ENG 102

ENG 102: Composition II

Instructors teaching Composition II must include four primary writing assignments. See the table below for information pertaining to genre expectations and ideas for Composition I. Note that Composition II courses must include a significant research-writing project. All Composition II 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 be the research project). Composition II is a GEC writing-intensive course, and students must write a minimum of 5,000 words.

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


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



Argument Assignment I

Argument Assignment II

Research-Based Assignment

Research Project

Image Analysis

Rhetorical Analysis

Critical Response

Synthesis Essay

Argument Essay

Digital Project

Image Analysis

Rhetorical Analysis

Critical Response

Synthesis Essay

Argument Essay

Digital Composition/Redux

Annotated Bibliography

Research-Based Proposal

Problem-Solution Essay

Wiki Assignment

Group Research Project



Research Report

Research Essay

Multimodal Research

Stakeholder Research