EN 102 - English Composition II

1. Use recursive and reflective reading and writing processes to refine ideas and improve writing.
2. Choose effective organizational and stylistic moves for writing across a variety of rhetorical situations (GELO2).
3. Evaluate information to identify patterns, limitations, and biases (GELO3).
4. Integrate appropriate and relevant sources to enhance writing.
5. Synthesize the writing, research, and ideas of others.

Opportunities for reading, rhetorical analysis, synthesis, and discussion will be built into the curriculum. Instructors will provide practice and instruction in making organizational and stylistic choices based on audience and purpose, providing opportunities for students to hone their rhetorical knowledge and apply it to their work.

II. Working with Sources

Instructors will focus teaching on higher-level concepts including but not limited to the following: evaluating sources for particular audiences; synthesizing source ideas in summary and paraphrase; integrating outside source ideas into text-based projects; using sources to deepen and refine students’ thinking and writing; citing/documenting sources (MLA & APA required); using sources to identify discourse communities and join conversations in those communities.

III. Writing Processes

Instructors should think of the processes in which writers engage as diverse, recursive, dependent upon the situation, and even messy. There is no definitive list of required writing steps to complete in any specific order. Instructors will, therefore, encourage flexible writing processes which may include some combination of the following (formally or informally): inquiry research, outline, draft, peer review, proofread, edit, revise, reflect.

IV. Information Literacy

Instructors will introduce all EN 102 students to the concept of the information cycle and other information literacy skills that build on those taught in EN 101.

V. Reflection

Instructors will embed opportunities for reflection throughout the course so that students can identify their own writing choices and growth in areas that could include but are not   limited to the following: effective writing processes; organization and style; revision; impact and transfer of thinking, writing, and research skills; information literacy; inquiry as a means of knowledge creation.

Facilitated Discussion: 5-30%

Writing, Application, & Reflection: 10-30%

Peer or Group Work (Thinking, Writing, Reviewing): 10-30%

Technology-Mediated Writing & Research: 10-30%

• Three scaffolded writing projects culminating in a final writing-based piece taken through multiple drafts
• Outside sources used in each of the three writing projects
• MLA required (minimum one project)
• APA required (minimum one project)
• A minimum of two unique scaffolded assignments per project
• An annotated bibliography or a literature review using a minimum of 10 sources
• Teach & practice the concept of the information cycle and other information literacy skills that extend those taught in EN 101. 
• The department-wide common assignment project: An academic essay of at least 8 pages in length that uses sources; the essay represents at least 20% of each student’s overall course grade (includes rubric).