ENG 101

ENG 101: Composition I

Instructors teaching Composition I must include four primary writing assignments that in combination assist students in meeting the GEC and the departmental learning outcomes for the class. See the table below for information pertaining to genre expectations and ideas for Composition I. All Composition I courses must conclude with a portfolio requirement. The portfolio must include a reflection essay and two samples of revised student writing (one of which must engage source materials in a significant way).


Student 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 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 and are based on the WPA Outcomes Statement for First-Year Composition. 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;
  • understand and use a variety of technologies in research, writing, and other forms of social interaction.


Potential Assignments (in no particular order but paying attention to scaffolding and course learning outcomes)


Personal Essay Assignment

Critical Essay/Argument Assignment

Critical Essay/Argument Assignment

Synthesis Assignment (must cite course readings)

Literacy Narrative

Learning Autobiography

This I Believe Essay

Photo Essay

Self-Linguistic Analysis

Image Analysis

Profile Essay

Review Essay

Critical Reading

Ethnographic Essay

Op-Ed Essay

Response Essay

Digital Composition/Redux

Problem/Solution Essay


Synthesis Essay

Argument Essay

Ethnographic Essay