ENG 102

Course Description

Taken as a whole, English 101 and 102 aim to introduce students to the strategies, tools, and resources necessary to becoming successful communicators in a wide range of academic, professional, and public settings. Designed to build upon the repertoire of strategies for successful writing learned in English 101, English 102 focuses on persuasive and researched writing. English 102 helps students develop critical thinking and writing skills as they learn to synthesize their perspectives with those of other writers.  The course focuses on the summary, analysis, and synthesis of texts, as well as both traditional and alternative forms of research.

Learning Outcomes

ENG 102 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 to 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 102, students will:

  • have a deeper appreciation for how rhetorical situations influence reading, writing, speaking, and thinking;
  • be able to engage texts more critically, and to more appropriately and accurately incorporate the ideas of others in writing;
  • know the “moves” for making and supporting several different kinds of academic arguments, including how to use a range of evidence to support claims;
  • be able to use several common academic genres, including annotated bibliographies, reports, research studies, scholarly reviews, etc.;
  • be more adept at addressing different academic audiences, including how to discover the specific conventions for communicating in a range of academic communities;
  • appreciate the differences in how various disciplines and fields create and circulate knowledge, and the assumptions that inform various research methods;
  • know how to conduct focused research using a range of library resources, including the library catalog and databases of scholarly articles;
  • understand that an integral part of the revision process is discovering meaning and rethinking the rhetorical choices that best portray these ideas;
  • communicate more effectively using the conventions of standard edited English.