing, writing, and revision) in the development of the rhetorical analysis essay. Revise work to eliminate major sentence faults, including errors in spelling, punctuation, grammar, and usage. ENG of 5 Revised 7/2016

2 Module 2: Academic Arguments and Research Practice using rhetorical elements and appeals to develop effective arguments. Complete a library resources tutorial. Evaluate sources to determine their reliability and appropriateness for use in academic writing. Apply research methods to the exploration and development of topics. Learn and apply MLA guidelines for acknowledging and integrating source material in college writing. Use research to develop written arguments. identifying, developing, and supporting arguments. Construct two source-supported argumentative essays of at least 750 words each that demonstrate: o Focus and control of topic through use of thesis and appropriate variety of support. o Recognition and use of argumentative appeals. o Logical development of ideas, points, and examples. o Use of clear, coherent, and varied sentence structures. o Utilization of primary and/or secondary source material. o Smooth integration of source material, including the use of signal phrases where appropriate. o Awareness of MLA guidelines through the use of both in-text citations and a works cited page. Module 3: Problem-Solving through Research and Argumentation Identify a researchable topic that involves a definable problem and propose a solution or action in response to that problem in an extended research unit. Utilize the research process to form and plan an argument. Complete an annotated working bibliography of at least five sources. developing arguments through research. Construct a proposal essay of at least 1000 words that demonstrates: o Focus and control of topic through use of thesis and appropriate variety of support. o Recognition and use of argumentative appeals in conjunction with support from secondary source material. o Logical development of ideas, points, and examples. o Use of clear, coherent, and varied sentence structure. o Smooth and effective integration of source material, including the use of signal phrases where appropriate. o Awareness of MLA guidelines through the correct use of both in-text citations and a works cited page. o Use of at least four primary and/or secondary sources. Utilize the writing process (pre-writing, writing, and revision) along with research methods in the development of the proposal essay assignment. ENG of 5 Revised 7/2016

3 METHODS OF INSTRUCTION Principles will be introduced by the instructors through lecture, presentation, technology and computer-based training. Additional methods designed for remediation or enrichment will be individually tailored as needed. MINIMAL STANDARDS A minimum grade average of C (70%) is required in order to enroll in a higher-level English course or to transfer credit to most colleges. COURSE REQUIREMENTS Assignments The following are departmental requirements for this course: a minimum of four major essays (at least 3,000 words total) and a final in-class essay. Each of the major essays must incorporate source integration, either in response to a text or through outside research. Each instructor will provide specific guidelines for his/her class. Academic Integrity The policies stated in the York Technical College Catalog and Handbook will be enforced. Any student violating these policies will be subject to academic discipline. Other Academic Assistance or Requirements Any student who demonstrates an area of weakness or need for additional help may be referred to the Academic Coaching and Tutoring (ACT) Center, Student Services, or to other appropriate resources for assistance. Conferences with the instructor also may be required. EVALUATION STRATEGIES/GRADING PROCEDURES ENG 101 approaches writing as a process; therefore, student work will be evaluated on process and progress as well as on the finished product. Writing will be judged on organization, logic, coherence, and content development, as well as correct grammar, spelling, usage, and punctuation. Late or Missed Assignments Any approved make-up, late, or revised work must be completed in a designated time and manner as directed by the instructor. An instructor may choose not to accept late or missed work or may limit the maximum credit allowed. Evaluation Method Module 1 Major Assignments 15% Module 2 Major Assignments 40% Module 3 Major Assignments 25% Preliminary Assignments and Activities...10% Final Essay Exam 10% ENG of 5 Revised 7/2016

4 Grading Scale Grade Range A B C D F Below 60 ENTRY LEVEL SKILLS A student should be able to demonstrate mastery of the competencies of English 032 and Reading 100. PREREQUISITES English 032 and Reading 100 with a minimum grade of C or test score equivalents CO-REQUISITE None Disabilities Statement Any student who feels s/he may need an accommodation based on the impact of a disability should contact the Special Resources Office (SRO) at in the 300 area of Student Services. The SRO coordinates reasonable accommodations for students with documented disabilities. ENG of 5 Revised 7/2016

5 DESCRIPTION OF GRADED ESSAYS YORK TECHNICAL COLLEGE ENGLISH DEPARTMENT The Superior or A Essay Ideas are clearly developed and supported. Ideas reflect a mature level of thought as evidenced by originality and/or insight. The thesis is restricted and unified and developed throughout the essay. The essay exhibits clear organization with a logical flow of ideas and incorporates effectively selected transitional words or phrases. Paragraphs are unified, complete, and coherent. Sentence structure includes appropriate variety and emphasis, and reflects logical relationships. Word choices are accurate and effective. Grammatical, mechanical, and format errors are totally absent or rare. The superior paper distinguishes itself from the good paper by a more assured prose style, more creativity in form and content, and more effective uses of writing strategies. The Good or B Essay Ideas are supported, indicate a mature level of thought, and are consistently clear. The thesis is clear and consistently developed. The essay exhibits clear organization and presents a logical flow of ideas with appropriate transitional words or phrases. Paragraphs provide adequate support and organization. Sentence structure is varied. Word choice is accurate. There are very few grammatical, mechanical, or format errors. The Satisfactory or C Essay Ideas are usually supported and clear. The essay s organization reflects a logical flow of ideas. A sense of purpose and a controlling idea are evident, even if not fully sustained. Paragraphs are adequately developed, but transitions are not used consistently. Most word choices are effective. There are occasional grammatical, mechanical, and/or format errors. The Unsatisfactory or D Essay Ideas are not supported systematically and are frequently unclear. The essay s organization is inadequate; the introduction and/or conclusion are absent or fail to function properly. The middle section contains undeveloped paragraphs and/or lacks patterns of effective development, while transitional words or phrases are inappropriate or absent. A thesis, if present at all, lacks restriction and/or unity. There is little or no sentence variety. Word choices are often inappropriate. Several serious grammatical, mechanical, and/or format errors occur. The Failing or F Essay Ideas lack support from specific details and are consistently unclear. Organization is flawed. The introduction and/or conclusion may be absent or may not function. No thesis is stated, or, if present, it is not sustained. Paragraphs lack full development and/or unity. Transitions are not used. Frequent errors in grammar, mechanics, and/or format occur. ENG of 5 Revised 7/2016