English 100, 100A, and 100B
ENG 100 Writing Seminar I (3 semester hours)
Introductory composition course focused on personal and academic literacies, with an emphasis on expository writing. Instruction and practice in developing college-level reading, writing, research, and critical thinking skills. Emphasis is on a process approach to writing effective academic prose.
Prerequisite(s): Placement as determined by the Dean’s office.
Focus: ENG 100 focuses on personal and academic literacies, with an emphasis on expository writing and the development of college-level reading, writing, and critical thinking skills as well as a process approach to writing. With its focus on personal and academic literacies, the first-year writing seminar addresses directly the question, “What does it mean to be human?” as it explores the relationship between reading/writing (or literacy) and being human.Top
ENG 100A Writing Seminar I - Part 1 (2 semester hours)
First half of year-long introductory composition course focused on personal and academic literacies, with an emphasis on expository writing. Instruction and practice in developing college-level reading, writing, research, and critical thinking skills. Emphasis is on a process approach to writing effective academic prose.
Prerequisite(s): Placement as determined by the Dean’s office.Top
ENG 100B Writing Seminar I - Part 2 (2 semester hours)
Second half of year-long introductory composition course focused on personal and academic literacies, with an emphasis on expository writing. Instruction and practice in developing college-level reading, writing, research, and critical thinking skills. Emphasis is on a process approach to writing effective academic prose.
Prerequisite(s): ENG 100A.
Focus: Together, ENG 100A and ENG 100B deliver the same student learning outcomes as ENG 100, but they do so over two semesters rather than one semester. Designed as a “stretch” version of ENG 100, ENG 100A/B is aimed at enabling students to achieve the outcomes of ENG 100 who might struggle if required to do so in just 16 weeks. Students receive two credits for successfully completing ENG 100A and another two credits for successfully completing ENG 100B. They usually have the same instructor for ENG 100A as for ENG 100B. Students must successfully complete both ENG 100A and ENG 100B in order to enroll in ENG 200 during their second year.Top
Humanities Commons Student Learning Goals
ENG 100 is a first-year Humanities Commons course within the Common Academic Program, which will replace the General Education program beginning fall 2013. As such, its student learning outcomes (listed in the next section) are designed to support the six student learning goals of the Humanities Commons.
By completing the courses within the Humanities Commons, students will:
- Read primary texts closely and critically (including self-critically);
- Analyze, in writing, a variety of texts contributing to larger historical conversations, debates, and traditions and as resources for understanding and appreciating the complexities of human identity, dignity, and experience;
- Develop an understanding of their place in community, country, and world in relationship to multiple others, with particular attention to differences – such as class, gender, and race – upon which social inequalities are constructed and maintained;
- Engage central concepts of Catholic intellectual tradition as they contribute to humanistic inquiry and reflection in the relevant academic discipline (English, History, Philosophy, or Religious Studies);
- Examine the question of what it means to be human from a disciplinary perspective, and in the process make connections among disciplines and develop an appreciation for the ways in which learning is a process of integrating knowledge
- Understand and practice academic honesty as foundational to the making and sharing of knowledge in a community of learners that is both local and global.
ENG 100 Student Learning Outcomes
Upon completion of ENG 100, students should be able to:
- Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically;
- Engage in a process approach to writing college-level prose;
- Produce rhetorically effective college-level expository prose;
- Demonstrate effective use of scholarly sources in their writing;
- Recount in college-level prose their personal literacy histories and current literacy practices;
- Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth.
- Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors.
ENG 100 Readings and Textbooks
All sections of ENG 100 must use The Everyday Writer, 5th ed, by Andrea Lunsford. All sections of ENG 100 are strongly encouraged to use the readings collected in Readings for ENG 100: Writing Seminar I. This collection includes a wide variety of primary and secondary texts that have been selected to support the student learning outcomes of the course. In addition, the readings are organized according to specific writing assignments that have been designed to enable students to achieve those learning outcomes.
Faculty have the option to supplement or substitute readings for the course, provided the material used supports the student learning outcomes of the course and is appropriate for a first‐year course at the University of Dayton.Top
ENG 100 Writing Requirements
Informal Writing Assignments
- A Diagnostic Essay: All students are required to write a brief (1‐2 page) diagnostic essay in response to a prompt of the instructor’s choosing. The diagnostic essay may be written inside or outside of class but should be collected by the instructor no later than the second class meeting. The primary purpose of the diagnostic essay is to give the instructor a sense of students’ writing abilities early in the course so that the instructor can teach as effectively as possible to each class.
- Description and Analysis of Current Literacy Practices: Students describe and evaluate their current literacy practices and evaluate them for their ability to enable students to produce university‐level prose in a short (1‐2 page) essay.
Formal Writing Assignments
In addition to the diagnostic essay, students must write at least four formal essays totaling at least 16 pages of university‐level prose (not counting revisions). The following assignments are recommended since they have been specifically designed to meet the student learning outcomes for the course.
- Literacy Narrative/Response: In this paper, students recount their person literacy history as well as summarize and respond to the literacy narrative (provided in course materials) of someone from a diverse background. Students should respond by identifying and commenting on the similarities and differences between their own literacy narrative and the literacy narrative recounted in the reading.
- CIT Response Essay: In this response, students summarize and then respond to a text from Catholic intellectual tradition (provided in course readings) that addresses a concept or idea related to reading, writing, and/or rhetoric.
- Discourse Community Ethnography: For this paper, students select an identifiable group (preferably on the UD campus) that differs from them in a significant way (in terms of race, class, gender, etc.). Students spend at least five hours observing that group and, on the basis of their observations and readings on discourse communities, write a paper in which they argue that the group either is or is not a discourse community.
- Informative or Argumentative Synthesis: Students read secondary texts (provided in course materials) from English Studies and one other discipline from the Humanities Commons on an issue concerning literacy. At the instructor’s discretion, students write either an informative or an argumentative synthesis on the basis of these readings.