ENG 101

 

Course Description

Taken as a whole, the English 101 and 102 sequence aims to introduce students to the strategies, tools and resources necessary to becoming successful communicators in a range of academic, professional, and public settings. English 101 students learn not only to think carefully through writing, but also to reflect critically about writing by engaging a variety of discursive forms, from the academic essay to opinion pieces, from essays to advertisements.

Learning Outcomes

ENG 101 is a GEC-required course at USM, and students taking this course are expected to meet the following GEC learning outcomes:

  1. the student is able to develop a topic and present ideas through writing in an organized, logical, and coherent form and in a style that is appropriate for the discipline and the situation.
  2. the student can observe conventions of Standard English grammar, punctuation, spelling, and usage. 
  3. the student can  write a coherent analytical essay [considering the] rhetorical situation or through written communication effectively analyze the components of an argument.
  4. the student can find, use, and cite relevant information. 

In order assist students in meeting these GEC learning outcomes, the Composition Program at Southern Miss has identified specific learning outcomes for each of its first-year writing courses that are meant to complement the GEC outcomes.  At the completion of ENG 101, students will be able to:

  • See that writing is a form of social interaction;
  • Analyze rhetorical situations and make effective choices based on audience and context;
  • Responsibly synthesize material from a variety of sources;
  • Make claims and support them with appropriate evidence;
  • Use writing to critically explore, explain, evaluate, and reflect on their experiences and on those of others;
  • Understand and effectively use a range of genres/forms;
  • Use conventions of expression appropriate to situation and audience;
  • Effectively revise and provide substantive feedback to others on their writing;
  • Articulate a revision strategy based on an understanding of their own writing processes;
  • Recognize the importance of technology in research, writing, and other forms of social interaction.