As the first course in Mason’s vertical writing curriculum, ENGH 101 helps students understand writing as a rhetorical act. Instructors of ENGH 101 strive to help students develop and integrate their abilities to read, write, and think. They support students as they turn their attentions to elements that make writing a human, communicative process.
English 101 Learning Outcomes:
Learning Outcome 1: Students improve their ability to write in, and reflect upon, a recursive process that includes exploration, invention, and inquiry, as well as drafting, organizing, revising, peer-reviewing, and editing.
Learning Outcome 2: Students are able to analyze and respond to a range of rhetorical situations with increased awareness of the purposes, audiences--including academic audiences--and contexts of writing within and beyond the university. Students develop strategies for anticipating and using audience response as they draft, revise, and edit.
Learning Outcome 3: Students gain emerging college-level proficiency in critically reading and writing nonfiction texts in a range of genres to develop analysis, reflection, exposition, argumentation, and research skills.
Learning Outcome 4: Students understand the basic principles of and can employ strategies for refining research questions; selecting, evaluating, synthesizing, and documenting sources; and incorporating other voices (facts, perspectives, and ideas) into their writing.
More specifically, ENGH 101 students are expected to develop as writers who:
- can use writing as a tool for exploration, discovery, and/or reflection as well as more transactional goals (exposition, persuasion)
- can successfully employ strategies for writing as a recursive process of inventing, investigating, shaping, drafting, revising, and editing
- understand the basic principles of and can employ strategies for refining research questions; selecting, evaluating, synthesizing, and documenting sources; and incorporating other voices (facts, perspectives, and ideas) into their writing
- can use a range of available technologies to support their reading, writing, and thinking, including but not limited to email, word-processing, and database searching
They are also expected to develop an understanding of the role of audiences in writing, so that they:
- become familiar with and develop strategies for meeting common expectations of US academic audiences
- are able to analyze a range of rhetorical situations -- noting the purposes, audiences, and contexts of a piece of writing -- within and beyond university classrooms
- can anticipate and use audience feedback -- from peers as well as instructors -- to help them revise their writing by seeing the gaps between the audience(s) implied by their writing and the real audience(s) who will read it
Finally, they are expected to develop college-level abilities for handling a range of texts, including:
- increased abilities to closely and critically read a variety of nonfiction texts, including (but not limited to) argumentative texts, their own writing, and their peers' writing, in order to identify rhetorical strategies that they can apply to their writing
- abilities to create texts that respond to varied rhetorical situations in a range of written genres, to include (but not be limited to) US academic argument and research-supported texts
- their ability to edit their own writing to meet the expectations of a range of audiences, including academic audiences, for Standard American English.
Requirements and Prerequisites:
- Students in ENGH 101 will spend at least one designated class per week using technology to actively learn or practice crucial writing skills (e.g. practicing research, source evaluation, drafting or revision strategies). To facilitate this work, students will need a laptop or a tablet with a keyboard and word processing software in class. The composition program has a laptop check-out program for students who cannot bring their own devices.
- Students in ENGH 101 will produce at least 3500 words of formal graded prose and should expect to also engage in informal and/or reflective assignments, early drafts, and/or task-specific writing assignments (e.g. summaries or reading analyses). To help student engage in the writing process, students will have the opportunity to revise at least one major project after receiving detailed feedback from the instructor. Students will also be engaged in their writing and research process and regularly receive feedback and instruction throughout.
Resources for Students:
Catalog Course Description and Current Schedule
Waivers for the Composition Program
The Writing Center
Writing Across the Curriculum
Students as Scholars
Office of Academic integrity